Departmental Staff
Miss M MerringtonCurriculum Leader
Mrs S HarrisArt Teacher

Year 7

What will students know by the end of the topic…

Topic one—Term 1a. The Formal Elements Part 1.

How to observe and draw with accuracy. Understanding how to break an object down. How to shade with a pencil and create a range of tone.

How to blend tones. How to identify an objects shadows and highlights.

Topic Two—Term 1b. The Formal Elements Part 2.

How different materials have different mark making qualities e.g. texture.

Understanding of colour wheel and its use in art.  How to compose a piece of work effectively.

Topic three  – Term 2a. Leonardo De Vinci / Shaded Shells.

How to observe and draw what you see with accuracy using the grid method. How to accurately trace and transfer an image. How to shade with a pencil and create a range of tone. How to blend tones. How to identify an objects shadows and highlights.

The difference between 2D and 3D. To be able to identify the style and characteristics of the artist Leonardo De Vinci and form opinions about his work, style and techniques.

Topic Four – Term 2b. Lui Freya

Pencil Crayon Shells.

How to shade with a pencil crayons and create a range of tone. To be able to identify the style and characteristics of the artist a Lui Freeya and form opinions about his work , style and techniques.

 Topic Five—Term 3a. Anotel Knotek

Ink Shells.

How to use ink. How to use felt tips. How to use biro/pens. How to use dip pens. How to use water to create different depths of tone. How to build up a piece of work in layers. How to add texture accurately. How to add detail accurately. How to cross hatch to show three dimensionality. To be able to identify the style and characteristics of the artist Anotel Knotek and form opinions about his work, style and techniques.

Topic Six—Term 3b. Francoise Nielly

Painted Shells

Colour theory and its application. How to use acrylic paints. How different painting tools and techniques effect application and the appearance of a mark. To be able to identify the style and characteristics of the artist Francoise Nielly and form opinions about her work , style and techniques.

Year 8

What will students know by the end of the topic…

Topic One—Term 1a. The Formal Elements—Part 1.

Cutting and collaging skills and techniques. How to observe and draw – copy with accuracy. How to create a range of tone using a pencil and pencil crayons. Demonstrate the ability to make informed judgements and connections to the different Pop Art Artists looked at in lessons, taking inspiration and starting points form their work.

Topic Two—Term 1b. The Formal Elements—Part 2.

How different materials have different qualities e.g. texture. How to create and use pattern effectively. Colour theory and its application. Painting skills and techniques. Demonstrate the ability to make informed judgements and connections to the different Pop Art Artists looked at in lessons, taking inspiration and starting points form their work.

Topic Three—Term 2a. Marlene Dumas Shaded Skulls.

Demonstrate the ability to produce a sustained and focussed piece of work which shows knowledge, understanding  and the practical application in using a pencil effectively to add tone to show three dimensionality , texture and detail. Demonstrate the ability to make informed judgements and connections  to Marlene Dumas by taking inspiration form her work, style and technique’s used.

Topic Four  – Term 2b. Sarah Hope Pencil Crayon Skulls.

Demonstrate the ability to produce a sustained and focussed piece of work which shows knowledge, understanding  and the practical application in using a pencil crayons effectively to add tone to show three dimensionality , texture and detail. Demonstrate the ability to make informed judgements and connections  to Sarah Hope  by taking inspiration form her work, style and technique’s used.

Topic Five—Term 3a. Gabriel Moreno Ink Skulls.

Demonstrate the ability to produce a sustained and focussed piece of work which shows knowledge, understanding  and the practical application in using a variety of ink  based materials to add tone to show three dimensionality , texture and detail. Demonstrate the ability to make informed judgements and connections  to Gabriel Moreno by taking inspiration form his work, style and mark making technique’s used.

Topic Six—Term 3b. David Walker Painted Skulls.

Demonstrate the ability to produce a sustained and focussed piece of work which shows knowledge, understanding  and the practical application in using a variety of painting materials to add tone to show three dimensionality , texture and detail. Demonstrate the ability to make informed judgements and connections  to David Walker  by taking inspiration form his work, style and mark making technique’s used.

Year 9

What will students know by the end of the topic…

Topic One—Term 1a. Stephanie Ledoux— Collage.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term is shading and pencil work.

Topic Two—Term 1b. Paul Jackson—Ink Animals.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term is tone, layering,  mark making , detail and texture.

Topic Three—Term 2a. Lorraine Shemesh— Photorealism Frogs.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term colour, tone and pencil crayon application.

Topic Four  – Term 2b. Patricia Ariel—Fantasy Portraits.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term is how to mix and combaine different art materials and techniques effectively.

Topic Five—Term 3a. Georgia O’ Keffee—Painted Still Life.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term colour theory and  painting.

Topic Six—Term 3b. Andrew Salado— Painting.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  The particular skills focus for this half term painting, mark making and experimentation.

Year 10

What will students know by the end of the topic…

Topic One—Term 1a. Mary O’Malley—Research & Idea development.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  How to research, develop and present a fully resolved idea for a clay sculpture inspired by the artist above.

Topic Two—Term 1b. Kate Malone—Research & Idea development.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  How to research, develop and present a fully resolved idea for a clay sculpture inspired by the artist above.

Topic Three—Term 2a. Gabrielle Bacile—Research & Idea development.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  How to research, develop and present a fully resolved idea for a clay sculpture inspired by the artist above.

Topic Four  – Term 2b. Ewa Kwong = Research * Idea Development.

How to produce an artist research page. How to produce a focussed piece of writing about a piece of art work. Produce a focussed piece of practical work which emulates that artists style and approach demonstrating and developing their own practical skills, knowledge and application of the formal elements. How to annotate their own work in detail using key terminology correctly.  How to research, develop and present a fully resolved idea for a clay sculpture inspired by the artist above.

Topic Five—Term 3a. Clay Maquette Making.

The perpose of making Marquette’s.  Effectivley documenting work through photography and annotation. Sculpture making skills and knowledge—Working in clay. How to make a Pinch Pot, Coil Pot and a Clay Tile .

Topic Six—Term 3b. Clay Final Piece Making.

Presenting a personal, informed and meaningful response, from initial research through to the final piece.  Pupils need to demonstrate analytical and critical understanding as they respond to the “Under the sea” theme. They will also need to demonstrate  and apply their knowledge of working in clay.

Year 11

What will students know by the end of the topic…

Topic One—Term 1a. “Best Of British” Graphics Project.

How to produce a body of work in order to met a design brief. How to ensure they are meeting assessment objective criteria.

Topic Two—Term 1b. Coursework Completion.

Pupils will need to apply all their subject skills and knowledge to ensure they action teacher feedback and complete their coursework unit (60% of final grade).

Topic Three—Term 2a. Exam Unit Topic To Be Set By Exam Board January 2020.

Once the exam theme is released pupils must produce a body of work in order to met a design brief and ensure they are meeting the four assessment objective criteria. Pupils will need to apply all their subject skills and knowledge to ensure they action teacher feedback and complete their exam unit (40% of final grade).

Topic Four  – Term 2b. Exam Unit Topic To Be Set By Exam Board January 2020.

Once the exam theme is released pupils must produce a body of work in order to met a design brief and ensure they are meeting the four assessment objective criteria. Pupils will need to apply all their subject skills and knowledge to ensure they action teacher feedback and complete their exam unit (40% of final grade).

Topic Five—Term 3a

Study Leave

Topic Six—Term 3b

Study Leave