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Art
Curriculum
Year
7
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Topics Covered |
Description |
| Term 1 |
Tone
& Form
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We
look into the basics of drawing. Understanding tones.
Sketching geometrical shapes. Creating form. Year 7
begin by drawing their own hand using a soft (B) pencil.
Their aim is to create a three-dimensional effect on a
flat sheet of white paper. Artists such as Durer and
Escher are researched as examples of graphic
illustration. Drawing is the starting point for most
other forms of creative art so we need to master it
early on in the curriculum. |
| Term 2 |
Landscapes
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Students
research the work of different artists. They understand
the laws of basic perspective. Out-door sketching and
painting in the studio. At first we take a simple scene
of the sun setting over a landscape. The hills or
buildings are in graduating tones of say brown or grey.
The sky is much richer in colour so we use the reds,
pinks and oranges. This exercise often provides a
visually powerful starting point for the pupils. The
rest of the term we look at a ‘selected’ landscape
for work inside the studio. Pupils will use actual
sketches they have made with photographs and postcards
to create a vivid composition. |
| Term 3 |
Myths
& Legends
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Students
look at national international folklore. Research is
done on historical and modern myths. A range of media is
used for this topic. Worksheets are provided at the
beginning to inspire the pupils. As we have been
together for three terms pupils are expected to utilize
all their experience to research this topic fully. A lot
of the onus is to get the pupils to use materials
wisely. Many pupils will feel confident at this stage to
mix materials together in exciting ways. A few of the
children make models out of plaster and wood. Now and
again the sculptures turn out bigger than the artist! |
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Art
Curriculum
Year
8 |
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Topics Covered |
Description |
| Term 1 |
Book
Cover Design
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Students
research different book sleeves. We look at the format
of a book cover. Investigate colour schemes, typefaces,
layout styles and illustration techniques. This project
is an opportunity for year 8 students to look at the
world of graphic design. Understanding that in design
you have to make decisions at each step of the process
and account for them |
| Term 2 |
Camouflage
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The
project begins by looking at camouflage in nature and
then we look at disguise from a human perspective.
Colour, pattern, line and space are looked at in depth.
We use a wide range of reference sources to build up
useful data. Ultimately students will make
three-dimensional environments portraying their
understanding of camouflage. |
| Term
3 |
Still
life
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Students
are using their sketchbooks to record different objects
using a wide variety of media. There are step-by-step
techniques for drawing, pastel and painting.
Understanding of light and shadow is an important aspect
of the project. Within the project we will be looking at
relevant artist’s work. By the end of the term each
student should have a good understanding of three
materials and how to use them effectively. |
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Art
Curriculum
Year
9 |
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Topics Covered |
Description |
| Term 1 |
Colour
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We
look at colour from a scientific and visual perspective.
How is colour used in our society? A final piece of work
relates to their understanding of colour in society. We
begin by doing a whole range of colour exercises
designed to make students aware of the differences in
colour. Linked to our personal work will be the
connection to colour in our cultural history. |
| Term 2 |
Narrative
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This
term we look at the many ways art communicates to
society. We begin with cave pictures and up-date to
modern graphics. So much communication is done through
visual signs. We look at typography, colour, symbols and
popular image. Year 9 students will be expected to be
able to relate their work to their overall understanding
of art as a visual language. |
| Term 3 |
Impressionism
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Students
study one of the great art movements of our time. They
look at specific artists and then create their own work
of art that has been influenced by their research.
Impressionism was the first art movement after the
invention of photography so how can we update this
experience to the 21st Century? I hope all
Year 9 students will have an excellent understanding of
why art movements emerge and the importance of their
legacy in history. |
