Art Handbook

Mr Jeremy Ufoyuru

Year 7 and 8: 1 hour

Year 9: 2 hours

The art curriculum ensures that all students are taught the formal elements of line, tone, form, colour and texture in ways that allow them to use these to record what they see and design what they imagine. All students access a wide range of 2D and 3D techniques, both traditional and experimental and develop skills within these. They will experience a range of work by artists, craftspeople and cultures from different times and places. Emphasis is placed on developing the skills and confidence to express individual ideas and feelings through Art and students are encouraged to evaluate their own and other’s work. Opportunities are provided for students to explore ideas and concepts relevant to their experiences and develop thinking skills for life.

Baseline assessment, learning about some of the Formal Elements, the building blocks of art,

Tone, Line, Colour, Space, Shape, Pattern, Texture, Form.

Studying the work of a wide range of artists.

Numeracy project in conjunction with the maths department. Learning about tessellation, shape, colour, structure and form. Using mathematical learning to support creative visualisation and making. Studying the work of M.C. Escher, Victor Vasarely, Liza Lou, Dame Bridget Riley and Odili Donald Odita.

Three dimensional colour

Learning to work in two and three dimensions using colour as the main subject.

Studying the work of Vassily Kandinsky, Juan Miro, Alexander Calder, Sir Antony Caro, Anish Kapoor, Yayoy Kusama, and Judy Chicago.

Me, Myself, I! Self-portraiture.

Learning to work with a wide variety of media, including photography, mobile phone technologies, observational drawing, measuring, collage, montage, colour and monochrome.

Studying various artists, including the work of T.S. Abe, Vincent van Gogh, Jenny Saville, Frank Auerbach, Lucien Freud, Cindy Sherman, Kylli Sparre and Aliza Razell.

Human forms in 3D

Developing the learning experience of the ‘Me Myself I’ project into three dimensions, looking at whole and part human forms.

Working with resist and relief media, as well as card, papier mache and wire structures.

Studying the work of Naum Gabo, Louise Bourgeois, Kiki Smith, Henry Moore and Marisol Escobar.

Conflict

Through independent research, students choose a conflict or issue that matters to them. The issue can be personal, sociological, belief based, psychological, local, global, national, political or ecological.

Students learn about the art work commemorating the tragedy of the Holocaust and other important aspects of conflict.

Students study the work of the German Expressionists, learning about the European political climate between the world wars.

Students learn about more contemporary artwork dealing with issues and conflicts.

Researching conflict. Learning to use resist oil and paint techniques. Working with lino cutting and printmaking. Working with black and white graphic media. Learning about the German Expressionists including Erick Heckel, Marianne von Werefkin, Gabriele Munter, Vassily Kandinsky, Franz Marc, Ernst Ludwig Kirchner, Emil Nolde, and Karl Schmidt-Rottluff.

Introduction to GCSE Art and the options available within the art department. Trial lessons for the three options, Art & Design, Fine Art.

Development of the theme for their personal response to conflict. Experimentation with 3D elements, using card, wire and papier mache.

Development and completion of their own response to conflict. Further research about chosen artists that support their ideas or themes. Presentation of this research and of the final piece of work to their peers.

The use of media and techniques is student selected and student chosen for appropriateness to the task and the completion of planned outcomes.

Throughout this project, students research, present, collect and experiment in their sketchbooks. This use of sketchbooks is also in preparation for the GCSE course.

Expressionism

Expressionist Faces