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Art forms a basis of individual self expression. Our role is to provide opportunities for students to access a range of experiences through different media. Creativity is central to humanity and art a platform for students to unlock their self expression, imagination and personality through visual communication. Art prepares us with adaptable skills for lives on not knowing what jobs lie in the future. It is a vital part of our culture and civilization and it is important to understand its place in our society through interpreting and decoding the visual world around us. It offers a unique and direct means of communication and self-expression and helps to build one’s own identity and style. Pupils learn skills that build on their adaptability to different briefs and scenarios. They are encouraged to research with books, to reflect and critically come up with their own ideas and conclusions. Through playful experimentation of materials and ideas, pupils use sketchbooks to record their experiences and responses. Art is an essential activity that enriches and widens student’s cultural understanding helping them to expand their knowledge of how things are made. Art at Holyport helps pupils to learn about some of the most influential artists throughout history, investigating styles, art movements, designers and architects to improve their cultural understanding. Looking at contemporary art will challenge pupils’ as to the classification of what is ‘art’ and where are its limits? Pupils are asked to be critical and reflective about artistic creations in order to strengthen their own critical analysis, applying artistic devices to enhance their work. Learning to think creatively and outside of the box is important and pupils are encouraged to share their own view on famous works. Art can act as a vehicle for equipping pupils with the skills for the world such as problem solving, This can influence other subjects, just as art feeds from History, Science, Literature in English, Music and Dance, to name a few. Holyport offers extra-curricular activities through clubs in order to help support and challenge students even further with opportunities to develop work in 3d modelling, textiles, painting, drawing and printmaking. The school hopes to involve professional artists where possible who bring their expertise and knowledge into the college. The department provides opportunities to visit exhibitions, allowing direct access to the work of other artists and cultures. Art and Industry The UK has the largest creative sector in Europe where the creative industries, ranging from fashion, architecture and film constitute one of the largest growing sectors in the UK (CBI, 2015). We are proud that our alumni have used their Fine Art A-level to go on to study Illustration, Fine Art, Architecture and Product Design at University. Likewise many of our GCSE students continued their studies or continue with apprenticeships in creative areas. It is important to address the needs of our young and technology driven pupils who have been ‘born digital’ and brought up with technology and a fast pace for visual stimuli equipping them with skills which they may need in creative industries. Whilst we embrace digital art and technology in the school and department, we must still remember to pause and appreciate everything around us, something that Art can help to do.
Knowledge Year
Skills
Term 1
Term 2
Term 3
Nature Morte
OCR Externally Set Project including final 10 hour exam.
10 Hour Exam and hand in of all coursework
10
9
8
7
Still Life Fine Art Techniques Cities – Printmaking
Still Life Fine Art Techniques Cities – Printmaking
Art Through History
Perspective, Scale and
What is Art ?
Proportion
What is an art movement?
The Professional Artists
Still Life Fine Art Techniques Cities – Printmaking
Narrative and composition Building a portrait
Iconic Objects
Portraits- 2D to 3D
Insects
painting project
Proportions
Creepy crawly printmaking
Realistic to abstract
Realism and Abstraction
Still Life
Portraiture and
Dutch to Contemporary
Fantasy Clay Heads
Art inspired by Music and Pattern
Present a personal response relating to project
40% of GCSE ART grade
Record ideas and observations
11
Develop ideas and awareness
12
Refine work and explore materials, tools and techniques
13
During the first year of art pupils are taught the basics of line, tone and colour and are encouraged to draw from real life where possible. Pupils tend to have had a variety of experiences of art at their primary school therefore this year is about getting them to understand what art is and the basic skills and techniques. Topic 1: Dutch to Contemporary Still life This project will focus on drawing still life objects in the classroom using observational drawing. Students will learn about a variety of artist’s work both traditional and contemporary and will be encouraged to debate what makes it Art and write their own opinions are. There is a focus on identifying light and dark in drawings, scale and colour mixing. Topic 2: Portraiture This topic will cover the basic Proportions of the face and human body through a variety of tonal drawings some of which use the grid method technique. Topic 3: Art Inspired by Music and Pattern. Pupils will learn how to create abstract and geometric compositions and will be shown Kandinsky’s work and asked to analyse parts of his work. During an introductory lesson, pupils will be asked to listen to a variety of pieces of music to influence their creation of work while exploring new techniques.
