Head of Department
Ms J. Bryce
Year 7
Autumn 1 | Autumn 2 |
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Basic Skills 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. |
Symbolism and Culture Notan, Adinkra, Hindu, Aboriginal. In Autumn 2 students learn how to build on their learning from the first half term by applying the basics of line, shape, and space to draw from cultural symbols. The project provides an important cultural link for students who compare and explore the arts and crafts of other countries and periods. They also provide students with cross curricular links to Drama, History and Geography. |
Spring 1 | Spring 2 |
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Pop Art Colour Theory and Pop Art. In the Spring term students begin a topic based on Pop Art which lasts the entire term. The topic is engaging and accessible as it relates to the popular world looking at music, iconography, and mass production. Students question the influences, pressures and effects of the media whilst studying artists Andy Warhol and Michael Craig-Martin and Keith Haring. Students learn how to form opinions about other artists as well as their own as this is an important skill for the Art GCSE. It also expands their vocabulary. |
Pop Art Painting and Collage. In Spring 2 students use the techniques of the Pop artists to create their own work based on colour theory and personal design choices. They produce a final piece that is both personal and meaningful to them. Students use drawing techniques like proportion, line and tone as well as adopting artist techniques on colour theory, collage, and paint to create a final piece that gives them the opportunity to refine and develop their use of materials. |
Summer 1 | Summer 2 |
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Natural Forms Drawing and environmental issues. In the Summer term Year 7 students study a ‘Natural Forms’ topic, exploring the natural world, objects and their local environment and surroundings. It is also used to debate environmental issues like pollution, recycling, littering and climate change. as well as building on the drawing skills they have been taught in the first and second term. Students use text with their drawings to create poster designs that promote positive messages and slogans that can be displayed in their local environment – the school, home, and public areas. This also links to the Year 8 projects on Illustration and Street Art that student will study next year. |
Natural Forms Final Piece in colour pencil or oil pastel. In the second half of the summer term students study the artist Yellena James and Georgia O’Keeffe to inform their observational drawing and develop recording skills by using photography in their work. They do this to enhance techniques in cropping and enlargement. They are also introduced to different materials like pastel and watercolour. Students use photos and drawings to work with a range of materials and techniques. It also allows students to be creative and independent when designing final pieces. |
Year 8
Autumn 1 | Autumn 2 |
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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. |
Day of the Dead Flower / Skull designs in pencil, colour pencil and printmaking. In autumn 2 students build on their contextual studies and drawing from the ‘Day of the Dead’ project to experiment with a variety of materials and create personal responses. Students do this in order to design personal pieces of work as well as learn about the media of clay and print making to widen their experience of art materials and techniques. This also provided students with the basic knowledge and experience of the materials that they use in Year 9 and 10. |
Spring 1 | Spring 2 |
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Illustration Typography. Illustrated and illuminated letter designs based on Paul Thurlby and Si Scott. 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. In Spring 2 students’ study and use the techniques of artist Robert Indiana to design and create their own three - dimensional letter as a final piece. Students use technical drawing techniques to draw, measure and transfer their 2D design into a 3D construction. They use their own ideas, creativity and imagination to decorate the 3D letter into a personal and unique final piece that also gives them the opportunity and flexibility to refine and develop their use of paint and collage. Students enjoy working in 3D and on a sustained piece of work. |
Summer 1 | Summer 2 |
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Surroundings Architecture. Laura Grace Ford Perspective. The ‘Surroundings’ topic looks at the artist Laura Grace Ford and mixed media. Students explore their own environment whilst using photography, photomontage and one point and two-point perspective. Students are taught how to adapt 2D into 3D by exploring composition and building up layers of images of their local surroundings. Students use colour theory to add layers of paint, creating washes of hues. Students explore monochrome and hue tonal bars and harmonious colours. Students use pen and pencil to add textural details and depth to their final responses. |
Architecture. Gaudi and Clay Tiles. In summer 2 Year 8 students continue the ‘Surroundings’ topic, by linking to the ‘Natural Forms’ unit from Year 7 by adopting the organic approach used by architect / ‘Antoni Gaudi’ who was inspired by art nouveau, nature, line, and pattern. Students produce a subtractive and relief clay tile based on Gaudi and templates of organic forms and shapes, and textured objects. |
Year 9
Autumn 1 | Autumn 2 |
