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Year 7 - Unit 1. Exploring Drawing, What is drawing?

We look at the different functions of drawing as communication across cultural and historical perspectives from Cave Drawing to Computer Aided Design. Considering some ‘conventions’ of drawing such as types of perspective and representation of space and volume. How the function of a drawing can influence its form, whether it is drawing to describe the world, telling a story, drawing to develop designs and ideas, or making the unknown ‘real’.
We look at different types of drawing from sketches to “presentation” drawings.

Different Media and Techniques

Practical tasks seek to extent skills and confidence with a range of different drawing media and techniques including pencil, charcoal, pastel, pen, brush and wash and monoprinting. Pupils work from observation and imagination learning to control tone, mark making, use smooth shading, hatching, and show how effects of volume, space and recession can be achieved.

Homework tasks will include working from observation in a range of different media and techniques.

Unit 2. Colour Theory and Techniques of Painting

We begin by mixing secondary and tertiary colours from the primaries and discuss how colour functions in Art and Design at a perceptual level as well as emotionally and symbolically.

Different tasks are set to practice colour mixing and direct painting working from natural forms and creating harmonies of tertiary colours. (looking at examples of Artists who work with ‘harmonies’ of colour).

We move on to working with prismatic colour and discuss complementary contrasts with reference to Impressionism and the way light and atmosphere is captured. Pupils work from reproductions of Impressionist paintings looking closely at the use of colour and the way paint is applied using ‘directional brushstrokes’.

Pupils also make up their own ‘non-objective’ colour compositions and look at an artist who uses colour to create a directly emotional and expressive effect.

The last part of the unit focuses on the technique of “Neo-Impressionism” and the work of ‘Georges Seurat’. We discuss his use of colour and technique and pupils work objectively from a section of a large coloured still life (with colours ranging through the spectrum) in a ‘dot’ technique.

Homework tasks will include research into how artists use colour.

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year 8 - Unit 1 - Focus : Print Techniques

We start with some discussion as to what constitutes a “print”, and the difference between ‘relief’ and ‘intaglio’ print methods - looking at examples.

Tasks

1. Pupils prepare simple “relief” blocks using card and string. These are used to print in one colour.
2. Pupils use drawings of natural form to prepare blocks and point in at least 2 different repeat designs. Pupils overprint with a second colour.
3. Pupils use card stencils of “silhouettes” to produce more experimental prints with a variety of ‘positive’ and ‘negative’ images and different textures.

Homework will include:

1. Finding examples of different types of “printmaking”
2. Using “rubbings” to make images
3. Looking at a repeat printer eg. William Morris
4. Pupils will also carry out their own research on ‘pattern’ and its sources in a culture of their choice. eg. An African country, India, China etc

Unit 2 – Focus : Painting and Drawing

Pupils will make closely observed drawings of chairs with reference to Van Gogh’s Chair. Compositional ideas, discussion of perspective, use of colour, use of texture and selection of personal objects will lead to a “self portrait” chair painting.

Homework will include drawings from direct observation.

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year 9 - Unit 1 - Working from the Figure in 2D and 3D (clay)

In this unit pupils will begin by working directly from the Figure to learn not only basic proportions but how scale, gesture and mood can create an expressive effect.

1. Drawing the complete figure from direct observation using pencil, charcoal and brush and wash techniques.
2. Looking at a workable sense of proportion and use of scale.
3. Looking at different representations of the human figure in different times and cultures, including the importance of the figure within the Western Tradition.
4. Modelling the head from observation in clay - looking at proportion and form.
5. Modelling 2 seated figures from observation.
6. Looking at 2 narrative figurative painters. J.Vermeer and E.Hopper. How the figures work in a specific space and lighting.
7. Prepare a charcoal study from small thumbnail sketches with the title “Two Figures in a Room”. Focus on using the clay models to draw from in light and dark.

Homework will include drawing from direct observation of the figure and research into either Vermeer or Hopper.

Unit 2 - Two Figures in a Room

Unit 2 continues work begun in Unit 1

1. Pupils make small colour studies of their composition using colour to create ‘inside and outside’ space and a specific mood.
2. Pupils carry out a large scale painting of ‘Two Figures in a Room’ with reference to their figures and the work of Vermeer or Hopper in Acrylic Paint. Colour, Light and Paint techniques create the mood.

