Art

Key skills (subject specific) that are developed:

Art is vital in providing pupils with the opportunity to develop their creative and imaginative skills which can be used in a range of careers and hobbies. Art gives students the practical skills to communicate and express ideas, feelings and meanings in Art and Design. Art can also help students develop personal qualities such as confidence, initiative and resourcefulness, and allows students to understand the purpose of Art in contemporary society and in other times and cultures.

The skills pupils build throughout their Art experience at All Saints Catholic School 

  • Gain creative confidence & build courage with a variety of materials and processes
  • Learn how to observe
  • Trust in your own abilities 
  • Problem Solving
  • Perseverance & Focus
  • Non-Verbal Communication
  • Receiving constructive feedback
  • Developing team building skills as well as working independently.
  • Organisational Skills 
  • Dedication
  • Accountability
  • Analytical skills



KS3

Summary

KS3 Pupils follow a balanced and creative course of study in which they develop a variety of skills based on observation and imagination. All pupils are encouraged to explore a range of media and techniques, including painting and drawing, mixed media, 3D and design work.

Year 7

Summary:

To begin, students will spend a few lessons encountering and exploring the 7 basic elements of art (tone, line, colour, pattern, texture, shape and form). Through the process of recording pupils will develop their understanding and practical ability in the fundamentals of art making. Pupils will then continue to explore these key concepts in a practical, project study looking at Marine Life and Colour.



Autumn

Spring

Summer

Core Skills and Drawing

Marine Life and Colour

Landscape and Perspective

Pupils working from observation with a range of media exploring the formal elements of art.


Knowledge 

  • Ideas, methods and approaches used by traditional and contemporary artists. 
  • How artists explore and use the formal elements in their work. 

Skills 

  • Drawing from observation
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of mixed media including pencil, coloured pencil, and watercolour and oil pastel.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work

Pupils learn about the fundamentals of colour theory using a variety of media. Students apply this knowledge to produce studies of marine life.


Knowledge 

  • How colour theory, techniques and approaches used by traditional and contemporary artists. 
  • How artists explore and use of colour.

Skills 

  • Colour mixing 
  • Drawing from observation.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using colour within a variety of media including pencil, watercolour, collage and print.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work

Pupils learn about the history of Landscapes in art and the laws of perspective. Students apply this knowledge to produce realistic landscapes in a variety of media.


Knowledge 

  • Landscape artwork Ideas, methods and approaches used by traditional and contemporary artists. 
  • How artists explore and use the formal elements in their work and transfer this into landscapes.

Skills 

  • Technical drawing skills  
  • Continuation of drawing from observation skills.
  • 3D skills including construction.
  • Using a variety of mixed media including cardboard, paint, pencil, print and oil pastel.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work

Year 8

Summary:

Students will continue to produce creative work, exploring their ideas and recording their experiences using artistic language and vocabulary so that they can demonstrate the artistic process. Students will evaluate their work at the consolidation phase of their projects and consider the skills and knowledge they have developed.

Autumn

Spring

Summer

Portraits and Cubism

Optical illusion and Pattern

Surrealism

Pupils continue to develop their core skills and understanding of the formal elements. Students work from observation using artist inspiration with a range of media. 


Knowledge 

  • Anatomically correct portrait rules.
  • Application of drawing skills to facial features.
  • Cubism and its place in the history of art, including the work of Picasso.
  • Gain knowledge and inspiration about the work of Picasso.

Skills 

  • Drawing accurately from observation.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of media including pencil, pen, paint, oil pastel and print.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work.

Pupils use their knowledge of 3D form drawing to produce a range of optical illusions and patterns. Students building upon existing knowledge of perspective. 


Knowledge 

  • Ideas, methods and approaches used by traditional and contemporary artists including the Op Art Movement
  • Understanding of perspective rules.
  • Knowledge of different types of optical illusions and patterns.

Skills 

  • Drawing from observation and imagination.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of drawing media including pen, pencil, colour pencil and felt tips.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work

Pupils begin to use their imagination alongside their observational drawing skills. Students build upon their knowledge of still-life and landscape art forms to create dream-like scenes.


Knowledge 

  • Ideas, methods and approaches used by traditional and contemporary artists including the Surrealist Art Movement. 
  • Knowledge of the work of Surrealist artists including Magritte and Dali.
  • Knowledge of early psychological analysis and how this inspired the Surrealists.

