Art

In Year 7, our curriculum is designed to ensure that all pupils are introduced to the basics of visual language, effectively bridging the knowledge gap between Key Stage 2 (KS2) and Key Stage 3 (KS3). Our aim is to build a strong foundation in art education by focusing on the following key areas: 

• Understanding Formal Elements: Introduce students to the formal elements of art, including line, shape, form, colour, texture, pattern, and value. 
• Skill Development: Enhance students' skills and confidence in drawing, painting, and craft. 
• Recording and Observation: Teach techniques for observational drawing and encourage students to draw from life and reference images. 
• Reflective and Analytical Skills: Guide students in reflecting on their own work and the work of others. 
• Art Appreciation: Inspire students by exploring the techniques, styles, and contributions of renowned artists. 
• Creativity and Expression: Encourage personal expression and creativity in all art projects. 

By the end of Year 7, students will have a solid understanding of the basic principles of visual language, improved technical skills, and an appreciation for the richness and diversity art. They will be better equipped to continue their artistic journey with confidence and enthusiasm as they progress through KS3. 

PROJECTS: 

Autumn: Formal Elements & Drawing skills 

• Line Drawing 
• Observational Drawing: Shape & Tone 
• Colour Wheel & Coloured Pencil Drawing 
• Mark Making - Pen Drawing 
• Pattern: Zentangle 
• Sarah Graham inspired Oil Pastel  

Spring: Locality  

• Visual Studies exploring architecture in local area; collage, pencil and pen. 
• Mark Making: Observational landscape drawing inspired by Vincent Van Gogh.  
• Sgraffito Landscape: Oil pastel artwork considering use of colour in the landscape. 
• John Piper inspired landscape exploring use of mixed media, colour and mark making.  

Summer: Steampunk  

• Learning about Steampunk 
• Steampunk Animal Drawing: Looking at the artist Steve Turner and creating a Steampunk animal focusing on drawing skills. 
• Clay Steampunk Animal. Making their animal design using clay. 

In YR8 the curriculum aims to build upon the key knowledge and skills from Year 7. By focusing on the following areas, Year 8 students will not only build upon the foundation laid in Year 7 but also develop a deeper and more comprehensive skill set that will serve as a strong basis for further artistic development.  

• Proficiency and Technical Skill: Students will continue to explore and become more proficient in using and combining a variety of materials. Building on the foundational techniques learned in Year 7, Year 8 students will learn more advanced techniques in drawing, printmaking and clay.They will use follow more complex processes in creating their art, including using grids for portrait drawing and clay construction, executing, and finishing artworks with attention to detail. 
• Sketchbooks: Students should use sketchbooks more extensively to document their observations, ideas, and experiments. This includes more sophisticated observational drawings, annotations, and reflections. 
• Knowledge and Understanding: Students will continue to critically analyse and evaluate their own and others work. They will show increasing confidence in using artistic terminology when analysing and evaluating art. 

PROJECTS: 

Autumn: Expressionism 

• Learning about the art movement Expressionism 
• Self Portrait pencil drawing using Grid Method to develop observational drawing skills 
• Creating a self portrait inspired by German Expressionists through distortion and exaggeration of line.  
• Printmaking: Creating a relief print of self-portrait in style of the German Expressionists. 

Spring: Gothic Art 

• Introduction to Gothic Art & Artist Research page on Ian Murphy 
• Mixed media Gothic architectural drawing inspired by Ian Murphy 
• Learning about Gargoyles and creating a Gargoyle pencil drawing. 
• Gargoyle clay sculpture; Developing skills in creating a 3D interpretation of their gargoyle drawing. 

Summer: Abstract Art 

• Learning about Abstract Art  
• Looking at the work of artists Frank Stella & Zio Ziegler.  
• Creating an Abstract design focusing on Shape and Composition inspired by Stella  
• Adding Pattern to Abstract design inspired by Zio Ziegler. 
• Abstract painting: Developing painting skills using acrylics and applying colour theory to work. 
• Relief sculpture: Construction of relief sculpture using painting. 

In Year 9, students will have had a good grounding in all the formal elements of colour, line, tone, shape, texture, form, and pattern. They will have experienced a wide range of media and techniques, including drawing, painting, clay, and printmaking. Sequential learning in Years 7 and 8 means that students are set more challenging work in Year 9. This helps them prepare for the rigor of GCSE and sustained work on a theme and individual pieces of work. 

