Expressive Arts Department KS3 Scheme of Work - Outline The Expressive Arts KS3 scheme of work covers the following elements of the Art and Design National Curriculum (as of 2014/15) Purpose and Programme of Study: The national curriculum for art and design aims to ensure that all pupils:

• produce creative work, exploring their ideas and recording their experiences

• become proficient in drawing, painting, sculpture and other art, craft and design techniques

• evaluate and analyse creative works using the language of art, craft and design

• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils should be taught:

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

• to use a range of techniques and media, including painting

• to increase their proficiency in the handling of different materials

• to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

• about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

YEAR SEVEN

AUTUMN/SPRING TERM ‘THE ELEMENTS OF ART’

This initial Year 7 scheme of work is centered around the development of the basic art skills of the pupil; essentially their control and understanding of the key elements of art; line, tone, texture, colour, shape, form, pattern and space. Through the combination of theoretical knowledge, ‘sketchbook skills’ and observational studies using a variety of media, materials and techniques, this project will encompass the theme of still life and the contextual research and analysis of relevant artists work. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Understanding of the terms line, tone, texture, colour, shape, form, pattern and space • Development of control of tonal application in pencil, pen and paint • Understanding of colour theory and control over colour mixing in varied media • Understanding of the meaning of still life • Improvement in the ability to record from observation • Understanding of the meaning of composition and its application • Ability to discuss, reflect upon and refine work

SPRING/SUMMER TERM

‘PORTRAITS’ This Year 7 scheme of work is centered on the development of the basic art skills associated with portraiture and ceramic construction. Through the combination of theoretical knowledge, ‘sketchbook skills’ and observational studies, pupils will further enhance their observational and creative drawing skills before going on to interpret 2D in 3D. As with each scheme of work, teachers are encouraged to develop project themes in relation to their own specialism and interests and to ensure the scheme of work is continually ‘fresh’ and relevant. Suggestions of artists that could be studied are MC Escher, Julian Opie, Naum Gabo, Modigliani, Edvard Munch etc. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Understanding of the proportions of the human face • Improvement in ability to draw facial features • Understanding of the meaning of portrait • Improvement in the ability to record from observation • Understanding of processes associated with ceramic construction • Improvement in understanding and use of subject specific vocabulary • Ability to discuss, reflect upon and refine work

YEAR EIGHT The Year 8 scheme of work focuses on the development of the pupils imaginative and individual interpretation of themes. Pupils will be encouraged to refine their artistic skills and draw on past experiences in the development of their work. They will be introduced to new approaches of sketchbook presentation and the importance of care and control in the recording ideas and insights.

AUTUMN/SPRING TERM

‘LANDSCAPE’ Within the ‘Landscape’ scheme of work, pupils will revisit the basic principles of composition, including the rule of thirds, through the exploration of varied media and artistic application techniques. Individual interpretation should lead pupils to develop their own investigations and produce a well substantiated item of artwork. As with each scheme of work, teachers are encouraged to address project themes in relation to their own specialism and the ability, past attainment and interests of the pupils being taught. Suggestions of artists that could be studied are; the Impressionists, Fauvists, David Hockney Ruth Piper, Anselm Kiefer, Salvador Dali and local artist, Liam Spencer. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Proven understanding of composition and the rule of thirds • Development of control and application of artistic media • Development of sketchbook ‘journaling’ techniques • Ability to reflect, question and refine • Ability to use informed research to improve artistic outcomes

SPRING/SUMMER TERM ‘ARCHITECTURE’

The ‘Architecture’ scheme of work centres around the study of a variety of architectural styles through the exploration and analysis of traditional and modern architecture and architects. A mixed media approach to the study of architectural design, function and construction will ensure pupils consider the effects of light and texture on building shapes and details. Individual studies should lead pupils to create, develop and produce a ‘final’ artwork incorporating their learning in either 2D or 3D, as decided upon by the teacher. As with each scheme of work, teachers are encouraged to develop project themes in relation to their own specialism and interests and to ensure the scheme of work is continually ‘fresh’ and relevant. Suggestions of architectural styles and architects that could be studied are Ancient, Gothic, Renaissance, Art Deco, Modern, Bauhaus, Antoni Guadi, Santiago Calatrava. Specific focus could be placed on sites around the world renowned for their outstanding architectural features, such as Barcelona, New York, Miami, London, Paris and Florence. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Understanding of the principles of traditional and modern architecture • Development of control and application of artistic media • An awareness of architectural function • Improvement in the ability to record from observation • Understanding of processes associated with ceramic construction • Improvement in the ability to use exploration and studies to develop a personal artwork • Ability to discuss, reflect upon and refine work

YEAR NINE The Year 9 scheme of work focuses on the imaginative and individual interpretation of themes in preparation for the GCSE curriculum. Pupils will be encouraged to refine their artistic skills and draw on past experiences in the development of their work. They will be introduced to new approaches of sketchbook presentation and the importance of artistic ‘journaling’ in recording ideas and insights.

AUTUMN/SPRING TERM ‘NATURAL WORLD’

Within the ‘Natural World’ scheme of work, pupils will develop observational drawing techniques, through the exploration of a variety of media, materials, techniques and processes. Strong emphasis will be displayed on sophisticated and creative presentation techniques, with pupils encouraged to plan ahead and take risks to produce complex, highly creative, visually stimulating studies. Individual interpretation should lead pupils to develop their own investigations and produce a well substantiated item of artwork, influenced by studies, research, and experimentation. As with each scheme of work, teachers are encouraged to address project themes in relation to their own specialism and the ability, past attainment and interests of the pupils being taught. Suggestions of artists and themes that could be studied are; the Karl Blossfelt, Andy Goldsworthy, Sarah Parker-Eaton, Sea life and Shells, Flora and Fauna, Seeds, and/or other associated ‘natural forms’. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Sophisticated understanding of the elements of art; line, tone, texture, colour, shape, form, pattern and space.

• Development of control of tonal application in pencil, pen and paint • Development of sketchbook ‘journaling’ techniques • Ability to reflect, question and refine • Ability to use informed research to improve artistic outcomes

SPRING/SUMMER TERM ‘MESSAGES’

The ‘Messages’ scheme centres on the development of pupils awareness of context and meaning, through the analysis and interpretation of visual imagery. A ‘journaling’ approach to sketchbook work should be adopted, through the study of appropriate artists and themes, using a variety of media, materials, techniques and processes. Pupils will be encouraged to study the work of artists whose work delivers a specific ‘message/messages’. This may be with a combination of image and/or text in artwork. Risk taking and creativity will be encouraged at all times in the creation of sketchbook studies. As with each scheme of work, teachers are encouraged to develop project themes in relation to their own specialism and interests and to ensure the scheme of work is continually ‘fresh’ and relevant. Teachers may wish to relate the topic to a ‘current’ theme/issue, e.g. The Holocaust, 9/11. Suggestions of artists are Barbara Kruger, Danny Sangra, Banksy, Greg Gossel, Teesha Moore, and Sabrina Ward Harrison. Regardless of the approach taken, it is essential that the following outcomes are achieved by all pupils:

• Development of analysis and interpretation of artworks • Development of control and application of artistic media • An awareness of context and meaning • Development of sketchbook ‘journaling’ techniques • Ability to reflect, question and refine • Ability to use informed research to develop creative, personal artistic outcomes