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St Alban's Catholic High School

Art & Photography

As a department we value the importance of Art and Design within the curriculum and aim to stimulate creativity and imagination in all students.

We offer a broad, relevant and varied curriculum which provides students with visual, tactile and sensory experiences and a very wide range of opportunities to understand and explore the world around us. We firmly believe that understanding and enjoyment of the visual arts creates opportunities to enrich our lives and the way we communicate with others.

 

Art

“Art and Design is not just a subject to learn, but an activity that you can practice; with your hands, your eyes,
your whole personality”

Quentin Blake, Children’s laureate

Year

Curriculum Content

7

 

AUTUMN TERM - The Formal Elements in Art- skills and approaches.
A programme of lessons that focuses on securing the foundation SKILLS needed for Art in KS3. Students will predominantly work within a sketchbook to explore the formal elements individually and experiment with recording materials and techniques focused on LINE, SHAPE, COLOUR, TEXTURE and TONE. Drawing tasks are based on natural forms imagery (shells, leaves, feathers etc.) to secure observational skills and methods of recording. Further experimentation with drawing, printmaking, mixed media and ceramics will refine the use of techniques. Presentation of sketchbook pages and methods of recording and evaluating work will complete the skills work. Assessment is based on 2 key areas.

 

2. Explore and Experiment
Explore ideas through different materials, techniques and processes.

 

3. Record and Refine
Draw, observe, model, capture and respond to images in order to refine and progress.


SPRING TERM - Alphabets
A design based project that develops students understanding of different lettering styles, illuminated texts and visual interpretations of the written word. Students will research and develop their understanding of why lettering and text has different meaning and can be symbolic, representational or used for different purposes and audiences. Students will explore the use of the line, shape, colour and tone to record realistic representations and stylised images based on a variety of alphabets. Design drawing will be developed around a variety of themes within the sketchbook before progress and selection towards a final outcome based on illuminated texts, sculptural letters and alphabets illustrations. Assessment is based on 2 key areas.

 

1. Inspiration and Ideas
Research and respond to artists, images and visual starting points to develop personal ideas.

 

4. Realise and Evaluate
Present a final outcome and evaluate the learning process and influences.

 


SUMMER TERM – Architecture
This project creates opportunities for students to study the environment in which we live and understand the importance of design that has changed and influenced architecture through the ages. Students will study their school environment recording images through photography and drawing following rules for drawing in perspective. Further studies of iconic buildings and architectural design based on a specific brief, function or theme will be recorded within the sketchbook allowing students to appreciate and understand how changing architectural styles have formed part of our cultural identity. Opportunities to design for purpose and for fantasy based around selected themes will allow students to progress into developed drawing work, printmaking, paper sculpture, decorative mosaic work, and stained glass window designs. Students may also extend these ideas and explore how artists throughout time have recorded and have been influenced by architectural imagery. Assessment is based on 2 key areas.

 

1. Inspiration and Ideas
Research and respond to artists, images and visual starting points to develop personal ideas.

 

2. Explore and Experiment
Explore ideas through different materials, techniques and processes.

 

Year 7 SUMMARY

We use a wide variety of images throughout art history exploring different cultures and also refer to images from books, resource folders, YouTube, real objects and borrowed artefacts. Students are encouraged to visit local galleries and museums to support their collection of imagery and ideas. Students record and explore from real objects including the use of photography and drawing techniques. Students work in groups and individually depending on the task or choice of outcome. Students are encouraged to ask questions and evaluate their progress through practical work and development of ideas which is presented within the sketchbook. SAIL tasks allow students to develop their skills outside the classroom and extend their learning through research tasks, practical investigation and gathering of ideas.

 

8

AUTUMN TERM- Fantastic creatures
An imaginative project that creates opportunities for students to explore mythological, historical and contemporary interpretations of creatures and animal forms. Students will work within the sketchbook researching and creating practical studies of a wide range of art forms where creatures are represented in realistic and unrealistic styles from cave painting through to contemporary imagery used in film and advertising. Students will develop their observational drawing skills to record different animals: studying fur, feather and scales to progress into more imaginative design work that leads to animal sculpture, illustration or animation. There is also an opportunity to visit the Warner Bros studio tour to enhance students contextual understanding of the design and production of the Harry Potter movies. Assessment is based on 2 key areas.

3. Record and Refine
Draw, observe, model, capture, and respond to images in order to refine and progress.

 

4. Realise and Evaluate
Present a final outcome and evaluate the learning process and influences.


SPRING TERM- Pop Art
An experimental project that develops students understanding of different practical techniques to explore Pop art culture. Student will explore and experiment with stylised approaches to understanding the imagery associated within mass media, commercial products, advertising and popular products. A variety of techniques will be used to explore and understand principles of painting, printing including Benday dots and sculptural techniques. Final outcomes will be focused on self-portrait imagery and other combination of popular culture influences. Assessment is based on 2 key areas.


