KS3: ART & DESIGN

The content of Key Stage 3 Art & Design is structured against the four main strands, which are the assessment objective headings for GCSE and A-Level: Develop, Refine, Record & Present. As part of these strands, students build key skills in the following areas: practical work (recording from observational and secondary sources), literacy (teaching artistic terminology, analysis, evaluation and skills in comparing art work), experimentation with media, techniques and materials, idea development and planning, and production of a final outcome. This is all underpinned by a focus on independence of thought with free choice of media for final outcomes (within the selection of those learnt throughout the course, and any other ideas the student wishes to add). We encourage creativity and a freedom to apply imagination where possible, with the main aim to develop resilient and independent artists.

 

Having developed their knowledge and skills base throughout Years 7-8, students are then given the wider opportunity in Year 9 to rotate around three specialist areas within Art & Design: Fine Art, Textiles and Photography. This allows students to not only broaden their skills base, but understand how the subjects are all interlinked and support one another. The Year 9 course content also prepares all students will an awareness of the full range of possibilities available for GCSE and A-level studies. Students feel confident with the familiarity of the structure of KS4 Art & Design subject courses, having already developed a foundation knowledge within all specialisms. There is also an opportunity to overlap specialisms once a student has made their guided choice in Year 10. For example, if a student opts for GCSE Textiles, they can incorporate drawing and photography within their studies.

 

YEAR 7: ANIMAL ART

 

The main aim of Year 7 is to bridge the gap between Key Stage 2 and 3 and then build upon knowledge and skills in order to develop students’ confidence and abilities in Art. The main topic ‘Animal Art’ focuses on animals, their environment (nature) and encourages students to develop skills in drawing and painting, experimentation with other media and techniques including oil pastels, low relief, marbling ink, brusho and wax resist; as well as developing artistic vocabulary in order to be able to analyse the work of an artist, complete research and consider ways they can interpret these ideas into their own work. They use a sketchbook in which to present and record their work and develop an understanding of how to use this creatively in preparation for future years. Whilst developing their knowledge and skills, they will cover the following theory and formal elements:

 

· Line – focusing on the outline shapes in drawings and using lines to create patterns

· Tone/ Value – applying shading in pencil and coloured pencil drawings

· Pattern – using the artist’s style as inspiration for pattern designs

· Colour theory – learning the basics of colour mixing and key terminology

· Composition (space) – considering the overall layout of the final outcome

· Shape – breaking down an image into shapes to help draw it

· Scale and proportion – using the gridding method to scale up a piece of work

 

Students will study the work of pattern-based artist ‘Lynnette Shelley’, and will plan a final outcome whereby they choose one or more animals, write a story around the animal to give it context, and then apply this to compositional ideas for their outcome. They will consider its habitat, its nature and characteristics and the time of day/ weather to gain a full understanding of how context and narrative can influence a piece of Art work. Students will choose their media for this piece of work, and will produce it on a larger scale; deciding whether to apply added texture. On completion of Year 7, they will have a solid foundation of drawing and painting skills, analysis skills and final outcome planning and production, to develop further in Year 8.

 

YEAR 7: CREATIVE ROTATION

KS3 Art is also supplemented with an Art rotation as part of the ‘Creative’ programme in Year 7, whereby students develop their three-dimensional skills learning about the formal elements ‘form and structure’ working to a ‘Mythical Bugs’ theme. Students plan and construct their own mythical bug using recycled materials, tape, newsprint paper, wire, other materials and papier mâché. Different textures are then applied to the resulting bug before it is painted and decorated further with patterns and other necessary materials. The course allows students to develop their 3D skills and explore their imagination in more depth with creative freedom.

 

 

YEAR 8: IDENTITY

 

The second year of KS3 focuses on deepening the knowledge and skills developed in Year 7 through a series of more challenging tasks, which invite further opportunity for personal thought. The project itself focuses on the student and their identity; their background, likes, interests, hobbies and experiences. This not only touches on British Values, but also celebrates cultural heritage in the later stages of the project. Students start by studying self-portraiture, and develop relating skills to improve their drawing skills. Art theory is then brought into the project and students look at Cubism in its traditional and contemporary forms; understanding how an Art movement can inspire future generations of artists. They gain a deeper understanding of how to analyse the work of an artist, taking into account historical and contextual information, but also move onto comparing the work of artists in order to understand how Art has evolved today. They respond to their two Cubist references (Picasso and Brno del Zou) ad produce various responses using a variety of media, including photography. The formal elements are further developed in the following ways:

