Art and Design (09/24)

	A	B	C	D	E	F	G	H
1		Subject	Art and Design
2		Vision	To give students new expreiences and extend and develop knowledge around the world of Art. To inspire students to be expressive and creative and give them opportunities to excel in an Art and Design based career.
3		Overarching intent and key drivers	The purpose of the curriculum is to inspire pupils to create personal responses to the world around them. Beyond developing subject knowledge, pupils will develop disciplinary knowledge that supports them in becoming successful individuals, artists, innovators, designers, and positive citizens. Pupils will publish, present, and create with purpose; the work that they produced will be based on themes and briefs. Pupils will be problem solving and making connections as they build understanding from a foundation of analysis, experimentation, and skills. Pupils will create impressive and beautiful work that they have ownership over. Pupils will be able to articulate and justify their ideas and process and respond to critical feedback.
4		Notes	Kapow curriculum
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6			Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
7	Year 7	Title	Natural Forms: Drawing Skills and Colour Theory	Printmaking: African Art	Product/Graphic Design: Design a Chocolate Bar	Sculpture: Clay Mythical Creatures	Portraits: Pablo Picasso	Photography: Fundamentals and History
8		Overview and Rationale	Pupils will learn what primary and tertiary colours are, they will need this knowlege throughout this unit to explore tone and shading. Pupils will learn basic drawiing techniques such as stippling, hatching, cross hatching, these skills will follow through the unit as they explroe how to change tone and shading	Pupils will be developing cultural understanding, with a main focus on Ndebele Art Pupils will complete research on the Ndebele village culture Pupils will develop and refine their understanding of geometric shapes Pupils will experiment with a number of different printing techniques, including monoprinting, creating stamps etc.	Pupils will construct their own chocolate bar packaging that they have researched and planned; they will invent a new style of bar with a new name, logo and company. Pupils will develop basic analysing skills. Pupils will work on presentation skills and how to follow steps within a project- research- planning- making.	Pupils will explore the use of three-dimensional building materials and equipment, including clay and sculpting tools. Pupils will complete research of mythical creatures from a variety of different cultural backgrounds (e.g. Greeks, Romans, Ancient Egyptians etc.) Pupils will learn how to create an efficient plan of their intended final 3D outcome, using previously developed drawing skills	Pupils will look at identity and look into their own identities, who are they? Pupils will research Picasso. What is abstract art? What does it suggest with portraits? Pupils will take part in various group tasks. Roll a Picasso game to create diverse portraits. Pupils will produce a Pablo Picasso response, using acrylic paint.	Pupils will learn about the history of photographic processes and develop their understanding of cameras and will take photographs of objects in various settings and lighting. Pupils will develop their understanding of how to incorporate digital technology with mixed media
9		Core Knowledge	- What colour theory is - How we use colour theory - What are drawing techniques - How to use these different techniques, when to use them, and why -	- how different cultures use art - who the Ndebele people are and what art means to their culture - What a geometric shape is - How geometric are used - what printing materials are and how they are used; how to create and print an image	- what a net of a shape is - why manufactureres choose colour combinations and font styles - learn nutrional information and be able to present this effectively - critical thinking and project planning start-finish - what analysis means and data gathering techniques	- what a mythical creature is and how they have been described and implemented through history - Terminology used when working with clay - drawing upon skills leanred in unit one, pupils will design a mythical creature - Pupils will develop fine motor skills - pupils will create a work of clay art	- pupils will know what is meant by identity - pupils will know who picasso is - pupil will know what abstract means and how it fits into art - pupils will draw upon knowedge from unit 2 around geometric shapes and how they fit into Picasso's work - pupils will know how to use acrylic paint	- Pupils will learn the history of Photography - How a camera works - What is meant by setting and how it can be manipulated using camera functions - Understand light and shadows - what is meant by mixed media
10		Assessment	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms
11	Year 8	Title	Natural Forms: Animals	Printmaking: Rangoli Patterns	Product/Graphic Design: Design a Board Game	Sculpture: Cultural Masks	Portraits: Pop Art	Photography: Miniature Figures
12		Overview and Rationale	Drawing on skills learnt in year 7 pupils will further develop observational drawing- using various ranges of media to develop texture, tone and line. Looking at how to present in sketchbooks creatively with guidance/independently Pupils will create a number of responses using various techniques, including Paint, charcoal, watercolour, pencil, fineliner.	Pupils will develop their prior learrning of culture and print making; and meaning behind artwork to produce a printmaking response. Pupils will be shown Rangoli patterns and research the meaning behind them. Pupils will work in groups to create a floor Rangoli design made from coloured rice. Pupils will develop printmaking techniques. Looking at stamp printing. Pupils will make a stamp and print a large poster with repeating patterns , linking colour with the traditional festival ‘Holi’. and 'Diwali'	Drawing upon work completed in year 7, pupils will research board games and complete product analysis for games. Pupils will take part in their own analysis through questionnaires and use tallies and graphs. Pupils will create their own board game design that they have constructively planned and researched.	Pupils will experience a range of tools and materials, including paper mache and cardboard construction Pupils will be able to describe the work and distinctive style of each type of cultural mask, and will be able to explain their significance within their culture Pupils will take visual inspiration from these cultural masks, whilst creating their own artistic outcomes, creating a clear visual link to their research	Brainstorm their own lives and identities. What makes them who they are? Group projects on famous identities. Research Andy Warhol and develop work inspired by their findings. Creating canvas in the style of Andy Warhol. Canvas divided into 4 equals and the Pupils to pick an image of their choice. The image will be traced, carbon traced. Inspired by an artist who does that.	Research photographic imagery in and out of perspective. Create personal responses taking photographs in and out of perspective. Research street artist Slinkachu. Recreate artwork in the style of street artist Slinkachu.
