Year 9: Curriculum Intent During year 9 the focus will be on further developing student’s creativity, enabling them to make choices within their work while developing their own ideas independently and experimenting with a wide range of media. Students will gain confidence when analysing their own and others work and will have a good understanding of the history of art, craft, design and architecture, including art movements from history to the present day. |
Year 9 Essential Knowledge Summary |
Schemata 1: Food Art – Mixed Media (Recording Observations and Mixed Media) | Schemata 2: Food Art – Autumnal Foods (Recording Observations and Mixed Media) | Schemata 3: Food Art – Inspirational Artists (Artist research) |
Composite Knowledge: Pupils will gain an understanding and form opinions around the question ‘Why study art?’. Pupils will increase their proficiency in drawing, extending the knowledge and skills covered in Y7 and Y8 to experiment with a wider range of media and surfaces. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Reading articles: Tate gallery ‘Why study art?’
- Develop knowledge of line, shape, form and tone (Pencil, building on Y7 and Y8 skills)
- Introduction to tertiary and complementary colours, developing knowledge of colour mixing (Coloured pencil, building on Y7 and Y8 skills)
Procedural Knowledge: - Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
- Record observations using pencil, applying knowledge of line, shape, form and tone.
- Record observations in colour, using coloured pencils, oil pastels, water colour paint and paper collage applying knowledge of colour and colour mixing.
Upper Hierarchical Knowledge: - Exploration to form own opinions of ‘Why study art?’ (reading text)
- Working from more complex imagery and mixed media techniques and processes when recording observations.
| Composite Knowledge: Pupils will continue to increase their proficiency in drawing extending the knowledge and skills acquired to date to experiment further with an increasing range of media and surfaces. Pupils will consider drawing for different purposes. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Introduction to drawing for different purposes
- Developing knowledge of a wide range of mark making techniques. (Building on Y7 and Y8 skills)
- Developing knowledge of image transfer – oil pastel transfer. (Building on Y8)
- Introduction to chalk board drawing
- Introduction to mono printing
Procedural Knowledge: - Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
- Record a series of observations using pen, white pencil crayon, oil pastel transfer and mono print with a focus on mark making techniques.
- Recording observations on a range of different surfaces and creating own through watercolour washes.
- Presenting drawing work creatively and effectively working with independence.
Upper Hierarchical Knowledge: - Working from more complex imagery when recording observations and working with a greater range of mark making techniques to skilfully show texture processes.
| Composite Knowledge: Pupils will connect their own work to the work of other artists inspired by food, extending their knowledge of artists from Y7 and Y8 to cover a wider range of artists and art movements from past to present day, understanding the historical and cultural development of their art forms. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Introduction to Sarah Graham, Joel Penkman, Wayne Thiebaud and other relevant artists throughout history.
- Researching and selecting appropriate images and information.
- Recapping the materials used so far in Y7, Y8 and Y9.
- Develop knowledge of the creative industries and world of creative work
Procedural Knowledge: - Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
- Making independent choices, selecting an appropriate artist to focus on.
- Recreating artists work selecting appropriate materials to work with.
- Presenting research creatively and effectively working with independence.
Upper Hierarchical Knowledge: - Further exploration, forming own opinions on the work of others and explaining choices. Evidencing strong understanding and relationships with the work of artists researched.
- Applying keywords and specialist language to annotations.
- Selecting more complex artist imagery and media processes.
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Schemata 3: Food Art – Final Piece (Mixed Media) | Schemata 4: Food Art – Pop Art (Artist research) | Schemata 4: Food Art – Pop Art (Screen printing) |
Composite Knowledge: Pupils will consolidate their knowledge of a wide range of drawing materials and understanding of the artists researched through the production of a creative and independent final outcome. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Develop knowledge of composition
- Further develop knowledge of colour and colour theory
- Further develop knowledge of a wide range of media and application techniques
Procedural Knowledge: - Developing a personal final piece to demonstrate knowledge of drawing and the formal elements, composition and skill level when working from a wide selection of suitable materials.
Upper Hierarchical Knowledge: - Developing a complex and detailed realisation and final outcome, successfully selecting from the full range of materials and processes to showcase strengths.
| Composite Knowledge: Pupils will connect their own work to a range of artists who were part of the Pop Art movement, beginning to appreciate and understand the historical and cultural development of their art forms. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Introduction to the work of artist Roy Lichtenstein.
- Introduction to the work of artist Andy Warhol.
- Researching and selecting appropriate images and information.
- Developing knowledge of colour and suitability of materials to purpose.
Procedural Knowledge: - Reflecting on reading text through written and discussion-based activities with links to key vocabulary.
- Recreating artists work and making independent choices when selecting appropriate materials to work with.
- Presenting research creatively and effectively working with independence.
Upper Hierarchical Knowledge: - Further exploration, forming own opinions on the work of others and explaining choices. Evidencing strong understanding and relationships with the work of artists researched.
- Applying keywords and specialist language to annotations.
- Selecting more complex artist imagery and media processes.
- Demonstrating a higher level of understanding of context when presenting work with creativity.
| Composite Knowledge: Pupils will consolidate their knowledge of the Pop Art movement when designing and creating a screen print final outcome. Component Knowledge: Foundational Knowledge: Declarative Knowledge: - Introduction to screen printing
- Further develop knowledge of colour and colour theory
Procedural Knowledge: - Developing ideas into a personal screen print design
- Creating a personal final piece to consolidate knowledge of Pop Art and skill level when creating a screen print.
Upper Hierarchical Knowledge: - Developing ideas into a personal, original and detailed design and realisation, evidencing strong links and understanding of the work of artists researched.
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Final Composite Knowledge: Year 9 End Point - Drawing skills – line, shape, form, tone, mark making, texture, composition
- Colour theory – tertiary colours, complementary colours.
- Artist Research - Sarah Graham, Joel Penkman, Wayne Thiebaud, Pop Art, Roy Lichtenstein, Andy Warhol.
- Materials and processes – pencil, pencil crayon, oil pastel, water colour paint, paper collage, fine liner, biro, white pencil crayon, oil pastel transfer, mono print, screen print.
- Final Outcome – mixed media final piece, Autumnal final piece, food composition final piece, Pop Art screen print.
- Careers – Coverage of extensive list of creative industries and world of creative work.
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