Art and Design

Our mission is to educate that ‘drawing’ is at the root of all creative outcomes, and that skilful creative thinkers are a gift for any future destination students may see themselves arriving at.

Key Stage 3 Summary

Drawing is the process of a human interacting with a material, whether it be pencil, paint, an etching plate, clay or digital software. When we manipulate something to do what we want it to do, we are ‘drawing’ with it. We may call it by a more specific name, like cutting, blending, scratching, or mark-making, but they are all different ways of expressing the process. We want to challenge the misconception that drawing is only a 2D representation of an object, made with a traditional drawing material. If we don’t challenge this, then who will?

Our Key Stage 3 curriculum structure has been designed so that we teach, revisit and extend students’ ability to apply transferable skills as they progress through different project themes each term

	Year 7	Year 8	Year 9
Term 1	Imaginary beasts (Craft/Design)	Islamic Patterns (Craft/Design)	Portraiture: technical drawing (Art)
Term 1	First project because it transitions creative strengths from KS2: Imagination, story telling, art to illustrate.	This project is a second introduction into working to a brief/design for purpose. The instruction is more directed to contextual source, so understanding of Islamic art and its cultural meaning is vital for success	A return to more sophisticate and technical human proportion. This project moves from technical drawing, hyperrealism, and onto expressive portraiture.
Term 2	Abstract Forms (Art)	Figurative Art (Art/Craft)	Portraiture: Expressive painting (Art)
Term 2	This project addresses proportion again, but in a more academic way, building on their prior experience of drawing Geometric shapes. Introduces applying perspective with these familiar shapes	This project revisits proportion of living subject matter (animals in yr 7 Imaginary Beasts). It also revisits (semi) abstraction through all the outcomes being ‘figurative’ rather that realistic. This project introduces messages and meaning that they can put into their work.	Continuing the theme of portraiture, this SoL is designed to allow student to apply the core learning from last term (accurate facial/human proportion), then explore and express the these through a new medium and genre; expressive painting. They will use photographic portraiture and artistic appropriation to produce a unique outcome.
Term 3	Landscapes (Art)	Still Life Art (Art/Design)	Rhythms and reflections (Art/Craft)
Term 3	Progressing proportion and perspective into a figurative subject matter	This project revisits the rules of perspective (Landscapes yr 7) and a more sophisticated look at composition of inanimate objects (Abstract Forms Yr 7). It also combines an element of abstraction through the contextual knowledge	As an introduction to the GCSE SoL, this project returns to the process of translating 2D microscopic imagery into a variety of abstract print forms. This project involves more artist analysis and application of their style

GCSE ART YEAR 10 & 11 OVERVIEW

Summary:

AO1 Develop ideas through investigations, demonstrating critical understanding of sources

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

AO3 Record ideas, observations and insights relevant to intentions as work progresses

AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

Building on learning at KS3, the GCSE is designed to explore key creative skills, both practical and analytical, such as drawing, painting/colour theory, print, photography and ceramics. Yearr 10 is a more structured, workshop type of learning, where we support them through presentation, gathering sources, how to analyse art and artists, and how to make creative choices and develop an idea – they will build up the skill and knowledge needed to develop a theme more independently. In year 11 they start with a SoL with is based on an old exam theme – they have more autonomy on how the theme is developed right from the start. This project is the last one they do before receiving their exam theme in January, and is designed to be a ‘practice’ for how they will approach the ESA.

AUTUMN

SPRING

SUMMER

Rhythms and reflections printing project The students learn multiple printing techniques, analyse print artists, and product a 3 cut Lino print as an outcome

Rhythms and reflections colour/painting project

The students learn about colour theory, how to mix colours, different materials that can be used for colour. The outcome is an expressionist style canvas painting

Rhythms and Reflections experimental Drawing project

The students learn about alternative drawing methods of contemporary and historic artists, drawing with mixed media, composition, and experience a 10-hour exam.

GCSE ART YEAR 11 OVERVIEW 2022

AUTUMN

SPRING

Summer

Everyday Events (Exam pace project)

This project is a lot more student led with regards t ideas and material choices, in preparation for the Exam part of the course.

This project runs for about the same length as the exam project so they experience a quicker pace.

ESA – Externally set theme 40% of final mark

A theme is set by the exam board. This theme is approached in the same way that a course work project would be – 75% prep work 25% outcome (10 hour exam)

ESA – Externally set theme 40% of final mark

10-hour exam

A-Level Art and Design – Long Term Plan

OVERVIEW: Assessment Objectives

AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding

AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops

AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements

SUMMARY

The aim for the whole two-year course is to equip the students with the skills and independence of thought that they could function as a practicing artist. Research has shown that those students who show more independence on a Foundation course or Degree course have a higher rate of success and go on to follow creative careers. Year 12 – both teachers workshop their specialisms investigating set themes; Freedom and Limitations and Secrets, Codes and Conventions. They then progress to a Thematic Response. This means that they mind map the previous themes and decide on a direction of their own to develop, looking at what they mean personally to them. This level of autonomy is supported practice for COMPONENT 1 Personal Investigation that will be submitted to the exam board (Year 12 HT6 and Year 13 Autumn Term). They use this experience to make mistakes safely and confidently, and will be in a better position when the PI begins. Year 13 – The will begin to generate work as soon as the term starts as they will have gathered many primary and secondary sources over the summer including a 1^st draft of their essay. Year 13 very much runs like a 1:1 teaching experience for all students – they all have a different theme, will have chosen different material specialisms, so will require individually personalised tasks each lesson. This method of teaching and learning continues with the ESA allowing the students to complete the course with confidence and an individual flare. All assessment Objectives are covered repeatedly throughout Year 12 and 13.

