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Student during an art lesson

Art

Curriculum Intent:

The aim of the Art Department aims is to develop all students to be ‘Artists who dare to be expressive, have the vision to create and the courage to reflect and critique’ through a balanced programme of art, craft and design activities working individually, in groups and as a whole class. Art education is a continuous process and it is hoped that whatever level the students themselves take these studies to, they will have the confidence and enjoyment to continue their own work in the future. They will have a greater understanding of the work of artists, designers and craft-workers; to have an appreciation of the arts and culture and to make informed judgements of the natural and man-made world around them.

Art is offered as:

  • Core subject Years 7, 8 & 9
  • GCSE Option Years 10 & 11
  • IB Visual Art Years 12 & 13

Key Stage 3 Art:

Curriculum Overview:

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 7 Developing drawing and understanding of composition as well as artist analysis Developing understanding of construction and how to create a design Understanding colour theory and painting skills Applying understanding of composition and develop drawing skills Artist analysis and developing photography skills Design and idea development. Illustration and 3D techniques
Year 8 Understanding the importance of portraiture and analysis of artistic styles Applying understanding of key artistic styles to create  personal artwork Exploration of 2D drawing and painting media Cultural significance of art exploration and analysis Exploration pf textiles and print-making Applying understanding of media, artist styles and cultures to create a personal response
Year 9 Drawing and abstraction. Exploration of low relief, painting and print Applying understanding of key artistic styles to create  personal artwork using colour Understanding of concept through graphic illustration Explore photography and image manipulation. Develop painting skills Independent project linked to self/place Understanding of strengths to create personal outcomes

Year 7

All students will learn about the formal elements and develop their core basic skills of Art.

Students receive three lessons a fortnight and we explore the theme: Alice in Wonderland. Students will develop and refine their practical skills in drawing and painting of inanimate objects from life, in developing understanding of colour theory and in exploring design, 3D photography and collage. Alongside their understanding of artists, craftspeople and designers. Students are encouraged to work as mini artists throughout their time in KS3, coming up with their own ideas and outcomes. They will develop their ability ty work independently and in groups to develop their creativity and to develop as reflective learners, evaluating their own and others work.

Year 8

All students build upon skills and techniques learnt in year 7 to develop as expressive risk-taking artists.

Students receive three lessons a fortnight we explore the theme: Conceal and Reveal related to Self. Students create a range of media explorations before creating a range of outcomes. The project starts with whole class observational drawing of self, using line, texture and tone. This unit of work is supported with a trip to the National Portrait Gallery for students to complete critical and contextual work to make connections to the work of artists and to understand how to think like an artist. Throughout this project, students will develop their skills in drawing, painting, montage and three dimensional work. They will explore working more loosely and develop their skills to take risks with their work to developing their personal creativity.

Year 9

All students will build upon skills and techniques learnt in year 7 and 8 to develop independence as artists.

Students receive two lessons a fortnight and we explore the theme: Conceal and Reveal related to Beyond. Students will explore a range of challenging concepts and genres of art to develop their understanding in regards to the content and meaning of Art. They will explore sub themes; including: still life, abstraction, issues and belief and place from which students will have a series of workshops to develop their skills across a range of media explorations before selecting personal outcomes to develop and evaluate. Students will also develop their knowledge of Art across different movements, cultures and genres to be able to personally critically evaluate their own and others artwork.

Assessment

In Art we consistently model skills and knowledge and share clear success criteria. Frequent constructive verbal feedback will be given to students throughout lessons from the teacher and through written feedback through assessments. In addition to this students will be expected to display their knowledge and understanding in their sketchbooks, in their created outcomes and in reflective self and group discussions. Whole class feedback is frequently used and students are actively encouraged to assess their own and others’ work using a common set of criteria, as well as develop their critical and reflective skills in response to art.

Further Reading/Resources

– Book: Art Matters 11-14 Student Book: Pupil Book 11-14[Paperback] Mr Jeff Orgee

– Book: AQA GCSE Art and Design: Student Handbook[Paperback] Martin Piercy (Author), Anne Stewart (Author), Frank Barnes (Author), Mike Ager (Author), Peter Dryland (Editor)

– Exhibitions: Tate Modern and Britain, National Gallery, National Portrait Gallery, Saatchi Gallery, The Hayward Gallery, The British Museum, The Victoria and Albert Museum, Local galleries Etc

 

Key Stage 4 Fine Art:

