In Art, Craft and Design we believe passionately that every student should have the opportunity to discover their skill and preferred media. They should be given the chance to explore and develop so that they can create work with sense and meaning.
This booklet has been produced to allow you and your parents to have an overview of what you will be doing in Art, Craft and Design over the next three years. It is structured in such a way that allows the individual to develop at a steady, preferred pace (Parents should be aware that while there is some order to the assignments each teacher will need judge which order they feel is best for the students in their class (this may mean that students produce work considered to be for more advanced pupils).
The Art student will be able to choose the best time to do personal study* work at home during each assignment. The quantity of work may vary according to what the student feels is appropriate and able to give them enough information to continue their Art work in school.
During their time in the Art, Craft and Design area students will work on individual pieces as well as doing group activities. The expectation is that all Art students help and advise each other and give constructive criticism when asked.
You will be given a work journal at the start of the year. You will be using this to record information, experiments and experiences in the form of a ‘visual diary’. It is vital, therefore, that you bring it to every Art session so that you can use it to help your work progress. Consider all your work and annotate (label) it, showing what has and hasn’t worked, as well as your thoughts and possible improvements you could make to the process. By doing this you will be able to see how you have developed and grown as an artist.
The Art, Craft and Design area is always available for personal study time and staff members are willing to help whenever possible.
The New Secondary Curriculum is more centred on allowing students the opportunity to discover and engage with Art, making it relevant to their own lives. We would hope that every child will be able to enjoy and appreciate the world around through their experiences and discoveries in Art, Craft and Design.
*Personal study means work that you are unable to do during the lesson because you either don’t have time or the necessary resources are unavailable to you.
THE NEW SECONDARY CURRICULUM IN ART AND DESIGN
Key concepts
There are a number of key concepts that underpin the study of art, craft and design. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1 Creativity
a. Producing imaginative images, artefacts and other outcomes that are both original and of value.
b. Exploring and experimenting with ideas, materials, tools and techniques.
c. Taking risks and learning from mistakes.
1.2 Competence
a Investigating, analysing, designing, making, reflecting and evaluatingeffectively.
b Making informed choices about media, techniques and processes.
1.3 Cultural understanding
a. Engaging with a range of images and artefacts from different contexts, recognising the varied characteristics of different cultures and using them to inform their creating and making.
b. Understanding the role of the artist, craftsperson and designer in a range of cultures, times and contexts.
1.4 Critical understanding
a. Exploring visual, tactile and other sensory qualities of their own and others’ work.
b. Engaging with ideas, images and artefacts, and identifying how values and meanings are conveyed.
c. Developing their own views and expressing reasoned judgements.
d Analysing and reflecting on work from diverse contexts.
Key processes
These are the essential skills and processes in art, craft and design that pupils need to learn to make progress.
Explore and create
Pupils should be able to:
a. develop ideas and intentions by working from first-hand observation, experience, inspiration, imagination and other sources
b. investigate how to express and realise ideas using formal elements and the qualities of a range of media
c. make purposeful images and artefacts, selecting from a range of materials, techniques and processes
d. draw to express perception and invention, to communicate feelings, experiences and ideas, and for pleasure
e. explore and develop ideas using sketchbooks, journals and other appropriate strategies.
Understand and evaluate
Pupils should be able to:
a. use research and investigative skills appropriate to art, craft and design
b. appreciate how codes and conventions are used to convey ideas and meanings in and between different cultures and contexts
c. reflect on and evaluate their own and others’ work, adapting and refining their own images and artefacts at all stages of the creative process
d. analyse, select and question critically, making reasoned choices when developing personal work
e. develop ideas and intentions when creating images and artefacts
f. organise and present their own material and information in appropriate forms.
NEW SECONDARY CURRICULUM - LEVEL DESCRIPTORS
Level 4
Pupils use a variety of approaches to explore and experiment with ideas, information and resources in order to develop their intentions. They investigate and develop a range of practical skills and use the qualities of materials and processes purposefully to suit their intentions when designing and making. They compare and comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these to the contexts in which the work was made. They discuss their own work and that of others and consider how they might adapt and refine their ideas, skills and processes.
