Art
Subject Vision and Intent
Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes and having fun.
Mary Lou Cook
The Art and Design Department delivers a broad and balanced curriculum that encourages and enables pupils to develop their creativity, confidence and their visual communication skills. Pupils develop practical skills by working in both two and three dimensions using a wide range of media. They develop their knowledge and understanding of the subject by researching artists and designers across different times and cultures and experimenting with a range of materials and techniques. Pupils are encouraged to use or make their own sketchbooks through the development of the projects, with final pieces of work being produced separately across a variety of scales and media. The KS3 curriculum is designed to develop and build upon a range of skills. The formal elements of art and design are the basis for a range of projects which look at line, form, tone and colour. Within the department, pupils are encouraged to develop greater confidence and independence as well as use their imagination and creativity in a caring and stimulating environment where the individual needs of students are addressed.
Five year plan
| Term | Year 7 | Year 8 | Year 9 |
|---|---|---|---|
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Autumn Term 1 |
Taught for half the year: Fantastic & Strange looks at plants, animals & insects in nature, building up the basic skills of observing, developing tones & blending colours. Year 7s progress to designing their own fantastic beast which is made then made three-dimensionally from clay to form a cylindrical pot, learning building techniques using clay. Art Gives You a Voice focuses on how art is often used by artists to express an opinion. With a focus on lettering styles, Year 7s will create mini-statements about an issue they feel strongly about, which will then be turned into a simple animation. |
Taught for half the year: Colour & the Environment supports the build up of Y8s mark making skills & experimenting with a range of tools & materials. Pupils practice colour mixing and the use of tints & tones to develop the idea of depth in a landscape painting. Inspired by mark making, Y8s develop their own landscape collage inspired by the work of an artist. Pattern Design & Products focuses on artists from different cultures who use patterns in different ways. The study of these artists allows pupils to develop their own ideas which are transferred onto products as surface patterns. |
Taught for half the year: Vanitas looks at the use of symbols in both traditional Vanitas and more contemporary forms of the art. Y9s experiment with collage & a range of materials before composing & photographing a range of objects that they feel reflect their life. Using these photographs, Y9s manipulate them using Photoshop before completing a painting. Pride & Prejudice starts to develop an even more personal response to express viewpoints on prejudice. This project continues to build up skills across a range of materials & techniques whilst offering a more personal choice of outcome. |
| Autumn Term 2 | |||
| Spring Term 1 | |||
| Spring Term 2 | |||
| Summer Term 1 | |||
| Summer Term 2 |
Key Stage 4
GCSE Fine Art
| Exam Board | Equdas |
|---|---|
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Examinations |
GCSE Fine Art examination has 2 components: Component 1: Portfolio of Work (Controlled Assessment) 60% This component consists of a practical portfolio of work and outcomes based on internally set themes and subject matter. The work is internally set and assessed but externally moderated. Evidence is required of how pupils have met each of the four assessment objectives. Component 2: Externally Set Task 40% with each component being assessed. The Externally Set Assignment) consists of two parts: Part 1 is the preparatory study period which involves Eduqas releasing the Externally Set Assignment materials to pupils no earlier than 2 January. This will consist of a range of starting points based on themes, visual stimuli and written briefs. Pupils must select one of the starting points as the focus of their creative response. Responses are developed during the preparatory study period building on pupils’ knowledge from component 1. Part 2 is the 10 hour period of sustained focus work where pupils use their preparatory work, under supervised conditions to complete the externally set task. |
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