In Year 9, students will be able to: 

1. Apply Formal Elements with Greater Sophistication: 
2. Master a Range of Media and Techniques: Further develop skills with traditional media such as drawing, painting, printmaking and sculpture, focusing on more complex and refined techniques. 
3. Engage in Sustained Work on Themes and Individual Pieces: Work on projects that require in-depth exploration of a theme, developing personal responses and unique interpretations.Creating artwork from a guided starting point and producing a personal outcome.  
4. Demonstrate Increased Independence and Critical Thinking: Show greater independence in their work and making informed decisions to realise intentions. Develop critical analysis skills, able to evaluate their own and others' work with insight, providing and utilizing constructive feedback. Reflect on their creative process and outcomes, continuously refining their work based on self-assessment and critique. 

By building on the foundational knowledge and skills acquired in Years 7 and 8, Year 9 students will be well-prepared for the increased challenges of GCSE Art, capable of producing thoughtful, high-quality, and sustained pieces of work. 

PROJECTS: 

Autumn: PROTESTS 

• Introduction to theme of Protest: What a protest is, reasons for a protest and different ways people can protest. Understanding how artists have used their work as a means to protest.  
• Producing emotive Self-portraits looking at the work of Jenny Saville and Guy Dening. 
• Independent Final artwork: Producing final Protest outcome using a choice of media and processes. 

Spring: MASKS (Cultural) 

• Learning about the purpose of masks and how distinct cultures use them. 
• Producing a visual study research page on cultural mask of choice. 
• Mask Design: Drawing a design of a mask inspired from chosen cultural mask imagery. 
• Maquette—small paper model converting mask design from 2D to 3D structure.  
• Relief Cardboard construction of Mask; construction and layering techniques to create mask sculpture. 

Summer: Illustration: Rainbow Goblins 

• Introduction: What is Illustration? Looking at Ui De Rico’s Rainbow Goblin story.  
• Creating a character goblin design. 
• Developing Goblin illustration using coloured pencil and watercolour:  
• Looking at the artists Stacey Rozik to develop Goblin character design using collage  
• Creating final Goblin illustration: Choice of watercolour, pencil crayon or collage or combined media 
• Landscape Design:  Setting of a story. Looking at composition and perspective. Drawing final landscape design. 
• Considering style and colour of landscape. Looking at Romantic Landscape Painters and Fauvism for inspiration. 
• Producing final Rainbow Goblin book illustration. 

GCSE Photography students are expected to develop both technical skills and creative abilities while building a strong foundation in the subject. The following outlines the key expectations for progress and achievements throughout the year: 

1. Understanding Photography Basics 

• Learn the fundamentals of photography, including camera functions (ISO, aperture, shutter speed, and focus). 
• Understand key elements of visual language such as line, form, colour, pattern, texture, and how to apply these in their work. 
• Explore composition techniques such as rule of thirds, leading lines, framing, and depth of field. 

2. Development of Practical Skills 

• Demonstrate control and confidence in using a digital camera and other photography equipment (lenses, filters, tripods, lighting). 
• Practice editing using software such as Photoshop, focusing on image enhancement and manipulation. 
• Experiment with different photographic techniques (e.g., long exposure, macro, portrait, landscape). 

3. Creativity and Concept Development 

• Explore personal themes, ideas, and concepts through photography. 
• Respond creatively to given briefs, challenges, or tasks, producing work that shows individual thought and interpretation. 

4. Research and Analysis 

• Study the work of historical and contemporary photographers to inform and inspire their own work. 
• Analyse and evaluate their own work and that of others, identifying areas of strength and areas for improvement. 

5. Personal Growth 

• Show consistent improvement in technical ability and creative thinking. 
• Take risks and challenge themselves to push beyond their comfort zone in photography. 
• Demonstrate commitment to their work, engaging in regular practice and self-reflection. 
• By the end of Year 10, students should be confident in their technical abilities and creative direction, applying this to their independent project as they transition from Yr10 to Yr11 

PROJECTS: 

Autumn: 1. HOW TO ‘SEE’ 

• Understanding the Formal elements in Photography: Focus, light, line, repetition/pattern, shape, space, texture.  
• Photoshoots exploring formal elements line, pattern, shape & texture. 
• Contacts sheets & Analysing photoshoots 
• Editing & presenting best Photographs. 

