Art

Larches High School              Art Curriculum Statement

Intent

The Art Department at Larches High School is passionate about art in all its forms. The department aims to ignite an enthusiasm for the subject and give a sense of achievement to all students. We hope to give an understanding of the important contribution art makes to society in general and to us as individuals. The teaching is designed to unleash the creativity in each child and challenge their perceptions of the world around them.

Pupils will experience a wide variety of different types of art materials and techniques. Each year group will have opportunities to develop their work in a range of media and techniques. We aim to develop creativity, problem solving skills and the ability to persevere in our students.

All art projects gradually build in difficulty across the year groups and although a skill may be revisited it is the mastery and technical improvement of these skills that we seek to embed in the curriculum.

Art staff at Larches create and plan art schemes which are tailored to our students and these may change, evolve and develop following departmental reviews and discussions.

The Art Curriculum at Larches is generally project based but broadly follows the structure that students would encounter at GCSE, namely artist research/inspiration, development and experimenting of techniques and the production of a final personal response.

Implementation

Art at Larches is taught across KS3 to individual mixed ability classes with the understanding that often academic ability does not always indicate an artistic talent. KS3 pupils have 3 single lessons a week. At KS4 currently pupils receive 4 lessons per week in options subjects plus a lunchtime club and after school catch up sessions each week.

The teaching staff in the art department bring a wide range of skills both from industry and teaching experience. Teaching staff liaise and plan schemes of work together to ensure that there are no topic overlaps and that students are experiencing a wide range of media and theme. Art teachers have creative autonomy to deliver unique art projects which fit within the learning framework and which will be of interest to our pupils whilst covering tradition topics such as portraiture, sculpture and landscapes.

Pupils at Larches use sketchbooks, workbooks, folders and many other ways to record their work. The aim of the department is to introduce pupils to a wide selection of media including Painting, Drawing, Modelling, 3D skills, Textiles, Ceramics and Digital skills. Pupils often join the school at different points in learning and staff are aware of the need to quickly establish what pupils have already learnt in art in previous schools; with this in mind there may be more than one project being taught in a class however, we aim to instil the same skills despite the project being different.

Staff encourage cultural capital in the form of visits, critical analysis of artworks and discussion of the wider world of art. Staff use the ‘language of art in lessons and encourage the use of tier 2 and 3 vocabulary in lessons.

At KS4, pupils are required to transition from teacher led projects to pupil led projects with a high level of independence being shown and the teacher facilitating and guiding their learning.  We follow the AQA exam board. In KS4, learning should be pupil led with support, advice and guidance from teachers to enable students to complete and realise their own personal intentions. Students have the opportunity to explore new techniques whilst engaging with their theme and making a personal response when developing and refining ideas. All projects will be developed to suit each individual’s skills and students will be guided in their selection of topics, media use and scale of project according to creative ability. A continual dialogue between teacher and pupils ensures that students are constantly being supported and guided to learn through research, development, experimentation and self-expression. Learning will take place through the supported development of skills linking to the 4 assessment objectives. Students will adapt and refine their work through discussions with teaching staff.

Staff demonstrations, visiting artists and independent learning will support the progress of students.

The KS3 roadmap outlines some of the skills and topics covered and highlights the broad nature of projects delivered within the school.

 

Impact

Pupils at Larches produce artwork they are proud of, despite often arriving at school with a very low sense of self-esteem in their artistic ability. Artwork is regularly showcased in the school newsletter, displayed in class on the WOW (Work of the Week) board and displayed on corridors, in staff offices and the head teacher’s office. Pupils enjoy making artwork they can take home.

We aim to create a clam atmosphere where students can express themselves in a practical manner. AQA moderators have commented on the individuality of personal responses from pupils and the evident support and guidance that students receive from teaching staff.

High standards of work are encouraged through skills workshops at KS3 and KS4; art staff demonstrate techniques step by step using a variety of teaching methods to support, differentiate and inspire pupils.

