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, 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:

What type of homework will be set?

How will students be assessed in Art?

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

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:

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

To name but a few.

What type of homework will students be set?

How will students be assessed?

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

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:

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:

Assessment objective 2

Assessment objective 3

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:

What type of homework will be set?

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

How will students be assessed?

Against the AQA GCSE Assessment Objectives