ks3 visual art
The Arts Curriculum provides all students with the opportunity to build upon their confidence and creativity. We offer a rigorous, diverse and challenging curriculum that builds a breadth of artistic skills.
Throughout KS3 we want our students to value the cultural significance of the Visual Arts and how this reflects changes in the wider world. We achieve this by teaching major artistic movements over time (in a partly chronological and partly conceptual sequence), so that students can present more informed responses to the question “What is art?” and reflect a variety of interpretations skilfully in their own work.
MYP Assessment Criteria
Criterion A
Investigating
Criterion B
Developing
Criterion C
Creating / Performing
Criterion D
Evaluating
Key Concept
Aesthetic
Related Concept(s)
Representation
Statement of inquiry
Beauty can be shown or seen in different ways
ATLs
Self Management- IV Affective Skills (managing their state of mind eg through resilience with practical tasks)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
The starting point of our curriculum is The Formal Elements. Considered to be one most important foundations of any piece of art. It is believed that a person cannot create art without utilising at least a few of them. Secondly, they enable us to describe what an artist has done, analyse what is going on in a particular piece and communicate our thoughts and findings, using a common language.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task.
Criterion B- Students will develop their skills practically through exploration of materials; ink, pastels, mixed media.
Core declarative knowledge: What should students know?
- What are the Formal Elements in Art?
- Why do we have them?
- What are primary colours? and list them
- What are secondary colours? and list them
- What are tertiary colours? and list them
- What are the key characteristics of Prehistoric Art?
Core procedural knowledge: What should students be able to do?
- Be able to list all eight formal elements;
- Be able to identify primary/secondary/tertiary colours;
- Be able to explain the importance of the formal elements in Art;
- Be able to explain – clearly and precisely – how Prehistoric Art was a primary method of communicating a narrative at that time;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, mark making, printmaking
Key Concept
Aesthetic
Related Concept(s)
Representation
Statement of inquiry
Beauty can be shown or seen in different ways
ATLs
Communication- (Exchanging thoughts, messages and information effectively through interaction eg giving and receiving meaningful feedback to and from peers)
Self Management- V Reflection (considering what has been learned; choosing and using ATL skills eg keeping a sketchbook to record reflections).
Links to prior learning
- Students studied Prehistoric Art in module 1, so will understand the core foundations of Art History;
- Students will also understand the importance of the formal elements and how to identify them in paintings.
- It will be key to use this knowledge as a gateway to understanding and identifying the Realist period.
- Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Realist Painting (especially tone).
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Realism Art?
- What is Form?
- What is Tone?
- What are the key characteristics of Realism?
- What is the difference between Prehistoric Art and Realism?
Core procedural knowledge: What should students be able to do?
- Be able to use form to create Realism Art;
- Be able to identify a Realist painting;
- Be able to identify tone within a Realist painting;
- Be able to explain why Realist paintings can represent 3D forms;
- Be able to explain – clearly and precisely – how applying tone can make a 2D object appear 3D;Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research
Key Concept
Change
Related Concept(s)
Composition
Statement of inquiry
Space, form and dimension can be represented two-dimensionally.
ATLs
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg Applying existing knowledge to generate new ideas, products or processes);
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within an Impressionist Painting (especially texture);
Students will look into the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Impressionist paintings. This will build the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills practically using a range of resource.
Core declarative knowledge: What should students know?
- What is Impressionism Art?
- What is Texture?
- What are the key characteristics of Impressionism?
- What is the difference between Realism and Impressionism?
Core procedural knowledge: What should students be able to do?
- Be able to use texture to create Impressionist outcomes;
- Be able to identify an Impressionist painting;
- Be able to identify texture within a Impressionist painting;
- Be able to explain why Impressionist paintings can represent an artist’s impression of a scene;
- Be able to explain – clearly and precisely – the importance of considering light within a Impressionist painting;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research
Key Concept
Change
Related Concept(s)
Composition
Statement of inquiry
Space, form and dimension can be represented two-dimensionally.
