Art and Design at Key Stage 3
Rationale
The art curriculum at Priestley Smith needs to cater for a wide range of ability and specific needs. It is important that the scheme is flexible and allows for differentiation according to individual and group needs.
It also needs to take into account the specific needs of each pupil as pupils’ visual and physical difficulties will impact powerfully on how and what they are taught.
As such, there is a strong emphasis on the use of strategies and resources to support pupils with different levels of visual impairment (including those pupils who have no vision at all) e.g. developing understanding and skills through tactile means or by the use of high contrast materials.
Art includes the fields of art, craft and design. Through work in these areas, students create visual and tactile representations that communicate and express their ideas, values and imagination.
Through a varied programme of study pupils develop perceptual and conceptual understanding; spatial awareness and co ordination; critical reasoning and practical skills. Through the study of art, they will have the opportunity to explore and expand their knowledge of their own environment and culture and that of others.
They will learn about the role of the artist, craftsperson and designer, their contribution to society, and their significance to the world in which they live.
The experience of doing art should be enjoyable and should inspire the student’s imagination. It is hoped it will enrich their lives and encourage them to develop alternative ways to express themselves. Through focused planning, themes are chosen that will engage them; develop their practical skills and encourage them to experiment, explore and problem solve.
Learning in Art helps students to develop understanding of world culture and their responsibilities as global citizens.
Overview and Aims of the New National Curriculum
Art and design provides visual, tactile and sensory experiences and is a unique way of understanding and responding to the world. Children use colour, form, texture, pattern, different materials and processes to communicate what they see, feel and think. They explore ideas and meaning in the work of artists as well as learning how to understand, appreciate and enjoy art.
The new national curriculum has four basic ideals and embodies the key principles of all good art education.
In brief these are that children should:
1. Develop original creative ideas;
2. Realise these ideas in some tangible form, developing skills as they do so;
3. Understand, recognise and appreciate the qualities of creative works, improving their own work in the process;
4. Know about the world of the visual arts placing their work in this wider context.
The National Curriculum for Art and Design aims to ensure that all pupils:
1. Produce creative work whilst exploring their ideas and recording their experiences.
2, Become proficient in drawing, painting, sculpture and other Art and Craft techniques
3. Analyse and evaluate creative works using the language of Art, Craft and Design.
4. Know about great artists and craft makers and designers; and understand the historical and cultural development of their forms.
New Curriculum-Subject Content
The combination of different levels of visual impairment, learning abilities and previous experience means that pupils within the school will be working at a wide range of levels (and may not necessarily meet age related levels).
In order to differentiate for this range of learning, the Key Stage 3 Art and Design curriculum will also draw on concepts and skills from previous Key Stages.
Key Stage 1
Pupils should be taught to
1. Use range of materials creatively to design and make
2. Draw, Paint, sculpt to develop and share ideas/experiences/imagination
3. Develop a wider range of techniques and use formal elements to make art forms (colour, pattern, texture, line, shape, form, space)
4. Know and understand about the work of artists, crafts people and designers. They should look at similarities and differences and make links to their own work
Key Stage 2
Pupils should further develop techniques and improve control of tools and materials.(Create, experiment, become more aware) Pupils should be taught:
1. To use sketch books to record observations and ideas
2. To improve of mastery techniques (e.g. pencil, paint, charcoal, clay etc)
3. About great artists, crafts people, designers, architects in history
Key Stage 3
Pupils should be taught to develop their own creativity and ideas. Increase proficiency in techniques. Develop critical understanding of artists, crafts people, architects and designers. Make reasoned judgements that can inform and inspire own work.
Pupils should be taught:
1. To use a range of techniques to record observation and ideas in their sketchbooks, journals, other media and use these as a basis for exploring their own ideas.
2. To use range of techniques and media, including painting
3. To increase their proficiency in handling different materials
4. To analyse and evaluate their own work and that of others. (strengthen and inform the impact of their own)
5. About history of art, craft, design, architecture (periods, major styles, movements, ancient to present)
When selecting topics the following issues are considered:
· Current level of attainment
· Specific needs and difficulties – with particular focus on level of vision.
· Link to National Curriculum
· Developing spatial awareness and co ordination
· Need to Improve and develop basic manual skills
· Attractive and successful outcomes
· Resources
· Different cultures
· Links to art history
· Collaborative work
Over the three years it is intended that pupils are introduced to all the main elements of art and design and that the themes are diverse and engage all pupils. It is important that starting points are accessible to all and that all pupils can observe, collect and research the topic.
Key Stage 3 Art and Design Overview
Year Group / Theme / Activities and skills / Outcomes7 / Formal Elements
Abstract Art
Self
Architecture or masks
Intro to clay
Research key Artist / 1. What makes a picture
2. 2D mark making: brief intro to variety of mediums
3. Change 2D to 3D: Abstract, link to methods of fixing and attaching
4. Intro to Colour mixing
5. Intro to drawing Learning about drawing-faces/self portrait
6. Intro to Abstract expression
7. Intro to model making. Mod roc and papier mache
8. Intro to Ceramic skills
9. Collaborative Frieze linked to artist / Written work and simple drawings. Developing control and observation.
Compare 2D picture to 3D form
Abstract pictures of patterns.
(Calder, Kandinsky)
Abstract to real.
Abstract Sculpture.
Colour mixing painting (flowers, space, organic shapes)
Drawing portrait
Comparing portraits by great Artists. (Holbein, Lowry, Van Gogh, Opie, Picasso)pencil drawing, Acrylic Painting
How colours, styles show moods (Van Gogh, Picasso)
Masks from another culture or Birmingham buildings
Making tiles/plates
Joint frieze
Year 8 / Still Life
Modern Art
Research artist.
Clay –Containers
Art from different cultures
Animation / 1. drawing (using pencil, pastels, charcoal, acrylic)
2. Shading techniques
3. Colour mixing
4. Collage using paper
5. clay still life (for some)
6. Work in style of artist
7. Using clay to make different types of containers
8. collage, painting, weaving, sculpture.
9. drawing cartoon style
10. illustration / Single and composition still life
(Fruit, vegetables, flowers, man made.)
(van Gogh, Cezanne, van Kalf, Picasso)
Ceramic models of natural items
Artist such as Picasso, Matisse, Seurat, Pollock, Miro, Calder, Warhol etc
Selection of pots (pinch, coil, slab, cylinder)
Link to Wedgwood, Clarice Cliff
Various art forms from different culture. Depends on culture. (African; Aborigine etc)
storyboards
illustrate poem or song
Invent own cartoon creature
Year 9 / Life poses and memories
Ceramics-making figures
Landscapes
Textiles
Printing / Building with wire
Using paper straws to model
Mod roc
Collecting for paper collage (montage)
Using clay/plaster to make mould
1. Division of space
2. Simple Landscape drawing
3. Rules of perspective
Arts and craft movement
Felting
Embellishing
Quilting
Marbling
Monoprinting
Fabric printing
Block printing/styrofoam
(Relief and impress) / Action figures from
Wire
Modroc
Link to artists such as; Degas, Rodin, Gormley,
3D montage
Clay action figure
Plaster tile
Ripped paper landscape
Oil pastel landscape
Water colour or oil
(Link to Constable, Turner, Van Gogh, Braque)
Morris; Mackintosh,
‘Seasons’ wall hanging
Embellished felt collage
Wall hanging