WELCOME TO ART
We are a Department of dedicated professionals who have a passion for this subject and for teaching and learning. We strive for excellence and encourage challenge and innovation both as teachers and subject leaders and in the attitudes and skills of our learners. In the Art Department we encourage students creativity, an aspect that touches every aspect of our daily lives. Our rooms are always a hive of activity, helping students reach their full potential.
Key stage 3
Art is taught over two 50min periods for year 7 to 9 with a double period in year 9. In year 9 students op to take Art as a lead into GCSE Fine Art, Three Dimensional Design and Graphics. Students should have the facility to work on paper and organise a progressive document of their time in the department. Because of this the Art Department offers for sale at 80 pence a good quality laminated sketch book for students to work in each academic year. Sketch books may be provided by the student from elsewhere organised by the student.
In Key Stage 3 students will experience many aspects of Art, such as Painting, Sculpture and Drawing; developing techniques and help them grow in confidence. They will also explore many different artists that will help them in the development of their own art pieces. We will look into art movements, such and Fauvism, Cubism and Pop Art. For each of the year groups there is an Art Club for them to attend after school (3-4pm). This is for ‘Gifted and Talented’ students or those who have a passion to grow as an artist and hone their skills (please look at our posters for these clubs on the website to times and location). We also provide a trip for those want to take Art on at Key Stage 4 with a visit to Southampton Art Gallery.
‘Self Identity’, Frida Kahlo and other autobiographical artists are examined. Outcomes are via drawing, collage, mixed media and painting.
‘Patterns in Nature’, William Morris and the Arts and Crafts Council including Art Noveau. Outcomes are via drawing, printing and ceramics.
‘Fauve Landscapes’, Henri Matisse and the Fauvist artists are examined. Outcomes are via drawing and painting
‘Cubist Still-Life’ Pablo Picasso and George Braque are examined as is the Cubist style. Outcomes are via drawing, painting and mixed media.
‘Journey’ Aboriginal Art is explored in relation to journeys both physical and non physical. Outcomes are via painting and mixed media.
‘Distorted Portrait’ Image manipulation using computer software and the influence of Francis Bacon are enlisted to create very different self portraits. Outcomes are via drawing, painting and digital manipulation.
Surrealism’, Salvador Dali and the Surrealists are explored to create a topical image. Outcomes are via imaginative drawing, painting and mixed media. Sketchbooks are a vital tool in showing a student’s progression towards a final outcome, as presented in GCSE coursework.
‘Expressive Portraits’ Work of from the Expressive movement is explored through mark making, use of colour and physical expression in order to create a self portrait that expresses moods and attitudes. Outcomes are drawing, painting and printing.
‘Site Specific Art’, Public art work is explored in order for students to investigate and create a piece of artwork that is site specific. Outcomes are via, designs and 3D solutions.
Key Stage 4
Key Stage 4 provides an opportunity for students to build on what they have learnt in Key Stage 3. They will move their creativity on with additional experiences and more challenging techniques and skills. This will be assisted with their visit to London to visit a variety of galleries.
Students will be required to produce coursework, which will make up a portfolio of 3 units, which will make up 60% of the final marks, with an examination at the end to make up the 40%. This examination will be a 10 hour examination over two days. The work that is created is developed in sketchbooks, showing their ideas and influences for their final pieces.
At Key Stage 4 we offer 3 endorsements. They are Fine Art, Graphic Communication and 3D Art. A brief description is listed below.
This is a broad look at Art and it explores various aspects and techniques, such as, printing, sculpture, and painting. They will make judgements and take information from the resources they have collected and present this information in a visual way.
This is a subject that specialises in the graphic image. They will be using an art form that will ultimately be used to sell a product or raise concern for an issue. They will look at font and the power of images as well as illustration and character design; looking at how a clear message can be sent to a client or a customer.
3 Dimensional Design
This is a subject that specialises in the development of 3D outcomes such as sculpture, installation, architecture, body ornamentation, set props, land art, stage set design and ceramics.
Key Stage 4
GCSE Fine Art & 3 Dimensional Design, AQA.
Students will use a sketch book to record information, findings, experiments and ideas in. For each piece of their ‘Portfolio’ they will need to have bought from the Art Department at a cost of £2.80 or elsewhere a separate sketchbook. They will research and explore the work of other artists, craftspeople and different times and cultures. This sketchbook for each project is will a vital part of their coursework and become a personal journal that may be used successfully in any interview the student may attend. Students will be encouraged to look at higher education, experience collages and universities and develop knowledge of career outlets within the creative arts industry, of which Britain has a highly successful and proud heritage in.
