Art

The overarching theme explored throughout Year 7 is that of THE ENVIRONMENT. The scheme of work has been devised to both satisfy and enhance the requirements of the National Curriculum. The three Attainment Targets of Understanding, Investigating and Making are achieved through a variety of projects throughout the year.

Understanding
Pupils are taught to use knowledge and understanding of artists, craft workers and designers to inform and enrich their own work

 
Investigating
Pupils are taught to develop an ability to observe and record from memory, imagination or direct experience

 
Making
Pupils are taught to use the formal elements of line, tone, colour, form, shape, pattern, texture and space in their own work

TERM 1

Project: LANDSCAPE

Pupils will use the landscape to explore colour theory, colour mixing and painting application methods. They will use initial drawings of the local environment as a stimulus to develop their own painted images of a landscape. Emphasis will be placed on experimentation and innovation. Pupils will be shown examples of artists' paintings todemonstrate both composition and a wide range of approaches to paint application. They will explore how colour affects mood and atmosphere. Pupils will work with a range of paints and techniques which may include washes, drawing with PVA, using sand, thick and thin paint, large and small brushes, sponge, card, cotton buds, fingers, matchsticks etc. The paintings will be completed on card. Aspects of Literacy will be integrated throughout the year.

TERM 2

Project: NATURAL ENVIRONMENT

Pupils will use a range of mark-making techniques to explore the formal elements of at least four different objects from the beach / shore at first hand. Pupils will use these investigative drawings as a source to develop a series of designs for a two colour print. Pupils will work with a range of materials including drawing pencils, coloured pencils, fineline pens, press-a-print sheets and will make design considerations re composition, repeat pattern and scale. Pupils will modify and refine their work as they progress through the project and will learn the process of printmaking, including the overlaying of colours.

TERM 3

Project: NATURAL ENVIRONMENT

Continuing the theme of 'Shells' and working on A2 paper, pupils will expand their skills by making a large scale, first hand, mixed media study of a seashell of their choice. Pupils will be shown examples of artists' work demonstrating a variety of approaches to the theme explored by contemporary artists, showing how a simple organic structure can be interpreted into an object of beauty and to inspire pupils re personal motivation and creativity. Pupils will work with a range of drawing materials to create the illustration. Emphasis will be placed on experimentation of materials, encouraging an uninhibited approach to ways of drawing and using art materials, as well as practice in making larger scale work. Pupils will then select one of the drawings in which to make an interpretation of the shell as a 3D piece. Using string and card in layers on a flat A4 card base, pupils will manipulate the given materials to affect a 3D aspect to the piece. Pupils will then finish off the work using a drybrushing technique with paint and shoe polish and by adding organic lines found in the original shells using sharp coloured pencils to emphasise its 3D aspect.

The overarching theme explored throughout Year 8 is that of THE MULTICULTURAL WORLD. The scheme of work has been devised to both satisfy and enhance the requirements of the National Curriculum. The three Attainment Targets of Understanding, Investigating and Making are achieved through two projects undertaken in the year.

Understanding
Pupils are taught to use knowledge and understanding of artists, craft workers and designers to inform and enrich their own work

 
Investigating
Pupils are taught to develop an ability to observe and record from memory, imagination or direct experience

 
Making
Pupils are taught to use the formal elements of line, tone, colour, form, shape, pattern, texture and space in their own work

 

Art and Design work undertaken in Year 8 will be based upon the art and culture of a specified country. Each member of staff has chosen a country / culture which is rich in diverse and stimulating imagery.

Aboriginal Art - Ms Carpenter

African - Mrs Monkley

China / Japan - Mrs Barnes

The aim of the years work is to build upon and develop the work already completed in Year 7, whilst promoting a greater understanding and tolerance of different customs and beliefs. Pupils will be encouraged to empathise with peoples of different cultures through the realisation that we all live in a multicultural society. Pupils will begin to understand the links between culture and art and how the two feed each other, as well as having the opportunity to develop ideas and skills through a range of practical activities.

TERM 1 / 2

Project: TEXTILES

Pupils will develop a series of designs from an initial worksheet showing drawings / designs from the chosen country / culture. They will use one or a range of the following techniques on 100% cotton fabric to complete their textile piece: guta / tulip pens / crayon / batik and fabric dyes. The teacher may choose to apply the image through a print process (ie lino, press-a-print). Where possible, the computer will also be used to develop and extend initial ideas. Aspects of Literacy will be integrated throughout the year.

