Programme of Study Year 7 9 Art framework

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1 Programme of Study Year 7 9 Art framework Time Theme In lessons students will learn: Big ideas/constructs (overview of the key learning questions) YEAR 7 Balance We introduce our Year 7 students to the six core elements of art: Line, Tone, Form, Texture, Colour and Autumn Pattern, which we cover in the first unit Adaptability. Sept-Early Nov This ensures our students can understand what they are looking at from the outset and confidently discuss why it is successful. Students can then use this knowledge to apply to their own work to create strong compositions. In this unit there will be a formalised examination that will assess the work students have covered as well as continual assessment of their practical work throughout the unit. How learning will be assessed Formative Feedback without numeric grades in sketchbooks: Homework Self and peer assessments Levelled art work End of unit written assessment with numeric grades and summative feedback Key Learning Question 1: What are the 6 Formal Elements? a) I can identify what the 6 Formal Elements are b) I can complete a Tonal Gradient Ladder from Light to Dark Tone and apply this knowledge to a Tonal drawing c) Working from Starry Night by Vincent Van Gogh, I can use ink with alternative drawing implements to create directional Mark-making d) I can match Colour and Tone to a chosen image e) I can make Observational drawings from First Hand experience by using Line and Tone

2 Key learning Question 2: How can you use these Visual elements in your work? a) I understand how to apply them my work b) I can use these formal elements to create different styles c) I can use these elements to create a detailed piece of work from observation Key Learning Question 3: How can you use tone to create a realistic drawing? a) Use black, white and grey b) I understand where the light is coming from and where the shadows would be c) I can add tone using different materials e.g. pencil and paint Autumn-Nov End of December Jan March Celebration Students will develop their knowledge and understanding of colour theory through their investigations of the Day of the Dead celebration in Mexico. They will discuss, recognise and understand how different cultures celebrate their dead. Students will be assessed on their knowledge and understanding of colour theory. They will also be practically assessed on their developing painting skills through their individual Day of the Dead paintings. N.B Students will study either Celebration or Creativity. Formative feedback without numeric grades Internal assessment with grades Key Learning Question 1: What is the Day of the

3 Dead? a) I understand that it is a Mexican celebration and when it takes place b) I appreciate the Cultural artefacts and aesthetics of the Day of the Dead c) I can design my own Candy Skull Key Learning Question 2: What are the different types of colours? Can you describe how to make them? a) I can identify Primary, Secondary and Tertiary colours b) I understand how to mix Secondary and Tertiary colours c) I can use this knowledge to create my own colours in my work Key Learning Question 3: How can you use the colour wheel? How can you use this knowledge and apply it to your work? a) I understand that the colour wheel shows Harmonious, Complementary and Hot and Cold colours b) I understand that different colours create different moods c) I can use these different types of colours to create different moods/atmospheres in my art work

4 March-late April May-July Discovery Students will investigate the work of the Impressionists who discovered a new style of painting. Students will practice mark-making and painting techniques to create a landscape in the style of the Impressionists. In this unit the main focus of the assessment will be the Impressionist movement. They will also be practically assessed on their developing painting skills through their individual Impressionist style landscape paintings. N.B Students study either Discovery or Risk. Formative feedback without numeric grades Internal assessment with grades Key Learning Question 1: Do you understand Impressionism? A) I can name Key Impressionist artists B) I know facts about the Impressionist artists C) I understand how Impressionist art began and how it differed from Art before it D) I understand the main principles of Impressionist work: Use of Plein air, light and subject matter Key Learning Question 2: Do you understand oil pastels? a) I understand there are different ways to use them b) I understand you can get different effects Key Learning Question 3: Do you understand how to

5 use paint in an Impressionist style? a) I can use a paint brush to create different types of mark making b) I understand how to create different moods using different types of colours in relation to one another Year 8 Autumn Sept-Early Nov Curiosity/ Relationships Students are introduced to either the Aztec Culture or the Masai, developing observational drawing skills and exploring patterns. They build on their colour theory knowledge and further develop skills of self-analysis to produce an individual shield outcome inspired by the chosen culture. The shield enables students to be introduced to potentially 5 new techniques; relief printing, wax resist, sgraffito, card relief and batik. Formative Feedback without numeric grades: Title? Termly test with numeric grades Key Learning Question 1: Who are the Masai tribe and where do they live? a) I can identify where the Masai tribe live in Africa b) I understand their History and the significance of Shields and spears in their culture c) I can identify the Masai s use of colour symbolism d) I can draw and interpret meaning from motifs Key Learning Question 2: What mixed-media techniques

6 are used in African culture? a) I can create a Relief print using a polystyrene plate b) I understand the principle of Wax resist (and it s relationship to Batik) and can apply it in my own work c) I know the derivative meaning of Sgraffito d) I can design pattern based on motif and create a card relief of a Motif Key Learning Question 3: How do I construct a Masai shield with meaning and personal Symbolism? Jan- Early March Early March-April Communications/ Competitions This module extends students 3D thinking skills. Working with soap, students create their own Easter Island Moai head. There is still a focus on building drawing skills and constantly developing their technical skills and contextual understanding. Key Learning Question 1: What was the Rapa Nui culture and when/where did it exist? Formative feedback without numeric grades Mid Term test with numeric grades on relationships and communication Formative feedback Without grades a) Identify the History of the Rapa Nui and their Moai statues construction b) Analyse the proportions of the human body in relation to the statues c) Speculate on the recorded history of why and how the Moai statues were made

