Art

Teachers

  • Mark Lawrence (Director of Learning)
  • Flora Davenport

Art and Design in Key Stage 3
Curriculum Intent: In 1997 the Library of Congress in Washington DC selected the great 1961 motion picture ‘The Hustler’ for preservation in the United States Film Registry because it was “culturally, historically or aesthetically significant”. We have approached what we include in our KS3 Curriculum offer in a similar way, but Art is a broad topic, and it has been impossible to include everything we might wish to share with the students of Hailsham Community College. Instead, we view this as a process. We are making a start; conducting an initiation into some of the key genres of Art, some of the skills, some of the processes that comprise an Art education. We are also exploring Design and Illustration. We are reflective practitioners; our delivery and content will undoubtedly continue to evolve.

Topics (Term 1-6) Content Learnt High Performing students will:
Term 1-3
Formal elements covered: Line, shape, tone, form, colour, pattern, texture. Art historical content – various artists explore line drawing and mark making:
(Van Gogh, Milton Glaser), Pop art (British and American pop artists: Andy Warhol, Roy Lichtenstein, Peter Blake)
  
Year 7  
Still Life: Observational drawing.
Pop Art
The key stage starts with a focus on the important skill of observational drawing.
The students take an untutored drawing test upon entry to Year 7; they are then taught how to draw what was in the test (Control of pencil, shape, adding form using tone and mark making). The focus is on learning an approach to observational drawing that can be applied to any drawing challenge (Think through the drawing, use shapes and construction lines, refine outline, add form and visual interest with tone and mark making).
The students then re-take the drawing test and hopefully demonstrate to themselves that they have progressed.
The objects drawn in the test include commercial products, which allows the observational drawing work to be expanded into an exploration of Pop Art. Specialist Art vocabulary is delivered to allow students to engage with Art & Design using the correct terminology.
Engage wholeheartedly with all work delivered in class.
Adopt an ambitious approach to the completion of all home learning tasks set.
Read around the subjects studied in class. Get informed.
Tackle Growth Mindset Tasks.
Draw for pleasure.
Keep a sketchbook outside of school.
Carry out some form of creative work as a pastime.
Visit art galleries.
Watch art documentaries.
Term 4-6
Formal elements: line, shape, tone, form, colour, pattern. Art historical content – various artists that explore colour: (Patrick Heron, Patrick Caulfield, Dr Seuss), The Colour Wheel, Colour Theory, artists/designers/illustrators/architects who use continuous line drawing in their work (Frank Gehry, Ronald Searle, Quentin Blake, Paul Wearing, Steffen Seeger).
  
Interior Worlds:
Continuous line drawing
Colour theory
Colour symbolism
 In this project the students will learn about colour and how to use it with understanding and design.
They will be introduced to the Colour Wheel and Colour Theory (what colours complement each other, harmonise with each other, how using a limited colour scheme can be equally powerful as a colour overload).
They will explore the work of British artists who have used colour in opposing ways when focusing on the representation of Interiors.
They will explore how to draw using colour and continuous line (a technique that will stretch and challenge what they learnt earlier in the year).
This project will expand into an exploration of Colour Symbolism as used by artists, including Modernist artists such as Mondrian, and the children’s book illustrator Dr Seuss (‘My Many Coloured Days’ is a book by Dr Seuss that explores human emotion through colour).
The project looks forward to the Year 8 Self Portrait work, and its focus on the expression of emotion.
Specialist Art vocabulary is delivered to allow students to engage with Art & Design using the correct terminology.
 Engage wholeheartedly with all work delivered in class.
Adopt an ambitious approach to the completion of all home learning tasks set.
Read around the subjects studied in class. Get informed.
Tackle Growth Mindset Tasks.
Draw for pleasure.
Keep a sketchbook outside of school.
Carry out some form of creative work as a pastime.
Visit art galleries.
Watch art documentaries.

Year 8

Term 1-3
Formal elements: line, shape, tone, form, colour, pattern, texture. Art historical content – facial proportions. Various artists that explore self-portraits: Robert Arneson, Danny Gregory, Wizard (graffiti artist), German expressionist Karl Schmidt-Rottluff, Todd Marrone, Manga, Pablo Picasso, Carlos Aponte, Day of the Dead portraits, Jean Michel-Basquiat.
Expression:
Self-portrait/selfie
Basquiat
In this project the students will see how the modern obsession with one’s own face (witness the phenomenon of the ‘selfie’) has its roots in the artists self-portrait.
This project is split into (1) Traditional Portraiture, dealing with accurate representation (facial proportions, facial features, tone, and form).
This is followed up with (2) Facial Distortion, an imaginative approach that plays fast and loose with proportions and brings more freedom to the representation of the human face. This part of the work is bound up with the generation of ideas.
The project will resolve itself in a Polyblock print and print collages.
The theme will be expanded into a study of the artist Jean Michel Basquiat. Students will analyse a key piece of his work and then create a personal response.
Specialist Art vocabulary is delivered to allow students to engage with Art & Design using the correct terminology.
Engage wholeheartedly with all work delivered in class.
Adopt an ambitious approach to the completion of all home learning tasks set.
Read around the subjects studied in class. Get informed.
Tackle Growth Mindset Tasks.
Draw for pleasure.
Keep a sketchbook outside of school.
Carry out some form of creative work as a pastime.
Visit art galleries.
Watch art documentaries.
Term 4-6
Formal elements: line, shape, tone, form, colour, pattern, texture. Art historical content – various artists that illustrate/draw animals: Ralph Steadman, Ashley Percival, Olga Gamynina, Albrecht Durer.
Illustration:
The Animals
In this project students will explore multiple illustrational techniques whilst focusing on the study of animals.
Some of the focus will be on making images of animals in a loosely ‘realistic’ manner (Ralph Steadman’s expressive bird pieces/ Olga Gamynina’s Russian wildlife rendered with a
precisely patterned use of mark-making), but we will also explore anthropomorphism (where animals embody human characteristics – wearing clothes, standing upright, performing human tasks – as is often the case in children’s book illustration) through the work of Ashley Percival’s quirky ‘Hipster’ animals.
This will lead into students developing their own ideas for a final response. The idea process will explore composition and experiment with different combinations of media.
Specialist Art vocabulary is delivered to allow students to engage with Art & Design using the correct terminology.
Engage wholeheartedly with all work delivered in class.
Adopt an ambitious approach to the completion of all home learning tasks set.
Read around the subjects studied in class. Get informed.
Tackle Growth Mindset Tasks.
Draw for pleasure.
Keep a sketchbook outside of school.
Carry out some form of creative work as a pastime.
Visit art galleries.
Watch art documentaries.

Year 9

Term 4-6
Formal elements: line, shape, tone, form, colour, pattern, texture. Art historical content – various shoe designers/design companies: Nike (Air Force 1, Cortez, Air Jordan), Adidas (Stan Smith’s, Superstores (Shell Toe), Adolf ‘Adi’ Dassler), Converse (Chuck Taylor All Stars), Vans (Old Skool), Puma (Suede Clyde), Onitsuka (Tiger Mexico ’66). Also, Art Deco, Art Nouveau, De Stijl, Constructivism. Typographic Designers: David Carson, Neville Brody, Massimo Vignelli, Wim Crouwel, Alex Trochut, Philippe Apeloig, Paula Scher.
Design school:
Trainer design
Typographic design
Overview/Rationale:
Exploring Design, as distinct from Art, is a crucial and interesting part of any Art & Design education. In this project, the students will explore the design process relating to a product.
This project will analyse the design of classic trainers (Jordan Air, Adidas Superstars, Converse Chuck Taylor etc) but also a range of design styles so as to inject some breadth and broaden the student knowledge base (Art Deco, Constructivism, Art Nouveau, De Stijl).
They will engage in a design process that will result in a trainer shaped maquette decorated with patterns and shapes drawn from a range of sources and fed through their own creative process.
The process will continue into the design and production of promotional materials. This will allow the exploration of image and text / typographic design.
Specialist Art vocabulary is delivered to allow students to engage with Art & Design using the correct terminology.
Engage wholeheartedly with all work delivered in class.
Adopt an ambitious approach to the completion of all home learning tasks set.
Read around the subjects studied in class. Get informed.
Tackle Growth Mindset Tasks.
Draw for pleasure.
Keep a sketchbook outside of school.
Carry out some form of creative work as a pastime.
Visit art galleries.
Watch art documentaries.
Year group or Course title Key Stage 4 GCSE Art & Design (AQA)

 

Year 9 – 11

Course contentUnit 1 (60% of your mark):  A portfolio of work that showcases a range of skills including idea development, use of materials/processes, drawing, making connections with the work of artists, creating final pieces.

 

Unit 2 (40% of your mark): A set of prep work and a Final Piece in response to an Externally Set Task.

AssessmentStudents are assessed using the Assessment Objectives in the AQA Art & Design Specification.
Equipment NeededStudents will also need to get equipped with some basic materials.  A small selection of soft drawing pencils will be invaluable.  They will also benefit from access to acrylic paints, watercolours, quality colouring pencils (watercolour pencils are good), oil and chalk pastels, glue, collage material and black biros or fine line pens.
HomeworkStudents will be given a manageable amount of art homework spread throughout the year. They will be expected to complete this to the best of their ability and to try and stretch themselves. The homework tasks will knit in with the work carried out in class.  All homework constitues part of the Portfolio.
Year group or Course titleKey Stage 4 GCSE Photography (AQA)

 

Year 9 – 11

Course ContentUnit 1 (60% of your mark):  A portfolio of work that showcases a range of skills including idea development, use of materials/processes, taking photographs, editing photos, making connections with the work of photographers, creating final pieces.

 

Unit 2 (40% of your mark): A set of prep work and a Final Piece in response to an Externally Set Task.

AssessmentStudents are assessed using the Assessment Objectives in the AQA Art & Design Specification.
Equipment NeededAccess to a digital camera.

 

A card reader.

£20 per year financial contribution to cover the cost of printing photographs.

HomeworkStudents will be given a manageable amount of photography homework spread throughout the year.  They will be expected to complete this to the best of their ability and to try and stretch themselves.  The homework tasks will knit in with the work carried out in class.
Year Group or Course TitleKey Stage 5 AS/A2 Art, Craft & Design (AQA)

 

Year 12/13

Course ContentYou will start the AS course with a transition unit (covering traditional media, illustration and photography) to help you make the jump from GCSE to A Level.  This is followed by a short illustration project, then an extended project.  This will be followed by an Externally Set Assignment.

 

Across the full A-Level you will cover the following:

Unit 1: A portfolio of artwork showcasing your skills in a variety of techniques and disciplines.

Unit 2: An Externally set Assignment.

The full A Level will comprise of two components:

Component 1: A Personal Investigation into a theme of your choice.

Component 2: An externally set assignment.

AssessmentYou will be assessed under the AQA A Level Art & Design assessment criteria.

 

Coursework will form 60% of your mark.  An externally set assignment will form 40% of your mark.

Equipment NeededStudents will also need to get equipped with some basic materials.  A small selection of soft drawing pencils will be invaluable.  They will also benefit from access to acrylic paints, watercolours, quality colouring pencils (watercolour pencils are good), oil and chalk pastels and black biros or fine line pens, glue, collage material.

 

Access to a digital camera is increasingly useful for this course.

There is an annual cost of £20 associated with this course to contribute to the cost of printing.

HomeworkStudents will be given a manageable amount of art self-study spread throughout the year.  They will be expected to complete this to the best of their ability and to try and stretch themselves.  The self-study tasks will knit in with the work carried out in class.
Enrichment opportunitiesWe generally run one Art visit during each academic year.  These might be to a local gallery or to a London Art Show.

Year group or Course title

AS / A2 Photography (AQA)Assessment

 

Year 12/13

Course ContentYou will start the AS course with some structured sessions to help you discover and develop your photographic skills.  This is designed to give you the confidence to undertake more personal work.

 

You will be encouraged to be creative and innovative in your approach, making and manipulating digital images, communicating messages and meanings.

Across the full AS Level you will cover the following:

Unit 1:  A Portfolio of art work showcasing your skills in a variety of techniques and disciplines.

Unit 2:  An Externally Set Assignment.

The full A Level will comprise of two components:

Component 1: A Personal Investigation into a theme of your choice.

Component 2: An externally set assignment.

Assessment

You will be assessed under the AQA A Level Art & Design assessment criteria.

 

Coursework will form 60% of your mark.

An Externally Set Assignment will form 40% of your mark.

Equipment Needed

You will be expected to equip yourself for the course.You will need your own digital camera, memory stick and a card reader.  These will allow you to undertake the independent work expected at A-Level.

 

The course is very ‘hands on’ at a practical level, and we want you to be highly involved and interested in photography, both in and out of college.

There is an annual cost of £40 associated with this course to contribute to the cost of materials and photographic printing.

Homework

Students will be given a manageable amount of photographic self-study spread throughout the year.  They will be expected to complete this to the best of their ability and to try and stretch themselves.  The self-study tasks will knit in with the work carried out in class.

Enrichment opportunities

We generally run one Photography visit during each academic year. These might be to a local venue or up to London.