TERMS 2 / 3

Project: 3D CONSTRUCTION

Pupils will develop designs from the original worksheet showing drawings and designs from the selected culture. Using any of the following constructional materials wire, card, paper, plaster, wood etc (clay occasionally), pupils will develop skills to create a piece of art work in three-dimensions i.e. a fan, a musical instrument or a boomerang.

NB - Direct observational work will not be a priority in Year 8, but the use of secondary source material must be thoughtful and creative. Pupils are not to make mere copies of existing 2D or 3D artefacts.

The Year 9 scheme of work has been devised to both satisfy and enhance the requirements of the National Curriculum. The three Attainment Targets of Understanding, Investigating and Making are achieved through a variety of projects throughout the year.

Understanding
Pupils are taught to use knowledge and understanding of artists, craft workers and designers to inform and enrich their own work

 
Investigating
Pupils are taught to develop an ability to observe and record from memory, imagination and direct experience

 
Making
Pupils are taught to use the formal elements of line, tone, colour, form, shape, pattern, texture and space in their work

TERM 1

Project: HUMAN FACE

This aspect of work will be an extension of the first project whereby pupils will learn to develop their portrait drawing as a collage. The work will be created using pencils, card, glue, magazines and possibly small objects. Pupils will look closely at a wide variety of approaches by artists, craft workers and designers in making interpretations of the theme of portraiture through the discipline of collage.

TERM 3

Project: STILL-LIFE

Using the work of an artist or art movement as a starting point for investigation, enquiry, composition and development of their paintings skills, pupils will produce a small painting based on the theme of the still-life. The aim of the project is to combine  observational drawing skills with colour mixing and composition, which will extend the pupils perception of a viewpoint of the STILL-LIFE. Although pupils will start working from observation, the outcome of the project will extend pupils perception of what is the norm in Art and will offer pupils a way of working which is not always towards total realistic interpretation. The project will involve careful colour mixing and pupils will develop an understanding of how light affects objects and how colour is transferred through light. Staff may choose an appropriate artist / art movement on which to base their project: Matisse (and / or the Fauves), Picasso / Braque, Ben Nicholson (Cubism), Bonnard, Heron etc, although currently staff are following the scheme-of-work evised for MILN (Meeting Individual Learning Needs) based on investigation into Cubism. Aspects of Literacy will be integrated throughout the year.

The GCSE syllabus offered by the WJEC is intended to form part of an educational continuum which progresses from Key Stage 1, 2 and 3 programmes of study in the National Curriculum Order for Art. It is intended to meet the needs of pupils who will undertake further studies in Art and Design, those who will study subjects or take up careers for which an Art and Design background is relevant and those pupils who, whilst having an aptitude for the subject, are not intending to study the subject beyond GCSE. One of the most important features, and the central purpose of the Art and Design curriculum relating to the GCSE, is the emphasis placed on the positive achievement of candidates, whatever their ability. The role of the teacher is crucial in this. The teacher is required to play an active but supportive and sensitive role in selecting appropriate stimuli and suggesting suitable processes in order to initiate and sustain purposeful learning activities with each student, and to maintain a balance between offering freedom and constructive guidance. Accompanying their school-based studies students will also be given the opportunity to visit galleries, museums and art exhibitions. With this support, a student-centred approach to active learning and self-directed study is encouraged, fostering personal responses from the students to ensure positive outcomes from their learning experiences.

Main aim: To deliver the WJEC General Certificate of Secondary Education syllabus.

Evidence of personal research and development is essential when undertaking all drawing / painting, design and critical studies work (looking at the work of other artists). The pupils will be expected to show an ability to observe, select and interpret with imagination, feeling and understanding. The research and investigation of a given brief should proceed and support the solution to that brief and is an integral and essential part of the problem-solving procedure. The most appropriate and satisfactory source for research are those forms in direct, first-hand experiences supported by varied and interesting stimulus material from the teachers in all inter-related art, craft and design activities, both two and three-dimensionally. In executing all coursework students should be able to acquire a level of technical competence and manipulative skills which should enable them to realise their intentions through self-expression and creativity. Pupils should also acquire imaginative, critical and analytical faculties, and be able to verbalise their ideas by the use of critical language.

The examination will consist of two components – Candidate Portfolio Assessment 1 (60% of the mark) and Externally Set Task Assessment 2 (40% of the mark). No grade can be awarded unless work is submitted for both components of the examination. The Terminal Examination, with supporting / preparatory studies will be carried out on a particular theme / task selected by the WJEC. The time allowance for the preparatory study will be no less than six weeks and the timed theme / task will be completed in 10 hours. The Candidate Portfolio will exist as one body of work, although it will take the form of two units of work. Each unit will consist of a body of work including research, supporting studies and developmental work leading to one or a variety of resolutions. A separate sketchbook or one sketchbook sectioned into two will be produced for the coursework units.

