Art Department

Art and Design makes a unique contribution to school life and to the learning experience of all students. It is important that students have the opportunity to be creative and expressive, developing a visual language through practical skills. We as a department believe in developing all students’ potential by giving them the opportunity to work in a creative environment.

Art should not be defined as simply creative or expressive; it has unique qualities as part of human culture and makes important contributions to educational growth.

Art involves the management of perceptual responses. These are expressions of individuality, (personally significant), & used in situations where there is no ‘right’ answer, just a number of possible alternatives.

Art is a way of understanding the vast amount of experience only available to us through a sense of vision. It can give shape & form to the unexplainable – and express strong links to the sensual life of the individual.

Art is directly linked to ‘visual culture’ which profoundly affects our world; an informal acquaintance with it must be a part of a complete education.

Art contributes to the curriculum in many ways:-

Instinct

Aesthetic/perceptual

Discriminatory/appreciative

Collaborative

The addition of particular values to this learning process, e.g. creativity, fluency, flexibility of thinking, originality and evaluative.

Conceptual

Thinking about the ways art influences our lives & raises issues of social, cultural & intellectual debate.


Aims

To provide a programme of visual education in the school; to develop a visual language in order to communicate visual/tactile concepts through an awareness of the environment.

To develop in each student self-confidence, self-discipline, initiative & other social & personal skills that will lead them to assume greater responsibility for their daily lives.

To cultivate an appreciation of good practice, personal achievement & excellence to the best of each person’s ability.

To help develop the more reflective & contemplative aspects of the subject & encourage critical judgement.

To encourage discussion & articulation of ideas relating to art & the environment.

To develop the ability to work flexibly within an infinite range of possible solutions using various skills & techniques.

To provide a background understanding of multi-cultural forms so that students may respond to & enjoy works of art, craft & design which have been produced at different times & places.

To prepare pupils for public examination, entrance to further education & to provide careers advice for those interested in a future in Art & Design.

To assist in the formation of a life-long interest in the visual arts.


Objectives

To work from direct experience in order that students are more aware of their immediate environment.

To develop students’ visual perception & understanding of what they see.

To develop spatial awareness, interpretation of tone & light and understanding of colour relationships

To introduce student’s to a wide range of materials & their appropriate use.

To develop students’ manipulative skills

To develop the ability to organise marks, shapes, colour, texture, pattern & form in order to communicate a response to observation & ideas.

To develop the ability to work flexibly within the range of possible solutions using a wide range of skills & techniques.

To develop an understanding of how ICT can be used in art both as a means of enquiry & as a tool for making design & artwork.

To encourage a variety of responses through exploration, research, developing ideas, analysing & evaluating.

To encourage & extend pupils’ independence in decision making & ability to initiate work in a self-motivated way.


Key Stage 3

Art and Design Year 7

Natural forms

In this unit, students will explore interesting natural forms individually and arranged in a still life group. Using first hand observation and secondary sources to work from, students taught to record shape, form, space, pattern and texture in their drawings. Work developed into a range of 2D and 3D outcomes including drawing, sculpture and printmaking (mono printing). Students introduced to the use of maquettes for planning 3D ideas and there will be a focus on experimentation and problem solving. There is an opportunity for students to work collaboratively on aspects of this unit. Artists work to be introduced will include O’Keefe, Calder, Escher, Moore, Cezanne, Morandi. Language development and higher order thinking skills planned into lessons and homework tasks.

Packaging/Cubism

In this unit, students will be developing a range of responses to a still life set up of packaging in a variety of shapes, colours and materials. Cubism introduced as a means of producing different, more abstract outcomes and the use of lettering and text introduced. Students will be using paint, collage, pastel and pencil crayons to explore colour including the concept of a limited palette. As work related learning, the students will research the work of graphic designers (advertising, packaging and letterforms) as part of their homework for this unit. Other artists’ work to be studied will include Lautrec, Braque, Gris, Picasso.

Portraiture/self portrait

The project will involve students developing an understanding of proportion of the human face and they will make observational studies in line and tone. They will analyse the features of the face from front view and profile. The students will develop language skills and use both speaking and listening as part of their learning. Homework will involve students doing drawing, written and research tasks and they will explore the work of Van Gogh and Rembrandt. They will then go on to work in colour using painting, collage and mixed media to develop their ideas. Picasso and colour theory will be part of the homework programme. Other artists work introduced at various stages of the unit.

Art and Design Year 8

Architecture and the built environment

The students will be responding to the work of an artist/designer who has been inspired by either the built or natural environment or both. The work carried out will be a direct response to the close examination of the way in which a particular artist has interpreted the subject matter. The students work will allow them to experiment with new ways of working and to understand different forms of representation of the world around them. Environmental issues and concerns may form part of the focus of the outcome.