 

· Proportion – learning proportions in portraiture, as well as distorting proportions in the Cubist style

· Line – using Picasso’s Cubist style to draw facial features as lines

· Tone/ Value – Strengthening shading skills through self-portraiture

· Shape – Breaking features down into shapes, as well as designing patterns inside shapes

· Colour – Applying block colour and colour blending as variations of the Cubist style

· Space & Balance – Considering the overall composition of work, including the final outcome

· Pattern – Focusing on creating patterns from your own ideas inside shapes

· Texture – Using low relief to draw interest to specific parts of the final outcome

 

To develop their ideas into a final outcome, then learn vital skills in mind mapping; combining written ideas with collected imagery and drawings, which inspire patterns for their background design. This work is inspired by the mixed media artist Loui Jover. Using existing planning skills developed in Year 7, they are able to draw out plans for a final outcome, taking inspiration from the work produced over the course of Year 8 and carefully selecting their most successful techniques and media. Students then produce a final self-portrait outside their sketchbooks with Cubist elements which includes a background linked to their identity and heritage. They have free choice on whether to place a focus on the traditional Cubist style, or make their work contemporary and include realism in their self-

portrait. The project gives students a more thorough understanding of how to use a sketchbook, and how to make Art work which is entirely personal.

 

YEAR 9: FOOD ACROSS THE ART SPECIALISMS

 

Having developed a strong understanding of the formal elements, as well as structuring a sketchbook, students will now be focusing on broadening their skills across different art disciplines to gain a full awareness of the subject as a whole. Through three different rotations: Fine Art, Textiles and Photography, students will look at a wide range of food themed work by artists, photographers and designers; acquiring new skills to develop into well rounded artists. The year will also prepare students with an understanding of the key areas they can study at GCSE and A-Level, as well as providing them with a foundation of existing skills to commence KS4 and beyond with confidence.

 

FINE ART ROTATION: POP ART FOOD COMPOSITIONS

Exploring the theme of food within Pop Art, students will strengthen existing skills in the following areas:-

· Understanding how to set up a still life arrangement and how to photograph it

· Developing coloured pencil, block paint and oil pastel techniques; applying colour theory

· Exploring the work of four key Pop Artists linked to each media

· Strengthening layout skills using cut and paste, layering and juxtaposition to create a new piece of work

 

TEXTILES ROTATION: AFTERNOON TEA IN TEXTILES

Creating a body of work in response to the artist Priscilla Jones and specifically her food and drink themed work, which will be combined into a final response to the artist. Introducing new techniques in the following areas:-

· Developing still life photography into photo montage compositions to use as reference

· Learning techniques in fabric dyeing

· Developing new skills in additive mono printing

· Development of machine and hand embroidery techniques with linked health & safety guidance

 

PHOTOGRAPHY ROTATION: COLOUR & PATTERN IN FOOD PHOTOGRAPHY

Photographic skills can be used across any Art field, and a foundation of basic skills in camera function, uploading and editing are taught as part of the rotation in the following ways:-

· An introduction to the visual elements of photography

· Responding to two sets of photographers: Sarah Graham vs Philip Karlberg and then Emily Blincoe vs Adam Hillman

· Developing basic editing techniques, and then later exploring layering and geometric shapes with Photoshop

· Developing skills in hand-rendering to alter a photo through weaving, layering and using sequences

· Learning how to select, present and annotate best examples of work

KS4: GCSE ART & DESIGN

Exam board: OCR

Having been equipped with the knowledge and skills from the four key strands studied at KS3, students can commence the GCSE course with a foundation of skills they will build upon and strengthen throughout Years 10 and 11. They will already understand the language of the Assessment Objectives (Develop, Record, Refine & Present) and will then be able to focus on deepening their understanding throughout the course. GCSE Art & Design has been structured to allow for a specific focus to enhance imagination and independence from the start. This will assist learners in becoming more resilient and confident in their own decision making, so they take ownership and are motivated by their own ideas. Students will also understand how to respond to the work of artists and other

contextual sources by first recording their observations, then embedding an idea, and exploring different compositions. This process will help them gain a full understanding of how ideas can be developed from start to finish. A requirement to explore ideas independently outside school time is also essential in not only coping with the demands of the course, but in allowing students to expand their ideas beyond the confines of a classroom. They should be enthusiastic in their desire to explore the world around them; finding inspiration wherever possible. The GCSE course will allow them to work across any media they wish, and this aids creative motivation. Students will produce two ‘bodies’ of work throughout the two years, and these are as follows:

 

COURSE STRUCTURE:

1. Portfolio (Coursework Unit): 60% of final grade

This consists of a sketchbook of preparatory work, additional separate pieces, final outcome & evaluation.

