Subjects

Art

The Subject Way

Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:

Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.

It is our belief that knowing how what you learn links to the wider world brings a subject to life and therefore improves overall understanding and engagement.

Art skills necessary for successful Cultural Capital:

Time Management, Independence, Problem Solving, Negotiation skills, Critical Thinking (personal and Artist critical thinking) Risk Taking.  

Overview of KS3

Year 7

In Year 7 students have one lesson per week. Throughout Year 7 the students are taught how to control a range materials and how respond to different Artists and Cultures, including developing their own designs for final outcomes. Year 7 students will explore still life projects using both oil pastel and paints, they develop a clay tile in response to Aboriginal Art, explore a range of 2D element studies and make a surreal landscape in response to a ‘cakes and sweets’ theme.

In Year 8 students can opt to study Art for the whole year (1 lesson per week).

Year 8

In Year 8 students build on the skills they have learnt in Year 7. Students will cover a range of projects ranging from drawing and painting to ceramics and card construction. Students firstly complete a cultural project based on mask making. Here the students use research to design their own mask and then use different methods of card construction to develop a mask that is bold and filled with exaggerated features. The ‘Sea Life Ceramics’ project is an exciting project where students are really tested with developing a thumbpot vase embellished with different textures you would find in or around the sea. Students then complete a Jungle project that consists of animals, textures, patterns and plant-life found in the Jungle. To complete Y8, students develop work based around illustration. Once students have explored a wide range of illustrators and illustrations, they develop their work further into designing their own character and storyline.

Overview of KS4

Students who opt to study GCSE Fine Art have two lesson per week. AQA GCSE Fine Art is divided between 60% portfolio (Component 1) and 40% Externally Set Assignment (Component 2).

In Years 10 and 11 students build upon their skills and knowledge obtained at KS3, particularly Year 9, and are given a range of starting points and themes to consider when they begin to develop their portfolio.  At the beginning of the course all students will complete a series of workshop based lessons following the theme of natural form. Here students will cover disciplines like drawing, mark-making, line drawing, paintings, artists research, colour pencil studies, oil pastel, presentation skills and annotation.

 

Component 1 – The portfolio

For the portfolio students must include A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with a range of idea(s) to the realisation of intentions. This will give students opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study. Students can choose to do either one or two sustained projects.

AND

A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

Current projects include:

  • Natural form
  • Urban
  • Possessions
  • Diary
  • Coastal
  • Clothing
  • Toys
  • Cakes and Sweets
  • Human Condition
  • Fantastic and Strange

 

Component 2 – The Externally Set Assignment 

The Externally Set Assignment is set by the exam board AQA who provide students with seven different starting points and the students must select one only. This project (Component 2) must cover all four assessment objectives with evidence of drawing activity and written annotation. This project must be a full and sustained project from initial research to realisation of a final piece in a 10 hour exam session.

ESA will be available to students and teachers from the first school week of the January term and will run through to approximately the end of March beginning of April giving the students roughly 9-10 weeks on preparation time. Students must stop work on their preparatory studies as soon as the first period of supervised time starts however students may refer to the prep work during exam time but not to amend or add to this at all. Work made during the 10 hours will be marked as Assessment Objective 4.

 

Overall

All projects are assessed and graded using the AQA assessment criteria. Students have regular contact with their teacher through weekly individual tutorials where the student and teacher plan their projects and discuss ways forward with their project.

A qualification in GCSE Fine Art can lead on to an A Level qualification in the subject which could in turn lead to further education and employment in such areas Art Historian, Art Journalist, Art Administrator, Art Teacher /Lecturer, Occupational / Art Therapist, Printmaker, Industrial / Commercial Artist, Exhibition Officer / Organiser or Art Gallery Manager / Supervisor.

Long Term Plans

Scheme of work

Which materials and skills/content will be covered?




INTENT

How is this SoW a progression of previous learning?




IMPLEMENTATION

Which aspect of KS4 are we preparing students for? How are we building cultural capital?


IMPACT

Year 7

Sporting Composition 

Composition – Foreground middle-ground background.