Curriculum Overview

Students at Key Stage 4 have two periods a week studying the AQA GCSE Fine Art qualification. In Component 1 and Component 2 students are required to work in one or more area(s) of fine art, such as: drawing, painting, sculpture, installation, lens-/light-based media, photography, printmaking or mixed media. This is a two year course is multi-disciplinary course which enables students to work to their personal interests, knowledge, skills and to develop as an independent artist.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 10 Thumbnail ideas linking to War and conflict. Observational drawing. Henry Moore artist copy, own piece in artists style

 

Exploration of colour through water-colour paint and soft pastel to create visual research. Understanding of issue based art Cort 4 ideas and acrylic painting Exploration of art with messages. Graphic design and print exploration Final idea and development. Further personal exploration and analysis of artists work and different media Make final outcome and evaluate
Year 11 Mock Exam Prep

Ideas, initial thinking and visual research. CoRT 4 ideas

 

Mock Exam

Idea development and further visuals and artists. Final mock exam outcome

 

Portfolio refinement

Final development of identified work in relation to AOs

 

Actual Exam Prep

Ideas, initial thinking and visual research

 

Actual Exam

Idea development and further visuals and artists. Final exam outcome

 

 

 

Year 10

In year 10 students are encouraged to work on a more independent level, developing individual outcomes by connecting to their own interests and beliefs. Throughout the GCSE course we try to visit a relevant gallery or museums to generate ideas and inspiration, but to also highlight the importance of students needing to independently visit galleries. Throughout year 10, students build upon their learning from Yrs7-9 showing progression of skills with new media, self-selection, risk-taking and the development of a personal portfolio of work.

Component 1: Coursework portfolio theme: War and Conflict.

Students will explore the theme ‘War and Conflict’ producing visual research in a range of media, from tonal drawing to soft pastel work. Connections will be made with the work of relevant artists to develop skills in understanding of media and concept of ideas. Students will then create a range of personal ideas and refine these, exploring a range of relevant media and research. This project will culminate in a final outcome, in a media of their own choice (e.g. painting, print, mixed media, sculpture, relief, photography, textiles etc.) which is evaluated showing understanding of specialist art terms.

Year 11

In the start of year 11 students receive their Art Mock Exam. Once completed this creates their last unit of coursework. For this students will receive approximately 12 weeks’ preparation and then complete their final outcome in exam conditions, 10 hours over 2x days. This empowers students to practically understand the expectations for the exam to ensure that they fully meet the exam criteria. The exam preparatory work goes through the same stages as their coursework, visual research, artist exploration, ideas, refinement of ideas, so students are confident of what they will need to do. Students will have their own choice of Mock exam question exploring seven different possible themes, allowing them as much independence and creativity as possible.

Term 3 is spent holistically reviewing all coursework. SMART targets are set to develop the overall quality of the coursework worth 60% of the total mark.

Assessment at GCSE

  • Component 1: Coursework portfolio 60% of qualification. Students opting for Art at GCSE will follow the AQA Fine Art course. Students are required to submit 2 units of coursework.
  • Component 2: Externally Set Assignment 40% of qualification. The exam paper is externally set by AQA, students are given approximately 12 weeks to prepare for the timed examination. Preparation is conducted in lessons and at home, with teacher guidance. The examination takes place over 2 (5hr) days in the art studio, unaided.

Further Reading/Resources

– Book: AQA GCSE Art and Design: Student Handbook[Paperback] Martin Piercy (Author), Anne Stewart (Author), Frank Barnes (Author), Mike Ager (Author), Peter Dryland (Editor)

– A sample of this book (AQA GCSE Art and Design: Student Handbook) can be found at: http://www.nelsonthornes.com/aqagcse/samples/chapter-samples09- 10/9781408503201_sc-art-design.pdf

– Book: GCSE Bitesize Art & Design Complete Revision and Practice (Bitesize GCSE) [Paperback] Keith Winser (Author)

– Book: …isms by Stephen Little

– Exhibitions: Tate Modern and Britain, National Gallery, National Portrait Gallery, Saatchi Gallery, The Hayward Gallery, The British Museum, The Victoria and Albert Museum, Local galleries Etc

 

Key Stage 5 Visual Art:

Curriculum Overview:

Students at Key Stage 5 receive six lessons a fortnight and follow the IB Visual Art course as part of the IB Diploma. This course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Each Visual Arts course, Standard or Higher Level, consists of the following linked compulsory parts:

Theoretical practice: Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artefacts from differing cultural contexts.

Art-making process: Students submit carefully selected materials which evidence their experimentation, manipulation and refinement of a variety of visual arts activities during the 2-year course.

