Art Department Overview 2018

ART & DESIGN DEPARTMENT 2017-18

Presentation to CLT May 2018: A bit of what we’ve done this academic year!

Highlights 2017-18

Aim: Provide enriching activities, extra– curricular activities and raise Art’s profile

Gallery visit: Shanghai Photofairs with year 11, 12 and 13 students.

Artist workshop: Glen Clarke worked with students and discussed his practice of creating metaphors with found objects in order to raise awareness through art.

Dulwich Talks: Painting Without Borders workshop inspired by the work of Alexa Meade.

Artist workshop: Damian Siquieros Year 12 workshop.

DCI Diversity: Disney Animator Aaron Blaise introduced Year 12 Visual Art and Film students to animation techniques.

Year 10 work created for the Jinqaio Lantern Festival with Dana winning the Excellent Creation Award.

Collaboration: We were asked by Grosvenor to create work for their Shanghai office. The work was completed in a CCA by students in Years 8-13

Staff and students helped make puppets, rocks and tanks for Senior School Production,

Additional CCAs

Selected Press 2017-18

Success: 

Student leadership of CCAs and high volume of students each week

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Engagement with a real client/ audience

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Expert practitioners sharing skills

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Scope and quantity of CCAs and staff commitment to them

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Opportunity to showcase what we do to a wider audience (thanks Marketing!)

New studios to work in!

Challenges: 

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Raising student participation in Production and ensuring opportunities are meaningful and educational

IT provision for Diversity workshops next year Making contact with suitable artists and designers for specialist workshops

Future Plans:  

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Damian Siquiros approached by DCI to be part of Diversity Aaron Blaise returning and will work with GCSE Graphic Communication students as well as Year 12 IB Collaborative artwork CCA to make work for new building (possible textiles hanging)

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Addition of GCSE/ IB Art Club

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Art Ambassadors– approached by interested students Term 3

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Secured visiting artist Ian Murphy for October 2018 (contributes to raising attainment of boys)

These images from www.ianmurphyartist.com

Key Stage 3 Key focus 2017-18 

Quality and clarity of assessment

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Broaden techniques and materials used by students

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Raise attainment of boys

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Developing visual literacy and analysis skills

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Bridging KS3 and KS4

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Underpin curriculum with history of art from a range of countries and periods

KS3 National Curriculum descriptors and levels developed by Dulwich Art Department

Examples of Year 7, 8 and 9 rubrics with Key Common Assessments

Drawing skills explanation with levels for self, peer and teacher assessment

Building confidence using art vocabulary through spoken activities before embarking on written analysis.

Increasing short spoken activities requiring accurate use of vocabulary and analysis skills.

Decreasing formal written analysis (from 5 per year to 3)

New Technique:Year 8 Lino Printing

New Technique: Surrealism– from Photoshop to painting techniques

New Technique: Vanitas (acrylic on canvas)

New Technique: Dry point etching

Year 9 GCSE style unit (stimulus for 2018-2019)

Success: 

Increased clarity in assessments through use of rubrics- We moderated work for Dulwich Puxi and shared our rubrics

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Engagement with a broad range of materials

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Boys and girls engagement improved with process based techniques

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Year 9 GCSE style unit

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More digital skills at KS3 in preparation for KS4

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More painting skills at KS3 in preparation for KS4

Challenges:  

Need to look at simplifying language of rubrics IT provision and lack of space for our macs in new building could hinder digital and graphics in KS3 curriculum

Future Plans: 

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Rewriting GCSE style unit to make it accessible to potential Graphics and Fine Art students Using NSEAD guidelines to assess after levels

Year 7 carousel– developing Graphics Unit, potentially in response to a real brief such as branding for school water bottle Develop visual literacy and analysis skills in KS3 through revised analysis framework and choice of ways students can evidence skills

Key Stage 4: GCSE Key focus 2017-18  

Implement new GCSE spec Raise attainment at GCSE– focus on Graphic Communication course

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Raise boys’ attainment at GCSE

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Accuracy of assessment using new Assessment Criteria

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Identify and resolve weaknesses in current curriculum in light of new spec

New spec requires students use annotations; in the past it was simple considered good practice.

Analysis framework helps students plan their research and organize their analysis.

It is used in conjunction with a keyword list to develop literacy and support...

AO1 (develop ideas through investigations which show critical understanding of the context of sources) AO3 Record relevant ideas observations and insights

AO4 Present a meaningful response that demonstrates understanding of visual language

Examples of work by iconic designers introduced to year 10 in order to raise engagement and fulfil AO1 (critical understanding of the context of own ideas and the sources that have informed them).

Experiments by Year 10 students

Examples of student typography design work and the development of the font into a digital font and fulfil the requirement for ‘drawing’ across all endorsements

Planning for 2018-19 Term 1 introduction to skills and techniques as per Edexcel recommendation

Success: 

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Attended GCSE standardization meeting and used examples to assess against Used examples to identify weaknesses and rewrote units for 2018-19 Moderated all GCSE coursework and examination portfolios as a department; agreed all marks

Sent exemplar work to Dulwich College Shanghai Puxi

Challenges: 

Student access to Photoshop (Graphics) and art materials (Fine Art)

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Student time spent in studios vs. time needed to create quality work

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Fear of ‘making mistakes’ in both students and teachers!

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New spec is designed to make GCSE more ‘challenging’

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1-9 grading; student and parent misconception that 9 is equivalent to A*

Future Plans: 

Attending Raising Attainment in the Art GCSE June 2018, London

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Continue to develop

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Emphasize observational drawing and engagement with objects to enhance skills Focus on purposeful and good quality experimentation and how to develop work which meets the upper level descriptors (risk-taking, unexpected, inspired, insightful, extraordinary)

Key Stage 5: IB Diploma 

Key focus 2017-18  

Raise Attainment in Comparative Study component (20%) Implement recommendations from Examiners report February 2018

Exhibitions of Year 12 work in the IB Common Room and Main Reception 2018

Success: 

IB Art Show; large turn out

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Introducing CS in year 12 instead of 13 in line with IB reccomendations

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Library/ research sessions with Librarian to help students access academic sources

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Created artworks for Uganda Peace Center quiz night

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Year 12 show in IB common room

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Students specializing in 1 or 2 media to enhance skills

Challenges: 

Examiners Report (February 2018): 1) Teacher led project outcomes should not be included in the Exhibition 2) Most successful candidates curated an exhibition of work which had visual AND conceptual links and fewer art making forms 3) Most successful Process Portfolios included 4 full projects (previously best evidence from several projects)

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Volume of work and depth of analysis compared to GCSE

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Several students reluctant to use studios non–class time

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Uganda Peace Center sale pieces fulfils few assessment critera (PP criterion A)

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Students find art historical research challenging

Future Plans: 

Uganda project to become CAS CCA

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Introduce 2 week intro to history of art in Europe, Asia and America to give students overview and help develop research skills and enrich PP and CS