Tonal Blending using oil pastels 

Y6 students have a very limited understanding of composition which we need to develop.

  

Y7 students 

Pedagogical = show and tell drawing round templates once they have been positioned correctly.


CC> Problem Solving, Risk Taking

Links to KS4: development of design ideas this crosses all 4 AO’s

Tonal blending skills 

Control of oil pastels and colour mixing and blending.  

Pen and Ink Shoe

Forms of drawing. Mark making, developing textures and tones using mark making.

Observational studies / accuracy working from live object

Different ways of applying tones.

NEW learning drawing from observation 

Working from live object to prepare for AO3 KS4/5

Greyscale and Colour Theory

Learning about colours and their paring. How to control pencils and overlay with blending. 

Heightened quality and control and manipulation with pencils to create hints of surface textures and smooth blending (from little practise in Primary school)

Resilience, patience, knowledge of tonal changes, depth, illusions for GCSE. 

Cezanne Painting leading to study sheet 

Composition – Foreground middle-ground background.

Tonal Blending using paints. How to hold a brush, control the brush the main features of the brush, the amount of paint needed.  

New Learning – how to arrange a study sheet, students make an informative study sheet that has key 

Linked to Sporting composition the ordering of still life composition. Linked to colour theory and then colour theory put into practise using paints, stemmed from colour pencils. 

Resilience, patience, Risk,  control, applying depth using paints and different creative painting techniques, thinking outside the box, new ways of painting, revisited again at GCSE.

AO1 Artists Research & Contextual Understanding, AO3 developing 2D skills with paint

Aboriginal Clay into Designs

Linked to design ideas but this time a birds eye view design, focal point, and how to arrange.

Historical / Cultural learning  – symbols and their meaning.

Literacy – story developing – links to creative writing. 

How to use clay, the characteristics of clay and how to attach, create mark making, use of different tools to enhance textures linked to Aboriginal art work. 

Students learn a new style of design ideas. How to blend and create smooth tones using colour pencils is revisited and so too is the colour scheme e.g. stretching tones use three blues for grade 3, purples into blue for 4 tones.

Links to literacy – creative writing English.

Clay – new skills for some students, some may have already used simple construction of clay (primary). How to carve, mould, attach and build with clay.

GCSE / KS5 links to design ideas and the different approaches to designs. Creating a meaning behind work, Cultural Understanding linked to AO1, Risk, Resilience and problem solving, time management – drying time with clay, organisation, coordinating materials.

Cupcake / oil Fab lolly Painting

Cupcake oil pastel: links to sporting with blending of oil pastels but this short project not only covers the blending it enhances the surface textures made with oil pastels e.g. lines cupcake base, sponge section, sprinkles.

Links to still life composition.

FAB Lolly – painting

Links to earlier Cezanne work but now focusing on the tighter control and observational work smooth blending, tonal changes

Enhancement of observational studies, building on tonal skills, surface textures seen in shoe mark making. Control with paints, using the brush, students familiar with the set-up of the room and use of materials. Links to artist research

Observational studies for AO3 GCSE/A Level. Tightening and refinement of observational studies and skills taught. Critical Thinking artists links AO1

Cupcake collage

Links to Picasso earlier transition project. Use of collage materials. 

Layering of papers, colour schemes to develop references to cupcakes. Links to cup cake oil pastels but now painting with paper.

Choice of cupcake / angles and different textures, more freedom with images, explore further understanding of textures using collage. 

CC = Choice, management of materials, independence. Painting with paper, exploration with different materials, control and wider understanding of how recycling papers and layering papers can be effective. Learning more about the characteristics of different papers

Sugar Rush Mountain

Painting / colour pencil/ composition / development of work using the above materials. Landscape composition

Links to cakes and sweets – Reflection on the materials used during the year so the students can then choose either oil pastels paints, colour pencils etc.

Independance – Making own choices for composition – what to include, AO2 developing imaginative ideas

Development of understanding of the use of depth foreground middleground background. 

AO2 Choice of materials & reflection of use materials. 

