Art at The Parker encourages self-expression and creativity, building confidence as well as helping our students develop a sense of their own identity and value. The art curriculum endeavours to enable students to learn creative building blocks; discovering a sense of self, through art. During a time where students experience physical and emotional change, identity can be something many students struggle with.
In Art at KS3 and leading into KS4 we aim to supplement student’s development by engaging in and creating awareness of their passions and interests, explored through art. We also look to engage with students’ core passions and interests, the foundations of what it means to create art, allowing students the creative freedom of expression needed to find oneself. Arts and cultural learning encourage awareness, empathy and appreciation of difference and diversity and the views of others. Studying Art teaches determination and resilience, we want our students to know it is okay to fail; that often they will not get things right the first time, that the best work is often the product of many revisions/refinements, that artistic ‘mistakes’ and creative risk-taking lead to learning and success. We want to develop students who can think creatively and innovatively- the act of creating and making, developing and refining is vital to this.
In year 7 students begin at the basis of art, looking at colour theory and use of shade and tone, in year 8 students develop this schema by creating a tonal design only using pencil and biro which in year 9 is combined to create a surrealist design combining all skills and media learned across KS3. Students explore a vast range of visual and cultural stimuli across the art curriculum. Students will by the end of KS3 have a developed and broad understanding of visual language and have explored different cultures through the context of art. They will have engaged in discussion of artist motivations to create the pieces of art analyses. A range of artistic styles will be explored looking at stylistic interpretation of the human form in Madhubani art in year 7, studying architectural drawing through the work of Ian Murphy in year 8 and Surrealism in year 9.
The curriculum is designed to ensure that students are either building schema in one subject and cementing it in other DT subjects or vice versa. To achieve this the Arts curriculum has been designed to work with the rotation system of ADT, creating a curriculum that is both spiralled horizontally across the year but also vertically through the course of KS3. For example, in year 7 a student may look at analysis of a product or image in Graphics and then continue to produce product analysis across Resistant Materials and Textiles, finishing the year analysing artists’ work in Art therefore developing this schema across the year. Although this schema will be slightly different based on a specific student’s rotation, for example, with a more perceptive product analysis in Textiles as students are returning to this disciplinary knowledge for a third time in a year and with a wider range of substantive knowledge at their disposal, all students would be thoroughly grounded in all ADT disciplines. This may then encourage students in year 8 for example, to use a range of visual analysis when studying the work of the artist Ian Murphy.
Year 7 runs in line with the faculty approach of a ‘skill building year’ equipping students with the knowledge and fine motor skills to access the rest of the key stage. The purpose of this is to build students’ artistic knowledge, in Art it is difficult to know the level of artist schema a year 7 pupil is coming into school with, and they have rarely been taught by a subject specialist in a primary school setting. Because of this in Art the beginning of the curriculum is stripped “back to basics” to ensure all year 7 pupils are starting at the same point.
In year 7 students complete a sustained observational drawing as a baseline, beginning here allows students to build their ability to observe and break down 3D forms into simple shapes and translating these into 2D representations as well as for many pupils in year 7 drawing is the only Art schema they have developed over the course of their childhood as well as drawing often being the only context of what ‘art’ is that students have when they start studying ADT. It is used as an introduction to drawing in an artistic context, for most students this will be the first time they have spent multiple hours on a drawing, having to revisit, refine and reflect on their outcome while they are working. Concepts of composition, scale, shape and tone are introduced. Students are introduced to the formal elements of art, looking first at composition. Composition is studied first as it allows pupils to be able to understand the range of objects in front of them and study how they are composed collectively, this also helps in observational drawing as students need to be conscious of compositional elements such as over lapping when drawing. Shape and scale follow on from this as students need to first be able to see the composition of the items they are observing to then be able to consider how those objects look in terms of scale in relation to one another and how the objects break down into shapes, for example an orange is spherical, but the shape changes when an apple is sat in front of it. They will then look at tone as the last step because at this point, they need to consider more sophisticated artistic principles such as light source, shadow and how light affects how we draw a 3D object. Using this sequence students are able to truly consider the visual in front of them to draw from, this then helps to correct misconceptions as often students don’t realise, they are drawing from memory as they are not truly looking at the objects in front of them.
They then move on to colour theory where they apply the idea of tinting and toning to colour whilst learning about primary, secondary and tertiary colours and the basics of colour mixing using poster paint (a basic and forgiving painted medium used here to learn concepts which can be applied and built on in more complex techniques using watercolours and acrylics).
Developing further, these skills are then put to use in the ‘world in a jar’ project which also introduces or revisits (based on where in the ADT rotation a student is) 1-point-perspective, before tackling the ‘Madhubani-borders’ project and the ideas of figurative and abstracted artwork. This addresses a common misconception of many students who feel that ‘figurative’ is the only valid form of ‘good’ art and introduces concepts of different ways of looking at/seeing the world around us and ‘abstracting by degrees’ which will be revisited in YR8 sculptural work.
Looking at cultural non-western artwork at this point was a conscious choice. It is important to keep a wider world view and appreciate that there are alternative approaches to art which are also valid.provides excellent opportunity for starting to pick apart the post-modern urge to mix and match whilst teaching respect for cultural sensitivities and an awareness of the danger of stereotyping. This is in part done by analysing how modern artists (the Singh sisters) have adapted traditional forms of Indian painting in a modern form. The students then produce a piece of work influenced by both themselves and the artist/culture they have studied.
