Art and Design
Art has a significant and valuable role to play in developing our pupils’ creativity, confidence and resilience. Our curriculum will provide students with opportunities to develop and extend their skills using a wide range of media, processes and resources. Art possess the traits of enabling each of the pupils to relax, experiment, indulge in innovation and most prominently enable their creative juices to flow freely. Pupils will develop their critical abilities as they explore their own ideas and the work of great artists, designers and crafts people using an artistic vocabulary. Art at TIBHS will allow students to enjoy, express and produce personal responses without a fear of failure.
‘Creativity Takes Courage’ – Henry Matisse
Art and Design embodies highest forms of human creativity. Our high-quality Art and Design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. As pupils progress, they will be able to think critically and develop a more rigorous understanding of art and design. Art and Design both reflect and shape our history, and contribute to the culture, creativity, and wealth of our nation.
The national curriculum for Art and Design aims to ensure that all pupils:
- produce creative work, explore their ideas and record their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Studying Art and Design you will develop theoretical and practical knowledge of materials and practices whilst being inspired by famous traditional and contemporary artists. You will develop the skills and confidence to investigate, analyse, explore and experiment using a range of materials to express your ideas and bring them to life. The specific practical skills you will develop include drawing, painting, printmaking, mixed media, graphic and digital design.
| Term | Year 7 | Year 8 | Year 9 |
| Half Term 1 | Elements of Art – Development of foundational skills in Art and Design. Artist research to include Henri Matisse, Mark Rothko, Damien Hirst | Architecture – Development of drawing skills, tonal work and illustration using pencil, inks and chalk. Artist research to include Antoni Gaudi, Ian Murphy, Stephen Wiltshire and LS Lowry | Islamic Art – Geometric and Abstract Art with mixed media outcomes. Exploring Islamic architecture, art and calligraphy. Artist research to include El Seed and Eric Broug. |
| Half Term 2 | Movements – Experimental explorations on optical art, drawing movement and capturing texture. Artist research to include Bridget Riley and Vincent Van Gogh | Environment – Exploration of landscapes and seascapes producing mixed media responses. Artist research to include Claude Monet, Kurt Jackson and Andy Goldsworthy |
Digital art using Geometric designs from the previous topic Sublimation process |
| Half Term 3 | Changes – exploration of colour, shape and form in mixed media responses influenced by the Pop Art movement. | Botanical – Experimentational work using various printing methods to produce mixed media outcomes. Artist research to include Angie Lewin, Karl Blossfeldt, William Morris and Maija Isola | Islamic Art – Geometric and Abstract Art with mixed media outcomes. Exploring Islamic architecture, art and calligraphy. Artist research to include El Seed and Eric Broug. |
| Half Term 4 | Near and Far – Developing perspective drawing techniques, proportion, observational drawing, and composition. Artist research to include Paul Cezanne, Linnea Tobias and Sherry Egger | Species – An introduction to the creative process and idea development of fashion design. Artist research to include Vivian Westwood, Alexander McQueen, Iris Van Herpen |
Digital art using Geometric designs from the previous topic Sublimation process |
| Half Term 5 | Messages – Introduction to Street art, graffiti and the social contexts surrounding the art movement. Artist research to include Banksy, El Seed and Aerosol Arabic. | Hidden – Graphics based study of typography, further mixed media exploration collage and an introduction into digital art. Artist research to include Greg Simkins, Teesha Moore and Eugeina Loli | Islamic Art – Geometric and Abstract Art with mixed media outcomes. Exploring Islamic architecture, art and calligraphy. Artist research to include El Seed and Eric Broug. |
| Half Term 6 | Continuation of Messages | Continuation of Hidden |
Digital art using Geometric designs from the previous topic Sublimation process |
| Pearson Edexcel |
Pupils are required to complete and achieve all the components included in the qualification. Pearson BTEC Level 1/Level 2 Tech Award in Art and Design Practice has two components
- Component 1- Creative practice in Art and Design – Internal 60%
- Component 2- Responding to a brief – External Exam 40%
The two components focus on the assessment of knowledge, skills and practices. These are all essential to developing a basis for progression and, therefore, learners need to achieve both components to achieve the qualification.
