Curriculum – Art

Curriculum – Art

Art

The Curriculum

Curriculum Intent

Students at SHSG are encouraged to develop an appreciation of art and design. They will acquire skills which can be refined and improved upon throughout their time at the school. They will become confident and adventurous artists who can work in a number of different styles, using a variety of techniques and materials to achieve outcomes exceeding those set out by the national curriculum. Through having ideas, exploring concepts, designing, creating and making, the students are guided to work purposefully in a positive environment to produce an original portfolio of art. They will challenge their existing expectations of themselves in order to develop individual strengths. Through taking up opportunities to study for extra qualifications and the Arts Award, students regularly become involved with societies and establishments beyond the school community, and by immersing themselves in cultural experiences students’ learning is immersive and of the highest quality. Art education at this school allows for the student artists to fully reach their potential and, most importantly, to develop a love of the subject which will stay with them long after they leave SHSG.

What does it feel like to be a student in the Art Department?

Studying art at Southend High School for Girls is an enjoyable and fulfilling experience; you will develop a deep understanding of the subject in context as well as an individual set of skills and techniques which suits your interests and abilities. This is achieved through dedication, passion and high quality teaching within the department.  You will be challenged to explore and experiment with a wide range of art practices and will be encouraged to broaden your horizons both within school and outside of it. Workshops and outreach classes are organised to provide stimulation and new experiences as are residential and gallery trips which also provide inspiration for new and varied projects.

Throughout Key Stage 3 the six elements of art are embedded to create a confidence in the subject. This includes a broad and diverse introduction to the critical and contextual studies which will enhance your interest learning and skillset. A comprehensive foundation of the use of subject specific language is introduced from Year 7 and is an ongoing and important part of our curriculum.

When choosing to continue studying art in KS4 and KS5, you can be assured of your individual passion and creativity being further supported throughout your journey of realisation of intentions. Thorough advice is given with regard to foundation courses, degree courses and future career choices in the creative sector.

Opportunities throughout all key stages include competitions, public displays and exhibitions and the possibility of being submitted for both Arts Awards and extra curricular critical and contextual GCSE and A Level qualifications.

As a student of our subject you will valued supported and guided with one to one tutorials. Your teachers real passion for the art will be evident throughout your time at this school and it is hoped you will develop a life time passion for art.

Journey

Art Curriculum

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the national curriculum for art. The SHSG art curriculum is what we believe will expose and challenge students to a cultural capital in art that is the best that has been thought and said in this subject.

The art curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Year 7 – 9

Pre-requisite or helpful knowledge from Year 6 art ready to study in Year 7 if applicable
Primary school art varies enormously; some schools look at artists and practitioners and respond to their work – most do some kind of craft or painting – few draw from observation. In the first lesson in Year 7 we discuss ‘art experience’ which is effectively what they have done in primary school.

Adjustments from the pandemic for years 7 – 9 if applicable?
For years 8 and 9: the students have been taught in year groups and have not, up until now, been able to work in studios – therefore far fewer techniques have been taught and far fewer materials have been used/ experimented with. The plan for 2021 onwards is to go over (in part) or ‘teach from scratch ‘ techniques such as colour mixing, printing and 3D work (clay sculptures) In the case of Year 8 we are starting with Rousseau as there was no chance to do large scale practical work in Year 7 last year. We will then go on to do the topics as outlined below but may have to make them slightly shorter.

The topics below have been chosen as they reflect the ambitions of the national curriculum, and as a grammar school, also challenge students beyond the national curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our art intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 7

Term 1

Topic 1

  • The Six Elements of Art

Assessment

  • Pencil drawing of a teddy bear
  • Colour wheel/colour mixing exercises
  • Van Gogh transcription

Term 2

Topic 2

  • Colour and Emotion
  • Impressionism

Assessment

  • Independent research
  • Limited colour palette
  • PUP exam pencil drawing – from observation

Term 3

Topic 3

  • Patterns in nature
  • Henri Rousseau

Assessments

  • Painting using colour mixing and blending
  • Printing with polystyrene
  • Creating a tile from clay

Year 8

Term 1

Topic 1

  • ‘Seeing things Differently’: Art after Impressionism

Assessment

  • Critical and contextual work – an illustrated essay on a 20th century Art movement
  • Cubist painting
  • PUP exam- drawing from observation

