The Cheadle Academy

SUBJECT INTENT

Subject

We aim to create the very best Artists, Designers and Photographers. We challenge students to think, act and speak like those working in the field would. We do this by teaching students to become visually literate so they are able to read, interpret and find meaning in signs, symbols, codes and conventions, exploring and re-shaping them in their own work. We do this by giving students first-hand experience of all three areas of Art, Craft and Design. Students are given the opportunity to engage with practitioners and examples of historical art and design from a range of cultural contexts. Purposeful exploration with making and doing fostering an artistic and design awareness, understanding and skills. We provide learning contexts that promote the understanding of the creative design industries, their role in the economy and how they can lead to exciting career opportunities. Engaging with different design contexts and materials creates highly engaged and motivated learners as they become able to explore the wider world and their place within it. Providing stretch and challenge encourages students to strive for their best, developing increased confidence with each creative obstacle they overcome. We aim to provide an environment in which students are happy to take risks, ask themselves questions about their creative journey and respond positively to both staff and their peers. Our subject naturally lends itself to collaboration, the sharing of ideas and peer critiques in which students are guided to use a positive, specific and helpful framework in which to discuss their own work and that of others. Being mindful and mannerly ensures the safety and enjoyment of all students in a studio environment.

ART LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Journeys & Transformations

Journeys & Transformations

Journeys & Transformations

Numbers, Letters & Symbols

Numbers, Letters & Symbols

Numbers, Letters & Symbols

How are the formal visual elements utilised in practical investigations?

How are the formal visual elements utilised in practical investigations?

How are the formal visual elements utilised in practical investigations?

How do we use colour in our everyday life?

How do we use colour in our everyday life?

How do we use colour in our everyday life?

 Year 8

Day of the Dead

Day of the Dead

Day of the Dead

Heroes & Villains

Heroes & Villains

Heroes & Villains

  How do culture influence Art and how do cultural traditions differ?

How can the use of pattern be used to develop compositional ideas?

Does a change in scale effect the way we view something?

To explore the importance of observation drawing through primary and secondary resources.

To explore the importance of observation drawing through primary and secondary resources.

How can the influence of others inform our decision making to create personal responses?

Year 9

War & Conflict

War & Conflict

War & Conflict

Architecture

Architecture

Architecture

How can Art be used to document Historical events?

How can Art be used to document Historical events?

How can Art be used to document Historical events?

How can a photograph create a powerful narrative

What is an Urban landscape?

How can fashion be inspired by architecture?

 How can sculptural processes influence a design process?

Year 10

GCSE –PHOTOGRAPHY 

Little People 

GCSE –PHOTOGRAPHY 

Little People 

GCSE – PHOTOGRAPHY 

Portraiture 

GCSE – PHOTOGRAPHY 

Portraiture 

GCSE – Photography 

          Collections 

GCSE – Photography 

          Collections 

 How can the use of light, angle, viewpoint, back drop impact on a frame?

How can compositional ideas be developed from small-scale STILL LIFE resources?

What is a GENRE in photography?

How can an emotion be captured, enhanced, manipulated or changed through digital or practical processes?

Why is STILL LIFE photography important?

How can compositional ideas be extended through arrangement and order?

Year 11

GCSE – PHOTOGRAPHY

Mock Prep

GCSE – PHOTOGRAPHY

Mock Prep

GCSE – PHOTOGRAPHY

Externally Set Task

GCSE – PHOTOGRAPHY

Externally Set Task

GCSE – PHOTOGRAPHY

Externally Set Task

GCSE – PHOTOGRAPHY

Externally Set Task

How can ideas be refined through experimental processes?

What do you plan and prepare for a final outcome?

RECORD- How are ideas recorded through insights relevant to intentions?

DEVELOP – How are ideas developed through investigations which are informed by contextual and other sources?

REFINE – How are the refinement of ideas met through experimenting and selecting appropriate resources?

PRESENT – How is a personally informed and meaningful response presented?

Year 7 –Medium Term Overview

In Year 7 students will initially explore how the formal visual elements can be utilised in practical investigations, based around the theme of Journey’s.  They will learn about the basic art elements that are the building blocks used to create any visual art piece.  They will explore, investigate and practice the formal elements of line, shape, form, tone, space, texture and colour.  Students will explore the work of artists like Vincent Van Gough, Cheeming Boey, Carrah Aldridge Turin, Yayoi Kusama and Henri Matisse.  Next, Students will move on to investigate and expand their knowledge of colour, based around the theme of Numbers, Letters and Symbols.  They will look at colour theory, media skills of pencil crayon and paint and how to communicate mood, emotion and meaning in an image.  Students will explore the work of artists Charles Demuth, Michael Craig Martin, Jasper Johns and Bob and Roberta Smith.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How are the visual elements utilised in practical investigations?

