Art & Design
Art and Design (including Photography, Textiles and Ceramics) provides our students with opportunities to explore unique forms of expression, crucial for their personal development, well-being and vital in the world of work. Students learn through practical engagement with art practices and works of art, building and refining skills and developing individual, personal and imaginative responses, reflecting on the world around them, and their place in it.
Our Art and Design curriculum is designed to ensure that Meadowhead students:
· produce creative work, exploring ideas and recording their experiences
· become proficient in drawing, painting, sculpture and other art, craft and design techniques
· understand and explore the visual elements of art, craft and design
· know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
· evaluate and analyse creative works using the language of art, craft and design
· take an experimental approach, learning from mistakes, taking risks and building resilience
· grow in confidence in their ability to express their ideas, observations and insights
· evaluate their work, taking on new ideas and forming opinions and reasoned judgements
· develop personal ideas and responses, reflecting on the world around them
· develop their creative and imaginative skills and broaden their thinking
· observe the world closely, learning to see in new ways
“Logic will get you from A to B. Imagination will take you everywhere”. Albert Einstein
(scroll down for KS4 Y10-Y11 Art, Craft and Design, or click here to jump to it)
(scroll down for KS5 Y12-13 Art, Craft and Design, or click here to jump to it)
Key stage 3 (Y7-Y9) Click on the blue hyperlinks to open the Knowledge Organiser for that topic
| Year 7 | Year 8 | Year 9 | |
|---|---|---|---|
| Term 1 |
DRAW – skills Students are introduced to a variety of drawing techniques and are given opportunities to practice new drawing skills. They are guided through 3 different drawing challenges that encourage experimentation and imaginative responses in their use of the formal elements of drawing (line, shape, tone, texture, pattern.) Along the way, they will encounter and respond to a variety of artists.
Robot challenge- students are introduced to perspective and the illusion of 3D, and use this to create imaginative robot designs. |
Proportion and Structure- Living World Students build their skills in drawing and sculpture further, focussing on proportion, structure and form as they develop 2D and 3D responses. They develop their understanding of the difference between representational and stylised depictions of “living world” themes, such as the human figure. There is a focus on individual responses, and artists are referenced throughout to support student work.
2D response- building and planning accurate and stylised images to ensure good proportion, structure and form |
In Year 9, students experience 2 Art, craft and design rotations over the year, as part of their Art, Design and Technology experience. Other rotations focus on Food and Product Design. Art, Craft and Design Rotation 1- Dust Bunnies Students explore ceramics and textile techniques, producing practical, experimental samples. They research the work of artists and craftspeople before developing ideas for a character. They then use techniques they have learned to make their own “Dust Bunny.”
|
| Assessment |
Verbal feedback is given throughout. Teachers assess challenges on completion. |
Verbal feedback is given throughout. Teachers assess challenges on completion. |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment on completion of the unit. |
| Term 2 |
DRAW- Illustration Project Students work more independently on a given theme, in conjunction with the English department’s “Everyone’s a Writer” anthology theme. Students produce mind maps, gather research, plan and produce an imaginative illustration on the theme. |
Media- Imaginative Development Students are encouraged to take an experimental response to exploring new media, techniques and processes. They are guided through a series of imaginative tasks and encouraged to take a playful approach. Each task exposes students to the work of artists and designers.
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Art, craft and design Rotation 2- Over to You Students choose an issue they feel strongly about and develop work to put across a personal message. They experiment with a variety of 2D drawing techniques, media and processes, eventually creating a mixed media collage piece that is both meaningful and individual. They study the work of artists and generate research to inspire their own responses.
