Art

To allow all boys, no matter their artistic strength or interest, to be given the skills and freedom to flourish within a creative setting and grow in confidence during their time here.

Staff Names and Roles

Mrs K. Downing – Subject Leader of Art and DT
Mrs Simcox – Part time Art Teacher + Head of Year 8 and 9
Ms T.Smith – Art Technician
Mr D.Healey – Photography enrichment tutor

Useful Websites to support your son’s learning

Opportunities outside of lessons

Trips and visitors are weaved into the curriculum as appropriate to provide opportunities to all year groups at various time throughout the year.

Course information

BACK

YEAR 7

Autumn Term

An introduction to basic drawing, shading and colour theory skills leading on to The Green man project
This project will explore core Drawing skills and develop boys understanding of colour and how to paint. Initially, students will develop a greater understanding of how to draw considering, scale, proportion, tone moving through onto colour theory.  The theme will begin with Autumn and leaves moving through onto the designing and making of a Green Man out of clay.

Spring Term

Mandalas
This project will build on the pupils understanding of colour and begin to introduce patterns in detail.  Pupils will explore the spiritual meaning of Mandalas across the globe and begin to design and make their own.  The intention will be to create large hanging of these around the department

Summer Term

Cakes & Sweets project inspired by Hennie Hayworth.

Pupils will go back and build on their drawing skills but also develop blending skills using crayon.  Boys will look at Harmonious blending and various colour ways.  This project will be inspired by Hayworth and work will develop into a photoshop piece.

How will your son be assessed during year 7?
  • Books will be marked by the teacher twice per term, one being an HTA assessment, boys will then self asses in green pen.
  • There will be three CAT tests per year.  These may not always be their final pieces.
  • All Grades (9-1) will be recorded on the school system but inside the front cover of each pupils book boys will be expected to reflect and write a developmental comment for each assessment.
How could you support your son to learn during year 7?

Many students can feel they are not good at drawing or less able. For most this is because they need to practice over and over (just like when you are learning to drive). At home spending extra time drawing and shading will really build confidence and skills.

Always speak to your teacher if you need extra support or advice to further develop your skills

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YEAR 8

Autumn Term – Sam Levy and Day of the Dead contextual exploration

Students will explore the work of Sam Levy and refine their drawing and designing skills.  They will work predominately in Biro and fine liner developing confidence and accuracy in pen.  Using water colour and fine liners they will develop a piece over half a term.

This project then moves onto the festival ‘Day of the Dead’.  We will be looking at this South American tradition and focussing on the patterns and colours developing compositions and producing a painting as a final interpretation.

Spring Term – Surrealism

During the spring term we will be exploring the work of Dali and the Surrealists.  Boys will begin by focussing on observational drawing and develop a surreal composition of their own.  This will be a 2d piece consisting of pencil, crayon and water colour paints.

Summer Term – Core drawing development

During the summer term we will be looking at still life drawing.  Pupils will go back to develop their core drawing skills.  They will explore the qualities of pencil, chalk and charcoal.  Boys will be encouraged to vary scale and work bigger.

How will your son be assessed during year 8?
  • Books will be marked by the teacher twice per term, one being an HTA assessment, boys will then self asses in green pen.
  • There will be three CAT tests per year.  These may not always be their final pieces.
  • All Grades (9-1) will be recorded on the school system but inside the front cover of each pupils book boys will be expected to reflect and write a developmental comment for each assessment.
How could you support your son to learn during year 8?

Providing opportunities to look at the work of other cultures through discussion and educational visits. Understanding how ideas and art movements have developed on a time line.

Go to local art galleries.  Look at degree shows by getting on their mailing lists in the Autumn term.  The Ikon gallery is very local to Birmingham.

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YEAR 9

Autumn Term – Giger influenced Project

Boys will explore the work and qualities of Giger.  They will begin by looking at mechanical parts and machines, then producing observational sketches.  These will inform their design ideas in peparation for their 3D piece.  This piece will be a collection of collage, found materials, mod roc and paint.

Spring term – Jim Dime inspired project

Boys will develop core drawing skills whilst combining mixed media.  They will further enhance their understanding of proportion and tone but also begin to combine other elements of texture and backgrounds.

Summer Term – Comics

We will be exploring the art form of comics.  This project will look at how Stan Lee developed key characters using trade secrets!  This will then develop into pupils designing and developing their own characters and story boarding.  This project links really well with English and pupils are encouraged to write their own stories.  Text is also an important part of this project as is the development of backgrounds using perspective.