Skills 

  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work. 
  • Critical and analytical skills.
  • Using a variety of media including pen, pencil, coloured pencil, paint and clay.
  • 3D moulding skills and clay techniques.
  • Final outcome builds upon all prior research and practical work

Year 9

Summary:

Students will continue to produce creative work, exploring their ideas and recording their experiences using artistic language and vocabulary so that they can demonstrate the artistic process. Students will evaluate their work at the consolidation phase of their projects and consider the skills and knowledge they have developed. At each stage, students will develop a deeper understanding of core concepts within Art and Design, allowing them to access the GCSE curriculum.

Autumn

Spring

Summer

Food and Drink in Art (Traditional)

Food and Drink in Art (Modern)

Art as Protest

Pupils continue to develop their core skills and understanding of the formal elements and core art and design concepts. Students explore food and drink within art throughout history, starting with pre-renaissance works, through to impressionism.


Knowledge 

  • How to draw still forms accurately from observation.
  • Knowledge of how societal context influences the art that is produced at the time.
  • Knowledge of how food is used for symbolism in artworks.

Skills 

  • Drawing accurately from observation.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of media including pencil, pen, paint, oil pastel and print.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work.

Public continue to build upon their knowledge of food and drink in art by studying modern and contemporary art movements such as Pop Art. Students will look at how art and art styles have developed over time.


Knowledge 

● Ideas, methods and approaches used by artists from the 1950/1960’s that are part of the movement Pop Art. 

● Develop knowledge of onomatopoeias, Ben-day dots and use of colour in the Pop Art Movement.

  • Understand different forms of art such as illustration and print.

Skills 

  • Drawing, painting and printing accurately from observation.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of mixed media including drawing, painting, Photoshop and collage.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work.

Pupils develop independence through producing a project based on the idea of art as protest. Students will explore a social or cultural issue of their choice and explore this through a mini GCSE-style project.


Knowledge 

  • Ideas and methods used by contemporary artists to explore protest within art.
  • How artists explore and use the formal elements in their work.
  • Build upon knowledge of symbolism and meaning within art.

Skills 

  • Drawing, painting and moulding from observation.
  • Respond to artists’ concept, subject matter, technique or use of media in order to develop work.
  • Using a variety of mixed media including drawing, painting, clay and collage.
  • Critical and analytical skills.
  • Final outcome builds upon all prior research and practical work.

 


KS4

Summary

  • AQA Art and Design Portfolio (60% Qualification). For this unit, students will produce a portfolio of work showing their personal response to a starting point. Students will hand in a portfolio and final images.
  • AQA Art and Design set task (40 % Qualification). For this unit, Students will be given a selection of starting points to choose from and will produce a visual response during a 10 hour practical exam.  Students will produce preparatory studies to support their exam work.

Year 10

Summary:

Students will look at the theme of Identity for their first Component one project at the start of year 10. Students will have the opportunity to learn how to produce a GCSE-level project that covers each assessment objective thoroughly. In the Summer term, students will begin the second of their Component one projects based on a theme of their choice. Students will have greater independence in order to develop original and individual projects.

Students will have the opportunity to explore a variety of artworks and artists. As a result, students will experiment with media, process and technique, as well as record their own ideas through photography, drawing and annotation. Students will combine their knowledge, understanding, skills and intentions to produce a 2D/3D final outcome.

 

Autumn

Spring

Summer

Identity Project: How to build a GCSE project.

Identity Project: How to develop a GCSE project.

Mock Exam Project

A teacher-led, introductory project directed at developing pupils’ understanding of the formal elements, media and processes as well as the GCSE Assessment Objectives. 



Assessment objective focus:  

A01 - Develop ideas through investigations, demonstrating critical

understanding of sources

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses


Skills: 

  • Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing and photography.
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Experimenting with a range of media and techniques, building proficiency in each. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.
  • Develop ideas into a final outcome, experimenting with every variable within visual language. 


Tasks:

  • Title page
  • Secondary source collage
  • Artist information pages
  • Media experimentation and skills pages
  • Gallery visits 
  • Practical responses to contextual references
  • Photography 
  • Initial drawings 
  • Digital editing techniques.
  • Experiments with materials, processes and techniques (paints, mixed media, application of paint, etc.)

Continuation of identity project with students developing independent ideas and developing previous ideas and skills. Students negotiate independent developments toward a personal outcome.


Assessment objective focus:  

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses

A04 - Present a personal and meaningful response that realises

intentions and demonstrates understanding of visual language


Extra Skills 

  • Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing and photography.
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Experimenting with a range of media and techniques, building proficiency in each. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.
  • Develop ideas into a final outcome, experimenting with every variable within visual language. 