At the end of KS3, pupils will have experienced a wide range of artistic techniques and developed some mastery and control of materials, understand how to collect, refine and select research sources and know how to apply their understanding of a visual source to create their own personal artistic outcome.

Art usually has a good uptake at GCSE level and results in Art are often equal to in other subjects and often above the grades received compared to student overall outcomes.

 

Subject Overview Art and Design

The Art Department at Larches High School is passionate about art in all its forms. The department aims to ignite an enthusiasm for the subject and give a sense of achievement to all students. We hope to give an understanding of the important contribution art makes to society in general and to us as individuals. The teaching is designed to unleash the creativity in each child and challenge their perceptions of the world around them. Pupils will experience a wide variety of different types of art materials and techniques. Each year group will have opportunities to develop their work in a range of media and techniques.

Art Pathway in context of the National Curriculum

Key Stage 2	Key Stage 3	Key Stage 4
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas. to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] . about great artists, architects and designers in history.	Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work. Pupils should be taught: to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas. to use a range of techniques and media, including painting to increase their proficiency in the handling of different materials . to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day	Assessment objectives Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards. The exams and non-exam assessment will measure how students have achieved the following assessment objectives. AO1 Develop ideas through investigations, demonstrating critical understanding of sources. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to intentions as work progresses. AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

 

Keystage 3

How Learning will take place / pedagogy:  – demonstration/independently/in pairs – projects will be developed to suit each individual’s skills and students will be guided in their selection of topics, media use and scale of project according to creative ability. A continual dialogue between teacher and pupils ensures that students are constantly being supported and guided to learn through research, development, experimentation and self-expression. Staff demonstrations, visiting artists and independent learning will support the progress of students.