 

2. Externally Set Task (Exam Unit): 40% of final grade

This includes an A4 sketchbook of preparatory work, additional separate pieces, a final outcome produced during the 10 hour exam, and an evaluation.

 

YEAR 10

 

This year will focus entirely on the Portfolio (Unit 1), which will run into the first term of Year 11. The Portfolio is centred around the theme ‘Evolve’ and students will work through a series of stages against the four key strands; deepening their understanding to meet the high expectations of the course. The theme itself allows students full scope to evolve their ideas and consider how something might change. These stages are as follows:

 

· (DEVELOP) Considering the main theme ‘Evolve’ and gaining a full understanding of its meaning in all contexts and from all angles, gathering ideas and imagery and developing initial thoughts and feelings.

· (RECORD & REFINE) Carrying out observational drawing and recording in different styles, under different time constraints and on different scales and surfaces using wet and dry media and refining skills in these media choices.

· (RECORD & REFINE) Focusing on photo manipulation and sculpture to broaden students’ skills base and promote further use of imagination.

· (DEVELOP, RECORD & REFINE) There will be a Gallery visit to promote an understanding of viewing Art in context, and students will carry out note taking during the visit, as well as observational sketches. This will later be developed into a written account in school, from which students will explore a particular piece of work/ artist of interest to them and produce work inspired by this.

· (DEVELOP, RECORD & REFINE) Students will then explore a series of contextual references including one historical, one contemporary and one free choice, so they have opportunities for comparison and can understand how Art has evolved over time. They will develop work in response to these explorations.

 

YEAR 11

 

The second year of the GCSE course is separated into two parts, one of which focuses on the refinement of the Portfolio work (coursework unit), planning and production of a final outcome. As students will have progressed and developed throughout the course, the quality of their work will also have significantly improved, therefore time is required for refining touches. The second part of Year 11 focuses on the Externally Set Task (exam unit) which is a much shorter project set by the exam board, whereby students choose their starting point from a list of options and are free to interpret this any way they choose following set stages of development. By this stage, students will be confident in their ability to work to the four assessment objectives, having done this throughout their Portfolio. Production of a final outcome will take place during their 10 hour exam. Details of the course content are as follows:

 

PART 1 (TWO HALF TERMS)

· (DEVELOP, RECORD, REFINE & PRESENT) Students review and make improvements to their work, but also start to bring their ideas together into plans for a final outcome, which may require further exploration of artists/ contextual references.

· (PRESENT) Production of a final outcome, which is the student’s free choice in terms of media. Students may opt to produce a mixed media piece/ painting/ sculpture/ installation/ work of another nature in response to their planning. This is also supported by a full evaluation of the project.

PART 2 (THREE HALF TERMS)

· (DEVELOP) Students choose their starting point from the exam paper, and follow the initial process of gathering ideas and imagery relating to their chosen theme.

· (DEVELOP, RECORD & REFINE) Students explore three artists/ contextual references of their choice, then explore their own ideas, through observational recording through the use of different media, application of ideas and experimentation with composition.

· (DEVELOP, RECORD, REFINE & PRESENT) Then, as above, students bring their ideas together through planning, introduction of another artist/ contextual reference, so they are sufficiently prepared for their final exam.

· (PRESENT) Students take their sketchbooks and any preparatory work into their exam as reference, and then produce their final outcome in the allocated 10 hour exam period (over two days).