Y7 Zentangle 

Coastal project. Collage composition, layering of different pieces of work to make a composition. Pen and ink, background blending, wax resist, greyscale and colour pencil studies

Links to mark making shoe project. Use of patterns over colour. Drawings linked to  earlier greyscale work, colour for backgrounds linked to colour theory and big brush smooth blending. 

Composition – sporting.











CC= Organisation, time management and problem solving. A lot of materials are Trial and Error, students working independently to develop final outcome possibly relationships with peers to help develop strongly collated final piece . 

Scheme of work

Which materials and skills/content will be covered?




INTENT

How is this SoW a progression of previous learning?




IMPLEMENTATION

Which aspect of KS4 are we preparing students for? How are we building cultural capital?


IMPACT

Year 8

Mask making

Designs and research

Drawings. Colour pencils, Greyscale pencils, Use of research, 

Links to designing from research,using Artists and links to other cultures like the Aboriginal work in Y7.

GCSE / KS5 links to design ideas and the different approaches to designs. Creating a meaning behind work, Cultural Understanding linked to AO1, Auracy sharing good practice, 

Mask making

making

Card, Newspapers and tissue paper. Paint and collage. 

This is a new form of making for the students but it does build on the 3D work and construction skills from the claywork in Y7. 

Independance, Resilience,

Problem solving,

 Team work, Auracy and communication skills

Illustration

Research sheet

Drawing skills. Mixed media. Making appropriate choices. Colour pencils, Inks and pen work, poster paint, fine liner pen and mark-making work.

Linking work to Artists found independently from own research and from classroom resources, Literacy links to English and imaginative storytelling.

AO1 Artists Research & Contextual Understanding, AO3 developing 2D skills with pencil and paint, observational skills and AO2 developing imaginative ideas

Illustration

Character Development

Drawing skills. Mixed media. Colour pencils, Inks and pen work, poster paint, fine liner pen and mark-making work.

Linking work to Artists found independently from own research and from classroom resources.

AO1 using artists’ research to inform ideas, AO2 developing imaginative ideas, AO3 experimenting with a range of materials, making choices and refining/ reviewing work

Sea life 

Clay designs

Painting / colour pencil/ composition / development of work using the above materials.

Students learn how to blend and create smooth tones using colour pencils is revisited and so too is the colour scheme e.g. stretching tones use three blues for grade 3, purples into blue for 4 tones.

Links to literacy – explaining ideas with written annotations 

AO1 Researching and selecting from Artists’ research, making decisions on how to arrange/ combine imagery to create designs

AO2 – experimenting with mixed media techniques, developing ideas

Sea life Clay Vessel/ Pot

How to use clay, the characteristics of clay and how to attach, create mark making, use of different tools to enhance textures linked to Sea life textures and artists’ work. 

Clay – new skills for some students, some may have already used simple construction of clay (primary). How to carve, mould, attach and build with clay.

GCSE / KS5 links to design ideas and the different approaches to designs. Contextual understanding linked to AO1, Risk, Resilience and problem solving, time management – drying time with clay, organisation, coordinating materials.

Jungle

Mixed media.

Poster paint. Mixing colours and blending skills.

Greyscale – use of pencils for shading and markmaking

Colour pencils – used for blending and building up colours.

Water colour, bleeding techniques, water control and paint brush control. 

Students learn how to blend and create smooth tones using paint, oil pastels and watercolour, colour theory is revisited. Understanding and developing compositions linked to AO2 and AO4 at 

GCSE / A level

CC= Organisation, time management and problem solving, decision making,students working independently and making informed choices to develop final outcome possibly relationships with peers to help develop strongly collated final piece. Understanding and developing compositions linked to AO2 and AO4 at GCSE / A level




Close up Composition

Mixed media.

Poster paint. Mixing colours and blending skills.

Greyscale – use of pencils for shading and markmaking

Colour pencils – used for blending and laying colours.

Painting control paint brush control. 

Students revisit skills delivered in the Jungle project and develop a further understanding of alternative compositions linked to AO2 and AO4 at GCSE and A Level.

CC= Organisation, time management and problem solving, decision making,students working independently and making informed choices to develop final outcome

Understanding and developing compositions linked to AO2 and AO4 at GCSE / A level

Scheme of work

Which materials and skills/content will be covered?