Tasks:

  • Photography
  • Detailed drawings
  • Developmental drawings 
  • Experiments with materials, processes and techniques (paints, mixed media, application of paint, etc.)
  • Refinement of practical methods
  • Final outcome experimentation and development and practice.
  • Production of final outcome during a set exam time. 
  • Project evaluation.

An independent project which begins with teacher led workshops (painting or 3D techniques). Students negotiate independent developments toward a personal outcome.


Assessment objective focus:  

A01 - Develop ideas through investigations, demonstrating critical

understanding of sources

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses

A04 - Present a personal and meaningful response that realises

intentions and demonstrates understanding of visual language


Skills: 

  • Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing and photography.
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Experimenting with a range of media and techniques, building proficiency in each. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.
  • Develop ideas into a final outcome, experimenting with every variable within visual language. 

Tasks:

  • Independent research based on themes and selecting an appropriate and engaging theme. 
  • Title page
  • Secondary source collage
  • Artist information pages
  • Media experimentation and skills pages
  • Gallery visits 
  • Practical responses to contextual references
  • Photography 
  • Initial drawings 
  • Digital editing techniques.
  • Experiments with materials, processes and techniques (paints, mixed media, application of paint, etc.)

Year 11

Summary:

Throughout autumn term students will complete their mock exam. Within this topic, students will have the opportunity to build up another body of coursework, to submit for assessment for component one – the personal portfolio. 

Students will have the opportunity to explore a variety of artworks and artists. As a result, students will experiment with media, process and technique, as well as record their own ideas through photography, drawing and annotation. Students will combine their knowledge, understanding, skills and intentions to produce an outcome of their choice.

During the spring term Students must present personal response(s) to an externally set broad-based thematic starting point, set by AQA. The component allows students opportunities to: Develop and explore ideas, research primary and contextual sources, experiment with media, materials, techniques and processes and present personal response(s) to the externally-set theme.

Autumn

Spring

Summer

Mock Exam Project

Exam Project – Pupils will select an exam title. This is released on 1st January.

Complete Exam Project (End of April) and refine previous projects.

Student-led project directed at developing pupils’ understanding of the formal elements, media and processes and create a personal outcome which they produce at the end of the prep period.


Assessment objective focus:  

A01 - Develop ideas through investigations, demonstrating critical understanding of sources

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses

A04 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language


Skills: 

  • Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing and photography.
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Experimenting with a range of media and techniques, building proficiency in each. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.
  • Develop ideas into a final outcome, experimenting with every variable within visual language. 

Tasks:

  • Photography
  • Detailed drawings
  • Developmental drawings 
  • Experiments with materials, processes and techniques (paints, mixed media, application of paint, etc.)
  • Refinement of practical methods
  • Final outcome experimentation and development and practice.
  • Production of final outcome during a set exam time. 
  • Project evaluation.

Students negotiate independent investigation towards a personal outcome which they produce at the end of the prep period.


Assessment objective focus:  

A01 - Develop ideas through investigations, demonstrating critical understanding of sources

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses

A04 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.


Skills: 

  • Record ideas, first-hand obse
  • rvations, insights and judgments by any suitable means, especially drawing and photography.
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Experimenting with a range of media and techniques, building proficiency in each. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.
  • Develop ideas into a final outcome, experimenting with every variable within visual language. 

Tasks:

  • Independent research based on themes and selecting an appropriate and engaging theme. 
  • Title page
  • Secondary source collage
  • Artist information pages
  • Practical responses to contextual references
  • Digital photography 
  • Initial drawings 
  • Detailed drawings
  • Developmental drawings 
  • Experiments with materials, processes and techniques
  • Refinement of practical methods.
  • Final piece practise piece 
  • Final design sketch 
  • Final piece

 

Students revisit coursework units to ensure all are complete, and annotated. All work is photographed and presented well.


Assessment objective focus:  

A01 - Develop ideas through investigations, demonstrating critical understanding of sources

A02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 - Record ideas, observations and insights relevant to intentions as work progresses


Skills: 

  • Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing. 
  • Research into artists- writing formally about artist’s work, developing a critical language. 
  • Reflect upon work as it progresses in order to refine. 
  • Select and organise information that is relevant to personal interests.

Tasks:

  • Critique and analysis of projects.
  • Refining work and adding detail to lower-quality work.
  • Ensuring all assessment objectives are covered. 
  • Work from teacher feedback to improve work.

As a practical and visual subject the best thing students can do is to regularly visit galleries and exhibitions. 