During year 10 and 11 students will complete Unit 1: ‘A Portfolio of Work’. This Portfolio and is worth 60% of the GCSE. The other 40% of the GCSE is the Unit 2: ‘Externally-Set Task’, 10 hours of sustained focus in the form of a practical examination based on the student choosing 1 question from the externally set examination paper.
Students will develop skills, techniques, knowledge and understanding of Art and Design during year 10, developing these skills into practical outcomes that are personal and challenging for the student. Students will visit galleries and reflect on the power Art and Design has had on human’s development, its present effect and its presence within others cultures.
For Fine Art, students will create solutions from the following routes:
and opportunities to both work with and visit artworks and artists.
For 3 Dimensional Design, students will create solutions from the following routes:
‘Site Specific Art’
and opportunities to both work with and visit artworks and artists.
For their Unit 1: ‘Portfolio’ students will need to show evidence for all four-assessment objects shown below to be entered.
Assessment Objectives (what students need to present within their portfolio).
AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.
For this assessment objective candidates demonstrate their ability to develop ideas in response to a given or self-determined starting point. The journey undertaken by the candidate could be open-ended and initially wide-ranging or more narrowly focussed and determined by stated requirements, such as those presented in a design brief. Ideas could be revisited and alternatives explored at any stage in the creative process.
Candidates need to inform the development of their ideas through engagement with appropriate sources. These might include the work of artists, craftspeople and designers, the built environment, the natural world, music, performance, poetry, the moving image, traditions, customs and beliefs, or issues-based materials. Analytical understanding could be evidenced through the candidate’s personal engagement with selected sources and interests that emerge as a result of related investigations. These interests might be determined by analysis of specific considerations such as content, working methods, formal characteristics, purpose, presentation, use of media, stylistic conventions employed or intended audience.
Candidates’ cultural understanding could be evidenced through reference to a variety of contexts such as those associated with personal, group, local, national or international identity. They could be encouraged to explore the culture of their society or those of other societies, both contemporary and historical and consider how resulting insights have supported the development of their own ideas.
AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
For this assessment objective candidates demonstrate their ability to refine ideas as their work develops. The refinement of ideas implies a form of developmental journey. The journey could be carefully planned and sequenced stage by stage, reflecting the candidate’s preferred ways of working or the requirements of a given brief or starting point. Alternatively, it could be genuinely speculative, involve risk-taking and invite exploration of the unfamiliar. Work could centre on the refinement of a dominant idea or consideration of a wide range of possibilities and potential directions.
Candidates’ refinement of ideas might be informed by considering the use of media, materials, techniques and processes in selected sources. Experimentation could be evidenced in various ways. For example, candidates could explore the distinguishing characteristics and mark-making potential of a range of media. They could try out different constructional techniques in two- and three-dimensions, employ a range of sizes in the execution of their work or explore the creative potential of new media practices.
Experiments could involve investigation of the visual and tactile properties of the media employed. Experimentation might feature as the primary consideration throughout the journey undertaken by the candidate. When selecting resources, media, materials, techniques and processes to be used, consideration might be given to the formal elements of art, craft and design such as line, shape, tone, texture, colour and form and how these might be most effectively used and explored. Candidates might also make choices determined by their intentions to stylise, simplify or exaggerate elements in their work. Refinement of ideas might help candidates to decide if they want to produce a functional, decorative or symbolic outcome or, for example, employ figurative or abstracted methods of representation. In any event, appropriate selection of resources, media, materials, techniques and processes is important.
AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
For this assessment objective candidates demonstrate their ability to record ideas, observations and insights. Candidates may record ideas in a variety of ways including visual, written and digital forms, which may be presented singularly, or in combination depending on their intentions. Ideas might be recorded by such means as mind maps, design sheets, personal journals, working drawings, new media presentations, recorded discussions, plans, diagrams, annotations, documentation and thumbnail sketches.
Demonstration of their ability to record observations could involve drawing, in its widest sense, from first hand experience. Such activity could be undertaken as an end in itself or with the intention of gathering research and information for subsequent developments. Drawing activity might be driven by highly personal interests, design brief requirements or craft-based concerns. Recording observations could also involve the use of a camera and new media practices, such as computer generated imagery. It could require the production of annotated design proposals or sketchbook entries.