Homework will include taking photographs of the figure and drawing the figure.

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year 10 - Autumn Term

Introduction to GCSE working methods and Assessment objectives.

Pupils will begin work/research. Starting with tasks relating to “Organic form” and “Surfaces”.

Students will visit the Cass Sculpture Foundation at Goodwood.

Pupils will work in a range of 2D and 3D media with several different outcomes, developing basic skills and working towards a more resolved project on sculpture.

Homework will include drawing from sight, using different media and research into different artists working with organic form eg. Henry Moore.

Spring Term

Pupils will continue to develop skills and work towards a more resolve response based on their “organic Form” research using different media eg. Lino cut.

Homework will include looking at artists that work with pattern and structure in nature such as “Georgia O’Keefe.”

Summer Term

Pupils will begin work on “Myself”. They will be encouraged to visit Brighton Art Gallery and Museum to look at the section on “Identity”. Further personal research will continue over the summer vacation. Including looking at how “cultural identity” manifests itself in Art and Design eg. Indian culture/African culture.

Visit to local GCSE Exhibition.

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year 11 - Autumn Term

Complete current work on “Myself” during the first half of the term.

Begin work on organic form/surfaces which will be preparation for the Mock Exam. Subject “Architectural Forms.”

Follow the same research etc as Year 10.

Spring Term

Carry out mock exam under exam conditions (10 hours).

Begin preparation for ESA (paper released in January, 20 hours followed for this.

Summer Term

Prepare for external exam and sit the ESA (10 hours) (40%)

Finish any outstanding work for the Portfolio (60%).

Present both “Assessments” for internal marking and the outside visiting moderator.

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Year 7
- teaching aims to introduce pupils to a range of new knowledge and understanding of the nature of Art and Design and to build skills whilst introducing new media and methods.

Unit 1 - Drawing

• Pupils knowledge and understanding of the functions of drawing are extended (in contemporary life and historically).
• Pupils learn to work objectively from a range of still life using a viewfinder in a range of dry and wet media.
• Pupils learn to control tone and mark making.
• Pupils learn to see the underlying geometric structure of 3D form.
• Pupils learn to look at the basic ‘building bricks’ of shape, form, texture and pattern.
• Pupils learn how to use scale and mark making/tone to create space in a landscape drawing.
• Pupils evaluate the various techniques, modify their own work and discuss the work of others using appropriate art vocabulary.
• Pupils begin their own research looking at other artists and designers.

Unit 2 - Painting.

• Pupils become secure in ‘their colour mixing’ from the primary colours.
• Pupils begin to see the role that colour plays not only in ‘constructing’ a painting (composition) but how atmosphere, mood, expression and symbolism can be created using colour. (How ‘meaning’ can vary across time and culture).
• Pupils understand the difference between objective and non-objective use of colour.
• Looking at different ways of applying paint and colour gives confidence to paint directly and ‘choose’ techniques.

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Year 8 - In Year 8 we aim to build on skills and extend a range of media and individual responses.

Unit 1 - Print

• Pupils will be introduced to the various and expressive medium of relief printmaking.
• Pupils will learn how to be methodical and create a successful repeat print.
• Pupils will be able to see the variations of effect achieved by changing design and the elements of colour and paper type.
• They will carry out their own designs.
• They will become familiar with the characteristics of ‘pattern’ from a range of different cultures.
• They will have the opportunity to experiment and ‘discover’.

Unit 2 - Painting and Drawing

• In this unit pupils will have the opportunity to closely study Van Gogh’s Chair and respond with their own interpretation.
• Study of chairs in space will develop drawing skills and use of colour and handling of acrylic paint will be developed in their response. Selection of personal objects will also introduce pupils to the idea of “meaning” in still life.

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Year 9 - Units 1 and 2

In these units pupils will:

• Learn a basic sense of scale and proportion when drawing the human figure.
• Understand that different ages and cultures have different reasons for representing the human figure in different ways.
• Understand that all bodies are different and that images of beauty are culturally defined.
• Be able to model both the head and the complete figure in a way that is structurally sound (understanding the constraints of clay as a medium).
• Look at the importance of lighting, gesture, state and colour in creating a ‘narrative’ painting.
• Feel confident to paint directly using acrylic paint, and make changes when necessary.
• Have the opportunity to build a painting from their own models and ideas using a methodical sequence of preparation and evaluate their outcome.