How are the visual elements utilised in practical investigations?

How are the visual elements utilised in practical investigations?

How do we use colour in our everyday life?

How do we use colour in our everyday life?

How do we use colour in our everyday life?

Practical, Theoretical  & Disciplinary Knowledge::

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge::

To consider what Art is and why it is important? 

To recognise the H&S aspects of working in an Art Studio.

To gain an understanding of art specific language of the formal elements.

To explore what a line drawing is.

To experiment with different types of lines to show different effects.

To use linear drawing techniques and mark making to show shape, texture, tone and form.

To explore line through different media.

To analyse the work of Vincent Van Gough and respond to his work using line and colour.

To develop observational drawing skills.

To draw accurately from a contextual source.

To explore what tone is.

To develop fine motor skills to apply pressure to affect tone.

To control tone to suggest form.

To research and analyse the work of Cheeming Boey.

To construct personal opinions of artist work.

To recognise how artists can influence and inspire our own practice.

To examine the work of Carrah Aldridge Turin.

To develop independent compositional skills in response to an artist, considering the visual elements of line, shape, texture and space.

To expand and improve use of line, mark making and work in pen.

To experiment on different surfaces qualities.

To evaluate our own practice and recognise how to refine.

To investigate the work of Yayoi Kusama and her use pattern.

To explore the use of oil pastels and Sgraffito.

To explore the use of colour and aspects of colour theory.

To explore the work of Henri Matisse and explain his use of pattern.

To experiment with cut-outs and scissors.

To expand on management of materials and resources in the studio environment.

To experiment with printing skills techniques and processes.

To explore the use of pattern with decorative motifs.

To understand organic and geometric patterns.

To develop the arrangement of repeat pattern.

To recognise opportunities to take risks and experiment with media and new processes.  To make mistakes and develop through practice.

To recognise how colour can be used to convey a message, warning or instruction. 

To explore the colour wheel and Primary, Secondary, Tertiary, warm and Cold colours.

To expand specific key vocab around colour.

To explore the use of Complementary, Harmonious, Analogous and Monochromatic colours.

To research and analyse the work of Charles Demuth.

To explore the use of text, fonts and symbols in Art.

To realise the potential of pencil crayon through refined application of blending and layering skills.

To explore colour mixing with paint, developing mixing of secondary and tertiary colours. 

To develop mixing of tints and shades with paints.

To apply paint techniques using watercolours and acrylics.

How to use the right amount of paint.

How to control the brush.

How to use a flowing stroke when painting.

To explore the work of Michael Craig Martin and work in their style.

To explore the use of different proportions and scale.

To explore colour with expressive mark making.

To recognise how colour can affect the mood, emotion and meaning in an image.

To use a colour palette in a personal response and apply colour theory.

To develop basic composition work with different proportions and scale.

To create imaginative work from a variety of sources.

To analyse own and others work to reflect on purpose and meaning.

Assessment:  Do Now activities, AP1-AP3

Year 8 –Medium Term Overview

In Year 8 students will delve into the cultural celebrations and artwork of Day of the Dead.  They will investigate the Day of the Dead traditions and also how these compare to other cultures.  Students will explore the work of Frida Kahlo, Sylvia Ji and discover aspect of cultural artefacts and visual imagery.  Students will look at the design of Sugar Skulls and use numeracy skills of symmetry to explore their composition skills, use of pattern and colour.  They will expand their design skills to produce larger scale response and refine their painting skills.  Next, students will move on to a focus of observational drawing and record skills, based around a theme of Heroes of Villains.  They will develop their ability to select which materials and media are appropriate for their observations, expanding a use of tonal pencil work, pen and ink and painting.  Students will develop observation of portrait proportions and facial features to advance drawing sills.  They will explore the work of Sandra Chevrier and Monika Novak to refine personal compositions influenced by the work of others.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How do cultures influence Art and how do cultural traditions differ?

How can the use of pattern be used to develop compositional ideas?

