Art

Year 7

Bench Marking

This brief unit of work has been devised to introduce the students to art, the department, expectations and to assess each child’s entry level in art.

All tasks will be marked on how well the student uses and chooses materials.

Hand drawing – Analytical drawing  ability will be assessed
Me box – Personal response and creativity
Symbolic and fantasy drawings – ability to change drawing styles according to audience
Classical and Romanic – critical analysis will be assessed

 

Basic Visual elements:

The students will study the basic visual elements for the rest of the year.  This project has been devised as a foundation course and is skill based rather than project led.  The students will study, point, tone, and line.  Within these sections they will experience different media/scale/artists

Point:  Basic drawing skills using point, Artist Research (Durer), oil pastel observational drawing (teddy).
Line: Basic line manipulation skills/ Artist research looking at Michael Brennand-Wood and for homework – how artist use line (Matisse – Flowing, Gros – Crabbed, emphatic Lyrical)/ primary observational drawing (shell/feather/palm)/3D outcome based on Brennand-Woods weaving.
Tone: Basic tone techniques, Drawing  (sphere/landscape), observational drawing (Glass, still life and Spoon)/either a tonal collage or print

Year 8

 

Year 8 is a process based course based around colour and pattern, facilitating the teaching of projects and encouraging the development of skills in greater depth.  Prior knowledge of the visual elements (taught in year 7) will built upon and developed in a more personal response. The three processes to be covered during this year could be are:

PRINT/DIGITAL MEDIA, THREE DIMENSIONAL DESIGN, PAINTING/DRAWING.

 

AIMS

  • To further develop the understanding of the visual elements of art and design.
  • To gain a knowledge of the techniques and processes including 3D, painting, drawing and the critical analysis of artists.
  • Sculpture in year eight will have a bias towards relief developing into full 3D in y9
  • To gain an insight into how an idea is developed.
  • To become confident in the handling of a variety of media.
  • To improve observational drawing.

STARTING POINTS

Starting points should be selected from the following topics:

Household objects                   Lettering                                  Machine Parts

Natural Forms                          Fish                                         Toys

Insects                                     Food/Sweets                           Aboriginal Art

North American Art                  Guatemalan textiles                Artists’ work

Gargoyles

 

Selecting from the following techniques and processes:

Paper pulp                               Water colour               Card print

Ceramics                                 Pencil crayons            Stencil print

Papier mache                          Oil pastel                     Poly print

Wire                                         Pencil                          String print

Card                                         Biro                             Etching

Card relief

 

POSSIBLE CRITICAL AND CONTEXTUAL STUDIES

Pop Art                                                                        Philip Cox

North American Art (Patterns/Ceramics/weaving)       Illuminated Manuscripts

Aboriginal Art                                                              Blossfeldt

Surrealists                                                                   O’Keeffe

Tom Hill                                                                       Durer

Futurists                                                                      Graffiti

Paolozzi                                                                       Duchamp

Matisse                                                                        William Morris

Michael Brennand-Wood                                             Kaffe Fasset

Klimt                                                                            Van Eyck

Guatemalan textiles                                                    Rachel Higgins

(obviously many more)

year 9

 

The emphasis in year nine will be on the promotion of sequential development of work.  Teaching should encourage individual responses to assignments allowing the students to take more ownership of work.  This year will be the culmination and unification of the key stage, but will also act as a pre cursor to the GCSE key stage 4 course, for those students who wish to further their studies in Art and Design. In year nine contextual studies should become more analytical.

 

AIMS

  • To observe, analyse and record accurately through an understanding of the visual elements.
  • To become confident in the handling of an assignment, from starting point to end product. (Researching/designing/realising intentions).
  • To gain a wider knowledge of art, artists, crafts people through relevant contextual studies.
  •  To develop the ability to work more independently and recognise the value and importance of working as part of a team in order to realise intentions.

To reinforce the importance of self-evaluation and assessment – in order to modify, improve, reflect and move forward. (Sheet Provided for Assessment for Learning.)

 

Project 1 – an emphasis will be on the investigation of recording through a variety of media.  Students will construct their own sketchbook with a mixed media relief cover.

