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Art and Design

Why Study Art?

Art matters it changes lives; it documents and reflects experiences, and teaches us about the world around us. Art is an integral and unique part of a child’s core education, developing curiosity, creativity, critical thinking and problem solving skills through study, creation and reflection. 

Here at Dyson Perrins we believe that art is also integral to the development of healthy mental, emotional, and psychological growth of our students as well as completely embodying the school values of trust, challenge, resilience and belief. Art stimulates both sides of the brain and allows children to learn to use their senses. The art classroom provides a safe haven for children to express themselves at school in an open, stimulating and nurturing environment.

Art & Design KS3

The use of symbolism is a major feature in all art and students begin their artistic journey in year 7 by learning how to read basic symbolism. This creates a greater awareness of the world around them and they learn to use this knowledge to interpret any number of artistic media from poster art to television shows and books. From years, 7 to 9 creativity is promoted through challenging problem solving tasks, which can be individual, or team based.  The key ingredients when creating any piece of artwork are known as the formal elements; line, tone, texture, shape, form, pattern, space and colour. Students learn about these as they build their toolkit of skills, which lead to individual creative outcomes through a project-based approach.

Key Stage 3 Curriculum Overview: Performing Arts

 

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 7

1 Drawing programme  Right / left  brain -2d

 A programme of 4 sessions where student learn a number of techniques which teach them how to focus and engage both sides of the brain and improve their observational recording

2.Symbolism –  2D/3D 

Students learn about the artist Gustav Klimt and his use of symbolism. 

Taking influence from Klimt students create their own symbolic shapes which are used to develop pattern and  Christmas inspired outcomes

Test: analysis symbolism, analysis, interpretation

Pop Art – 2D/3D 

Students learn about Pop Art. They focus on the artists Andy Warhol, Roy Lichtenstein, Michael Craig- Martin and Patrick Caulfield.

They learn colour theory Individual designs develop into relief art inspired by what is popular in our time





Test: analysis, colour theory

O’Keeffe / Poster art -2D 

Georgia O’Keeffe. Students learn about the artist. Building on their understanding of colour and O’Keeffe they paint observational flowers 

Poster design

Students learn about effective poster design composition and produce colour outcomes incorporating their understanding of their artist.

Test: analysis, tone, composition

Year 8

Drawing programme -2d

A programme of 4 sessions where students learn a number of techniques, which teach them how to focus, engage both sides of the brain and improve their observational recording.

Natural form – 2d

Students use their learning to improve their observational recording skills.

Test: AO1/3/4 analysis, line, form, tone

Aztec – 2D/3D 

Students learn about the Aztecs. The focus is colour and pattern. They design a range of outcomes based on their research; these designs develop into collagraph prints as well as making clay/ glass mosaic tiles.

 






Test: AO1 analysis and pattern



Gaudi - 3d 

Students learn about the work of Anton Gaudi

They learn how develop and adapt their natural form drawings into 3d designs. They build 3d forms in clay/other materials in the style of Gaudi 






Test: AO1/3/4 analysis, tone,  

Year 9

Cubism – 2D

Students learn about Cubism and the artists Picasso and Braque. They use Cubism theory to develop their observational bottle drawings into abstract designs. 

They learn about tonal value in pencil and acrylic paint completing final outcomes















Test: AO1/2/4 analysis interpretation, tone

Dragons -Exploration of techniques and materials 2D 3D

Using the dragon from students learn a variety of different techniques which can include:

  1. Pencil tone – blended tone
  2. Biro/pen – mark-making tone
  3. Pen water wash – blended tone
  4. Tattoo/ink – line drawing describing form
  5. Pencil crayon – blended tone
  6. Paint – blended tone, colour
  7. Fabric paint – colour painted design
  8. 3d – clay tile/model building
  9. Stop frame animation

They choose from their learning to create an outcome, e.g. a board game using painted tonal techniques with modelled dragon counters.


Test: AO2 techniques

Hundertwasser – 2D 

Students build a research A2 sheet on the artist Hundertwasser.

They learn the 4 steps of art critism in preparation for GCSE Art:

Description - The facts.