AUTUMN 2. Capturing the ordinary 

• Artist research & analysis: Edward Western & Andre Kertesz. 
• Photoshoots capturing ordinary subject matter but making them interesting through exploring composition, shadows & lighting.  
• Developing editing skills 

SPRING 1: ARCHITECTURE 

• Artist Research: Hélène Binet, Stephanie Jung and Helder Santos Kaleidoscopic art.
• Trip to London for architecture photoshoot. 
• Photographic shoots exploring Architecture. Focus on interesting viewpoints, shape, & pattern. 
• Creating work inspired by researched artists. 
• Analysing, selecting, editing & experimenting with photographs. 

SUMMER: Independent Project 

Sustained Project Overview – Year 10 to Year 11 Photography 

Students are required to produce a sustained project that meets the four assessment criteria areas. This project will continue into Year 11 and should demonstrate students' ability to independently explore a chosen theme, applying the skills and understanding they have gained throughout the course. The project should reflect their personal creative journey and ability to develop ideas through photography. 

Themes of choice: Manipulating reality, Concealment, Rhythm & Pattern, Framing, Reflections 

Key Expectations for the Sustained Project: 

1. Exploration of a Theme: 

• Choose a theme that is meaningful or interesting to you, allowing for deep exploration and personal expression. 
• Research of chosen theme thoroughly, drawing inspiration from both historical and contemporary photography, as well as other art forms if appropriate. 
• The project should demonstrate the ability to think critically and creatively about the theme, showing both experimentation and reflection. 

2. Meeting the Four Assessment Criteria Areas: 

a. Develop Ideas (AO1): 

• Show a clear progression of ideas from initial concept to final outcome. 
• Conduct in-depth research into chosen theme, including influences from photographers and artists. 
• Demonstrate critical thinking by reflecting on how ideas evolve through experimentation and research. 

b. Experiment with Media and Techniques (AO2): 

• Experiment with a variety of photographic techniques, materials, and processes to see how they can best express the theme. 
• Apply technical skills (camera settings, lighting, composition, post-production) to creatively enhance work. 
• Document experimentation and reflect on how these trials have influenced final outcome. 

c. Record Ideas and Insights (AO3): 

• Maintain detailed visual and written records of the creative process. This may include sketches, annotated photographs, contact sheets, mind maps, and research. 
• record personal reflections, inspirations, and decisions related to project. 
• Capture and analyse own photographs regularly, commenting on the successes and challenges. 

d. Present a Final Personal Response (AO4): 

• Produce a final outcome that clearly reflects chosen theme and personal interpretation. 
• Ensure that final piece shows the development of ideas, experiments, and refined skills. 

3. Present work professionally, considering layout and presentation,  

4. Independent Exploration: 

• This project encourages independent working 
• Develop ideas and concepts with minimal guidance, showing initiative in exploring new techniques and concepts. 
• Reflect on progress regularly, refining your approach where needed. 

This sustained project is an opportunity for students to demonstrate passion for photography, as well as their ability to think creatively and technically. It should be a culmination of skills, research, and personal insight, leading to a unique and meaningful final piece. 

SPRING YR11: EXAM 

Students will receive their examination paper form AQA after Christmas. They will have a choice of questions to choose one from as a starting point for an independent project. They will have time to produce 75% of their project; Research, observations, development and experimenting of ideas and plan a final outcome, which will be completed under exam conditions. 

Art, Craft, and Design – Year 10 Overview 

In Year 10, students will embark on their creative journey by developing skills in a range of media and processes. They will work on a mini project titled ‘Adornment’, focusing on the concept of decoration, enhancement, or embellishment. As part of this project, students will explore different artistic techniques and media, applying their knowledge to create unique, personal outcomes. The theme of 'Adornment' encourages students to think creatively about how objects, people, or environments can be transformed or embellished through art. 

