TECHNIQUE PRESENTATION LOOKING CLOSELY CONCEPT YEAR 7 Students are assessed using Art department assessment strands. These areas are: Presentation Looking Closely Skill/Technique Concept These are principles that the art department wishes to encourage KS3 students to always consider whilst producing their artwork, enabling personal reflection and critical analysis. To track progress for each area word descriptors will be used: Limited Basic Developing Competent Skilfull Accomplished At KS3 the Art department aims to give students a comprehensive introduction to a range of approaches in the making of visual art. We encourage students to be critical and reflective throughout their experiences and seek to develop their technical skills in areas of, painting, printmaking and 3-D realization. The department provides students with projects that are both personally engaging and culturally informative (in terms of past, contemporary, western and non-western practise) and by doing this we hope to stimulate imaginative responses and widen cultural perspectives. TERM1 This first term focusses on and how it can be used to represent both observed and imagined imagery. It is an introduction to the basics of mark making, tonal work, considered detail and combining media in. Introducing A short 3 lesson introduction to mark making techniques using a range of media. TERM2 This project combines media and techniques to produce a focused artistic outcome. This time the product is 3-D and the students have to consider the challenges of making artwork that occupies real space whilst being viewed from all angles. TERM 3 Skills of observation and arranging compositional aspects are further explored this term. Colour and paint are introduced and students must consider the properties of colour, mixing and blending and careful application. Birds of Paradise and Hell Figure Sculpture Cubism, Music and developing Art This project combines several techniques to create a personal, imaginative response. Students are introduced to the work of Heironymous Bosch and formal aspects of reproducing lifelike exotic birds. These elements are brought together and students construct both an appropriate environment and imaginative bird using a collage/ decoupage technique. Figure Sculpture Students explore the world of figurative sculpture by studying basic proportions of the human form and by being introduced to the work of contemporary artists such as Ron Mueck and Anthony Gormley. Students produce their own figurative sculpture building up from a wire armature to a body form by adding newspaper, masking tape, mod roc. Finally tissue paper, paint and accessories are used to personalize the piece. Cubism, Music and Developing Artwork This project begins with looking at the basic principles of the cubists and their ambition to show a 3-D object in 2-D space by showing it from several angles at once. After making a of a patterned musical instrument based on this idea students consider ideas of development of an artwork through experimentation with materials and scale. They produce a blow up of part of their original and learn to use various collage, paint and techniques resulting in an abstracted image. Basic colour theory is also explored here and students make connections with the use of colour referring to feeling or meaning in an artwork. DRAWING SKILLS ASSESSMENT BASELINE ASSESSMENT Obseravational object Hmk 1 Drawing of an exotic bird. Hmk 2 Research into Heironymous Bosch Hmk 3 Invented bird Hmk1 Body proportion Hmk 2 - Decide on identity of figure and make Hmk 3 - Family member TECHNICAL DRAWING ASSESSMENT Tonal of a musical instrument or animal Hmk 1 - Drawing of instrument or exotic animal Hmk 2 Research into Cubist art or the art of Henri Rousseau. Hmk 3 - Colour Theory homework
At KS3 the Art department aims to give students a comprehensive introduction to a range of approaches in the making of visual art. We encourage students to be critical and reflective throughout their experiences and seek to develop their technical skills in areas of, painting, printmaking and 3-D realization. The department provides students with projects that are both personally engaging and culturally informative (in terms of past, contemporary, western and non-western practise) and by doing this we hope to stimulate imaginative responses and widen cultural perspectives. TECHNIQUE PRESENTATION LOOKING CLOSELY CONCEPT TERM1 This term looks at advancing students ability to use context, imagination and alternative methods of representation to develop a traditional starting point (ie landscape, portrait) into a more complex artwork. YEAR 8 Developing Landscape Creative Heads (Cyborgs) Students are assessed using Art department assessment strands. These areas are: Presentation Looking Closely Skill/Technique Concept These are principles that the art department wishes to encourage KS3 students to always consider whilst producing their artwork, enabling personal reflection and critical analysis. To track progress for each area word descriptors will be used: Limited Basic Developing Competent Skilfull Accomplished Student s perceptions of landscape are challenged by comparing a traditional watercolour approach with that of abstracted, multiperspective landscapes. The artist Adrian Berg shows landscapes from different viewpoints in one picture and intensifies colour contrasts why would artists choose to alter reality in their work? Students are asked these kind of questions to gain understanding of artistic personality and attempt this approach adopting the artists style in their own paintings. TERM2 Following on from developing work through artistic and contextual approaches, students consider the art of a non-western culture and question the differences in approach and style. They make artwork using techniques they learn. Non Western Cultural Project This project aims to promote imaginative approaches and individuality, whilst improving fundamental skills (representation of surfaces, detailed recording and shading techniques). Students create their own cyborg head using frameworks and a methodical layered collage approach. Within these frameworks students are asked to design and imagine possibilities for the futuristic, mechanical aspects of the features and backdrop. TERM 3 Drawing technique and observation are the focus of the last unit - understanding how considering surface becomes a tool for an artist in being able to convey their ideas in a way that is visually stimulating. Students are introduced to artistic approaches and forms from another (often ancient) culture. Studying these approaches leads to an informed outcome using 3-D materials and learnt techniques e.g. Aboriginal clay vessel or canvas stained painting, African /cubist Mask, Chinese kite. Texture A skills project that introduces students to the depiction of texture in visual art and importance as a technical device. They make a watercolour abstract based on accurate illusionary depictions of texture, a scraffito style oil pastel and a tactile representation of texture using multimedia. DRAWING SKILLS ASSESSMENT BASELINE ASSESSMENT Obseravational object Hmk 1 Drawing from window in own house. Hmk2 Research Adrian Berg. Hmk 3 Landscape examples Hmk 1 Cyborg example research Hmk2 Technical / machine Hmk 3 Draw animal/ family pet as cyborg Hmk 1 animal Hmk 2 Culural art research Hmk 3 Design in hand outline Technical assessment Image symmetry - tonal/ measurement Hmk1 examples of texture Hmk2 textural
At KS3 the Art department aims to give students a comprehensive introduction to a range of approaches in the making of visual art. We encourage students to be critical and reflective throughout their experiences and seek to develop their technical skills in areas of, painting, printmaking and 3-D realization. The department provides students with projects that are both personally engaging and culturally informative (in terms of past, contemporary, western and non-western practise) and by doing this we hope to stimulate imaginative responses and widen cultural perspectives. TECHNIQUE TERM1 TERM2 TERM 3 PRESENTATION This term focuses on technical aspects, primarily The next units follow on from the technical base This term continues with the emphasis on. It brings together the skills taught in of the first project but now build in contextual personalized responses made by the students LOOKING CLOSELY Y7/Y8 and refines them namely detailed themes using famous modern art movements after being introduced to the approaches/ ideas CONCEPT observation, accuracy, line, tone, blending and from the 20 th century. Students respond in a of artists the notion of influence and inspiration developing imagery. personalized manner using multi-media / 3-D. as being vital to artistic growth is explored. YEAR 9 Still Life / Negative Space Surreal Room Word Art Relief Arcimboldo Heads Students are assessed using Art department assessment strands. These areas are: Presentation Looking Closely Skill/Technique Concept These are principles that the art department wishes to encourage KS3 students to always consider whilst producing their artwork, enabling personal reflection and critical analysis. To track progress for each area word descriptors will be used: Limited Basic Developing Competent Skilfull Accomplished DRAWING SKILLS ASSESSMENT Students develop an initial observational of a still life set up into an artwork that considers negative space aspects. They employ skills of selection, perspective and proportion to create a closely observed line of a group of still life objects in conte and pencil. Then students are then made aware of the artistic potential of the negative space in and around the objects by using multi-media to create patterns/ abstract images. The contrast and unity of the design demonstrates to the students how a simple can be developed into an interesting artwork by thinking about