 Analysis - The elements of art: colour, texture, tone, line, shape, space. And composition, style and technique.

 Interpretation - What do you think is happening and why? What was the artist’s intention?

 Judgment - Do you like it or not why?

Students learn how to be successful learners at GCSE Art.





Test: AO1/2 description, analysis, understanding, judgement

 

Art & Design KS4

BTEC TECH AWARD IN PERFORMING ARTS

http://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2017/specification-and-sample-assessments/BTEC-L1-L2-AWD-PA-SPEC.pdf


How does the course work? 

The course is made up of three components: two that are internally assessed and one that’s externally assessed. The three-block structure, explore, develop and apply, has been developed to allow students to build on and embed their knowledge. This will allow them to grow in confidence and then put into practice what they have learned. 

 

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs

During Component 1, you will: 

• explore performance styles, creative intentions and purpose 

• investigate how practitioners create and influence what’s performed 

• discover performance roles, skills, techniques and processes. 

This component is internally assessed and is worth 30% of the overall course.

Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role. 


During Component 2, you will: 

• take part in workshops, classes and rehearsals

 • gain physical, interpretative, vocal and rehearsal skills

 • apply these skills in performance 

• reflect on your progress, your performance and how you could improve.

This component is an internally assessed unit and is worth 30% of the overall course. 

Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus. 


In LC 1, you will study NATURALISTIC theatre (Set text ‘Sparkleshark’ by Philip Ridley)

Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs

During Component 1, you will: 

• explore performance styles, creative intentions and purpose 

• investigate how practitioners create and influence what’s performed 

• discover performance roles, skills, techniques and processes. 

This component is internally assessed and is worth 30% of the overall course.

Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role. 


During Component 2, you will: 

• take part in workshops, classes and rehearsals

 • gain physical, interpretative, vocal and rehearsal skills

 • apply these skills in performance 

• reflect on your progress, your performance and how you could improve.

This component is an internally assessed unit and is worth 30% of the overall course. 

Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus. 


In LC 2, you will study MUSICAL THEATRE (this text will vary from year to year. Past choices have been ‘Blood Brothers’ by Willie Russell; ‘Grease’ by Jim Jacobs and Warren Casey; ‘We Will Rock You’ by Ben Elton/Queen)

Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs

During Component 1, you will: 

• explore performance styles, creative intentions and purpose 

• investigate how practitioners create and influence what’s performed 

• discover performance roles, skills, techniques and processes. 

This component is internally assessed and is worth 30% of the overall course.

Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role. 


During Component 2, you will: 

• take part in workshops, classes and rehearsals

 • gain physical, interpretative, vocal and rehearsal skills

 • apply these skills in performance 

• reflect on your progress, your performance and how you could improve.

This component is an internally assessed unit and is worth 30% of the overall course. 

Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus. 


In LC3, you will study THEATRE IN EDUCATION (set text ‘Too Much Punch For Judy’ by Mark Wheeller) The specific techniques linked to this text will be challenging but will provide a fantastic insight into this style of theatre.

Year 11

This Component is an externally assessed task, where you will work in groups of between 3 and 7 members to create a performance or a design based on a set brief, provided by Pearson. 

This Component is worth 40% of the overall course.

The component is released to centres in January of Year 11. 

During Component 3, students will:

Use the set brief and previous learnings to generate creative ideas.

Build on your skills in classes, workshops and rehearsals.

Review the process using an ideas and skills log.

Perform a piece to your chosen audience. 

Reflect on their performance in an evaluation report.



Learning and exploration will continue in the same way as described in LC1.

During Component 3, students will:

use the set brief and previous learnings to generate creative ideas

Build on your skills in classes, workshops and rehearsals.

Review the process using an ideas and skills log.

Perform a piece to your chosen audience 

Reflect on their performance in an evaluation report.

During LC2, it is anticipated that the students will complete their performance and present it, according to Pearson’s exam conditions. They will also complete the evaluation log/

All work will be collated and each student will have their own unique digital folder. 

It is anticipated that by 15 May of Y11, all work will be completed and with the exam board.

 

 



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