Image and Text

In this unit, students look at the use of Image & Text in art. There is an emphasis in this unit for students to gather resources to use in their work and there should be an opportunity for experimentation with the theme to develop personal responses. Students will explore a wide range of media and techniques and produce an outcome using mixed media. The outcome could be a wall display, a book, relief panel or any suitable alternative. Several artists looked at are John Miro, Paul Giovanopoulos, Bridget Riley, Roy Lichtenstein, Keith Haring and others depending on the way the project progresses.

Human Figure in action

Students will be working from the human figure as a starting point for 2-dimensional work. The themes of figures in action, sport related movement or relaxed pose could be the focus for outcome.

Students will take inspiration from existing artwork and they will then have the opportunity to create a sporting poster. Students have opportunity to work with templates and design a composition for their final piece. There is a large opportunity for group work in this project. Students will study proportion and will work in the styles of various artists such as Fernand Leger, Keith Haring.

Key Stage 4 GCSE - We study AQA specification.

During the course in Art and Design, you have the opportunity to work in one or more of the following areas:

Drawing, Painting, Printmaking, Sculpture, Mixed Media and ICT

You will be encouraged to explore ideas through experimenting with a variety of techniques and materials

Most of this experimental work will be done in your sketchbook

Your sketchbook is an important aspect of each project we ask you to keep visual records of observations and the development of ideas. These can be written, photographed, sketched, scanned and photocopied.

You will build on your existing understanding and appreciation of the work of Artists, Craftsperson’s’ and Designers’. You will be encouraged to make connections between their work and that of your own.

You will spend time using different approaches to recording images, such as, drawing from observation and personal experience.

You will continue to apply the formal elements of Art, Craft, and Design: e.g. Line, Tone, Colour, Texture, Pattern, Shape, Scale, form and Structure.

You will have an awareness of good, safe workshop practice and health and safety issues

You will make written and visual responses to various Art and Design forms e.g. analyse and document your ideas, thoughts and critical judgments, which may relate to your own and others’ work.

You will learn how to evaluate your own work and modify it in the light of new ideas and or suggestions.


A Level Fine Art

What will I learn?

Component 1:
In component 1, students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artist(s), designers(s), photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which support the practical work.

Component: 2:
In component 2, students respond to a stimulus, provided by AQA, to produce work which provides evidence of their ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes.

How Will I Be Assessed?

You will be assessed on:

Component 1: Personal Investigation: 60% of A Level – practical unit supported by a written element 1000 word essay.

Component 2: Externally set assignment: 40% of A Level – Includes 15 hours of supervised examination time

Each component assessed against 4 objectives involving skills in developing and exploring ideas, experimenting with materials, recording observations and producing final pieces based on research into the work of artists, craftspeople and designers.

Is There Anything Else I Need To Know?

We would normally expect students to have completed a GCSE qualification in Art and Design to start the A Level course; however, this is not always essential if you can prove your ability, commitment and motivation to be successful. Please direct any questions you have to a member of the Art and Design department who will be more than willing to help.

Future Opportunities?

Art and Design qualifications can lead to careers in many creative industries. Following Sixth Form you could apply directly to University or Art College. There are numerous specialist courses available e.g. Fine Art, Fashion Design, Textile Design, Three Dimensional Design, Photography, Architecture.
If you do not intend to follow Art and Design at University and subsequently as a career, the skills gained on the A level course will develop your creative abilities, in particular personal responses to ideas.


A Level Photography

What Will I Learn?

Component 1:
In component 1, students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artist(s), designers(s), photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which support the practical work.

Component 2:
In component 2, students respond to a stimulus, provided by AQA, to produce work which provides evidence of their ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes.

How Will I Be Assessed?

You will be assessed on

Component 1: Personal Investigation, a practical unit supported by a written element. 60% of A Level

Component 2: Externally set assignment. 40% of A Level – Includes 15 hours of supervised examination time

Each unit is assessed against 4 objectives involving skills in developing and exploring ideas, experimenting with materials, recording observations and producing final pieces based on research into the work of artists, craftspeople and designers.

Is There Anything Else I Need To Know?

Confidence in the use of image manipulation, either on Photoshop or similar program is expected.

We would normally expect students to have completed a GCSE qualification in a creative subject to start the course; however this is not always essential if you can prove your ability, commitment and motivation to be successful. Please direct any questions you have to a member of the Art and Design department who will be more than willing to help.

 You will be expected to demonstrate skills in exploring visual language; the ability to respond to an issue or theme; appreciation of viewpoint; the appropriate use of camera and understanding techniques relating to printing images.

Future Opportunities?

Photography qualifications can lead to careers in many creative industries. Following Sixth Form you could apply directly to University or Art College.

If you do not intend to follow Photography at University and subsequently as a career, the skills gained on the A level course will develop your creative abilities, in particular personal responses to ideas and meeting deadlines.

Please contact Mrs Allott, Head of Art and Design, for enquires at all Key Stages.

  • Headlands School
  • Sewerby Road
  • Bridlington
  • Y016 6UR
  • Headlands School
  • Sewerby Road
  • Bridlington
  • Y016 6UR