|
| Assessment |
Verbal feedback is given throughout. Teachers assess challenges on completion. |
Verbal feedback is given throughout. Teachers assess challenges on completion. |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment on completion of the unit. |
| Term 3 |
PAINT - colour theory and paint skills Students are guided through the basics of colour theory and control of paint. They respond to painters in producing an individual landscape painting, revisiting the formal elements of tone, texture and pattern. |
Surrealism - Personal Responses Students explore, study and analyse examples of Surrealism from a variety of contexts. They are then guided to devise, research and develop individual ideas in response to what they have learned. They will have the opportunity to build skills and understanding of the media selected. |
|
| Assessment |
Verbal feedback is given throughout. Teachers assess work on completion. |
Verbal feedback is given throughout. Teachers assess work on completion. |
Verbal feedback is given throughout. Teachers assess work on completion. |
Key stage 4 (Y10 - Y11)
| Year 10 Art, Craft and Design | Year 11 Art, Craft and Design | |
|---|---|---|
| Term 1 |
Coursework Assignment 1 Themes, techniques and processes will vary from group to group, but students will develop personal work showing evidence of the four Assessment Objectives. These require students to… · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. Assignment 1 is teacher led and students will be introduced to a variety of ways of working, often through a workshop approach, and given tasks to work on to build their assignment and develop their skills. Towards the end of the assignment, they are encouraged to develop more individual responses and outcomes. |
Continue and complete Assignment 2. Deadline for completion of all coursework is Christmas. Coursework (includes Assignment 1 and 2) is worth 60% of the GCSE grade. |
| Assessment |
Assessment - teacher assessment of pieces of classwork and homework as the assignment progresses. |
Assessment - teacher assessment of pieces of classwork and homework as the assignment progresses. MOCK EXAM in December, which requires students to work on final conclusions for Assignment 2. |
| Term 2 | Continuation of Assignment 1 |
Externally Set Assignment Students begin to work on their examined assignment, worth 40% of their grade. They choose from 7 starting points set by AQA and work through this as an assignment, building evidence for the 4 Assessment Objectives, which require students to · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. Development work for the Externally Set Assignment builds throughout January until April and is marked as part of their assessment. |
| Assessment |
Assessment - teacher assessment of pieces of classwork and homework as the assignment progresses. Teacher assessment of the overall assignment on completion, using the GCSE Assessment Objectives |
Coursework component work is assessed and moderated on completion. Throughout the Externally Set Assignment, students are given feedback and guidance. |
| Term 3 |
Completion of Assignment 1 Assignment 2 Students begin their second coursework assignment. Although this begins in a structured way, students are encouraged to work more independently. Themes, techniques and processes vary and again, work is structured to build evidence of the GCSE Assessment Objectives (see above) |
Conclusion of the Externally Set Assignment as students complete their personal responses in 10 hours of supervised time at the end of April. |
| Assessment |
Assessment - teacher assessment of pieces of classwork and homework as the assignment progresses. |
Externally Set Assignments are assessed and moderated on completion. |
Key stage 5 (Y12-13)
| Year 12 - Art, Craft, Design | Year 13 - Art, Craft, Design | |
|---|---|---|
| Term 1 |
Topic 1 (E.g. Being Human/ Human Form) Workshops on the theme, focused around the human form:
Students self initiated study alongside workshops:
Presentation of work, assessment and reflection point. |
Continue with Personal Investigations and accompanying essay. Students are given feedback through reviews of individual development work throughout the term. |
| Assessment |
Feedback is given throughout the work this term. On completion of all work, students are given written feedback and “working at” grades. |
Individual tutorials support students throughout as work develops. Written guidance is provided for individuals from each tutorial. |
| Term 2 |
Topic 2 (E.g. Architecture) Workshops on the theme, focused on architectural forms and structures:
Students self initiated study alongside workshops:
|
Conclude the Personal Investigation presenting a personal response, to be completed by the end of January.
Begin the Externally Set Assignment in February. Externally Set Assignment Students begin to work on their examined assignment, worth 40% of their grade. They choose from starting points set by AQA and work through this as an assignment, building evidence for the 4 Assessment Objectives, which require students to
|
| Assessment |
Feedback is given throughout the work this term. On completion of all work, students are given written feedback and “working at” grades. |
Individual tutorials support students throughout as work develops. Written guidance is provided for individuals from each tutorial. Completed Personal Investigations are assessed on completion. |
| Term 3 |
Students begin their Personal Investigations. This is a significant and sustained practical investigation into a theme or idea chosen by them. The Personal Investigation is worth 60% of the A Level grade. Students are required to show evidence of the 4 Assessment Objectives. They must show evidence of
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The Externally Set Assignment culminates in 15 hours of supervised time in May. This is conducted in exam conditions. |
| Assessment | Individual tutorials support students throughout as work develops. Written guidance is provided for individuals from each tutorial. | Externally Set Assignment is assessed on completion. |
Useful websites
www.bbc.co.uk/bitesize/subjects/art and design
Extra-curricular / enrichment
After School: Y7-Y9 Art Club/Clay Club/Trash to Fash
Y10-Y13 Art Open Studio/Photography Open Studio/Textiles Open Studio