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 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 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 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. 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 progressed with their creative studies at University or continue with apprenticeships. 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
Term 1
Term 2
13
Finish related study and portfolio of work
Externally set task
Skills Term 3 Finish externally set task 15 hour exam
OCR Externally Set Project including final 10 hour exam. 40% of GCSE ART grade
10
9
8
7
Student choice of titles
Art Through History
Perspective, Scale and
What is Art ?
Proportion
What is an art movement?
The Professional Artists
Creepy crawly printmaking
10 Hour Exam and hand in of all coursework
Project Pathway
Architecture
Insects
Personal project portfolio
Narrative and composition Building a portrait
Iconic Objects
Portraits- 2D to 3D
painting project
Proportions
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
Project pathway
Sustained investigation into an area of visual arts
Record ideas and observations
11
Select portfolio title
Develop ideas and awareness
12
Refine work and explore materials, tools and techniques
Related study
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;
Historical; Artists studied
- Paul CĂŠzanne, 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 throughout History This unit 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 Unit 2: Narrative and composition Students will have an opportunity to explore Contemporary portraiture through collage and digital exploration on Photoshop. Unit 3: Perspective, Scale and Proportion. The unit will hopefully get pupils to think about the world around them and that everything is designed and modelled through some creative way.
Term 1
Term 2
Term 3
Narrative and composition
Perspective, Scale and Proportion
Building a portrait
The Professional Artist or Designer
Art Through History Topic
What is Art ? What is an art movement? Art Styles
Summary of Content
Techniques
Artists studied
Students explore some of the key art movements Students will have an opportunity to explore from the last 100 years and create their own Contemporary portraiture through collage and responses to the works. 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 encouraged to research and be Students will be asked to create a narrative critical of artists and their work, offering their album cover containing a figure using everything own opinions on what makes an art piece a work they have learnt throughout the module 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 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.
Critical thinking, Art history, Paint application, creating your own designs in the style of an artist or art movement.
One point and two point perspective, foreshortening of objects, scaled drawings, fashion sketching.
Proportions of the face and body. Rule of thirds, collage, grid method. Layout and design techniques. Typography and colour theory.
Historical
Bauhaus Movement
Georges Seurat, Salvador Dali, Max Errat, Andre Derain, Henry Matisse, Charles RenĂŠ Mackintosh, Roy Lichenstien, Richard Hamilton, Andy Warhol
Historical
Contemporary
Contemporary (Julian Opie) Frida Kahlo , Lucian Freud
Damian Hurst, Cornelia Parker, Tracey Emin, Rachel Whiteread. Assessment
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
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’ Students 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.
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.
Artist Research pages, researching from books and the internet. Keeping a Bibliography Measuring and scaling objects from life.
Techniques
Shading techniques. Creating your own composition. The use of light to create atmosphere through Photography
Artists studied
Assessment
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
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 in
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, 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. 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.
Term 1
Term 2
Students Select own topic or use one of the following: Topic
Term 3
Continue with of Portfolio Project (Abstraction/ Narrative in Art/ Human Form).
Abstraction Narrative in Art
Critical and Contextual Studies
Human Form Initial workshop period of 5 weeks focusing on key skills: Lino and Intaglio Printmaking. Drawing from real life
-The Body and Art -The use of pigments in Art History, Egg Tempera Lesson.
Soft Pastel Group Photography and composition (Masks) Photoshop and collage manipulation Summary of Content
Critical and Contextual Studies: -Feminism and Art
Painting with oils
-Grayson Perry, (Narrative). Analysing Key Texts: -John Berger (Ways of Seeing).
Artist Research Pages. Begin Topic (Abstractions/ Narrative in Art/ Human Form) with an emphasis of related studies linking to all practical work.
- (Experiencing Architecture) 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.
Assessment
Continued Assessment of Portfolio with listed feedback, checking and interventions where needed.
Sustained piece
Related Study
Year 12 Trial Week Start Mon 10th June 2019
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. 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. 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
Term 2
Term 3
Continue on topic, Topic
Summary of Content
-Abstraction
Exam Paper given out 1st Feb.
-Narrative in Art
Choice of 5 OCR Titles.
-Human Form
(Steet, Plastic, Nocturnal, Silver, Archaeology- 2019).
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: ART ENDS Monday 13th MAY 2019.
First Paragraph of ‘related study due’. Assessment
Continued Assessment of Portfolio with listed feedback, checking and interventions where needed.
15 hour Exam Thur-9th May
Marking days: 16th + 17th May. Deadline OCR: 31st May
Fri-10th May
Exhibition: 13th June
Mon -13th May
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