Does a change in scale effect the way we view something?-

To explore the importance of observation drawing through primary and secondary resources.-

To explore the importance of observation drawing through primary and secondary resources.

- How can the influence of others inform our decision making to create personal responses?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge::

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

To investigate the cultural significance and traditions of the celebrations of Day of the Dead.

To identify how traditions can differ in a variety of similar celebrations or occasions for different cultures.

To develop observational drawing to make different marks, lines and refined tone within a drawing exploring skulls.

To understand how to utlise the grid method for observational drawing.

To identify how traditions can differ in a variety of similar celebrations or occasions for different cultures.

To analyse the artist Frida Kahlo and discuss how an artist can become a global brand.

Develop close observational skills using a variety of view finders.

To analyse the work of artist Sylvia Ji.

To research the Day of the Dead Alters and Nichos and create a sculptural 3D response.

To research cultural artefacts and visual imagery of Sugar skulls.

To understand basic facial proportions to apply to skull designs.

To create a compositional idea based on an understanding of sugar skull design.

To understand and apply a mathematical technique of reflection and symmetry to flip skull features, pattern and colour.

To expand and develop use of surface pattern and decorative motifs.

To develop use of colour in selecting appropriate colour palettes and using colour theory.

To understand principles of enlargement and how to scale up a design.

To compare the experience of larger scale work to small scale designs.

To experiment with media to mix and apply paint with confidence and purpose.

To expand on the application of acrylic paint.

To create personal colour palettes with reference to colour theory and cultural references.

To evaluate work or recognise how to change/refine as it progresses to suit intentions.

To develop observational drawing from primary and secondary resources using a range of different materials and processes, using a range of different techniques.

To investigate the work of Marvel and film       animation and poster artwork.  Also, opportunities to explore literacy through comic strips and graphic novels.

To assess which materials are appropriate for chosen images.

To develop accurate shape, form, fine detail and texture through mark making and tonal range.

To experiment with the media of pen and ink.

To refine painting techniques, experimenting with layering, blending, splattering or use of texture.

To utilise the grid method to accurately observe images.

To examine aspects of stereotypes within typical Superhero animations.

To research the work of Sandra Chevrier and expand artistic vocabulary and contextual analysis.

To build on understanding of portrait proportions and observation of facial features.

To compare ideas of fictional superheroes to real life heroes of our society, e.g. Doctors, nurses, idols.

To achieve accurate tonal range through directional/contour shading, achieving hair texture

To experiment with collage and design ideas in the style of Sandra Chevrier.

To investigate the work of Monika Novak.

To apply the influence of Monika Novak and Sandra Chevrier to a personal response.

To refine compositional design ideas.

To expand painting with experimentation with, washes, layering, blending, mixing colours and directional brush strokes.

To expand on personal decision making of materials to select media or mixed media.

Assessment:  Do Now activities, AP1-AP3

Year 9 –Medium Term Overview

In Year 9 students will explore a variety of powerful and engaging activities, starting with the theme of War & Conflict. They will look at how Art has changed after the impact of World Wars and go on to examine how artists have documented War and Conflict and communicate with their work.  Students will develop their observational drawing with a range of media to master understanding and application.  They will look at the importance of Remembrance day and collaborate to create a whole school installation.  Students will move on to explore contemporary artists like Shepard Fairey and respond to his work, especially using a limited colour palette, working on surfaces and how to visually present this work.   They will have opportunity to explore the work of Scott Waters, Roy Lichtenstein and Banksy and develop working with mixed media in response to these.  Lastly, some students will have the opportunity to introduce Photography, working out compositions and how to plan a photoshoot with toy soldiers.  They will explore the work of Photographers Brian McCarty and Simon Brann Thorpe.  Next, students will move on to an Architecture theme, where they will explore aspects of urban landscapes  and expand observational drawing with use of perspective andthrough mixed media drawing experiments.  They will go on to investigate textiles and fashion responses, exploring the work of Jean Paul Gautier and developing their own fashion illustrations inspired by couture fashion and architecture.  A variety of artists will influence their textile samples and these skills will be utilised as they progress to make a sculptural 3D response.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How can Art be used to document Historical events?

How can Art be used to document Historical events?

How can Art be used to document Historical events?

How can a photograph create a powerful narrative?

What is an Urban landscape?

How can fashion be inspired by architecture?

How can sculptural processes influence a design process?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

To develop ideas showing a clearer understanding of the design process in preparation for GCSE.