2. Explore and Experiment
Explore ideas through different materials, techniques and processes.

 

4. Realise and Evaluate
Present a final outcome and evaluate the learning process and influences.


SUMMER TERM -Surrealism
This project is based on imaginative skills and responses focusing on the relationship of imagery, time and the subconscious. It develops the student’s ability to use representational recording skills developed in other projects and extend their contextual understanding of the way Dada and Surrealist artist created artwork based on objects, people and places and representation of our subconscious mind. Pupils will explore Surrealism ideals using image and text, word plays, montage, clay modelling and transformations drawings to experiment with practical solutions to the way images of dreams can be represented in 2D or 3D. An understanding of how surrealism has influenced advertising and other commercial contemporary practices such as film are also explored. Students will develop observational drawings to represent metamorphosis and structural changes then develop these concepts into further experimental work to develop themes of inside out, weather conditions, inside a shape and automatic writing, flip books, animation and surreal 3D outcomes and surrealist gallery leaflets. Assessment is based on 2 key areas.

1. Inspiration and Ideas
Research and respond to artists, images and visual starting points to develop personal ideas.

3. Record and Refine
Draw, observe, model, capture, and respond to images in order to refine and progress.


Year 8 SUMMARY

We continue to expand upon the range of artist and craftspeople studied to allow students to understand the work from other cultures but also alternative media such as film, illustration and design. We refer to VAK sensory development, particularly sound, sight and touch. Students are encouraged to visit local galleries and museums but also to experience the work of artist in practice such as architects and animators. Students record and explore from real objects and artefacts to explore ideas that develop into individual or group outcomes. They are encouraged to ask questions and evaluate their progress through practical work and development of ideas which is presented within the sketchbook. SAIL tasks allow students to develop their skills outside the classroom and extend their learning through research tasks, practical investigation and gathering of ideas.

9

Pathways

Our aim in year 9 is to teach skills and build students confidence in using materials, selecting imagery for purpose and creating artwork that responds to thematic approaches whilst allowing choice and flexibility in their use of materials, equipment and techniques ready to approach the GCSE coursework the following year.
AUTUMN TERM- Black and White
The first half term is focused on exploring practical skills and experimental approaches
developing students’ ability to observe, record and experiment. Students will be able to select the best of their work for assessment at different points through the term. Approaches include:

 

  • Mark making using line
  • Graphics tablet using line
  • Charcoal exploring tone/2nd charcoal onto different back ground
  • Painting experimentation/pointillism
  • Monoprinting
  • Salt drawing
  • White onto black
  • Photography skills-lighting

The second half term is focused on printmaking skills experimenting with relief techniques.

 

  • Research printmaking artists using lino
  • Practical response to printmaking imagery exploring colour, style and techniques
  • How to produce a single print design in lino-simplification and reduction of shape and detail using digital editing techniques.
  • Paper cutting in preparation for block print imagery
  • Experimental techniques using lino (mini design)
  • Experimental printing techniques- printing onto surfaces
  • Planning and making own print design

 

SPRING TERM- Ceramics 2D and 3D
The first half term is focused on exploring 2D clay modelling techniques. Slabs, embellishment and decoration. The lessons are structured on

 

  • William Morris/ Art Deco research for decorative pattern tiles
  • Exploring natural forms as a motif
  • Designing pattern/repeat/interlinking tiles
  • Making clay tiles using slabbing method
  • Embellishment/decoration using clay 
  • Repetition using plaster casts method

Final making of clay tiles (6) relief and engraving

 

The second half term is focused on extending ceramic skills in 3D and includes

 

  • Exploring 3D techniques using slabs or coiling method- joining clay. Problem solving techniques in clay
  • Photograph and record processes
  • 2 project designs- Box or Vessel. Explore influences, designs and approaches inspired by research.
  • Colour designs and maquettes
  • Making final clay piece in chosen 3D technique.

 

SUMMER TERM – Portraiture and Identity
The first half term is focused on an introduction to recording portraiture and the ‘self’ in 2D. The lessons are structured on

 

  • Portraiture- constructing the features
  • Exploring the face in fragments
  • Photography- exploring artist influences in portraiture photography
  • Experimenting with recording portraiture using different techniques
  • Recording portraiture and identity -A detailed portrait study with background that reflects the imagery and identity of the person studied

The second half term is focused on exploring 3D construction of an Identity box influenced by personal artists and includes lessons focused on

 

  • Casting techniques and 3D approaches to portraiture (j. Johns)
  • Designs, ideas and influences constructing a ‘box’ influenced by multiple imagery linked to Identity (J.Tilson)
  • Practical construction methods in 3D
  • Final outcome based on 3D portrait exploring personal influences and artist styles.

10 & 11

 

Students follow the PEARSON EDEXCEL syllabus for GCSE Art and Design which allows them to experiment and produce art work in a wide range of disciplines through sketchbook work and final outcomes. The coursework is based on 1 portfolio unit which is split into 2 themes.

AUTUMN/SPRING TERM. Project 1 theme - Structures
An introductory project that focuses on exploration of different artist work and a wide range of practical skills to develop students’ visual awareness and ability to interpret different structures. We use Photography to support the development of observational skills and development of ideas. Sketchbook or portfolio work is an essential part of the course and evidences the variety of ways they have learnt to respond to practical starting points. Students work towards a final 2D and 3D outcome based on artists of their choice and have opportunities to work in drawing, painting, printmaking, mixed media surfaces, Photography, editing using Photoshop, ceramics and a range of sculptural techniques.