IMPACT

How is this SoW a progression of previous learning?




IMPLEMENTATION

Which aspect of KS4 are we preparing students for? How are we building cultural capital?


IMPACT

Year 9

Urban

Artists study sheets

Research – mood board and mind map – how to research links to KS4 independent research. Artists study pages Eva Folks /Paul Kenton / Secondary source

Linking work to AO1 Artists found independently from own research and from classroom resources

Independent research, CC organisation.

How to prepare a project that shows successful journey

Problem solving

Constructive criticism 

Urban

Design idea

Painting / colour pencil/ composition / development of work using the above materials.

Enhancing the development of compositions from previous Y7 & 8. Students are given a range of designs ideas to refer to and see exemplar work from KS4/5

AO1 Researching and selecting from Artists’ research, making decisions on how to arrange/ combine imagery to create designs

AO2 – experimenting with mixed media techniques, developing ideas

Urban

Small final piece

Mixed media.

Poster paint. Mixing colours and blending skills.

Greyscale – use of pencils for shading and markmaking

Colour pencils – used for blending and building up colours.

Water colour, bleeding techniques, water control and paint brush control. 

Students learn how to blend and create smooth tones using paint, oil pastels and watercolour, colour theory is revisited. Understanding and developing compositions linked to AO1, AO2 and AO4 at 

GCSE / A level

CC= Organisation, time management and problem solving, decision making,students working independently and making informed choices to develop final outcome possibly relationships with peers to help develop strongly collated final piece. Understanding and developing compositions linked to AO2 and AO4 at GCSE / A level

Facial Features / portraits


Paintings of eyes / Heather B artist / 

Self Portrait

EYES – Technical skill using paints, colour mixing, different techniques using the brushes and manipulating the paints consistency. 

Portraits – measurements, how to measure and understand proportion, different ways of seeing measurements

Lips – Observational studies and primary studies

Layout of study sheets, annotations, primary photos, artists research 

Spiral Curriculum – this links to previous Y7 and Y8 technical units of work, Y7 drawing and painting, Aboriginal clay tile painting, sporting, Y8– mask making proportion, Jungle blending and tonal techniques, illustration oil pastels and paintings

Artists study sheets cover AO1,2 &3 GCSE and A Level 

CC= Organisation and problem solving, decision making,students working independently and making informed choices to develop presentation of study sheets. AO1, 2 and AO3 at GCSE / A level

Technical quality – building up resilience to learning about control and measurements / different ways of seeing. 

Artist study Da Vinci or Jover

Technical measurements for Da Vinci study sheet. Learn about the artist and his perception of measurements, perspective, scientific approach to anatomy. Presentation of study sheets.

Jover – using found materials to add to page layout. Control with bleeding of paints, printing with different surfaces, dribbling of paints to reflect the abstract approach by the artist. Annotations and how to make a successful study sheet. 

Links to AO1 GCSE, annotations and AO3 drawings. Links to earlier units of work – Y8 Aboriginal, sea life, illustration – page layout, Y7 Colour and greyscale work and Cezanne study sheet linked to the final piece. Links to earlier Y9 artists study sheets but students are now more familiar with this and produce stronger artists response because of the diet of the Y7-Y8 and new Y9 SOW

CC = Organising, planning, listening to constructive criticism and responding to advice. Decision making and working independently, resourcing materials and appropriate imager. Controlling various materials technically for Da’Vinci but more abstract with Jover.

Art and Design Suites 21-22

In the Year 9 Art and Design Suite students will continue to build on the technical specialisms of Art and Design across all three subjects, Fine Art, Graphics and Textiles. Students will learn about the importance of research and the presentation of sketchbook study sheets alongside the need for a strong technical skill.  

Y9 Textiles

In Textiles students will explore a variety of Textile techniques using a range of methods and materials similar to that of both contemporary and traditional artists. Students will learn how to make decorative pieces using a range of creative processes. 

Year 9 students will respond to the work of practitioners to draw and record observations. Experimental work will cover ideas and a range of textiles and mixed media techniques including: Stitching and embellishment, printing and dyeing of fabric, felting, hand embroidery, machine embroidery and fabric manipulation.