Galleries: 

  • Tate Modern 
  • Tate Britain 
  • The Royal Academy 
  • The Saatchi Gallery 
  • The Hayward Gallery 
  • The Serpentine Gallery 
  • The National Portrait Gallery 
  • Whitechapel Gallery 
  • The Barbican Centre

 

Useful websites:

https://www.bbc.co.uk/bitesize/subjects/z6hs34j
https://www.studentartguide.com/
https://www.pinterest.co.uk/studentartguide/beautiful-igcse-gcse-art/
https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
https://www.tate.org.uk/
https://artsandculture.google.com/
https://artuk.org/
https://www.bbc.com/culture/columns/art 
https://www.dafont.com/ 
https://www.youtube.com/results?search_query=art+gcse+mind+ma

Resources list taken from the AQA exam board 

https://filestore.aqa.org.uk/resources/art-and-design/AQA-GCSE-ART-RL.PDF


Art, craft and design

Author

Title

Publisher

Hobbs, J (2014)

Sketch your World

Apple Press

Marr, A (2013)

A Short Book About Drawing

Quandrille

Bleiweissm, S (2012)

The Sketchbook Challenge

Potter Craft

Brereton, R (2012)

Sketchbooks: the Hidden Art of Designers, Illustrators and Creatives

Laurence King

DeVries Sokol, D (2008)

1,000 Artist Journal Pages: Personal Pages + Inspiration

Rockport

Manco, T (2007)

Street Sketchbook

Thames & Hudson

Perrella, L (2007)

Artists’ Journals + Sketchbooks: Exploring + Creating Personal Pages

Rockport

Stobart, J (2011)

Extraordinary Sketchbooks

A + C Black

AQA

Art and Design Student Handbook

Nelson Thornes

Caruana, W (2012)

Aboriginal Art – Third edition

Thames & Hudson

Chadwick, W (1991)

Women Artists and the Surrealist Movement

Thames & Hudson

Clunas, C (1997)

Art in China

Oxford University Press

Collings, M (2000)

This is Modern Art

Weidenfield and Nicholson

Dempsey, A (2011)

Destination Art

Thames & Hudson

Donchev, A (2011)

100 Artists’ Manifestos : From The Futurists to the Stuckists

Penguin Classics

Elger, D (1998)

Expressionism

Taschen

Fiell, C & Fiell, P (2003)

Designing the 21st Century

Taschen

Fiell, C & Fiell, P (2007)

Contemporary Graphic Design

Taschen

Weidemann, C & Finger, B (2011)

50 Contemporary Artists You Should Know

Prestel

Frayling, C (1999)

50 years of Creativity

Thames & Hudson

Gawne, E (2004)

Exploring Architecture

V & A Publication

Heller, S & Ilic, M (2006)

Handwritten: Expressive Lettering in the Digital Age

Thames & Hudson

Parragon (2011)

History of Art: Architecture, Painting, Sculpture, Graphics, Technics

Parragon Books

Phaidon (2014)

The Art Book: New Edition

Phaidon

Phillips, T (1999)

Africa The Art of a Continent

Royal Academy of the Arts, London

Smith, E L (1995)

Art Today

Phaidon

Spark, P (1987)

Design in Context

Quaro, London

Stone, R R (2012)

Art of the Andes – Third edition

Thames & Hudson

Tesch, J and Eckhard, H (1998)

Icons of Art, The 20th Century

Prestel, Munich and New York

Thittichai, K (2009)

Experimental Textiles

Batsford

Warr, T (2000)

The Artist’s Body

Phaidon

Frayling, C (1999)

50 years of Creativity

Thames & Hudson

Gawne, E (2004)

Exploring Architecture

V & A Publication

Heller, S & Ilic, M (2006)

Handwritten: Expressive Lettering in the Digital Age

Thames & Hudson

Parragon (2011)

History of Art: Architecture, Painting, Sculpture, Graphics, Technics

Parragon Books

Phaidon (2014)

The Art Book: New Edition

Phaidon

KS5

Summary

Component 1: 60% of total qualification (coursework)

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s).

  • This incorporates three major elements: supporting studies (sketchbooks), practical work (large pieces) and a personal written study.
  • The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images. The personal study comprises 12% of the total qualification and is marked out of 18
  • Marks available :90

Component 2: 40% of total qualification (exam)

Externally set, assessed by the teacher and externally moderated.

  • This incorporates two major elements: preparatory studies and the 15–hour period of sustained focus.
  • Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.
  • During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment.
  • The Externally Set Assignment is released on 1st February and contains a theme and suggested starting points.