Level 5
Pupils take some creative risks when exploring, experimenting and responding to ideas and selecting information and resources in order to develop their work. When designing and making, they develop and
use their technical knowledge and skills to manipulate the qualities of materials, processes and the formal elements appropriately. They consider and discuss the ideas, methods and approaches that are used
by artists, craftspeople and designers, relating these to both context and purpose. They evaluate their own work and that of others, reflecting on their own view of its purpose and meaning. They are able to adapt and
refine their ideas, processes and intentions.
Level 6
Pupils accept creative risks, exploring and experimenting with ideas independently and inventively and using a range of appropriate resources imaginatively to develop, design and make work. They apply their
technical knowledge and skills to realise their intentions, using the qualities of materials, processes and the formal elements effectively. They interpret and explain how ideas and meanings are conveyed by
artists, craftspeople and designers, recognising the varied characteristics of different historical, social and cultural contexts. They provide a reasoned evaluation of the purpose and meaning of their own work and
that of others. They use their critical understanding to develop their own views and practice.
Level 7
Pupils learn from taking creative risks that help them to form and develop their ideas and to create purposeful, imaginative work with some originality. They demonstrate confident understanding and use
of materials, processes and the formal elements, combining these thoughtfully to realise their intentions. They analyse and comment on their own and others’ work, appreciating how codes and conventions are used to express ideas in different genres, styles and traditions. They explain how and why their understanding of the work of others affects their own ideas, values and practice.
Level 8
Pupils develop, express and realise ideas in often original ways, confidently exploiting what they learn from taking creative risks and from their understanding of creative processes. They exploit the potential of materials and processes independently, making both intuitive and analytical judgements to develop and realise their intentions. They analyse, engage with, and question critically aspects of their own and others’ work, identifying how beliefs, values and meanings are expressed and shared. They confidently express reasoned judgements about their own work and that of others, demonstrating analytical, critical and contextual understanding.
Exceptional performance
Pupils are in command of their creative practice, recognising and using a variety of strategies to develop ideas that are personal, original and imaginative. They use the differing qualities and potential of materials and processes with deliberation and maturity in order to create work that successfully fulfils their intentions. They critically engage with their own and others’ work, identifying why ideas and meanings are subject to different interpretations and using their understanding to extend their thinking and practical work. They extend their ideas and sustain their investigations by responding to new possibilities and meanings. They communicate their own ideas, insights and views.
What you will learn in Art at KS3 and beyond:
Skills
Knowledge
Concepts / Genres
Attitudes to work
Document (work journal)
Making
Investigating
Observing
Recording
Evaluation
Visual Literacy
Designing
Presentation
Discussion
Painting
Drawing
Researching
Enlarging
Collage
Printmaking
ICT
Ceramics
Textiles
Sculpture
Life Drawing
Mixed Media
Tradition and contemporary Art
Western and Non-Western Cultures
Responding to the work of others
Vocabulary
Use of methods and materials
Art in the environment
Form
Shape
Tone
Line
Pattern
Colour
Composition
Theme
Mood
Imagination
Symbolism
Expression
Atmosphere
Texture
Scale
Landscape
Portrait
Still Life
Abstraction
Exploratory
Imaginative
Independence
Creativity
Confidence
Development of ideas
Investigation
Team working
Responding to ideas
Task 2 – (A3 paper) – listen to different types of music and choose the right media to make marks that show the mood and rhythm of the piece. Do at least 5 different types of media on one page.
Task 3 – Choose an everyday object and do a study of it using one of the techniques and media you have investigated.
Task 4 - (work journal) – double page. Investigate the work of Wassily Kandinsky. You should show at least one copy of the artists work (or part of their work), some facts about the artist and what influenced the work. Comment on the media used and what the artist was trying to achieve.
Task 5 – Copy one of Van Gogh’s ink drawings using the same marks (you can use pen if you wish)
Task 6 – (demonstration about clay) take notes in your work journal. You will need to produce a worksheet from your notes to help when you make your own.
Task 7 - Produce a name plate using mark making and texture to decorate the letters.
Task 8 – Investigate the colour wheel for Art (fig. 1) - (different to the science colour wheel). You should draw and paint a colour wheel in your book showing primary, secondary and tertiary colours.
Task 9 – Paint 3 rectangles showing the complementary colours (as shown on the sheet fig 2)
Task 10 – Draw out a rectangular box with 8 squares. Paint a warm colour in the left box and gradually add a cool colour.
Task 11 – Draw one box. Try to get as close to black only using the primary colours.
