Welcome to the Art and Design Department


Intent

The vision for the Art and Design department/curriculum is for it to be adaptable, imaginative and robust enough to challenge, making connections with students to allow progression to take place.

We ensure the art and design curriculum conforms to the national curriculum programme of study for both KS3 and KS4 by allowing students to stretch their knowledge and understanding of art and design using skills and techniques. We equip students with the knowledge to explore ideas and be critical thinkers, able to reflect on their own practice.

Art education can enrich students’ lives in many ways. We want students to learn how to enjoy and engage with artists’ work, to acquire cultural capital, become visually literate, creative, open-minded, and expressive individuals. The art curriculum enables students to read, think about and discuss artists’ work, make original artwork using a range of approaches & technical making skills, become problem solvers and critical thinkers. The power of the Arts to improve mental health & well-being is well documented.

Why learn art?

A world class art, craft and design education is an entitlement. It inspires personal expression and allows young people to communicate beyond text and the ability to excel without words.

Art and design make use of critical thinking, imagination and expression. Creating and making developing attributes in young people, such as confidence to take risks, the ability to solve problems, self-belief, autonomy of thought and the sense of identity. Art, craft and design is about visual literacy and communication, and is an understanding of visual culture and practice.

The creative industries are the fastest growing sector of the UK economy. The job market wants creative people with a growth mind set, and people with transferable skills, confident workers in both teams and as individuals, and unafraid to take risks. 

Engagement in art, craft and design is fundamental to being human, to being visually and culturally aware, and to be able to see a sense of worth and belonging and a place to grab opportunities for careers and lifelong learning.

Approaches to Teaching and Learning in Art

The Art Department aims to offer pupils:

  • OUTSTANDING art lessons
  • A stimulating and visually engaging environment
  • A safe and purposeful working atmosphere where people and their creative endeavour are respected and valued
  • A programme of study that is broad-based, challenging, engaging and relevant, successfully sequenced
  • The opportunity to succeed in fulfilling their artistic potential and feel proud of their achievements
  • An opportunity to develop a lifelong ‘love of the arts’
  • Addressing learning gaps in knowledge and skills as a result of the pandemic.
  • To maintain opportunities for remote education to be broad and reflective of current situations.

The art department is project based, using fertile questions.

KS3


Year 7 - Art

Fertile question: Let's use our imagination; where could our imagination take us?

Content: To learn Gradual shading and mark making into a shape, colour wheel theory, mix tones of tints and shades, painted enlargement using a view finder, design and make your own character for the Jon Burgerman collection using plasti-play.

Skills:

  • Gradual shading
  • Mark making
  • Mixing of paint 
  • Understanding an artist
  • Developing an idea in an artist’s style
  • Flat colour shading
  • Understanding an artist’s style
  • Design process
  • Evaluation of design
  • 3D modelling skills
  • Refinement of skills/evaluation

Artists/cultures and links to other subjects: Georges Seurat, Maths, , Holi festival, Sol Lewitt, Dave Kaufman, Jon Burgerman

Year 7 – Textiles

Fertile question: Why do we need textiles?

Content: To learn about fibres: Natural fibres - Cotton, Wool, Silk, Linen (Jute) Synthetic Fibres (made from Chemicals) – Polyester, Nylon, Acrylic

To learn about fabrics and fabric construction: Woven, knitted, bonded.

Paper weaving, Yarn weaving.

Skills: Introduction to Textiles and hand sewing. To learn a range of hand stitches including running stitch or straight stitch, fly stich or Y stitch, French knot, back stitch, chain stitch, circle blanket stitch and cross stitch. Appliqué. Component: Buttons, beads and sequins. Design & make a book a Book mark.

Artists/cultures and links to other subjects: Wendy Williams – Textile artist (Georges Seurat, Wassily Kandinsky, Roy Lichtenstein). Science. Technology.

Year 8 - Art

Fertile question: How do I become a creative student?

Content: To learn about detailed pattern using zentangles, optical pattern design, mono printing technique, oil pastel transfer technique, sgraffito technique, outcome in the style of Keith Haring.