ATLs
Research- VI Information Literacy (Finding, interpreting, judging and creating information eg making connections between various sources of information)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Post Impressionist Painting (especially composition); Students’ will build knowledge of the key events during the Twentieth Century to help them understand the focus of Post Impressionist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Impressionism Y7).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Post Impressionist paintings. This develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills practically using a range of resources.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Post Impressionism Art?
- What is Composition?
- What are the key characteristics of Post Impressionism?
- What is the difference between Impressionism and Post Impressionism?
Core procedural knowledge: What should students be able to do?
- Be able to use composition to create Post Impressionist outcomes;
- Be able to identify a Post Impressionist painting;
- Be able to identify composition within a Post Impressionist painting (foreground, midground and background);
- Be able to explain why Post Impressionist paintings can represent an artist’s impression of a scene;
- Be able to explain – clearly and precisely – the importance of considering composition within an Post Impressionist painting;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, painting
Key Concept
Identity
Related Concept(s)
Presentation
Statement of inquiry
Perception of colour can influence our mood, be symbolic and convey a meaning.
ATLs
Communication- IN Communication (Exchanging thoughts, messages and information effectively through interaction eg giving and receiving meaningful feedback to and from peers)
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg Creating original works and ideas).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Bauhaus piece (especially composition); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Bauhaus artists. Students have prior knowledge of painters moving away from traditional norms at that time (eg Impressionism, Post Impressionism Y7).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Bauhaus outcomes. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Core declarative knowledge: What should students know?
- What is Bauhaus Art?
- What is Composition?
- What is Colour?
- What are the key characteristics of Bauhaus?
- What is the difference between Post Impressionism and Bauhaus Art?
Core procedural knowledge: What should students be able to do?
- Be able to use composition and colour to create Bauhaus outcomes;
- Be able to identify a Bauhaus piece;
- Be able to identify composition within a Bauhaus piece;
- Be able to explain why Bauhaus artists’ understanding of colour can pushes us to think beyond the representational;
- Be able to explain – clearly and precisely – the importance of considering composition within a Bauhaus piece;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, 3D construction
Key Concept
Identity
Related Concept(s)
Presentation
Statement of inquiry
Perception of colour can influence our mood, be symbolic and convey a meaning.
ATLs
Research- VII Visual literacy (Considering what has been learned; choosing and using ATL skills eg considering content What did I learn about today? What don’t I yet understand? What questions do I have now?)
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg applying existing knowledge to generate new ideas, products or processes).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Cubist Painting (especially shape); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Cubist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Post Impressionism Y7).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Cubist paintings. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills practically using a range of resources (by hand and digitally).
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Cubism Art?
- What is Shape?
- What is Colour?
- What are the key characteristics of Cubism?
- What is the difference between Bauhaus Art and Cubism?
Core procedural knowledge: What should students be able to do?
- Be able to use shape to create Cubism Art;
- Be able to identify a Cubist painting;
- Be able to identify geometric shapes within a Cubist painting’;
- Be able to explain why Cubist paintings can represent 3D forms;
- Be able to explain – clearly and precisely – the importance of considering perspective in a Cubist painting;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, photographic collage, mixed media
Key Concept
Aesthetic
Related Concept(s)
Interpretation
Statement of inquiry
Art is used around the world to tell us about a society’s values, meanings, customs and beliefs
ATLs
Self Management- IV Affective Skills (managing their state of mind eg through resilience with practical tasks)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students have studied a range of Art movements from Prehistoric Art in module 1 Y7 through to 20 Century Art, so they will have a developed understanding of Art History through different periods of time;
Students will also understand the importance of the formal elements and how to identify them in paintings.
It will be key to use this knowledge as a gateway to understanding and identifying the Baroque Art period.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills through exploration of materials; colouring pencils, digitally (photography), tonal drawings
Core declarative knowledge: What should students know?
- What are the Formal Elements in Art? Why do we have them?
- What are primary colours? and list them
- What are secondary colours? and list them
- What are tertiary colours? and list them
- What are the key characteristics of Baroque Art?
Core procedural knowledge: What should students be able to do?
- Be able to identify all eight formal elements, theoretically and visually;
- Be able to identify primary/secondary/tertiary colours;
- Be able to explain the importance of the formal elements in Art;
- Be able to explain – clearly and precisely – how Baroque Art was an early movement which commonly communicated religious narrative at that time;
- Be able to explain – clearly and precisely – how Baroque Art mastered the technique ‘chiaroscuro’ to emphasise realism (so their paintings would look like actual events);
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research
Key Concept
Aesthetic
Related Concept(s)
Interpretation
Statement of inquiry
Art is used around the world to tell us about a society’s values, meanings, customs and beliefs
ATLs
Research- VII Media Literacy (Interacting with media to use and create ideas and information eg Locating, organising, analysing, evaluating, synthesising and ethically using information from a variety of sources and media [including digital social media and online networks])
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg creating original works and ideas).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within an Art Deco Piece (especially line); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Art Deco artists and designers.
Students are already aware of the growing trend of alternative experimentations and the idea of using the change that is happening around them to be expressed in their work, at that time; which is evident in Art Deco pieces. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Art Deco?
- What is Line?
- What are the key characteristics of Art Deco?
- What is the difference between Baroque Art and Art Deco?
Core procedural knowledge: What should students be able to do?
- Be able to use line to create Art Deco outcomes;
- Be able to identify Art Deco outcomes;
- Be able to identify line and pattern within an Art Deco piece;
- Be able to explain why Art Deco pieces can represent luxury, glamour and exuberance;
- Be able to explain – clearly and precisely – the importance of considering luxury within an Art Deco piece;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, painting
Key Concept
Change
Related Concept(s)
Representation
Statement of inquiry
Art is used around the world to tell us about a society’s values, meanings, customs and beliefs
ATLs
Research- VI Information Literacy (finding, interpreting, judging and creating information eg making connections between various sources of information)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within an Art Deco Piece (especially shape);
Students has strong knowledge of Art Deco which will be drawn upon when considering design ideas for their print outcomes.
Students are already aware of the growing trend of alternative experimentations and the idea of using the change that is happening around them to be expressed in their work, at that time; which is evident in Art Deco pieces. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task.
Criterion B- Students will develop their skills practically especially through printmaking.
Core declarative knowledge: What should students know?
- What is Art Deco?
- What is Pattern?
- What are the key characteristics of Art Deco?
Core procedural knowledge: What should students be able to do?
- Be able to use pattern to create Art Deco patterns;
- Be able to identify Art Deco outcomes;
- Be able to identify line and pattern within an Art Deco piece;
- Be able to explain why Art Deco pieces can represent luxury, glamour and exuberance;
- Be able to explain – clearly and precisely – the importance of considering luxury within an Art Deco piece;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, printmaking
Key Concept
Change
Related Concept(s)
Representation
Statement of inquiry
Change is an ever evolving way to express individual and group identity, spiritual rituals and life-cycle events
ATLs
Self Management- III Organisation (managing time and tasks effectively eg selecting and using technology effectively and productively) and V Reflective (considering what has been learned; choosing and using ATL skills eg keeping a sketchbook to record reflections)
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within an Art Deco Piece (especially shape);
Students has strong knowledge of Art Deco which will be drawn upon when considering design ideas for their print outcomes.
Students are already aware of the growing trend of alternative experimentations and the idea of using the change that is happening around them to be expressed in their work, at that time; which is evident in Art Deco pieces. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills practically using a range of resources.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is American Modernism?
- What is Form? What is Colour?
- What are the key characteristics of American Modernism?
- What is the difference between Art Deco and American Modernism?
- What are tones, tints and shades?
Core procedural knowledge: What should students be able to do?
- Be able to identify an American Modernist painting;
- Be able to explain how American Modernist paintings simplify objects or scenes into minimal shapes and forms;
- Be able to explain – clearly and precisely – the importance of form and composition in the paintings of American Modernism.
- Be able to use form and colour (including tints, tones and shades) to create American Modernist outcomes;
- Be able to identify form, tone and colour within an American Modernist painting;
- Be able to find evidence to support one’s viewpoint in the work of others and their own.
- The artistic skill(s) students will acquire: drawing, CAD, painting.
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within an American Modernist Painting- Georgia O’keeffe (especially form); Students’ knowledge of the key events during the Twentieth Century will be used to understanding the focus of American Modernist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Post Impressionism Y7, Cubism Y7, Art Deco Y8 etc). Students are also aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in O’Keeffe’s paintings. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Key Concept
Communication
Related Concept(s)
Presentation
Statement of inquiry
Sculptures provide a way to visually express an inner thought
ATLs
Communication- IN Communication (Exchanging thoughts, messages and information effectively through interaction eg giving and receiving meaningful feedback to and from peers)
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg Creating original works and ideas).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Pop Art piece (especially colour); Students’ knowledge of the key events during the Twentieth Century will be used to understanding the focus of Pop Art Artists. Students have prior knowledge of painters moving away from traditional norms at that time (eg Post Impressionism Y7, American Modernism Y8 etc).
Students are also aware of the trend of using alternative materials and and the idea of using the change that is happening around them to be expressed in their work, at that time; which is evident in Pop Art pieces. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Core declarative knowledge: What should students know?
- What is Pop Art?
- What is Colour?
- What are the key characteristics of Pop Art?
- What is the difference between American Modernism and Pop Art?
Core procedural knowledge: What should students be able to do?
- Be able to use colour to create Pop Art outcomes;
- Be able to identify a Pop Art piece;
- Be able to identify colour within a Pop Art piece;
- Be able to explain why Pop Artists can draw inspiration from sources in popular and commercial culture;
- Be able to explain – clearly and precisely – the importance of considering colour within a Pop Art piece;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, 3D construction
Key Concept
Communication
Related Concept(s)
Presentation
Statement of inquiry
Sculptures provide a way to visually express an inner thought
ATLs
Research- VII Media literacy(Interacting with media to use and create ideas and information eg Locating, organising, analysing, evaluating, synthesising and ethically using information from a variety of sources and media [including digital social media and online networks])
Thinking- IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg creating original works and ideas).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Op Art Painting (especially pattern); Students’ knowledge of the key events during the Twentieth Century will be used to understanding the focus of Op Art painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Post Impressionism Y7, Cubism Y7, Pop Art Y8 etc).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Op Art paintings. This further develops and builds upon the students’ knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills practically using a range of resources.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Op Art?
- What is Pattern?
- What are the key characteristics of Op Art?
- What is the difference between Pop Art and Op Art?
Core procedural knowledge: What should students be able to do?
- Be able to use pattern to create Op Art outcomes;
- Be able to identify an Op Art painting;
- Be able to identify Pattern within an Op Art painting;
- Be able to explain why Op Art paintings can gives the illusion of movement by the precise use of pattern and colour;
- Be able to explain – clearly and precisely – the importance of considering pattern within a Op Art painting;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, ceramics (clay tiles)
Key Concept
Communication
Related Concept(s)
Representation
Statement of inquiry
Identities and emotions can be shown through different styles
ATLs
Self Management- IV Affective Skills (managing their state of mind eg through resilience with practical tasks)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students have studied a range of Art movements from Prehistoric Art in module 1 Y7 through to 20 Century Art in Y8, so they will have a strong understanding of Art History through different periods of time; Students will also understand the importance of the formal elements and how to identify them in paintings. It will be key to use this knowledge as a gateway to understanding and identifying the Renaissance period.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task as well as a formal analysis.
Criterion B- Students will develop their skills through exploration of materials; colouring pencils, digitally, tonal drawings, Quick drawing tasks (continuous line and blind drawing), monoprinting
Core declarative knowledge: What should students know?
- What are the Formal Elements in Art?
- Why do we have them? What are primary colours? and list them What are secondary colours? and list them What are tertiary colours? and list them
- What are the key characteristics of Renaissance Art? What does ‘Renaissance’ mean? What happened before the Renaissance?
Core procedural knowledge: What should students be able to do?
- Be able to identify all eight formal elements, theoretically and visually;
- Be able to identify primary/secondary/tertiary colours;
- Be able to explain the importance of the formal elements in Art;
- Be able to explain – clearly and precisely – how Renaissance Art changed society at that time;
- Be able to explain – clearly and precisely – how Renaissance Art reflected individualism;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, monoprinting
Key Concept
Communication
Related Concept(s)
Representation
Statement of inquiry
Identities and emotions can be shown through different styles
ATLs
Self Management- IV Affective Skills (managing their state of mind eg through resilience with practical tasks)
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Harlem Renaissance piece.
Students’ knowledge of the key events during the Twentieth Century will be used to further understand the focus of Harlem Renaissance artists. Students will have learnt knowledge (from module 1) of painters and the aesthetics and focus of the Renaissance Period.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas (lino printing).
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What are the Formal Elements in Art? Why do we have them?
- What are primary colours? and list them
- What are secondary colours? and list them
- What are tertiary colours? and list them
- What are the key characteristics of the Harlem Renaissance Art?
Core procedural knowledge: What should students be able to do?
- Be able to identify all eight formal elements, theoretically and visually;
- Be able to identify primary/secondary/tertiary colours;
- Be able to explain the importance of the formal elements in Art;
- Be able to explain – clearly and precisely – how Harlem Renaissance period was an intellectual and cultural revival of African American music, dance, art, fashion, literature, theater and politics centred in Harlem;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, lino printing
Key Concept
Change
Related Concept(s)
Expression
Statement of inquiry
It is Human nature to seek acceptance and guidance in our lives. Whilst social comparison has its benefits, we must celebrate our individuality, uniqueness and differences.
ATLs
Research- VI Information Literacy (finding, interpreting, judging and creating information eg making connections between various sources of information);
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Fauvism Painting (especially colour); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Fauvist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Cubism Y7, Op Art Y8).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Fauvist paintings. This further develops and builds upon the students’ wealth of knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task.
Criterion B- Students will develop their skills practically using a range of resources.
Core declarative knowledge: What should students know?
- What is Fauvism Art?
- What is Colour? What is Texture?
- What are the key characteristics of Fauvism Art?
- What is the difference between Renaissance, Harlem Renaissance and Fauvism?
Core procedural knowledge: What should students be able to do?
- Be able to use colour to create Fauvism Art outcomes;
- Be able to identify a Fauvism painting;
- Be able to identify colour within a Fauvist painting;
- Be able to explain why Fauvist paintings can represent an artist’s personal expression;
- Be able to explain – clearly and precisely – the importance of considering colour and how it is used in an unrealistic way in Fauvist paintings;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, mixed media, painting
Key Concept
Change
Related Concept(s)
Expression
Statement of inquiry
It is Human nature to seek acceptance and guidance in our lives. Whilst social comparison has its benefits, we must celebrate our individuality, uniqueness and differences.
ATLs
Research- VI Information Literacy (finding, interpreting, judging and creating information eg making connections between various sources of information);
Thinking- X Transfer (utilising skills and knowledge in multiple contexts eg making connections between art movements).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Fauvism Painting (especially colour); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Fauvist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Cubism Y7, Op Art Y8).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Fauvist paintings. This further develops and builds upon the students’ wealth of knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a formal analysis.
Criterion B- Students will develop their skills practically using a range of resources.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Fauvism Art?
- What is Colour?
- What is Texture?
- What are the key characteristics of Fauvism Art?
- What is the difference between Renaissance, Harlem Renaissance and Fauvism?
Core procedural knowledge: What should students be able to do?
- Be able to use colour to create Fauvism Art outcomes;
- Be able to identify a Fauvism painting;
- Be able to identify colour within a Fauvist painting;
- Be able to explain why Fauvist paintings can represent an artist’s personal expression;
- Be able to explain – clearly and precisely – the importance of considering colour and how it is used in an unrealistic way in Fauvist paintings;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, mixed media
Key Concept
Identity
Related Concept(s)
Composition
Statement of inquiry
Everyone on our planet has a right to equal opportunities, but some are disadvantaged. Artists have always used their craft as a way of highlighting and expressing injustices in a variety of ways.
ATLs
Self Management- III Organisation and V Reflective (managing time and tasks effectively eg selecting and using technology effectively and productively)
Thinking- VIII Critical thinking and IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg applying existing knowledge to generate new ideas, products or processes).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Fauvism Painting (especially colour); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Fauvist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Cubism Y7, Op Art Y8).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings in their work, at that time; which is evident in Fauvist paintings. This further develops and builds upon the students’ wealth of knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a comprehension task.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Core declarative knowledge: What should students know?
- What is Surrealism Art?
- What is Shape? What is Form?
- What are the key characteristics of Surrealism?
- What is the difference between Fauvism and Surrealism?
Core procedural knowledge: What should students be able to do?
- Be able to use shape to create Surrealism Art outcomes;
- Be able to identify a Surrealism painting;
- Be able to identify form within a Surrealist painting;
- Be able to explain why Surrealist paintings can represent forms in unrealistic ways;
- Be able to explain – clearly and precisely – that Surrealist paintings find importance in considering unexpected juxtapositions in ordinary scenes to challenge the viewer’s imagination;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, digital research, mixed media, collage
- Links to prior learning (to be made explicit and tested)
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Surrealist Painting (especially tone); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Surrealist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Cubism Y7, Op Art Y8, Fauvism Y9). Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings, at that time; which is evident in Surrealist paintings. This further develops and builds upon the students’ wealth of knowledge of Twentieth Century Art.
Key Concept
Identity
Related Concept(s)
Composition
Statement of inquiry
Everyone on our planet has a right to equal opportunities, but some are disadvantaged. Artists have always used their craft as a way of highlighting and expressing injustices in a variety of ways.
ATLs
Self Management- III Organisation and V Reflective (managing time and tasks effectively eg selecting and using technology effectively and productively)
Thinking- VIII Critical thinking and IX Creativity and Innovation (The skills of invention – developing things and ideas that never existed before eg applying existing knowledge to generate new ideas, products or processes).
Links to prior learning
Students’ knowledge of the formal elements should be drawn upon when explaining the elements within a Surrealist Painting (especially tone); Students’ knowledge of the key events during the Twentieth Century will be used to understand the focus of Surrealist painters. Students have prior knowledge of painters moving away from traditional norms at that time (eg Cubism Y7, Op Art Y8, Fauvism Y9).
Students are already aware of the trend of unusual experimentations and the artist’s expression of their inner thoughts and feelings, at that time; which is evident in Surrealist paintings. This further develops and builds upon the students’ wealth of knowledge of Twentieth Century Art.
Link to assessment
Criterion A- Frequent knowledge quizzes and a end of unit assessment. Students will also carry out a formal analysis.
Criterion B- Students will develop their skills practically, exploring fine art and photography.
Criterion C- Students will develop their creativity skills through experimentation of mediums and original ideas.
Criterion D- Students will evaluate their work against the work of others.
Core declarative knowledge: What should students know?
- What is Surrealism Art?
- What is Shape? What is Form?
- What are the key characteristics of Surrealism?
- What is the difference between Fauvism and Surrealism?
Core procedural knowledge: What should students be able to do?
- Be able to use shape to create Surrealism Art outcomes;
- Be able to identify a Surrealism painting;
- Be able to identify form within a Surrealist painting;
- Be able to explain why Surrealist paintings can represent forms in unrealistic ways;
- Be able to explain – clearly and precisely – that Surrealist paintings find importance in considering unexpected juxtapositions in ordinary scenes to challenge the viewer’s imagination;
- Be able to find evidence to support one’s viewpoint in the work of others and their own;
- The artistic skill(s) students will acquire: drawing, mixed media, collage, photography
Click on the links below to view the videos and resources for the extension activities.
Modules 1 – 5
Click on the links below to view the videos and resources for the extension activities.
Modules 1 – 5
Click on the links below to view the videos and resources for the extension activities.
Modules 1 – 5
ks4 fine art
Link to prior learning
- Throughout KS3, students developed their understanding of the importance of the formal elements and should be able to confidently drawn upon them when explaining the elements within the artwork of their choosing;
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4.
Core declarative knowledge: What should students know?
- What are natural forms?
- What are the formal elements?
- What are primary colours?
- What are secondary colours?
- What are tertiary colours?
- What is a narrative?
- What is expressive?
- What is mark making?
Core procedural knowledge: What should students be able to do?
- How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts in the chosen area(s) of study within Fine art
- Historical and contemporary developments and different styles and genres
- How images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created
- Continuity and change in different styles, genres and traditions relevant to Fine Art
- A working vocabulary and specialist terminology that is relevant to their chosen area(s) of Fine Art
- How to create a fluid body of work based on a specific starting point
- How to carry out strategic research about other artists work
- How to analyse/evaluate their own and others’ outcomes using increasingly sophisticated subject specific language
- How to create personal and meaningful final outcomes suitable for exhibition
- How to know, understand and apply the Formal Elements in Art
- How to work independently, managing time and resources appropriately
Link to prior learning
- Throughout KS3, students developed their understanding of the importance of the formal elements and should be able to confidently drawn upon them when explaining the elements within the artwork of their choosing;
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4.
Core declarative knowledge: What should students know?
- What techniques can be explored in acrylic paint?
- What techniques can be explored in oil pastel?
- What are your creative intentions and how do you plan to realise them?
- What is annotation and why is it important for your practice and portfolio?
Core procedural knowledge: What should students be able to do?
- How to control and manipulate acrylic paint;
- How to control and manipulate oil pastel;
- How techniques and processes can aid in the realisation of intentions;
- How annotation is useful in the development of an idea;
- How to create a personal and meaningful response;
- How to experiment with painting and drawing techniques to realise creative intentions.
Link to prior learning
- Throughout KS3, students developed their understanding of the importance of the formal elements and should be able to confidently drawn upon them when explaining the elements within the artwork of their choosing;
- Students have a wealth of Art history knowledge, dating from Prehistoric Art to Twentieth Century forms. This can be used to understand the themes of key artists and photographers;
- All students have been exposed to a variety of traditional and unconventional mediums, which has encouraged them to explore a range of experimentations. This should help them to further develop and build upon their own findings in KS4.
Core declarative knowledge: What should students know?
- What is ink and bleach and how can it be manipulated?
- What is acetate printing and how can it be manipulated?
- What is emulsion printing and how can it be manipulated?
- What is critical and contextual understanding and where is this seen in your portfolio?
- What are your creative intentions and how are you realising them?
Core procedural knowledge: What should students be able to do?
- How critical and contextual understanding can inform their work;
- How exploration of materials and processes can aid in the development of an idea;
- How they can communicate their idea/s using visual language;
- How to conduct strategic research to further develop and refine their ideas; –
- How to experiment and refine their personal and meaningful ideas in order to achieve intentions.
Link to prior learning
- Students have experienced some experimental drawing at KS3 (Blind & Upside Down) and in M1 & M2 (the aim here is build on this explicitly and routinely);
- Students have built up a breadth of traditional practices so far. This mini-course will encourage them to avoid ‘playing it safe’ and take more creative risks in their outcomes.
Core declarative knowledge: What should students know?
- What is blind drawing?
- What is tactile drawing?
- What is upside down drawing?
- In what ways can you draw collaboratively?
- What is reverse drawing?
- What is expressive drawing?
- What is gestural drawing?
Core procedural knowledge: What should students be able to do?
- How drawing is an experimental and experimental process;
- How the process of drawing can be as important as the outcome;
- How and why we take creative risks to realise intentions;
- How to explore and experiment with materials and processes;
- How to take creative risks;
- How to work on a range of surfaces and scales.
Link to prior learning
Students have been explicitly taught art-making techniques and skills that are both traditional and experimental. These can be drawn upon to take creative risks and refine their ideas. The primary sources worked with in M3 (portraits) will inform work made in response to the Human Figure.
Core declarative knowledge: What should students know?
- What could be explored from the starting point ‘Human Figures’?
- What is critical and contextual understanding and how is this evidenced in your portfolio?
- What techniques and processes can you experiment with to explore your idea?
- What are creative intentions and how do you realise them?
Core procedural knowledge: What should students be able to do?
- The potential interpretations of the theme ‘Human Figure’;
- How experimentation and exploration can be used to develop a personal and meaningful response;
- How critical and contextual understanding can help the development of an idea;
- How creative intentions can be realised through refinement of ideas and processes;
- How to record artistic observations, ideas and insights.
- How to work in two- and/or three dimensions and a range of sizes and styles using a selection of media, techniques and materials;
- How to use a variety of traditional and/or experimental recording, mark making and drawing materials (in Component 1 and Component 2 students are required to work in one or more area(s) of fine art, such as those listed below: drawing, painting, sculpture, installation, lens-/light-based media, photography and the moving image, printmaking, mixed media, land art);
- How to conduct strategic research, using a range of primary and secondary sources (books, galleries, cameras, Internet etc); in order to develop a critical understanding of Fine Art;
- How to develop and employ appropriate subject specific vocabulary in both speech and when writing critically;
- How to document their learning journey imaginatively through a personal sketchbook.
Link to prior learning
Students have been explicitly taught art-making techniques and skills that are both traditional and experimental. These can be drawn upon to take creative risks and refine their ideas. The primary sources worked with in M3 (portraits) will inform work made in response to the Human Figure.
Core declarative knowledge: What should students know?
- What is critical and contextual understanding and where is this seen in your portfolio?
- What are your creative intentions and how are you realising them?
- What are Alternative Compositions?
Core procedural knowledge: What should students be able to do?
- How to conduct strategic research to further develop and refine their ideas; – how to explore, experiment and refine their personal and meaningful ideas in order to resolve intentions;
- How critical and contextual understanding can inform their work;
- How exploration of materials and processes can aid in the development of an idea;
- How they can communicate their idea[s] using visual language.
Link to prior learning
Students are presented with a clear focus of a creative journey which has been modelled explicitly throughout Year 10 and into the start of Year 11. Investigations into the themes of ‘Natural Forms’, ‘Human Figures’ and skill building workshops, follow a prescribed theme through to resolution.The students will then go on to mimic this process to develop, experiment, reflect and refine a theme decided by AQA. At the end of the preparation period, students will be given 10 hours to ‘realise their intentions’ and conclude their investigations.
Core declarative knowledge: What should students know?
- What is critical and contextual understanding and where is this seen in your portfolio?
- What were your creative intentions and how have you refined them?
- How do you record the development of an idea?
- How do you explore and experiment with ideas, techniques and processes?
- What is visual language and how do you communicate using it?
- What is a personal and meaningful response?
- What is annotation and why is it important for your practice and portfolio?
- What does a successful portfolio look like?
- How do the assessment objectives strengthen your intentions?
Core procedural knowledge: What should students be able to do?
- How to conduct strategic research to further develop and refine their ideas;
- To explore, experiment and refine their personal and meaningful ideas in order to resolve intentions;
- How to present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements
- How to create a fluid body of work based on a specific starting point
- How to analyse/evaluate their own and others’ outcomes using increasingly sophisticated subject specific language
- How to work independently, managing time and resources appropriately
- Students will be given their Externally Set Assignment papers in January
- Component 2 (40 %)