Key Areas of Study: 

1. Exploration of Sub-Themes 

Students will begin by selecting one of the following sub-themes to focus their work on: 

• Under the Sea: Exploring the beauty, mystery, and natural forms of marine life, coral reefs, and oceanic textures. 
• Mechanical: Drawing inspiration from gears, machinery, industrial forms and man-made structures. 
• Tropical Rainforest: Investigating the lush, vibrant biodiversity of rainforests, from exotic plants and animals to rich, natural textures and patterns. 

2. Development of Media and Technical Skills 

Throughout the mini project, students will work across a range of media and processes to develop technical proficiency and creative confidence. These may include: 

• Drawing: Observational and expressive drawing using pencil, charcoal, ink, and mixed media. 
• Painting: Using different paints (acrylic, watercolor) 
• Sculpture: Experimenting with 3D forms through clay or plaster focusing on texture and structure. 
• Printmaking: Exploring techniques such as lino printing and monoprinting. 
• Digital Media: Learning basic digital art and photography techniques for image manipulation and enhancement. 

3. Research and Contextual Studies 

• Students will conduct research into artists, designers, and crafts people. This research will inform their own creative decisions, helping them understand how artists have explored adornment in different cultural, social, and artistic contexts. 
• Students will document their findings in their sketchbooks, reflecting on how their research influences their project development. 
• Idea Development and Personal Response 
• Students will use their chosen sub-theme as a starting point to develop ideas for personal creative outcomes. 
• They will be encouraged to experiment and take creative risks, exploring how the concept of adornment can be interpreted through different media and techniques. 
• Sketchbooks will be used to document the creative process, including planning, research, experimentation, and evaluation. 

4. Final Outcome 

• The mini project will culminate in a final piece, where students demonstrate their understanding of the theme and their technical skills. 
• The final outcome will reflect their personal response to the chosen sub-theme and showcase their development as artists. 

Skills Development: 

Through this project, students will: 

• Improve technical skills in a variety of media and processes. 
• Develop creativity by exploring and responding to different themes and ideas. 
• Build confidence in presenting their own ideas and reflecting on their artistic progress. 
• Learn to evaluate and refine their work through feedback and self-assessment. 

By the end of this project, Year 10, students will have a strong foundation in a wide range of artistic techniques, preparing them for a more independent, in-depth project they will start in Spring 2 and continue into Year 11. 

Year 10 & 11 Independent Project –'Identity' 

In Year 10, students will undertake an independent project centered around the theme of ‘Identity’. This project encourages students to explore and express personal, cultural, or social aspects of identity through their creative work. Students will have the freedom to select the media and processes that best suit their ideas, allowing for individual expression and creativity. 

Key Areas of Focus: 

1. Exploration of the Theme 'Identity' 

Students will explore the theme of identity in a way that is meaningful to them. This may include: 

• Personal identity (self-portraits, life experiences, emotions). 
• Cultural identity (heritage, traditions, beliefs). 
• Social identity (relationships, roles in society, groups). 
• Abstract interpretations (symbols, colors, metaphors representing identity). 

2. Independent Media and Process Selection 

Students are encouraged to select their own media and processes based on their artistic preferences and the message they want to convey. Options include but are not limited to: 

• Drawing and Painting: Traditional or experimental techniques using pencils, inks, acrylics, watercolors. 
• Photography: Digital or film photography, photo manipulation, and collage. 
• Sculpture and 3D Art: Working with clay, wire, or mixed media to create three-dimensional representations of identity. 
• Textiles and Fashion: Exploring identity through fabric, embroidery, and wearable art. 
• Digital Art and Media: Using software to create digital illustrations, photo editing, or video art. 
• This open-ended approach allows students to develop their personal style and explore the processes they feel best to communicate their ideas. 

3. Creative Idea Development 

• Students will research artists, designers, and cultural influences related to identity, using this research to inform their own work. 
• They will document their creative process in a sketchbook or digital portfolio, recording their thoughts, influences, and experimentation. 
• Emphasis will be placed on personal interpretation of the theme, encouraging students to reflect on their own experiences and viewpoints. 

4. Experimental Approach 

• Throughout the project, students are encouraged to experiment with new techniques and materials, pushing the boundaries of their creativity. 
• They will test out various approaches to visually represent their concept of identity, documenting successes and challenges along the way. 

