FORMAL ELEMENTS THEMATICALLY LEARNT THROUGH INSECTS

Line, composition, scale, tone

SUBSTANTIVE KNOWLEDGE & APPLICATION

Mark making, crosshatching, creative typography, Contrast.

Students will:

Learn the formal elements of art and how to apply this knowledge through a variety of differing materials, processes and techniques- drawing, tone application and scale.

Supporting studies:

Art history through time – visual response in booklets, various selected movements.

Explore further:

Stone Age art, art of the ancient cultures, scientific illustration.

FORMAL ELEMENTS THEMATICALLY LEARNT THROUGH INSECTS

Colour, shape, texture

SUBSTANTIVE KNOWLEDGE APPLICATION

Colour theory, watercolour skills.

Students will:

Learn the formal elements of art and how to apply this knowledge through a variety of differing materials, processes and techniques- pen work, colour theory and watercolours.

Supporting studies:

Art history through time – visual response in booklets, various selected movements.

Explore further:

Romantic era, Expressionism, Victorian watercolour insects.

FORMAL ELEMENTS THEMATICALLY LEARNT THROUGH INSECTS

Line, form, tone, scale, contrast

SUBSTANTIVE KNOWLEDGE APPLICATION

Refining technique, experimentation, layering, mixed media, materials processes and techniques.

Students will:

Learn the formal elements of art and how to apply this knowledge through a variety of differing materials, processes and techniques- Zentangle, print and mixed media.

Supporting studies:

Art history through time – visual response in booklets, various selected movements.

Explore further:

Cubism, surrealism, zentangle art, Rick Roberts, Maria Thomas, Zio Ziegler.

FORMAL ELEMENTS THEMATICALLY LEARNT THROUGH INSECTS

All formal elements

SUBSTANTIVE KNOWLEDGE APPLICATION

Presentation, mixed media, independent creation, layering.

Students will:

Learn the formal elements of art and how to apply this knowledge through a variety of differing materials, processes and techniques- mixed media and final piece.

Supporting studies:

Art history through time – visual response in booklets, various selected movements.

Explore further:

Pop art, Fauvism, Andy Warhol, flying shoe studio, Steampunk art.

CUBISM
FORMAL ELEMENTS THEMATICALLY LEARNT

All formal elements including three-dimensional

SUBSTANTIVE KNOWLEDGE APPLICATION

Design and realisation, embellishment, construction, 3d drawing.

Students will:

Further develop knowledge of cubism style by creating artworks, developing processes and designing a final piece idea for three-dimensional realisation.

Explore further:

Pablo Picasso, cubism.

CUBISM -FORMAL ELEMENTS THEMATICALLY LEARNT

All formal elements including three-dimensional

SUBSTANTIVE KNOWLEDGE APPLICATION

Design and realisation, embellishment, construction, 3d drawing.

Students will:

Learn to realise intentions by creating a three-dimensional final piece based on developmental and research into cubism movement.
Complete any outstanding portfolio work.

Explore further:

Pablo Picasso, cubism.

DEVELOPING CREATIVE SKILLS. THEMATICALLY TAUGHT THROUGH MONSTERS
FORMAL ELEMENTS LEARNT:

All formal elements.

SUBSTANTIVE KNOWLEDGE APPLICATION

Materials combination, colour blending, tinting and fade, design and realisation.

Students will:

Deepen knowledge of materials application, skills and processes. Further expand independence and thinking. Using mixed media, cross-hatching.

Supporting studies:

Cultural world art history through time – visual response in booklets, various selected movements.

Explore further:

Traditional Americana art (Azteca, Inca, Mexican, Native American) John Kenn, the art of monsters in popular culture.

DEVELOPING CREATIVE SKILLS.
THEMATICALLY TAUGHT THROUGH MONSTERS
FORMAL ELEMENTS LEARNT

All formal elements

SUBSTANTIVE KNOWLEDGE APPLICATION:

Large scale, contrast, mixed media, expressive mark making, cross-hatch, abstraction, intricate skills.