Term 1
Term 2
Term 3
STILL LIFE Topic
Dutch to Contemporary
Portraiture
Art inspired by Music and Pattern
Summary of Content
This topic will focus on drawing still life objects in the classroom using observational drawing.
This topic will cover the basic proportions of the face and human body
This topic focuses upon creating abstract and geometric compositions. Students will analyse Kandinsky’s work.
-basic break down of shapes, - continuous line, - the grid method - drawing ellipses, Techniques - positive/ negative space - the formal Elements, - highlights, midtones and shadows - colour wheel and colour mixing. Historical;
Artists studied
- Paul CĂŠzanne, Still life paintings from Northern Europe 1600-1800. - Michael Craig Martin,
Assessment
Through sketchbook work, classwork and trial
- the grid method, - photography,
- reduction lino cutting-printmaking
- warm and cool colours
- collage,
- mark making
Historical; Contemporary; - Hendrik Kerstens Dutch inspired Contemporary photographer.
Through sketchbook work, classwork and trial
- William Morris, Mackintosh, Kandinsky, Picasso - Islamic Art artists - Ndebelle Tribe (Cultural) Contemporary; - Jann Haworth Through sketchbook work, classwork and Trial
Pupils further develop their understanding of the formal elements and explore specific themes in order to experience alternative techniques and processes. Each unit establishes key skills to allow the pupils to build in confidence. Topic 1: Fantastic Creatures Students develop an understanding of the formal elements and explore different approaches to mark making using mixed media. The initial studies are based on developmental drawing studies exploring shape, pattern and texture. Students experience and draw a series of animal related objects and consider the work of a contemporary artist. Students are introduced to colour theory and experimental colour mixing through research related tasks on a historical art movement. Further development explores different approaches to print making allowing students to take risks and develop artistic merit. Topic 2: Popular Culture, Portraiture and Subcultures The unit is centred around the effects of popular culture, exploring media, film, celebrity, identity and iconography. A historical review of youth culture forms the basis of this unit. The students explore historical subcultures and discover how the arts have developed through key influences in film, music and the arts. Focus is given to both the Biritish and Americam Pop Artists and specific working methods are explored to develop personal ideas and interests. Topic 3: Signs and Symbols, Typography The unit focuses on developing an understanding of signs and symbols through the structure of typography, photography and graphic design skills. Students explore the language of shape, colour and space focusing on branding and logo design. Key designers are introduced to discover the importance of effective typeface, font size and space. The central aspect of this unit reflects on the compositional aspects of corporate identity and the effects of graphic design. The work will explore the use of digi-
Term 1 Topic
FANTASTIC CREATURES
Term 2 POPULAR CULTURE PORTRAITURE
SUBCULTURES
Summary of Content
Techniques
Assessment
SIGNS AND SYMBOLS TYPOGRAPHY
The unit focuses on developing an understanding of The unit is centred around the effects of popular signs and symbols through the structure of typograIn this unit students will develop an underculture, exploring media, film, celebrity, identity phy, photography and graphic design skills. Stustanding of the formal elements and explore and iconography. A historical review of youth culdents explore the language of shape, colour and different approaches to mark making using ture forms the basis of this unit. The students exspace focusing on branding and logo design. Key mixed media. Students will be introduced to plore historical subcultures and discover how the designers are introduced to discover the importance colour, shape and pattern through the Art Deco arts have developed through key influences in of effective typeface, font size and space. The central movement. They will explore colour through film, music and design. Focus is given to both the aspect of this unit reflects on the compositional asexperimental approaches to colour theory focusBiritish and Americam Pop Artists and specific pects of corporate identity and the effects of graphic ing on mixing and blending using water colour working methods are explored to develop personal design. The work will explore the use of digital softand colour pencil ideas and interests. ware alongside traditional drawing, painting and design skillS Mark making, line, shape, form, pattern, colour, scale proportion, mixing and blending, colour theory.
Historical; - Art Deco - Eugene Alain Seguy
Artists studied
Term 3
Contemporary; - Iain Macarthur - Timorous Beasties
Through sketchbook work, classwork and trial
Mark making, line, shape, form, pattern, colour, scale proportion, mixing and blending, colour theory.