The two components in the qualification give learners the opportunity to develop a broad knowledge and understanding of the art and design industry, and relevant skills such as research, problem solving, communication and practical skills at Levels 1 and 2.
The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The focus is on four areas of equal importance, which cover the following:
- knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, creative process, art and design disciplines and approaches, materials, techniques and processes
- development of key skills that prove aptitude in art and design practice, such as generating and visually communicating creative responses to art and design briefs
- process that underpins effective ways of working in art and design practice, such as generating ideas, prototyping, development, review and refinement
- attitudes that are considered most important in art and design practice, including planning, organisation and communication. This Award complements the learning in GCSE qualifications, such as the GCSE in Design and Technology, through developing and applying art and design practice skills to commercial opportunities and by enabling learners to apply knowledge and skills in a practical way through project work, such as developing ideas and creating art and design outcomes for specific audiences.
Course breakdown
| Year 9 | Year 10 | Year 11 |
|
Building and Mastering art skills form KS 3 and improving techniques through the delivery of two projects. Areas included are: Observational drawing Mixed media outcomes Use of different mediums and experimentation Artist research Digital artistry |
Component 1 – 60% Learners will investigate art and design practice to inform the generation and communication of ideas, and will develop practical skills through exploration of specialist materials, techniques and processes |
Component 2 – Exam 40% Learners will develop and produce art and design work in response to a creative brief. |
Pupils can use the technology-based facilities in the department during lunchtimes or after school, as well as attend after school support clubs. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model. Pupils partake in theme-based days (anti bullying week, internet safety days, seerah competition) where pupils use their creativity to deliver displays, social media photographs and competition-based entries. Pupils will also attend visits museums and areas of interest (Manchester Christmas market, Tate gallery in Liverpool) to improve their exposure to traditional and contemporary art.
Interior Designer – What do interior designers do? Art is all around us! Every piece of decoration and furniture has been designed by an artist and knowing how to match pieces, making it work cohesively and create an experience in a room (sounds like a tour of a certain Swedish furniture showroom!) is what interior designers do best.
Community Arts Worker – If your main goal is to help people and get more people into arts, this is the role for you. Often focusing on social, cultural or environmental issues, community art workers raise the profile and increase engagement in the arts by organising events, promoting local opportunities, gaining funding and more. These roles often work with a lot of different members of the community including, but not limited to school children, people with disabilities and homeless people.
Graphic Designer – From logos and branding to illustrations and signage, graphic designers help to bring visions to life and tell a brand’s story. Using digital software, such as the Adobe Creative Suite, graphic designers often work with clients to develop concepts and communicate information and messages through a huge range of media.
Animator – Animators bring stories to life. Working in 2D, 3D and CGI, animators can bring characters from the page to the screen with a heavy reliance or artistic ability and technical knowledge. Operating out of production studios, animators can get to work with a whole host of genres, styles and projects.
Fashion Designer – Clothing, an industry that will always be thriving! Work with fabrics, textiles and colour to bring together designs that people will love. Designers often specialise in a specific area such as footwear, sportswear, child wear. As a designer, communication, teamwork and identifying trends are key aspects of the role. Animation is not just drawing cartoon frames either, you can go into working on special effects for TV and film and translate those skills into the gaming and music industries.
Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.
Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.
Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.
Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft
OneNote to access resources and complete learning at school and at home with a device.
Selected pupils who form part of the ‘Pupil Communication Team’ partake in theme-based days such as the anti-bullying week, internet safety days and seerah competition where pupils use their creativity to deliver communication art, look at different typography, multimedia and designs for artwork. Pupils work with the main communication team at the school to produce content which is suitable for the pupil audience at the school. To get to the final design for example with a leaflet, the Pupil Communication Team run competitions both during taught lesson time and as part of the homework schedule to increase pupil participation, promoting the Performance Leadership Virtue not only with the Pupil Communication Team but also throughout the school. These leadership activities encourage pupils to think creatively and apply their learning to relevant situations.
Art and Design Learning Journey 2023-24
In your son’s exercise book, you will find a number of key documentation:
Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).
Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.