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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: GENRES

Skills

  • To draw with accuracy and confidence
  • To use paint 
  • Accuracy of mark making
  • Develop painting proficiency
  • Analysis

Knowledge

  • Develop understanding of Art genres
  • Cubism; Post-Impressionism; De Stijl; Neo-Dada; Pop-Art; Op-Art; Photo Realism; Vienna Secionnists; School of London; Graffiti Art
  • Roy Lichtenstein; Piet Mondrian; Jasper Johns; Bridget Riley; Ralph Goings: Vincent Van Gogh; Basquiat;  Georgia O’Keeffe; Gustave Klimt; Paul Gauguin; Lucien Freud
  • Contextual information on the 11 artists
  • Contextual information about the genres
  • Chronology of Art  (Western European-1890- 2000)
  • Specialist art vocabulary

Rationale

  • In the first term of year 8 the aim is to build on the knowledge acquired in year 7 and to consolidate that prior learning.  The focus for the first term is on developing learner understanding of artists, art genres and contextual issues within art and to have a general understanding of the chronology of art from a Western perspective.
  • An awareness of the historical context in which art has been created leads to a deeper understanding of those artworks. The combination of contextualised art history, annotated original designs and the analysis of the artwork of established artists meets the criteria for the awarding of marks in GCSE art and design.  Learners who are able to complete these tasks are generally capable of coping with the rigours of the GCSE course and develop their confidence when dealing with similar tasks.

unit overview - spring term 

Subject: Starry Night

Skills

  • To draw with accuracy and confidence
  • To use paint as expressive media 
  • Accuracy of mark making
  • Develop painting proficiency
  • Analysis of artwork

Knowledge

  • Develop understanding of Art genres
  • Artist techniques
  • Specialist Art vocabulary

Rationale

  • Learners are asked to create studies of ‘Starry Night’ by Vincent Van Gogh (Post-Impressionism).   They replicate the marks that the artist has used, submit their opinions on their work, create a modern response and analyse the work of the artist.   The work of Ralph Goings (Photo-Realism) is also studied.  Learners produce a detailed copy and consider aspects of the work such as refraction, reflection and distortion.  This counts as visual analysis and is good practise for the development of these skills and techniques.  

unit overview - summer term 

Subject: Aboriginal

Skills

  • To use original 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 conventions of Aboriginal art .
  • Able to analyse and discuss cultural topics within art.
  • Making with mixed-media – Techniques of application and appropriate selection.
  • Understanding the use of symbols within the genre.
  • Specialist art vocabulary.

Rationale

  • Learners will develop an understanding of Aboriginal art as a specific genre in Art.
  • The use of mixed –media and unusual materials  will help learners who struggle with more traditional materials and techniques..
  • 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.

KNOWLEDGE ORGANISERS

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.