Unit Summary: Develop understanding of drawing and colour theory. Through a series of still life drawing lessons and by looking at the work of David Hockney students will develop their key drawing and painting skills. Art lessons will actively encompass all aspects of the SPA Habitus system, rewarding calm, engaged, respectful and creative behaviour both in class and through R&R. Students will receive regular Big Idea lessons that will introduce exciting artists/movements related to the ongoing Scheme of Work and inspiring Future You lessons - such as Fine Artist, Muralist, Set Designer - to promote realistic careers and opportunities within the creative industry and instill a love for the subject.

Knowledge

(Curriculum content)

With students arriving from different Primary schools each with very different Art backgrounds, they will initially need to develop key drawing skills focusing on tonal shading and mark making. Drawing skills will be developed through a range of still life drawing tasks. Students will move onto colour theory and use this knowledge to develop their skills with watercolour paints, pencil crayons and collage. Students will join this learning together to look at the landscape paintings of David Hockney and produce an outcome inspired by his work with reference to the line, shape and colour of Hockney’s work.

Academic Literacy

Students will develop subject specific language related to colour theory (for example analogous, tertiary, complementary) and when looking at and critically evaluating the artwork of David Hockney, students will also begin to use appropriate academic language and key terminology.

What should learning look like at the end of a unit?

SUPPORT

CORE

EXTEND

- Basic understanding of primary/secondary colours.

- Able to use limited mark making and tonal shading techniques to produce simple transcriptions and drawing studies.

- Able to recognise some David Hockney landscape paintings and able to recognise some key features relating to colour.

- An understanding of key colour groups and

- Able to draw and paint with reasonable reference to the source, using different mark making processes and limited tonal variation.

- Able to give key facts and information about the artwork of David Hockney with an informed collection of paintings and drawings.

- Able to identify and use complex colour groups such as analogous colours within their paintings.

- Able to draw with a broad range of mark making processes and with an emerging, confident use of tonal shading.

- Able to talk in detail about the landscape work of David Hockney and put the artist into an historical art context. Produced a competent body of Hockney paintings with final outcomes based on their own photography.

​

​

Assessment Activity

• 20/30 minute class-based drawing assessments are spread across the first two terms, with a 1 hour drawing PPE
• Students will receive feedback through ‘whole class feedback’ sheets and regular verbal feedback.

Unit Summary: ‘Food’ project to continue to develop key painting and drawing skills and focus on a series of different artists who use food as the subject of their work.

Art lessons will actively encompass all aspects of the SPA Habitus system, rewarding calm, engaged, respectful and creative behaviour both in class and through R&R. Students will receive regular Big Idea lessons that will introduce exciting artists/movements related to the ongoing Scheme of Work and inspiring Future You lessons - such as Video Game Designer, Sculptor, Illustrator - to promote realistic careers and opportunities within the creative industry and instill a love for the subject.

Knowledge

(Curriculum content)

This project acts as a ‘mini GCSE’ project and will teach students to-

- Develop drawing and painting skills

- Experiment with different materials, processes and scale (photography, charcoal)

- Focus on a variety of relevant artists (Wayne Thiebaud, Joel Penkman, Angela Turvey, Giuseppe Archimboldo) with critical analysis of their work

- Bring together the learning from the unit to produce semi- independent ‘final Outcome’

Academic Literacy

Students will continue to use subject specific language related to processes and techniques and when looking at the artwork of the chosen artists, students will be encouraged to use appropriate academic language and key terminology when speaking and/or writing about the work.

What should learning look like at the end of a unit?

SUPPORT

CORE

EXTEND

- Limited ability to use mark making and tonal shading techniques to produce simple transcriptions and drawing studies.

- Able to recognise some key aspects within the work of the artists and able to recognise some key features relating to colour.

- Limited recall from previous project.

- Students will show an inconsistent use of tonal shading and drawings which will usually make recognisable reference to the source.

- Students able to give key facts and information about the artwork of the artists focussed on within this topic and will present a collection of paintings and drawings to support this .

- Sometimes able to make reference to previous project.

- Able to draw with a broad range of mark making processes and with an emerging, confident use of tonal shading.

- Students will be able to talk in detail about the formal elements within the work of the artists studied and put the artists into an historical art context. Students will present a competent body of paintings and drawings with final outcomes based on their own ideas and research.

- Able to expand on learning from last project within their work.

Assessment Activity

• 20/30 minute class-based drawing assessments are spread across the three terms
• Students will receive feedback through ‘whole class feedback’ sheets and regular verbal feedback. Work will be marked as a completed project at the end.