Art Department
Handbook
Staff List:
Caroline Lees – Head of Subject
Daniella Mann – Art Teacher
Laura Gerrard – Art Teacher - 0.8
Vision
Art and design makes a unique contribution to school life and to the learning
experience of all pupils. Art is for everyone, not only those who are
considered naturally talented, since everyone is capable of creative and
aesthetic responses to their environment. For this reason it is important that
within a child's overall education there is an opportunity to be creative and
to express individual thoughts, ideas and opinions in a variety of ways. Art
and design teaching should make its contribution to this by developing within
pupils an awareness of their visual world and the cultures that have shaped it.
Courses should also promote decision-making and problem-solving whilst also
developing practical skills. Art and design is therefore an essential
component of the curriculum for all our pupils.
In order to provide an environment in which learning can take place and to
develop courses which are relevant, the department has set out aims with
respect to the pupil, the school and the council.
For the pupil the department aims to:
1) Provide courses which are relevant to the pupils' experience and ability.
2) Provide a classroom environment which is stimulating, pleasant and
disciplined.
3) Promote good study methods.
4) Develop visual literacy.
5) Develop an art and design based vocabulary.
6) Develop an awareness of art and design throughout history and in other
cultures.
For the school the department aims to:
1) Contribute fully to the day-to-day running of the school.
2) Contribute to decision-making within the school.
3) Develop cross-curricular links and make the department accessible to
everyone.
4) Be up to date with subject developments.
5) Be up to date with general developments in education.
6) Enhance the school environment with artwork.
History of the Art Department
The Art department has made steady progress over the last few years,
indicating that the course we are delivering is becoming more successful due
to the development of the SOW we are teaching at year 10 and 11. As you
can see, we gained 70% A*-C in 2013, the national Average for art and
design being 72%. The number of students taking GCSE art has also steadily
increased, showing the popularity of the subject.
2011
44%
2012
63%
2013
70%
Art and Design Key Stage 3
Course Content
In Year 7, students complete a range of projects during the year:
Elements of Art/The Jungle inspired by Henri Rousseau/Colour theory/3D
underwater project
In Year 8 students complete three projects:
Aboriginal Art/Changing Faces inspired by Cubism/British culture.
In Year 9 students are introduced to the career options available in Art and
Design and complete three projects:
Native American Art/Where the wild things are/Nano Nature
Skills Students Develop
Students will develop a series of skills relating to the key processes in art,
exploring and creating skills, including:
Observing and recording from first-hand observation, experience and
imagination.
Investigating the use of line/tone/colour/shape/form/pattern/texture.
Exploring and developing ideas in a sketchbook, experimenting with a range
of media/techniques and processes. Expressing and communicating ideas
and feelings.
Understanding and Evaluating skills including:
Research and investigation.
Learning how codes and conventions are used to convey ideas and
meanings in a range of cultures.
Reflecting on and evaluating their own and others’ work.
Adapting and refining their own work.
Analysing.
Developing ideas and intentions when creating artwork.
Organising and presenting their own work appropriately.
How Students Are Assessed
The performance of pupils is continually assessed, in terms of technical
proficiency, working methods and knowledge. Pupils are given regular
feedback to support further improvement. Pupils are involved in evaluating
their own and each other’s performance, and in setting targets for their own
development. There are no formal examinations during KS3. Classroom
projects are assessed each term.
Course Outline KS4 - GCSE
The Breakdown of Assessment
The coursework/portfolio of work is worth 60% of the final GCSE grade.
This will be made up of 2 projects.
Coursework is marked using 4 assessment objectives. These focus on the
following areas:
Assessment Objective 1 – Developing and Investigating
Assessment Objective 2 – Experimenting
Assessment Objective 3 – Recording
Assessment Objective 4 – Presenting
Pupils will have an externally set task which is worth 40% of the final GCSE
grade. This is marked using the same assessment criteria as the coursework.
What skills will pupils learn?
Recording experiences and ideas in appropriate forms when undertaking
research. Gathering, selecting and organising visual, tactile and/or sensory
materials and other relevant information. Exploring relevant resources by
analysing, discussing and evaluating images, objects and products, making
and recording independent judgements in visual and other forms.
Generating and exploring potential lines of enquiry using appropriate new
media practices and techniques. Applying knowledge and understanding in
making images, artefacts and products; reviewing and modifying work, and
planning and developing ideas in the light of their own and others’
evaluations. Organising, selecting and communicating ideas, solutions and
responses, and presenting them in a range of appropriate visual, tactile
and/or sensory forms including the use of new technologies.
