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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

 

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.Symbolism2D/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

Formal elements:

line, shape, form, pattern, space/composition, colour

 

 

 

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

 

 

 

 

 

 

Formal elements:

Line, shape, colour

 

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

 

 

 

 

 

 

Formal elements:

Line, tone, shape, form, pattern, space / composition colour

 

Year 8

Natural form – 2d

Students learn a number of techniques, which teach them how to improve their observational recording.

Revisit engaging the right brain Students use their learning to improve their observational recording skills.

 

 

 

 

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

Formal elements:

Line, tone, form

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

 

Formal elements:

Tone, shape, form, pattern, space/composition, colour

Gaudi - 3d

Students learn about the work of Anton Gaudi

They learn how to develop and adapt their natural form drawings (LC1) into 3d designs. They build 3d forms in clay/other materials in the style of Gaudi

 

 

 

 

 

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

Formal elements:

Line, texture, shape, form

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.

Revisit engaging right brain

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

 

 

 

 

 

 

 

 

 

 

 

Test: AO1/2/4 analysis interpretation, tone

Formal elements:

Line, tone, shape, form

Dragons -Exploration of techniques and materials 2D 3D

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

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

 

Formal elements:

Line, tone, texture, shape, form, space/composition, colour

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, form 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

Formal elements:

Pattern, space/composition, colour

Art & Design KS4

The AQA GCSE Art and Design specification allows students the freedom to develop individual work in ways that inspire and support particular strengths, whilst equipping them with the skills to continue the subject with confidence at AS, A-level and beyond.

The qualification can include all aspects of Art, craft and design, including Fine art, Graphic communication, Textile design, Three-dimensional design and Photography. The flexibility of its design means that the course can be tailored to students’ interests and strengths.

Students produce two units of work for their coursework, 60% of the final mark and a final exam unit, 40% of the final mark.

 

 

 

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

Unit 1 Food

Unit 1 Food

Unit 2 Portraiture

Year 11

Unit 2 Portraiture

Exam preparation

Exam preparation and exam

 

 

Pedagogy in the art department:

·                     Carol Dweck - ‘Growth mind set’ theory

·                     Dr Spencer Kagan – Cooperative Learning

 

·                     Julia Strong - Talk For Writing (T4W)

 

·                     Dyson specific - Recall do now task and time of silent independent work:

10 mins

 



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