Art

Curriculum

Year 7
Year 7 Autumn Term and Spring Half Term 1 Spring Half Term 2 and Summer Term
Unit Title Introduction to Tone Introduction to Colour
Key Question How can you use tone to create form and texture? What is colour theory?
Threshold Concepts Drawing is a form of visual art which applies tone to render a realistic object or create an abstract composition. We can understand and apply colour theory by using the colour wheel and considering colour harmony to create compositions that engage the viewer with a balanced visual experience.
Link to Prior Learning

Blending and the use of depth of colour or shade to create the desired effect.

 

Research and analysis of artist’s context, work and influence.

Knowledge and Sequencing Rational

Tone is used as a basis for Art education at Emmanuel College because this is one of the fundamental principles of Art. Through this unit, students understand light, shape, texture and how to create form and depth, without this knowledge, students would struggle to grasp other elements of the subject. This initial knowledge is built upon and broadened with the introduction of colour theory.

Each unit of work is grounded by a contextual reference; either an artist, movement or aspect of Capital Culture.

 

Year 8
Year 8 Autumn Term Spring Term Summer Term
Unit Title Colour and Composition (Graphics) Pattern Mixed Media
Key Question How can we use colour and composition to communicate a message? How can we develop our knowledge of colour theory Knowledge through working with pattern? How can we use mixed media to create a piece of art?
Threshold Concepts Composition is the placement or arrangement of visual elements in a work of art. Pattern is used by artists to create a desired visual effect. Patterns can occur naturally or artificially and are often repetitive. In visual art, mixed media is an art work in which more than one medium or material has been employed, for example assemblage or collage.
Link to Prior Learning

Application of colour theory to emulate an artist’s style.

 

Blending and rendering techniques to create depth and distance.

 

Deepening grasp of how to analyse an artist’s context, work and influence, with specific reference to designing an exhibition.

Application of colour theory to create secondary colours within a pattern.

 

Development of tonal techniques including shading and rendering.

 

 

Building and blending of tone and colour using a range of media or materials.

 

Application of prior understanding of strengths and weaknesses of materials will inform selection of media within this unit.

Knowledge and Sequencing Rational In Year 7, students have been introduced to some of the discrete formal elements of Art. The work studied in Term One of Year 8, brings together and builds on this knowledge. Students are introduced to the work of Hundertwasser and use their existing knowledge of colour, while exploring composition, pattern and refining their application of colour, through blending and rendering. Term Two and Three continue to build on students’ knowledge of colour while introducing them to new media and process, looking at the work of Jasper Johns in the first instance and then the work of Van Gogh. Students will not only have developed skills during these units, but they will be confident in identifying the properties and limitations of a variety of media.

 

Year 9
Year 9 Autumn Term and Spring Half Term 1 Spring Half Term 2 and Summer Half Term 1
Unit Title Perspective Portraiture
Key Question How can perspective develop the depth of our work? What is portraiture?
Threshold Concepts Perspective in the graphic arts is an approximate representation, generally on a flat surface (such as paper), of an image as it is seen by the eye. Portraiture is the art of representing the physical or psychological likeness of a real or imaginary individual
Link to Prior Learning Use of tonal techniques to add visual depth and interest.

Application of tone – shading and rendering to create the desired effect within a portrait.

 

Further opportunity to research and analyse an artist’s context work and influence, and to apply this in a students’ own work.

Knowledge and Sequencing Rational Year 9 return to tone and how it can be used more academically and skilfully to create chiaroscuro, significant depth and realism. Term One focuses on perspective and surrealism, where students deepen their understanding of a balanced composition, while looking at the work of Salvador Dali. Term Two continues looking at composition while investigating the theme portraiture. Students are encouraged to consider using a range of media and process they have studied in KS3 and use them according to their suitability for a variety of drawing styles.

 

GCSE Fine Art
Unit Titles ‘The Wonderful Every Day’ and ‘Portraiture’
Key Question How can the artist use a range of visual artistic methods to portray themselves, others and the world around them?
Threshold Concepts

Fine art practice is the application of visual art to explore an idea, convey an experience or respond to a theme or issue of personal significance. This practice will be applied to portraiture and the ‘wonderful every day’ throughout the course of the GCSE.

 

Link to Prior Learning

Application of prior learning regarding colour, the blending of secondary colours and the use of a variety of materials to achieve the desired effect.

 

Application of prior learning regarding tone, rendering, shading and other techniques to achieve the desired effect within a piece of work.

 

Consolidation and development of analysis and evaluation of artist’s context, influences and work, leading to the influence of the students’ own work.

Knowledge and Sequencing Rational

‘The Wonderful Everyday’ refreshes students’ knowledge of media and how to select it depending on its properties, limitations and desirable outcome. Students are introduced to the assessment objectives and how to approach an artistic investigation.

‘Portraiture’ is the main focus of GCSE Fine Art, this unit allows students to investigate a theme in depth, while bringing together all that they have learnt since the star of their secondary school Art education. The unit concludes with a final piece/outcome showing a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

 

GCSE Graphic Communications
Unit Title Food Glorious food and Personal Investigation
Key Question How can the artist use a range of methods and techniques to communicate their message to their audience?
Threshold Concepts Graphic Communication is the use of graphic techniques and processes to communicate the intention of the artist.
Link to Prior Learning

Application of prior learning regarding colour, the blending of secondary colours and the use of a variety of materials to achieve the desired effect.

 

Application of prior learning regarding tone, rendering, shading and other techniques to achieve the desired effect within a piece of work.

 

Consolidation and development of analysis and evaluation of artist’s context, influences and work, leading to the influence of the students’ own work.

Knowledge and Sequencing Rational

‘Food Glorious Food’ refreshes students’ knowledge of media and how to select it depending on its properties, limitations and desirable outcome, they are also introduced to new media and technology as they begin to develop confidence with Photoshop. Students are introduced to the assessment objectives and how to approach an artistic investigation.

‘Personal Investigation’ is the main focus of GCSE Graphic Communication, students set their own brief and this unit allows them to investigate a theme in depth, while bringing together all that they have learnt since the start of their secondary school Art education. The unit concludes with a final piece/outcome showing a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

 

A Level Art

Discover more in our A Level options booklet click here 

Art Staff