Project 2 – equal emphasis on all the assessment criteria – Artist/Development/Recording/Outcome

STARTING POINTS

Starting points should be selected from the following topics:

Still Life                                                African Art                            Birds

Portrait                                                 Structures                             Architecture

Shells                                                   Seed Pods                           Nostaglia

Animals                                                Unusual perspectives           Landscapes

In a match box                                     Symbolic chairs

 

Select from the following techniques and processes:

Mask making                 Etching                        Drawing                        Painting

Collage                         Mix media                    Ceramics                      Lino

Papier Mache               Card                               Wire Sculpting Weaving

Textiles                          Tin                                Textiles

POSSIBLE CRITICAL REFERENCES

Cubism                                                                         Philip Cox

African Art (Patterns/Ceramics/weaving)                    Giger

Tom Hill                                                                       Blossfeldt

Expressionists                                                             O’Keeffe

Nicola Hicks                                                                 Durer

Gaudi                                                                           Hundertwasser

Escher                                                                         Mike Badgers

Michael Brennand-Wood                                             Klimt

Kate Malone                                                                Egon Schiele (Landscapes)

Examination Board: AQA

Students follow the AQA examination board syllabus for Art & Design. This is an attractive course that allows students the choice of working in a variety of art media or to specialise in one.

Aims:

The course aims to:

* Stimulate and challenge students to become confident independent learners capable of expressing feelings and ideas in a personal and effective way.

* Build on the knowledge skills and understanding gained in KS3 and to prepare students effectively for advanced level, further education courses and careers in Art & Design.

* Enable all students to achieve at their highest level.

* Develop appreciation of Art & Design allowing for greater enjoyment of it throughout adult life both as a consumer and creator.

Content:

* For coursework, students are required to submit a portfolio that comprises a sustained

project and a selection of “one off” pieces. A unit of coursework may begin with a

gallery/exhibition visit, a workshop or responding directly to a theme or the man-made or

natural environment.

* Students will be taught how to use a range of different materials and techniques

effectively (drawing, painting, sculpture, ceramics, IT) how to analyse art from different

time periods and cultures and how to develop an effective personal response to a topic.

Study Requirement:

Students will be expected to develop an exciting and personal portfolio containing all the preparatory studies for their two units of coursework. The preparatory studies will include a wide range of tasks including recording and researching, exploring the visual elements, experimenting with materials and processes and reviewing and evaluating their own work as well as that of other artists, craftspeople and designers. There will be an equal expectation of the contribution made through classwork and homework.

Assessment:

60% Coursework (collection of practical activities and a sustained project).

40% End of course, externally set assignment (a sustained project).

Progression and Career Opportunities

GCSE Art and Design will help you to develop your creative, technical, communication, analytical and problem solving skills – skills that are essential in these and a wide range of other career opportunities.

You can progress onto the following courses after you have completed your GCSE:

* GCE AS/A2 Art and Design

* BTEC Nationals in Art and Design

Career opportunities are vast !! Architecture, animation visualisation, illustration, product design, fashion, textiles, ceramics, silversmithing, jewellery, visual media, graphics, sculptor, painter, game design. New technologies are creating a whole new range of courses where Art is being used in innovative ways.

Information: by contacting Mrs Marsland or their Art Teacher

Qualifications offered – GCSE : Fine Art

Topics covered:

The process of this course is led by the exam board (AQA).  As a department we do a fine art course which allows teachers a lot of freedom.  Students will have increasing ownership of their projects and respond on an individual basis.  The students could complete projects using the processes of drawing and painting/sculpture/printing/ ceramics/digital media/stencilling/textiles/glass.

Presently our overarching themes to projects are – Closeups/Protective layers/multiples/All about me.  What the student chooses to focus on within these themes is negotiated with the student to ensure ownership.

Assessment:

60% coursework which involves two projects, both must contain the elements of recording, artist research, development and a final piece.

40% exam which is a seen paper.  Students have approximately 8 weeks to research, record and develop a piece of work.  The final piece is then completed in a 10hr exam.  Both the final exam piece and the prep work are mark as part of the 40%.