How will your son be assessed during year 9?
  • Books will be marked by the teacher twice per term, one being an HTA assessment, boys will then self asses in green pen.
  • There will be three CAT tests per year.  These may not always be their final pieces.
  • All Grades (9-1) will be recorded on the school system but inside the front cover of each pupils book boys will be expected to reflect and write a developmental comment for each assessment.
How could you support your son to learn during year 9?

Demonstrating the importance of planning of ideas is critical to develop an artists thinking. Look back and discuss how work may have been developed and why? Talk about how ideas turn into products or pieces of work. How could photoshop or how does technology support art of today? Does it do this at all? Having big questions and developing your own thinking is critical over this year.

BACK

starting September 2016 - GCSE Art & Photography (digital)

GCSE Year 10 Art & Photography

September 2016 sees the launch of the NEW OCR GCSE Art Specification.  All Year 10 art and photography GCSE classes will now be following this.  Boys will achieve a grade 9-1 in the summer of 2018.

The content is very similar to previous specifications however the way it is marked has changed.

The coursework is now out of 120 marks and the exam 80 marks.

Boys will produce a coursework portfolio over Year 10 and the first term of Year 11 handing this in mounted in December 2017.

Portfolio/Coursework = 60%

This will start with varied experimentation in a range of media in the Autumn term to raise pupils knowledge and understanding of the subject and materials. Boys will then be given 5 titles and they will need to choose just one.  This will be the theme they choose to focus on in this unit until December 2017.

They need to demonstrate four key areas for external assessment:

Assessment Objective 1 = Develop ideas through investigations, demonstrating critical understanding of sources.  (Looking at the work of other artists and photographer, going to art galleries and demonstrating what they have been influenced by in their own work).

Assessment Objective 2 = Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. (They will need to show they have tried various media, shown successes, what they have learnt and the quality of materials).

Assessment Objective 3 = Record ideas, observations and insights relevant to intentions as work progresses. (Take photographs, draw, make notes, collect newspaper clippings etc..).

Assessment Objective 4 = Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. (This is the final piece(s), the conclusion they have come to having worked through AO1-3).

Exam = 40%

In January 2018 they will be given an exam paper with 5 questions.  They will choose one question and develop a project in approximately 3 months in response to their chosen question/theme.  The exam is usually around April and lasts 2 school days.  Once done, they have official finished this course.

Work is marked by the staff in art and then marks sent to OCR.  An external moderator comes in to the school in June time and moderates our marking.  The moderator will not see all boys work just a requested sample.

OCR website

http://ocr.org.uk/qualifications/gcse-art-and-design-j170-j176-from-2016/

How can you help your son?

They will need to draw, draw, draw!  This is an area many students shy away from.  They need to understand that without having drawing or photographs to work from you have no visual stimulus to begin the project.

Higher grades come from students who look at their theme from all angles and investigate these in depth.

Go to galleries, get leaflets, form opinions and use the start of year 10 to try new process and develop creative and imaginative ways of working.

Internal Assessment

All students will have their work assessed each half term (HTA) in the form of WWW/EBI and boys are asked to respond to this feedback.

Each term they will be given a CAT test, this may be a body or piece of work.

If boys begin to fall behind or underperform for any reason parents will be contacted via letter or email in the first instance.

Further deterioration will result in a meeting at school with pupils, parents and department staff.

BACK

A Level YEAR 12 & 13

AS level students are introduced to a variety of experiences employing a range of media, processes and techniques through workshop style lessons that will contribute towards their portfolio and development of skills.  As the year progresses each student will form a chosen area of study which will develop as their Main portfolio.  This will be confirmed and outlined in collaboration with each student after February half term each year.

To really enable students to achieve highly they must make sure they commit as much homework time or ‘free’ time to this subject as they do to all the others.  They will be required to investigate various forms of art from around the world by frequently visiting local art galleries and when it permits exhibitions further afield.  Master and degree shows at local universities are a fantastic source of influence and creativity which each student should also try to attend.  All the above research will support them when writing their 2500-3000 word personal study which accompanies their practical portfolio on submission in January of Year 13.

How students present this is up to them and suggestions will come from their teachers but also the AQA Specification for art.  As we have our own darkroom and access to lots of photography equipment we would also encourage students to attend A Level photography club each week.

There is no restriction on the scale of work produced. Students should carefully select, organise and present work to ensure that they provide evidence of meeting all four assessment objectives. All the work submitted for this component will be marked as a whole. Students must identify and acknowledge sources which are not their own.