Useful Tips to Ensure Students Meet Potential
It is useful to be a keen photographer as this skill will be useful in preparation
work.
Pupils should have a keen interest in observational drawing.
Art in general should excite students!
Be able to analyse their own work, and also comment on the work of others.
Be able to work independently .
Have a creative outlook.
How will Art Help with Further Study?
Art will enable pupils to think creatively and attack a situation from a different
perspective.
What kind of Specialist Job Might Pupils get?
Students could go on to further education courses such as BTEC, AS and A2
level. There are courses in Art and Design, Interior Design, Fashion Design,
Printmaking, 3D model making, Textile design and many more.
Students could then go on to further education or University to study a
degree based around the Arts. This could lead to a job related to art, such as
Architect, Book Illustrator, Freelance Artist or Designer, Interior Designer or
Art/Textile/Technology Teacher or University Lecturer.
Summary of Assessment KS4 – GCSE
Students will produce four projects in total. At least two of these will be
submitted for your 60% coursework grade.
Students will produce one sketchbook for their final exam. They will produce
a final piece at the end in a ten hour controlled exam.
Progress Period Assessment’s KS3 and 4
There are four Progress periods and each student will be assessed on a piece
of work either done as homework or as part of a lesson. The following A5
sheet is used to record comments on and is kept in the student’s sketchbook.
Each homework and piece of classwork is marked and commented on by
the teacher.
Marking Policy – see whole school policy
Homework Policy – see whole school policy
Health & Safety
Health and safety is taken very seriously within the department, with all
members of staff taking responsibility for their teaching environment.
All equipment is regularly monitored by staff to ensure that safety is
maintained. Any health & safety issues noticed must be reported to the HOS
in the first instance, and acted upon as soon as possible. Staff are
continuously aware of the need to detect any hazards, with each teacher
checking their own teaching space at the beginning and end of every
lesson.
Within the delivery of SOW, staff will select a lesson plan and evaluate it and
equipment required for health and safety issues.
Staff will continually be aware of checking areas such as:
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Defective equipment.
Defective/misplaced furniture/lay-out – stools to be the preferred furniture
for safer stowing whilst doing practical work.
Appropriate user-friendly environment/space.
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Trip hazards - effective stowing of students bags, etc.
Fire hazards – staff to be constantly vigilant regarding any possible fire
hazard including piles of paper, cardboard or any other flammable
materials stored.
Specialist equipment identified as possible health & Safety hazards include:
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Craft knives – to only be used with the correct cutting mats and bench
hooks. Students to be briefed on safe use/direction of cut/etc.
Bleach – to only be used in small quantities with good ventilation.
Students to be briefed on this.
Clay – harmful dust from clay to be effectively wiped off work areas after
use.
Mod-roc – to be used in small strips only. Students to be briefed on this.
Scissors – students to be reminded regularly on safe handling of scissors,
including walking whilst carrying them.
Christian Ethos
This policy reflects our Christian values, which recognise, celebrate and
welcome diversity. We believe that each and every one of us brings
something valuable to our school family. We aim to develop the personal
qualities and achievements of pupils. The school’s mission statement is
Believe, Achieve and Care, and teaches us to value the individuality of all
our students. We are committed to giving all of our students every
opportunity to achieve the highest standards they are able to within Art and
Design. One of our art teachers, Laura Gerrard, is currently working alongside
students to produce art work for the whole school, based on the Church of
England’s 15 gifts. Each piece of art work is large scale, colourful and allows
the staff and students to recognise the 15 gifts in a modern, visual image.
This policy aims to ensure that this happens for all children in our school,
regardless of their age, religion, gender, ethnicity, attainment or background.
Numeracy Strategies
Measurements are often used in art and design. Many patterns and
constructions are based on spatial ideas and properties of shapes, including
symmetry. Designs may need enlarging or reducing, introducing the ideas of
multiplication and ratio.
Art and Numeracy
Numeracy is an integral part of pupils learning within the Art Department.
Throughout KS3 and KS4 pupils are continuously using cross-curricular skills.
These include:
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Ratio – used in colour mixing.
Basic shapes – square, circle, triangle, rectangle, line, oval, semi-circle,
etc.
Symmetry - of images and shapes.
Rotation – of images and text.
Grid work – using a grid to replicate a piece of art or an image.
Enlarging – images and text.
Homework is set to incorporate numeracy from the lesson that day.
Literacy Strategies
In the Art Department we use many strategies to enhance and build upon
pupils’ literacy skills.
Key art vocabulary is used in every lesson and these words are displayed in
every art classroom to prompt and aid the students whilst using them.
Assessment for learning is used to enable students to recognise their own
achievements and, more importantly, how to progress to the next
level/grade. The use of literacy is vital in this process, either written or verbal.
At GCSE, analysing their own and others art work is a massive part of the
course. Students must use more advanced vocabulary in GCSE .
As a department, we believe that using literacy within art lessons allows pupils
to build a wider word bank and, hopefully, some of these will overlap across
other subjects.
Art and Literacy
Literacy is a fundamental part of pupils learning within the Art Department.
Throughout KS3 and KS4 pupils are continuously using cross-curricular skills.
These include:
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Art keywords – these are clearly displayed in each art room for use within
every lesson.
Annotation sheets – for KS4.
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Text and typography used throughout KS3 and KS4.
Artist information sheets.
Artist posters and techniques displayed around each Art room.
PowerPoint presentations.
Homework is set to incorporate numeracy used in that day’s lesson.
Able and Ambitious Strategy
Within school 'Gifted' students are those who have abilities in one or more
subjects in the statutory school curriculum, other than Expressive Arts subjects
such as Art and Design, Dance, Drama, Music and PE. 'Talented' students are
those who have abilities in Art and Design, Dance, Drama, Music or PE. Able,
Gifted and Talented students are more likely to think quickly and accurately,
work systematically and flexibly, communicate their thoughts and ideas well,
be determined and interested in their work, show detailed knowledge in a
wide range of contexts, be particularly creative, show great sensitivity or
empathy, demonstrate particular physical dexterity or skill, make sound
judgements, be outstanding leaders or team members, be fascinated by, or
passionate about, a particular subject or aspect of the curriculum and/or
demonstrate high levels of attainment across a range of subjects or within a
particular subject or aspect of work. In Art and Design we aim to stretch the
learning of these students by setting individual targets, extending their skills
and understanding of an art process on culture.
Aim Higher
All classes contain a broad range of abilities, and our teaching strategies and
courses are therefore flexible in content and pace. Critical activities are
incorporated into all practical work to develop the knowledge and
understanding, which give meaning and purpose to the practical tasks. A
large stock of visual resources are available to pupils to support their study,
and these are continually being updated and expanded. Pupils are
encouraged to take responsibility for their own learning and to adopt an
organised and systematic approach to the completion of tasks by set
deadlines and to carry a basic set of equipment. However each teacher has
a box of basic materials that they can loan out to students who may not
have any at home to allow the student to complete homework to the highest
standard they can. We also have an open door policy - students are
welcome to use the art room during any break or lunch time to complete
any outstanding work or homework. We try to make sure that, as a
department, there are no barriers to the progression of any student.
Deployment of resources including LST
LST’s have an important role in the running of the Art department. They are
deployed depending on the needs of the whole class. They support any
student who struggles to work independently towards the objectives of the
lesson. Literacy is a key part of the Key Stage 4 curriculum and the LST will
work closely with the teacher to support students who find such skills more
difficult. They can support through being the students scribe. If there is a
student with an SEN statement in the class, their priority is this student. LST’s
also run lunch time art clubs for KS3.
Spirituality and Enrichment have two LST’s who are deployed between Art,
Music, Business and Enterprise and RE.
Differentiation
We aim to encourage all children in Art and Design to reach their full
potential through the provision of varied opportunities. We recognise that our
curriculum planning must allow pupils to gain a progressively deeper
understanding and competency as they move throughout the school.
Particular thought will be given to gender when organising groups and
collaborative work.
Careful thought will be given to the provision of appropriately structured work
for children with SEN. The school uses the strategies that enable all children
increased access to the curriculum through a broad-based, multi-sensory,
visual, auditory and kinaesthetically planned curriculum.
The most able children within our school, including those children who are
Gifted and Talented, are identified so that their individual needs are
acknowledged. Forward planning attempts to ensure that the level of
challenge is appropriate to their specific needs.
Art Department Calendar important dates and meeting schedule
23rd September 2013 - Start Art Mock exam – New sketchbook needed
17th/18th December 2013 - Sit 5 hour Art Exam – produce a final piece for
mock exam sketchbook.
3rd February 2014 - Art Exam Papers handed out – new sketchbook needed
(40% of final grade).
23rd/24th April 2014 - Sit 10 hour exam – produce a final piece in response to
question researched in sketchbook.
9th May 2014 - Final deadline for all coursework (worth 60% of final grade).
31st May 2014 – Deadline for Marks to be sent to AQA.