 

Extra-Curricular Opportunities:

Art Coursework club………..After school

Textiles Extra sessions…….Summer ½ term

Key Stage 3

Year 7

Bench Marking

This brief unit of work has been devised to introduce the students to art, the department, expectations and to assess each child’s entry level in art.

All tasks will be marked on how well the student uses and chooses materials.

Hand drawing – Analytical drawing  ability will be assessed
Me box – Personal response and creativity
Symbolic and fantasy drawings – ability to change drawing styles according to audience
Classical and Romanic – critical analysis will be assessed

 

Basic Visual elements:

The students will study the basic visual elements for the rest of the year.  This project has been devised as a foundation course and is skill based rather than project led.  The students will study, point, tone, and line.  Within these sections they will experience different media/scale/artists

Point:  Basic drawing skills using point, Artist Research (Durer), oil pastel observational drawing (teddy).
Line: Basic line manipulation skills/ Artist research looking at Michael Brennand-Wood and for homework – how artist use line (Matisse – Flowing, Gros – Crabbed, emphatic Lyrical)/ primary observational drawing (shell/feather/palm)/3D outcome based on Brennand-Woods weaving.
Tone: Basic tone techniques, Drawing  (sphere/landscape), observational drawing (Glass, still life and Spoon)/either a tonal collage or print

Year 8

 

Year 8 is a process based course based around colour and pattern, facilitating the teaching of projects and encouraging the development of skills in greater depth.  Prior knowledge of the visual elements (taught in year 7) will built upon and developed in a more personal response. The three processes to be covered during this year could be are:

PRINT/DIGITAL MEDIA, THREE DIMENSIONAL DESIGN, PAINTING/DRAWING.

 

AIMS

  • To further develop the understanding of the visual elements of art and design.
  • To gain a knowledge of the techniques and processes including 3D, painting, drawing and the critical analysis of artists.
  • Sculpture in year eight will have a bias towards relief developing into full 3D in y9
  • To gain an insight into how an idea is developed.
  • To become confident in the handling of a variety of media.
  • To improve observational drawing.

STARTING POINTS

Starting points should be selected from the following topics:

Household objects                   Lettering                                  Machine Parts

Natural Forms                          Fish                                         Toys

Insects                                     Food/Sweets                           Aboriginal Art

North American Art                  Guatemalan textiles                Artists’ work

Gargoyles

 

Selecting from the following techniques and processes:

Paper pulp                               Water colour               Card print

Ceramics                                 Pencil crayons            Stencil print

Papier mache                          Oil pastel                     Poly print

Wire                                         Pencil                          String print

Card                                         Biro                             Etching

Card relief

 

POSSIBLE CRITICAL AND CONTEXTUAL STUDIES

Pop Art                                                                        Philip Cox

North American Art (Patterns/Ceramics/weaving)       Illuminated Manuscripts

Aboriginal Art                                                              Blossfeldt

Surrealists                                                                   O’Keeffe

Tom Hill                                                                       Durer

Futurists                                                                      Graffiti

Paolozzi                                                                       Duchamp

Matisse                                                                        William Morris

Michael Brennand-Wood                                             Kaffe Fasset

Klimt                                                                            Van Eyck

Guatemalan textiles                                                    Rachel Higgins

(obviously many more)

year 9

 

The emphasis in year nine will be on the promotion of sequential development of work.  Teaching should encourage individual responses to assignments allowing the students to take more ownership of work.  This year will be the culmination and unification of the key stage, but will also act as a pre cursor to the GCSE key stage 4 course, for those students who wish to further their studies in Art and Design. In year nine contextual studies should become more analytical.

 

AIMS

  • To observe, analyse and record accurately through an understanding of the visual elements.
  • To become confident in the handling of an assignment, from starting point to end product. (Researching/designing/realising intentions).
  • To gain a wider knowledge of art, artists, crafts people through relevant contextual studies.
  •  To develop the ability to work more independently and recognise the value and importance of working as part of a team in order to realise intentions.

To reinforce the importance of self-evaluation and assessment – in order to modify, improve, reflect and move forward. (Sheet Provided for Assessment for Learning.)

 

Project 1 – an emphasis will be on the investigation of recording through a variety of media.  Students will construct their own sketchbook with a mixed media relief cover.

