We want our students to understand the art of today by having a broad understanding of art of the past as well as developing skills that are refined overtime. Throughout their study, we hope students develop confidence, creativity, ability to making connections in addition to critical lateral thinking.
Year 7 begin their journey with an introduction to the genre of Still life and its context in history. We start with Caravaggio using observational drawing exercises to introduce the formal elements and deepen understanding around visual literacy.
We move through time to study Cezanne and understand the relationships of colours. We introduce oil pastels and watercolour paints to experiment and develop control with layering, colour mixing and consistency.
Vanitas and understanding symbolism provide a foundation to students developing their own concepts within a contemporary context. Experimenting with composition enables students to understand elements of design.
Students’ focus moves from the realistic to the abstract through cubism and the study of key artists in this movement. Mixed media and collage are used to experiment with rules of composition and reimagine previous pieces to new dynamic outcomes.
This evolves into Abstract Expressionism, where students apply their understanding of the formal elements in an imaginative way.
Pupils end the year adding movement to their work through studying Futurism an its key figures and concepts.
Year 8 continue their journey with an introduction to Illustration and its context in history, Science and Art. We consider the importance of scientific illustration and how drawing is used for multiple purposes. The work of Ernst Haeckel and Maria Sibylla Merian inspires us to closely observe the complex details of the Natural world. Refining previous observational techniques and control of 2d media.
Moving from the real to the imaginary students explore mythology and associated creatures to design and develop their own beasts. Through designing they refresh and deepen their understanding with formal elements and principals of design.
After creating their beasts we turn to habitats and landscape. With an introduction to the genre of Landscape and its context in history. We start with Romanticism and JMW Turner, exploring aerial perspective, colour theory and expressive mark making.
In contrast to the complexity of Turner pupils are introduced to the specialism of Graphic Design and its relationship to art history and the modern world. Analysing examples of Art for Change pupils respond to their design brief completing primary research into climate and endangered species producing a poster exploring principles of design and mixed media.
We conclude the year studying the local environment and Land Art with its ephemeral qualities. Analysing Key Land Artists students explore the concept of installation and working in 3d. Through 3d workshops in assemblage and paper/plastic manipulation students work collaboratively to create an installation.
In Year9 Students are introduced to portraiture and its significance throughout art history from the medieval to contemporary. We explore the context of the Renaissance and its influence on artists and subsequently make our own analytical observational drawing investigation.
Building on this foundation of skills we look deeper into modern artists, such as Picasso and Munch, to explore Expressionism linked to colour theory. This introduces students to new materials and processes such as photography and digital processes. Students experiment with distortion and exaggerating facial features to make their investigation more personal.
The notion of expression in art leads us to explore our personal internal landscapes. Students will investigate classical and modern architecture alongside the work of Giorgio de Chirico. Developing our use of landscape and perspective we look to surrealism and symbolism to create our own imagined and representational worlds.
For Students that continue their study of Art experience a deeper understanding of Artists and concepts while taking further ownership of their studies. Students are introduced to a variety of classical and contemporary artists.
At KS4 we build on the foundation skills developed at KS3 yet embark on a more in-depth approach to produce sustained and refined outcomes. We broaden students’ skill sets through workshops in more specialists’ disciplines such as printmaking, photography and digital manipulation.
Students are introduced to a project theme and we expand their skills in research and analysis within this context. Through this we delve deeper into a wide range of artists’ work; both historical and contemporary, producing meaningful and sustained artist studies. We introduce them to idea generation and visual mind mapping from which students take a more personal and independent
direction in their work. Students resolve their ideas making connections across their investigation to produce meaningful and imaginative outcomes.
The journey at KS5 begins with an exploration of Art History from the Renaissance, to Baroque and Romanticism, through to modern art movements such as Post-Impressionism and Dada, concluding with Conceptual Art. Students develop their understanding of the chronology of Art History and the wider context of the period. They respond to each movement through practical workshops, broadening their experimentation and drawing skills, all the while making connections across the periods. Students will resolve their investigation through documentation, essays and a personal response.
From there our focus turns to the mastery of skills, with extended workshops and separate mini-projects in printmaking and painting. We learn technical approaches, revisit colour theory and generate a portfolio of experiments. In this initial stage, students will be encouraged to work out of their comfort zone and be ambition with their outcomes.
After students have completed their broad foundation introduce the Personal Portfolio Component. This begins by exploring ways of idea generation and mind mapping. Students are encouraged to develop meaningful and personal questions for their investigations. We then embark on a cyclical process of research, respond, develop and conclude as their project builds towards an ambitious resolution.
In year 13 their final stage is the Externally Set Assignment where students will embark on a final investigation that is more distilled, more focused and more independent leading to a sustained conclusive outcome.
Please find attached the 2019/2020 curriculum map for Art, as well as a narrative of how that curriculum builds over time