Art

• Head of Faculty and Teacher of Art – Mrs S. Rouse
• Teacher of Art - Mrs L. Logan

Curriculum Intent

Art is a universal language and provides a voice to all people irrespective of gender, sexual identity, race, political, religious or cultural background.  It encourages critical thinking and a grasp on a wide range of topics that can help to shape who we are. Art offers a social commentary about the past, will inform future generations about the present and it will also lead the way for innovation and design.  Art teaches tolerance, respect and an appreciation of cultural diversity, through which we can connect with others and better understand our own identity and what makes us who we are. It allows us to express our ideas and nurtures our imagination by encouraging us to respond to our inner-most thoughts, viewpoints and tangible experiences. It can aid social and perceptional skills, cognitive and memory development and fine motor dexterity. It is an integral part of our existence; from the clothes we wear to the homes we live in, and it enriches every aspect of our lives. When we connect with Art, our well-being, state of mind and capacity for self-actualisation, self-awareness and greater self-esteem all increase. Through Art we learn to trust our ideas, ourselves and start to explore what is possible and the infinite opportunities that we have.  

Key Stage 3 

In Key Stage 3 students create a portfolio of artwork that provides them with the opportunity to develop practical, theoretical and disciplinary knowledge. 

Theoretically, students analyse and respond to artwork from different contextual starting points, themes and with different meanings or purposes.  Students learn about codes and conventions within artwork, how art is made and for what purpose.

Practically, students explore a range of 2D and 3D processes including drawing, painting, printmaking and sculpture. Students also explore theories and practices associated with the formal elements of shape, line, tone, colour, pattern, texture, form and composition. Artistic studies are further enhanced by a focus on the underpinning artistic principles comprising of balance, contrast, emphasis, movement, pattern, rhythm, and unity.

Disciplinary enquiry points are explored through Do Now Tasks, Homework projects, written responses and questioning that ask students to consider the importance of art and the impact it has on our lives.

Throughout the course, students have the chance to revisit and build upon their knowledge of different techniques, concepts and processes in fresh ways so that they can become more proficient artists.  This is reflected in the sequential way that we assess Art at Key Stage 3.

In Year 7 students explore Art from different regions in the world where Art is intrinsically linked to the cultural identity and traditions of different places and communities.   Students create responses inspired by illuminated Celtic letters, Mehndi skin decoration and Native American Totem Poles.

In Year 8 students explore environmental themes informed by natural forms and the study of insects, rainforest animals and their habitats.  Students analyse work by Fine Artists who communicate and express ideas to provoke thoughts and responses in different ways. Students investigate work by Sensationalist Damien Hirst, Realist Lucy Arnold, Post-Impressionist Henri Rousseau, Contemporary Designer Kitty McCall and Contemporary artists: Iain Macarthur, Mark Powell, Lesley Anne Greene and Andree Richmond.

In Year 9 students explore career related projects using perspective and book illustration techniques.  Architects, engineers, interior designers and other creative industry professionals use technical drawing and perspective drawing techniques. Work by Masaccio, Ed Ruscha and Ben Eine is studied in the Perspective project. Illustration and visual storytelling techniques are studied in the book illustration project. Students have the chance to interpret illustrative work by a range of designers including Mark Hearld, Eric Carle and Karl James Mountford.

Students use their analysis of artwork and research to inform their own designs and experiments. Mistakes and practise are essential components to learning and students are encouraged to explore their own ideas and thoughts. Deliberate practice activities, modelling, demonstrations, adaptive teaching, experimentation and sufficient planning time all ensure that students present informed and individual outcomes and responses to each project, where work is personal, has meaning and substance.

When students have completed the Key Stage 3 Art course, they will have a deeper understanding of Art for different purposes and the balance between ideas, expression, aesthetics, visual communication, function and purpose.

Key Stage 4

At Key Stage 4 students build upon the practical, theoretical and disciplinary knowledge that they have acquired from their Key Stage 3 course, which prepares students fully for their Key Stage 4 learning journey and portfolio preparation.

The AQA GCSE Fine Art course is assessed on two components, which will collectively lead to the final grade.

Component 1 (Coursework) 60%:

• Portraiture sketchbook and personal response (final piece)
• Mock Exam sketchbook and personal response (final piece)
• Artist workshops and gallery visit board

Component 2 (Externally Set Assignment/Exam) 40%:

• Exam sketchbook and personal response (final piece)

In Year 10 students complete a portraiture sketchbook and final piece as part of their AQA Fine Art portfolio. During this project students take part in an Art trip to The New Art Gallery in Walsall, where 

they can learn first-hand from practising artists in practical workshops.  Students present a board in response to their gallery visit and this is presented as a supplementary project forming part of their Component 1 portfolio.

A range of starting points, artist studies, observational drawings, planning and experimentation processes are recorded in student sketchbooks before individual and personal responses are presented.  Individual ideas are nurtured so that responses are unique and personal to each student. The portraiture project encourages students to express how they feel and explore their own identity and personal interests.

We encourage students to record work in sketchbooks so that they learn to reflect, review and refine work as their journey progresses. We want students to see the benefits of making mistakes and learn to see these as an important part of the developmental artistic process. Sketchbooks show how students work things out and solve problems.  

In Year 11 students undertake a mock exam project (which counts towards the final grade), from September to December, so that they are confident when dealing with an exam timeframe and exam paper brief. Students complete mock exam preparatory work in sketchbooks before completing a final piece under exam conditions in a 10-hour mock exam.  The mock exam project is a subsidiary Component 1 project, but it gives a real experience of the externally set assignment/exam completed for Component 2.

In January students are given the Externally Set Assignment (Exam Paper) and have four months to complete a preparatory project from the theme/title they choose before completing a final piece within the 10-hour exam.  The mock exam project completed in the autumn term ensures that students have more confidence and can work with more independence in response to the exam brief.

All projects require that students address four 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.

Key Stage 5 

In Year 12 and 13 students at SEC complete a two-year Fine Art A Level with Edexcel.

In Year 12 and for the first term of Year 13 students complete work for Component 1, which is the coursework portfolio. This can include one, two or three projects and this can be tailored to suit individual students.  In Component 1 students will include practical work, supporting studies in sketchbooks and a personal study/essay. The essay should connect to supporting studies and practical work. Students complete both personally set projects and mock exam projects responding to a set title.  They build upon prior learning, applying and extending skills and concepts that they have explored earlier in the curriculum.  Students also explore new techniques, methods and concepts that are of interest to them. 

From the start of February in Year 13, students respond to an Externally Set Assignment/Exam Paper for their Component 2 portfolio. Students will complete supporting studies in sketchbooks and practical work/final outcome in 15 hours of supervised exam time. This is usually over three days.

Component 1 (Coursework Portfolio) 60%:

• Supporting studies in sketchbooks or on boards             
• Practical work/final pieces
• Personal study/essay

Component 2 (Externally Set Assignment/Exam) 40%:

• Supporting studies in sketchbooks or on boards
• Practical work/final piece completed in 15-hour exam

All projects within Components 1 and 2 require that students address four assessment objectives.

AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.

AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Curriculum Summary

KS3

KS4

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