In year 8 students look at Architecture, with Ian Murphy as their artist link. They begin with a tonal media experiments, to familiarise them with the tones and textures they create, this is put into practice on a drawing of a gargoyle sculpture. Drawing schema are revisited as students will use observational skills taught in year 7; apply tonal and textural contrasts and will develop from their learning of art elements by studying the importance of value, form and negative space. The gargoyle the sequence by challenging students to practice and further develop their understanding of form, tonal range, negative space, shadows and highlights, alongside control and properties of 2B and 4B pencils. Studying drawing Victorian buildings using photographs as reference images. The images are from their local Daventry area allowing students to make historic and artistic links with areas they recognise. This is developed based on the English curriculum studying Victorian literature; discussions about the setting and mood of the scenes, extending students’ understanding of the theme in their art studies, ultimately building on their existing knowledge and embedding in students’ long-term memory.
Students in year 8 also begin to build in KS4 skills of artist analysis using links from an artist’s work to influence their own learning. Students study the work of Ian Murphy. Studying the work of an artist will broaden students’ understanding of how artists interpret the world around them and by studying Murphy’s architectural paintings students are able to make direct links and comparisons from his work to their own through the media they will use; tonal pencils, charcoal and waterproof/water soluble pens. The sequence then develops students’ knowledge of drawing and control of the media to draw the buildings in proportion, with accuracy, and like Murphy, practicing combining the media to achieve an overall effect.
Subject specific technical language and specialist vocabulary is used regularly in lessons when modelling and describing tasks. Students are encouraged to adopt and apply it when analysing their own work, their peers and work of artists, sentence starters and vocabulary lists are continually added to, to ensure students remain mindful of them as much as possible.
In year 9, the Art project follows the faculty’s theme of independent project management combining art and design learning with more room for personal choice and project management. Students build artist knowledge of the surrealist movement, as well as disciplinary knowledge of project management and analysis; using analysis schema developed across all ADT subjects in KS3 students will study the work of Dali and De Chirico, they will be able to identify key features of the artist’s work and discuss the possible reasons behind their artistic choices. Guided viewing of video resources and discussion activities establish the main methods and intent of the surrealist movement and help the students develop ideas of what the terms ‘surreal’ and ‘distortion’ are when applied to visual representation. In the surrealism project, students build upon KS3 schema developed so far to introduce more complex substantive content of one-point perspective, composition and colour use. Re-visiting key techniques and media introduced in previous years such as rendering in pencil and pen to become more sophisticated in their use of media. For example; students will use their understanding of the colour wheel and complementary and contrasting colours to analyse the work of De Chirico; who uses contrasting colours to create a surreal effect in his work.
Students use copying as a form of modelling to develop their range of schema and strategies in order to improve their techniques in handling expressive media and inform their own work. Looking at De Chirico’s use of paint and subject matter. Some students will attempt direct reproduction, whilst others will prefer to interpret, bringing something of their own approach. Students focus on certain aspects such as subjective colour use, dramatic and exaggerated shadows or blended unrealistic skyscapes and produce an A3 surreal landscape. By looking at De Chirico’s compositional style students will be using schema developed in other art projects by looking at one-point perspective and how he uses stylised elements in his work, such as silhouettes and nature to create a sense of depth and scale to his work.
Taking visual themes from the surrealist’s students build a collection of object studies and re-visit previous techniques, creating elements using pencil tone, biro and watercolour whilst also exploring new media such as acrylic paint. Students will have practical workshops in using acrylic paint and will complete drawn studies of cakes and sweets, the vibrant colours of which lend themselves to the strengths of acrylic painting and the surreal theme. Students are given a set range of criteria that their composition must include; a one-point perspective De Chirico inspired background, a distorted object, an out of scale element and an element that is surreal through colour choice. By teaching the project in this sequence it allows students to revisit schema from across their three years of art study, one-point perspective from Year 7 Art and Graphics, scale from the Architecture project in year 8 and build new schema as well. By looking at the individual elements of the composition separately before bringing them together in a final piece allows students to decide the focus and artistic method developing independence in the subject and confidence with media. Thus, encouraging students to self-direct the project building their ability to project manage, which will be invaluable to them as they move through their education and into careers.
|Foundation Course||Extending Skills, knowledge, attitude and concepts||Developing skills and learning concepts|
|ART||Component 1: How do we use pencils to apply tone and make 2D drawings appear 3D? |
Component 2: How do we the formal element of colour and apply colour/tone theory to application of paint?
Component 3: How do we recognise key features of the work of other cultures?
Component 4: How do we use the key features of other cultures to influence our own work?
Component 5: Evaluation of work
|Component 1: How do we draw using tonal pencil? |
Component 2: How do we use the work of an artist to inspire our own work?
Component 3: Using mixed media – how can we used mixed media to create an effective piece of art?
Component 4: How can we use clay to create a 3D piece of artwork to work alongside our drawn piece?
Component 5: Evaluation of work
|Component 1: What is Surrealism?
Component 2: How do we use distortion to create surrealism?
Component 3: How do we use colour to create surrealism?
Component 4: How can we use scale to create surrealism?
Component 5: Evaluation of work