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Art

 

Learning Journey & Sequencing Rationale

In Art and Design learners  focus on the formal elements of art and some basic principles of design; the building blocks of art.  They look at how the elements and principles are used in famous historical artworks and how these can be applied to their own work.

Learners are encouraged to develop their understanding of art through the analysis of their work and the work of others.  They learn to use specialist art vocabulary in order to explain their work and ideas.

Planned visits to galleries and other venues help to widen the experiences of learners and also provides contextual stimulus for the development of their own work and ideas.

Learners also learn about career opportunities within the creative industries and the contributions of those industries to the UK economy.

unit overview - autumn term 

Subject: Portraits

Skills

  • To use observational studies as a starting point for the development of portraits.
  • Developing accuracy with mark making.
  • To develop use of mixed media in own work.
  • To explore the use of scale in own work.
  • Tonal shading techniques.
  • Use of specialist art vocabulary in order to complete relevant annotation and analysis.

Knowledge

  • Recognise and understand the genre of portraiture.
  • Able to define portraiture.
  • Able to identify the key features of portraiture; Reasons for portraits- Use of portraiture.
  • Making with mixed-media – Techniques of application and appropriate selection.
  • Scaling up.
  • Composition.
  • Pablo Picasso – Lucien Freud - Andy Warhol- Frida Kahlo- Kehinde Wiley – Chris Ofili-David Bailey-Holbein- .

Rationale

  • Learners will develop an understanding of portraiture as a specific genre in Art.
  • The use of mixed –media will help learners who struggle with more traditional materials and techniques.
  • The introduction of genres, mixed-media and techniques aids with the development of subject knowledge and allows exploration of these through physical processes.
  • The term allows for the skills which have been developed to be utilised in the creation of original work, as it relates to portraits.  Learners are taught about the conventions of portraiture and develop their understanding of genres in art.
  • The project offers an opportunity for self – exploration and self-expression.  A successful project can lead to increased confidence and self-awareness for individual learners.

unit overview - spring term 

Subject: Portraits

Skills

  • To use observational studies and own photography as a starting point for the development of self-portraits.
  • To complete celebrity portraits from secondary source material.
  • Developing accuracy with mark making.
  • To develop use of mixed media in own work.
  • To explore the use of scale in own work.
  • Tonal shading techniques.
  • Use of specialist art vocabulary in order to complete relevant annotation and analysis.

Knowledge

  • Recognise and understand the genre of portraiture.
  • Able to define portraiture.
  • Able to identify the key features of portraiture; Reasons for portraits- Use of portraiture.
  • Making with mixed-media – Techniques of application and appropriate selection.
  • Scaling up.
  • Composition.
  • Pablo Picasso – Lucien Freud - Andy Warhol- Frida Kahlo- Kehinde Wiley – Chris Ofili-David Bailey-Holbein- .

Rationale

  • Learners will develop an understanding of portraiture as a specific genre in Art.
  • The use of mixed –media will help learners who struggle with more traditional materials and techniques.
  • The introduction of genres, mixed-media and techniques aids with the development of subject knowledge and allows exploration of these through physical processes.
  • The term allows for the skills which have been developed to be utilised in the creation of original work, as it relates to portraits.  Learners are taught about the conventions of portraiture and develop their understanding of genres in art.
  • The project offers an opportunity for self – exploration and self-expression.  A successful project can lead to increased confidence and self-awareness for individual learners.

unit overview - summer term 

Subject: Masks -3D Making

Skills

  • To produce detailed secondary source studies of masks
  • To generate original design for a mask
  • To use colour pencil for rendering
  • Accuracy of mark making
  • Analysis of own work using specialist vocabulary
  • 3D Making skills

Knowledge

  • Develop understanding of Masks as a cultural phenomena
  • Death mask of Tutankhamun- Historical
  • 3D Making including Health and Safety
  • Specialist Art vocabulary
  • Health and Safety in the classroom

Rationale

  • The third term is focused on 3-D art.  This allows learners to engage in construction and to develop making skills and techniques.   Learners look at the phenomena of masks from different times and cultures and through group discussions deepen their understanding of the cultural impacts of identity and being.   Different types of masks are researched as well as the purpose of these masks.  Learners understand that masks can be decorative or functional and design their own masks accordingly.  

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.