13		Core Knowledge	- what is observational drawing - what do we mean by different media - what is texture and how do we create this with pencil - how to use watercolours - how to use charcoal	- What is a Rangoli pattern and why they are used - How to draw/make a rangoli pattern - What 'Holi' and 'Diwali' are and the use of patterns withion these traditions - What is meant by repeating pattern and - How colour can be meaningful	- What marketing is - How design affects sales - How to use a 3D printer - How to create an effective questionnaire - critical thinking and project planning from start-finish	- what cultures use masks and what different features of a mask means - what is meant by paper mache and how to create a paper mache prototype - - -	- what is identity - Who is Andy Warhol and what work has he produced - How to work with a canvas - what carbon tracing is	- what is meant by perspective - how to conduct thorough and in-depth research of an artist - Who Slinkachu is and what work they produce - what is meant by street art - how to recreate street art
14		Assessment
15	Year 9	Title	Man-Made Forms: Urban Decay	Printmaking: Islamic Art	Product/Graphic Design: Design an Album Cover	Sculpture: Giacometti Figures	Portraits: Surrealism	Photography: Light Painting
16		Overview and Rationale	Pupils will draw on work completed in year 8 to create painted outcomes inspired by the work of contemporary artists such as Banksy, Goldie at Tats Cru Pupils will experience a range of tools and materials, including paint, canvases, boards as well as creating stencils Pupils will be able to describe the work and distinctive style of the artists explored within the project Pupils will take visual inspiration from the work of each graffiti artist, whilst creating their own artistic outcomes, creating a clear visual link to their research	Pupils will gain and build on their cultural knowledge from previous years. Pupils will be looking at Islamic art and the culture that inspired the 3 main pattern types. Pupils create a large A4/A3 Lino print design based around Islamic pattern/art.	Task Analysis and Design Brief. Research existing albums from a variety of genres Analysis 2-3 album covers Research the target market and create a Client Profile. Use ACCESS FM to write Design Specifications. Design Album Cover(s) Final Design Ideas. Evaluation of final outcome	Pupils will study the work of Giacometti and develop a response in 3D form. Pupils will work in a group to create various mini outcomes throughout the term. Pupils will develop new sculptural skills throughout the term and learn new areas of sculpture for the development of this skill. Pupils will use previously gained knowledge of how to work with clay to build upon new skills such as working with wire	To learn how to record a portrait using correct proportions. Pupils will then use this guideline to record observational self- portraits. To develop knowledge and understanding of the Surrealist Art Movement. They will look at and discuss the art and ideas of Magritte, Dali, De Chirico, etc. Pupils will then apply this knowledge and understanding to their own surreal self- portrait. Demonstrating examples, pupils will experiment with metamorphosis and ways of creating a distorted self- portrait. To create a manipulated digital image of (self- portrait). Extension Task;- Pupils will develop their composition and imagination skills in producing mixed- media work (collage and paint) Pupils will develop colour-mixing skills in painting.	Research different styles of Light Paintings techniques. Research Picasso Light Paintings. Create personal responses. Create light paintings using light pen and camera
17		Core Knowledge	- What is meant by man-made forms - How they are tranformed using street art - What styles of street are there are - what is meant by the term 'graffitti' - what a stencil is and how to use them - How to make a stencil	- They will know about the Islamic Culture - The 3 main pattern types you see in Islamic Art - How to cut lino - How to print with lino - How to print on an A3 sheet of paper	- What is meant by design brief - What an album (musically) is - tthe difference between an album and a single - Critical thinking and evaluation - What is meant by specification - How to create a digital form of a drawn design - How to use the ACCESS FM acronym	- Who is Giacometti - What sort of sculptures he made - How to shape a 3D form with wire - How to add clay to a 3D form effectively - How to critically assess a 3D form - Proportions	- How to accurately proportion a face - How to draw a self reflection - What surrealism is - Artists that use surrealism - What distorted means - How to collage	- What is meant by light painting - How Picasso used light painting - How to create light painting - How to develop responses to artworks around light painting - How to use a camera effectively for a successful light painting
18		Assessment	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms
19	Year 10	Title	Natural Forms: Observational Drawing	Printmaking: Doodles and Patterns	Product/Graphic Design: Promote your own festival		Coursework Project: 'People, Places, Objects'
