Throughout the ages, Art and Design has played a crucial role in the cultural development of society, from architecture and fashion to the printed word.
The work of Artists and Designers is accessed and experienced by everyone on a daily basis. Artists and Designers need to work with integrity and respect for others as their work has the power to change the world, set trends and fashions, build the cities and landscapes of the future, recording history in the making through the lens of a camera, and develop new technologies and innovations. Through the pursuit of creative thinking and solutions to life’s problems, Artists and Designers will support economic growth for generations to come.
The Core Concepts
Through the formal elements, Line, Shape, Colour, Form, Texture, Pattern and Tone, students will be able to:
- Develop ideas through investigations, demonstrating critical understanding of sources.
- Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- Record ideas, observations and insights relevant to intentions as work progresses.
- Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Key Stage 3
In Year 7, our emphasis is on the development of the students' understanding of the formal elements in Art. (A02, A03)
We explore line, shape, form, texture, and pattern through the works of the illustrator Danny Gregory “Breakfast”. During the second part of Term 1, we explore colour through painting. Students develop colour mixing skills and their understanding of primary, secondary and tertiary colours.
We continue to develop our colour mixing skills but this time with the exploration of line shape form and pattern through observational drawing of a fabric knot. We now start to introduce scale and proportion as the students enlarge a small section of their drawing to A2 Abstract painting. We then bring back painting skills with an emphasis on harmonious and complimentary colouring mixing.
As we move closer to Year 8, we combine all the formal elements in our last project through the theme of African Masks.
In Year 8, we explore the historical journey of art and how artists and the Art movements develop and influence each other. Here, we develop the skills learnt in Year 7 but this time exploring the connections with different stages of Art History (A01, A02, A03 & A04).
We explore traditional still life drawing enhancing students' observational skills and knowledge of colour, shape and pattern. We then look at how Picasso and Braque revolutionise the Art movement through Cubism and students produce a sculpture of a musical instrument from multiple viewpoints.
We discover how Futurism was born from Cubism, with students capturing the movement of a hand through colour shape and form.
We see how the contemporary artist David Hockney encapsulates all the previous movements in his ‘Joiners series’. Students create an A2 Photo Montage in harmonious colours using a range of medium.
In Year 9, we explore how a topic can be developed and evolved. We take the theme “Me, myself and I” (A01, A02, A03 & A04).
Students begin by investigating iconic figures that influence them. From this, they produce an action sculpture that inspires them. In the latter part of the term, they produce an A3 self-portrait influenced by the artist Kelvin Okafor and, at this point, we introduce the accelerator programme to students who are interested in hyperrealism and extending their learning.
We explore the works of Francis Bacon, using a grid system to create a distorted self-portrait.
We then research the German Expressionist movement designing and creating a lino cut in the style of this period.
Key Stage 4
OCR GCSE Art and Design (J170)
Students develop their own projects based on the knowledge gained at Key Stage 3.
We currently offer one GCSE in Art and Design with OCR. Students will develop their observational drawing skills and work in a variety of media to develop ideas for their own project. Students will look at the work of other artists, designers, and craftsmen from a variety of times and cultures. Students will be required to research, analyse, and evaluate their work and make critical judgments to support their ideas.
In Year 10, during the Autumn Term, students work on a teacher-lead project, based on the theme ‘inside out’. During the remainder of Year 10 and the Autumn Term of Year 11, students are given a range of starting points to choose from and will construct their own projects with the guidance and technical support of their teacher.
The coursework element of the course is made up of all work produced in Year 10 and 11, which includes sketchbook work and at least two final outcomes. The coursework deadline is the end of the Autumn Term in Year 11 and accounts for 60% of their final work.
The externally set Assignment begins in January and is 40% of the final mark. Students are required to submit a work journal of preparatory work and a final piece.
The exam is 10 hours in duration.
Key Stage 5
OCR A Level Art & Design: Art, Craft and Design (H600)
Course Entry Requirements: Grade 6 or above in GCSE Art & Design
This course enables students to explore a wide range of approaches to their studies. The disciplines offered by the Art department are painting and drawing, printmaking, mixed media, 3D design, textiles and digital photography. Students will be encouraged to use a variety of media and materials to develop their creative skills and express their individual thoughts, feelings, observations and ideas in visual form. Drawing is an essential part of the course and we offer opportunities to draw from direct observation. Students will study the work of other artists to develop an understanding of continuity and change across different genres, styles and traditions and then apply this knowledge to their own work.
Personal Investigation (internally assessed, externally moderated) – 60% of A Level
Learners produce a portfolio of practical work and a related study, which is an extended response of a guided minimum of 1000 words.
Externally-set task (15hrs) (internally assessed, externally moderated) – 40% or A Level
The early release paper will provide learners with a number of themes. Within the themes, there will be a choice of written and visual starting points, briefs and stimuli. A response should be based on one of these options.