Art

Meet The Team

Faculty Leader: Ms S.Mason, Head of STEAM mason.s1@welearn365com

Deputy Faculty Leader: Miss A.Munro, 2nd in STEAM munro.a1@welearn365.com

The Team:

Introduction

Learners at Key Stage 3 have a single, one-hour lesson a week in Art to develop their skills with various materials, techniques and creative processes. Learners are also encouraged to develop transferable skills that they will need whatever career path they choose; collaboration, critical analysis, problem solving, resilience, initiative and of course, a growth mindset.

  • The Arts help children learn to say what cannot be said out loud
  • Art teaches us that there can be many solutions to the same problem 
  • Art promotes creative thinking across the curriculum
  • Art promotes organisational and team building skills
  • Art promotes perseverance and reflection skills
  • Art teaches us the importance of dedication and focus
  • Art helps us to understand and receive constructive feedback, being kind and considerate
  • Art helps us to understand the world around us

As well as all of the above, the UK creative industries generate more than £100bn a year to the UK economy and employ more than 2m people.

Each year learners will create an A4 sketchbook and at least 2 final pieces which are separate. In Art, there is always personal choice and options no matter what stage the learner is at. Personal choice is essential to allow each learner to express and explore their creativity. 

Key Stage 3 is a critical developmental stage as learners explore their skills and interests. Any expert started out as a beginner at some point so it is our responsibly to nurture this part of their education.

What do we study in Art?

Year 7

Emerging Skills

During the course of Year 7, learners start with the foundations to ensure they all have a basic understanding of the essential skills regardless of their past primary education/ exposure to Art.

Autumn Term, The Formal Elements

The Six Formal Elements are a good place to start, these are colour, line, pattern, tone, texture and pattern. These are studied and applied using pencil tone, drawing, painting with watercolours and fine-liner work. The learners will be expected to complete observational drawings, evaluations, watercolour colour theory as well as an artist analysis based on Hundertwasser.

Spring Term, Under the Sea

This is the learners first opportunity to apply all of the first term’s knowledge based on a theme of ‘Under the Sea’. Learners will utilise and practise their knowledge of colour theory and the Six Formal Elements. Looking and analysing the abstract art of Helen Wells and Yellena James is completed first and then learners then build their skills to eventually design their own wall hanging based on these artists. It is important for students to have the opportunity to use their own imagination and creativity – after all, you can’t use up creativity, the more you use the more you have!  Watercolours, pencil tone, fine-liners and colouring pencils are used and practised throughout this project.

Learners will also have the opportunity to learn about printmaking and create their own polystyrene matrix and add their print to their wall hanging.

Summer Term, Insects and Bugs

This is the learners second project and has the theme of ‘Insects and Bugs’; this is their opportunity to learn more drawing techniques such as the grid method and experimenting with more of a variety of equipment. This project is where learners will be introduced to acrylic paint and how to use it effectively to a large insect study of their own. Watercolours, pencil tone, fine-liners, colouring pencils, acrylic and collage are used and practised throughout this project.

Year 8

Embedding Skills

During the course of Year 8, learners will start to embed their skills learnt and practised during Year 7. The theme of the year is ‘Faces’ with more specific sub-themes for each term.

Autumn Term, Proportions of the Human Face

At the start of Year 8, learners focus on the human face, how to create a proportionally correct portrait and how to draw accurate features. Learners analyse the work of Marion Bolognesi and apply their watercolour/colour theory knowledge on a version of their work inspired by her. Learners then look at the work of Luke Dixon as it is important that our learners have breadth and depth and so we look at contemporary and historical artists. Learners then analyse the work of Vincent van Gogh so that they can apply the impasto technique (which is new skill) using acrylic paint.

Spring Term, African Masks

Learners apply their portrait knowledge used in the first half term to apply to an African mask project. Learning about the cultures and values behind an African mask is completed first so that learners have a thorough understanding of their purpose and the symbolism surrounding them. Learners then have the opportunity to utilise their artistic and creative skills to design, build and decorate their own African mask. The mask is made from cardboard that is from school deliveries, teaching the learners to be resourceful and to show initiative. 

Summer Term, Animal Faces

After focusing so much on human portraiture for the past two terms, learners then complete a project based on animal portraiture. Focusing on the work of Mark Powell and Abby Diamond. This project is more of a mixed-media project where more abstract painting skills are learnt and applied as well as various surfaces such as recycled materials and various elements for collage. Learners have the opportunity to create an A3 animal face study in the mixed styles of the artists looked at after completing their sketchbook prep work. 

