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, Fauvism and Installation Art. Students become increasingly proficient in the exploration of a wide range of creative techniques and media that follow the fundamental foundations of the formal elements.
Year 7
| Autumn | Spring | Summer |
|---|---|---|
|
Still Life and Cubist art An introduction to Art Craft and Design. 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. The Formal Elements of Art Craft and Design underpins all teaching at KS3- Line, value, colour, shape, pattern, texture and form. |
Abstract Art Through observational studies of natural forms students use a range of media and continue to learn and develop mastery of the 7 formal elements in art craft and design- through value, line and shape and pattern responding to natural forms and the work of Peter Randall. Students to work in ways that show their understanding of Pater Randalls work.- A contemporary British sculptor. Students make refinements to their own artworks responding to the work of Rana Begum and Carolee S Clark |
Surrealism and Mini Beasts Using their imagination students build on the skills and techniques taught to create their own imaginary mini beast. (based on bugs and insects) Evolving mastery of the 7 formal elements in art craft and design- through colour, line and shape Students make their own artworks responding to images of bugs and insects. Complete their Year 7 lessons on Formal elements of art craft and design having learned to use line, value,shape, texture successfully Learn about the 7 formal elements in art craft and design- through colour, line and shape and pattern responding to images of insects and bugs. To study Dutch 17Th Century paintings. To study pattern and camouflage. To use Oil pastels. To link back to Fauvism. |
| Assessment | ||
|
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. 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.
Knowledge Organisers:
Knowledge Organisers are used to help and support student learning and understanding. They include key points and knowledge for each project.
Year 8
| Autumn | Spring | Summer |
|---|---|---|
|
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 |
Islamic Arabesque Explore Mandalas and their 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 based on flora and fauna. Line, form, shape, value Exploring Islamic art and making string prints based on Mandalas and Islamic art. Create own Islamic inspired pattern based on drawings of flora and fauna. Texture, shape, form Line,form, value shape,space |
The Grotesque Exploring Gargoyles and the grotesque. Create observational studies in a range of media of gargoyles. Learn about the history and placement and symbolism of Gargoyles. Line, form, shape, tone and texture. Create a body of work and drawings Completion of a range of drawings and information about Gargoyles leading to a successful clay outcome. Line, value, shape and form. |
| Assessment | ||
|
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. 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.
Knowledge Organisers:
Knowledge Organisers are used to help and support student learning and understanding. They include key points and knowledge for each project.
Year 9
| Autumn | Spring | Summer |
|---|---|---|
|
Wire sculptures inspired by Ruth Asawa Using artists, Ruth Asawa and Edward Weston to inspire students to design their own drawings of underwater creatures using a range of media that next half term will be made into their own wire (FORM) sculpture based on observational studies of Natural Forms. Using artists, Ruth Asawa and Edward Weston to make abstract wire (FORM) sculptures based on observational studies of underwater creatures of Natural Forms. Using wire, tissue paper and glue to learn new skills in building and construction. wire, bending and attaching and pinching with pliers. Once the wire carcass has been made- students are then taught how to successfully apply and stick tissue paper to the wire ‘carcass’ |
Landscapes Van Gogh David Hockney Kandinsky Explore ways of creating landscapes through mark making and colour referencing Van Gogh and David Hockney. Students complete artists studies on Van Gogh and Hockney Students experiment with ways of recording showing their growing mastery of skills and techniques used by van Gogh and David Hockney Continue to explore Landscapes and study the artwork of Kandinsky and are introduced to his ways of creating art. Students create their own Kandinsky artwork. Using Kandinsky techniques and ideas students listen to a range of classical music pieces and make their own personal responses |
Street Art Make own street art in sketchbooks inspired by artists- Banksy, Jacques Villegle, Keith Haring, Ben Eine and Shepard Fairey. Students learn about Graffiti art as well as monoprinting and collage. Colour, shape and form. Continue studying the work of influential street artists Ben Eine and Shepard Fairey and make outcomes that clearly show understanding of the techniques employed by these artists. Colour, line and shape. |
| Assessment | ||
|
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. 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
Students opt to study either Art or Photography at Key Stage 4. Students explore both critical and contextual understanding of the work of others to aid them in their own 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.
| Autumn | Spring | Summer |
|---|---|---|
|
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 | ||
|
Key milestone tasks, 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. Key milestone tasks (response to Paul Morrison artwork) and a major outcome that combine elements of all 3 artists technique into one sustained outcome over 5 lessons The 4 Assessment Criteria for KS4 are: AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
This is a wholistic project and as such no individual piece of artwork is marked as a standalone piece Key milestone 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.
|
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.
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.
| Autumn | Spring | Summer |
|---|---|---|
|
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 | ||
|
Key milestone tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Key milestone 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.
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
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 |
|---|---|---|
|
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 | ||
|
Key milestone tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation.
|
Key milestone tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation.
|
Key milestone 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.
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.
| 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
|
| Assessment | ||
|
Key milestone tasks, formative and Summative assessment are used throughout the course. AO1 Critical understanding AO2 Creative making AO3 Reflective recording AO4 Personal presentation. |
Key milestone 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.
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 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
|
|
|
|---|