Y9 Graphics

Year 9 Graphics is designed to give students the chance to develop and extend their creative and technological abilities, whilst showing them the type of work that ‘real-life’ Graphic Designers do. This course is a very practical and creative course, and builds on the graphics skills and knowledge gained throughout Year 7 and 8. What will I study in Year 9? Year 9 Graphics projects are designed to cover the several areas of graphic communication, which might include: • Advertising and Branding • Packaging Design • Illustration and character design • Typography Example projects include the Urban Style Footwear Branding Project, and The Movie, Game or Book Relaunch/ Promotional Project.  

Fine Art at Y9

At the beginning of Y9, students will make a series of Urban studies in response to Artists research where students will explore both technical and expressive ways of working. From this, students will extend their work linking to design ideas and the use of composition.  

Students will then go on to follow a series of workshop based lessons to help develop their technical skill in the 2D elements of Art for example: pen and ink, painting, drawings and oil pastel work. During this time students will learn about the content needed to make successful study sheets, different ways of presenting their work and how to annotate the development of their work.

Scheme of work

Which materials and skills/content will be covered?




IMPACT

How is this SoW a progression of previous learning?




IMPLEMENTATION

Which aspect of KS4 are we preparing students for? How are we building cultural capital?


IMPACT

Year 10 workshop studies

Artists study sheets

Karl Blossfeldt

Laurie J. Pace

Natural form greyscale / colour

Pen and ink / wax resist

Natasha Clutterbuck

O’Keeffe / M Baldwin

Technical skill to enhance and level of control / accuracy to develop with Pen and Ink, painting with different objects e.g. glue spreader, greyscale and colour theory, wax resist, presentation of study sheets and how to annotate findings. Learning about new artists and why they make the work they do not just how but WHY! What gives them the inspiration? How can this link to the students’ inspiration?

Enhancing the presentation and creativity of sketchbooks but this series of work really heightens the development of technical skills as the students are now able to see more of the detail and technical quality within the studies and appreciate this more. Links to Y9 work, the artists studies, links to Y7 Cezanne glue spreader painting and colour theory, greyscale work, previous artists study sheets and links heavily towards AO1,2,3 as this is the beginning of the selection process for the GCSE portfolio. 

CC= seeing the development of own technical skill. Resilience, the need for commitment and understanding of time needed to complete work to meet deadlines.  AO1 Researching and selecting from Artists’ research, making decisions on how to arrange/ combine imagery to create designs

AO2 – experimenting with mixed media techniques, developing ideas

Year 10 into Y11 Portfolio of work & Exam 

Component 1

Individual projects

‘The Portfolio’ worth 60% of the overall grade at GCSE


Component 2 Exam = 40% of overall grade at GCSE 

Students begin individual research after being given a guided tour of different projects to undertake for their project at GCSE. Enhances further independent level of research. Planning from the outset, practising different skills not having completed before and learning more about new artists. Learning how to research effectively, set own deadlines, how to choose appropriate imagery to be able to work from this and how to make this relevant to the AO3 (Primary source), using artists research to practise these skills whilst developing the skill set for creatively presenting sketchbooks whilst appropriately annotating decisions, strengths / weaknesses and new findings, how they have controlled materials. With design ideas being larger this in turn poses new challenges as there is now more space in areas to fill and the composition constantly needs to be re-evaluated and adjusted.

How to manage their time in a 10 hour unsupervised Mock Exam period and learning strengths and weaknesses to enhance the portfolio further still.

Spiral curriculum, students working technically at the top of their game but still being pushed by ways regarding different materials, new artists, changes of ideas, particularly towards the end of the portfolio. Extending on projects and artists learned in Y9/10. 

CC= Organisation, time management and problem solving, decision making,students working independently and making informed choices to develop final outcome possibly relationships with peers to help develop strongly collated final piece. Students become stronger with making decisions about scale, materials they will use and how adventurous they can be.  Understanding and developing compositions linked to AO2 and AO4 at GCSE / A level