Year 9 

Established skills

This is the final year of Key Stage 3 Art and Design. A lot more freedom is given in this year to experiment and discover their secure strengths and weaknesses in readiness of the next chapter. The theme of this year is ‘The World Around Us’ with more specific sub-themes for each term.

Autumn Term, Day of the Dead

Learning about other cultures is essential to the development and wider world context surrounding us. There are many contexts that include or encompass Day of the Dead within their themes and so to kick start year 9, they focus on the art surrounding the festival. Learning what, why and how the Day of the Dead is celebrated. Learners apply their established skills to an A4 skull sketch in pencil tone, a sugar skull design with watercolour and fine-liner. Learners then look at the work of David Lozeau and how to create a mono-print based on his work.  

Spring Term, Typography and Street Art

During this term, learners will be focusing on the art of Typography. What typography is and the purpose of the design. After focusing on the basics of the design and terminology of typography, learners look at the skill of hand lettering and logo designs. Year 9 then complete a Banksy analysis and discover what is the difference between street art and graffiti. After this, learners are shown how to create a portrait stencil using the computers, which is then printed and cut out using craft knives. Learners are able to chose who they want to do. The quote that accompanies the stencilled portrait will be in the style that they desire (applying knowledge and understanding from the first part of the project).

Summer Term, Sweets and Treats

After focusing a lot on serious topics, the final term of Year 9 Art is focusing on still life, more specifically sweets and treats. A creative, expressive project with lots of vibrant colours and media techniques. Learners complete various drawings, sketches and studies based on artists such as Georgina Luck and Sarah Graham. Learners then finish Year 9 with some ice cream studies using white pencils on black paper. 

Year 10 and 11

GCSE Art, Craft and Design 

Specification: WJEC Eduqas GCSE Art and Design (Art, Craft and Design) – C650QS

Throughout Key Stage 4, art projects are structured and require evidence towards each of the four Assessment Objectives:

AO1 Critical understanding 

Analysing the work of artists, crafts people and designers. Other wider contexts such as galleries and visits.

AO2 Creative making 

Experimenting with a breadth and depth of media, materials, techniques and creative processes.

AO3 Reflective recording 

The ability to articulate and document their thought processes and evaluations as the journey of work progresses. The ability to draw and record ideas is also essential.

AO4 Personal presentation 

The ability to present a final outcome that concludes the project with personal flair, conviction and creativity.

Year 10

September to February – a practise project based on Flights of Fancy.

  • Focussing on building skills and confidences in a variety of materials, techniques and processes.
  • Written or verbal feedback during this project is given every lesson. 
  • Learners receive 1-2-1 mentoring throughout their projects since each student is focusing on their own sub-theme (through personal choice) within the project.
  • Each of the four assessment objectives are evidenced thoroughly in this project. 
  • After Christmas learners attend two trips, one to the Oxford University Museum of Natural History and to the Birmingham Botanical Gardens. Both trips contribute towards AO1 and AO3. Learners can practise their photography skills too.

February to July – Component 1. 

  • This is the coursework project which is 60% of the final GCSE grade. 
  • The theme for this is Growth and Decay
  • Each of the four assessment objectives are evidenced thoroughly in this project. (AO1-4)
  • Written or verbal feedback during this project is given every lesson. 
  • Learners receive 1-2-1 mentoring throughout their projects since each student is focusing on their own sub-theme (through personal choice) within the project.

Year 11

September to December – a continuation of Component 1. 

  • The deadline is just before Christmas for two reasons; the first reason being it is important students get a break over Christmas to spend time with their families. The second reason being it gives them the maximum amount of time allowed to complete their Component 2 after Christmas. 
  • A final outcome (AO4) is created in their 10 hour mock (set over two days) just before Christmas.

January to April – Component 2. 

  • This is the ‘exam’ project which is 40% of the final GCSE grade. 
  • The theme of this project is set by the exam board. 
  • Following the specification, very minimal feedback by the teacher can be given during this project. 
  • Like the coursework project, each of the four assessment objectives are evidenced thoroughly in this project. (AO1-3)
  • A final outcome (AO4) is created in their 10 hour sustained time (set over two days) just after the Easter holiday.

For more specific details you can find the specification here:  https://www.eduqas.co.uk/media/ozvlit0g/eduqas-gcse-art-and-design-spec-from-2016-27-01-2020.pdf

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