During the summer term of year 12 all students will be given a mock exam paper.  This will be treated as if it was the real thing giving students around 3 months to plan and prepare a body of work and allowing them 5 hrs to show an intended response.  This will be marked as per AQA guidelines to give students a realistic overview of their performance.

A2 level students should build upon the knowledge, understanding and skills gained at AS with greater depth of study.

Pupils are encouraged to sketch every week keeping a personal A5 journal of notes and drawings as this is an integral part of their personal development and will improve their overall grades. During the autumn term of Year 13 students will hand in a draft of their 2500-3000 words by the end of November.

Once this assessment has taken place a final hand in of all portfolio work, fully presented MUST be with teaching staff in the Art department no later than 20th January.

How will your son be assessed at A level?

A-level Assessments

Component 1: Personal investigation

No time limit • 96 marks • 60% of A-level Non-exam assessment

This is a practical investigation supported by written material. Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials. The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.

Component 2: Response externally set assignment

Preparatory period + 15 hours supervised

• 96 marks • 40% of A-level Non-exam assessment

Separate question papers will be provided for each title.

Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one.

Students will be provided with examination papers on 1 February, or as soon as possible after that date. Preparatory period – from 1 February following receipt of the paper students should consider the starting points and select one. Preparatory work should be presented in any suitable format, such as mounted sheets, design sheets, sketchbooks, workbooks, journals, models and Marquette’s. Supervised time – 15 hours following the preparatory period, students must complete 15 hours of unaided, supervised time.

In the 15 hours students must produce a finished outcome or a series of related finished outcomes, informed by their preparatory work. Students must stop work on their preparatory work as soon as the first period of supervised time starts. Students may refer to their preparatory work in the supervised time, but it must not be added to or amended. Preparatory work and the work produced in the supervised time must be kept secure in between sessions of supervised time. The work produced during the supervised time must be clearly identified as such.

Students must identify and acknowledge sources which are not their own. Annotation and/or notes should use appropriate specialist vocabulary and be legible with accurate use of language so that meaning is clear. At the end of the 15 hours of supervised time all the work submitted for this component must be kept secure. Preparatory work and the work produced during the 15 hours of supervised time will be assessed together, as a whole, against all four assessment objectives. Students will be assessed on their ability to work independently, working within the specified time constraints, and developing a personal and meaningful response. There is no restriction on the scale of work produced. Students should carefully select, organise and present work to ensure that they provide evidence which meets the requirements of all four assessment objectives. The guidelines set out in the JCQ document ‘Instructions for the conduct of examinations’ must be followed.

How could you support your son to learn during year 12&13?

The AQA Art Specification

http://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-SP-2015-V1-2.PDF

Useful resources on AQA

http://filestore.aqa.org.uk/subjects/AQA-2200-W-SG.PDF

http://filestore.aqa.org.uk/subjects/AQA-2200-W-TRB-RL.PDF

Internet Resources

Art Education UK www.arteducation.co.uk Wide range of resources for teachers Artcyclopedia

www.artcylopedia.com An index of 6000 artists and related sites Artlex Visual Arts Dictionary www.artlex.com A comprehensive dictionary containing definitions of more than 3000 art terms, along with illustrations, pronunciation notes and quotations The Art Works www.theartworks.co.uk The Bridge www.digital-collaborations.co.uk

Useful link to the work of contemporary artists Comprehensive Guide to Museums, Galleries and Exhibitions in the UK www.artguide.org/ Contextual References www.masters-of-photography.com Many useful contextual references and links. The Design Museum www.designmuseum.org/design/ MOCA: Museum of Computer Art www.donarcher.com/moca Promoting computer art in its many forms, current exhibitions and archiving the work of leading artists in the field National Grid for Learning www.ngflgov.uk National Society for Education in Art and Design

www.nsead.org/ Extensive library of resources for art teachers Official

Gallery Websites

www.royalacademy.org.uk

www.thebritishmuseum.orgwww.

prestel.com www.routledge.com

www.taschen.com www.tate.org.uk

www.thameshudson.co.ukwww.yaleboo

ks.co.uk Search Engines

www.metacrawler.com

www.dogpile.com www.google.co.uk Good search engines for image searches Teacher Resource

 

  • YEAR 7
  • YEAR 8
  • YEAR 9
  • starting September 2016 - GCSE Art & Photography (digital)
  • A Level YEAR 12 & 13