KS3 & KS4 Art & Design

As the Art and Design Department at Townsend we aim that every student should gain and develop a lifelong love of Art & Design in whatever way, shape or form. We do this by helping students develop skills and ways of thinking that are transferable into other areas in their life and future careers.

As a department we want students to understand that Art is not only a practical subject but academic as it engages with: history, politics and society, social, economic, cultural and spiritual aspects of the past, present and future. Our curriculum aims to help student’s students to develop an understanding of the different beliefs, values and viewpoints of various artists, craft persons and designers, which ties in with our Respect for all policy.

Our vision is that the overwhelming majority of our students will achieve their personal bests throughout the course and move into higher education in Art, and some into Art and Design based careers. That students become independent learners and thinkers through a varied curriculum at KS3, 4 and 5.

Key Stage 3

Course Details

The course follows the Townsend Curriculum alongside the National Curriculum as a guide covering a range of topics throughout Years 7 and 8.

Course Description

The KS3 Art and Design Curriculum at Townsend encourages students to develop their creativity and self expression. Students are able to experience a wide variety of media, techniques and processes throughout year 7 and 8, building on prior learning from KS2. Through an exciting knowledge rich curriculum students are introduced to a range of different artists, art movements and cultures, linking to SMSC. Students learn about the impact of art and design in Great Britain and the wider world and how this impacts their own work. The curriculum focuses on the key formal element of art through a range of different projects with each aiming to build on prior learning from year 7 into 8.

Programme of Study

Students will work through 4 different topics and engage in practical tasks, discussion, group work and homework projects. Each theme is designed to develop a balance of practical skills, knowledge and understanding. Students will experiment with both 2D and 3D formats and explore techniques including painting, printing, collage and sculpture.

Year 7

Project 1 – Still Life – Vanitas

In year 7 students begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. Students are Introduced to the key formal element of art through the drawing of the basic shapes. They will then go on to develop their observational drawing and tonal shading skill in order to create a still life influenced by Dutch Vanitas paintings.

Project 2 – Colour Theory / Animals – Franz Marc

During this project students are introduced to colour theory, the colour wheel, mixing paints and paint application techniques, focusing on the theme of animals and the Expressionist artist Franz Marc. Students will learn about how artists use colour to convey mood and feeling in their work linking to SMSC. Students will go on to create their own response to this theme based on an animal and colour of their choosing.

Project 3 – Aboriginal Art – Your Journey

In this mixed media project, which has clear cross curricular links, students will learn about the Indigenous Aboriginal people of Australia, their lifestyle, beliefs and art work (SMSC). Students will also learn about the concept of cultural appropriation. They will then go onto create work which reflects their beliefs, developing their drawing skills, their understanding of different painting techniques and mixed media. Students will then create their own mixed media piece in response to the title ‘Your Journey’.

Project 4 – Clay Vessels – Under the Sea

In this project, students dive into the world of 3D clay sculpture, drawing inspiration from the contemporary sculptor Heather Knight’s work and the artist Yellena James. They explore aquatic elements and bring their unique interpretations to life through drawings and clay.

Year 8

Project 1 – Portraiture – Cubism and Picasso

This project aims to cover the basics of portraiture. Students will be introduced to the history of portraiture and varying styles focusing on Cubism, Picasso, Braque and those influenced by this art movement. Through drawing activities students will develop their own final cubist inspired portrait.

Project 2 – Surrealist fish-shoe

During this project students will learn about Surrealism and two prominent artists within this movement, Salvador Dali and Rene Magritte. They will develop their observational drawing and design skills in order to create a 3D outcome, named the ‘fish-shoe’. Students will be able to learn paper maching techniques and develop their painting skills further.

Project 3 – Architecture and Structures – Frank Stella and Florian Baudrexel

In this project student’s focus on architecture and structures Through hands-on activities like model-making, they explore the principles of architectural design and construct their own intricate Abstract structures linking to Graffiti, Frank Stella and Florian Baudrexel.

Project 4 – Identity linking to the theme of Who Am I? – Pop Art

This project focuses on the topic of self-identity. Students will take a look at who they are and what defines them as an individual. This project will have many cross curricular links as we look at beliefs and cultural identity too (SMSC) Students will learn about Pop Art and Pop Art artists which will inspire their own outcomes.

Assessment

Regular assessment of work is used to promote and improve learning. Students are assessed through formative, summative and peer assessment.

Home Learning

Students are given artist based research to complete in the form of extended projects.