Evidence might be in written form as, for example, when making observations during or following a visit to a gallery, museum or specific site. The crucial consideration when recording observations is that the approaches employed need to be relevant to candidates’ intentions. Candidates’ recording of insights could be informed by initial research, consideration of work in progress or reflections on outcomes and be presented in visual and/or written form as appropriate. Insights could be informed by previous experiences and memories, or be projections as to what might happen in the future. The nature of recorded insights will also be influenced by the focus of the work in question. For example, candidates who respond to an issues-based theme could express highly personal insights informed by first-hand experiences and relevant research into appropriate sources. Alternatively, candidates’ insights in respect of a design-brief will be shaped by the requirements and restrictions of the brief. Recorded insights in a craft-based context could be located within the development of test pieces, marquette’s or mock-up proposals.
AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
For this assessment objective candidates demonstrate an ability to present a personal response that is both informed and meaningful. Personal responses could take a wide variety of forms, but should be informed by the focus of the study, be this an individual activity, theme, starting point, brief or problem that requires a solution For example, a project focusing on personal identity would inevitably be informed by the candidate’s individual experiences and insights and would be likely to have particular meaning for the candidate. Alternatively, a prescriptive design brief with clear parameters and client expectations could similarly provide the candidate with an opportunity to present a personal response, but only within the limitations of the brief. If the response is to be informed and meaningful then candidates should work within these limitations and ensure that all stated requirements are addressed.
Candidates’ critical understanding could be embedded in the progress of their work as it develops. It might be evidenced visually in the relationship between preparatory studies and resolved outcomes. It could be evident in a completed piece of work. It might be explicitly evidenced as an essential element in the design process through the production of annotated design sheets or sketchbook entries. Candidates might undertake formative or summative evaluations making use of their critical and analytical skills when reflecting on progress and the extent to which they have achieved their intentions. Where appropriate, candidates might make connections with sources that could productively influence, inform or provide an initial focus for their personal responses. This could involve engagement with such elements as written materials, images, objects, artefacts, the environment, cultural contexts, the media and the creative industries. Engagement with chosen elements could take place at the outset of a project or references could be accessed at significant stages as work develops. Candidates should ensure that such connections are purposeful and that they enrich and stimulate, rather than restrict, the nature of their personal ambitions and intentions.
The realisation of intentions could be presented in the form of a fully resolved end product or outcomes that might then lead on to further work of a developmental nature. Candidates might choose to experiment with media, techniques and working methods and present results in forms such as collated samples, a series of studies or a new media collage. The intention could be to document a journey or experience in the form of a visual diary. The candidate might have chosen to respond to a set brief in the form of a presentation for the client.
Key Stage 5
Fine Art is an imaginative and creative subject that allows you to explore the world around you and how you interact with it. It teaches you how to be conscious and observant of your surrounding and better able to interpret, understand and change them. Fine Art is the creative skill that applies to all of the visual arts. In doing this course you will spend time learning about art, its history, cultures and gain the skills needed to express them such as drawing, painting, sculpture, printing, mixed media, digital image manipulation and many more techniques. You will explore a full range of media and techniques gaining skill and confidence in visual expression. An understanding of the fundamental elements of visual language such as pictorial space, composition, scale and structure, colour, tone, mark making, shape and form, will underpin coursework assignments and exam work in both AS and A2 methods. You will visit exhibitions and attend study visits to explore art from different times and cultures.
Unit 1 Coursework
No time limit (50% of the total AS marks 80 marks)
Candidates should produce a collection of work which exemplifies work carried out during the AS course.
Unit 2 Supervised-time
5 hours (50 % 0f the total AS marks 80 marks)
This is an externally set assignment. Students may produce preparatory work and a finished piece or pieces of work of a wholly developmental nature. During this period candidates complete 5 hours unaided, supervised time, in which they focus on developing ideas.
Unit 3 Coursework
No time Limit-Personal Investigation.
Candidates are required to develop personal investigation based on an idea, issue, concept or theme, supported by a written element of no less than 1000 words and no more than 3000words, leading to a finished piece or pieces.
Unit 4 Supervised-time
15 hours. (Externally Set Assignment)
Candidates should produce preparatory work and a finished piece or pieces. Candidates should be selective when deciding what to submit for this unit.
Amount of extended study we will expect you to do:
A minimum of 4 hours per week outside of lessons.
Facilities & Resources
We have 4 rooms dedicated to Art. They are equipped with ‘Imacs’ as well as 2 kilns.
Trips & Extra Curricular Activities
Year 9 ‘Gifted and Talented’ Visit to Southampton Art Gallery.
Year 10 Art Trip to London, visiting major galleries
Mr Tucker (Head of Faculty)
Mr Vardy (Subject Leader for Art and Graphic Communications)
Ms Bajnath (Art Teacher)
Miss Vaughan (Art Teacher)