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Food Unit Recording ideas; mind mapping, mood boards. Year 9 students study a ‘Food’ project that lasts the entire year. This is chosen as a foundation topic into the Art GCSE when students study two longer projects for their coursework. In autumn term 1 students develop their drawing skills from Year 7 and 8 by working from primary source wherever possible. A baseline drawing task that recaps on the formal elements taught throughout the Key Stage allows students to produce a higher standard of work as they build on skills of line, form, symmetry, perspective, tone, proportion, and texture. Students focus on Assessment Objective 3 - recording ideas and observations that are relevant to intentions. |
Food Unit Recording ideas. Drawing based on primary and secondary sources. In autumn 2 students analyse and make comparisons between their work from autumn 1 and other artists. As in all years, 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 above to learn a variety of approaches towards ‘Food’ from different cultures, ages, and genders. Students make links to the ‘Pop Art’ movement studied in Year 7, as well as the Year 8 ‘Typography’ project. The artists selected also provide and reinforce examples of art-based careers in product design, publishing, and graphic design. Students see art as having a function and purpose as well as a form of beauty and expression. This deepens and widens their perception of art as they consider their GCSE options. |
Spring 1 | Spring 2 |
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Food Unit Research artists Sarah Graham, Wayne Thiebaud, and Marcelo Barenghi. In the spring term students draw inspiration from their artist studies. They create personal responses that use their drawing and recording skills as well, as refining and developing their use of materials. Students respond to Sarah Graham by drawing and painting realistic sweets. They use thick expressive paint on drawings of lollies and ice creams as a response to Wayne Thiebaud. |
Food Unit Designing personal ideas based on Kim Blair In spring 2 students’ study and use the techniques of artist Kim Blair to design and create their own cutlery photos, drawing and painting. Students use technical drawing techniques to draw, measure and enlarge their 2D edited photographs onto an A2 size final piece. They use previous knowledge of tone to draw areas of dark, mid, and light tones onto the cutlery and shadows and tints on to the background. Students use acrylic paint to paint flat, defined areas of tone on the cutlery and gradation of tone on the background. This sustained piece of work consolidates students learning and gives them the opportunity to work in large scale. We will be incorporating photography into the course as this will be offered as a GCSE option next year. |
Summer 1 | Summer 2 |
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Land, Sea and Sky Landscape topic based on David Hockney. In summer 1 Year 9 students create two to three designs for a final piece that are based on the theme of ‘Land, Sea and Sky’ and the work of David Hockney. Students use artist research to make informed and personal choices and decisions based on their own ideas. By teaching students to experiment with ideas, materials and techniques students also learn to focus, fail, and persevere which builds resilience, character, self-confidence and pride in themselves, their work, and their achievements. Students are taught how to annotate their work by using writing frames that discuss the content, context, purpose and meaning of their art, documenting their journey and progress using a specialist vocabulary. |
Journey, and Heritage Anne Ryan and Frank Stella. 3D Final Piece. In the second half of the summer term students choose one of their design ideas to produce as a 3D final piece. Students study the artists Anne Ryan and Frank Stella to inspire and explore abstract art. Students make independent decisions about scale, material, and technique to create a personal response for the last six weeks of the year. |
Year 10
Autumn 1 | Autumn 2 |
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Identity Unit Record ideas: Mind mapping, mood boards, Drawing baseline and Painting baseline. The ‘Identity’ project is chosen as the first unit of coursework as it is a broad and interesting topic that we have run for the last three years with Year 10 students. We therefore have a thorough bank of resources, examples and AfL materials. In autumn 1 students are introduced to the topic and given work packs that include task lists, ideas, and images for the first 3 weeks. They are also given a support book to take home & work from in case of time off school or further lockdown. Students work on A3 paper and are given A3 flip files and A3 portfolios to take home as these are lighter and more practical. A baseline drawing task and separate portrait painting that uses the formal elements will be used to assess skills of line, tone, form, texture, symmetry, proportion, and perspective. Art teachers will mark & standardise all work – Mind Map, Mood Board, drawing and initial research. |
Identity Unit Contextual Study: Audrey Flack, Chris Ofili. In autumn 2 students analyse and make comparisons and contrasts between a range of artists. They study the list of artists above to learn and explore a variety of approaches towards ‘Identity’. They do this by looking at the impact of history, culture, context, age, and gender. Still life, portraiture and art murals are used to teach students the variety of art subject-matter, as well as discuss artists’ role & need to comment on social, economic, and political issues. Contextual studies also teach pupils how to form opinions about other artists work as well as their own and develop student’s ability to use a specialist vocabulary when commenting on the artists aims, views, ideas and opinions. Students adopt these approaches next term; responding to personal and wider issues to create meaning / symbolism in their work. |
