Curriculum Overview

 

Key Stage 3 Key Stage 4 Sixth Form

Term 1: Still Life 1

Students will start Year 7 with a baseline assessment to assess their starting point in art and design. They will then develop their drawing and painting skills and will also develop their knowledge and understanding of shape, composition and colour theory. They will also look at the work of French artist - Paul Cezanne.

Students will produce an A4 water colour transcription of one of Cezanne's pieces of work which will be summatively assessed .

Form
3D shape e.g. sphere, cube.

Design
A plan of your work.

Shape
2D outlines e.g. square, circle.

Angle
The position in which something is placed or viewed.

Composition
The position or placement of elements within a piece of artwork.

Proportion
The size of lines and shapes in relation to other lines and shapes.

Vivid colour
Bright bold colours.

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.

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.

muted
(of a sound or voice) quiet and soft.

bold
(of a person, action, or idea) showing a willingness to take risks; confident and courageous.

gradation
a minute variation in shade, tone, or colour.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Develop confidence from seeing their work improve quickly.

Create a supportive community:
Students work collaboratively on their tables to arrange a composition for their Still Life

Term 2: Still Life 2

Students will continue their work on still life from the first half term. Students will also learn how to analyse artist's work by studying the work of Giorgio Morandi. They will develop their knowledge and understanding of composition by experimenting with a range of compositions and selecting the most successful one for their still life painting.

Ongoing self and formative assessment

Shape
2D outlines e.g. circle, square

Pattern
A repetitive design.

Bright
Vivid colours that stand out and attract the viewer.

Bold
Lines and shapes that stand out.

Proportion
The size and scale of shapes in relation to other shapes.

Composition
The position or placement of elements within a piece of artwork.

Mark making
A variety of ways to create lines, marks on a page using different materials.

Vivid colour
Bright bold colours.

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.

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.

bold
(of a person, action, or idea) showing a willingness to take risks; confident and courageous.

muted
(of a sound or voice) quiet and soft.

symmetry
the quality of being made up of exactly similar parts facing each other or around an axis; correct or pleasing proportion of the parts of a thing.

assymetry
lack of equality or equivalence between parts or aspects of something; lack of symmetry.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will learn about new artists and broaden their general knowledge. Students will work collaboratively to create and select the best composition.

Create a supportive community:

Term 3: Still Life 3

Inspired by the work of Paul Cezanne, students will develop their paintings from the previous term and start to incorporate more tonal and blending qualities into their work to represent different materials. Practice compositions and tonal blending will ensure they are thinking about composition and form in a thoughtful way before embarking on their final outcome.

On going formative assessment

Proportion
The size and scale of shapes in relation to other shapes.

Composition
The position or placement of elements within a piece of artwork.

Shape
2D outlines e.g. square, circle.

Form
3D shape e.g. sphere, cube.

Form
3D shape e.g. sphere, cube

Bright
Vivid colours that stand out and attract the viewer.

Angle
The position in which something is placed or viewed.

Tone
The light and dark areas of an image.

Shading
Drawing technique to add tone to an image.

muted
(of a sound or voice) quiet and soft.

vivid
(of a colour) intensely deep or bright.

dark
(of a colour or object) not reflecting much light; approaching black in shade.

gradation
a minute variation in shade, tone, or colour.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Term 4: Still Life 4

Students will complete their A3 still life painting using all of the skills that they have learnt so far in a final outcome.

Formatives and summative assessment of final painting

Shape
2D outlines e.g. square, circle.

Form
3D shape e.g. sphere, cube.

Pattern
A repetitive design.

Proportion
The size and scale of shapes in relation to other shapes.

Mark making
A variety of ways to create lines, marks on a page using different materials.

Vivid colour
Bright bold colours.

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.

Light/mid/dark tones
The different shades seen in a tonal image created by the direction of light.

Composition
The position and placement of lines and shapes within an image.

Cross hatching
A shading technique used to build tone by shading in one direction and then a different direction.

Hatching
Lines used to create shading.

muted
(of a sound or voice) quiet and soft.

gradation
a minute variation in shade, tone, or colour.

assymetry
lack of equality or equivalence between parts or aspects of something; lack of symmetry.

symmetry
the quality of being made up of exactly similar parts facing each other or around an axis; correct or pleasing proportion of the parts of a thing.

recede
go or move back or further away from a previous position.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Term 5: Grotesque Gargoyles 1

Students will study and analyse the elements of art during this unit to develop their knowledge and understanding of art and have ability and vocabulary to analyse and evaluate their own work, and the work of others.

They will learn about the function of gargoyles and collect research to inspire their own Gargoyle designs. They will then develop their creativity by producing designs and use self evaluation to select the most successful design to progress to a final piece. They will then plan how they will make their final design using clay.

On going formative assessment

Design
Plan of your work.

Figure Drawing
Drawings of people.

Street Art
Art work created illegally on people's property.

Simplistic
An image that has minimal detail.

Androgynous
A figure that is neither male or female.

Site-specific-art
Artwork that is made specially for a certain area/space

Form
3D shape e.g. sphere, cube.

Character Features
Details which add interest, emotion or character to your design.

Ceramic/pottery
Object/sculpture made from clay.

Score
Technique of creating small grooves in the clay.

Slip
A mixture of water and clay, acts as a 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 creating by pinching the clay- used to hold slip (a mixture of clay and water).

Shape
2D outlines e.g. circle, square

Sculpture
A 3D piece of art work.

Design
A plan of your work.

Accurate shape
observing lines within an image to create the correct proportions and composition.

Ceramic/pottery
Object/sculpture made from clay.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:
They are encouraged to learn from each other in their development of their clay skills and understanding of the elements of art.

Term 6: Grotesque Gargoyles 2

Student will learn clay skills and use these to produce their own gargoyle design.

On going formative assessment and summative assessment.

Shadow Puppet
Made from paper or card to cast a shadow of a figure or detail in a story.

Fable
A story which portrays a moral.

Collaborative art
Artwork which is made by teamwork and groups of people rather than an individual.

Silhouette
An outline of an object or figure.

Script
Written text of a play or show for participants to follow.

Accuracy
Being precise with shapes and details within your artwork.

Craft Knife
A tool used to cut intricate details from paper or card.

Set
The environment in which a show or play occurs.

Performance Skills
Skills needed to successfully present a show or play to an audience.

Shadow Lighting Skills
Skills needed to achieve the correct amount of lighting for shows.

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
Technique of creating small grooves in the clay.

Slip
A mixture of water and clay, acts as a 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 creating by pinching the clay- used to hold slip (a mixture of clay and water).

Shape
2D outlines e.g. circle, square

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
The students will work collaboratively with tools.

Create a supportive community: