Key Stage 3 Curriculum Map

Transcription

1 KS3 Art & Design Term Year 7 Year 8 1 How can drawing be used to record? Mark making Basic Elements Still-life drawing project- Fruit on a plate Bottles Students will use a wide range of drawing techniques using different mediums. They will begin to understand drawing for different purposes and needs. They will begin to develop their analytical skills and understanding of contextual study through investigating different artists work. They will develop their direct observational skills using; pen, pencil, coloured pencil, oil pastel, chalk pastel, charcoal. Workshops in Mark making; monoprinting; sculpture; contour drawing; skills; mini controlled assessment. Still life to be set up using household objects. Basic Elements Practical Exploration of the Basic Elements of Art: Line Tone Pattern Shape Form Colour Texture in sketchbooks. Using pencil, water colour, colouring pencils, oil pastel, wax, paper, collage, and printing. Research into Artists that employ these techniques collecting facts and group analysis. Composition based on an artist that uses the techniques associated What are the formal elements in art? Zombie Film Poster- This is a project involving Graphic design and layout, digital photography and imaging and painting. Students will design and make their own Mixed media horror film poster using their own and ICT based resources. Poster Design The projects start with students exploring different fonts and different examples of graphic communication. They will look at how a Graphic Designer can be given a brief and examine ways that fonts and imagery can appeal to a target market. They will look at codes and conventions and will discuss their own responses to graphic design and advertising. Students will also be introduced to other concepts such as layout and colour theory. This project lends itself to the use of ICT and, of course, we will be exploiting its potential, as well as maintaining students skill levels with more traditional media. Develop ability to design original fonts. Be able to explore the way other practitioners have used graphic design to influence and manipulate an audience. Continue to develop observational skills. Apply numeracy and measuring techniques to the construction of fonts and layout. Be able to see how art and design shapes society. Be able to apply colour theory to help promote a product or idea. Develop ability to justify ideas and explain intentions. Students will begin to formulate and refine designs for their finished pieces. They will be producing poster designs for a genre and target market of their own choosing.

2 with the elements above. Artists Cezanne Morandi Michael Craig Martin Critically analyse own work and progress, refining work in response to these assessments. Be able to use ICT to create effective layout. Understand how to integrate photography into graphic design. 2 Students produce final outcome(still life painting) Written assessment- Compare and contrast the two paintings: MCM, Cezanne or Matisse Key s taking place: Pupils will be marked on four How is art and design influenced by nature? Alien Invasion Students will focus on shading, mark making and creative use of 2d materials such a photomontage. They will produce realistic drawings of different animal, plant, human and machine forms. They will also discover texture through line and application of media. They will develop their natural form drawings through to monoprinting, experimenting with line, texture, pattern and composition. Students will study the work the work of Salvador Dali and Yinka Shonibare Gain confidence in the use of formal elements to produce realistic (drawn) studies. Be able to focus on scale and proportion to create a detailed drawing. Understand texture, along with descriptive language, through the use of various media. There will be an emphasis on exploration and experimentation. Develop the use of a range of materials and be able to investigate their qualities. Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and self-assessment Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: Is narrative conveyed through art, craft or design? Totem Poles - North West Coast Art Revision of drawing skills. To research and be influenced by North West Coast Art To produce creative work exploring ideas developed from drawing and research. Multi-Cultural Exploring Art from other cultures: Native American Indian Totem poles. Using drawing, designing, string, clay relief, painting, and printing. Describe, analyse, contextualise and evaluate their own and others Art work: Presentation of an Independent Art project This introduces an element of 2D relief and 3D using paper, card, print and/or 3D. Promote independent enquiry through research and personal exploration of a theme. Develop drawing and design skills. Improve presentation of sketchbook. Encourage originality and a sense of fun. Provide opportunities for personal reflection and extend students peer assessment skills.

3 3 Learn from mistakes and take risks. Develop understanding of composition and design. Adapt and improve aspects of own work after analysis of it. Compare different ideas and methods. Experiment with ideas, taking creative risks and creating original ideas. Use literacy as an inspirational resource. Students will focus on developing their ideas for their aliens and/or monsters. Looking at how different elements of their research can be brought together to create an original design and outcome. They will also use ICT to help bring their ideas into being. Students will turn their design into a sculpture Understand how to develop work further to make it more successful and develop intentions. Develop the use of a range of materials and realise their potential. Produce work inspired by other relevant artists and practitioners. Communicate feeling through line and texture. Demonstrate critical understanding. Recognise various characteristics of texture. Recognise the potential of colour to communicate atmosphere Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and self-assessment. Key s taking place: Pupils will be marked on four Can formal elements be utilised to enhance mood and/or content? Built Environment To develop and show through drawing an understanding of shape Extend creative skills working with a range of media. Development Process Research and present information on Native American Art and Culture. Produce studies of Native American art, using paint and cotton buds, pencils and collage. Draw from observation, using natural forms Draw from secondary sources research imagery on the internet. Produce studies in response to colour and pattern. Combine research and other studies to plan a mixed media response. Evaluation and peer assessment of project. Peer assessment of work as it progresses. Quality of sketchbook pages Exploration and experimentation of materials and techniques Individual contribution and team work skills Self-assessment Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: Do iconic ritual masks conceal or reveal identity? Mexican Day of the dead Refinement of drawing skills. To use resources creatively to inspire own work. To refine clay/modelling skills.

4 and proportion. To experiment with mark making using dry media. To compare and contrast art work and styles of relevant artists. Environment Exploring the school environment, students explore the aesthetics that make the school a nice place to be: Art around school. They design and make something that could improve their home environment: based on an artist and 2d relief/3d. Describe, analyse, contextualise and evaluate their own and others Art work: Class based activity on Art analysis. Painting and drawing from nature. Designing and planning for clay or card piece. Hundterwasser This project will focus on mask making from all over Mexico. Students will be encouraged to draw accurately and in a way that pays particular attention to symmetry, proportion, detail and form. They will be expected to use new materials creatively to create texture and tone. They will also build on existing skills, such as drawing with pencil, examining new ways to exploit the qualities of these materials. Gain confidence in using tone to show form. Be able to focus on scale and proportion to create an accurate drawing. There will be an emphasis on observing and inventing patterns and surface texture. Develop the use of a range of materials and investigate the quality of these materials. Learn from mistakes and take risks. Develop expressive skills by selecting relevant formal elements and using them appropriately. Adapt and improve aspects of their own work after comparing and analysing their own work. Experiment with ideas, taking creative risks and creating original ideas. Use first and second hand references as sources of inspiration. Improve knowledge of Non-European art. Students will develop ideas for their own original Mexican masks. They will carry on researching Mexican art to inform their designs. Students will investigate different methods and techniques for working in clay. They will then produce a test tile and clay mask based on their designs. Understand how to make designs that will be turned into a 3 dimensional sculpture. Develop the use of a range of materials and realise their potential. Produce work inspired by a variety of different masks. Produce aesthetically pleasing masks where the patterns and textures are successfully integrated. Demonstrate an ability to review, modify and refine work as it progresses. Recognise the importance of health and safety in an art lesson. Develop making and modelling skills in clay eg. Moulding, cutting and

5 4 weeks Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and self-assessment. Key s taking place : Pupils will be marked on four Why do organic forms inspire artists? Papua New Guinea Maori Tattoos Maori Tattoos Self-portrait /Maori monoprint/collage Observational drawing; proportions of the face; relationship between line and tonal boundaries; reinforcing practical setup for accurate observational drawing. Learning / improving drawing skills. To use a range of techniques to record ideas, experimenting with colour & mark making. To learn about Maori Art and respond to it creatively Students will be encouraged to draw accurately and in a way that pays particular attention to symmetry, proportion, detail and form. They will be expected to use new materials creatively to create texture and tone. They will also build on existing skills, such as drawing with pencil, examining new ways to exploit the qualities of these materials. Gain confidence in using tone to show form. Be able to focus on scale and proportion to create an accurate joining Recognise the potential of different formal elements to create expression. Students will complete a baseline drawing test to determine their skill level.. Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and self-assessment. Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: Is narrative conveyed through art, craft or design? Heroes and Heroines Pop art The aim of this unit of work is to make students conversant with the principles and practice of portraiture. The project will allow them to contemplate what makes a hero or heroine and how their choices of hero or heroine not only reflect their own values and beliefs but also help-shape their lives. They will develop an understanding of how environment and context shape people s lives and actions. Students will be encouraged to emulate the colour work and stylisation of the Expressionists. They will consider how formal elements in art can be used to create meaning. Students empathise with their chosen hero or heroine through conventional use of language and visual communication. Be able to focus on scale and proportion to create accurate drawing. There will be an emphasis on expressive use of colour and line. Develop the use of a range of materials and investigate the quality of the materials. Learn from mistakes and risk taking. Understand and develop techniques for recording images more accurately e.g. gridding up. Be able to use tone to create form. Be able to investigate other means of representing identity and personality.

6 drawing. There will be an emphasis on observing and inventing patterns and surface texture. Develop the use of a range of materials and investigate the quality of these materials. Learn from mistakes and take risks. Develop expressive skills by selecting relevant formal elements and using them appropriately. Adapt and improve aspects of their own work after comparing and analysing their own work. Experiment with ideas, taking creative risks and creating original ideas. Use first and second hand references as sources of inspiration. Improve knowledge of Non-European art. Maori Art Students will develop ideas for their own original Maori masks. They will carry on researching Maori art to inform their designs. Students will investigate different methods and techniques for working in clay. They will then produce a test tile and clay mask based on their designs. Understand how to make designs that will be turned into a 3 dimensional sculpture. Develop the use of a range of materials and realise their potential. Produce work inspired by a variety of different masks. Produce aesthetically pleasing masks where the patterns and textures are successfully integrated. Demonstrate an ability to review, modify and refine work as it progresses. Recognise the importance of health and safety in an art lesson. Develop making and modelling skills in clay e.g. Moulding, cutting and joining Recognise the potential of different formal elements to create expression. Be able to broaden own frame of cultural reference. Be aware of the origins of Expressionism. Students will develop and refine their ideas for a final painting of their hero or heroine. They will also continue to refine their ability to produce technically accurate portraits. They will look at different approaches to showing emotions through manipulation of the formal elements. They will also look at key skills, such as layering materials, to help with their final coloured portraits of their heroes or heroines. Alongside their work on their chosen heroes or heroines they will produce self-portraits that will also allow them to investigate psychological and emotional themes in their work. Have heightened ability to adapt and experiment with an image. Be able to identify influences on own work and that of others. Be able to manipulate formal elements in a meaningful and purposeful way Be confident in using narrative devises and or symbols Be able to use colour to represent emotion. Be able to use tone to create atmosphere and mood.

7 5 weeks Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and selfassessment. Key s taking place: Pupils will be marked on four Frank Stella Mixed Media Project Students will study the work of Frank Stella, looking at his use of materials and in particular his use of line, pattern and composition. Students will also explore colour mixing and composition through a range of tasks linked with the work of Kandinsky. Students will build on their imaginative drawing skills looking at spontaneous drawing. Drawings and artist influences will be used to plan for a 30 x 30 cm square mixed media piece of work. Skill Development To explore an imaginative and spontaneous approach to drawing and mark making. To practice and apply the techniques and style of Frank Stella and Wassilly Kandinsky. To experiment with scale and different media Provide opportunities for personal reflection extending students peer assessment skills Development Process Look at the work of Wassilly Kandinsky and explore colour mixing through a range of tasks. Study the work of Frank Stella. Do research pages in sketchbook. Produce a range of spontaneous and imaginative drawings Use drawings and artist s studies to plan for a 30 x 30 cm design for a mixed media piece Self-assessment of work at the end of the project Ongoing, teacher assessment/feedback will occur throughout the term. A tracking point grade at the end of the term will be based on the holistic sketchbook of work. Peer and self-assessment Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: Why do artists depict themselves? Leger - My Favourite Activity Students will explore the concept Myself and investigate different ways artists have depicted themselves through a range of styles. Students will begin by studying the Cubist artist Fernand Leger researching and producing drawings in their sketchbooks. They will learn how to draw 3D shapes and understand different types of tone. They will learn how to design a composition for an A2 painting using 3D shapes - manipulating their image to convey themselves in their favourite activity using Leger s painting Big Julie as inspiration and the characteristics of Cubism. Skill Development Building upon existing drawing / painting skills. To have an understanding of the Cubism movement, studying the work of Leger. To understand the importance of designing and planning art work. To review and modify work as it progresses. To increase awareness of composition and proportion. To develop skills when working on a large scale and understand the importance of proportion and shape. They develop and manipulate the body in the style of Legers Cubist people using watercolour. To develop skills when working with paint. To begin to understand how to mix colours using the colour wheel for

