Art

Our curriculum intent: why we teach what we teach in Art

  • Students will learn to become visually literate, through gaining a knowledge of artistic movements and learning the skills and insights that were used to develop them.
  • Students will be able to use the skills they have acquired to express authentic ideas, convey meaning and create something aesthetically beautiful or powerful.
  • Students will become creative and critical thinkers, and learn to listen and learn from artistic movements and other cultures. They will learn to express themselves as they understand the role that art can play in our collective and individual lives.

Art curriculum intent

Curriculum

Year 7

Year 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

Introduction to Tone

Introduction to Colour

Key Question

How can you use tone to create form and texture?

What is colour theory?

Knowledge and Sequencing Rationale

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.

 To find out more about our Art curriculum please click here.

Year 8

Year 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
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 through working with pattern? How can we use mixed media to create a piece of art?
Knowledge and Sequencing Rationale In Year 7, students have been introduced to some of the discrete formal elements of art. The work studied in Term 1 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. Terms 2 and 3 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.

 

To find out more about our Art curriculum please click here.

Year 9

Year 9

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

Perspective

Portraiture

Key Question

How can perspective develop the depth of our work?

What is portraiture?

Knowledge and Sequencing Rationale

Year 9 return to tone and how it can be used more academically and skilfully to create chiaroscuro, significant depth and realism. Term 1 focuses on perspective and surrealism, where students deepen their understanding of a balanced composition, while looking at the work of Salvador Dali. Term 2 continues looking at composition while investigating the theme of portraiture. Students are encouraged to consider using a range of media and process that they have studied in KS3 and use them according to their suitability for a variety of drawing styles.

To find out more about our Art curriculum please click here.

GCSE Fine Art

Year 10/11

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

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?

Knowledge and Sequencing Rationale

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 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.

To find out more about our Art curriculum please click here.

GCSE Graphic Communications

Year 10/11

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

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?

Knowledge and Sequencing Rationale

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.

 To find out more about our Graphics curriculum please click here.

A Level Art

Discover more in our A Level options booklet click here 

Art Staff