Art
'Art washes away from the soul the dust of everyday life.' - Pablo Picasso
The work of artists and designers is an integral part of our lives, from the buildings in which we live, work and play, to the furniture on wihich we sit, the clothes we wear, and the cars we drive, to the packaged consumer goods in the supermarket and the choice of paintings and prints we choose to adorn our homes and workplace.
We are surrounded by the rich influence of art in every day life without even venturing into an art gallery.
From an early age a child has the natural urge to sculpt with sand, mud and even food. The mark making process begins with the most simplistic application of crayon to paper to form representational imagery that reflects themselves and the world they live in.
Early years teaching encourages development through play resulting in ‘Art’ that is intuitive and unique. As the child progresses from primary to secondary school their skills are enhanced by specialist art teachers who value the potential of art in our lives.
‘At Durham Johnston School we aim to provide an excellent provision in Art education. Our aim is to encourage and nurture potential talents of our students and, develop awareness and enrich their minds.’
-Sheila Hitchcock (Head of Department)
| Year | TOPIC | Further details (if relevant) e.g. assessment tasks |
| 7 | Introduction to Formal Elements and Visual language in Art and Design |
Introduction to Art Equipment list/expectations of work, behaviour etc. What and where is Art? Importance of art in our lives? How many artists do you know? Baseline assessment Brief introduction to Formal elements Observed analytical drawing (Line in pencil) Analysis of painting Van Gogh’s‘Room at Arles’. Comprehension – written response to questions. (Homework: Creative Mehendi hand design) Formal Elements Line - Drawing with different media in line: Observation drawing e.g. leaves :Take line for walk Mark making – different types of line. Colour - Exploration of colour : Colour wheel: Practical application of colour : Food as a theme : e.g.Healthy eating-colour studies of fruit. Sweets – observation drawing and painting/graphic design-packaging. Form(shape) - Observed analytical drawing * Introduction to artists’ work Texture - Rubbings: Tactile texture boards Collage(i) High relief texture board (pasta etc) (ii)Low relief Texture collage- Corrugated card/string/sandpaper/found textures Printing - Rubbings/printing from collage Observed drawing - Representation of textural qualities from texture boards – observed studies in pencil/fine liner etc Abstract painting- Selected composition from studies of texture boards (A2) Painted in flat local colour * Introduction to artists work |
| 8 |
Term 1 Baseline assessment Bottles -observed analytical drawing in pencil Same bottles – drawing skills taught Still life arrangement First hand response to collection of objects in still life arrangement e.g. bottles/musical instruments/machine parts/toys Use of broad application in both medium and scale Development work From any previous starting points develop a series of exercises based on observed drawings – e.g. Select enlarged composition to paint: Create cubist abstract responses :Create assemblage piece on one of the objects : Develop graphic design response (packaging etc) : Exploration of ICT within art – digital imagery using micro media / photoshop) Contextual Study Contextual research integral throughout scheme of work Term 2 Kandinsky Experimentation: Series of work linked to the work of Wassily Kandinsky-specifically to his paintings inspired by music. Creative mark making/use of colour/range of materials to describe a selection of music visually. Outcome (painting): Students to produce major painting inspired by their choice of music. Painting skills and attention to detail considered. Development work: 3D development from painting e.g. paper sculpture, mobile/slotted shapes Perspective Arial and linear perspective: Observation drawing in Corridors/ classrooms : Perspective theory and application taught : Cityscapes drawn using one point and 2 point perspective. Exploration of perspective using ICT Contextual Study Contextual links to Architecture/architects *Appropriate links between own working practice and the work of others. |
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| 9 |
Term 1 Introduction to figure drawing Students to do drawing of standing figure, hands by side from memory. (Discussion to follow pointing out typical errors –head too big/arms too short/ hands too small etc) Baseline assessment Observed analytical drawing Observation drawingsof mannequins using line and form. Figure drawing Introduction to the figure in Art from contextual resources - anatomy/proportion and relevant artists e.g.Vitruvian man Figure studies from observation with reference to previous knowledge from mannequin drawings. Development work - Research into Marcel Duchamps Nude Descending a Staircase' Development exploring abstraction of image through consideration of movement / repetition using mannequin or figure. Costume/character design - Using croqui template of figure, students to design clothing inspired by fashion designers, computer game/film characters, historical costumes. *Appropriate links between own working practice and the work of others. Observed analytical drawing - Taught skills -first hand portraits of each other or self (using mirrors) in range of media and scale. Drawing and painting exercises to explore and develop skills in using line (structure) and tone to create form within portraiture. Squaring up technique Inspired by the work of Chuck Close, students will be taught how to use the squaring up technique to produce an accurate self-portrait. Distortion and manipulation Observed self portraits using convex mirrors to distort shape and form using range of media. Development from drawing to oil pastel e.g. taking an enlarged section from original drawing/cutting image up (Exploration of ICT within art - manipulation of portraits using photoshop) *Appropriate links between own working practice and the work of others. |
GCSE Fine Art at Durham Johnston School
Students opting for GCSE Fine Art will be introduced to a variety of experiences exploring a range of Fine Art media, techniques and processes, including both traditional and new technologies.
