Art

Key Concept

Aesthetic

Related Concept(s)

Interpretation

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

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

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

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

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

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

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

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 centered 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

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

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

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

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

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