Task 12 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
Task 1 – (presentation and discussion about the portrait) consider the possible questions you could ask about your own and other’s work (you can use the ‘what, when, where, why, how, who’ sheet to help) and write them in your work journal.
Task 2 – Measure the proportions of the head, with a partner and record your findings in your journal.
Task 3 - (work journal) Working with your teacher (and from the ‘mapping out a face’ worksheet) produce an outline of the face and facial features.
Task 4 – (work journal) Work from a photograph of a member of your family. Sketch out the face and add detail (work from the sheet ‘drawing facial features’).
Task 5 – Using Van Gogh’s ‘self portrait with bandaged ear’ look at a small section and copy the colours and texture you see with oil pastels.
Task 6 – (On A4 cartridge paper) copy or trace the sketch of a member of your family and colour it in oil pastels as a response to Van Gogh’s work.
Task 7 – Scan or photograph your finished portrait and, using a computer change it into your own version of a Julian Opie style picture.
Task 8 – using polyprints, produce an A5 print of one of the portraits you have done during this assignment. Start with a linear print (2 or 3 prints) then add some shading and texture and do 3 – 5 prints. *remember to work the wrong way round!
Task 9 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
At the end of this assignment your work journal should show that you have: Considered a number of questions about your own and others work / Measurements of a persons head / a mapped out head / a tonal portrait of a member of your family / a study of Van Gogh’s colours and brushwork / an oil pastel portrait of a member of your family / a Julian Opie style portrait / 3 linear and 4 tonal prints / a review of the assignment work.
NATURAL FORM ASSIGNMENT - 8 WEEKS
Task 1 – (presentation and discussion about The Arts and Crafts movement) consider the possible questions you could ask about your own and other’s work (you can use the ‘what, when, where, why, how, who’ sheet to help) and write them in your work journal.
Task 2 – (work journal) an investigation of either William Morris or John Ruskin.
Task 3 - (work journal) a 2 page spread of studies of natural forms – this can be shells, leaves, fruit etc. Use colour and some detail.
Task 4 – (A3 Paper) Choose one type of natural form eg. Flowers and make some detailed studies using either paint (poster or watercolour), pastels or oil pastels.
Task 5 – (work journal) take one or two studies and simplify them (in the style of the Arts and crafts movement)
Task 6 – Using cut-out prepare your design for screen printing.
Task 7 – Screen print at least 4 designs.
Task 8 – (demonstration about building a slab pot) draw at least 5 rough designs for your slab pot, using rough colour.
Task 9 – Make one final design, using detail, for your slab pot.
Task 10 – Make your slab Pot.
Task 11 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
At the end of this assignment your work journal should show that you have: Considered a number of questions about your own and others work / investigated the work of either William Morris or John Ruskin / used primary source investigations to study natural form / studied one specific area of natural form / simplified a design / considered a variety of ideas and been able to review and modify your work / used cut outs / produced at least 4 screen print designs / considered a variety of ideas for a clay piece / a final, refined design / a completed slab pot / a review of the assignment work.
ENVIRONMENT ASSIGNMENT – 8 WEEKS
Task 1 – presentation and discussion of landscape artists, looking at one point perspective in particular. (Van Gogh, Constable, Patrick Caulfield, Julian Opie)
Task 2 – Investigate an artist who has worked on ‘The landscape’. Annotate with relevant information (their influences, what they were trying to show, their colour pallette). Copy an image or part of an image to illustrate their work. Consider questions about the work ‘what, when, where, why, how, who’
Task 3 – Draw a view through a window using the frame of the window to frame your work. Use colour to show depth (consider using warm and cool colours).
Task 4 – Produce a Landscape mood board. You should look at a variety of landscapes, not just the countryside.
Task 5 – One point perspective workshop. Demonstration and drawing activity.
Task 6 – Do colour sketches / take photographs from your local environment (school, home etc.) showing different landscapes. These will be used later in your assignment.
Task 7 – (A3 paper) using the images you have so far, experiment with a variety of different media. You will be choosing the medium that works best for your final piece, so you will need to show that you understand why you are using it. Show your understanding and discoveries by discussing them on the page.
Task 8 – From your findings of different media and the style of your artist you should now start to plan a few different ideas towards an outcome.
Task 9 – Produce a colour sketch of your final idea.
