Art & Design
Art and Design (including Photography, Textiles and Ceramics) provides our students with opportunities to explore unique forms of expression, crucial for their personal development, well- being and vital in the world of work. Students learn through practical engagement with art practices and works of art, building and refining skills and developing individual, personal and imaginative responses, reflecting on the world around them, and their place in it.
The Art and Design curriculum at Meadowhead encourages students to
· produce creative work, exploring ideas and recording their experiences
· become proficient in drawing, painting, sculpture and other art, craft and design techniques
· understand and explore the visual elements of art, craft and design
· know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
· evaluate and analyse creative works using the language of art, craft and design
· take an experimental approach, learning from mistakes, taking risks and building resilience
· grow in confidence in their ability to express their ideas, observations and insights
· evaluate their work, taking on new ideas and forming opinions and reasoned judgments
· develop personal ideas and responses, reflecting on the world around them
· develop their creative and imaginative skills and broaden their thinking
· observe the world closely, learning to see in new ways
“Logic will get you from A to B. Imagination will take you everywhere”. Albert Einstein
Key stage 3 (7-9) Click on the blue hyperlinks to open the Knowledge Organiser for that topic
| Year 7 | Year 8 | Year 9 | |
|---|---|---|---|
| Term 1 |
DRAW. Students build and develop drawing skills using experimental mark making techniques and traditional drawing methods. Theu draw from imagination and observation and improve their grasp of the visual elements of art. Themes: Material World (Still Life, landscape, interiors / exteriors, environments, architecture, food / sweets) The scheme culminates in an imaginative drawing project based on a given scheme. |
Themes: Natural World (human form, animal form, insects, birds, natural form) 1.PORTRAITS and POP ART Using gridding to support observation of PORTRAITURE
Use artists work to inform own development |
In Year 9, students experience 2 Art, craft and design rotations over the year, as part of their Art, Design and Technology experience. Other rotations focus on Food and Product Design. Art, Craft and Design Rotation 1- Dust Bunnies Students explore ceramics and textile techniques, producing practical, experimental samples. They research the work of artists and craftspeople before developing ideas for a character. They then use techniques they have learned to make their own “Dust Bunny.” |
| Assessment |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment of the DRAW unit on completion |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment of the PORTRAIT unit on completion |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment on completion of the unit. |
| Term 2 |
Complete DRAW work PAINT. Students build skills and understanding of paint and colour theory, working through skills based tasks. They explore the work of artists as they develop their own paint responses. Themes: Material World (Still Life, landscape, interiors / exteriors, environments, architecture, food / sweets)
Drawing tasks continue throughout the year to build skills. |
Image Development and media experiments on the theme of HUMAN FIGURE or INSECTS
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Art, craft and design Rotation 2- Over to You Students choose an issue they feel strongly about and develop work to put across a personal message. They experiment with a variety of 2D drawing techniques, media and processes, eventually creating a mixed media collage piece that is both meaningful and individual. They study the work of artists and generate research to inspire their own responses. |
| Assessment |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment of the PAINT unit on completion. |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment of the ARTIST LED STUDY unit on completion |
Teacher assessment of class work and homeworks throughout the project. Overall teacher assessment on completion of the unit. |
| Term 3 |
Complete PAINT work. Drawing tasks continue throughout the year to build skills |
Artist Led Challenge This term, students will develop imaginative and individual responses to the work of a selected artist or art style. This will include
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Key stage 4 (10-11) GCSE Art and Design Assessment Objectives
| Year 10 | Year 11 | |
|---|---|---|
| Term 1 |
Coursework Assignment 1 Themes, techniques and processes will vary from group to group, but students will develop personal work showing evidence of the four Assessment Objectives. These require students to… · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. Assignment 1 is teacher led and students will be introduced to a variety of ways of working, often through a workshop approach, and given tasks to work on to build their assignment and develop their skills. Towards the end of the assignment, they are encouraged to develop more individual responses and outcomes. |
Continue and complete Assignment 2. Deadline for completion of all coursework is Christmas. Coursework (includes Assignment 1 and 2) is worth 60% of the GCSE grade. |
| Assessment | Assessment- teacher assessment of pieces of classwork and homework as the assignment progresses. |
Assessment- teacher assessment of pieces of classwork and homework as the assignment progresses. MOCK EXAM in December, which requires students to work on final conclusions for Assignment 2. |
| Term 2 | Continuation of Assignment 1 |
Externally Set Assignment (Please note: due to the Covid-19 situation this component will no longer run this academic year (20-21) . Grades will be awarded on the basis of coursework projects which will continue throughout the year) Students begin to work on their examined assignment, worth 40% of their grade. They choose from 7 starting points set by AQA and work through this as an assignment, building evidence for the 4 Assessment Objectives, which require students to · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. Development work for the Externally Set Assignment builds throughout January until April and is marked as part of their assessment. |
| Assessment |
Assessment- teacher assessment of pieces of classwork and homework as the assignment progresses. Teacher assessment of the overall assignment on completion, using the GCSE Assessment Objectives |
|
| Term 3 |
Completion of Assignment 1 Assignment 2 Students begin their second coursework assignment. Although this begins in a structured way, students are encouraged to work more independently. Themes, techniques and processes vary and again, work is structured to build evidence of the GCSE Assessment Objectives (see above) |
Conclusion of the Externally Set Assignment as students complete their personal responses in 10 hours of supervised time at the end of April. |
| Assessment |
Assessment- teacher assessment of pieces of classwork and homework as the assignment progresses. |
Key stage 5 (12-13)
| Year 12 - Art, Craft, Design | Year 13 - Art, Craft, Design | |
|---|---|---|
| Term 1 |
Topic 1 (E.g. Being Human/ Human Form) Workshops on the theme, focused around the human form:
Students self initiated study alongside workshops:
Presentation of work, assessment and reflection point. |
Continue with Personal Investigations and accompanying essay. Students are given feedback through reviews of individual development work throughout the term. |
| Term 2 |
Topic 2 (E.g. Architecture) Workshops on the theme, focused on architectural forms and structures:
Students self initiated study alongside workshops: Ø investigating and analysing artists work Ø Further practical exploration of work initiated in workshops Ø Artist led experimentation Presentation of work, assessment and reflection point. |
Conclude the Personal Investigation presenting a personal response, to be completed by the end of January.
Begin the Externally Set Assignment in February. Externally Set Assignment (Please note: due to the Covid-19 situation this component will no longer run this academic year (20-21) . Grades will be awarded on the basis of coursework projects which will continue throughout the year) Students begin to work on their examined assignment, worth 40% of their grade. They choose from starting points set by AQA and work through this as an assignment, building evidence for the 4 Assessment Objectives, which require students to · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. |
| Term 3 |
Students begin their Personal Investigations. This is a significant and sustained practical investigation into a theme or idea chosen by them. The Personal Investigation is worth 60% of the A Level grade. Students are required to show evidence of the 4 Assessment Objectives. They must show evidence of
· Presenting a personal and meaningful response that realizes intentions and demonstrates understanding of visual language Students are given feedback through reviews of individual development work throughout the term. |
Complete all preparatory work for the Externally Set Assignment. In May, students undertake 15 hours of supervised time, completing and concluding their Externally Set Assignment. |
| Assessment | Assessment week / resit trials | Resit trials |
| Year 12 - TEXTILE DESIGN | Year 13 | |
|---|---|---|
| Term 1 |
Theme based workshops Students respond to a given theme, exploring ideas through a workshop based approach. Workshops centre around printmaking techniques and fabric manipulation techniques.
Students self-initiated study alongside workshops: Ø investigating and analysing artists work Ø Further practical exploration of work initiated in workshops Ø Artist led experimentation Feedback is given to students through tutorials throughout the term. |
Continue with Personal Investigations and accompanying essay. Students are given feedback through reviews of individual development work throughout the term. |
| Term 2 |
Students plan and produce a final outcome/ outcomes using textile media, processes and techniques based on their self initiated study throughout January From February, students undertake a mock exam, choosing from starting points set by the exam board on past papers. This takes the form of an assignment, where they must build evidence of sustained work that shows evidence of the 4 Assessment Objectives, which require students to · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. Feedback is given to students through tutorials throughout the term. |
Conclude the Personal Investigation presenting a personal response, to be completed by the end of January.
Begin the Externally Set Assignment in February. Externally Set Assignment Students begin to work on their examined assignment, worth 40% of their grade. They choose from starting points set by AQA and work through this as an assignment, building evidence for the 4 Assessment Objectives, which require students to · Develop ideas through investigations (including investigating the work of artists, designers, craftspeople) · Refine ideas through experimentation with techniques, media and processes · Record their own ideas, insights and observations · Present a personal and meaningful response. |
| Term 3 |
Students plan and produce a final outcome/ outcomes using textile media, processes and techniques based on their mock exam starting point during May Students begin their Personal Investigations. This is a significant and sustained practical investigation into a theme or idea chosen by them. The Personal Investigation is worth 60% of the A Level grade. Students are required to show evidence of the 4 Assessment Objectives. They must show evidence of
· Presenting a personal and meaningful response that realizes intentions and demonstrates understanding of visual language Students are given feedback through reviews of individual development work throughout the term. |
Complete all preparatory work for the Externally Set Assignment. In May, students undertake 15 hours of supervised time, completing and concluding their Externally Set Assignment. |
| Assessment | Assessment week / resit trials | Resit trials |
Useful websites
www.bbc.co.uk/bitesize/subjects/art and design