Curatorial practice: Students submit for assessment a selection of resolved artworks for exhibition. The selected pieces show evidence of their technical accomplishment during the Visual Arts Course and an understanding of the use of materials, ideas and practices appropriate in visual communication. To support their exhibition students, title their work and write a supporting curatorial rational as to why they have exhibited their work in the way and manner they have.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Year 12 Drawing with Meaning and exploration of style

 

Colour through painting and photography Own work- new subtheme- personal research development and critical and contextual work

 

Own Work

Idea development and further visuals, artists and media exploration to develop further outcomes

 

Own work

Final development and completion of further  outcome and select pages to refine for Process portfolio

 

Own work exhibition outcomes and research/analysis for comparative study
Year 13 Own work

Ideas, initial thinking, analysis, visual research and outcome

Comparative Study

 

Own Work

Idea development and further visuals, artists and media exploration to develop further outcomes

 

Own work

Final development and completion of further  outcome and select pages for Process portfolio

 

Refine all Exhibition outcomes, complete critical reflections and the Curatorial Rationale. Set up exhibition.

Year 12

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes and refine ideas towards producing resolved outcomes.

Within year 12 students start the year with workshops into new media such as oil painting and ink, as well as developing refinement of skill in charcoal, soft pastel and other media. Students are encouraged to work on a more independent level, developing individual outcomes by connecting to their own interests and beliefs.

Students are also given the opportunity to experience creating an outcome for an actual exhibition and to understand the context, curatorial rationale and place in society.

In addition, throughout both Year 12 and 13, we will go on Art trips to enable students to see a wide range of art. Students will also have an opportunity to work as a group to create a set design and to be involved in Arts projects in school such as the Art Commission.

Year 13

Students build upon their personal investigation work started in year 12, creating a further development and outcome, exploring their own personal theme and interest. To support their practical work students also create exhibition reviews, artist analyses and written critical reflections exploring key artists who have influenced their work.

Students continue to build upon the 3 areas of study into their 2nd year, theoretical practices, art-making practice, curatorial practice.

Assessment at IB

Final assessment for the IB is through the IA exhibition of work chosen from the 2 year IB course. Students electronically document all their work for moderation and marking which is sent to the external examiner EA in the form of the process portfolio and the comparative study. There is no external set examination; student will develop their own creative process, which will culminate in the final exhibition. This course is 100% coursework.

  1. a) Comparative study
    This is 20% of the overall level which is externally assessed. It consists of:
    10–15 screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists
    • 3–5 screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined
    • A list of sources used
  2. b) Process Portfolio
    This is 40% of the overall level which is internally assessed. It consists of:
    13–25 screens for HL which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities
  3. c) Exhibition
    This is 40% of the overall level which is internally assessed. It consists of:
    An Exhibition
    • A curatorial rationale that does not exceed 700 words
    • 8–11 developed artworks in own choice of media
    • Exhibition text (stating the title, medium, size and intention) for each artwork

Further Reading/Resources

– Book: …isms by Stephen Little

– Book: The Story of Art by Ernst Gombrich

– Book: Art Today by Edward Lucie-Smith

– Book: What are you looking at? By Will Gompertz

– Book: Why Your Five Year Old Could Not Have Done that: Modern Art Explained by Susie Hodge

– Book: Visual Arts doe the IB Diploma Coursebook

– Websites: www.npg.org.uk, www.art.com, www.tate.org.com, www.artareas.com,, www.artcyclopedia.com, www.artlex.com

– Exhibitions: Tate Modern and Britain, National Gallery, National Portrait Gallery, Saatchi Gallery, The Hayward Gallery, The British Museum, The Victoria and Albert Museum, Local galleries Etc

British Values:

British Values in Art

Individual Liberty: Individual liberty is explored in the KS3 Art curriculum through artwork linked to Self. In Yr9 issues and personal beliefs are integral to the Conceal and Reveal Beyond unit of work.  In Yr10 liberty is explored through our GCSE thematic unit on War and Conflict. This also entails a visit to the Imperial War Museum and an opportunity for students to create a piece of art that makes a statement that challenges the audience to think.

Mutual respect: Respect for other cultures is explored in the Yr8 Conceal and Reveal Self project through portraiture and the exploration of other cultures.  Mutual respect for others work is encouraged to be critical friends through years 7-13 through discussions about other students artwork, care for shared equipment and the display of Art around the school.

Tolerance of those of different faiths and beliefs: Within all year groups students are encouraged to embed personal ideas within their work, beliefs and ideas are discussed when appropriate.  Other cultures are explored in Yr8 in the Conceal and Reveal Self unit of work and inform students developed artwork. Through years 9-13 social, political, cultural works of art are explored; different faiths and beliefs discussed mindfully and with tolerance.