Art and Design
ART & DESIGN KEY STAGE 3 CURRICULUM
Students follow a programme of study which builds upon key skills and concepts and formal elements to enable them to progress and prepare them for further study at Key Stage 4 and 5. Students are taught how to record from first-hand sources and other sources. They work in a range of 2D and 3D techniques and painting; The work; builds on and expands skills each year which is aimed to challenge the students and develop confidence and proficiency.
Demonstrations and the use of exemplary material are used to inspire and inform students. The projects are linked to the investigation and analysis of the work of artists, designers, and craftspeople. There are high expectations on the quality of work produced whether it is expressive or descriptive and the work of students is displayed extensively around the department and school.
Year 7 - Growing use of knowledge and skills
Artist Techniques and Painting Skills 1 – Fauvist Landscape Project
You will gain knowledge of Landscape Art learning to identify the foreground, middle ground, background, horizon line and vanishing point. Practically investigate and write about the visual elements of the Fauvist Art Movement with their use of non-realistic colours, line, and texture. You will develop your painting skills and learn how to apply paint in layers.
• Assessment 2 – Apply the knowledge of colour theory and painting skills learnt to create a Fauvist landscape Painting by the artist Andre Derain.
Recording Ideas and Presenting a Personal Response 1 – Designing a Composition Project
You will learn how to design a composition retrieving the knowledge of a foreground, middle ground, and background, understanding that colour fades and objects get smaller as they go into the distance. You will develop pencil crayon skills by working in layers to create light, medium and dark tones. Develop the skills to draw a 3D hair plait in pencil and a chequer board using 1 point perspective in pencil crayons.
• Assessment 3 – Apply your knowledge and skills to present a personal response. The composition you will create is a girl with plaits in the foreground, a 1-point perspective chequer board in the middle ground with pencil crayons fading into the distance. You will research and record a personal idea for an object at the vanishing point in the background.
Year 8 – Creative use of knowledge and skills
Starting in year 8 and continuing into year 9 you can choose to challenge yourself during the projects and assessments. This opportunity will stretch your technical skills, creativity, and independence as a leaner.
Drawing Skills 2 – Portrait Project
You will continue to retrieve and refine your drawing skills by learning to blend, contour, use highlights, core, and cast shadows to draw the facial features. You will develop and discuss your understanding of proportion and how artists use distortion techniques to create new ideas and meaning behind their Portrait Art.
Colour Theory Knowledge 2
You will learn about harmonious and complimentary colours. Retrieve pencil crayon skills to build layers of tone and extend these skills by blending with a hatching technique and harmonious colours to create an image of a succulent plant.
Artist Techniques and Painting Skills 2 – Mixed Media Portraiture Project
You will research and record cultural patterns in biro and retrieve your paintbrush control skills with watercolours. You will explore contemporary portrait artists work, learning how to use their watercolour painting techniques and combining this with pencil and biro (mixed media).
Assessment 2 - Design a mixed media portrait inspired by a range of artist techniques and ideas. Demonstrate creativity and technical skill with watercolours, pencil and biro and the knowledge of harmonious and complimentary colours.
Recording Ideas and Presenting a Personal Response 2 – Ceramic Animal Moneybox Project
You will learn about the properties of clay and the ceramic process. Research sources of a chosen animal, using this to develop and record creative design ideas for your animal moneybox. You will learn the ceramic skills to make a thumb pot, join clay together using the scratch, slip and stick technique and how to refine your work.
• Assessment 3 – Record creative design ideas and create a personal response of a ceramic animal money box demonstrating the knowledge and skills learnt.
Drawing Skills 3 - Figure Project
You will gain knowledge of figurative art, retrieving and refining your understanding of proportion and distortion. You will learn a method to draw a realistic figure in proportion using shape and refining your work as it progresses. You will retrieve and refine your drawing skills learning how to draw the folds on clothes, creating form.
Assessment 1 – Draw a figure from memory showing you understand the taught method. Apply the method to draw a figure from a photograph demonstrating the knowledge and skills learnt and the ability to refine your work.
Colour Theory Knowledge 3
You will learn about monochromatic colours and how to create a shade, tint, and tone with a colour by adding black, white, and grey to it.