SUMMER TERM. Project 2 theme – Thematic approach based on ESA
A personalised unit that develops skills learnt earlier in year 10. Students direct their own learning and have flexibility in the choice of imagery out comes and demonstrate their understanding through their sketchbook practice and a series of final outcomes.

Students prepare for a year 10 exam based on a set brief in the summer term which is part of their coursework assessment and forms the starting point for preparatory work towards the year 11 coursework in the following year.

………………………………………………………………………………………………………

The year 11 coursework continues with a gallery visit to national galleries (usually London) which informs their contextual work and decisions towards the mock exam in the autumn term. Students continue to develop work based on the chosen theme and decide upon their own direction completing the coursework based on 4 assessment objectives.

The preparation for the final practical exam (10hrs) begins in January which will be based on a single theme set by the exam board (ESA). The exam takes place in May and moderation of work in June. The course will be concluded with a creative exhibition where students will display their work for external moderation and celebrate their achievements.

12

 

Students follow the AQA syllabus for A level Art and Design (unendorsed). This is a 2 year linear course. We do not offer an AS level qualification.

TERM 1. The first part of the course is structured with lessons that focus on practical skills based around responses to the theme “Ways of Seeing”. Students have a choice of imagery based on People, Places and Objects. The lessons are investigative and challenge students approach to the use of the Formal Elements of Art. Contextual starting points will be used as a spring board for the different practical investigations where students extend their visual vocabulary culminating in a larger scale skills based outcome towards the end of the first term.

TERM 2. This term is based around problem solving in response to a variety of themes. This will include independent and collaborative work that challenges how students approach and respond to a visual brief. Personal dialogue and tutorials form an important part of students development at this stage evolving an independent approach and harnessing practical skills. Life drawing will also be offered in the second term as well as a residential trip to London or abroad (depending on group size).

 

TERM 3. Students begin the work for the main coursework component Personal Investigation. A written proposal secures their direction for practical work and forms the plan for personal work that drives the rest f the practical work through to a year 12 exam later in the summer term.

13

TERM 1. Continuation and completion of the Personal investigation. Students continue to develop independent work based around an idea, issue, concept or theme. Students will be asked to develop their choice of study from a series of gallery visits and use this as a spring board for focused practical work and a final outcome. Students will need to show written communication of between 1000-3000 words and include this as part of sketchbook practice to fulfil the 4 assessment objectives. A final outcome will be completed by end of January.

TERM 2.
COMPONENT 2. Externally set assignment
In February students will receive their exam paper with the choice of 8 possible themes. Students will respond to a single chosen theme and prepare for a 15 hour exam where they may respond in 2D or 3D outcomes extending the visual skills learnt from the course.

 

Photography

“A good photograph is one that communicates a fact, touches the heart and leaves the viewer a changed person for having seen it.”   Irving Penn – photographer

Year Curriculum Content
12

We teach the AQA linear A level qualification over two years. We do not offer an AS level course in Photography. The A level course is structured as follows:

 

September - February
‚ÄčAn introduction to photography. Students will be introduced to and extend their knowledge of the key practical and contextual elements of photography. They will explore the work of key practitioners and be introduced to important historical trends. Students will develop a good understanding of photographic technology, both analogue and digital. They will develop their ability to research and analyse, both orally and in writing, important examples and genres of photography from its origins to the present day.

 

February - July
Students will begin Component 1 - The Personal Investigation. They will respond to a key theme, identifying an area of photography practice that interests them and begin to conduct strategic research. Students will experiment, making relevant responses of their own, developing stronger ideas over time and refining and developing their work. This process will continue over the summer break and into Year 13.

13

Year 13:
September - January
Students will continue to develop their Personal Investigations, resolving outcomes related to their research and considering various display strategies. They will also complete the accompanying critical study essay of approximately 2000 words.

February - May
Students will select one of the prompt questions from the exam board's Externally Set Assignment (Component 2). They will use the assessment objectives to guide their working process, building an explorative sketchbook of ideas and experimentation which will conclude with a 15 hour controlled assessment.

 

Component 1: Personal investigation

What's assessed

 

Personal investigation – 7201/C, 7202/C,

7203/C, 7204/C, 7205/C, 7206/C

Assessed

 

• No time limit

• 96 marks

• 60% of A-level

Non-exam assessment (NEA) set and marked by the centre and moderated by AQA during a visit to the centre. Visits will normally take place in June.

 

 

Component 2: Externally set assignment

What's assessed

 

Response to an externally set assignment

– 7201/X, 7202/X, 7203/X, 7204/X, 7205/X,

7206/X

Assessed

 

• Preparatory period + 15 hours supervised time

• 96 marks

• 40% of A-level

Non-exam assessment (NEA) set by AQA, marked by the centre and moderated by AQA during a visit to the centre. Visits will normally take place in June.