Term 2

Topic 2

  • Composition in Art: ‘View through the window’

Assessment

  • Drawings showing perspective and foreground/middle ground/background
  • Drawing from observation
  • PUP exam- drawing from observation

Term 3

Topic 3

  • The Art of Portraiture

Assessment

  • Frida Khalo inspired identity piece

Year 9

Term 1

Topic 1

  • Illustration project

Assessment

  • Book illustrations – refer to Alice in wonderland
  • Lettering and fonts Eric Gill
  • PUP exam

Term 2

Topic 2

  • World Art

Assessment

  • Research art of different cultures and countries
  • Create a 2D or 3D piece in response to the artists and practitioners studied

Term 3

Topic 3/4

  • Animals in nature
  • The figure in Art

Assessment

  • Mixed media and multimedia animal studies – independent project
  • Observational figure drawings
  • Study of Degas

Achieving mastery in art – knowing and remembering even more than what is expected in a grammar school key stage 3 curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics. They are either emerging, developing or proficient in this journey throughout key stage 3.

To go beyond being proficient in what is expected of an art student in key stage 3 and achieve outstanding outcomes in art, students should read widely, engage in watching Ted Talks and recommended research, and learn key language and subject specific terminology.

Recommended reading in art for Lower School (Years 7 – 9)

  • The Short Story of Art, Susie Hodge -(Laurence King Publishing)
  • The Short Story of Modern Art, Susie Hodge- (Laurence King Publishing)
  • Exploring Art Laurie Schneider Adams (Laurence King Publishing)
  • A brief history of Art Camilla de la Bedoyere (Flame Tree Publishing)
  • 50 Modern Artists you should know Christiane Weidemann (Prestel)

Art-specific language to master in Lower School (Years 7 – 9)

  • Students will use art specific terminology in each area of the curriculum as relevant

At Southend High School for Girls we are creating confident and adventurous artists who can work in a number of different styles, using a variety of techniques and materials.  They will challenge their existing expectations of themselves in order to develop individual strengths.

The Art curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) research, develop, observe, explore, appreciate
  • Rhetoric (Communication) presentations, artist links, expression

Pre-requisite or helpful knowledge from Key Stage 3 Art ready to study at GCSE

  • Students should have worked in a variety of different media and enjoy an experimental approach to their work
  • Students should be enquiring and enthusiastic about art
  • Students should have an interest in art history and broader culture

Adjustments from the Pandemic for GCSE if applicable?

  • Students have not had as much variance at KS3 as they would normally have enjoyed.  Additional time will be focussed on up-skilling throughout y10 and 11.

The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Art intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 10, Term 1

Record

  • Seed-heads
  • Cones
  • Shells

Assessment

  • Monoprint
  • Gouache

Develop

  • Use of chalk pastel

Assessment

  • Cezanne ‘Apples’ transcription
  • Polystyrene print

Experiment/Explore

  • Texture and colour of pumpkins

Assessment

  • A3 acrylic painting of group of pumpkins

Year 10, Term 2

Record

  • Seed-heads
  • Cones
  • Shells

Assessment

  • Monoprint
  • Gouache

Develop

  • Use of chalk pastel

Assessment

  • Cezanne ‘Apples’ transcription
  • Polystyrene print

Experiment/Explore

  • Texture and colour of pumpkins

Assessment

  • A3 acrylic painting of group of pumpkins

Year 10, Term 3

Record

  • Flowers in nature

Assessment

  • Cowslip drawing
  • Selection of studies

Develop

  • Independent study based on Kew gardens trip

Experiment/Explore

  • A3 outcome from first hand observation

Assessment

  • Year 10 examination

Year 11, Term 1

Record

  • Trees
  • Woodland

Assessment

  • 5 hour task: drawings of leaves

Develop

  • Create designs and compositions responding to the theme

Experiment/Explore

  • William Morris

Assessment

  • Clay relief tile

Year 11, Term 2

Externally Set Task

  • Distributed on first day of second term.  Provides the stimulus for the final examination task

Year 11, Term 3 (one half term only)

  • Complete all of Unit 1

Achieving outstanding outcomes in Art – knowing and remembering even more than what is expected in a grammar school GCSE curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To go beyond what is expected of an Art student at GCSE and achieve outstanding outcomes  in the subject, students should demonstrate an interest in art outside of that discussed in class.  Visiting local galleries is an ideal method of broadening artistic horizons and discovering new movements and artists.

