Students will start the year by developing their skills to the standard required at GCSE. They will participate in teacher led skills based lessons to help them in building the foundations of their first (of two) coursework projects.
The assessment objectives required for the AQA Art and Design course are:
Research and development of ideas.
Experimenting and refining.
Recording observations through drawing, annotation and other materials.
Realisations of final outcomes.
Students will evidence these objectives through researching the work of Peter Randall Page, Georgia O' Keeffe and producing a number of studies. They will develop their skill by using a variety of media, such as pastels, wax relief and ink, pencil, charcoal, water colour and acrylic .
Each piece of work will be assessed individually and feedback will be given. Students will also be assessed holistically, taking into account the work they have done over the term. They will be assessed on their written research of artists/themes, recording of work and experimentation and use of materials.
Composition
The position and placement of lines and shapes within an image.
Proportion
The size of lines and shapes in relation to other lines and shapes.
Accurate shape
The size of lines and shapes in relation to other lines and shapes.
Tone
Observing lines within an image to create the correct proportions and composition.
Shading
Drawing technique to add tone to an image.
Cross hatching
A shading technique used to build tone by shading in one direction and then a different direction.
Negative space
The areas between objects which can be studied to improve observational skills.
Mark making
A variety of ways to create lines, marks on a page using different materials.
Hatching
Lines used to create shading.
Light/mid/dark tones
The different shades seen in a tonal image created by the direction of light.
Develop the individual:
Students develop skills to enable them to start developing their own ideas independently.
Create a supportive community:
Students work along side each other and are encouraged to develop their work collaboratively using peer assessment.
Students will be introduced to sculpture by looking at the work of British artist Tony Cragg. They will produce a 3D sculpture.
Students will have avariety of workshops learning how to produce linocut, monoprints, press prints and dry point etchings- all inspired by the theme of natural forms.
Students will be assessed holistically, taking into account the work they have done over the entire half term. They will be assessed on their development of ideas, written research of artists/themes, experimentation of materials, use of materials and final outcomes.
Composition
The position and placement of lines and shapes within an image.
Proportion
The size of lines and shapes in relation to other lines and shapes.
Accurate shape
Observing lines within an image to create the correct proportions and composition.
Tone
The light and dark areas of an image.
Shading
Drawing technique to add tone to an image.
Cross hatching
A shading technique used to build tone by shading in one direction and then a different direction.
Negative space
The areas between objects which can be studied to improve observational skills.
Mark making
A variety of ways to create lines, marks on a page using different materials.
Hatching
Lines used to create shading.
Light/mid/dark tones
The different shades seen in a tonal image created by the direction of light.
Develop the individual:
It teaches the students to learn develop skills to enable them to start developing their own ideas independently.
Create a supportive community:
Students work along side each other and are encouraged to develop their work collaboratively using peer assessment.
In Term 3, students will get the chance to start working more independently on their unit one coursework projects. Using the skills they’ve learnt in terms 1 and 2, they will use these as the foundation to continue work in a direction of their choice. They will be encouraged to find and research their own artists and develop their own ideas inspired by the theme of Natural Forms.
Students will be required to cover the same four assessment objectives throughout their project:
Research and development of ideas.
Experimenting and refining.
Recording observations through drawing, annotation and other materials.
Realisations of final outcomes.
Students will be assessed holistically, taking into account the work they have done over the entire half term. They will be assessed on their development of ideas, written research of artists/themes, experimentation of materials, use of materials and final outcomes.
Composition
The position and placement of lines and shapes within an image.
Mono-print
A single, original print.
Collograph print
A print created through collaged shapes and lines glued to a surface.
Block printing
A form of printing from block shapes.
Poly block print
A form of printing created from carving into a polystyrene block.
Lino printing
A print created from a lino block and ink
Consistency
To achieve a smooth, even print.
Contrast
A clear difference between elements e.g. contrasting colours.
Pressure
To apply stress or force- to create a smooth even print.
Design
A plan of your work.
Develop the individual:
Create a supportive community:
Students will develop and produce a final piece inspired by the theme of Natural Forms in a media of their choice.
Students will be assessed holistically, taking into account the work they have done over the entire half term. They will be assessed on their development of ideas, written research of artists/themes, experimentation of materials, use of materials and final outcomes.
Composition
The position and placement of lines and shapes within an image.
Mono-print
A single, original print.
Collograph print
A print created through collaged shapes and lines glued to a surface.
Block printing
A form of printing from block shapes.
Poly block print
A form of printing created from carving into a polystyrene block.
Lino printing
A print created from a lino block and ink.
Consistency
To achieve a smooth, even print.
Contrast
A clear difference between elements e.g. contrasting colours.
Pressure
To apply stress or force- to create a smooth even print.
Design
A plan of your work.
Develop the individual:
Create a supportive community:
Students will study the work of Pop Art artists such as Andy Warhol, Roy Lichtenstein, Claus Oldenburg and also Jean Michel Basquiat and produce work inspired by these artists. They will understand what their influences were and the context of their art in history.
Students will be assessed holistically, taking into account the work they have done over the entire half term. They will be assessed on their development of ideas, written research of artists/themes, experimentation of materials, use of materials and final outcomes.
Shape
2D outlines e.g. square, circle
Form
3D shape e.g. sphere, cube
Pattern
A repetitive design.
Design
A plan of your work.
Character Features
Details which add interest, emotion or character to your design.
Ceramic/pottery
Object/sculpture made from clay.
Score
Clay technique of creating small grooves in the clay.
Score and slip
A clay technique used to attach one piece of clay to another.
Slip
A mixture of water and clay, acts as glue for attaching clay.
Pinch pot
A small clay bowl created by pinching the clay - used to hold slip (a mixture of clay and water).
Develop the individual:
Students will understand the importance of looking at the context both historically and in term of art history when analysing a piece of art
Create a supportive community:
Students will look at Banksy and the History of Typography, explore serif and sans serif typefaces and understand the cultural and political reasons for sans serif becoming popular at the start of the 20th Century.
They will evaluate and analyse artist's use of text in their work.
Students will be assessed holistically, taking into account the work they have done over the entire half term. They will be assessed on their development of ideas, written research of artists/themes, experimentation of materials, use of materials and final outcomes.
Shape
2D outlines e.g. square, circle
Form
3D shape e.g. sphere, cube
Pattern
A repetitive design.
Design
Plan of your work.
Character Features
Details which add interest, emotion or character to your design.
Ceramic/pottery
Object/sculpture made from clay.
Score
Clay technique of creating small grooves in the clay.
Slip
A mixture of water and clay, acts as glue for attaching clay.
Score and slip
A clay technique used to attach one piece of clay to another.
Pinch pot
A small clay bowl created by pinching the clay - used to hold slip (a mixture of clay and water).
Develop the individual:
Student will look at the origins of graffiti and discuss when it is art and when is it vandalism.
Create a supportive community: