Curriculum – Art

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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.

Please click on the button below to download the assessment policy for Art.

Download Department Assessment Policy

Journey

Art Curriculum

Key Stage 3 (Years 7 - 9)

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.

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 – Tone Texture Line Pattern Colour and Form

Assessment

  • Baseline assessment is a pencil drawing of a shell
  • Homework assessment is a 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 on artists and art movements
  • Limited colour palette painting

Term 3

Topic 3

  • Patterns in nature
  • Henri Rousseau

Assessments

  • Painting using colour mixing and blending
  • Printing with polystyrene
  • Creating a tile from clay
  • End of year examination- pencil drawing of a crisp bag

Year 8

Term 1

Topic 1

  • Seeing things Differently: Art after Impressionism

Assessment

  • Baseline assessment is a pencil drawing of sweets
  • Critical and contextual work – an illustrated essay on a 20th century Art movement
  • Cubist painting – practical outcome

Term 2

Topic 2

  • Composition in Art: View through the window

Assessment

  • Drawings showing perspective and foreground/middle ground/background
  • Painting from observation of a view through a window

Term 3

Topic 3

  • The Art of Portraiture – self-portraits in pencil and other materials

Assessment

  • Frida Kahlo inspired self-portrait piece
  • Artists who painted themselves – an outcome of an illustrated Art timeline
  • End of year examination- drawing of a teddy bear

Year 9

Term 1

Topic 1

  • Illustration project

Assessment

  • Baseline assessment – drawing from first hand observation ‘Crushed Can’
  • Book illustrations – refer to Alice in wonderland or own story idea to create a book jacket cover
  • Lettering and fonts Eric Gill

Term 2

Topic 2

  • World Art

Assessment

  • Research art of diverse 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
  • End of year examination – coloured pencil drawing of a shoe

Achieving outstanding outcomes in ART– knowing and remembering even more that what is expected of a grammar school KS3 curriculum.

In KS3 we assess student progress and attainment against the degree to which students have secured the key knowledge, skills and understanding that have been defined as being essential within each subject for a given year.

When reporting student progress this will be determined by the quality of work being produced at that point within each subject given the context of this selective grammar school. Progress will be reported according to the following standards:

  • Working beyond expected year standard
  • Working at expected year
  • Working towards expected year standard

To go beyond what is expected of an ART student in KS3 students should read widely, engage in watching Art documentaries and recommended research. It is helpful to go to museums and galleries.

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)

Useful websites for Lower School (Years 7 – 9)

www.royalacademy.org.uk
www.tate.org.uk
www.nationalgallery.org.uk
www.courtauld.ac.uk
www.vam.ac.uk

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

Key Stage 4 (Years 10 - 11)

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

The topics below have been chosen as they reflect the ambitions of the National Curriculum as well as the core content of the GCSE specification which for Art is OCR J171.  As a Grammar school the curriculum challenges students beyond the GCSE specification. Topics 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

Create a portfolio on the theme of Natural Forms

(Unit One)

Record

Pencil drawings of

  • Seed-heads
  • Peppers
  • pumpkins

Develop

  • Still life/natural forms artists contextual study and response

Explore

  • Colour and texture through various techniques

Present

  •  Outcome of a painted composition using acrylic paints

 Assessment

  • A3 acrylic painting of group of pumpkins

Term 2

Record

  • Shells
  • Coastal objects

Develop

  •       Cornish artists contextual study and response

Explore

  •      Printing and clay techniques

Present

  • Artist link pages and outcome of transcription and response to the work of the artist

Assessment

  • Sketchbook pages on the topic of Cornish artists and the trip to St Ives

Term 3

Record

  • Flowers in nature

Develop

  • Independent study based on flower artist

Explore

  • Further experimentation with acrylic paint
  • Collage

Present

  • Outcomes based on flowers in a vase or coastal flowers

Assessment

  • End of Year examination
  • Still life 10-hour painting of flowers and shells

Year 11

Term 1

  • Trees and Woodland topic

Develop

  • Critical and contextual studies of a selected ‘tree’ artist

Explore

  • Mixed media
  • Monoprint
  • Collage
  • Wax resist

Present

  • Sketchbook of ideas and designs based on trees and woodlands.