5. Final Creative Outcome 

• The project will culminate in a final, independent outcome that reflects the student’s personal exploration of identity. 
• This final piece should demonstrate originality, technical skill, and thoughtful engagement with the theme. 
• Students will present their work with a reflective evaluation, discussing how their project developed, the choices they made, and the meaning behind their outcome. 

Skills Development: 

Through this independent project, students will: 

• Strengthen creative thinking by interpreting the broad theme of identity in a personal way. 
• Refine technical abilities in their chosen media through self-directed practice and experimentation. 
• Build independence and confidence in managing a long-term project, making their own artistic decisions. 
• Develop critical reflection by evaluating their own work and progress throughout the project. 

By the end of this project, students will have created a unique, personal artwork that captures their exploration of identity, showcasing their growth as independent, creative thinkers. 

SPRING YR11: EXAM 

Students will receive their examination paper form AQA after Christmas. They will have a choice of questions to choose one from as a starting point for an independent project. They will have time to produce 75% of their project; Research, observations, development and experimenting of ideas and plan an outcome, which will be completed under exam conditions. 

GCSE Textiles - Unit 1: "Alice in Wonderland" Coursework Outline 

In the first unit, students will explore the theme of "Alice in Wonderland" to inspire their creative textile work. They will develop essential skills in sewing, machine sewing, printmaking, felting, and embroidery, with a focus on experimentation and technical development. The outcome will be a personal textile piece that reflects the whimsical and imaginative nature of the theme. 

Introduction to the Theme 

• Understand the key elements and themes in Alice in Wonderland and use it as inspiration for creative textile designs. 
• Introduction to the story, characters, and imagery. 
• Research mood boards with visuals of Alice in Wonderland concepts (e.g., characters like the Mad Hatter, Queen of Hearts, or scenes like the tea party or enchanted garden). 
• Idea generation through sketches and drawings based on research. 

Developing Skills: 

Sewing Skills: Build foundational sewing skills for both hand sewing and machine sewing. 

• Hand Sewing: Introduction to basic hand stitches such as running stitch, backstitch, blanket stitch, and decorative stitches. 
• Machine Sewing: Setting up and threading the machine. 

Printmaking Techniques: Explore different printmaking techniques on textiles. 

• Block Printing: Design and carve simple blocks inspired by Alice in Wonderland motifs (e.g., teacups, playing cards, mushrooms). 
• Monoprinting: Experiment with texture and color in a single-use print inspired by the story's surreal environment. 

Felting Techniques 

• Embroidery Techniques: Basic Stitches: Chain stitch, satin stitch, French knots, and more for detailing fabric surfaces. Creative Embroidery: Explore free-motion machine embroidery for more expressive designs. 

Design Development Planning and outcome: Develop a final design idea using the skills learned. 

GCSE Textiles - Unit 2: Independent Project Coursework Outline In this unit, students will undertake an independent project, allowing them to apply the skills and techniques developed in the first unit. Students will choose from one of three themes—Skeleton, Identity, or Another World—to inspire a creative textile piece. They will conduct in-depth research, develop their own designs, and produce a unique textile outcome. Emphasis will be on independent thinking, creativity, and technical execution. 

SPRING YR11: EXAM 

Students will receive their examination paper form AQA after Christmas. They will have a choice of questions to choose one from as a starting point for an independent project. They will have time to produce 75% of their project; Research, observations, development and experimenting of ideas and plan a final outcome, which will be completed under exam conditions. 

Art, Craft  & Design 

Photography 

https://www.aqa.org.uk/subjects/art-and-design 

Textiles: 

Eduqas | Exam Board UK 

Tate Gallery & Southbank Photography Trip  

Portrait Galler Art, craft & Design GCSE Trip 

Tim Burton Exhibition Trip 

House Art Competitions  

External competitions  

Arts Day Year 8  

AUB exhibitions and workshops  

GCSE & KS3 Art Clubs 

Welcome (studentartguide.com) 

GCSE Art and Design - AQA - BBC Bitesize 

• Art Director 
• Interior Designer 
• Graphic Designer 
• Fashion/textiles designer 
• Video game artist 
• Mural artist 
• Set/stage designer 
• Architect 
• Animator 
• Art historian 
• Photo journalist 

Instagram: https://www.instagram.com/glenmoorwintonart/