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GCSE Art

What does this subject involve?

Develop your creativity and imagination through visual, tactile and sensory experience, develop practical, technical and critical skills and use visual and tactile language to communicate ideas, feelings and meanings, explore ideas and meanings in the work of modern masters, contemporary artists, craftspeople and designers. You will learn about the roles and functions of art in different times and cultures. Along the way you will: - develop skills in 2D and 3D materials; have fun; become a resilient and reflective artist; create original outcomes; experiment with a range of techniques and media, including: - paint, illustration, photography, print-making, sculpture, Photoshop; develop your own style, identifying personal strengths.

Why should I choose this subject?

Art makes you happy; coursework teaches you self-discipline; art marks are not solely dependent on an exam; good marks impress, no matter what; studying Art improves performance in other subjects; those with a wide skill set have an advantage, in any career; secondary school students can achieve recognition while studying.

What skills will I need to succeed in this subject?

Creativity; open-minded to try new things; perseverance; commitment; resilience; independence.

Where could this subject take me in the future?

Post 16, A-Level or BTEC courses leading on to Art Foundation, Apprenticeships and Degrees. Jobs within the field such as: -Jewellery designer, Architect, Fashion Designer, Teacher, Gallery Curator, Illustrator, Product Designer, Engineer, Makeup Artist, Games Developer.

Who can I talk to for more information?

Miss Rawson, Miss Pickup, Mrs Clarke.

Students are expected to invest in the following equipment: - A3 folder, A3 Sketchbook, coloured pencils, Watercolours, paint brush, sharpener, rubber, range of tonal pencils.

 

Key Stage 3 

During year 7 pupils will discover the world of Botany. Throughout this unit of work they will develop their skills and understanding of the following:

  • Composition
  • Colour theory (primary; secondary; harmonious; contrasting; warm; cold)
  • Tone and form (use of ellipses to accurately recreate perfume bottle- baseline assessment).
  • Transformation (applying cactus structures to their perfume bottle drawing).
  • Design ideas (use of ‘Roll-a-cactus’ to aid decision making and creative process).
  • Application of collage and pattern (use of mark-making to create a collaged pattern sheet; demonstrate understanding of contrasting/harmonious colours).
  • Sculpture construction (pupils will use newspaper and cardboard to create their unique cactus creations).
  • Plant cells (demonstrating understanding of colour theory).
  • Printmaking (using chapattis to create prints in the style of Adam Frezza and Terri Chiao).
  • Encyclopaedia entry (descriptive and informative card to create a book of imaginative cactus species).

What type of homework will be set?

  • Weekly drawing tasks to build up their core skills
  • Research analysis

How will students be assessed in Art? 

  • In 2D
  • In 3D
  • Analysing practitioners and artists.
  • Peer
  • Self
  • Formative
  • Summative

How can parents support their child’s learning at home?

  • Access to a computer with internet
  • A quiet place to work undisturbed
  • Simple resources-colouring pencils, scissors, glue, pencil, sharpener, rubber.

Year 8 students will go on a personal exploration of inspirational and historical characters in the journaling style of artist come activist and journalist Dan Eldon. The students will have a cultural and diverse experience.

Students will: 

  • Gain an understanding of the importance of a narrative as an artistic discipline by using inspirational come historical character’s stories and re-creating them in a visual way.
  • Developing their research skills by taking an in-depth look at a range of diverse people from Nelson Mandela to J.R.R. Tolkien. This is to help to facilitate the creation of a journal as if they are the storytellers themselves.
  • Develop their practical skills by mastering a Japanese method of book binding to create their own sketchbooks.
  • Closely analyse a myriad of artist’s and explore a variety of techniques. The students will use this information to tell the story of their chosen person while developing their drawing skills. They will accomplish this by focusing on; shape, proportion, perspective, tone, painting with acrylic and watercolours whilst incorporating colour theory. A variety of techniques, composition through collage, mixed media, analytical and annotation skills will also be widely utilised.

To explore and develop these skills they shall be emulating artists and their chosen techniques such as:

  • Creating their own collage in the style of Dan Eldon and his use of juxtaposing images in order to tell a visual story.
  • Exploring the physical journey of their character’s by looking at artists and designers Nate Padavick and Salli Swindell who create maps that closely illustrate the movements of their own characters. Included in this will be the exploration of how to use and create appropriate typography.
  • How to use a ‘found item’ and give it a new meaning in the style of artist Tom Philips, drawing inspiration from his work ‘A Humument’.
  • Observational drawings of and important objects related to their character.
  • Poetry into portraiture looking at designer Stefan Sameister.

To name but a few. 

What type of homework will students be set?

  • Weekly drawing tasks to build up their core skills
  • In depth research
  • Composition tasks 

How will students be assessed?

  • In 2D
  •  In 3D
  • Analysing practitioners and artists.
  • Peer
  • Self
  • Formative
  • Summative

How can parents support their child’s learning at home?

