Art

Visual Elements

Line, Proportion, Tone, Texture.

Students arrive from a variety of Primary Schools and backgrounds in the autumn term. The first art project is designed to assess the skills they have acquired as well as teach and recap the basic drawing skills on which to grow. Students learn about the formal elements of line, tone, shape, and form to create a solid drawing base. Students are given a baseline drawing test to draw an eye, and have drawing exercises in tone, texture and mark making skills.

Visual Elements

Colour and Texture

Students will have a baseline colour drawing which will consolidate what they have learnt in term 1 using line, shape and proportion. Students learnt how to use a compass and protractor to draw and section a 12-section colour wheel. They will learn how to mix secondary and tertiary colours from the primary colours and how to tine, tone and shade colours. They will then explore physical texture through creating textures with objects and through paint techniques and the mark making and drawing textures using ink, sticks, pen and pencil

Line, tone, shape, pattern and texture .

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Their understanding of the visual elements and how these are applied with the different media should have developed, with students having more confidence on knowing how to use colour, texture, shape and pattern in more depth. Students will explore a variety of media and grounds as they develop their observational drawing skills.

Line, shape, pattern

To support with students with their design ideas, students will research different cultures looking at the different styles of masks and the meaning behind the different masks

Line, tone shape, colour, texture, pattern

Students will use their observational drawings and research from the different cultures, to design their own mask. They will initially create 3 design ideas, linking their choice of colours to the masks they have researched. They will select 1 design to develop and then make using cardboard, developing their 3d making skills and card construction skills.

Formal Elements

Line, Proportion, Tone, Texture and Colour. Pen drawing and insect drawings for baseline.

The first art project is designed to assess, recap, and build on the skills students learned in the autumn term of Year 7.  Students cover the formal elements of line, tone, shape and form to create a solid drawing base, and drawing exercises in tone, texture and mark making skills.  They are also given a baseline test to draw a pen from direct observation.  They refine their drawing by using the skills covered on texture and form. 

Insects

Line, shape, texture, tone, colour, symmetry.

Insect drawings in various media

To support and develop the student’s ability to draw, this project will continue from term 1. Students will be drawing different insects using various media and techniques on different grounds. This will develop the student’s confidence using different media, develop their ability to take risks and to produce a final A3 piece presenting all their drawings. Students will for homework research the work of Kelly Stanford whose work is relevant to the unit and the development of their work ,

This part of the unit is the basis for next term where students will develop their insect studies into a motif which they wil create into a pattern from which they will print

Insects

Colour, Pattern, symmetry, mirror, rotation, mono printing, relief printing

Continuing from last term, students will now develop their insect drawing. Students will create a motif by extracting a section from their A3 drawings of insects. Students will explore the motif in different colour combinations before Turing the motif into a mirror and rotational pattern. Students will explore mono printing and relief printing where they will use their created pattern into a relief printing block. They will produce a series of prints in which they will present. Students will research and present work on the artist E.A Seguy

In spring 1 students begin a topic based on Illustration and typography which lasts the entire term.  The topic relates to text, slogans and how artists and the media use illustration and text together.  Learning the importance and value of contextual studies is a crucial skill as it teaches students how to form opinions about other artists work as well as their own.  Students study the artists Paul Thurlby and Si Scott to learn their approaches to typography as well as introduce them to art-based careers that widen their perception of art as a career.

Illustration

Three-dimensional letter design based on artist Robert Indiana.

To develop the student’s ability to design, which is one of the hardest elements within the Art curriculum.

In Spring 2 students’ study and use the techniques of artist Robert Indiana to design their own three - dimensional letter. They will explore different fonts for their designs and consider different designs on how to decorate their 3d structure. The design process will teach the students to see their design as a 2d form on paper but drawn in 3d, so they can see how the letter will be constructed

Illustration

Three-dimensional letter design based on artist Robert Indiana

Architecture

Line, shape, tone, composition

To develop the students’ skills and knowledge and for some prepare them for GCSE Art and Design, students’ needs to be able to make more of their own informed decisions but still have the support and structure. Students will continue to develop their recording skills, explore media, materials and techniques and study 2 artists and take on board the artists techniques to support them in their idea’s development. The project will result with students producing a personal response.