KS3	Autumn Term 1	Autumn Term 2	Spring Term 3	Spring Term 4	Summer Term 5	Summer Term 6
7 nurture	Building foundation skills / Theme: All around us Key artists:, Banksy, Stik, James Rizzi, Michael Gutteridge Project examples;- Graffiti and street art, Architecture Key Skills/Knowledge Developed: Mark making, colour wheel, applying flat colour rendering,. Understanding Expression within modern artwork. Colour theory and mixing. Introduction/ reinforcement of the Colour Wheel theory- Primary, Secondary, tertiary colours. Symmetry(maths link) ICT – Powerpoint to collect images, cropping images. Seasonal crafts – Christmas. ***In delivering a highly personalised learning experience, some classes may be taught alternative schemes with similar skills built into the curriculum*** Wider curriculum discussions about careers in art Reading Tasks-Banksy		Theme/s: The body Project examples; Bones and skulls Giacometti figuresKey artists: Giacometti Key Skills/Knowledge Developed: Colour mixing, composition, principles, stencils, negative/positive images. ICT- using ICT to research, using interactive skeleton programme to select images. Using textiles to create artwork- textile paints, crayons, sewing machines and hand stitching. Proportion and distortion.- modelling and figure making. Wider curriculum discussions about careers in art Reading Tasks-		Theme/s: Culture Project examples: Pop Art Shoe project, Preparation for year 8/ enrichment activities at end of term.Key artists: Warhol, Jasper Johns Key Skills/Knowledge Developed: Creating a design from imagination Colour mixing explored at a deeper level.-reinforcing colour theory and looking at tones and shades. Painting techniques developed. Understanding of Culture on design. Greater mastery and control of media. Preparing a background to work on. Wider curriculum discussions about careers in art Reading Tasks-
8	Theme: Japan Key artists:, Hokusia Project examples;- Kinusaiga, Origami, Textiles Key Skills/Knowledge Developed: Colour mixing explored at a deeper level.-reinforcing colour theory and looking at tones and shades. Painting techniques developed – watercolour, acrylic and oil pastels Greater mastery and control of media, culture and attitudes to art over history Textiles – hand stitching, embroidery, felt, applique Seasonal crafts – Halloween ICT- using ICT to research, programme to select images. Cultural Links. Looking at Japanese artwork and culture. Studying and analysing the key features of their artwork and history.   Reading Tasks- Manga and The Tea on Tea   Wider curriculum discussions about careers in art		Theme/s: Skulls and The Day of the Dead Project examples; Bones and skullsKey artists: Leonardo da Vinci Key Skills/Knowledge Developed: Colour mixing, composition, principles, stencils, negative/positive images. Painting – blending colours and creating tones. Working with dry and wet brush techniques Using textiles to create artwork- textile and hand stitching. Proportion and measured drawing.- modelling and figure making. Sculpture- working with clay, modelling, carving and mark making. ICT- using ICT to research, using interactive skeleton programme to select images. Seasonal crafts – Christmas craft Wider curriculum discussions about careers in art Reading Tasks- Day of the Dead		Theme/s: Portraits and Identity Project examples: Portraits/Identity and enrichment activities at end of term. Key artists: Friday Khalo, Mark Powell, Andrew Joseph.Key Skills/Knowledge Developed: Creating a project around a theme (in the KS4 format) Colour mixing explored at a deeper level.-reinforcing colour theory and looking at skin tones and shades. Painting techniques developed. Tonal shading using pencil crayons or acrylic paint on board, image editing, mixing colour, using fabric paints. Cultural Links. Looking at Native artwork and studying and analysing the key features. Understanding Repeat pattern. Understand how body adornment relates to other cultures and modern day links Printing (lino, soft print, collograph), pattern repeat, responding to cultural stimulus. Critically aware of the messages and meanings portrayed through works of Art Wider curriculum discussions about careers in art Reading Tasks-
9	Theme: Japan Key artists:, Hokusia Project examples;- Kinusaiga, Origami, Textiles Key Skills/Knowledge Developed: Colour mixing explored at a deeper level.-reinforcing colour theory and looking at tones and shades. Painting techniques developed – watercolour, acrylic and oil pastels Greater mastery and control of media, culture and attitudes to art over history Textiles – hand stitching, embroidery, felt, applique Seasonal crafts – Halloween ICT- using ICT to research, programme to select images. Cultural Links. Looking at Japanese artwork and culture. Studying and analysing the key features of their artwork and history.   Reading Tasks- Manga and The Tea on Tea   Wider curriculum discussions about careers in art		Theme/s: Skulls and The Day of the Dead Project examples; Bones and skullsKey artists: Leonardo da Vinci Key Skills/Knowledge Developed: Colour mixing, composition, principles, stencils, negative/positive images. Painting – blending colours and creating tones. Working with dry and wet brush techniques Using textiles to create artwork- textile and hand stitching. Proportion and measured drawing.- modelling and figure making. Sculpture- working with clay, modelling, carving and mark making. ICT- using ICT to research, using interactive skeleton programme to select images. Seasonal crafts – Christmas craft Wider curriculum discussions about careers in art Reading Tasks- Day of the Dead		Theme/s: Portraits and Identity Project examples: Portraits/Identity and enrichment activities at end of term. Key artists: Friday Khalo, Mark Powell, Andrew Joseph.Key Skills/Knowledge Developed: Creating a project around a theme (in the KS4 format) Colour mixing explored at a deeper level.-reinforcing colour theory and looking at skin tones and shades. Painting techniques developed. Tonal shading using pencil crayons or acrylic paint on board, image editing, mixing colour, using fabric paints. Cultural Links. Looking at Native artwork and studying and analysing the key features. Understanding Repeat pattern. Understand how body adornment relates to other cultures and modern day links Printing (lino, soft print, collograph), pattern repeat, responding to cultural stimulus. Critically aware of the messages and meanings portrayed through works of Art Wider curriculum discussions about careers in art Reading Tasks-

 

How Learning will be assessed: –   Students’ achievement is continually assessed and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement and in setting targets for their own development. Progress Reports will advise parents and students on the progress that the child is making.

