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Curriculum Rationale 2020-21 Art, Photography and Art Textiles. Art

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Curriculum Rationale 2020-21 Art, Photography and Art Textiles. Art Curriculum Rationale 2020-21 Art, Photography and Art Textiles. 1. The vision for Art, Photography and Art Textiles. Art and design embodies creativity. Its teaching instils in students an appreciation of aesthetics and an awareness of how creativity depends on technical mastery. We aim to provide opportunities to practice and develop skills required to respond to the world around them creatively and expressively. Through photography, drawing, painting and sculpture, students create images and objects, demonstrating understanding and sharing knowledge, while producing visually exciting works of art. Our students learn about the achievements of great artists and designers, and take inspiration from their example. We aim to provide students a varied and enjoyable art education, using a range of skills in a variety of contexts. Through exploring and sharing these ideas, students develop confidence and independence in learning. This is essential in becoming successful learners, enjoying learning, making progress and achieving. 2. Headlines measures for 2017- 2019: ART, CRAFT and DESIGN Measure 2017 2018 2019 Percentage of students achieving 4+ 86.7% 94.4% 97.7 % Percentage of students achieving 5+ N/A 85.2% 93% Percentage of students achieving 7+ 33.3% 46.3% 48.8% PHOTOGRAPHY Measure 2017 2018 2019 Percentage of students achieving 4+ N/A 84.6% 96.7% Percentage of students achieving 5+ N/A 84.6% 93.3% Percentage of students achieving 7+ N/A 23.1% 53.3% ART TEXTILES Measure 2017 2018 2019 Percentage of students achieving 4+ N/A N/A N/A Percentage of students achieving 5+ N/A N/A N/A Percentage of students achieving 7+ N/A N/A N/A 3. Curriculum coverage The National Curriculum encourages pupils to develop their creativity and ideas and increase proficiency in execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work. The long term planning below shows how our art department strives to provide this content including the recommendations to teach about the following: • 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 the present day. Many of our extended projects cover topics in great depth and may well last a whole term. Within the schemes we deliver, there is a diverse range of activities including coverage of the areas outlined above. A term-by-term plan below shows the order in which the pupils investigate the themes we have employed to structure coverage of the curriculum. ART Year 7 Year 8 Year 9 Year 10 Year 11 Autumn Topic: Diagnostic Drawing Topic: African Art and Culture Topic: Core Drawing Topic: Portraiture Topic: Past Exam Paper Project Activities Term 1 Knowledge: Learning about Knowledge: The pupils are Knowledge: Learning about the Knowledge: Following the Knowledge: Understanding a aspects of African Art, African required to deepen their historical and contemporary assessment of their mock exam range of approaches to People, Animals, Clothing and knowledge and understanding of context of portraiture. The work, the students study a drawing. Culture. Ndebele houses, different approaches to drawing. students are encouraged to use theme chosen from a past exam sculpture, patterns and themselves and their friends paper. Their ability to choose a Skills: Drawing from memory, jewellery. Kente cloths. They draw a diverse range of and family as starting point for theme for themselves is primary and secondary Contemporary African Art. subjects from natural forms such a creative exploration. They important as they direct their sources. Basic drawing Knowledge of printing as skulls and bones to machine learn about a range of artists own investigations within a techniques. techniques. Knowledge of parts requiring the pupils to who have explored the theme guided framework. They gain how traditional African understand ellipses and such as Van Gogh, Warhol, knowledge of their chosen culture feeds in contemporary geometric forms. Picasso, Nicole Florian, Hattie theme, related artists and Autumn Topic: Bugs and Insects western culture. Inspiration Stewart and Tristan Eaton. The techniques used to explore the Term 2 from African designs in Skills: In this unit, the students students also choose 12 artists subject. Knowledge: Learning about designing. are required to focus on to investigate independently. bugs and insects. Responding improving the proficiency and Skills: Self-assessment and creatively as a source handling of drawing materials. Skills: evaluation, refinement and material. Developing designs Skills: Observational drawing, They make in depth Students learn portraiture moderation, presentation skills, for own insects. negative space drawing, investigations into drawing techniques employing practicing drawing, painting and texture and mark making, techniques. Including drawing proportion, photography, making skills. Investigation and Skills: Drawing, colouring, rendering and blending, from primary and secondary projection, gridding methods. experimentation. Modification rendering and blending, pencil techniques, painted observation, mark making, tonal Encouraged to investigate and development of ideas. painting, mixing paint colours, patterns, brush control, lino studies, recreating textures and different media. Specific focus blending paints, adding detail printing, colour pencil work, surfaces, and drawing positive on developing skills in gouache such as highlights and fine liner. and negative space. They also use paints and using collage to shadows. 3D model making photography as a method of develop ideas. from recycled materials. recording images of their subjects and as a starting point for drawn work. ART Year 7 Year 8 Year 9 Year 10 Year 11 Spring Topic: Comics and Super Topic: Graphics and Lettering Topic: Fantasy Creatures and Topic: Portraiture continued. Topic: Year 11 Exam heroes. Landscapes. Investigation and Term 1 Knowledge: Learn about recording of ideas. Knowledge: Students continue Knowledge: Students Knowledge: Learn about the graphic techniques and using to develop knowledge on the investigate one of 7 themes culture of comic books and lettering as a starting point Knowledge: Learning about theme of portraiture deepening from the exam paper. Self- superheroes and villains. for artistic endeavour. Learn geometric shapes and 3D forms, their investigations and directed investigations of a Consider nature of good and about graffiti art and culture, skulls and bones and anatomy, developing ideas of their own chosen theme fulfilling the evil, strengths and pop artists Robert Indiana and natural forms, manmade, and for a final piece. GCSE assessment objectives. weaknesses, and the Jasper Johns, and Andy machine parts, watch workings, They learn about a range of development of characters Warhol. Look at food animals, reptiles and sea Skills: artists, social, cultural and and themes. Learn about packaging and techniques creatures, textures and marking Planning and preparing a final contextual links. Explore a illustration and presentation used in promotion. making. Landscapes techniques. piece. Working on larger scale, range of media, record ideas techniques. Develop own Minerals and crystals. projection, drawing, painting and present their artwork in a characters and storylines. Skills: Graffiti Lettering and making skills. personal and meaningful way. Spring Look at the work of techniques, drop shadows, Moral and ethical issues Topic: Mock Exam – Investigation associated artists and serifs, positive and negative surrounding endangered species. and recording ideas The students self-assess making Term 2 designers. E.g. Jack Kirby, space, rendering and blending improvements and Steve Ditko, and Roy techniques, 3D lettering A range of artists covered Knowledge: Students investigate a amendments where necessary. chosen theme and produce a self- Lichtenstein. drawing, 3D model making of includes HR Giger, Andy Council, They design and produce a final directed project within a given letters. Fantastic Beasts illustrations, framework. piece, bringing together the Skills: Illustration skills, Albrecht Durer, Audrey Flack, best of their ideas as a formal drawing the human figure, Ernst Haeckel, Enrique Gomez De Students learn how to investigate a response to the brief. drawing action poses, fine Molina, Jason Limon, and theme fulfilling the GCSE liner, inking in, colouring, Skinner. assessment objectives. They learn Skills: Annotation, artist using sources to develop an about a range of artists, social, appreciation and written idea. Skills: Drawing from primary and cultural and contextual links. They analysis, investigative secondary resources, Drawing explore a range of media, record techniques, exploration of ideas and present their artwork in a from imagination. Drawing from themes and media, self- personal and meaningful way. description. Shading, blending evaluation, creative exploration and rendering. Stick and ink Skills: Annotation, artist of themes and ideas. Self- drawing. Inverse drawing - white appreciation and written analysis, assessment
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