To draw from personally selected imagery.

To develop observational drawing skills building on refined use of tonal media and appropriate media choices.

To demonstrate refined understanding and application of line work, mark making and working in pen.

To experiment with a variety of media.

To examine how war artists have been used to document and record the events of war.

To explore the use of scale.

 To explore contemporary artists responses to War and research the work of Shepard Fairey.

To consider how art can be used politically.

To develop ideas using a limited colour palette.

To compare the work of Fairey with Russian constructivism and  Alexander Rodchenko.

To explore issues of Propaganda in Art.

To develop artist analysis skills and develop ability to express personal opinions about the works.

To expand use of key subject specific vocabulary.

To express understanding of the artists style by working in the style of their practice.

To refine painting skills using acrylics.

To explore a limited colour palette.

To explore working of a variety of surface qualities.

To develop presentation skills and consideration of layout.

To construct a miniature 3D matchbox response to the theme and refine fine motor skills with small scale sculpture.

To research and analyse the work of Scott Waters, Roy Lichtenstein or Banksy.

To expand design skills to create a personal response influenced by one of the artist.

To develop working with mixed media, making personal selection of materials, technique and surface qualities.

To evaluate and reflect on your own work and that of others.

To recognise how to strengthen visual impact or application of media.

 To research and analyse the photography of Brian McCarty and Simon Brann Thorpe and the narrative in the work.

To explore basic operation of the camera and setting up a photohoot.

To consider composition, backgrounds, angles and perspective.

To express a narrative through the media of photography.

To explore the local landscape around us and what represents the area we live in.

To explore what

architecture is and describe

Urban landscapes.

To compare the wider world around us and investigate Urban landscapes.  E.g. London, New York, etc.

To examine artistic influences on Urban landscapes like the Art Deco architecture in New York.

To reflect on early origins of perspective in Renaissance paintings.

To develop perspective drawing skills.

To describe and compare the work of Ian Murphy, Rob Dunlavey, Chetan Kumar and Francesco Lietti.

To explore architectural drawings through a variety of drawing styles, including more illustrative.

To experiment with mixed media drawing styles and media.

To determine the difference between Haute Couture fashion and fast fashion.

To research and explore the work of Jean Paul Gaultier.

To explore fashion sketching to develop independent fashion illustrations for elaborate couture inspired by architecture.

To examine the work of Michael McMillen, Joshua Smith and Karen Stamper.

To explore mixed media processes, building on initial observational studies to create textile samples.

To experiment with a mix of found images with surfaces, ink/paint washes, drawing, mark making and stitch.

To experiment with qualities of paper and card to construct 3D samples shapes. 

To consider anthropometrics and ergonomics. To determine the optimum size, shape and form of a product/design.

To reflect on our own work and that of others to inform design decisions to make a sculptural response.

To consider how to develop designs to consider 3D form and surface qualities.

Assessment:  Do Now activities, AP1-AP3

Year 10 – PHOTOGRAPHY Medium Term Overview

In Year 10, the students will begin by exploring a project based around the theme Little People to give students a solid start to using the cameras and the understanding elements of the design process. The technical processes explored will give students the knowledge and understanding needed in order to be successful within these topics and future units, as well as at university and within a professional career.  The central themes for the Component One Portfolio will be based around Portraiture and Collections; this will allow students to initially follow teacher led direction to develop their practical skills and knowledge.  There work will become more individual as they venture through the stages of Year 10, developing there camera skills, editing and experimentation with media and techniques.  Students will develop critical language and analysis skills to make strong connections to appropriate artists, designers and craftspeople and reflect on their own practice to recognise areas of refinement.  This will then culminate in a personalised unit of study where students begin to present to create a portfolio of evidence.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How can the use of light, angle, viewpoint, back drop impact on a frame?

How can compositional ideas be developed from small-scale STILL LIFE resources?

What is a GENRE in photography?

How can an emotion be captured, enhanced, manipulated or changed through digital or practical processes?

Why is STILL LIFE photography important?

How can compositional ideas be extended through arrangement and order?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

To demonstrate safe working practices Photography.

To consider what a photograph is and is Photography an Art.

To develop understanding of the camera.  Basic manual settings initially.

To understand how to plan a Photoshoot, selecting appropriate resources and props.

To explore location photoshoot, working outside to set up photoshoots with little figures in a bigger environment and natural light.

