Art aims to equip students with the skills, knowledge and exploration of real world artists and designers. We are committed to encouraging students to develop an appreciation and understanding of the history and function of art, craft and design.
Art is a stimulating subject, which provides opportunities for all students to acquire and extend their creative and artistic skills, enabling them to express and communicate their ideas visually.
Drawing from observation is fundamental to every aspect of art. The aim is to emphasize the understanding of the relationships between drawing, developing a theme and realising a final product in a variety of art and craft techniques, including ceramics, print and textiles.
The history and appreciation of art and design are essential to pupils’ practical work, enabling them to appreciate their own work in the context of our diverse artistic heritage. We aim to visit local and national art galleries to see as much original work as possible.
The subject introduces students to artistic skills and ideas that provide both rewarding art experiences and build a good foundation for students who wish to take art through to GCSE and beyond.
We appreciate the need to create, and aim to give every child the opportunity to do so successfully.
The creative art curriculum foundations lie upon these disciplines:
- Observational skills and recording
- 3D skills
- Graphic design and illustration
- Art history
Incorporated into these disciplines are the elements and principles of art. These are in schemes of work and are tools to build and support students’ creative intent. This knowledge may be recalled enabling students with the opportunity to develop deeper understanding and higher order thinking skills.
The elements of art are line, value, texture, colour, space, shape and form. The principles of art are balance, proportion, unity, harmony, variety, emphasis, rhythm, and movement.
This knowledge enables and supports every pupil to achieve his or her full artistic potential. Art naturally lends itself to cross-curricular projects, understanding of other cultures and a range of experiences of the cultural capital through community projects and artist experiences. Each project incorporates and develops these elements.
Teachers create a positive learning environment and the expectation that all students can achieve in the creative arts. Each projects designs aim is to recap and build on skills and knowledge at each stage through themes. These themes incorporate topical and relevant knowledge that aims to inspire high quality work.
Teachers plan high quality engaging lessons and demonstrate how to use relevant equipment, modelling the required techniques. They use specific questioning in class to test knowledge and understanding and they regularly assess students to identify gaps in learning and opportunities to challenge students appropriately.
Students have one lesson a week in KS3 and themes naturally build and develop from 7 to 8. In year 9 they have 2 lessons and in year 10 and 11 they have 3 lessons a week.
|7||By the end of Y7 students will have explored observational drawing of sea life. Making ceramic tiles and ceramic joining methods. Simple stitches and textile methods Collage and Up cycling, Altered art. Painting, blending and colour mixing. Graphic design.
This will all be explored through the themes of Sea life, Identity and Portraiture. The artists they will cover are Clare Youngs, Teesha Moore, Michael de Meng, Maria Rivans, Picasso, Frida Kahlo, Frank Miller, Hattie Stewart and Maria Peace Wynters.
|8||By the end of Y8 students will have explored different graffiti styles of drawing and painting. Felt making and designing a textile bag. Using graphic communication briefs. Making ceramic pinch pots. Drawing and painting landscape from observation. Observational photography.
This will be explored through the themes of Graffiti art, African spirit pots and Landscape. The artists covered will Banksy, C215, The London Police, Kate Malone, African art, Shelia Fell, David Hockney, Ian Murphy and Percy Kelly.
|These themes are the building blocks in art, and as students move along their journey in school, each discipline is built upon, to enhance learning and form a deeper understanding and level of skill.
For example, in Y7 students learn how to make a clay tile, then in Y8 they apply that knowledge to learn about how to make a pinch pot using and building on their existing skill level
|9|| They work on a carousel of 3 subjects of art, technology and food. They work on a unit for a term that focusses on the key skills in GCSE art. They work on the theme of portraiture and identity and they explore printing, photography, textiles, drawing and painting.
The artists they explore are Stanley Spencer, Ron Mueck, Frieda Kahlo, Francis Bacon, Inge Morath and Saul Steinberg.
|10||In KS4 all students follow AQA fine art scheme of work. This title promotes learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and outcomes. Emphasis is on developing the students own artistic journey developing from initial concept to final piece ensuring that every assessment objective is referenced. The course provides students with a portfolio that can be used for education beyond GCSE.|
Cross-curricular links are created through global folders that are accessed by core subjects. For example when we cover portraiture, resources are used about the golden ratio this can then be used in maths or science.
Students are assessed using AQA KS4 moderation with link schools and West Cumbria Consortium Network. The marking is holistic and takes into account the four assessment objectives. These assessments are analysed and areas of improvement are acted upon in the following lessons. Teachers encourage students to build on previous learning and continue to develop ideas and outcomes. The results are a creative and engaging education that provides learners with an understanding of the world and possibilities for careers in art and design.
Link to GCSE specification(s)