the negative space. BASELINE ASSESSMENT Observational object Hmk 1 - Personal item Hmk 2 Patternwork research Hmk 3- Negative space Students investigate the work of the surrealists through experimentation with contrasting and random imagery. They use ideas taken from the Dadaists such as Magritte and de Chirico and use generic interior formats as a stage for their surrealist imagery. Using visual aids and frameworks students construct a multi-media surreal room using found resources and their own ideas creating Dadaist contrasts of imagery and context. GCSE taster test Surreal object transfiguration Hmk 1 Surreal research Hmk 2 Pictures of ideas for the room Hmk 3 Turn a room at home surrealist Students begin the unit by looking at how the pop artists (Lichtenstein etc) used words in their art to create impact in a bold and graphic manner. This style is taken into an initial where students create a design using a specific chosen word combined with appropriate imagery and pop art stylistics. Technical emphasis is given to a graphic approach and colour tonal work. The design is then used as a basis for a clay model relief where imagery and lettering are given 3-D realization. The relief work is decorated using acrylic paints / varnish referring once again to the bold coloration and graphic tonal work of the pop artists. Hmk 1 Pop art research Hmk2 Word Ideas s Hmk 3 Pop art images Students are introduced to the absurd stylistics of the work of Arcimboldo and take an imaginative theme of their own choosing to create a portrait in a similar vein. The artwork is a layered collage piece that combines multi-media elements and focusses on a personalized response. End of KS3 Assessment Group of objects - observational/ tonal Hmk 1 arcimboldo research Hmk 2 Themes ideas Hmk 3 Features s
GCSE ART PROGRAMME OF STUDY The art department s GCSE course is designed to equip students with the knowledge, skills and understanding needed to make good progress, achieve well and in some cases prepare them for further study at A-level or otherwise. The department is keen that the projects designed for students are stimulating, informative, relevant and regularly updated. Whilst projects are structured to address the four main assessment objectives set by AQA exam board it is important to us that there is enough manoeuvrability for students of all abilities to flourish and explore. The department achieves this by giving students basic outlines or skeletons for all projects but treating student s progress and formation of ideas individually so that they can move off in the directions they are most interested in. Students are able to use the skeleton as a baseline for their project ensuring work produced adheres to the assessment criteria whilst affording able and gifted students the opportunity to be more adventurous with their personal explorations. A01 Contextual Reference TERM1 TERM2 TERM 3 A02 Developing Techniques A03 Recording /Observations A04 Personal Response YEAR 10 DEVELOPING STILL LIFE DEVELOPING ASSESSMENT Throughout the course students are involved in the critique and assessment of their developing portfolio of work. During lessons teacher and students discuss the work that they are producing, considering options for development, refinement and improvement. As students are working on individually motivated projects a lot of the time, these critiques often take place as 1 to 1 discussion with the classroom teacher or as class discussion based around exemplars of student work. AIR is used at particular stages of development, and students respond to teacher comments. There are also formal assessments* for every student per project. They take place outside of lesson time and the student meets individually with their teacher to discuss their progress. The work is marked/ graded by the teacher alongside the student and areas for concern/ development are highlighted and targets for improvement set. The introductory project is usually more structured and teacher-led than the other schemes in Y10 and is used to familiarise the students with assessment criteria and presentation as well as experimenting with media. It takes ideas from two artistic sources (e.g. abstraction and surrealism) and allows students to explore the visual possibilities of one or the other under the theme of still life. Students cover the four main assessment objectives in a structured linear fashion. STILL LIFE Formal Assessment* 1 to 1 reflection with class teacher outside of lesson. EXPRESSIVE BLOCK PRINTMAKING This project is intended to further expand on imaginative, critical and interpretive aspects of artistic knowledge. Students consider the prints of expressionist artists and their intentions. They research into the reasons they used expressive and emotive imagery and how bock print suited their ideas (A03) Using a variety of tonal methods and materials students explore the possibilities for two tone expression (A01, A02) EXPRESSIVE