Recommended reading in Art for GCSE

  • Any books from the KS4 Reading List that are available in the department

Useful websites, TED Talks and research for GCSE

  • A list of videos and helpful websites are provided on Teams once you start the course. A comprehensive library is available in the department to all students

Art-specific language to master at GCSE

  • Students will be encouraged to identify and discuss different media and movements
  • Students will be encouraged to broaden their descriptive vocabulary in order to access necessarily impressive analyses, developments and evaluations

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the A Level Syllabus. The SHSG Art curriculum for A Level invites students to really explore their chosen topics and expertly tailors selections of recommended artists, works and movements in order that the students enjoy a truly personalised experience.  Students are invited to explore a vast array of different techniques and media to help fins their own creative voice.

The Design Technology curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) materials, equipment, technique
  • Dialectic (Enquiry and exploration) analyse, explore, research, develop, evaluate
  • Rhetoric (Communication) written, oral and visual communication

Pre-requisite or helpful knowledge from GCSE Art ready to study at A level

  • Students should have an enthusiasm for portfolio work and be motivated and resilient in order to transition to the more specialised A Level portfolios.
  • Students should have an interest and skill in working with different media to include, pencil, pastel, paint, print, collage etc.

Adjustments from the Pandemic for A level if applicable?

  • There is an entire cohort of students who have not had full ‘coursework’ requirements (those starting September 2021 and September 2022) and therefore the breadth and depth of the A Level NEA will be more of a ‘step-up’ that would normally be expected.

The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Art intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 12, Term 1 – personal investigation part 1

AO1 – Develop ideas

Written introduction of intentions

Identify a source to create first piece

Create zoom-ins and studies of different viewpoints

AO2 – Experiment

2 to 3 sustained drawings in range of media

Work from the same image using different materials

AO3 – Record

Mood-board of source materials

Large scale colour studies

Detailed annotation using art vocabulary

AO4 – Respond

Whole-page experimental response

Work in the chosen style of artists

Year 12, Term 2 – personal investigation part 2

AO1 – Develop ideas

Create zoom-ins and studies of different viewpoints

AO2 – Experiment

Colour studies – two primaries and white

Work from the same image using different materials

AO3 – Record

Select photographs for development of final piece

Detailed annotation using art vocabulary

AO4 – Respond

Produce four slides of artist link with written analysis

Large scale mock ups of final piece

Year 12, Term 3 – related study

A4 sketchbook containing 20-25 sides based on a topic closely related to your chosen theme.

One of the following formats should be chosen:

  • A study looking at several artworks by one artist
  • A study looking at several artists similar in style or theme
  • A study focussing on a particular art movement

Year 13, Term 1 and 2

Explore

  • Using techniques learnt in year 12, continue to experiment with materials and styles relevant to the theme
  • Link artist to create sketchbook pages and a series of prints or 3D artwork

Record

  • From first-hand observation create a piece or series of pieces using drawing and painting which are in direct response to the work of the artists studied

Develop

  • Further develop ideas in order to prepare for and plan an A2 outcome which is to be a 15 hour painting or mixed-media piece

Year 13, Term 3 (one half term only)

The Externally Set Task – Unit 2 – is given to students on 1st February and from this time the unit of work is created and a 15 hour timed piece becomes the outcome for the preparation and planning of ideas and responses

Achieving outstanding outcomes in Art – knowing and remembering even more than what is expected in a grammar school A level curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.

To go beyond what is expected of an Art student at GCSE and achieve outstanding outcomes in the subject, students should demonstrate an interest in art outside of that discussed in class.  Visiting local galleries is an ideal method of broadening artistic horizons and discovering new movements and artists.  Students should be courageous in exploring and experimenting with materials and techniques outside of their GCSE experience.

Recommended reading in Art for A level

Any books from the KS5 Reading List that are available in the Department

Useful websites, TED Talks and research for A level

  • A list of videos and helpful websites are provided on Teams once you start the course.
  •  A comprehensive library is available in the department to all students

Art-specific language to master at A level

  • Students will be encouraged to identify and discuss different media and movements
  • Students will be encouraged to broaden their descriptive vocabulary in order to access necessarily impressive analyses, developments and evaluations