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
Our vision is to engage, inspire, challenge and enrich our students’ learning through a diverse range of art practices. We invest in our students to be the best that they can be. We want our students to have a love and passion for the arts and value the creative industries as a career choice. Our creative and ambitious Art curriculum reflects the diversity of the contemporary art world and our students, which is underpinned by the philosophy that ‘Art, craft and design embodies some of the highest forms of human creativity’. Our progressive Art curriculum introduces students to diverse contextual knowledge allowing a myriad of ways of working, representing artists from all backgrounds, circumstances, and experiences. Skills such as: drawing, painting, sculpture, lens-based media and mixed media are taught across the key stages. As a department we empower students to confidently discuss and use techniques employed by professional artists, as well as having compassion for, and understanding of, others; this being one of the school's character virtues. By encouraging compassion for others, our curriculum serves as a platform on which our students can explore and express their own identities and experiences. Modelling ways of working is a key element of our teaching practice. As a department, we recognise the imperative that our students see themselves in the curriculum. We intend, therefore, that the Art, craft and design curriculum will not only engender compassion for others, but it will also champion creative self-expression.
Key Stage 3
In Years 7,8 and 9 we embed the formal elements of art through the teaching of both knowledge and skills, allowing a solid foundation for Key Stage 4 and beyond. Using the National Curriculum for Art and Design, we develop our students’ understanding of ideas, experiences and imagination by exploring a wide range of historical and contemporary artists and genres, including, Pop Art, Cubism, Surrealism and Installation Art. Students become increasingly independent and proficient in the exploration of a wide range of creative techniques.
Year 7
| Autumn | Spring | Summer |
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Still Life and Cubist art An introduction to Art Craft and Design. Students learn about the 7 formal elements in art craft and design- through colour, line and shape, responding to observational studies and the artwork of Picasso, Braque and Cezanne Teaching and successful use of Formal Elements underpins all teaching at KS3- Line, value, colour, shape, pattern, texture and form. |
Abstract Art Through observational studies of geometric shapes students use a range of media and continue to learn and develop mastery of the 7 formal elements in art craft and design. Students work in many ways that show their understanding of Pater Randalls work. Students make proposal for a site specific sculpture on the school site responding the artwork of Rana Begum. Outcomes responding to the artwork of Carolee S Clark. |
Surrealism and Mini Beasts Using their imagination students build on the skills and techniques taught previously to create their own imaginary mini-beast (based on bugs and insects) Students refine their mastery of the 7 formal elements in art craft and design- through colour, line and shape Students make their own large scale artworks responding to images of bugs and insects. Complete their Year 7 lessons on Formal elements of art craft and design having learnt to use line, value,shape, texture successfully Using techniques to camouflage their mini-beasts into Margittes painting - Personal values. To study Dutch 17Th Century paintings. To study pattern and camouflage. |
| Assessment | ||
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Baseline assessment- observational study of water pot with brushes. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key Task 1 Observational drawing of water pot. Key task 2 Observational study inspired by cubism. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key task 3 Cubist Cube- artwork on each side of cube. |
Key Task 1 Students complete drawing showing skill in creating implied texture of Natural Form. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key Task 2 Rana Begum installation proposal. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key task3 Response to Carolee S Clark. |
Key task 1 Applying colour theory ( Primary, Secondary, complimentary, Triadic and Analogous) to drawings of mini-beats. Understanding of Surrealism and application of surrealist ideas to own mini-beasts. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key task 2 Students to use the techniques used and taught in lessons to draw mini-beast that explores texture and repeat patterns. On going formative assessment in lessons to check for knowledge and understanding of what has been taught. Key task 3 Written paper shared on TEAMS/FORMS to assess what students can remember from what they have learned across the 3 terms. |
Assessment is conducted in lessons, both formative and summative and at key points within each project. Home-learning 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
| Autumn | Spring | Summer |
|---|---|---|
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Pop Art Introduction to Pop Art and work of Roy Lichtenstein and Wayne Thiebaud. Colour theory. Artists study on and Wayne Thiebaud. Paint mixing. Painting of Ice Creams. Line, value, shape, colour. Students design and make their own packaging for food/ sweets. Colour, Line, shape and space. |
Arabesque Explore Arabesque and it's importance and significance in many cultures. Inspiration from flora and fauna and Islamic art. Reference Suzan Drummsan, Stephen Meakin and William Morris Observational studies of flora and fauna leading to own motif. Refinement of line, form, shape, value. Exploring Islamic art and making string prints based on Islamic art. Create own Islamic inspired pattern based on drawings of flora and fauna.
