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Art

Course description 

All students at Attleborough Academy Norfolk experience a rich and diverse Art course which offers students the opportunity to experiment with a wide range of materials and processes. From Year 7, students learn how develop their research skills with directed study of artists, designers, crafts people and movements. Students are exposed to work from a variety of times and cultures which is analysed and evaluated in order to inspire and support personal ideas. Creativity is the foundation of learning.

Course structure 

Each lesson at Key Stage 3 is designed to contain a sequence of activities with related outcomes and objectives, forming a unit of learning and keywords within each lesson. Each unit of learning then forms a project. Students will cover different aspects of Art. They will experience one drawing, painting and 3D work whilst building on the skills and techniques required to develop their knowledge and understanding of Art. Peer and self-assessment will take place throughout the year. Teacher assessment will continue throughout the project and a summative assessment will take place at the end of each project following School attainment levels.

Key Stage 3 

Year 7

Project 1:  Self Image

This project is designed to introduce students to the way of working in the Art department. To build their confidence and approach to artwork with a ‘can do’ attitude. It lays foundations of the written basics of a critical analysis and keyword glossary that can then be employed into further projects and year groups when writing about Art. Throughout the project students will show an understanding of, create and develop work about, and evaluate ideas methods and approaches used by Contemporary Artist Julian Opie. Creating two final outcomes- a collage in the style of a flat Julian Opie and a painting in the style of a tonal Julian Opie.

 

Project 2:  Landscapes

In this project, students explore technique based on Land artists Richard Long and Andy Goldsworthy and painter Vincent Van Gogh. They collect visual and other information by studying the methods and approaches of artists and craftspeople who use the environment as inspiration. Students will then explore techniques of watercolour pencil and site specific group work. Students will also explore impasto technique during the painting element of Van Gogh. Students will learn about various skills and implement these into their work. They analyse examples of work from different times and cultures where ideas, beliefs and values are shared and communicated through art, craft and design.

 

Project 3: Bugs

In this unit of work, students will explore their experiences, feelings and ideas about Crazy Crawlies. They will investigate and record interesting features found from primary and secondary sources. From this they will then apply their findings to various tasks which will build a bank of resources, enabling them to develop and create designs for sculpture-based work. The ideas, methods and approaches used by artists like Alexander Calder who have exploited such materials, is key to working through and critically understanding different cultures, images and artefacts. From this inspiration, their designs and ideas will then be turned into a 3D sculpture of a bug in wire. This in turn will build up their knowledge and skill base for future projects. An evaluation will end the unit, showing an understanding of Crazy Crawlies.

Year 8      

Project 1:  Pop Art

This project is designed to introduce students to the ideas, methods and approaches used by Pop Artist Roy Lichtenstein. Learning how the artist works and becoming familiar with methods used, builds confidence when producing their own work. The project creates opportunities to use descriptive vocabulary when looking at artwork, understanding how it is created and forming independent opinions. Whilst developing some known techniques and learning some new ones, students will take considered risks when building skills on methods of tracing, copying, gridding and enlarging. They will look at historical and contextual content when looking at Benday Dots and use different forms of application when portraying these in their own work. All culminating in two outcomes inspired by Roy Lichtenstein- a poster style Pop Art self-image using Benday dots and a 3D sculpture piece using different angles of self-image.

 

Project 2:  Movement

In this project, students explore technique based on Futurism and artist Giulio d’Anna:                 

 Il nuotatore. They collect visual and other information by studying the methods and approaches of the artist who uses movement as inspiration. Students will then explore techniques of transfer, polystyrene printing and reduction print. Students will learn about various skills and implement these into their work particularly with the study of sportspeople and their body movements. They will create outcomes that show movement within drawing, printing and collaging.

 

Project 3: Personal Places, Public Spaces

In this unit of work, students will explore their experiences, feelings and ideas about personal and public space. They will investigate and record interesting features found from primary and secondary sources that link to current affairs of litter. From this they will then apply their findings to various tasks which will build a bank of resources, enabling them to develop and create designs for sculpture-based work. The ideas, methods and approaches used by artists like Claus Oldenburg who have exploited such materials, is key to working through and critically understanding different cultures, images and artefacts. From this inspiration, their designs and ideas will then be turned into a 3D sculpture of litter. This in turn will build up their knowledge and skill base for future projects. An evaluation will end the unit, showing an understanding of public space.

Key Stage 4 

Year 9

Due to the development of a three year Key Stage 4, Year 9 students who have opted for Art are working towards a GCSE portfolio called 'Exploration'. Within this project there are two mini projects titled ‘Life Events’ and ‘Micro/Macro world’. These lay the foundations of the written detail required of a critical analysis and keyword glossary that can then be employed into further projects and year groups when writing about Art. Throughout the project students will show an understanding of, create and develop work about, and evaluate ideas methods and approaches used by the collection of different artists and techniques. They will look at, in detail, the formal elements of art; line, tone, texture, shape, pattern, colour and form. This enables students to build up reference materials and skills ready to present later project work as part of their coursework element. Art work should be in its fertile stage showing a raw creative aspect that allows for experimentation. Connections will be made to other artist and art from various cultures.

Art at Key stage 4

At Key Stage 4, Years 10 and 11, GCSE students in Art work on three projects over two years. The first project focuses on 'Natural Forms' building practical skills for reference, the second concentrates on their 'Identity' and the final project enables students to practise the exam element by working on titles related to the previous year's exams. The work produced by students at this stage is prolific and diverse. Students regularly work from observational drawing studies within their projects in order to maintain and improve drawing skills. They learn about keywords and specific skills needed to develop techniques. Students learn how to produce in depth critical analysis of art work for a greater understanding and begin to select artists of interest. The final project is set externally and formulates 40% of the final grade. This results in a ten-hour practical exam.

Homework 

Key Stage 3 students receive approx. an hour per fortnight or half an hour per lesson (variable depending on the task).

Key Stage 4 students receive between two and three hours homework each week (variable depending on the task).

Books, Equipment, Materials and Resources Recommended/Needed 

Key Stage 3 students are provided with A4 sketch books for the duration of their studies.

Key Stage 4 students are expected to purchase their sketch books (except the first term of Year 9 where a supplied sketch book is optional). They can buy these books through the Art department. These books vary in size and paper and are priced according to this criteria.

All students are expected to arrive at every lesson with the basic stationery equipment. However, some students find that pencil crayons and felt tips are helpful. At Key Stage 4, we provide students with a shopping list in which the most beneficial equipment is identified.

Opportunities for Study Beyond Key Stage 4 

Art and photography at AS and /or A2 make a great choice post-16.

Other subjects can include at AS and /or A2 include, Textiles, Graphics, Three-dimensional studies.

A Foundation course in Art and Design leads to a specialist degree course at Art College or University.