Historical; -British and American Pop Artists - Blake - Hamilton - Caulfield - Warhol, Rauschenberg Contemporary: - Koons - Hirst - Craig Martin
Through sketchbook work, classwork and trial
Mark making, line, shape, form, space, structure, pattern, colour, scale proportion, colour theory, photography Contemporary; Typography - Stefan Sagmeister - Paula Scher - Pentagram - Neville Brody - Christopher Wool - Abstract - Contemporary; Photography - Michael Wolf - Frank Knight - Nicholas Goodden
Through sketchbook work, classwork and Trial
Pupils are now encouraged to focus more on research and their own interpretation and responses to a style or art movement. Projects become more independently driven throughout the year in anticipation of those taking GCSE Art next year. Topic 1:Art throughout History This module is designed for pupils to explore some of the key art movements from the last 100 years and create their own responses to the works. Pupils will be encouraged to research and be critical of artists and their work, offering their own opinions on what makes an art piece a work of art and will be asked to identify key features of the movement whether this is similarities in subject matter, setting, colour or composition.
Topic 2: Art throughout History- Portraits focus Pupils will look at how iconography has been used both historically and in contemporary pieces of work in order to build a narrative. Pupils will also learn about how paint is made and the significance of different colours. Topic 3: Perspective, Scale and Proportion. The module will hopefully get pupils to think about The Professional Artist or Designer and how these individuals have influenced the world around them.. Pupils will learn a number of drawing techniques that they can apply to their work to help with perspective.
Term 1 ART THROUGH HISTORY
Topic
Summary of Content
Techniques
Artists studied
Assessment
What is Art ? What is an art movement? Art Styles
Term 2
Term 3
Narrative and composition
Perspective, Scale and Proportion
Building a portrait
he Professional Artists or Designer
This module is designed for pupils to explore some of the key art movements from the last 100 years and create their own responses to the works. Pupils will be encouraged to research and be critical of artists and their work, offering their own opinions on what makes an art piece a work of art and will be asked to identify key features of the movement whether this is similarities in subject matter, setting, colour or composition.
Students will have an opportunity to explore Contemporary portraiture through collage and digital exploration on Photoshop. Pupils will be asked to create a narrative album cover containing a figure using everything they have learnt throughout the module
The module will hopefully get pupils to think about the world around them and that everything is designed and modelled through some creative way.
Critical thinking, Art history, Paint application, creating your own designs in the style of an artist or art movement.
Proportions of the face and body. Rule of thirds, Collage, Grid Method. Layout and design techniques. Typography and colour theory.
One point and two point perspective, foreshortening of objects, Scaled drawings, Fashion sketching.
Historical- Georges Seurat, Salvador Dali, Max Errat, Andre Derain, Henry Matisse, Charles René Mackintosh, Roy Lichenstien, Richard Hamilton, Andy Warhol (Contemporary – Damian Hurst, Cornelia Parker, Tracey Emin, Rachel Whiteread.)
Through sketchbook work, classwork and trial
Contemporary- (Julian Opie) Frida Kahlo , Lucian Freud ,
Through sketchbook work, classwork and trial
Students will work in a team to create a structure or building for a specific area in the school. They will then have to model this both by hand and digitally and present their idea to their peers.
Bauhaus Movement Historical- Esh er , Da V inci, An ton ia Gaudi Contemporary- Sonia Delauney, Todd McLellan’s, Jim Dine, Sonia Delaunay. (Fashion/ Architecture: Marchesa, Morana Krayec, Zaha Hadid, Issey Miyake, Guy Larouch). Frank Gehry, Carlos Scarpa,
Through sketchbook work, classwork and Trial
The department encourages the development of personal ideas and the refinement of skills acquired throughout the Key Stage 3 course. At GCSE level there is more creative freedom to explore a topic across a range of media independently. GCSE Fine Art consists of predominantly painting, drawing, printmaking and sculpture and begins with a brief or stimulus which aimed to help pupils explore and develop their ideas. Students will be given several projects with themes such as ‘Architecture’ or ‘Natural forms’ where teachers will scaffold learning in order to show them the expectations and process behind independent and creative projects and ideas and how this should be evidenced. Here students will be encouraged to begin to think, research from books, websites and galleries and experiment to create their own ideas independently. A series of workshops will ensure all pupils have explored painting, drawing, printmaking and sculpture before being encouraged to pursue their strengths in Year 11.