The syllabus content is determined by the four assessment objectives: AO1 – Contextual Understanding, AO2 – Creative Making, AO3 – Reflective Recording and AO4 - Personal Presentation.

The four assessment objectives for GCSE in Art and Design are all equally weighted at 25%. All candidates are required to meet the following:

  • AO1 - exploring relevant resources – analysing, discussing and evaluating images and their meanings, objects and products, making and recording independent judgements in visual and other forms
  • AO2 - generating and exploring potential lines of enquiry using appropriate new media and techniques; applying knowledge and understanding in making images, artefacts and products – reviewing and modifying work and planning and developing ideas in the light of their own and others' evaluations
  • AO3 - recording experiences and observations in appropriate forms – undertaking research and gathering, selecting and organising visual, tactile and/or sensory materials and other relevant information
  • AO4 - organising, selecting and communicating ideas, solutions and responses and presenting them in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies working both as individuals and in collaboration with others in a range of situations.

The content of work developed must be sufficient to provide evidence of the following skills, knowledge and understanding:

  • Show how ideas, feelings and meanings are conveyed in images and artefacts through art, craft and design;
  • A range of art, craft and design processes in two and / or three-dimensions, including where appropriate, information and communications technology;
  • How art, craft and design images and artefacts relate to their social, historical and cultural context;
  • A variety of approaches, methods and intentions and the contribution of contemporary practitioners and others from different times and cultures to continuity and change in art, craft and design.

The Terminal Examination will carry a total of 80 marks. The examination will be marked internally and moderated externally. All four Assessment Objectives will be assessed and pupils will be expected to develop, refine and record their ideas and present a personal response on one theme or task chosen by the examining board. Examination papers will arrive in school in December and the test will be issued on a specific date (usually in January) after which candidates will be allowed at least the following six school weeks in which to develop their supporting studies. The Terminal Examination is of 10 hours duration and is taken over two school days. Pupils can choose to work in one discipline in the Terminal Examination from any Area of Study in the examination syllabus, although it is expected that pupils will select an Area of Study where they have gained previous experience.

Coursework is a valid area. It offers fairer treatment to the hard-working pupil and can develop an understanding of the part played by art and design in the everyday world, its relationship with other areas of study and its relevance to the pupils' own lives. Candidates' coursework will carry a total of 120 marks. The work will be marked internally and moderated externally. There is no restriction on the amount of work produced by the candidates and all work selected by the pupil must be submitted for marking, although it is worth noting that the examining body prefers a submission of quality rather than quantity. All project work must be initiated by the class teacher and will be presented for marking as one body of work. Pupils must work in one or more disciplines within the units of work. All four Assessment Objectives must be met across both coursework units.

NB - The sketchbook (as a book or on mounted boards) is mandatory and must be presented for each of the coursework units and the Externally Set Task (3 separate areas in total).

The GCSE Art and Design course will run for 5 terms (Autumn Year 10 – Spring Year 11). Two teachers will be assigned to each group. One teacher will be responsible for Unit 1, the second teacher will be responsible for Unit 2. Both teachers will undertake all work relating to this group to the conclusion of the course. Pupils will be expected to use their own time away from class to support and enhance the coursework projects. Homework will be set at the individual teacher's discretion. Homework is given in order to support the practice of techniques / disciplines introduced through the school-based work, as well as offering further opportunities for more involved research / investigative work. In Year 11 the homework is continuous as it is an integral element of both units and as the year progresses pupils will be expected to work on each of the units of work on a more individual basis. Pupils will be expected to use non-contact time to fulfil the requirements of the specification by completing this further sketchbook work.

At the end of the course, the work presented by candidates will be marked by the class teachers, then remarked and moderated by the department. The external moderation will take place in conjunction with the end of the course exhibition in June for those pupils who have been selected for external moderation. The external examiner will view the work of a certain percentage of candidates entered for the examination, usually approximately one third of the total GCSE entry.

Schemes of Work

The titles of the schemes of work are listed below and are delivered by individual members of staff teaching Year 10 and Year 11 groups. Both GCSE units of work will run concurrently for the duration of the course. Both units of work are brought to fruition by the completion of the GCSE Mock Examination (Christmas time Year11).

Unit 1 STILL-LIFE

Unit 2 THE SHOE

Future selected units include:

THE NATURAL ENVIRONMENT (ORGANIC)

THE BUILT ENVIRONMENT

PORTRAITURE

LANDSCAPE

ISSUE-BASED INVESTIGATION

ARTIST/ART MOVEMENT BASED INVESTIGATION