Where can Art and Design take you

Further Study

Careers

Student Art Guide – https://www.studentartguide.com/articles/art -careers-list

How parents can support their child’s learning

To encourage them to continue to develop their skills in this subject outside of the classroom, utilising online videos as a means to practise and improve further.
Ask them about what they have been taught at school in order to reinforce prior learning.
To support them in improving their knowledge and understanding of different artists, craft persons and designers. This can be done through in-depth research and visits to see works of art first hand in museums and galleries, locally and in the wider area if possible.

Useful Links

Key Stage 4

Course Details

GCSE Art and Design, AQA

Specification – https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206

Course Description

The AQA Art and Design course is designed to inspire, challenge and motivate every student, no matter what their level of ability at Townsend. This specification allows students to develop their knowledge and understanding during the course through a variety of learning experiences and approaches, including engagement with artists, craft persons and designers. Students will be able to develop their skills in using a range of media, techniques and processes in order to explore, create and communicate their own ideas effectively in 2D and 3D forms. They will be able to demonstrate these skills through the development, refinement, recording, realisation and presentation of their ideas through a portfolio and by responding to an externally set assignment.

Programme of Study

Component 1: Portfolio (60%)

AQA states that-Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
A selection of further work resulting from activities such as trials and experiments; skills based workshops; mini and/or foundation projects; responses to gallery, museum or site visits.

Year 9

At the start of Year 9 students take part in a variety of skills based workshops. They then go on to study the theme of Natural Forms and are introduced to a wide range of artists, craft persons and designers to draw inspiration from. Student also attend a gallery visit in order to gain first-hand experience of works of art close up. Students produce a portfolio on the theme linking to all four assessment objectives.

Year 10

At the start of Year 10 students take part in a variety of skills based workshops. They then go on to study the theme of Ancient Cultures and are introduced to a wide range of artists, craft persons and designers to draw inspiration from. Student visit the British Museum in order to gain first-hand experience of works of art up close. Students produce a portfolio on the theme linking to all four assessment objectives.

Year 11

At the start of Year 11 students are able to refine both their Year 9 and Year 10 projects, or go on to a third free choice title project following the same format as the other two. Students produce a portfolio on the theme linking to all four assessment objectives.

Component 2: Externally Set Assignment

AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotations. Students must identify and acknowledge sources which are not their own.

Assessment

Students are marked on four Assessment Objectives throughout the course. Each Assessment Objective carries a maximum of 24 marks.

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Component 1 – Portfolio

96 marks
completed throughout the course
60% of overall GCSE

Students work is assessment regularly through marking and moderation with other teachers to check accuracy of marking that is in line with AQA standards.

Component 2 – Externally Assessed Assignment

96 marks
10 hours supervised time
40% of GCSE
- Project work 30%
- 10 hours supervised work 10%
Exam paper given out in January, assessment carried out in May under exam conditions.

Students work is assessed regularly through marking and moderation with other teachers to check accuracy of marking that is in line with AQA standards.

Home Learning

Students should be doing 2 hrs of extended learning per week outside of school or in art clubs. Home learning will be based on individual targets set in class, such as;

Research tasks on artists, craft persons and designers
Skills based activities such as drawing, panting, mixed media experimentation and model making

Where can Art and Design take you

Further Study

A Level Art
Photography
Fine Art
Art and Design
Textiles
Graphic communication
3-Dimensional Design
Degrees in
- Architectural Design and Visualisation
- Interior Design
- Product Design
- Fashion
- Prosthetics and Special Effects Design

Careers

More information on careers related to art: https://www.studentartguide.com/articles/art-careers-list

How can parents support their child’s learning

By encouraging them to familiarise themselves with the specification and the marking matrix.
To support them in improving their knowledge and understanding of different artists, craft persons and designers. This can be done through in-depth research and visits to see works of art first hand in museums and galleries, locally and in the wider area if possible.

Useful Links

Examples of GCSE Art work with grades (old system used) Julia Stubbs.co.uk
AQA Art and Design – http://aqa.org.uk/8201
BBC Bitesize – https://www.bbc.co.uk/bitesize/subjects/z8tnvcw
Arty Factory – https://www.artyfactory.com/
GCSE Art Sketchbook – https://www.youtube.com/watch?v=ymCMiZQKCVI

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High Oaks, St. Albans, Hertfordshire, AL3 6DR | Tel: 01727 853047 | Email: admin@townsend.herts.sch.uk