BLOCK PRINTMAKING Development Students make a choice of subject matter (Environment, Animals, People) and experiment with composition and context to arrive at a final print idea. The student s then create a print of their own employing similar exprosionistc methodology. Formal Assessment* 1 to 1 reflection with class teacher outside of lesson. N.B. There is a engraving print masterclass provided outside of lessons to enhance this project. Y10 students are all equipped with sketchbooks which they are expected to work in to develop project ideas. Projects begin with research into the themes and contextual studies are explored in set homeworks introducing students to relevant artists.independent research and exploring themes through is necessary to all aspects of the course and students are encouraged to maintain this aspect throughout the course. 1.Observational s done in summer break. 2. Artist research. 3.Compositional experiments for final response. 4. Notes written up. 1. Collate and draw imagery from expressionist woodblock examples. 2. Experimentation with final subject matter compositions. 3. Notes written up. 4. Mock exam homework prep for Y11. Extra-Curricular offer The Art rooms are made available to KS4 students every night afterschool for extended learning and extra support with project work. Gallery visits/ artist visits are also arranged by the department in order for students to experience relevant contemporary/ historical sources first hand, enhancing knowledge and understanding.
AREAS The art department s GCSE course is designed to equip students with the knowledge, skills and understanding needed to make good progress, achieve well and in some cases prepare them for further study at A-level or otherwise. The department is keen that the projects designed for students are stimulating, informative, relevant and regularly updated. Whilst projects are structured to address the four main assessment objectives set by AQA exam board it is important to us that there is enough manoeuvrability for students of all abilities to flourish and explore. The department achieves this by giving students basic outlines or skeletons for all projects but treating student s progress and formation of ideas individually so that they can move off in the directions they are most interested in. Students are able to use the skeleton as a baseline for their project ensuring work produced adheres to the assessment criteria whilst affording able and gifted students the opportunity to be more adventurous with their personal explorations. A01 Contextual Reference TERM1 TERM2 TERM 3 A02 Developing Techniques A03 Recording /Observations A04 Personal Response YEAR 11 MOCK EXAM PROJECT EXTERNAL EXAM PROJECT Throughout the course, students are involved in the critique and assessment of their developing portfolio of work. During lessons teacher and students discuss the work that they are producing, considering options for development, refinement and improvement. As students are working on individually motivated projects a lot of the time, these critiques often take place as 1 to 1 discussion with the classroom teacher or as class discussion based around exemplars of student work. AIR is used at particular stages of development, and students respond to teacher comments. There are also formal assessments* for every student per project. They take place outside of lesson time and the student meets individually with their teacher to discuss their progress. The work is marked/ graded by the teacher alongside the student and areas for concern/ development are highlighted and targets for improvement set. Timed Examination In Y11 homework becomes part of an ongoing expectation and outside of normal lesson time used for completing prep. work and previous project presentation. Formal Assessment* 1 to 1 reflection with class teacher outside of lesson. Students choose an examination question taken from previous externally set papers and using prompts, structures and exemplars of student work, they construct a project that covers all of the 4 assessment objectives in preparation for their test set in term 2. A 3 hour test is sat in exam conditions during lesson time to begin their final response. The results are then discussed and improvements made. Mock Exam end of Half term 3hrs Externally set project is launched and students work towards completing preparation work for final exam. Final 10hr Exam - Formal Assessment* All of the students work is collated and assessed in a 1 to 1 session. This is then completed and mounted in preparation for marking and the GCSE summer exhibition. Extra-Curricular offer The Art rooms are made available to KS4 students every night afterschool for extended learning and extra support with project work. Gallery visits/ artist visits are also arranged by the department in order for students to experience relevant contemporary/ historical sources first hand, enhancing knowledge and understanding.