Art Key Stage Three

Year Seven
Course outline and schemes of work

It is important that in year seven students should learn basic techniques and develop an awareness of materials and theories which will be built upon throughout KS3, so that by the time they reach KS4 they will be able to develop their own styles and ideas.

During year seven students should experience a wide variety of methods of producing Artwork and materials in both two and three dimensions. The following techniques are merely examples of skills that could be used in this course:

Drawing using graphite pencil, colour pencils, pen and ink, pastels, crayons etc
Painting, exploring colours, the colour wheel, primary and secondary colours, gradations of colours etc. Learning how to use brushes to create texture, fine detail and to blend and merge colours.
Printing using card relief and string printing boards. Mono printing, foam board and collograph prints. Making stencils and printing them using stencil brushes, ink spraying or taking rubbings from t hem.
Collage using magazines, material or wallpaper, photomontage and paper mosaic. Building up a picture using for example, tissue paper
Cut paper designs using coloured paper in the style of Matisse.
“Frottage” – a collage of rubbings could be used
Making sculptures or 3D models using for example papier mache, box constructions etc
Ceramic techniques- should include thumb and basic slab work.

Students should be introduced to the concept of the formal elements and each project they work on should include reference to the formal elements where possible. Students should spend roughly one lesson a term looking at the critical and contextual side of their work (Art history) and should build their knowledge of different Artists and movements throughout their KS3 course.

One lesson a term should be used for evaluation of skills and processes learnt and self assessment. It is important that students learn how to assess their own work and that they recognise what level they are working on and how they can move themselves on. Teachers can use the mark scheme in this hand book or can create their own self assessment sheet if they prefer.

Students should be regularly set homework to practise their skills outside of the classroom and to get them into the routine of completing work in their own time. This is important as if they are wanting to take Art as an option at GCSE, they need to develop the discipline to regularly practise their skills.

During the year students should follow three main themes:

1st theme – The Formal Elements

Timeframe – 12 weeks (11 weeks and 1 week evaluation and self assessment)

This theme should introduce students to the eight formal elements of Art and should enable them to grow in confidence in the Art room.

Suggested keywords for Formal elements topic

Line, tone, shape, space, form, colour, pattern, texture,

2 dimensional, 3 dimensional,

2nd theme – The World About Us

Timeframe – 12 weeks (11 weeks and 1 week evaluation and self assessment)

This theme should explore the Art of other cultures such as Mexican, Indian, North American Indian, Aboriginal, Islamic, African etc

This work lends itself to looking at pattern, colour mixing and colour combinations. It could also be used to introduce three dimensional studies, in a variety of media.

Suggested keywords for
“Art of other cultures” topic

Line, tone, colour, space, shape, pattern, texture, form, culture, 2D, 3D, tribe, religion, Belief, Religion, Mask, sculpture, Identity, Personality, Function, Carved, Constructed, Recycling, Papier maché, Form, Shape, Build.

3rd theme – Mark Making (in 2 and 3 dimensions)
Timeframe – 12 weeks (11 weeks and 1 week evaluation and self assessment)

This theme should explore the use of mark making in drawing and a selection of Artists who have used it in their work. It can be used to reinforce the idea of tone and form in students work. The drawings of David Hockney are a good example of mark making, as are Pablo Picasso, Rembrandt, Cave Paintings and printing. Textures and marks can be made into clay to cover the 3 dimensional aspect of this project

Suggested keywords for mark making

Mark making, mark, line, tone, shape, pattern, texture, composition, clay, surface texture, mould, carve, extrude

Vocabulary

The above vocabulary should be used in discussing and assessing the work of students, Artists and crafts people. The vocabulary also relates to technical terms used in the production of the pupil’s coursework. These words should be reinforced whenever possible and explained in simple terms. Students should be encouraged to record keywords and their meanings in their sketchbooks.

Year Eight
Course outline and schemes of work

During year eight the students will spend their time looking at, working from, initiating and developing work that is based on the Art of other Artists and craftspeople. The work may arise from the research into the Artists work and the technique used or from the style or mood of this work.

The stArting point may be looking at a theme in a broader sense, researching a variety of Artists who have explored a subject e.g. Perspective - looking at the ways different Artists have represented interiors : eg Richard Hamilton, Jan Vermeer Van Eyke etc Futuristic Artwork : “Rockdrill” by Jacob Epstein, man and machinery mosaics by Edwardo Paolozzi, alien forms by Geieger, futurism and movement by the futurist group and robots from star wars. Alternatively teaching could focus on the development of one skill espoused by one Artist or group, e.g. printing, looking at Japanese printing, German expressionist prints, the prints of Picasso or Andy Warhol.

All ideas here are mooted though and the direction of each topic will be at the discretion of the teacher.

During Year eight students should follow three main themes:

1st theme: Perspective and landscapes

Timeframe – 12 weeks (11 weeks and 1 week evaluation and self assessment)

Students should be introduced to the principles of perspective and should be shown how to create drawings in one and two point perspective. Students are taken on a drawing trip to Avebury, where they are introduced to the concept of ariel perspective. Students are then charged to create their own landscape drawing, using their sketches done at Avebury and the period of Art they are studying.

Suggested keywords for landscape

Horizon line, vanishing point, scale, proportion, perspective, one point, two point, multi point, ariel perspective, compostion, foreground, mid ground, background, colour, colour mixing, primary, secondary, tertiary, complementary.

2nd theme: Distorted portraits

Timeframe – 12 weeks – (11 lessons +1 evaluation and assessment lesson)

This project will build on students knowledge from year seven (formal elements) and will introduce them to the principles of drawing a portrait. They will be encouraged to explore different media and combinations of media in the production of their final piece. They will then create a composite self portrait in the style of Arcimboldo.

Students should re visit using a wide variety of media and should be given the opportunity to further develop their knowledge and application of the formal elements, focusing especially on tone, shape and space.

This topic can encompass many disciplines but would be best stArted revisiting the process of creating a portrait and how to distort the facial features. Students should be introduced to constructing a 3D shape and creating a low relief on a thumb pot.

Suggested keywords :

Media, Observational drawing, Observe, Shape, Form, Texture, Line, Tone, Portrait, Half half half rule, Measurement, Assemblege, Giusseppe Arcimboldo

Tone, tonal value, tonal scale, shading, rendering, form, shape, Clay, modelling, sculpting, shape, form, mould, build up, cut away, texture

3rd theme: Pop Art

Timeframe – 12 weeks – (11 lessons +1 evaluation and assessment lesson)

This project will build on students prior learning of card construction (yr 7) and will ask them to work in the style/context of a pop Artist ie Claes Oldenberg or
Duane Hanson. The second pArt of the project will introduce students to printing in a variety of styles, foam, board, collograph.

Vocabulary

The vocabulary used during this year will develop in complexity using more specific terms related to the
work of the Artists included in the topics. There will still be a need to reinforce the vocabulary used in year seven, and students should still record the keywords as they learn them.

Year Nine
Course Outline and schemes of work

This is a very important year in a students’ school career. He/she is preparing the knowledge and techniques he/ she will require to enable him/her to cope with the forthcoming GCSE course in year 10. This is also the year when students will be assessed for Key stage 3 exit levels. The average students leaves keystage 3 Art and design with a level 5 + ;lets aim for all students on or above a level 5.

During year nine it is essential to encourage students to work in a methodical way with a wide variety of media and materials and the ideas of research and development should be stressed through out the whole of the year.

Projects should be included which will stretch across the wide range media available to the subject and should be organised in a similar way to the GCSE course. The idea of the projects should not be to produce a class of similar end products but to have students working in a methodical way which will be on similar pre arranged themes, producing work of a diverse nature with varied results.

It is essential that students should get used to looking at the work of and taking inspiration from great Artists and designers, appropriate to the theme that is being followed.

The themes for year nine will echo the major themes for year ten and eleven, however not exclusively.

The major objectives for year nine projects are as follows:

To show evidence of looking at the work of Artists and craftsmen related to the topic or theme.
To show a systematic approach to developing a finished piece of work
To work in a variety of materials, with a range of techniques
To present a completed project for assessment at the end of year nine.

During the year students will follow three main themes:

1st theme: still life/cubism

Time frame - 12 weeks – (11 weeks and 1 weeks self assessment and evaluation)

The aim of the topic is to develop observational drawing skills and should reinforce students’ knowledge of different drawing techniques and introduce students to the sight size method of drawing, as well as maybe composition, proportion, ellipses and foreshortening. A central still life or individual still lives can be used for the first phase of the project and the teacher could relate the object within the still life to an Artistic period for the second (i.e. cubism) or a specific Artist or media ( Kandinsky, Joseph Cornell, Pieter Claesz, Paul Cezanne, Tom Wesselman).

All ideas are mooted and the teachers own interpretation of the topic may well alter the direction of the theme.

Possible Artists or periods to looks at:

Dutch School - 16th century still life painters

Pieter Clasez

Paul Cezanne

Georges Braque

Joseph Cornell

Tom Wesselman

Suggested keywords for “still life” topic:

Observation, sketch, line, tone, form, shape, basic shape, geometric shape, contour, composition, sight size, layout, proportion, perspective, ellipse, foreshortening, media, materials, techniques

2nd theme: Response to music/Abstraction

Time frame – 12 weeks (11 lessons and 1 lesson self assessment and evaluation.)

This theme aims to make a link to music and the phraseology found therein. Students will be encouraged to experiment with their mark making to create responses to a variety of genres of music. They will study the work of the abstract expressionists and then make a final piece in 2d. This piece could adorn a variety of objects from clothes through to canvas.

A second pArt of this project can be that students can study stabiles and mobiles and create a piece from wire and tissue based on their original drawings.

All ideas are mooted and the teachers own interpretation of the topic may well alter the direction of the theme.

Suggested keywords for response to music project

Line, tone, form, pattern, colour, shape, space, abstract, expressionism, chalk, charcoal, oil pastel, shape, form, balance, weight, mobile, sculpture, free hanging, abstract expressionism, three dimensions, Kandinsky, Miro, Calder.

3rd theme: “Figure drawing and transcriptions”

Time frame – 12 weeks (11 lessons and 1 lesson self assessment and evaluation.)

This theme should further develop pupil’s observational drawing skills, using measurement in drawing, while teaching human proportion. Students should be given a series of figure drawing tasks, of varying time lengths and should be directed towards working in a variety of different media. The emphasis is on correct proportions and drawing quickly (as this firms up drawing skills). Students should then be introduced to a wide range of 20 th century Artists and asked to transpose three pictures, one of which must have a figure in. They could try to reproduce one of the Artists styles in their own drawing or could be directed towards learning a new medium. Final pieces could be transposed onto a piece of ceramic ware, a card vessel, a piece of fabric or canvas.

Suggested keywords for figure drawing and transcriptions project:

Figure, Sight size method, Sketch, Observation, Measurement, Proportion, Line, Tone, Form, Foreshortening, Mantega, Classical, Realistic, Narrative,Victorian, Pre-Raphaelite, Detail, Art nouveau, Advertising, Graphic Artist, Colour, Pastiche, Transncription, Fore, mid, back ground , Picasso, Cranach, Scale, Size, Proportion, Style, Period, Genre, Composition, Plan, Perspective, Proportion, Placement, Intention, Modification, Transcription, Pastiche, Copy, Change.

KS3 Assessment and Self Evaluation

All schemes of work have been created in line with National Curriculum attainment targets and POS.

At the beginning of each year students take three timed tests:

A drawing test in which they make an observational drawing of their shoe in tone
A colouring test, in which each year group have a different outline drawing and they are encouraged to blend and shade with their colour pencils
An Art history test. Each year group is given a different Artistic period and they are asked to create a four page research project.

After completing these tests results are chArted together and students work in conjunction with their teacher to set themselves target to work towards (see attainment sheet). This is stored at the beginning of their book so it can be referenced at any point in the year.

Criteria for each project are available and referenced during teaching so that students can gain an understanding of how they move themselves up through the levels.

At the end of each project (twice in a theme) students class and homework is levelled and they transfer their level to their attainment sheet. In this way it is hoped that students will have more of an awareness of how to progress and how to develop their own work.

Students are encouraged (through an evaluation sheet) to evaluate their work at the end of each project and to assess their own work, using the given criteria.