Art
Welcome to the Art Department
"Art washes away from the soul the dust of everyday life." - Pablo Picasso
Head of Department:
Mr Lordan
e-mail: slordan1.310@parkhighstanmore.org.uk
Key Stage 3
Students arrive in year 7 with a varied experience of art craft and design. We aim to give all students a spiralling, progressive, creative and ambitious education of the key elements in art craft and design throughout Key stage 3 and encourage them to see the Arts as a career choice.
Our curriculum engages, inspires and challenges students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Following the National curriculum for Art Craft and design, our 3 year curriculum enables all students to:
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Produce creative work, exploring their ideas and recording their experiences
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Become proficient in drawing, painting, sculpture and other art craft and design techniques
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Evaluate and analyse creative artworks using specialised vocabulary
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Know about great artists, craft makers and designers as well as understanding the historical and cultural development of their art forms
Year 7
Three projects are taught in Year 7. Students are given a baseline assessment in their first art lesson. The first term is devoted to Colour and the work of artists such as Hunderwasser and Rana Begum- allowing students to make responses in a range of mediums and present a proposal for a site specific installation.
Term 2 sees students deepen their understanding of Colour and explore Line and Tone. Though exploring the artwork of Peter Randall, Karl Blossfeldt, Cezanne and Fauvism students are encouraged to show their understanding of these varied artists in their own responses.
Building on terms 1 and 2, students explore mixed media and collage in term 3 when creating their own mini-beasts. Working with: line, tone,colour and pattern, students are encouraged to find new ways of recording and create their own imaginary mini-beasts from observing the natural world of bugs and flies.
| Autumn | Spring | Summer |
|---|---|---|
|
Base Line assessment |
Second assessment |
Third assessment |
|
Environment & Colour |
Natural forms |
Mini-beasts |
Knowledge Organisers:
Knowledge Organisers are used to help and support student learning and understanding. They include key points and knowledge for each project.
KS3 Assessment:
Assessment is conducted in lessons, both formative and summative and at key points within each project. Homelearning is set to reinforce students understanding of the artists taught in the lesson. Whole class feedback is used to enable students to set their own targets for improvement.
Year 8
Three projects are taught in Year 8. Our first project is portraiture. Artists such as Chuck Close, Rembrandt, Van Gogh, Lucien Freud, Khalo and Kehinde Wiley are used as reference points. Students are taught the structure of the human face and work through a series of tasks building their skills so that they can confidently draw a face in proportion. Motifs are explored and created that symbolise the students identity. These motifs are then drawn on the portarits- showing direct reference to the work of Chuck Close.
Term 2 sees students completing a project on perspective and architecture. Students are taught both 1 point and 2 point perspective, culminating in a street view showing correct use of 2 point perspective. Students are then challenged when they learn about perspective from Eatern World- namely India and Rajasthan. Students are taught about the artwork of the Singh Twins and make their own responses to their work.
World Art and Mandalas are explored in Term 3. Students are taught about the history and significance of Mandalas. Students are taught how to make their own mandalas using flora and fauna as a reference. In the summer term students are introduced to clay and work to create a clay tile inspired by Mandala's.
| Autumn | Spring | Summer |
|---|---|---|
|
Portraiture |
Perspective and viewpoints |
World Art and Mandals. |
Knowledge Organisers:
Knowledge Organisers are used to help and support student learning and understanding. They include key points and knowledge for each project.
KS3 Assessment:
Assessment is conducted in lessons, both formative and summative and at key points within each project. Homelearning is set to reinforce students understanding of the artists taught in the lesson. Whole class feedback is used to enable students to set their own targets for improvement.
Year 9
Year 9 sees students using paint to explore the work of Wayne Thiebaud and other Pop Art. Students are taught painterly techniques that show colour and texture. Students revisit colour theory and explore Thiebauds work in more detail.
Project 2 allows students to understand Typography, design and advertising. Students create their own chocolate bar designs and make their own branded packaging.
