Art

Key Stage 3 Art

Curriculum Overview:

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 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.

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.