Project 2 – equal emphasis on all the assessment criteria – Artist/Development/Recording/Outcome

STARTING POINTS

Starting points should be selected from the following topics:

Still Life                                                African Art                            Birds

Portrait                                                 Structures                             Architecture

Shells                                                   Seed Pods                           Nostaglia

Animals                                                Unusual perspectives           Landscapes

In a match box                                     Symbolic chairs

 

Select from the following techniques and processes:

Mask making                 Etching                        Drawing                        Painting

Collage                         Mix media                    Ceramics                      Lino

Papier Mache               Card                               Wire Sculpting Weaving

Textiles                          Tin                                Textiles

POSSIBLE CRITICAL REFERENCES

Cubism                                                                         Philip Cox

African Art (Patterns/Ceramics/weaving)                    Giger

Tom Hill                                                                       Blossfeldt

Expressionists                                                             O’Keeffe

Nicola Hicks                                                                 Durer

Gaudi                                                                           Hundertwasser

Escher                                                                         Mike Badgers

Michael Brennand-Wood                                             Klimt

Kate Malone                                                                Egon Schiele (Landscapes)

Key Stage 4
Examination Board: AQA

Students follow the AQA examination board syllabus for Art & Design. This is an attractive course that allows students the choice of working in a variety of art media or to specialise in one.

Aims:

The course aims to:

* Stimulate and challenge students to become confident independent learners capable of expressing feelings and ideas in a personal and effective way.

* Build on the knowledge skills and understanding gained in KS3 and to prepare students effectively for advanced level, further education courses and careers in Art & Design.

* Enable all students to achieve at their highest level.

* Develop appreciation of Art & Design allowing for greater enjoyment of it throughout adult life both as a consumer and creator.

Content:

* For coursework, students are required to submit a portfolio that comprises a sustained

project and a selection of “one off” pieces. A unit of coursework may begin with a

gallery/exhibition visit, a workshop or responding directly to a theme or the man-made or

natural environment.

* Students will be taught how to use a range of different materials and techniques

effectively (drawing, painting, sculpture, ceramics, IT) how to analyse art from different

time periods and cultures and how to develop an effective personal response to a topic.

Study Requirement:

Students will be expected to develop an exciting and personal portfolio containing all the preparatory studies for their two units of coursework. The preparatory studies will include a wide range of tasks including recording and researching, exploring the visual elements, experimenting with materials and processes and reviewing and evaluating their own work as well as that of other artists, craftspeople and designers. There will be an equal expectation of the contribution made through classwork and homework.

Assessment:

60% Coursework (collection of practical activities and a sustained project).

40% End of course, externally set assignment (a sustained project).

Progression and Career Opportunities

GCSE Art and Design will help you to develop your creative, technical, communication, analytical and problem solving skills – skills that are essential in these and a wide range of other career opportunities.

You can progress onto the following courses after you have completed your GCSE:

* GCE AS/A2 Art and Design

* BTEC Nationals in Art and Design

Career opportunities are vast !! Architecture, animation visualisation, illustration, product design, fashion, textiles, ceramics, silversmithing, jewellery, visual media, graphics, sculptor, painter, game design. New technologies are creating a whole new range of courses where Art is being used in innovative ways.

Information: by contacting Mrs Marsland or their Art Teacher

Qualifications offered – GCSE : Fine Art

Topics covered:

The process of this course is led by the exam board (AQA).  As a department we do a fine art course which allows teachers a lot of freedom.  Students will have increasing ownership of their projects and respond on an individual basis.  The students could complete projects using the processes of drawing and painting/sculpture/printing/ ceramics/digital media/stencilling/textiles/glass.

Presently our overarching themes to projects are – Closeups/Protective layers/multiples/All about me.  What the student chooses to focus on within these themes is negotiated with the student to ensure ownership.

Assessment:

60% coursework which involves two projects, both must contain the elements of recording, artist research, development and a final piece.

40% exam which is a seen paper.  Students have approximately 8 weeks to research, record and develop a piece of work.  The final piece is then completed in a 10hr exam.  Both the final exam piece and the prep work are mark as part of the 40%.

 

Extra-Curricular Opportunities:

Art Coursework club………..After school

Textiles Extra sessions…….Summer ½ term