Students will:

Deepen knowledge of materials application, skills and processes. Further expand independence and thinking. Using cross-hatch, charcoal and group work.

Supporting studies:

Cultural world art history through time – visual response in booklets, various selected movements.

Explore further:

Traditional African Art, drawing with charcoal, Microbo street art.

DEVELOPING CREATIVE SKILLS.
THEMATICALLY TAUGHT THROUGH MONSTERS
FORMAL ELEMENTS LEARNT

All formal elements

SUBSTANTIVE KNOWLEDGE APPLICATION:

Group work, blending, large scale, graphic design, refining skills.

Students will:

Deepen knowledge of materials application, skills and processes. Further expand independence and thinking. Using cross-hatch, charcoal and group work.

Supporting studies:

Cultural world art history through time – visual response in booklets, various selected movements.

Explore further:

Indian art through time, street art, folk art and folk lore.

DEVELOPING CREATIVE SKILLS. THEMATICALLY TAUGHT THROUGH MONSTERS
FORMAL ELEMENTS LEARNT

All formal elements

SUBSTANTIVE KNOWLEDGE APPLICATION

Presentation, mixed media, independent creation, layering.

Students will:

Deepen knowledge of materials application, skills and processes. Further expand independence and thinking. Mixed media and final piece.

Supporting studies:

Cultural world art history through time – visual response in booklets, various selected movements.

Explore further:

Oceanic art, Japanese and Chinese traditional art, art of urban legends, folklore and mythology.

CULTURAL ART
DEVELOPING CREATIVE SKILLS
FORMAL ELEMENTS LEARNT:

All formal elements, including three-dimensional.

SUBSTANTIVE REFINEMENT OF KNOWLEDGE APPLICATION:

Design and realisation, embellishment, construction, 3d drawing.

Students will:

Build on prior knowledge to research and further develop cultural world art understanding.
Design and plan a final piece plan to realise three-dimensionally.

Explore further:

Folk art, world culture art.

CULTURAL ART
DEVELOPING CREATIVE SKILLS
FORMAL ELEMENTS LEARNT:

All formal elements, including three-dimensional

SUBSTANTIVE REFINEMENT OF KNOWLEDGE APPLICATION:

Design and realisation, embellishment, construction, 3d drawing.

Students will:

Learn to realise intentions by creating a three-dimensional final piece based on a blend of differing world cultural inspirations
Complete any outstanding portfolio work.

Explore further:

Folk art, world culture art

GRAPHIC DESIGN
MESSAGES
SECONDARY KNOWLEDGE APPLICATION:

Ideas and intentions, painting skills, large scale, minimalism, symbolisation.

Students will:

Work with increasing independence to learn and apply the style of graphic design to produce own work inspired by relevant artists, practitioners and starting points.

Explore further:

Fred Martins, Luba Lukova, Various contemporary environmental awareness posters.

GRAPHIC DESIGN
MESSAGES
SECONDARY KNOWLEDGE APPLICATION:

Ideas and intentions, painting skills, large scale, minimalism, symbolisation.

Students will:

Learn how to use the creative experiences and resources so far to develop ideas for an original final piece which conveys a message.
Students will begin to create their individual final piece.

Explore further:

Various contemporary environmental awareness design posters.

GRAPHIC DESIGN
MESSAGES
SECONDARY KNOWLEDGE APPLICATION:

Ideas and intentions, painting skills, large scale, minimalism, symbolisation.

Students will:

Further develop work for a final piece which conveys a visual message. Students will experience working on a larger scale and begin to understand and practice the methods of successful colour mixing and application.

Explore further:

Graphic design awareness posters - world issues, Walid Siti, Ancient architecture.

METAMORPHIS
SECONDARY KNOWLEDGE APPLICATION:

Contrast, intricate drawing, controlling materials, pen work.