Artist Techniques and Painting Skills 3 – Pablo Picasso’s Blue Period
You will gain knowledge about Pablo Picasso and his Blue Period and write a personal response to an art piece through poetry. Refine your painting skills and learn how to paint in the style of Pablo Picasso, painting in layers and using monochromatic colours, shades, tint, and tone. You will retrieve your knowledge on how to draw figures and the folds of clothes and develop these skills with paint.
Assessment 2 – Create a copy of a Pablo Picasso figure from the Blue Period demonstrating the refinement of the artist techniques, knowledge of colour theory and the painting skills learnt.
Recording Ideas and Presenting a Personal Response 3 – Surreal Heart Project
You will gain knowledge about the Surrealist Art Movement and how they juxtaposed images. Develop the skills to use a range of mark making techniques in pen, learning to make light, medium and dark tones with a layering technique. You will apply these skills to create an anatomical drawing of a heart. The use of mark making skills will be extended into pencil crayons using harmonious colours through experimentation. You will research sources to create a surreal heart with and use this to develop and record refined design ideas.
Assessment 3 – Record refined design ideas to create a personal response of a Surreal Heart. Demonstrate refined use of pen, pencil crayons, harmonious colours and the mark making techniques learnt.
KEY STAGE 4 CURRICULUM
OCR GCSE ART AND DESIGN: Fine Art (J171)
COURSE CONTACT: MRS ALMA KIRSZ– LEARNING MANAGER
Exam Board Website: http://ocr.org.uk/qualifications/gcse/gcse-art-and-design-j170-j176-from-2016/
The Art and Design course is aimed at students who enjoy Art and want to explore ideas to improve their skills within the subject. The course is made up of a variety of skills, techniques, and processes. Students’ skills will be developed through the start of the course, building up a bank of skills during year 9. This will then lead to portfolio projects in year 10, where students will be able to demonstrate their skills in Art and Design. In year 11 students will prepare for the art examination, which will be taken near the end of the spring term.
Skills and techniques that students will explore include printmaking, ceramics, drawing, painting, mixed media work and 3D work. Embedded in all of these skills are the links to contextual references and different cultures; work can also be influenced by students’ own interests. A key skill that is developed is learning to look at the world differently and finding alternative ways to reach conclusions about a piece of work.
Students will be assessed in two ways for the final GCSE grade. The first is via a portfolio project. Students will build a body of work based on a theme of their choice. This will then result in a full portfolio of work that is assessed by the teacher and then externally moderated.
The second form of assessment is via an externally set examination task. Students will be given an examination paper by the examination board and have to prepare for it during the spring term of year 11. They will then complete their final piece under examination conditions.
Why Study this Course?
Students should consider Art and Design if they are considering any career in the creative industry. These include, but are not limited to illustration, graphic design, theatre design, film production, architecture, magazine publishing, book publishing, journalism, product design, animation, interior design and fine art.
Art is also a course that encourages students to think in different ways – often making them more able to deal with different situations in a more creative way and is, therefore a highly suitable course for most career paths.
Art and Design Reading List
Art/Design Technology Careers in the Curriculum Priorities
Careers intent statement: Art, Design & Technology.
The Art DT department is committed to ensuring students study a wide and varied curriculum delivered by subject specialists. Pupils can access relevant career focused information and develop skills which will give the opportunity to explore future career development.
- Careers links identified in lessons will help to make informed choices regarding future career pathways across all areas of Art and Design Technology. This will support and enhance the development of both transferable and employability skills gained throughout KS3 to be effectively utilised within KS4 and beyond.
- To develop departmental visual resources covering the wide variety of career opportunities for pupils to consider moving forward.
- Across the department there are many key elements to focus on, including problem solving, creativity, practical activity, analysis and evaluation. These will help pupils to gain experience and encourage them with the confidence to use their skills and knowledge for the world outside the classroom, better preparing them for their potential chosen career path.
- Pupils are encouraged to believe in their own abilities and be ambitious and confident enough to be creative, innovative and inspirational to themselves and their peers.
The impact of careers in curriculum intent will be measured by student voice and evaluation exercises