  • By encouraging the Arts
  • Opening up discussions about the artist they are studying
  • Watching cultural broadcasts
  • Taking advantage of local exhibitions

 

Key Stage 4

Year 9 Students will be broadening their understanding of Animals in Art. Over the year they will investigate Artists and practitioner’s use of this large subject matter through illustration, design and 3d modelling. Students will have the opportunity to undertake a range of new techniques and skills as well as developing and embedding existing ones; such as observational drawings, mark making, pattern design, cardboard construction. as well as the  production of engaging research pages. Alongside the project pupils will be asked to engage with a range of appropriate contemporary artists and craftspeople to put their work into context. Artists such as Julia Rothman, Erica Il Cane, Luis Pablo (oaxacan) and Zim and Zou will provide an exciting insight and challenge to the students work. This module of study will allow pupils to be creative, original and an independent enquirer while underpinning the main Art and Design objectives: - Research, Develop, Experiment, Analyse, Refine and Personalisation.

By the end of this project pupils will:

  • Students will have become competent at creating repeat patterns and designs through both practical and digital techniques.
  • Students will have increased confidence in creating high level, engaging artist’s research pages.
  • Students will be able to construct simple 3d structures.
  • Students will gain a sound understanding of a particular culture, and how they use mark making and pattern to tell a narrative.
  • Student’s skills in observation will improve.
  • Students will understand how marks are awarded in Art GCSE.

Year 10 students will learn Grayson Perry, contemporary artist and winner of the Turner Prize. His work primarily focuses on identity for which he uses an abundance of media to explore this every changing theme. Students will be taking inspiration from Perry and his artistic process by creating a character and all facets of that characters life from; how they look, their experiences, feelings and their ultimate dream house that reflects this person. This person will be their ‘dream self’. The students will have to create their journey of how they want to get to be this person who has this dream existence. Each section is a mini project in its own right that has its own assessment objectives 1 – 4. This means that they will have completed a structured creative process four times within the year putting them in a good possession for their exam prep. This will count towards the 60 per cent of coursework working through assessment objectives 1 – 4.

 

1.1 Aesthetic imperatives

This will begin with portraiture looking at a variety of artist’s, styles, creating the aesthetic look and how they wish to be perceived through a final piece that can be presented in any way they wish. This is how Grayson Perry begins much of his work.

 

1.2 Wear Your Heart On Your Sleeve

Like St. Martins student’s designing Perry’s alter ego Claire’s clothes, students will then design a perfect outfit to represent themselves drawing inspiration from designers such as Alexander McQueen. They will explore the idea of how they can show their character’s personality through clothing using their own interests and emotions as inspiration whilst developing this into a design for an individual line of clothing.

 

1.3 Once Upon a time

As the student’s by now will have a clear understanding of their characters personality, they will construct a narrative arc for their dream story of what they want from life. Students will look at Grayson Perry’s ‘Walthamstow’ tapestry and ‘Vanity of Small Differences’ to encourage ideas away from consumerism and something with greater existential values of life. This will run alongside the exploration of class and basic Freudian theory on ‘The Id, Ego and Superego’.

 

1.4 Dream House

The scheme culminates in students designing a dream house, which incorporates the story they have created for themselves. They will be based on Grayson’s ‘Dream House’ for Julie and the student’s will have to look at a plethora of architects, hopefully leading to the building of a small model.

 

Year 11 students will go through the creative process to create a unique Brand as well as an A2 poster and either a menu or a product list for either a diner, tearoom, sweet shop or health food shop. We will be focusing on how to use the artistic ability in a functional way to advertise and to begin to understand its conventions. The basis of this will be rooted in the Pop Art movement, which embraced and challenged consumerism that came to fruition in the 1950’s and 60’s in the western world.

 

Assessment objective 1 

Students will research and explore the techniques of artists such as:

  • Wayne Thiebaud
  • Tjalf Sparnay
  • Andy Warhol
  • Kate Brinkworth
  • Sarah Graham
  • Martin Parr

Assessment objective 2

  • Experiment with a personal selection of techniques, materials and themes related to food:
  • Drawing – proportion, shape, texture, shade, perspective and mark making.
  • Painting – using acrylic and watercolours whilst experimenting with a variety of techniques.
  • Photoshop – basic layering, filters and type.
  • Lino printing and collage.

Assessment objective 3

  • Students will choose their own focus of either a; tearoom, diner sweet shop or health food shop.
  • They will develop ideas drawing inspiration from using characters popular in literature, advertising and from well know food outlets and companies.
  • Students will utilise planning to show continuity throughout the ideas process.
  • They will experiment with composition using posters from the Pop Art, Art Deco and Nouveau movements.
  • Students will use and create appropriate Typography for the purpose of their ideas.
  • All preparation work will be gathered and turned into a handmade book by my students.

Assessment objective 4

Students will create their informed final pieces drawing inspiration from their findings of the pervious 3 assessment objectives. These will culminate in:

  • An A2 poster to advertise.
  • A brand design.
  • A menu or product list.

What type of homework will be set?

  • Analysis of practitioners and own work
  • Gathering stimulus for lessons
  • Design ideas
  • Completion of class work
  • Independent drawing studies

How can parents support their child’s learning at home?

  • Encourage student to be open to new ideas and all cultures
  • Asking about what they are doing
  • Valuing the subject
  • Taking the time to look through and praise their child’s achievement
  • By encouraging the Arts
  • Opening up discussions about the artist they are studying
  • Watching cultural broadcasts
  • Taking advantage of local exhibitions

How will students be assessed?

Against the AQA GCSE Assessment Objectives