Year 12

Teacher 1 – workshopping new skills

Teacher 2 – essay writing lessons, workshopping new skills

Year 12 projects are designed to introduce the students to the creative jump from GCSE to A-Level. The general structure is workshopping of new skills, how to create own themes, how to explore themes, and an intro essay writing at A Level

HT1 Freedom and Limitations

Theme: Freedom and/or Limitations

Contextual focus: Conventional / Avant-garde art forms

Subject matter / primary sources: Figurative and Spatial (life-drawing, objects, interior and exterior spaces)

Art forms: Drawing, sculpture, photography, collage

HT2 Secrets, Codes and conventions

Theme: Secrets, Codes and Conventions

Contextual focus: Vanitas

Subject matter / primary sources: Still life

Art forms: Drawing, painting, printmaking, sculptural, moving image, performance

HT3 Thematic response to F & L/SCC

Thematic development – Year 12 Personal Investigation

Choose to develop one of previous themes using the essay question as a starting point for own area of investigation

Freedom and/or Limitations - How did Cubism break free from conventions?

Secrets Codes & Conventions - How has the concept of vanitas been developed and adapted for contemporary art works?

HT4 Thematic response to F & L/SCC

Thematic development – Year 12 Personal Investigation

Choose to develop one of previous themes using the essay question as a starting point for own area of investigation

Freedom and/or Limitations - How did Cubism break free from conventions?

Secrets Codes & Conventions - How has the concept of vanitas been developed and adapted for contemporary art works?

HT5 Thematic response to F & L/SCC

Thematic development – Year 12 Personal Investigation

Choose to develop one of previous themes using the essay question as a starting point for own area of investigation

Freedom and/or Limitations - How did Cubism break free from conventions?

Secrets Codes & Conventions - How has the concept of vanitas been developed and adapted for contemporary art works?

HT6 COMPONENT 1: Personal investigation

Teacher 1 – Lead on Personal Investigation written element

T2 and 2 teach fluidly, continuing tasks between teachers

· Construct Personal Investigation Essay question

· Pecha Kucha on PI Theme/question

· Photographic response to theme

· Research Galleries and Exhibitions and sights of interest to visit - summer task

· Start reading

Year 13

COMPONENT 1: PERSONAL INVESTIGATION
HT1 and 2
AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements OVERVIEW: Each student decides on their own area of art to investigate. They will write a 1000 – 3000 word essay on this topic, and produce practical work in line with the topic of their essay. Practical: Research and respond to 3 or more artists relevant to their essay theme Take primary source images linked to their essay theme Explore and experiment with different materials to make their own work (inspired by their essay theme) Make a final outcome piece which is a result of all their practical investigations
HT3, 4 and 5 – ESA released Feb 1st
Each student follows a series of lessons designed to cover the Assessment Objectives above to explore their interpretation of the externally set theme in a practical way.
HT5
EXAM	EXAM

STUDY LEAVE	STUDY LEAVE
Recommended Reading List: Black artists in British Art: A History since the 1950s by Eddie Chambers https://shop.tate.org.uk/soul-of-a-nation-art-in-the-age-of-black-power/19451.html A Ray of Light – Walter Wick Important links: Edexcel A Level Art and Design

Key Stage 5 Summary

At A Level, Art & Design (Edexcel) is taught as a two-year course.

Assessment objectives are structured similarly to GCSE but at a significantly more advanced level.

We begin your A Level journey by using a workshop approach to introduce new skills and making methods. In addition to organised gallery and studio visits, you will have the opportunity to attend lectures by eminent artists, and have them come in and tutor you in their speciality. Through our relationships with a number of local arts professionals and galleries, you are encouraged and supported to engage with the creative world around you. You are now beginning your personal investigation as a creative practitioner in your own right.

Through our partnership with UBS we have had opportunities to visit the bank’s art collection, to collaborate with professionals to design construction hoardings for the new UBS building and to create interior design elements for a UBS event. UBS has given our students Art Fund cards to enable them to visit blockbuster exhibitions for free and awards a £100 Art Prize each year.

The department has a strong track record in helping students to secure places at prestigious university art colleges including University of Arts London, Kingston University, Southbank University and Royal Drawing School. Past students are currently studying subjects including Fine Art, Illustration, Graphic Design, Interior Design, Architecture. One of our students is now permanently employed with Barbican Creative Learning Team.

ESSENTIAL RESOURCES:

Current Partnerships:

Courtauld Institute
Art House Foundation
Royal Institute of British Architects

Previous Partnerships:

Sculpture in the City, STORE Architecture, The Big Draw, Whitechapel Gallery, PEER Gallery, Rivers of the World, Open City (Inspirational Teacher Award)