Holyport Art Department aims to promote intrinsic curiosity and creativity, allowing students to independently question and respond to artists and designers through craft and digital methods with sustainability in mind.
Our role is to provide opportunities for students to access a range of experiences through different media. Creativity is central to humanity and art is a platform for students to unlock their self expression, imagination and personality through visual communication. Art prepares us with adaptable skills for unpredictable lives, 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 selfexpression 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 a 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.
Knowledge Year
Term 1
Term 2
13
Finish related study and portfolio of work
Externally set task
12
Workshops and Title selection/ creation
Finish externally set task 15 hour exam Personal project portfolio
OCR Externally Set Task
EST development
40% of GCSE ART grade
10 Hour Exam and hand in of all coursework
Project pathway
Biomorphic Structures
Project Pathway Student choice of titles
Perspective, scale and proportion.
9
Art, craft and sustainability in the modern world
Narrative and composition
The professional artist and designer
8
7
Fantastic Creatures
Popular Culture, Portraiture and subcultures
Still Life
Portraiture and
Dutch to Contemporary
Fantasy Clay Heads
Signs and Symbols
Art inspired by Music and Pattern
Present a personal response relating to project
Sustained investigation into an area of visual arts
Record ideas and observations
Related study
Refine work and explore materials, tools and techniques
10
Term 3
Develop ideas and awareness
11
Skills
During their first year of Art lessons we encourage students to explore line, tone and colour and develop their basic observational drawing skills. We try to encourage students to accept it is ok to make mistakes and it is an important part of the creative process to recognise them and develop skills. Many of the old masters spent hours on their work and often went back and changed them at a later date. Their art education is ongoing and we try to build resilience so that students can revisit old work to learn and improve on it. 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 Topic
Summary of Content
Techniques
Term 2
Term 3
Portraiture
Art inspired by Music and Pattern
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
Still Life Dutch to Contemporary This topic will focus on drawing still life objects in the classroom using observational drawing - basic break down of shapes - continuous line - the grid method - drawing ellipses - positive/ negative space - the formal elements - highlights, midtones and shadows - colour wheel and colour mixing
- the grid method - photography
- reduction lino cutting printmaking
- warm and cool colours
- collage
- mark making Historical;
Artists studied (Subject to change)
Historical;
- Paul Cézanne, Still life paintings from Northern Europe 1600-1800 - Michael Craig Martin
Contemporary;
- William Morris, Mackintosh, Kandinsky, Picasso - Islamic Art artists
- Hendrik Kerstens Dutch inspired Contemporary photographer
- Ndebelle Tribe (Cultural) Contemporary; - Jann Haworth
Assessment
Through sketchbook work, classwork and trial
Having learnt some of the basic principles of drawing and painting , we encourage students to take more ownership over the design and construction of pieces. We begin to introduce digital platforms for making artworks and encourage students to have the confidence to talk about their own ideas. 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 British and American 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 digital software alongside traditional drawing, painting and design skills.
Term 1
Term 2
Popular Culture Topic
Fantastic Creatures
Portraiture
Term 3
Signs and Symbols Typography
Subcultures
Summary of Content
In this unit students will develop an understanding of the formal elements and explore different approaches to mark making using mixed media.
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 unit focuses on developing an understanding of signs and symbols through the structure of typography, photography and graphic design skills.
Mark making, line, shape, form, pattern, colour, scale proportion, mixing and blending, colour theory, photography
Techniques
Contemporary; Typography Historical; - Art Deco - Eugene Alain Seguy Artists studied
Historical; -British and American Pop Artists
- Stefan Sagmeister
- Blake - Hamilton - Caulfield
- Neville Brody
- Warhol, Rauschenberg
- Christopher Wool - Abstract
Contemporary;
- Iain Macarthur - Timorous Beasties
- Paula Scher - Pentagram
- Contemporary; Photography
Contemporary:
- Michael Wolf
- Koons - Hirst - Craig Martin
- Frank Knight - Nicholas Goodden
Assessment
Through sketchbook work, classwork and trial
We encourage a level of autonomy in Year 9 allowing students to flourish with more ownership over their own projects. Students will be given options to refine and enhance these projects through either digital media, printmaking, textiles, painting or drawing. By specialising in a specific area students build their confidence and knowledge while we scaffold their learning in a similar way to the GCSE course structure. Unit 1: Art, Craft and sustainability in the modern world. Students will begin to work collaboratively, engaging in group project to promote sustainable living within the school community. This unit will aid in idea development, and creating work with a clear purpose and meaning working together and starting a dialogue. Here there will be a focus on doing, making, moving and action so students can take some ownership as future citizens in a world with increased energy and environmental issues. Unit 2: Narrative and composition Students will have an opportunity to explore Contemporary portraiture through painting and digital exploration. Unit 3: Perspective, Scale and Proportion. The unit will hopefully get pupils to think about the world around them and that rything is designed and modelled through some creative way.
eve-
Topic
Term 1
Term 2
Term 3
Art, Craft and sustainability in the modern world.
Narrative and composition
Perspective, Scale and Proportion
Building a portrait
The Professional Artist or Designer
In the age of global crisis students will collaborate with ideas researching sustainable alternatives in both energy and fashion and create meaningful banners to display around the school community to help shape our environmental ethos and values. Summary of Content
Techniques
Students will have an opportunity to explore Contemporary portraiture through collage and digital exploration on Photoshop.
Students will have to think about the world around them and that everything is designed and modelled through some creative way.
Students will be asked to create a narrative album cover containing a figure using everything they have learnt throughout the module
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.
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.
This module will look at how technology can be used positively to create, display and communicate a message to the wider world. Students will also create their own mask showing a message about climate change. Mark making, (technology based problem solving). Students will have freedom to specialise in a number of digital, craft and textile based methods.
Bauhaus Movement Historical Artists studied
Assessment
Justin Guargilia, El Anatsui, Lin Ting, Olafur Eliasson, Andreas Gursky, Agnes Denes , Edward Butinsky, Andy Goldworthy
Contemporary (Julian Opie) Frida Kahlo , Lucian Freud
Through sketchbook work, classwork and trials
Esher, Da Vinci, Antonia Gaudi Contemporary Todd McLellan’s, Jim Dine, Sonia Delaunay (Fashion/ Architecture: Marchesa, Morana Krayec, Zaha Hadid, Issey Miyake, Guy Larouch). Frank Gehry, Carlos Scarpa
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’ 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
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
Biomorphic Structure Students will be encouraged to think about how Biomorphic could be explored and thought about in terms of Fine Art. (Here they will explore painting, printmaking, sculpture and other materials.
Summary of Content
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 and own ideas.
Project refinement and presentation
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.
Mind Map and mood boards Artist Research pages, researching from books and the internet. Techniques
Measuring and scaling objects from life, Shading techniques. Creating your own composition. Printmaking—Lino and
Artists studied
Assessment
Various—Students are encouraged to use the Art department website, books, pinterest and visit galleries in order to find their own artists. Some artists will be provided by teachers in workshops and if students are stuck.
Through sketchbook work, classwork and trial’s
https://ocr.org.uk/Images/220463-specification-accredited-gcse-art-and-design-j170-j176.pdf
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.
Topic
Summary of Content
Term 1
Term 2
Term 3
Year 11 mock project
OCR Externally Set Project including final 10 hour exam.
Portfolio Externally Set task
40% of GCSE ART grade
10 Hour Exam and hand in all coursework
Students to select one of the department set titles Students 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 internally set task in January.
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. 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 the week after Easter.
Assessment
Through sketchbook work, classwork, trials and final examination
https://ocr.org.uk/Images/220463-specification-accredited-gcse-art-and-design-j170-j176.pdf
Sixth form students should be independent thinkers, driving their project forward with their own creative ideas, time outside of lessons contextualising their work with relevant artist research, art history and world events. The more we see in terms of galleries and visits to inspirational locations, the more we read in Journals and books the more ideas we will get in return. 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. Painting, drawing, printmaking and model making 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. Personal projects will be selected from a number of themes such as Narrative, Experimental Imagery, Abstraction and Human Form. There is also the opportunity for students to develop their own title with the guidance from their teacher(s). Students will begin to research their chosen theme in literature in order to produce a related study essay, contextualising their visual investigation.
Term 1
Topic
Term 2
Workshops and Title selection or generation
Term 3
Continue with of Portfolio Project (Abstraction/ Narrative in Art/ Human Form). Critical and Contextual Studies
Initial workshop period of 5 weeks focusing on key skills:
Critical and Contextual Studies, these are not limited to areas such as the below: -Feminism and Art
Lino and Intaglio Printmaking.
-The Body and Art
Drawing from real life
-Narrative and composition in Fine Art
Soft Pastel
Summary of Content
Group Photography and composition (Masks)
Analyzing Key Texts, these vary but may include:
Photoshop and collage manipulation
-John Berger (Ways of Seeing).
Painting with oils Artist Research Pages.
Essay Writing: -How to reference using the Harvard referencing system.
-Writing an Art essay. ‘Is Photography Art’ -Prepping for related study linking to portfolio component. Building a Blog of gallery visits and inspirational places.
Assessment
Continued Assessment of Portfolio with listed feedback, checking and interventions where needed.
Sustained piece
Related Study
Portfolio component
https://www.ocr.org.uk/Images/170210-specification-accredited-a-level-gce-art-and-design-h600-h606.pdf
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. Their fine art skills should be refining, by year 13 students may have chosen to focus on an area of making art such as digital art or animation, painting, printmaking sculpture or continue to explore a number of techniques. Students should have rigorous organisation and time management skills in order to develop and perceptively explore their chosen theme. 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,
Term 1
Topic
Summary of Content
Term 2
Term 3
Portfolio Component (Various Titles)
Externally Set Task handed out in February
Focus on acting on old feedback to improve
Improving Portfolio Component 1 in own time.
Portfolio Component 1.
Work on prep work for the exam ‘title’ chosen. 15 Hour Art Exam: A-Level Art will likely end around May
First Paragraph of ‘related study due’. Assessment
Continued Assessment of Portfolio with listed feedback, checking and interventions where needed.
15 hour Exam 3 days
https://www.ocr.org.uk/Images/170210-specification-accredited-a-level-gce-art-and-design-h600-h606.pdf
Alongside developing their knowledge base over time, students will be simultaneously acquiring the skills required to demonstrate this knowledge and further deepen their learning. The interplay between skills and knowledge is important, not just for examination success but also to allow students to develop as confident and independent learners. The following skills are developed within each student's journey through the Art curriculum and are assessed regularly throughout the academic year:
Develop ideas and awareness
- A exceptional ability to develop work through ,multiple stages, materials and processes working to a ‘professional’ finish
Refine work and explore materials, tools and techniques
- A exceptional ability to refine work in a reflective and thoughtful manner, showing true craftsmanship and understanding of materials and techniques
Record ideas and observations
- A exceptional ability to record in different ways; drawing, making and other forms and reflect on these choices critically and with maturity
Present a personal response relating to project
- A exceptional ability to present work imaginatively or selectively to an exceptionally high standard
Analysis and synthesis
- A exceptional ability to demonstrate analytical and cultural understanding, using specialist language - Fluent ability to develop your work through different stages
Link to full A Level and GCSE Skills Assessment Grid for Art