To develop composition of smaller scale indoor photoshoots with the little people and artificial light.

To explore viewpoints and angles. Birds- eye: From above facing downward Worm’s – eye: From below facing upward Eye – line: At standing height These perspectives can have an impact on how the viewer feels about the photograph, and how it is perceived.

To develop idea generation through mind mapping.

To create an overview of the theme using visual images and establish presentation of a Photomontage.

To explore initial editing of images through Photoshop.

To develop basic presentation skills. How do we present Record photoshoots.

To explore contemporary artists responses to Little People and research the work of Slinachu and Christopher Boffoli.

To understand relevant  practices in the creative and cultural industries.

To research a variety of sources from books, internet and virtual galleries. 

To develop artist analysis skills and develop ability to express personal opinions about the works.

To expand use of key subject specific vocabulary.

To revisit initial understanding of Photoshoots with stronger links to artists and contextual sources.

To refine and develop how small scale figures placed and positioned within a composition to portray more of a narrative and transform props.

To introduce aspects of using SLR camera.

To extend presentation skill of Record photoshoots.

To annotation skills to record ideas and intentions.

To explore a wider investigation into the various genres and fields of Photography.

To expand on the understanding of what a Portrait is.

To explore the history of the Selfie.

To explore the work of relevant Portrait Photographers/artists.

To investigate how portrait photography can capture emotion, personality and identity.

To explore the use of backgrounds and props.

To consider natural and artificial lighting.

To develop communication skills to direct a model to pose, considering both the face and figure.

To develop editing skills using Photoshop.

To expand presentation skills and annotation.

To develop subject specific vocabulary within annotations

To explore digital manipulation techniques with Photoshop.

To develop use of SLR camera.

To experiment with projection Photography.

To continue to develop photoshoots exploring emotion.

To explore the work of relevant Photographers/artists.

To develop written analysis of Photographers work.

To continue to develop presentation of work and refine annotation.

To expand on understanding of what Still Life photography is and its importance in Art.

To consider traditional classical still life compositions.

To refine composition skills to identify what makes a photograph pleasing.

To explore camera angles and perspective.

To explore use of props, design sets and construct backdrops.

To consider light, reflection and shade.

To explore relevant Still Life Photographers and develop analysis skills.

To explore artist Lisa Milroy, Jim Golden and Andrew Hillman and expand analysis and vocab.

To consider compositional arrangements with repetition and symmetry.

To experiment with backgrounds and props.

To develop camera angles and perspective.

To expand on Photoshop editing skills

To continue to refine presentation and annotation.

Assessment:  Do Now activities, AP1-AP3

Year 11 – PHOTOGRAPHY Medium Term Overview

In Year 11, students will initially continue with their Component One Portfolio and prepare for a mock exam toward the end of Autumn Term Two.  They will continue to work with a holistic approach to all objectives but will strive in their experimental processes to develop and refine their ideas.  These explorations will link closely and reflect on the contextual artist links they have and continue to explore.  Students will have a clearer sense of the media, techniques and processes they will pursue and carefully plan and prepare for a final outcome.  The mock exam will give them an opportunity to experience the exam conditions and working those deadlines.  During the Spring Term, Students will begin Component Two Externally Set Assignment and the exam board sets this.  The students will select one of the questions/themes set and work through design process explored in Component One, exploring all the assessment objectives and completed a final outcome in the 10 hour exam. 

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How can ideas be refined through experimental processes?

What do you plan and prepare for a final outcome?

RECORD- How are ideas recorded through insights relevant to intentions?

DEVELOP – How are ideas developed through investigations which are informed by contextual and other sources?

REFINE – How are the refinement of ideas met through experimenting and selecting appropriate resources?

PRESENT – How is a personally informed and meaningful response presented?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

To demonstrate safe working practices Photography.

To identify avenues of refined experimentation with media, process and techniques appropriate to your intentions.

To continue to explore mixed media experimentation through wider experimentation with increased personal direction.

To further expand and develop experimentation of textile media and techniques.

To expand on existing links to artists or introduce extra artist to enhance and build on development of personal responses in the style of work investigated.

To select and present work produced during their studies to demonstrate attainment, reflecting a holistic approach to coverage of the assessment objectives.

To identify and select the strongest ideas and visual elements from initial work.

To build on the strongest elements of development work to explore a series of new compositional ideas working towards a final outcome.