In this term students record and research the work of the first artist and learn the techniques and methods of that artist.Students will annotate their work as it develops. They will review their work and identify how to make improvements and make links to the artists they have studied

In this term students record and research the work of the second artist and learn the techniques and methods of that artist. Students will explore working with different mixed media combinations and start to work on a larger scale, which will support their ideas development. Students will have started to make their own decisions through the media they use in their artist development pieces. The purpose being to develop students ability to record, develop their knowledge and skills with using media, materials, and  techniques and to understand how to take on broad the work of the artist they have researched by to be inspired by them , to create a piece based on their ideas Students will annotate their work as it develops. They will review their work and identify how to make improvements and make links to the artists they have studied

Architecture

Line, shape, tone, composition

The ideas development is the hardest element to Arta and Design, creating ideas, informed by everything they have covered can be challenging. Students will be guided through this, with exemplars, verbal feedback and through self and peer assessment  In this term students will produce a personal response based on their observational drawings, their exploration of media, materials and techniques and their artist research. They have developed their own ideas from their investigation into the theme and artists. Students will annotate their work as it develops. They will review their work and identify how to make improvements and make links to the artists they have studied

Own Choice

Line, tone, shape, texture, pattern, colour and composition 

Students need to be taught the principles of independent learning. To support with this this unit is to give students a choice over a theme.  This unit will allow students to choose a theme from 3-unit titles. In which students can manipulate the theme to a them route that suits their interest. , Students have to plan the theme, select the artists from the selection given and design ideas , producing a piece of art work  in any discipline they wish that is relevant to them. They will develop the skills to become thinking, independent artists making their own decisions and choices. In this term, students will plan through mind maps and mood boards, record through drawing and photography. They will explore different media and techniques. They will select what they are recording dependent on which theme they chose and then within that theme what imagery to collect and which media, materials and techniques they wish to use. Students will be guided through the unit

Own Choice

Line, tone, shape, texture, pattern, colour and composition 

To continue to develop the student’s ability to have ownership over the work they produce. Throughout the summer 1 term, students will research the work of others, selecting 2 from the list which are relevant to their unit choice. They will research and present imagery and information, analyse their work and produce a pastiche. Students will use this research with their recordings to develop and plan ideas. To consolidate their understanding of the work of others, students will produce a development piece as in term 3, where they merge their recordings along with what they understand of the artist they have researched and merge these. The development pieces are a basis for the idea’s development

Own Choice

Line, tone, shape, texture, pattern, colour and composition 

Surfaces

For the Art and Design GCSE, students need to complete a personal portfolio = 60% and a NEA externally set assignment =40%.

Students need to follow 4 assessment objectives.

A01:  Develop ideas through investigations, demonstrating critical understanding of sources.

A02:  Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

A03:  Record ideas, observations and insights relevant to intentions as work progresses.

A04:  Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Students cover A01, 02 and 03 in term 1. They then develop their own ideas, exploring media A01,02 and 03. Once ideas have been developed and explored, students produce a personal response A04. Literacy is addressed as students annotate their work as it progresses, explaining their work, their choices, how the work can be improved and developed and how it all linked  to the work of the artists they have been researching To support students to develop these skills, the first unit within the portfolio is an experiment unit, developing all 4 assessment objectives, but giving students the confidence to take risks and to develop their own ideas and make their own decisions.

Identity 

Identity 

Students will start to respond to the work of others. A01. They will research the artist, create pastiches to learn eth techniques used by the artist and then respond by creating pieces based on the  artists techniques etc but using the own imagery.

Literacy is addressed as students annotate their work as it progresses, explaining their work, their choices, how the work can be improved and developed and how it all linked  to the work of the artists they have been researching.

Identity 

Student will start to look at different aspects of the theme and go back to A03 and A02, gathering more imagery and exploring through a variety of different media, materials and techniques.

Literacy is addressed as students annotate their work as it progresses, explaining their work, their choices, how the work can be improved and developed and how it all linked  to the work of the artists they have been researching.

Identity 

Surfaces

Surfaces

NEA 

NEA 

Students will now focus on A01:  Develop ideas through investigations, demonstrating critical understanding of sources.

Where they will explore ideas, through A03, A02 and A01. As the students design their ideas, they will explore them in depth, refining their idea until they have an idea ready for the 10 hr exam.

NEA

10 hour exam. Students can work on completing their coursework or improving parts.