Students will develop skills in drawing and painting, which is central to all work, with opportunities to do photography, printmaking and sculpture. Sketchbooks are an integral element of the course and students will be expected to research and analyse the work of Artists and designers and show connections with this work in their own practical outcomes.
Two units of study
Unit 1 Portfolio of work
The portfolio of work is the students’ coursework. The teacher will introduce projects and tasks throughout the course and the best of the work is assessed using Assessment Objectives determined by the exam board.
- AO1 Develop Ideas
- AO2 Refine ideas through experimental use of materials and techniques and processes
- AO3 Record ideas, observations and insights
- Ao4 Present a personal, informed and meaningful response (outcome of work)
Unit 2 Externally Set Task
Exam papers are issued to students from January 1stin the year of the examination with titles and starting points for the students to consider.
Students have a preparatory period of several weeks in which to discuss their ideas with their teacher, produce a sketchbook and develop their own work informed by their preparatory studies and the work of artists and designers.
At the end of the preparatory period students will produce an unaided personal outcome over a period of 10 hours in the Externally Set Task. The sketchbook work, preparatory studies and 10 hour task will be marked using the Assessment Objectives above.
GCSE Photography at Durham Johnston School
Exam Board AQA
Students opting for GCSE Photography will be introduced to a variety of experiences exploring a range of lens based and light based media, techniques and processes including both traditional and new technologies. They will learn how to produce images in a darkroom, use Digital SLR cameras and enhance, manipulate and create images using computer software such as Photoshop. Electronic and paper based sketchbooks are an integral element of the course and students will be expected to research and analyse the work of Photographers and designers and show connections with this work in their own practical outcomes.
Two units of study
Unit 1 Portfolio of work
The portfolio of work is the students’ coursework. The teacher will introduce projects and tasks throughout the course and the best of the work is assessed using Assessment Objectives determined by the exam board.
AO1 Develop Ideas
AO2 Refine ideas through experimental use of materials and techniques and processes
AO3 Record ideas, observations and insights
Ao4 Present a personal, informed and meaningful response (outcome of work)
Unit 2 Externally Set Task
Exam papers are issued to students from January 1stin the year of the examination with titles and starting points for the students to consider.
http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
A Level Fine Art and Photography at Durham Johnston School
Art and Design
Awarding Body OCR
Minimum course entry requirement
At least grade B in GCSE Art or Photography. (Candidates who do not have GCSE but can demonstrate exceptional interest in pursuing A Level Art and Design must produce a portfolio of work and arrange an interview with Head of Department.)
Course content
Durham Johnston Art Department is offering courses in Fine Art and Photography.
Fine Artwill have a focus on drawing and painting but students will also experience a broad range of media and techniques that includes photography, printmaking, sculpture and installation.
Photographyis essentially lens based media with emphasis on digital outcomes through creative uses of Photoshop but there will also be the opportunity for students to explore more traditional wet process photography working in a specialist darkroom.
Both Fine Art and Photography will give students the experience of working with a broad range of media to enable them to develop a high level of knowledge and skills that include critical, contextual and analytical understanding evidenced in a sketchbook as well as a broad experience of practical applications. This qualification will enhance their ability to access further or higher education or enter the workplace.
Summary of the AS Level Art and Design specification and requirements
Summary of the A Level Art and Design specification and Requirements
http://www.ocr.org.uk/qualifications/as-a-level-gce-art-and-design-h200-h600-from-2015/