To refine compositional ideas, use of media, techniques and processes for your final outcome.

To explore how work can be person, independent and original but still show connections to other artists and influences.

To develop a successful final outcome plan.  To  sketch ideas and practice techniques and processes.

To respond independently to a starting point from the exam board to realise intentions.

To develop idea generation through mind mapping.

To create an overview of the theme using visual images and establish presentation of a Photomontage.

To identify appropriate primary and secondary  resources and imagery to study.

To utilise photography to record insights relevant to intentions

To develop creative, imaginative and intuitive capabilities when exploring and making images.

To work within specific time restraints.

To develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures.

To identify relevant  artists, designers and craftspeople.

To understand relevant  practices in the creative and cultural industries.

To research a variety of sources from books, internet and virtual galleries. 

To recognise visual images and work of artists that make explicit links and connections to personal investigations.

To develop artist analysis skills and develop ability to express personal opinions about the works.

To expand use of key subject specific vocabulary.

To observe the work of others through practical studies using the media, techniques and processes they used.

To develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent.

To develop and refine ideas and proposals, personal outcomes or solutions with increasing independence.

To become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques.

To build on the strongest elements of development work to explore a series of new compositional ideas.

To build on the strongest elements of development work to explore a series of new compositional ideas working towards a final outcome.

To work with exam conditions and specific time restraints.

Assessment:  Do Now activities, AP1-AP3

Year 10 – ART & DESIGN  Medium Term Overview

In Year 10, the stages of this topic have been created to give students a solid foundation to understand a successful design process.   The technical processes explored will give students the knowledge and understanding needed in order to be successful within these topics and future units, as well as at university and within a professional career.  The central theme for the Component One Portfolio will be based around Body Art and Adornment; this will allow students to initially follow teacher led visual stimulus and aspects relating to historical and cultural context.  There work will become more individual as they venture through the stages of Year 10, developing there observational drawing, painting skills and experimentation with media and techniques.  Students will develop critical language and analysis skills to make strong connections to appropriate artists, designers and craftspeople and reflect on their own practice to recognise areas of refinement.  This will then culminate in a personalised unit of study where students begin to present to create a portfolio of evidence.

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How is assessment objective 3 – RECORD evidenced?

How can both primary and secondary resources be utilised to develop observational drawing?

How can initial ideas be extended through painted techniques?

How do we make strong connections to appropriate artists, designers and craftspeople?

How are ideas refined, extended or developed to show a deeper understanding?

How can the presentation of ideas be showcased?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

To explore observational drawing that embeds prior observations of the formal elements.

To consider what is Fine Art & Textiles.

To investigate what themes, practices and industries can encompass Body Art & Adornment.

To explore the cultural and historical links to aspects of Body Art & Adornment, like tattoos, costume, etc.

To develop idea generation through mind mapping.

To create an overview of the theme using visual images and establish presentation of a Photomontage.

To discuss the perception of tattoos in society and are they considered Art and the historical context.

To expand observational drawing to recognise confident record skills.

To develop observation of accurate shape and proportions.

To develop quality pencil observational drawing and tonal work.

To expand development of dry media, like pen, charcoal, pencil crayon, pastels, etc.

To consider working with different scales.

To develop ideas, observations, insights and independent judgements, visually and through written annotation.

To use appropriate specialist vocabulary and key words.

To recognise appropriate quality images and variety from secondary sources.

To identify successful stimulus materials from primary sources.

To examine different angles, composition and close-ups of Primary sources.

To develop the use of Photography to record primary resources.

To analyse and evaluate successes in observations and recognise weaknesses to refine.

To expand annotation skills to describe, explain and reflect on Observations.

To continue to build on understanding of media, exploring drawing through mixed media.

To recognise independently appropriate diverse media for observations, like collage,1 stich, etc.

To apply paint techniques using watercolours.

To explore the potential of acrylic paint.

To develop brush techniques and the qualities of paint.

To develop colour theory and mixing and its application to observational studies.

To consider composition and scale.

To experiment with surface, e.g., paper variety, canvas, fabric, etc.

To experiment with combinations of wet and dry media to create texture and mark making.

To identify relevant  artists, designers and craftspeople.

To understand relevant  practices in the creative and cultural industries.

To research a variety of sources from books, internet and virtual galleries. 

To recognise visual images and work of artists that make explicit links and connections to personal investigations.

To develop artist analysis skills and develop ability to express personal opinions about the works.

To expand use of key subject specific vocabulary.

To observe the work of others through practical studies using the media, techniques and processes they used.

To recognise opportunities to take risks and experiment with media and new processes.  To make mistakes and develop through practice.

To record experiments with media and techniques to evaluate and annotate insights.

To reference mistakes and reflect on decisions for adjustments and refinement.

To develop composition and editing skills to extend design ideas.

To extend links to artists through development of personal responses in the style of work investigated.

To consider the use of digital media to develop compositional ideas, pattern and experimental imagery.

To explore mixed media experimentation through wider experimentation.

To expand and develop experimentation of textile media and techniques, like hand and machine stitch.

To develop presentation skills and ability to present work onto sheets.

To explore layout and composition of a collection of work to express the journey explored through the body of work.

To refine cutting, pasting and mounting techniques.

To evaluate work to allow the emittance of any poor quality outcomes which may damage the consistency of the work and mark.

To embed annotation within the body of work for all areas of assessment.

Assessment:  Do Now activities, AP1-AP3

Year 11 – ART & DESIGN Medium Term Overview

In Year 11, students will initially continue with their Component One Portfolio and prepare for a mock exam toward the end of Autumn Term Two.  They will continue to work with a holistic approach to all objectives but will strive in their experimental processes to develop and refine their ideas.  These explorations will link closely and reflect on the contextual artist links they have and continue to explore.  Students will have a clearer sense of the media, techniques and processes they will pursue and carefully plan and prepare for a final outcome.  The mock exam will give them an opportunity to experience the exam conditions and working those deadlines.  During the Spring Term, Students will begin Component Two Externally Set Assignment and the exam board sets this.  The students will select one of the questions/themes set and work through design process explored in Component One, exploring all the assessment objectives and completed a final outcome in the 10 hour exam. 

Autumn 1

Autumn 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

How can ideas be refined through experimental processes?

What do you plan and prepare for a final outcome?

RECORD- How are ideas recorded through insights relevant to intentions?

DEVELOP – How are ideas developed through investigations which are informed by contextual and other sources?

REFINE – How are the refinement of ideas met through experimenting and selecting appropriate resources?

PRESENT – How is a personally informed and meaningful response presented?

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge:

Practical, Theoretical  & Disciplinary Knowledge::

To demonstrate safe working practices in art, craft and design.

To identify avenues of refined experimentation with media, process and techniques appropriate to your intentions.

To continue to explore mixed media experimentation through wider experimentation with increased personal direction.

To further expand and develop experimentation of textile media and techniques.

To expand on existing links to artists or introduce extra artist to enhance and build on development of personal responses in the style of work investigated.

To develop ideas, observations, insights and independent judgements, visually and through written annotation.

To select and present work produced during their studies to demonstrate attainment, reflecting a holistic approach to coverage of the assessment objectives.

To identify and select the strongest ideas and visual elements from initial work.

To build on the strongest elements of development work to explore a series of new compositional ideas working towards a final outcome.

To refine compositional ideas, use of media, techniques and processes for your final outcome.

To explore how work can be person, independent and original but still show connections to other artists and influences.

To develop a successful final outcome plan.  To  sketch ideas, use swatches and practice techniques.

To respond independently to a starting point from the exam board to realise intentions.

To develop idea generation through mind mapping.

To create an overview of the theme using visual images and establish presentation of a Photomontage.

To identify appropriate primary and secondary resources and imagery to study.

To utilise photography to record insights relevant to intentions

To develop creative, imaginative and intuitive capabilities when exploring and making images.

To work within specific time restraints.

To develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures.

To identify relevant  artists, designers and craftspeople.

To understand relevant  practices in the creative and cultural industries.

To research a variety of sources from books, internet and virtual galleries. 

To recognise visual images and work of artists that make explicit links and connections to personal investigations.

To develop artist analysis skills and develop ability to express personal opinions about the works.

To expand use of key subject specific vocabulary.

To observe the work of others through practical studies using the media, techniques and processes they used.

To develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent.

To develop and refine ideas and proposals, personal outcomes or solutions with increasing independence.

To become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques.

To build on the strongest elements of development work to explore a series of new compositional ideas.

To build on the strongest elements of development work to explore a series of new compositional ideas working towards a final outcome.

To work with exam conditions and specific time restraints.

Assessment:  Do Now activities, AP1-AP3