8 6 weeks Peer assessment of work as it progresses Quality of presentation sheets Exploration and experimentation of materials and techniques Individual contribution and team work skills Self-assessment tasks Key s taking place: Pupils will be marked on four Can ugly ever be beautiful? Gargoyle Fish Learning drawing skills and printing techniques. Learning how to use clay. Introduction of clay keywords. Pupils will start by looking at the history of gargoyles and the ceramic sculptures of Iesha Stewart with a deliberate focus on guidance. To produce an A2 painting of themselves in their favourite activity using the influence of Cubism. To produce a 3 colour Poly press print of 3 shapes. To analyse work of Peers and Self for improvement. Research the work of the cubist painter Fernand Leger exploring his Cubist tendencies, use of shapes and application of paint. An A5 drawing of Big Julie. Learning how to draw shapes using specific dimensions. Develop an understanding of 3 different types of shading (pencil tone, Stippling and Cross-hatching), using a 3 tone key light source. Produce a drawing of a 3D action figure onto A2 paper. Produce an A2 painting extending knowledge of working with watercolour and its techniques. Produce presentation sheet showing the development of relevant information and manipulation of images. Evaluate Design sheets and final outcome. Self & peer assessed with teacher recognition. Teacher Assessed. Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: Does colour effect mood? Natural Forms Project Students will investigate colour theory through the theme Natural forms and build upon their direct observational skills. Students develop drawing skills (techniques and observational drawing skills) They will be introduced to basic painting skills (mixing, blending, and application of paint).

9 imagination. There will be opportunities for the sharing of ideas/experiences within the group, development of manipulative skills and an opportunity for independent work awareness /effects of global warming. Pupils will extend/utilize their prior knowledge of working with clay - hand-building & experimentation of various surface marking techniques, in order to build an imaginative three-dimensional fish sculpture out of clay. Skill Development To build a knowledge/ understanding and appreciation of artists work. To build on 3D skills Ceramic terms/processes development of manipulative skills. To take pride and a sense of achievement in their work. Detailed observational drawings and notation. Sharing of ideas/experiences within the group. To work independently producing a clay fish that shows their imagination. Learning to evaluate project. Development Process Looking at gargoyles producing research and a study. Looking at fish body parts and the importance of Global warming. Understanding the ceramic work of Iesha Stewart, producing studies/ written research. Learn the ceramic terms/processes. Producing an annotated design for a sculpture of a clay fish incorporating the imaginative influence of gargoyles and Stewart. Looking at The work of Others evaluate. Learning how to make a three-dimensional clay sculpture of a fish using techniques such as wedging/coiling/pinching. Learning how to decorate fish the importance of 'scoring and slipping' when attaching clay to clay, incise, and how to make interesting mark making (biscuit fire). Paint and varnish. Students will have the opportunity to extend their observational drawing skills using a wide range of media, with a focus on line, pattern, shape, tone and colour. The drawings will act as a basis for a poly board print. Students will learn about the artist Robert Kushner, Rex Ray and Georgia O Keeffe, using them as inspiration for composition, colour and scale when producing work. Skill Development To improve observational drawing skills. To explore drawing with a range of media. Experiment with poly board printing methods, looking at composition, colour and repeat. To draw on different scales and different media To research the artists Robert Kushner and Georgia O Keeffe through practical tasks. To experiment with collage techniques, using magazines Development Process Draw fruit, veg, shells etc. from observation, whole and cut in half. Study line, pattern and shape. Draw in Line using pens, biros, pencils and water colour pencils. Drawing in sequence. Draw and eat/cut a bit away and draw again. Drawing on a variety of scales, using graphite sticks and charcoal. Produce an A3 research sheet into Robert Kushner and Georgia O Keeffe with visual and written information. Create poly board prints from their drawing on different colour backgrounds. Create an A3 outcome combining a range of materials and techniques. Write a self-assessment on the project

10 Evaluate project. Peer assessment of work as it progresses Quality of sketchbook pages Exploration and experimentation of materials and techniques Individual contribution and team work skills Self-assessment tasks Key s taking place: Pupils will be marked on four Peer assessment of work as it progresses Quality of sketchbook pages Exploration and experimentation of materials and techniques Individual contribution and team work skills Self-assessment tasks Key s taking place: Pupils will be marked on four separate Design, AO3: Recording/drawing and AO4: