Art & Design

• To develop creative ideas using research and experimentation to influence your approach.
• To apply art skills such as drawing, painting and sculpting to communicate an idea.
• To use your knowledge of key artists to inspire your work.
• To analyse the effectiveness of your art work, and develop your techniques over time.
• To express your ideas within a group during collaborative creative tasks.

Year 7 Topics

• HT1: Formal Elements: Line, Shape, Tone Overview - Introduction to Art and core skills that underpin all art. Create a series of studies based on theme of natural forms and objects.
• HT2: Formal Elements: Colour and Shape - Explore and demonstrate colour theory using the colour wheel, mixing secondary and tertiary colours. Students will create an Orphism piece applying their knowledge of colour mixing.
• HT3: Formal Elements: Texture and Tone – Explore natural forms and how texture and tone are developed within art. Explore visual (mark-making) and actual texture.
• HT4: Formal Elements: Shape, Space, Composition - Natural Forms Create a series of studies experimenting with different media. Studying a series of still life artists e.g. Matisse and Cezanne.
• HT5: Formal Elements: Colour, Tone, Pattern and Composition – Investigate William Morris’ and contemporary craft design work. Explore how to create tone, tint and shades. Create a repeat pattern and a wallpaper design and will create their own poly print inspired by Natural Forms.
• HT6: Formal Elements: Form and Texture – Students will be experimenting and developing an informed, personal and independent 3D piece based on other cultures.

Year 8 Topics

• HT1: Formal Elements- Line, Tone and Texture – Analyse Larkin poem ‘Here’. Secondary source drawings of Hares and Pheasants. Experimental Mark-Making based on the phrase ‘traffic all night north.
• HT2: Formal Elements: Colour and Line - Recording and experimentation with a variety of media to create mood and atmosphere The focus phrases of the poem will be ‘’domes and statues, spires and cranes’. Artists studied HP Neal and Fred Kennett.
• HT3: Formal Elements: Form and Scale – The focus phrases of the poem will be ‘ice lollies’. Analyse Peter Anton, design and make 3D Ice Lolly sculpture.
• HT4: Formal Elements: Shape and Tone - Explore commercial and historical artists, experiment with a variety of different techniques and processes. The focus phrases of the poem will be ‘slave museum’ and ‘tattoo-shops’.
• HT5: Formal Elements: Shape, Line, Colour and Composition – Investigate local graffiti and mural artwork and develop visual responses and designs to the work. The focus phrases of the poem are ‘head-scarfed wives’.
• HT6: Formal Elements: Texture and Composition – Respond to research and develop printmaking. The focus phrases of the poem and ‘beyond a beach’ and ‘shapes and shingle’.

Year 9 Topics

• Rotation 1 HT1: ‘Food’ Create a series of studies from observation and secondary sources. Students will be experimenting with a range of different media to develop use of formal elements within their work.
• Rotation 1 HT2: ‘Food’ Responding to and analysing of artists work exploring the theme of food. Exploring both visual and written analysis of artists style of work in relation to theme.  Developing personal creative responses to the work studied.
• Rotation 2 HT1 and HT2: ‘Surrealism’ project developing creativity and independent outcomes. Research of Renee Magritte and Salvador Dali. Focus on painting, printing and collage.

• Creativity: Creativity is an obvious but extremely important skill gained from art education. Understanding and harnessing one’s own creativity allows students to think “outside of the box” and encourages original methods of problem solving. Creativity is a great leadership skill to have because creators are ready to explore, tackle hidden hurdles and embrace discovery.
• Observation: Understanding various types of art takes fine-tuned observation. When creating art, you must be aware of all of your surroundings and observe objects as they are presented before you. Learning through art deconstructs preconceived notions of ideas and objects.
• Self-expression: Art is the obvious arena for self-expression. With every art piece a student creates, they are using their creativity, their vision, dreams, wonder and sense of the world. Art education gives students a safe and supportive environment to harness that self-expression, practice and master it.
• Focus: Studying and practicing each type of art takes a great deal of focus. Students must learn how to listen and apply techniques, while presenting their own “voice.” Students must focus on each detail of their painting, sculpture or to create the masterpiece as a whole.
• Discipline: Discipline is a must when practicing and creating art. Students must pay attention to their teacher, study the technique, follow instruction and take constructive advice in order to progress as an artist.
• Perseverance: Learning in the Arts does not come overnight. Art education teaches students not to give up, to keep working at their medium — whether it be arts, textiles or photography. Gradually, students will be able to recognize their own improvements and where their perseverance has lead them. In this competitive job market, employees must continually improve on their own skills and even take on new ones to remain successful.
• Collaboration: Although art education places a heavy emphasis on authenticity and originality, part of the learning process is understanding, and even emulating, artists before you. Acknowledging and developing ourselves through differing perspectives is an important skill that should be carried over to every aspect of life.
• Risk-taking: For students to grow personally and academically, they must take risks. Learning through art education gives them the confidence to try new things, experiment with the unknown and formulate their own conclusions. Art education can be especially beneficial for students who are not as responsive to “traditional” ways of learning. This is a great trait found in most entrepreneurs or those in leadership positions.
• Open-mindedness: Understanding art may foster new ways of thinking for many students. Initially, an art observer may be reluctant to articulate what they “think” the artist is portraying, but upon exploration, begin to think in terms previously foreign to them.
• Confidence: Most people have an innate fear of failing, and it is not particularly easy to get out of your comfort zone and try something new. Picking up a sketchpad or paint brush can be daunting, especially if we are beginners. Art education allows students to explore and practice with new mediums and techniques, thereby finding their own “voice.” They gain confidence in the path to discovery, without fear of the final outcome. It is understood, that having confidence is beneficial for personal and professional relationships, helps students tackle a harder subjects, nurtures exploration in their own lives.

While you might have heard that becoming an architect, fine artist, sculptor or gallery assistant is an option for those who study Art or Design, there are many other careers available for those who are able to envision, design and create beautiful things.

Whether you love photography, graphic design, painting or any other art-related speciality, career options are limited only by your imagination. Art education propels people towards creative and unexpected destinations – many of which have not even been discovered yet!

Possible careers include:  Accessory designer, Advertising designer, Animator, Architect, Art administrator, Artisan, Arts administration, Ceramics artist, Chief creative officer, Colourist, Concept Artist, Curator, Design director, Design strategist, Fashion designer, Fine artist, Floral designer, Graphic designer, Hairstylist, Illustrator, Tattoo artist, Interior designer, Jewellery designer, Make-up artist, Marine designer, Media designer, Photographer, Photojournalist, Potter, Production designer, Sculptor, Set decorator, Set dresser, Teacher, Textile Designer and Web designer to name but a few.

Students who study Art and design subjects are taught to think creatively and “outside the box”, this can be applied to other subjects to generate unique viewpoints and solutions to problems. They are taught to think critically and identify area for self-development. They are taught analytical skills which can be applied to a range of different subjects. Students also enhance technical skills which can be used to help support the study of a range of different subjects.