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The Grotesque and Gargoyles Create observational studies in a range of media of gargoyles. Learn about the history, placement and symbolism of Gargoyles. Refine skills of line, form, shape, tone and texture. Completion of a range of drawings and information about Gargoyles leading to a successful clay outcome. |
| Assessment | ||
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On going formative assessment in lessons to check on students understanding on what has been taught. Key Task 1- Artist study on Wayne Thiebaud learning on Wayne Thiebaud Formative assessment to check learning and understanding of elements taught Key Task 2 Artist study on Roy Lichtenstein Key Task 3. Completion of sweet packet inspired by Pop Art. |
On going formative assessment in lessons to check on students understanding on what has been taught. Key Task 1 Successful rotational pattern showing understanding of Islamic art. Key Task 2 Successful use of string to make a print Key Task 3 Refined and improved print showing skillful use of string to create the print. |
On going formative assessment in lessons to check for students understanding of what has been taught. Key task 1 Observational study of Gargoyle showing mastery of tonal shading. Key task 2 Observational study of a Gargoyle using biro showing cross hatching techniques. Key task 3 Successful completion of clay gargoyle |
Assessment is conducted in lessons, both formative and summative and at key points within each project. Home-learning 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
| Autumn | Spring | Summer |
|---|---|---|
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Wire sculptures inspired by Ruth Asawa Students learn about the artist Rutjh Asawa and what inspired her to make her wire sculptures. Students design their own drawings of imaginary underwater creatures using a range of media that will be made into their own wire sculptures.
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Portraits Gabby Trinkus Chuck Close Elizabeth Peyton Students explore ways of creating portraits through drawing, painting and collage. Students complete artists studies on Gabby Trinkus, Chuck Close and Elizabeth Peyton. Students experiment with ways of recording showing their growing mastery of skills and techniques used by Gabby Trinkus, Chuck Close and Elizabeth Peyton. |
Street Art - word and image Make own street art in sketchbooks inspired by artists Keith Haring, Shepard Fairey and Barbera Kruger. Students learn about Graffiti art. Colour, shape and form. Studying the work of influential street artists Keith Haring, Shepard Fairey and Barbera Kruger and make outcomes that clearly show understanding of the techniques employed by these artists. Students refine and improve the key formal elements of colour, line and shape. |
| Assessment | ||
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Key Task 1 Observational study of natural form that could be used in future to design wire sculpture Key Task 2 Using drawings and artist research to design abstract form that can later be made into wire sculpture. Key task 3 Successful completion of the construction of a semi abstract sculpture using wire, tissue paper and glue- showing skills taught and attention to detail |
Key task 1 Own response using techniques used by Van Gogh to a local landscape Key task 2 Showing understanding of the techniques used by David Hockney when creating an artwork of their local environment. Key task 3 Making personal and meaningful response to the work of Kandinsky, combining elements of Van Gogh mark making and Hockney's use of colour |
Key Task 1 Response to the work of Keith Haring showing understanding of the techniques that he used. Key task 2 Create an outcome that has been inspired by Shepard Fairey- showing understanding and mastery of the techniques he uses. |
KS3 Assessment:
Assessment is conducted in lessons, both formative and summative and at key points within each project. Home-learning 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
Students opt to study either Art, Craft and Design or Photography at Key Stage 4. We follow EDUCAS examination Board. Students explore both critical and contextual understanding of the work of others to aid them in their own independent creative journey and artistic experience. Students develop the ability to analyse artists, craftspeople and designers in depth and express their own opinions, using subject specific terminology with confidence.
Art, Craft and Design
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 and the evidence they need to archive the highest grades.
| Autumn | Spring | Summer |
|---|---|---|
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Skills building Introduction to KS4. Observational study of personal artefacts- using cones and seed pods. Analyse and explore artwork of Abbie Diamond. Refine their natural Form in Abbie Diamond style/ technique. Introduction to artwork of Yellena James. Analyse and explore artwork of Yellena James. Make response to her artwork using own personal artefacts Explore and analyse the work of Paul Morisson. Make outcome of own natural form inspired by Paul Morisson. Combine artwork styles and techniques into one sustained outcome over 5 lessons. |
MY IDENTITY This is Unit 1 of the GCSE. This unit is completed over 3 terms. This unit is equal to 60% of final GCSAE grade. It allows students to explore a range of artists and artworks (A01), experiment with ideas A02), record their ideas (A03) and realise their personal and meaningful responses. (A04) Students are taught to use the student checklist and each activity is carefully explained with past exemplars and workshops in class. Students are reminded the importance of practise and trial outcomes- to show their working out- before jumping straight to finished responses. Start with brainstorm and mind map of Ideas. Research, analyse and respond to artwork of Warhol and Khalo. Warhol- attention, repetition, colour. Kahlo- representations of female identity. Continue with Unit 1 It allows students to explore a range of artists and artworks (A01), experiment with ideas A02), record their ideas (A03) and realise their personal and meaningful responses. (A04) Combine elements of both artists styles into one piece of work. Plan next piece of work to link to new artists including notes and sketches |
MY IDENTITY Continue with Unit 1 It allows students to explore a range of artists and artworks (A01), experiment with ideas A02), record their ideas (A03) and realise their personal and meaningful responses. (A04) Create piece of work and test pieces to link to new artists. 1 piece of work and 5 smaller test pieces that show experimentation. Technically effective and relevant to planning and project Assessment- mini outcome- produce a piece of work that combines elements of all experiments so far. Edit mini outcome further to link back to one of the artists from the start of the project as well. Complete multiple experiments to refine ideas. |
| Assessment | ||
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Formative and Summative assessment are used throughout the course the term The 4 Assessment Criteria for KS4 are: AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. AO4 Personal presentation. |
This is a wholistic project and as such no individual piece of artwork is marked as a standalone piece Key tasks, formative and Summative assessment are used throughout the term The 4 Assessment Criteria for KS4 are: AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation.