Topic
Summary of Content
Term 1
Term 2
Term 3
Initial Project
Unit 2: Students to choose one of the Art department set start points.
New topic: Unit 3
‘Architecture’
Pupils will be encouraged to think about how ‘Architecture’ could be explored and thought about in terms of Fine Art. This structured course will guide pupils through various skills and techniques where they are encouraged to always work from real life objects or their own photography.
Here pupils will learn how to annotate and do artist analysis pages emphasis should be on students presenting their work.
Assessment
Students to develop their own portfolio or sketchbook in response to one of the departments set titles. Here there should be a clear mind map of artists and designers, influential works and images at the start of the project. Pupils will then begin to select appropriate artists to research, copy their techniques or processes and respond to this in their own way. Experimentation of image making, techniques and photography will all be expected with the project resulting in a considered ‘final’ piece or pieces which will conclude the investigation.
Towards the end of Year 10 there will be a period of time for students to ‘Select’ and ‘Refine’ existing projects, editing their work with a clear focus to present their highest quality pieces to the examiner.
Artist Research pages, researching from books and the internet. Keeping a Bibliography Measuring and scaling objects from life. Shading techniques. Creating your own composition. The use of light to create atmosphere through Photography
Techniques
Artists studied
Project refinement and presentation
Suggested Artists and Architects: Do Hu Suh, Rachel Whiteread, Mary Iverson, M.C.Escher, Frank Lyode Wright, Le Corbusier , Norman Foster, Richard Rodgers, Diana Al Hadid (Sculpture), Zara Hadid (Architect).
Through sketchbook work, classwork and trial’s
By year 11 students should be able to creatively compose their own designs and compositions in response to contextual studies such as art history, cultural events or artist and designer’s work. Students will be given more independence to select their artists, media and will begin to write an Artist statement explaining how and why their project developed towards their final piece. In January of year 11 pupils will receive the OCR art externally set task with a range of written and visual starting points. Pupils will have to choose one to creatively explore and develop their ideas through sketchbooks and other forms. This will be handed in to support their 10-hour supervised exam linked to the exam paper. Their exam and preliminary work accounts for 40% of the GCSE.
Term 1
Topic
Summary of Content
Term 2
Term 3
Year 11, mock project similar timeframe to OCR OCR Externally Set Project including final External task 10 hour exam.
0 Hour Exam and hand in all coursework.
Students to select one of the departments set titles:
40% of GCSE ART grade
Component 2, Externally Set task
(Students given Summer project to complete 2 of 4 tasks).
Students will be required to choose one theme from the 10 available on the exam paper (5 themes or visual start points, 9-1 entry) and are guided by their teachers to create a personal investigation to formulate a well considered final piece that they will create in a 10 hour exam.
Pupils will be encouraged to think about how their chosen start point could be explored and investigated. This project hopes to enhance student’s time management skills and independence working to the same time period as the externally set task in January.
Component 1, Portfolio
Their sketchbook will help them to develop and record their ideas, critically selecting and understanding sources such as studies and research into other artists, designers or craftsmen's work. The sketchbook allows them time to refine their ideas, experimenting with materials and processes so that they can create a composition and choose appropriate materials in their exam. Externally Set Task given to students in January. 10 hour exam typically in the week after Easter.
Techniques Artists studied Assessment
Through sketchbook work, classwork, trials and final examination
Sixth form students should be independent thinkers, driving their project forward with their own creative ideas, contextualising their work with relevant artist research, art history and world events. Painting and drawing skills will be refined over this course and students should have rigorous organisation and time management skills in order to develop and perceptively explore their chosen theme. 12 A Level Fine Art will begin with a variety of workshops and research based tasks in order to broaden students' awareness of what is considered Fine Art practice and how research informs studio practice. Teachers will encourage students to become reflective and objective in their painting and drawing so they can identify why they are using a particular composition or technique. Personal projects will be selected from a number of themes such as Narrative, Experimental Imagery, Abstraction and Human Form. Students will begin to research their chosen theme in literature in order to produce a related study essay, contextualising their visual investigation. 13 Throughout this year, research and practice will strongly correlate and students will begin to become autonomous creative thinkers, risk tasking and pursuing their personal projects. They must ensure they critique, refine and reflect on their work, presenting their best narrative of development, research and outcomes.
Term 1 Topic
Summary of Content
Assessment
Term 2
Term 3
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