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Key Stage 4 - GCSE

GCSE Art & Design is built around 4 Assessment Objectives. Each one of these counts for a quarter of all the marks available to you, so they are very important.

AO1	Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.
AO2	Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
AO3	Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
AO4	Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

There are lots of resources that you can use in your work; books, videos, CD-ROMs, internet, visits to galleries etc.

PORTFOLIO

Your Portfolio is the work that you will do in lessons and the research you do at home.

Work in the portfolio must fully cover all four assessment objectives and show your understanding of how these link together. The Portfolio is supported by work journals.

WORK JOURNAL

This is a sort of visual diary of your ideas and research about the work you are doing. It is in fact the place you are likely to record most, if not all, of your coverage of the Assessment Objectives.

There is also a great opportunity to use ICT (Information Communication Technology).
The Portfolio is worth 60% of the total marks for your GCSE.

THE EXAMINATION – (controlled assessment)

You will receive your GCSE topic paper in January of Year 11

This will be taken at the end of the GCSE course during May of Year 11. You will receive your exam paper several weeks before the timed test. You will use this time to gather information that supports your thoughts and ideas based on a theme set by the Examination Board, but more importantly, you will be making sure that your research and development covers the four assessment objectives most likely in your work journal. You will probably use your work journal as the basis for the exam itself.
You will have ten hours to complete the exam which will be carried out under supervision at school.
The exam work is worth 40% of the total marks for your GCSE

Assessment Objective 1
Record observations, experiences and ideas in forms that are appropriate to intentions.

Assessment Objective 2
Analyse and evaluate images, objects and artifacts showing understanding of context.

Assessment Objective 3
Develop and explore ideas using media, processes and resources - reviewing, modifying and refining work as it progresses.

Assessment Objective 4
Present a personal response realising intentions and making informed corrections with the work of others.

AO1 - Show how you have thought of something to do, investigate this by looking and recording your observations and experiences.

AO2 - The way you are able to understand what you have looked at and the way you are able to fit this into your scheme of work show an understanding of art and design produced by different people and in different times.

AO3 - The way you develop your ideas as you work, in particular how you are able to make changes to your ideas.

AO4 - How well you have brought everything together in a piece of work you can really call your own.

The Artchive – www.artchive.com
The British Museum – www.britishmuseum.org
Bury St.Edmunds Art Gallery – www.burystedmundsartgallery.org
Centre Pompidou – www.cnac-gp.fr
Crafts Council – www.craftscouncil.org.uk
Design Museum – www.designmuseum.org
Guggenheim – www.guggenheim.org
Imperial War Museum – www.iwm.org.uk
The Lowry – www.thelowry.com
The Metropolitan Museum of Art – www.metmuseum.org
The Minneapolis Institute of Arts – www.artsmia.org
The Museum of Modern Art – www.moma.org
National Galleries of Scotland – www.natgalscot.ac.uk
National Gallery – www.nationalgallery.org.uk
National Museum of Photography, Film and Television – www.nmpft.org.uk
National Portrait Gallery – www.npg.org.uk
National Sea Life Centre – www.sealife.co.uk
National Space Centre – www.spacecentre.co.uk
National History Museum – www.nhm.ac.uk
The New Art Gallery Walsall – www.artatwalsall.org.uk
The New British Artists – www.newbritishartists.co.uk
The Photographer’s Gallery – www.photonet.org.uk
Pitt Rivers Museum – www.prm.ox.ac.uk
Royal Academy – www.royalacademy.org.uk
San Francisco Museum of Modern Art – www.sfmoma.org
Science Museum – www.sciencemuseum.org.uk
Tate Online – www.tate.org.uk
Victcoria and Albert Museum – www.vam.ac.uk
WaLKER Art Center – www.walkerart.org
The Whitworth Art Gallery – www.whitworth.man.ac.uk
Yorkshire Sculpture Park – www.ysp.co.uk

Atlantic Press
Mitchell Beazley
National Portrait Gallery Publications
The Paragon Press
Phaidon
Rotovision
Tate Gallery Publishing
Taschen
Telos
Thames & Hudson
VA Publications

Ceramic Review
Crafts Magazine
Creative Review

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