Task 10 – Complete your realisation / final piece
Task 11 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
At the end of this assignment your work journal should show that you have: Considered a number of questions about your own and others work / investigated composition / worked in rough to show ideas / experimented with a variety of media in sympathy with your subject and as a response to the work of landscape artists / considered depth through line and tone / investigated one point perspective / sketched and taken photographs for your theme / considered a few ideas for a final outcome, using thumbnail sketches / planned for your realisation / produced your final piece / reviewed you work and ideas.
RECYCLING ASSIGNMENT – 10 WEEKS
Task 1 – (presentation and discussion about Pop Art) consider the possible questions you could ask about your own and other’s work (you can use the ‘what, when, where, why, how, who’ sheet to help) and write them in your work journal.
Task 2 – (A3 paper) produce an investigation sheet about a Pop Artist. Include a copy of their work or a detail from one of their pieces.
Task 3 - (A3 paper) Investigate a variety of media, annotating each quality.
Task 4 - (work journal) Using recycled sweet / packaging wrappers build up a composition. Consider lettering, colour, size etc.
Task 5 – (work journal) Using a viewfinder consider the best area for you to copy. Draw some roughs in your work journal (with some rough colour) and choose the most successful. Keep your viewfinder on your chosen area.
Task 6 – (A3 paper) Draw your study to fit the page, only a line drawing at this stage.
Task 7 – (A3 paper) you may wish to copy your study using the light box so that you keep an original. Choose the most appropriate media for each piece of packaging and colour your work. You should still consider light and texture.
Task 8 – (work journal) Copy out a section of your study and enlarge in a square 15cm by 15cm.
Task 9 – Make notes during a demonstration about making a clay tile.
Task 10 – Produce a help sheet about making a clay tiles
Task 11 - You will now make a clay tile, considering background, middle ground and foreground (carve into the tile, draw on the tile and build onto the tile).
Task 12 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
At the end of this assignment your work journal should show that you have:
Considered a number of questions about your own and others work / considered composition / worked in rough to show ideas / used a variety of media in sympathy with your subject and as a response to Pop Art / enlarged work / investigated background, middle ground and foreground using clay / a high relief clay piece / a review of the assignment work.
PROPORTION AND THE FIGURE– 8 WEEKS
Task 1 - (presentation and discussion about the figure in Art) consider the possible questions you could ask about your own and other’s work (you can use the ‘what, when, where, why, how, who’ sheet to help) and write them in your work journal.
Task 11 – Enhance the images on the computer and stick them in your work journal.
At the end of this assignment your work journal should show that you have:
Considered a number of questions about your own and others work / investigated the figure using a mood board / used primary source to sketch at least 3 quick figures considering movement / made a detailed study of the figure at work / experimented with monoprinting (min 3) / made a clay maquette from your studies / worked in a team to make a final design / considered composition and lighting to take photographs / manipulated images on the computer / a review of the assignment work.
Gaudi inspired 3d assignment
Task 1 – (presentation and discussion about the work of Antoni Gaudi) consider the possible questions you could ask about Gaudi’s work (you can use the ‘what, when, where, why, how, who’ sheet to help) and write them in your work journal. Consider what he was trying to achieve and what inspired his work.
Task 3 - (work journal) Produce an investigation sheet on Antoni Gaudi showing a variety of his work and important facts about his life and influences.
Task 5 – (A3 Paper) using line, design a large
Task 6 –
Task 7 –
Task 8 –
Task 9 - Review the work you have done for this assignment and discuss your thoughts about the work of the artists you have investigated and your own discoveries in your work journal.
Design Assignment (brief) – 8 weeks
The post office has asked local artists to design a set of postage stamps based around the theme:
‘Britains Diverse Cultures’.
They will judge the designs and choose the most effective one to go to print, after you have given your presentation. Your final designs will be in 4 squares 200mm x 200mm (not including the perforated edges).
Task 1- (A3 paper) Produce investigation sheets on the work of other artists. Show how they have used design, colour, themes, ideas etc. Do copies of some of the work and discuss your findings around your designs. You should look at areas such as : Textiles, architecture, religion, ceremonies etc.
Task 2 – (work Journal) on a double page, make a ‘mood board’ showing the theme (you must look at at least 4 different cultural starting points). This should show different forms and styles of Art. Discuss and annotate your findings on your sheet.
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