20		Overview and Rationale	Pupils will study Paul Cezanne’s work and respond using advanced drawing skills and techniques that have been built on over previous years Finding their own objects to draw. Sitting with easels to draw from natural form. Using materials to draw over. Pupils will set up their own life drawings to respond to Cezanne’s work.	Pupils will create drawings, prints and digital outcomes inspired by traditional pattern design methods, as well as the work of traditional and contemporary artists such as Sol Lewit, Bridget Riley, Studio Moross and Mr Doodle Pupils will experience a range of tools and materials, including hand drawn work with pens and pencils, printed outcomes using ink, as well as digital processes with creative media apps Pupils will be able to apply their pattern and doodle work to a final project outcome of their choice from a number of options; t-shirts, stationery and other physical products will be possibilities for this Pupils will take visual inspiration from the work of the research artists, whilst creating their own artistic outcomes, creating a clear visual link to their research	Task Analysis and Design Brief. Research existing posters for promoting festivals and Concerts. Analysis 2-3 posters using ACCESS FM. Research the target market and create a Client Profile. Use ACCESS FM to write Design Specifications. Design Posters. Final Design Ideas. Evaluation of final outcome.		Pupils will begin their independent coursework project where they can choose their area of interest/study. Student will have workshops to help them find the project they wish to complete for this portfolio (60%) Pupils will be spoken to about the GCSE process and supported throughout the time. Pupils will have tutorials with the teacher to go through ideas and make a plan for the project, these will be regular. Pupils will start on AO1- Research. Pupils will carry on their independent set projects, each lesson will be run as a group and Pupils will have the opportunity to present their ideas to peers and staff. Pupils will select two artists and research them and their work. This should inspire Pupils and they will respond to the chosen artists. Conduct a tutorial for each student to ensure they are on task and supported. AO2- Artist research
21		Core Knowledge	- Who is Paul Cezanne and what type od art did he produce - What is meant by placement - How to draw from an easel - How to set up a still life - How ro respond to light and shadow in different mediums	- Understand the differences between doodles and patterns - Know how various artists use patterns in their work - Know how to use ink effectively - How to conduct research and produce work that is linked effectively -	- What is meant by design brief - The difference between a concert and a festival - Critical thinking and evaluation - What is meant by specification - How to create a digital form of a drawn design - How to use the ACCESS FM acronym - How colour schemes and persuasive writing impact the attendance to festivals		- Research skills - Presentation skills - - - -
22		Assessment	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms	Sketchbook work, project peices and evaluatuion forms		Sketchbook work, project peices and evaluatuion forms
23	Year 11	Title	Coursework Project: 'People, Places, Objects'		Externally set assignment project: Preparation		Externally Set Assignment Project: Exam	Course Completed
24		Overview and Rationale	- - - -Pupils will begin their independent coursework project where they can choose their area of interest/study. Student will have workshops to help them find the project they wish to complete for this portfolio (60%) Pupils will be spoken to about the GCSE process and supported throughout the time. Pupils will have tutorials with the teacher to go through ideas and make a plan for the project, these will be regular. Pupils will start on AO1- Research. Pupils will carry on their independent set projects, each lesson will be run as a group and Pupils will have the opportunity to present their ideas to peers and staff. Pupils will select two artists and research them and their work. This should inspire Pupils and they will respond to the chosen artists. Conduct a tutorial for each student to ensure they are on task and supported. AO2- Artist research -		The independent project(60% should be finished by the end of January) Pupils must ensure they have had meetings with the teacher to mark off the four main areas of the project. Pupils must be ready to start the Externally set (Exam- 40%) project by the end of January. Pupils will have lessons around the exam paper and shown various ideas and avenues for each question. Pupils will have had tutorials with the teacher to give ideas and come up with a plan for the project. Pupils should have already started their artist research and respond in an appropriate manner. Pupils need to start working on plans and ideas for the exam time. There will be lessons to speak through the exam conditions and expectations of Pupils. What can they do during this time and what can they make? Pupils will have another tutorial with the teacher to ensure they are prepared and on track for the exam.		Pupils should have finished their design sheets for the project and ready to complete the 12.5 hour exam with allocated time slots. The first portfolio should be completed and ready to hand in. Pupils can request a tutorial at this time for additional support. Pupils will be under exam conditions for 12.5 hours to complete their planned end of project work.	All coursework and exam project work should be completed and submitted. Pupils will now be on study leave for their exams.
25		Core Knowledge	- Research skills - Presentation skills
26		Assessment	Sketchbook work, project peices and evaluatuion forms
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