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Key This is a wholistic project and as such no individual piece of artwork is marked as a standalone piece milestone tasks, Formative and Summative assessment are used throughout the course. The 4 Assessment Criteria for KS4 are: AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
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.
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.
| Autumn | Spring | Summer |
|---|---|---|
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MY IDENTITY Continue with Unit 1 It allows students to explore a range of artists and artworks (A01), experiment with ideas A02), record their ideas (A03) and realise their personal and meaningful responses. (A04) Find new artist that links to previous artists and develop ideas further. Include new photos. Plan next piece of work, including notes and sketches. Start piece of work based on plan before, showing different skills to the previous one. Should link to the new artist. Finish Unit 1. Having allowed students to explore a range of artists and artworks (A01), experiment with ideas A02), record their ideas (A03) and realise their personal and meaningful responses. (A04) Further experiments- digital edit-manipulation-collage-mixed media over the top |
Externally set Assignment. (ESA) This is shared with students on their first week back in January. Students visit Tae Modern to support the development of their ideas and cultural capital. Students work through activities and tasks to be completed weekly Title page Mind map Mood board Written proposal Tate Modern response Artist research 1 Recording through development Experimentation Tate gallery response Experiment and develop ideas Students continue with ESA to plan final outcome to be completed in first week after Easter. Artist research 2 and 3. Combine outcomes together. Ideas for final outcome. Practise for final outcome |
Final Exam outcome 10 hours over two days. |
| Assessment | ||
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Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Key tasks, formative and Summative assessment are used throughout the course. Year 11 Mock is where students complete final outcome. This is submitted with completed sketchbook- hitting all 4 Assessment Objectives. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Final assessment for KS4. Teacher assessed and externally moderated |
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.
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
Qualification obtained:
GCSE Art and Design
Useful Reading Material:
EDUQAS GCSE Art and Design
Photography
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.
| Autumn | Spring | Summer |
|---|---|---|
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Introduction to photography and Formal Element in photography Camera and Exposure triangle Line, Colour, Shape Space, Texture Contextual studies Artist Studies Analysing and evaluating photographs Composition |
Distortions Research and Artist Studies Photoshoots, Experimenting, refining Recording and evaluating Final Outcome Concealment Research and Artist Studies Photoshoots, Experimenting, refining. Recording and evaluating |
Concealment Research and Artist Studies Photoshoots, Experimenting, refining Recording and evaluating |
| Assessment | ||
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Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation.
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Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation.
|
Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
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.
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.
| Autumn | Spring | Summer |
|---|---|---|
|
Concealment Research and Artist Studies Photoshoots, Experimenting, refining. Recording and evaluating Mock exams Preparation for Final outcome |
Externally set Assignment Research and Artist Studies Photoshoots, Experimenting, refining. Recording and evaluating Preparation for Final outcome |
Research and Artist Studies Photoshoots, Experimenting, refining. Recording and evaluating Preparation for Final outcome Final Exam outcome
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| Assessment | ||
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Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Key tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Final assessment for KS4. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
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.
GCSE Photography
Component 1: Portfolio worth 60% (120 marks)
Component 2: Externally Set Task worth 40% (80 marks)
Examination Board:
Course Specification:
601/8087/0 Photography
Qualification obtained:
GCSE Art and Design
Useful Reading Material:
EDUQAS GCSE Art and Design
Additional Information:
Enrichment
The department offers a wide range of extra- curricular activities, from lunch time art club, life drawing, gallery trips to Tate Modern, Royal Academy, Wallace Collection and many more as well as having Artists in Residence and Artist Workshops.
Useful websites
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