 

EDUCATION BEYOND GCSE:

 

An interest and motivation in Art is the perfect starting point for studying an A-Level in the Art & Design field. There are three specialist areas from which to choose: Fine Art, Textile Design and Photography; all of which offer freedom of expression and complete free choice of topic for the Personal Investigation (coursework element). Opting to study a creative A-Level will provide the student with a portfolio of work which they can then use to apply for a career or University course. The Creative Industry is huge, and covers an extensive range of subject specialist fields. Here is just a small selection of the types of careers/ Degree courses which exist in the Creative Industry:

 

ART: Illustrator/ Teacher or Lecturer/ Freelance Artist/ Curator/ Graphic Illustrator/ Photography/ Photo Journalism/ Art Therapist/ Art Technician/ Auctioneer/ Tattoo Artist/ Courtroom Artist/ Printmaker

CRAFT: Fashion (womenswear/ menswear/ tailoring)/ Theatre Design/ Textile Design/ Jewellery Design/ Glass Maker/ Ceramicist/ Casting Technician/ Prop Maker/ Blacksmith/ Sculptor/ Shoe Maker/ Book Binder

DESIGN: Graphic Design/ Product Design/ Industrial Design/ Advertising/ Architecture/ Interior Architecture/ Interior Design/ Film & TV/ Animation/ Landscape Architect/ Special Effects Designer/ Video Game Designer

KS5: A-LEVEL FINE ART

Exam board: OCR

The A-Level Fine Art course follows much the same process as the GCSE course, but with the main aim to consider deeper meaning, and explore greater experimentation and refinement of ideas. Students have full ownership over their project choice in order to allow their work to be completely personal. This aim is also to promote full motivation and enjoyment in the work, and meets the needs of the coursework unit, which is entitled a ‘Personal Investigation’. When students have chosen their project theme, they will follow a process of recording which includes observational drawing and sculpture, but then allows students the creative freedom to ‘specialise’ in their choice of media when selecting and responding to their chosen artists/ contextual references, therefore working to their strengths and interests. If students have a particular interest in a specific Degree course or career, they are also encouraged to steer the topic of their Personal Investigation towards this. Previous students have found that in having a portfolio of work which overlaps their field of interest, it has given them a significant advantage in gaining a University place/ career appointment. Alongside the Personal Investigation, there is a ‘Related Study’ which is a

piece of written work over 1000 words. The essay is related to the Personal Investigation, and we encourage our students to conduct a mini research project exploring a proposal for their final outcome; this is then written as an analytical essay. Just as the Personal Investigation allows students creative freedom, the essay gives them a glimpse into the written element of a Degree Course. The second part of the A-Level focuses on the Externally Set Task (exam unit), which is similar to the GCSE paper. Students follow the same process of investigation and exploration after choosing one starting point, but then sit a 15 hour exam over three days, to conclude the A-Level course.

 

COURSE STRUCTURE:

1. Personal Investigation (Coursework Unit) & Related Study (Essay): 60% of final grade

This consists of a sketchbook of preparatory work, additional separate pieces, final outcome & evaluation, as well as the written essay (1000 words minimum)

 

2. Externally Set Task (Exam Unit): 40% of final grade

This includes an A4 sketchbook of preparatory work, additional separate pieces, a final outcome produced during the 15 hour exam, and an evaluation.

 

YEAR 12

 

This year is based entirely on the Personal Investigation (Unit 1), which will run into the first term of Year 13. Students commence their project choice in the Summer holiday before the start of their A-level course, in order to carry out idea development for their Personal Investigation. This transitions straight into their project and prevents any delay in the production of practical work. The focus of the year is based on the presentation and further gathering of ideas, observational recording, and then responding to artists and visits. All work continues to follow the four main strands, with an adaption in the title of ‘Refine’ to ‘Explore’. Students still refine their work as it progresses, but there is further emphasis on the investigative nature of their work. Students complete the following:

 

· (DEVELOP) Considering their main topic choice and gaining a full understanding of its meaning in all contexts and from all angles, then gathering further ideas and imagery in order to develop initial ideas for the project.

· (DEVELOP, RECORD, EXPLORE, PRESENT) Carrying out observational drawing and recording in different styles, under different time constraints and on different scales and surfaces using wet and dry media and refining skills in these media choices. Also considering the meaning of the word ‘drawing’. Students may take their own photographs to work with. They will use contextual references to further develop their work.

· (DEVELOP, RECORD, EXPLORE, PRESENT) Creating a sculptural project to consider the possibilities of three-dimensional work. Students have the opportunity to work with found objects/ make a sculpture from scratch using a media of choice/ create a photographic sculpture. Students will use contextual references to further develop their work.

· (DEVELOP, RECORD & REFINE) Following on from their previous work, students will find a linked artist/ contextual reference to research, analyse and develop responses to.