Spring 1 | Spring 2 |
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Identity Unit Contextual Study: Research pages on Pablo Picasso, Kathe Kollwitz and local artist. In the spring term students address three of the four GCSE assessment objectives by drawing inspiration from their autumn 2 artist studies. They create personal responses that use their drawing and recording skills as well, as refining and developing their use of materials. Students respond to the artists by creating drawings, paintings, collages and by taking their own photographs. They use the artists’ techniques as well as developing their own to create responses to personal issues or wider issues / topics that inspire them. Students will continue to annotate their work as it progresses, learning how to make connections to the work of others using a specialist vocabulary. They will use their contextual understanding and analysis to inform and develop imaginative and creative ideas. |
Identity Unit Use of Materials: Create designs and prints based on artist studies. In spring 2 students continue to study & use the techniques of the artists as well as their own to refine ideas and begin designing their own drawing / painting / final design ideas. Students will be given a second assessment drawing based task that uses the formal elements and builds on students’ skill and ability. Students use the remainder of the term to complete and refine their artist studies, development pages and personal ideas and responses, ensuring that pages are annotated and completed to the best of their ability. Students should be encouraged to study their own artist if time allows. At this point in the year, we invite a relevant & local artist into the school to work with the year group. The artist runs a day/half day workshop, where they show their art & demo their style/technique. They provide fresh ideas and inspiration to the group. |
Summer 1 | Summer 2 |
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Identity Unit Recording and Designing: Create final design ideas based on artist studies / research. In summer 1 Year 10 students create two to three designs for a final piece that is based on elements of their artist research and previous areas of study. Students are encouraged to be creative, imaginative, and independent, sourcing ideas from the internet and making personal choices and decisions based on their own interests and preferences. By teaching students to experiment with ideas, materials and techniques students also learn to focus, fail, and persevere which builds resilience, character, self-confidence and pride in themselves, their work, and their achievements. Students are taught how to annotate their work by using writing frames that discuss the content, context, purpose and meaning of their art, documenting their journey and progress using a specialist vocabulary. |
Identity Unit Final Piece: Create a final piece that relates to research, ideas, artists, media. In the second half of the summer term students choose one of their design ideas to produce as a final piece. Students make independent decisions about scale, material and technique and work on their personal response for the last six weeks of the year. At the end of the year students have addressed all four assessment objectives. Students’ art teachers mark work using the AQA GCSE assessment criteria grid to give students a realistic GCSE Level. Both the HOD and art teacher mark & standardise all work together to ensure all marks and Levels are accurate. The standardised Levels are used to set students Art GCSE target level. If students wish to continue, refine or improve their work after the assessment they can do so. Work can be resubmitted and re-marked by the art teacher up until December of Year 11. |
Year 11
Autumn 1 | Autumn 2 |
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Portfolio –Unit 2. Food or Natural Forms In autumn 1 students complete a second mini unit of coursework on either ‘Food’ or ‘Natural Forms.’ Students focus on Assessment Objective 2 and 4, experimenting with ideas, materials and techniques and working on a larger scale. |
Portfolio – Unit 1. Identity In autumn 2 Year 11 students complete their first unit on ‘Identity.’ Students focus on Assessment Objective 2 and 4 – refining ideas, materials and techniques as well as producing personal responses and a final piece in their own choice of materials. |
Spring 1 | Spring 2 |
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Exam – AO1 & 3. Preparatory Studies. In spring 1 students are given the Art GCSE exam paper and begin their exam prep through exploring artist studies and recording initial ideas. Students are encouraged to work to their personal strengths as well as working from primary source where possible. Students follow a structured scheme but are also encouraged to work independently at home as well as in school. |
Exam – AO2 & 3 Preparatory Studies. In spring 2 students develop artist studies, research and designs produced in their preparatory folder. Students refine and complete their work as needed, responding to teacher feedback and assessment. Students need to ensure that they address all three Assessment Objective’s equally in order to meet the GCSE criteria and achieve their potential. |
Summer 1 | Summer 2 |
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Exam – AO4 Preparatory Studies and Exam. In summer 1 students develop design ideas and create a personal final piece based on the artist studies, research and designs produced in their preparatory folder. The final piece is completed in a ten-hour exam during the end of April / beginning of May. |
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