We will use ;_Marking * Listening *  Observation *Testing *Highlight learned objectives * Discussion * Question and Answer * Display work *Feedback from class teachers  * Pupil feedback *  Half termly RAG assessment and review

Vocabulary KS3

Term 1	Tier2 Image Proportion Independent Balanced Technique Arrange Label Primary Secondary Control	Tier3 Shading Rendering Tonal Tints Composition Drafting Sculpture Expressionism Modroc Harmonious
Term 2	Tier2 Form Contrast Inspired Grid Positive Negative Accuracy Quantity Blend Effectively	Tier3 Graffiti Armature Acrylic Maquette Stencilling Net Harmonious Markmaking Tagging Graphite
Term 3	Tier2 Variety Culture Influenced Annotation Refine Research Collage Modify Original Texture	Tier3 Coiling Slab Glazes Impressionist Undulating Vibrant Brayer Squeegee Viewfinder Stimulus

KS4 Art and Design

All students follow the AQA Art and Design GCSE syllabus. The programme of study is designed to broaden minds, foster imagination and independent learning. Students will explore and experiment with ideas, processes and materials. All students will have the opportunity to study an option of an unendorsed art qualification covering a wide variety of media or they may wish to specialise in a discipline such as fine art, ceramics, textiles, graphic communication or photography.  Students are encouraged to complete homework on a weekly basis in KS4.

Aims and learning outcomes

• actively engage in the creative process of art and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
• develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
• become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
• develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
• develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
• acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
• develop knowledge and understanding of art and design in historical and contemporary contexts, societies and cultures
• develop an awareness of the different roles and individual work practices evident in the production of art and design in the creative and cultural industries
• develop an awareness of the purposes, intentions and functions of art and design in a variety of contexts and as appropriate to students’ own work
• demonstrate safe working practices in art and design.

Year 10 – How Learning will take place / pedagogy   –demonstration/independently/in pairs

The first three terms are mainly teacher led where students have the opportunity to explore new techniques whilst engaging with their theme and making a personal response when developing and refining ideas. All projects will be developed to suit each individual’s skills and students will be guided in their selection of topics, media use and scale of project according to creative ability. A continual dialogue between teacher and pupils ensures that students are constantly being supported and guided to learn through research, development, experimentation and self-expression. Learning will take place through the supported development of skills linking to the 4 assessment objectives. Students will have the opportunity to develop their own expressive artwork through the selection of a personal project in terms 4&5. Students will adapt and refine their work through discussions with teaching staff.

Staff demonstrations, visiting artists and independent learning will support the progress of students.

Year 11 – How Learning will take place / pedagogy   demonstration/independently/in pairs should be pupil led with support, advice and guidance from teachers to enable students to complete and realise their own personal intentions. Students have the opportunity to explore new techniques whilst engaging with their theme and making a personal response when developing and refining ideas. All projects will be developed to suit each individual’s skills and students will be guided in their selection of topics, media use and scale of project according to creative ability. A continual dialogue between teacher and pupils ensures that students are constantly being supported and guided to learn through research, development, experimentation and self-expression. Learning will take place through the supported development of skills linking to the 4 assessment objectives. Students will adapt and refine their work through discussions with teaching staff.