· (DEVELOP, RECORD & REFINE) There will be a Gallery visit to strengthen students’ understanding of viewing Art in context, whereby students will investigate work/ artists that inspire them. They can be directly linked to their theme, or just a style of work the student would like to explore. This will later be developed into a written account in school, from which students will develop outcomes.

· (DEVELOP, RECORD & REFINE) Following on from their gallery investigation project, students will find a final linked artist/ contextual reference to research, analyse and develop responses to.

· (RELATED STUDY) Students will choose an area of interest for their final piece, and form a title/ question based on this. They will aim to complete the introduction and first section of the essay in stages during Year 12.

· (REFINE) To support their main sketchbook, students will keep a scrap book of ideas and notes which will form the ‘roots’ of their ideas. All initial planning will start in the scrap book, which allows ideas to be thoroughly planned before commencing.

 

YEAR 13

 

Year 13 will be structured in much the same way as Year 11, with students finalising their Personal Investigation (coursework), and developing ideas and planning towards a final outcome. They will produce their final outcome, evaluate this, and conclude the final parts of their essay; writing the remaining sections and conclusion. The final two and a half terms will be focused on the Externally Set Task, with students choosing one starting point from the exam paper, and developing an A4 sketchbook of preparatory work with supporting studies. They will strengthen and apply their skills of recording, refining, experimenting and analysis developed throughout the course to their work, and explore three contextual references to which they will respond. Work will be developed into ideas for a final outcome, and students will sit a 15 hour examination (over three days) to complete this. Details of the course content are as follows:

 

· (DEVELOP, RECORD, EXPLORE & PRESENT) Students refine their work and complete any outstanding responses, but also start to bring their ideas together into plans for a final outcome. Further exploration of artists/ contextual references may be considered (and reference will be made to artists researched as part of the Related Study (essay).

· (RELATED STUDY) The remainder of the Related Study will be written, including the final sections and conclusion. Final ideas for presentation will be considered.

· (PRESENT) Production of a final outcome, which is the student’s free choice in terms of media. Students may opt to produce a mixed media piece/ painting/ sculpture/ installation/ work of another nature in response to their planning. This is also supported by a full evaluation of the project.

· EXAM UNIT (DEVELOP) Students choose their starting point from the exam paper, and follow the initial process of gathering ideas and imagery relating to their chosen theme.

· EXAM UNIT (DEVELOP, RECORD & EXPLORE) Students explore three artists/ contextual references of their choice, then explore their own ideas through observational recording, media experimentation, compositional ideas and embedded meaning.

· EXAM UNIT (DEVELOP, RECORD, EXPLORE & PRESENT) Students then bring their ideas together through planning, introduction of another artist/ contextual reference if necessary, linked to the final outcome ideas, and final experimentation through media, technique and process choice.

· EXAM UNIT (PRESENT) Students take their sketchbooks and any preparatory work into their exam to use for reference, and then produce their final outcome in the allocated 15 hour exam period (over three days).

 

UNIVERSITY/ CAREER OPPORTUNITIES:

 

There is a huge range of subject specialist careers in the Creative Industry which span across Art, Craft & Design. In order to prepare for University life, students can either opt to apply directly for a Degree course, or if they are unsure of the field in which they would like to work and need further opportunities for investigation, the majority of students undertake a one year Foundation Course in Art & Design. The course will prepare students with a portfolio of work, which they can then use to apply for a Degree of their choice. Students will receive advice in choosing an appropriate course, preparing their personal statement, portfolio presentation and interview coaching. The A-Level course will prepare students with a solid foundation of the skills required to start a Foundation course/Degree. Here is just a small selection of the types of careers/ Degree courses which exist in the Creative Industry:

 

ART: Illustrator/ Teacher or Lecturer/ Freelance Artist/ Curator/ Graphic Illustrator/ Photography/ Photo Journalism/ Art Therapist/ Art Technician/ Auctioneer/ Tattoo Artist/ Courtroom Artist/ Printmaker

CRAFT: Fashion (womenswear/ menswear/ tailoring)/ Theatre Design/ Textile Design/ Jewellery Design/ Glass Maker/ Ceramicist/ Casting Technician/ Prop Maker/ Blacksmith/ Sculptor/ Shoe Maker/ Book Binder

DESIGN: Graphic Design/ Product Design/ Industrial Design/ Advertising/ Architecture/ Web Designer/ Interior Design/ Film & TV/ Animation/ Landscape Architect/ Special Effects Designer/ Video Game Designer