 

Assessment

  • Week One –  Baseline assessment  which is a 5-hour pencil drawing of a tree
  • PPE – 10-hour painting of a woodland scene in style of chosen artist (end of autumn term)

This concludes Unit One

 

Term 2

Externally Set Task (Unit Two)

  • Distributed on first day of the spring term.  This provides the stimulus for the final examination task which is a 10-hour examination taking place in March/April

This is the realisation of intentions for the Externally set Task

This concludes Unit Two

Term 3

End of the GCSE course.

The 10 hour examination takes place in March or April

Achieving outstanding outcomes in ART– knowing and remembering even more that what is expected of a grammar school KS4 curriculum.

In KS4 we assess student against the core content and assessment objectives as outlined by the relevant GCSE examination board specification. For ART this is OCR J171. To go beyond what is expected of an ART student at GCSE and achieve outstanding outcomes in ART students should read widely, engage in watching Art documentaries and recommended research and learn key language and subject specific terminology. It is a recommendation that museums and galleries are visited.

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 students 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

A-Level (Years 12 - 13)

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 Art 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.

The topics below have been chosen as they reflect the ambitions of the National Curriculum as well as the core content of the OCR H601 A Level Art specification.  As a Grammar school, the curriculum also challenges students beyond the A Level specification. Topics 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

Unit One : Create a portfolio on theme of Identity 

 

Record

  • Self portrait

Develop

  • Timeline of Art
  • Artist research
  • Transcriptions of paintings
  • Create zoom-ins and studies of different viewpoints
  • 2 to 3 sustained drawings in a range of media work from the same image using varied materials

Explore

  • Mood-board of source materials
  • Large scale colour studies
  • Exploration of printing techniques
  • Detailed annotation using art vocabulary

Present

  • Work in the chosen style of artists
  • Sustained drawings
  • Selection of pieces for display ‘Portraits and Prints’

Assessment

  • Portraits and Prints
  • Critical and Contextual essays

Term 2

Record

  • Create zoom-ins and studies of different viewpoints from own material

Develop

  • ‘Who influenced who?’ artist studies with practical outcomes including responses and transcriptions.

Explore

  • Work from the same image using varied materials
  • Select photographs for development of A3 painting
  • Detailed annotation using art vocabulary

Present

  • Sketchbook pages of artist links with written analysis
  • Mock ups of final designs for painting
  • A3 /A2/A1painting/s

Term 3

Record

Two or more large scale paintings based on work relevant to the theme of the portfolio which could include one of the following;

  • 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

Explore

  • Experiment with diverse range of materials before selecting that which is to be used.

Present

A series of 2D and 3D outcomes

Assessment

 PPE (pre public examinations) 15-hour painting

 

Year 13

Term 1

Complete Portfolio

 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

  • Link artist to create sketchbook pages and a series of prints or 3D artwork

Explore

  • Using techniques learnt, continue to experiment with materials and styles relevant to the theme

Present

  • Complete outcomes – a series of paintings prints and 3D pieces

Related Study & Assessment

  • Produce 1500-3000 word illustrated essay which relates to portfolio work

Term 2

Create sustained piece

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

Assessment

PPE –  15-hour painting

This concludes Unit One  (by end of January)

 

Term 3

The Externally Set Task

  •  Unit Two – is given to students on 1st February and from this time the unit of work is created.

Assessment

  • 15 hour timed piece taking place at the end  April

This is the realisation of intentions;  it is the outcome of the preparation and planning of ideas and responses

This concludes Unit Two

 

 

 

 

 

 

Achieving outstanding outcomes in Art – knowing and remembering even more than what is expected in a grammar school KS5 curriculum

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

In KS5 we assess students against the core content and assessment objectives as outlined by the relevant A Level examination board specification. For art, this is OCR H601. To go beyond what is expected of an art student at A Level and achieve outstanding outcomes in  students should read widely, engage in watching art documentaries and recommended research and use key language and subject specific terminology to draft an illustrated essay as part of their Portfolio (Unit One) It is essential that museums and galleries are visited.

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