10	GCSE Art & Design Project 1 Structures Key Artists may include: Andrew Joseph, Kate Lycett, Ian Murphy Key Skills/Knowledge Developed: Exploring the theme through independent research to develop our skills and to present a personal outcome. Develop skills/ techniques in a wide range of artistic media. Develop the ability to discuss, reflect upon and refine work. Focus on macro and forced perspective. Observe and record from a range of objects and images. Begin to refine their work. They will be able to represent their ideas in a 2D, 3D or textile format. Explore and respond to a variety of contextual images and produce creative and imaginative pieces that show skill and mastery. Skills workshop. Point, Line, Shape, Colour, Printing-lino, Embroidery, Painting, Sewing machine skills. ICT – Search engines, Pinterest used to collect and build research for AO1. Opportunities to digitally edits images using software, access to ipad. Word processing.	GCSE Art & Design Project 2 Independent Project Selection from GCSE projects/personalised topics of interest discussed with class teacher. Free choice from a selection of previous GCSE questions where students address the assessment objectives whilst developing clear and explicit connections between sources and their practical work. Pupils use their observations, findings and analysis to develop, experiment and realise their personal response. They build upon ideas, experimentation and techniques previously explored in other projects Analysing and evaluating the work of others in written form. Selection may include Under the sea, Clothing, Architecture, Man-made/Natural Forms. Key Artists: Student led dependent on choice of project/area of interests. Key Skills/Knowledge Developed: Create pieces influenced by the aforementioned artists. Combine observations with artist influence to develop final outcomes through comprehensive processes. Create a final outcome/s of their own choice, with group or 1 to 1 teaching on relevant skills. Analyse their own work throughout the project in the form of annotation. Skills workshop. Colour theory and mixing, Grid method of drawing; scaling up (maths curricular link), Proportion/ratio (maths curricular link, Observational drawing skills, Sketchbook ‘journaling’ techniques. Exploring the world of Art and becoming critically aware of the messages and meanings portrayed through works of Art. Looking at meanings and words in art form,
11	GCSE Art & Design Project 3 Natural Forms Key Skills/Knowledge Developed: Free choice from a selection of previous GCSE questions where students address the assessment objectives whilst developing clear and explicit connections between sources and their practical work. Pupils use their observations, findings and analysis to develop, experiment and realise their personal response. They build upon ideas, experimentation and techniques previously explored in other projects. Skills workshops delivered according to specific pupil requirements. Key Skills/Knowledge Developed:• • A mind map investigating different ideas on the theme. • A statement of intent – Discussing intentions and future plans as practice for the final GCSE statement. • Collecting images relevant to their project from secondary sources to inform visual work. • Recording observations of their theme through photography. • Creating a range of observation pieces in a variety of media. • Analysing and evaluating the work of others in written form. Demonstrating through independent study and with teacher support. • Sophisticated recording of ideas, observations and insights through extensive, coherent research and enquiry that is highly relevant to personal intentions. • Ideas are refined and explored through rigorous selection and purposeful, creative experimentation. • Appropriate media, materials, techniques and processes are skilfully controlled and imaginatively exploited. • Creation of pieces influenced by a chosen designer/ artists.	GCSE Art & Design Externally set Exam Key Skills/Knowledge Developed: How to create GCSE quality pieces in greater depth and format a GCSE project from start to outcome. This project focusses on creating independent learners.– sophisticated, thorough, sustained, focused, coherent, perceptive, rigorous, independent, refined, purposeful, skilful, discriminating, extensive, assured Combining observations with artist influence to develop outcomes through comprehensive processes. • Creation of an outcome of their own choice in the 10hr exam. • Analysis of their own work throughout in the form of annotation. • Presentation of the project.	GCSE Art & Design Portfolio Completion Key Skills/Knowledge Developed: GCSE examinations start. In this final teaching term year 11 students are given the opportunity to improve and add to their portfolio. All examination work will have been completed. Students should be independent learners mentored/ guided by teaching staff at this point. Final completion date to be verified, all marks to be with examination board by end of May.

How Learning will be assessed:-  Students’ achievement is continually assessed and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement and in setting targets for their own development. Progress Reports will advise parents and students on the progress that the child is making.

Key Vocabulary KS4

Term1	Tier2 Context/contextual Coherent Media Realistic Considered Connections Presentation Refine Spontaneity Enhance	Tier3 Collograph Linoprint Monoprinting Portfolio Observational Motif Impasto Aesthetic Colourwash
Term2	Influence Meaningful Intentions Expressive Perspective Adapt Explicit Vivid Mould Sources	Embellishment En plein air Complementary colours Foreshortening Surrealism Guerrilla art Batik Leatherhard Genre Stencil
Term3	Sustained Perceptive Extensive Assured Bleeding Discriminating Framing Development Cohesive	Cross-hatching Block print Assemblage Vanishing point Firing Installation art Cubism Wedging Macro