Skills: Gradual mark making

  • Pattern making (zentangles)
  • Extension 
  • Composition
  • Mixing and application of paint  
  • Mono printing
  • Poly printing
  • Understanding an artist’s style by analysis (Keith Haring)
  • Evaluation

Artists/cultures and links to other subjects: zentangles, Bridget Riley, Esher, Keith Haring, Pop art, Roy Lichtenstein, Andy Warhol, graffiti and how it affects architecture.

Year 8 – Textiles

Fertile question: How can design change the world?

Content: How technology has an impact on the environment? What is fast fashion? Fabric properties

Water spinning frame - link to History Industrial revolution. Who invented the sewing machine?

Skills: Introduction to Textiles and machine sewing. To learn to thread the machine and use it safely. Straight stitch. 

Production of a range of surface decoration techniques: Block printing, transfer pastels, dyes, bubble wrap print, couching, bubble wrap trapping, hand embroidery and machine sewing. Component: Velcro. Make a mixed media piece that could be attached to a bag.

Artists/cultures and links to other subjects: (J) Vincent Scarepace – Artist, Carolyn Saxby, Nikki Parmenter and designer Iris van Herpen. History. Technology.

Year 9 - Art

Fertile question: How can we unwrap the idea of packaging

Content: To learn how to select and apply a lettered section for the development of techniques, creatively develop your composition using all the different techniques you have learned, develop a composition using a combination of artists and showing various techniques, including paint.

Skills:

  • observational drawing
  • mood board development
  • letter formation/ style
  • using a view finder
  • mark making techniques
  • composition development
  • portrait outline
  • painting
  • evaluation

Artists/cultures and links to other subjects: Sarah Graham, Cynthia Poole, Carla Banks, Tjalf Sparnaay, Georgia O Keefe, Georges Seurat, Vincent Van Gogh, Roy Lichtenstein, Andy Warhol, Michael Craig Martin, Patrick Caulfield.

Year 9 – Textiles

Fertile question: How can art be used as a form of communication?

Content: To develop an awareness of Industrial practice. To learn about different methods of production one off production, batch, mass production.

Production of a range of surface decoration techniques. Lettering/font and how can art be used as a form of communication.

Skills: Production of a range of surface decoration techniques: Introduction to Machine sewing – variety of stitches. Memory Craft sewing machine (CAM), Stencilling, free machine embroidery, Appliqué, Reverse appliqué, Hand embroidery, Block printing, Patch work/quilting. Make a mixed media piece that could be attached to a cushion. 

Artists/cultures and links to other subjects: James Fox, Keith Haring, Tracey Emin, Lisa Engelbrecht, Bob and Roberta Smith (Patrick Brill), Kaffe Fassett. Bec Spencer. Technology.

KS4


Art projects build in difficulty and challenge as time progresses. Art staff create, prepare and plan original art projects as individuals and as a team. Art projects change, evolve and develop following department discussion & reflection.

We use AQA as the exam board for GCSE Art & Design. GCSE Art projects are planned to fulfil all 4 x assessment objectives. The KS4 Art curriculum transitions from teacher led to student led over the 2 year course culminating in Y11 students being able to function as (almost) independent Artists towards the end of the course during Unit 2 Externally Set Task and Portfolio completion & improvement phase.

(Please note, Art and Textile projects can yearly alternate)

Art

At Key Stage 4 students will follow the AQA GCSE in Art. Students will be introduced to a variety of exciting experiences exploring a range of art media, techniques and processes. They will explore relevant images, artefacts and resources relating to art and design. Responses to these examples will be shown through practical activities. Students may use sketchbooks/workbooks/ journals to support their work where appropriate. Students should produce practical and critical/contextual work in one or more area(s) including drawing, mark making, collage, print, 3D relief, painting techniques.

Year 10 – GCSE Art and Design

Fertile question: What animal would you choose?

Content: Students will choose an animal to study, they will look at the shape and form of the animal, skin, fur, feathers, scales etc, where the animal lives and its habitat, what it eats and why? Where it fits in the food chain? Religious or countries emblem?