7 Key Learning Question 2: What was the Flora, fauna and animal life like on Rapa Nui? a) Creatively and independently research the Rapa Nui and it s island life b) Create detailed colour studies of Pacific sea creatures Key Learning Question 3: How do you scale up a drawing to an enlarged size? a) I can complete a Tonal ladder and can explain what Tone is b) I know how to scale up a drawing using the grid technique c) I can build up tonal values through shading Key Learning Question 4: What is bas relief and stone carving? a) I can independently research examples of Bas Relief b) I can apply the proportions of the Moai to my own soap carving May-July Reflection This module is part of a whole CREATE faculty project on Carnival. Students research, design and make masks to wear using a variety of media. They are encouraged Formative feedback without numeric grades Termly test on discovery and Risk with numeric grades

8 to source materials from home to embellish their work. All Year 8 students choose two of the CREATE subjects which they would like to study in detail. Key Learning Question 1: What is Carnival and where did it derive from? a) I understand the History and significance of Carnival b) I can identity 3 cultures that celebrate Carnival as a multi-disciplinary event Key Learning Question 2: What is Commedia dell Arte and how are masks significant in Carnival? Key Learning Question 3: How do I go about designing my own mask? a) I appreciate the value of source material to record ideas and observations b) I can study insects in colour detail c) I can modify my design Key Learning Question 4: How do I construct a mask in 3D? a) I can make templates in cardboard b) I know how to use papier mache as a technique to construct in 3D

9 c) I can mix colours to match my design Year 9 Autumn Sept-Early Nov Early Nov-Dec Distorted Heads This is an introduction to looking at and comparing artists work who have distorted the head. Students develop and understanding of different Art Movements in association with the artists we look at. They will use basic drawing techniques using pencil and then develop their work in various media. Students learn about the formal elements of drawing and apply this knowledge to produce a distorted image. Key Learning Question 1: What does a conventional Portrait Look like and when did this all change? Formative Feedback without numeric grades: Title? Termly test with numeric grades a) A powerpoint teaches me an overview of the History of Portraiture b) I can identify when and how Portraiture altered in the early 20 th Century with Picasso s Cubism c) I can appreciate that numerous Artists have gone on to Distort the Human Head in the 20 th Century d) I can draw a proportionally correct Head from Second and First hand sources e) Through studying Paolozzi s collage I can distort a human face through a cut collage technique Key Learning Question 2: How do I design a Cubist portrait in oil pastels? a) I can make observational studies of the Profile

10 as well as other views of others heads b) I can build layers of perspective in my design and then edit my First draft c) I can work on an A3 scale and consider the Distorted Head, background and the use of complementary colours Jan- Early March Early March-April Futurism Students explore art that has changed the world, and look at Art Movements which have done just that. They develop an understanding of Observational Drawing. Students refine their drawing and painting skills resulting in a powerful final piece inspired by contextual research and understanding. Investigating local artist and their place in the community. Students use ICT. Formative feedback without numeric grades Mid Term test with numeric grades on relationships and communication Formative feedback Without grades Key Learning Question 1: What was Futurism about? a) I can compare and contrast pre-futurist works with Futurist ones b) I can appreciate how ground-breaking 1900s inventions were and the impact of New Technologies on peoples lives and imaginations c) I can identify the main principles of Futurist works: Dynamism, Speed, Power and Noise Key Learning Question 2: Why do artists need to make Observational Drawings from real life? a) I can see the difference in drawing from

11 Memory and Observation b) I can identify the elements of Observation in Futurist paintings c) What significance does the brush mark have, atmosphere and perspective for example? Key Learning Question 2: How can I incorporate ICT into my Final Design? a) I can understand the principles of creating Layers using Photoshop b) I can choose a Mechanical/High Tech object to create a composition that depicts movement and speed Key Learning Question 3: What are the qualities of Acrylic paint? a) I can use a palette effectively b) I am able to discern between Monochrome, pastel and complementary colours c) I can manipulate acrylic paint in layers d) I can produce a Final A3 painted design which depicts Movement, New Technologies and Speed May-July Built Environment Students explore art that has changed the world, and look at Architecture which has done just that. They Formative feedback without numeric grades Termly test on discovery and Risk with

12 develop an understanding of basic perspective and refine their drawing and painting skills. This results in both a 2D painting and in a powerful 3D final piece inspired by contextual research (buildings and architecture) and understanding. numeric grades Key Learning Question 1: What is the point of buildings? a) Students discuss with a partner the point of Buildings b) The functionality and aesthetics of Architecture are discussed Key Learning Question 2: What are some of the most famous and identifiable buildings around the world? a) Students independent study allows for research both visually and in writing b) I can draw a famous building using basic 1 and 2 point perspective, line and tone Key Learning Question 3: How would you describe Gaudi s work? a) I have a one word answer for Gaudi s buildings b) I can gather information on his life and works from varied sources c) I understand what organic means in the Visual Arts and what inspired Gaudi

13 Key Learning Question 4: What makes good design? a) I can constructively criticise past examples of my own and others Classworks b) I can identify what makes good design, for example multiple viewpoints considered, strong form and structure, colour studies and annotation Key Learning Question 5: How do you construct a Gaudi-inspired pinnacle in terracotta clay? a) I can roll, cut and construct with clay b) I understand and can apply the 3 main can techniques with clay: slab, coil and pinch pot c) I can use scoring and slip to add small editions to a larger overall structure Key Learning Question 6: How would you decorate your clay piece? a) I can revisit the famous Gaudi buildings whereby he uses tiles as scales, windows, balconies, organic structures and colour contrast b) I can gradate colour and mix shades and tints Key Learning Question 7: What unique qualities akin to Gaudi s does Hundertwasser show in his Landscape paintings?

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