Art and design
Purpose of study
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge
and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The national curriculum for 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.
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.
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.
Literacy Intent statement
The complex and integrated nature of the Art and Design curriculum ensures that the department makes a consistent and distinctive contribution to literacy. Literacy essentially supports the visual literacy that is the heart of our pedagogy, used both as a short-term tool to step out processes or immediate responses when studying a particular artwork, artist or movement as well as allowing a more sustained, cumulative means of recording the creative process. To summarise, different types of writing that are used in Art and Design include: -Using literacy to generate ideas, gathering information, and recording initial reactions to artworks, artists’, and different cultural forms. -Using writing as a way of organising the process of creating original artworks, with different research notes, drafts and thumbnails and a constant process of revising ideas recorded in sketchbooks. -Writing craft, using specialist vocabulary that encourages a precise focus on word choice, an awareness of the task in hand and the audience (as well as being personal and reflective, such writing also needs to use formal modes to address the teacher/examiner). Core foundational terms such as line, tone and texture are applied and expanded through the craft of writing in Art to artworks, traditions, and wider contexts (both individual artist biographies, such as Picasso or Van Gogh, and student’s own intentions, ambitions, and sources of inspiration).
“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?”
|Autumn Term 1||Tonal & Pencil techniques
|Autumn Term 2||Renaissance inspired advent work with a focus on Religious Art, tone and form.|
|Spring Term 1||Colour theory and its use as a form of expression with a focus on shape and pattern in Art|
|Spring Term 2||Mexican Art, culture and symbolism with a focus on key elements such as line, shape/pattern and colour.|
|Summer Term 1||African & Indian Art, culture and textiles with a focus on colour, pattern and texture.|
|Summer Term 2||Egyptian Art culture and symbolism. Animals in Art and a focus on line, tone and form.|
Vocabulary development is incorporated within the schemes of work
|Autumn Term 1||Henri Rousseau and Imaginative Art, taking inspiration from natural forms. With a focus on narrative art and composition.|
|Autumn Term 2||Henri Rousseau inspired personal composition work with a focus on shape, line and colour.|
|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|
|Autumn Term 1||Pop art concept and style, studying the work of Roy Lichtenstein.|
|Autumn Term 2||Pop art concept and style continued, studying the work of Andy Warhol. Personal design brief work Pop Art style.|
|Spring Term 1||Surrealism concept and symbolism, studying the work of Rene Magritte. Observational drawing.|
|Spring Term 2||Religious symbolic Art with a focus on the stations of the cross.|
|Summer Term 1||Expressionist inspired personal composition work with a focus on line, tone and composition|
|Summer Term 2||Post impressionism & expressionism with a focus on the work of Vincent Van Gogh.|
|Autumn Term 1||Portraits and places. Exploring the Key elements of Art – LINE, TONE and COLOUR through the study of artists’ work using various media.|
|Autumn Term 2||Portraits and /or places. Exploring the key elements of Art – COLOUR, SPACE and PERSPECTIVE through the study of artists’ work using various media. Developing concepts for personal composition work.|
|Spring Term 1||Portraits and /or places. Exploring the Key elements of Art – TEXTURE through the study of artists work (Visual and actual texture) using a variety of mixed media.|
|Spring Term 2||Printmaking unit. Exploring all of the key elements through a different discipline, process and materials.|
|Summer Term 1||Portraiture and or Environmental thematic work based on the title ‘My world’. Research, recording observations, exploring media and materials with a reference to artists’ work analysis and evaluation work.|
|Summer Term 2||Developing and planning a personal A2 or A1 composition main piece on canvas or board based on the theme ‘MY WORLD’ selecting and refining concepts, materials and/or mixed media processes.|
|Autumn Term 1||Further investigation, recording ideas, analysis and completion of all outstanding coursework for ‘People and Places’ unit.|
|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|