Art Department
The Department’s purpose is to enable pupils to explore and express concepts, imagination and feelings. Art education will be provided according to the individual needs and abilities of pupils, and the balanced curriculum will provide a broad base to enable pupils to fulfil l their potential. Pedagogic approaches will largely be based upon facilitatory practical work designed to develop a variety of skills, but we also recognise and value class discussion and individual research and writing on Art History and popular culture.
Purpose of Study
Art, craft and design embody some of the highest forms of human creativity. At St Columba’s the department aims to provide a high-quality art and design education which engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of, art, craft and design. As pupils progress, our aim is that students are able to think critically and develop a more rigorous understanding of art and design. We also promote to our students how art and design both reflect and shape our history and contribute to the culture and creativity of our nation.
Aims
The curriculum of art and design aims to ensure that all pupils:
-Produce creative work, exploring their ideas and recording their experiences.
-Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
-Evaluate and analyse creative works using the language of art, craft and design.
-Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms.
Attainment targets
By the end of key stage 3 and 4, pupils should be able to know, apply and understand the matters, skills and processes specifies in the programme of study.
Subject content
Pupils are taught:
-To use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.
-To use a range of techniques and media, including painting.
-To increase their proficiency in the handling of different materials.
-To analyse and evaluate their own work and that of others, in order to strengthen the visual impact or applications of their work.
-About the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to present day.
“There is nothing more interesting than people.
One paints and One draws to learn to see people, to see oneself.
When I worked at the painting War and Peace and the series of These drawings
I picked up my sketchbooks daily, telling myself
“What will I learn of myself that I didn’t know?”
PICASSO
| Year 7 | |
| Autumn Term 1 | Tonal & Pencil techniques Observational work Proportion work Renaissance Art |
| Autumn Term 2 | Renaissance colour Advent work |
| Spring Term 1 | Egyptian Art, Culture, Symbolism |
| Spring Term 2 | Mexican Art, Culture, Symbolism |
| Summer Term 1 | African Art, Culture, Symbolism |
| Summer Term 2 | Indian Art, Culture, Symbolism |
Vocabulary development is incorporated within the schemes of work
| Year 8 | |
| Autumn Term 1 | Tonal & Pencil techniques. Observational drawing and proportion French Art and Henri Rousseau |
| Autumn Term 2 | Henri Rousseau and Imaginative art Composition work |
| Spring Term 1 | William Morris; Balance, proportion, symmetry and repeat patterns |
| Spring Term 2 | Art Nouveau, style, design, balance and proportion |
| Summer Term 1 | Japanese Art, style, design, balance and proportion |
| Summer Term 2 | Op Art – Balance and symmetry |
| Year 9 | |
| Autumn Term 1 | Tonal & Pencil techniques Observational work Renaissance and American Art Proportion and symmetry |
| Autumn Term 2 | Expressionism European and African Art |
| Spring Term 1 | Cubism and Pablo Picasso |
| Spring Term 2 | Surrealism and symbolism |
| Summer Term 1 | Futurism and movement in art |
| Summer Term 2 | Pop Art style, design and symbolism |
| Year 10 | |
| Autumn Term 1 | Environment unit. Developing ideas and techniques Research and reflection Investigating artists work and other sources from popular culture Refining ideas for personal art work on a larger scale |
| Autumn Term 2 | Record ideas, observations and in sights for environment project through photos, sketches and other visual records Personal writing and education work |
| Spring Term 1 | Major art piece development and presentation for environment unit with a focus on demonstrating personal, informed and meaningful responses Analytical written work making connections with own work and that of other artists work |
| Spring Term 2 | 3D design brief. (Mask and sculpture investigation) Developing ideas and techniques. Research and reflections |
| Summer Term 1 | Investigating further artists work and other sources from popular culture for 3D brief. Recording ideas, observations and insights through photos, sketches and other visual records. Personal writing and evaluation work. |
| Summer Term 2 | Refining ideas for 3 D design brief for final personal art work on a large scale. Presentation, analytical written and evaluation work. |
| Year 11 | |
| Autumn Term 1 | Further investigation and completion of all outstanding coursework for Environments and 3 D design sculpture brief |
| Autumn Term 2 | |
| Spring Term 1 | Exam topic prep work and portfolio work following examination board criteria. |
| Spring Term 2 | |
| Summer Term 1 | Portfolio organisation, presentation and exhibition work. |
| Summer Term 2 | |