Students will:

From the starting point of metamorphis, students will learn to creatively respond to research and to produce own work. Additionally, to take inspiration from the work of relevant artists to broaden materials knowledge and application.

Supporting studies:

Architecture- creative responses in differing workshop-based activities.

Explore further:

Juan Osorno, Redmar Hoekestra, Alfred Basha, Manga art, Contemporary Architecture.

METAMORPHIS
SECONDARY KNOWLEDGE APPLICATION:

Realising intentions, drawing for design, specialising.

Students will:

Further develop work and refine ideas of an individualised nature from the experiences gained of the creative process.
Working towards the development of ideas for two differing final pieces on the theme of surrealism and metamorphis.

Explore further:

Traditional and modern Surrealist art. Constructivism, Wassily Kandinsky.

METAMORPHIS
SECONDARY KNOWLEDGE APPLICATION:

Realising intentions, drawing for design, specialising.

Students will:

Produce two original, individualised and meaningful final artistic outcomes as a culmination of the developmental creative journey and experience.
The responses will be two-dimensional alongside a three-dimensional sculptural outcome.

Supporting studies:

Architecture- creative responses in differing workshop-based activities.

Explore further:

Contemporary surrealist sculpture and illustration.

PORTRAITS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

large scale, painting techniques, self-expression, realising intentions.

Students will:

Begin the creative process to produce a large-scale self-portrait by undertaking initial artist research and developmental work to ensure a technically successful start to the artwork.

Explore further:

Kris Trappeniers, Henrik Abrahams, Matias del Carmine, Stephen Bliss.

PORTRAITS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

large scale, painting techniques, self-expression, realising intentions.

Students will:

Learn to apply effective processes and techniques to successfully mix, test, refine and apply acrylic paint to create a large-scale self-portrait with appropriate background.

Explore further:

Kris Trappeniers, Henrik Abrahams, Matias del Carmine, Stephen Bliss.

PHOBIAS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

Increasingly Student led depending on choices of materials and processes. This is an individualised development and refinement of all artistic experiences gained so far throughout art education.

Students will:

From the starting point phobias, learn to creatively respond to research and to produce own work. Additionally, to take inspiration from the work of relevant, self-selected artists to broaden materials knowledge and application.

Explore further:

Sean Coss, Phobias artwork from various artistic sources including pinterest.

PHOBIAS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

Increasingly Student led depending on choices of materials and processes. This is an individualised development and refinement of all artistic experiences gained so far throughout art education.

Students will:

Further broaden independent work and personalised learning journeys to produce artworks of an individual nature across a range of materials, processes and techniques.

Explore further:

Artists relevant to students’ personal ideas and intentions - Phobias artwork from various artistic sources including pinterest.

PHOBIAS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

Increasingly Student led depending on choices of materials and processes. This is an individualised development and refinement of all artistic experiences gained so far throughout art education.

Students will:

Further develop work and refine ideas of an individualised nature from the experiences gained of the creative process - ensuring all assessment objectives are met.

Explore further:

Artists relevant to students’ personal ideas and intentions - Phobias artwork from various artistic sources including pinterest.

PHOBIAS
FINE ART
SECONDARY KNOWLEDGE APPLICATION:

Increasingly Student led depending on choices of materials and processes. This is an individualised development and refinement of all artistic experiences gained so far throughout art education.

Students will:

Produce an original, individualised and meaningful final artistic outcome as a culmination of the developmental creative journey and experience.

Explore further:

Artists relevant to students’ personal ideas and intentions - Phobias artwork from various artistic sources including pinterest.

PHOBIAS- FINE ART
SECONDARY KNOWLEDGE APPLICATION

Increasingly Student led depending on choices of materials and processes. This is an individualised development and refinement of all artistic experiences gained so far throughout art education.

Students will:

Undertake individual lines of enquiry from the starting point phobias. Research, refine, create and develop work in line with the GCSE assessment objectives to produce work of an original and personalised nature formed from the creative process experiences.

Used in school and to explore further:

Artists relevant to your ideas and intentions - Phobias artwork from various sources – google and pinterest.

PERSONAL PORTFOLIO ENRICHMENT

Students will:

Due to amendments in curriculum requirements from the pandemic, the exam component is suspended for this year.
Students will work upon fantastic and strange/portrait project from year 10 to ensure current growth in artistic standards are consistent and applied across all work. This is bespoke and individually tuned, based on specific requirements for each student.

NATURAL FORMS
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme.
Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Begin to acquire the skills and knowledge which will allow them to use the SLR cameras and change the setting to suit the photoshoot requirements. Learn the basics of working with camera less photography in the darkroom. They will begin to understand and implement the skills required to research, plan and carry out a creative photoshoot based on a theme. Learn the basics of editing photos using Adobe Photoshop. Create a digital sketchbook with understanding of presentation.

NATURAL FORMS
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme. Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Build upon understanding of exposure settings. Explore use of lighting. Begin to understand how to research other photographers work and use the understanding to apply to their own creative inquiries. Begin to understand formal elements in more depth. Understand how to develop a personal idea based upon a theme to create a unique final outcome. Students will plan and prepare their own exhibition based upon this terms work.

PORTRAITS/IDENTITY
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme.
Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Understand how to develop a personal theme within their work. Undertake a series of practical and manual experiments based upon individually chosen photographers and artists.
Build upon understanding of exposure settings, formal elements and lighting through a series of carefully planned photoshoots. Evidence their learning through a sketchbook (this can be digital or physical) Plan, prepare and present a final outcome based on their chosen theme.

PORTRAITS/IDENTITY
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme.
Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Broaden their independent work continuing to develop their ideas and evidence their learning through a sketchbook (this can be digital or physical) Plan, prepare and present a final outcome based on their chosen theme.

LOCATION
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme.
Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Learn techniques and concepts based upon street photography on location. Explore and develop their skills both digitally and manually building upon and enhancing prior knowledge.

LOCATION
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led with identification of theme.
Students ability to thoughtfully experiment with techniques and meaningful intent.
Additionally, their ability to refine and analyse.

Students will:

Gain knowledge of different ways in which photographers display and promote their work Develop their experiments and present their work on a display board and use their final outcomes to create their own zine (Is this 9) which will be printed.

MOCK EXAM
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led depending on choices of materials and processes. This is an individualised development and refinement of all photographic experiences gained so far throughout photography education

Students will:

Choose a starting point from 5 wide-ranging options.
Use prior learning to research relevant photographers and artists. Plan and carry out individual photoshoots, refine their work through experiments using Adobe photoshop, darkroom and other manual methods.

MOCK EXAM
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led depending on choices of materials and processes.
This is an individualised development and refinement of all photographic experiences gained so far throughout photography education.

Students will:

Develop a unique idea based upon their research and experiments demonstrating insight and skills and evidencing understanding of other practitioners.

ADDITIONAL STUDIES
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led depending on choices of materials and processes.
This is an individualised development and refinement of all photographic experiences gained so far throughout photography education.

Students will:

Due to the cancellation of component 2 and missed opportunities of experiences in year 10 for this cohort, additional personalised studies, using the darkroom, will be undertaken.

PORTFOLIO ENRICHMENT
SECONDARY KNOWLEDGE
APPLICATION:

Increasingly student led depending on choices of materials and processes. This is an individualised development and refinement of all photographic experiences gained so far throughout photography education.

Students will:

Bolster portfolio quality, independently relevant work.

PORTFOLIO ENRICHMENT/FINAL PRESENTATION
SECONDARY KNOWLEDGE APPLICATION:

Increasingly student led depending on choices of materials and processes. This is an individualised development and refinement of all photographic experiences gained so far throughout photography education.

Students will:

Bolster portfolio quality, independently relevant work