Skills:

  • Research mood boards
  • Observational drawing
  • Photography 
  • Artist research and analysis
  • Printing techniques
  • Mixed media development- painting, collage, 3D relief, oil pastel
  • 3D ceramic techniques

Artists/cultures and links to other subjects: Franz Marc, Henri Rousseau, Vincent Scarpace, Daniel Mackie, Peter Clarke, Andeas Preis, Dave White, Vitalii Kotiash, Melissa Leaym- Fernandez, Mark Hearld, Paul James, Sonny Artist, Iain Macarthur.

Year 11 – GCSE Art and Design

Fertile question: What does your everyday look like?

Content: Students to record their ‘everyday’ by taking photographs and using them to develop techniques and use a variety of media.

Skills:

  • Research mood boards
  • Observational drawing
  • Photography 
  • Artist research and analysis
  • Mixed media/ technique
  • Composition

Artists/cultures and links to other subjects: Kate Malone, Lisa Milroy, Sarah Graham, Wayne Thiebaud, Joel Penkham, Tjalf Sparnaay, Roy Lichenstien, Patrick Caulfield, Jennifer Collier, Michael Craig Martin, Kelly Reemstem, Jim Dine, Justin Meyes, Ruth Piper, Danielle Kroll.,

Textiles

At Key Stage 4 students will follow the AQA GCSE in Art Textiles. Students will be introduced to a variety of exciting experiences exploring a range of textile media, techniques and processes. They will explore relevant images, artefacts and resources relating to art and design. Responses to these examples will be shown through practical activities. Students may use sketchbooks/workbooks/ journals to support their work where appropriate. Students should produce practical and critical/contextual work in one or more area(s) including fashion and costume, printed and/or dyed fabrics and materials, domestic textiles, constructed and/or stitched and/or embellished textiles.

Year 10 – GCSE Art Textiles

Fertile question: What does your everyday look like?

Patterns in everyday forms – Introduction to a range of textile skills and techniques.

Reference to relevant artists and in response to photographs taken of the everyday food etc

Skills: Production of a range of surface decoration techniques may include the following, in addition to machine sewing – variety of stitches, free machine:

  • Tissue paper and PVA glue to create a flat textured surface
  • PVA glue sample with brusho dyes, threads and sequins
  • Bubble wrap print
  • String painting 
  • Bubble wrap trapping 
  • Burning and melting plastics/ fabrics
  • Weaving
  • Inspiration board
  • Primary images – photos
  • Secondary images – internet
  • Observational drawings
  • Bubble wrap fruit print drawing
  • Collage 
  • Transfer pastel
  • Tea bag and wax 
  • Suffolk puff
  • Batik
  • Hand embroidery
  • Free machine with dye 
  • Free machine appliqué 
  • Stencilling 
  • Free machine abstract appliqué 
  • Free machine loop stitch 
  • Free machine on a plastic wallet 
  • Free machine mixed media

Artists/cultures and links to other subjects: Jan Beaney, Celia Birtwell, Richard Box, Claire Coles, Jennifer Collier, Kaffe Fassett, Cas Homes, Priscilla Jones, Alice Kettle, Anna Kulacher, Angie Lewin, Marna Lunt, Sandra Meech, William Morris, Leisa Rich, Lynn Setterington, Mandy Southan, Lucy Sparrow, Sophie Standing, Dionne Swift, Poppy Treffry, Wendy Williams.

Year 11 – GCSE Art Textiles

Fertile question: What animal would you choose?

Re-using free machine embroidery and appropriate/relevant technique/skills developed.  Reference to relevant artists and in response to photographs taken at Blackpool zoo of animals/birds/fish/reptiles etc

Skills:

  • Wire and tissue experiments
  • Wire and fabric experiments
  • Brusho dyes 
  • Making own stencils
  • Paper flower experiments
  • Free machine embroidery experiment
  • Soluble fabric experiment
  • Lettering by using cellotape experiment
  • Memory craft sewing machine experiment 
  • Paper making/mixed media experiment (with stitch) 
  • Fabric corset
  • Papier-mâché experiment/Papier-mâché corset

Artists/cultures and links to other subjects: Various artists re-visited including Carolyn Saxby, Cas Holmes, Val Holmes.


Art and Design

© Copyright 2014–2021 Ashton Community Science College