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
Engagement with a real client/ audience
Expert practitioners sharing skills
Scope and quantity of CCAs and staff commitment to them
Opportunity to showcase what we do to a wider audience (thanks Marketing!) New studios to work in!
Challenges:
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:
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)
Addition of GCSE/ IB Art Club
Art Ambassadors– approached by interested students Term 3
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
Broaden techniques and materials used by students
Raise attainment of boys
Developing visual literacy and analysis skills
Bridging KS3 and KS4
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
Engagement with a broad range of materials
Boys and girls engagement improved with process based techniques
Year 9 GCSE style unit
More digital skills at KS3 in preparation for KS4
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:
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
Raise boys’ attainment at GCSE
Accuracy of assessment using new Assessment Criteria
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:
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)
Student time spent in studios vs. time needed to create quality work
Fear of ‘making mistakes’ in both students and teachers!
New spec is designed to make GCSE more ‘challenging’
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
Continue to develop
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
Introducing CS in year 12 instead of 13 in line with IB reccomendations
Library/ research sessions with Librarian to help students access academic sources
Created artworks for Uganda Peace Center quiz night
Year 12 show in IB common room
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)
Volume of work and depth of analysis compared to GCSE
Several students reluctant to use studios non–class time
Uganda Peace Center sale pieces fulfils few assessment critera (PP criterion A)
Students find art historical research challenging
Future Plans:
Uganda project to become CAS CCA
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