Term 3 sees students creating wire sculptures of Natural Forms inspired by the sculptures of Ruth Asawa.
| Autumn | Spring | Summer |
|---|---|---|
|
Food |
Typography Chocolate box design Advertising. |
Wire Sculptures inspired by natural Forms Observational drawings |
KS3 Assessment:
Assessment is conducted in lessons, both formative and summative and at key points within each project. Homelearning is set to reinforce students understanding of the artists taught in the lesson. Whole class feedback is used to enable students to set their own targets for improvement.
Key Stage 4
With the EDUCAS Examination board students' study either Art Craft and Design or Photography endorsements. The GCSE in Art Craft and Design and GCSE Photography specification encourages students to:
- actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
- develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
- become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
- develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
- develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
- acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
- develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
- develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries
- develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work
- demonstrate safe working practices in art, craft and design.
The internally assessed, externally moderated Component 1 ‘Portfolio’ encourages adventurous, purposeful exploration, experimentation and opportunities for productive personal expression. The internally assessed, externally moderated Component 2 ‘Externally Set Assignment’ enables students to apply the knowledge, understanding and skills that they have acquired in Component 1 by producing an appropriate outcome within a set time frame to demonstrate their best achievement.
Knowledge and understanding
The GCSE specification requires students to demonstrate the knowledge and understanding listed below through the practical application of skills to realise personal intentions.
Students are required to know and understand how sources inspire the development of ideas, for example, drawing on:
- the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures
- contemporary and/or historical environments, situations or issues
- other relevant sources researched by the student in the chosen qualification title and area(s) of study
- the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including colour, line, form, tone and texture
- the characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to students’ own creative intentions and chosen area(s) of study
- the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work
Skills
This specification requires students to demonstrate the ability to:
- develop their ideas through investigations informed by selecting and critically analysing sources
- apply an understanding of relevant practices in the creative and cultural industries to their work
- refine their ideas as work progresses through experimenting with media, materials, techniques and processes
- record their ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses
- use visual language critically as appropriate to their own creative intentions and chosen area(s) of study through effective and safe use of: media, materials, techniques, processes and technologies.
- use drawing skills for different needs and purposes, appropriate to the context, for example, using drawing as part of the development process within each chosen area of study
- realise personal intentions through the sustained application of the creative process.
Year 10
In Year 10 students undertake a skills building project in the first term. This introduces students into how the GCSE will be marked and assessed. Component 1 is introduced early in term 2 and the theme is ‘My Identity’. Students have 3 lessons per week, one double lesson and one single lesson. Students work in A3 sketchbooks to develop their ideas and investigations into the theme of ‘My Identity’. Students respond to the work of other artists and experiment with a wide range of media in their responses. Regular feedback is given to students as their work progresses.
KS4 Assessment:
Assessment objectives and weightings
The same four assessment objectives apply across both components. Each assessment objective is equally weighted.
Below are the assessment objectives for this specification. Students must demonstrate their ability to:
AO1 Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 Record ideas, observations and insights relevant to intentions as work progresses. AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
The table below shows the weighting and marks available for each assessment objective, for each component and for the qualification as a whole.
Examination Board:
Useful Reading Material:
EDUQAS GCSE Art and Design
Year 11
In Year 11 students will be completing their Component 1- Portfolio, creating a sustained and meaningful outcome as a final artwork in December. This project is worth 60% of students final GCSE grade.
The Externally Set Assignment is shared with the students in January. One starting point is chosen by each student and they have until Easter to complete their investigations, explorations and recordings. The Externally Set Assignment is worth 40% of their final GCSE grade.
KS4 Assessment:
Assessment objectives and weightings
The same four assessment objectives apply across both components. Each assessment objective is equally weighted.
Below are the assessment objectives for this specification. Students must demonstrate their ability to:
AO1 Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 Record ideas, observations and insights relevant to intentions as work progresses. AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
The table below shows the weighting and marks available for each assessment objective, for each component and for the qualification as a whole.
GCSE Art & Design
Component 1: Portfolio worth 60% (120 marks)
Component 2: Externally Set Task worth 40% (80 marks)
Examination Board:
Course Specification:
601/8087/0 Art Craft and Design
601/8087/0 Fine Art
601/8087/0 Photography
Qualification obtained:
GCSE Art and Design
Useful Reading Material:
EDUQAS GCSE Art and Design
Additional Information:
Useful websites
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