Students have from 1st February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.

Summary:

We hope that the firm foundation provided by our curriculum at KS3 and KS4 level has instilled in our students a love of the Arts and that they seek to continue their studies at sixth form level. For the first year the students are given workshops and pushed out of their creative comfort zone. In the second year they are encouraged to experiment, work independently and grow into confident artists. Our students’ work is highly personal, engaging and innovative. We provide opportunities for students to visit galleries to support their studies.

Autumn

Spring

Summer

Mark-making 


Students explore a range of approaches to creating abstract work in two and three dimensions. There is an emphasis on exploring a breadth of media and the inherent mark making of each one. This is supported by research into relevant artists which also encourages students to write analytically. Students work with and meet local artists who work in similar ways.


Knowledge 

● Working in a gallery context

●Explore a wide variety of work produced by fine artists and understand the differences in their methods, approaches, purposes and intentions. 


Skills 

● Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing, including for example, line, colour, tonal and textural studies, photographs and annotation. 

● Observational drawing / developments from objects and images - tonal studies (pencil / charcoal / chalks / ink) 

● Colour studies from collected primary sources (objects) and secondary images using a range of media (oil pastel / paint / ink / pen and water / fine liner). The choice of object / image should fit with the intention / idea. 

● Careful control in refining intentions.

Mark-making final outcome

&

Complete a specialist print making portfolio.


An independent project which begins with teacher led workshops in printing techniques. Students negotiate independent developments toward a personal outcome.



Knowledge

 ● Develop an understanding of how artists represent more complex ideas through symbols, colour and pattern. 

● Critical analysis relevant to the development of independent work. 

● Purposeful exploration of materials and processes. 

● Develop the ability to respond to subject matter that is not visual. eg. taste, touch etc. 

● Communicate meaning through mark making 

● Life drawing skills



Skills 

● Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing, including for example, line, colour, tonal and textural studies, photographs and annotation. 

● Observational drawing / developments from objects and images - tonal studies (pencil / charcoal / chalks / ink) 

● Colour studies from collected primary sources (objects) and secondary images using a range of media (oil pastel / paint / ink / pen and water / fine liner). The choice of object / image should fit with the intention / idea. 

● Careful control in refining intentions.

Project title inspired by current events in society.


Start Personal Investigation.


An independent project which begins with teacher led workshops in printing techniques. Students negotiate independent developments toward a personal outcome.


Knowledge 

● Working in a gallery context

Explore a wide variety of work produced by fine artists and understand the differences in their methods, approaches, purposes and intentions. 


Skills 

● Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing, including for example, line, colour, tonal and textural studies, photographs and annotation. 

● Observational drawing / developments from objects and images - tonal studies (pencil / charcoal / chalks / ink) 

● Final outcome builds upon all prior research and practical work

Summary:

Students will continue to work on their personal portfolio for component 1. Students will complete a formal written assignment (minimum 1000 words) on this theme to support their personal investigation.

Autumn

Spring

Summer

Continue Personal investigation


An independent project. Students negotiate independent developments toward a personal outcome.


Knowledge 

● Explore a wide variety of work produced by fine artists and understand the differences in their methods, approaches, purposes and intentions in ‘Personal Study’. 

● Show relevant understanding and demonstrate the impact the written study has had on the development of practical work. 


Skills

● Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing. 

● Research into artists- writing formally about artist’s work, developing a critical language. 

● Reflect upon work as it progresses in order to refine ideas. 

● Select and organise information that is relevant to personal interests. 

● Processes and techniques dependent on direction taken by individual students.

Exam Project – Pupils will select an exam title. This is released on 1st February.


An independent project. Students negotiate independent developments toward a personal outcome and will be completed during the 15–hour period of sustained focus under examination conditions.


Knowledge 

● Explore a wide variety of work produced by fine artists and understand the differences in their methods, approaches, purposes and intentions in exam project. 

● Show relevant understanding and demonstrate the impact the written study has had on the development of practical work. 


Skills

● Record ideas, first-hand observations, insights and judgments by any suitable means, especially drawing. 

● Research into artists- writing formally about artist’s work, developing a critical language. 

● Reflect upon work as it progresses in order to refine ideas.

Revisiting Time 


Students revisit coursework units to ensure all are complete, and annotated. All work is photographed and presented in a Google Slides doc.


Knowledge 

● Clearly present personal intentions. 

● Demonstrate critical understanding of visual, tactile and, where appropriate, other forms of communication. 


Skills 

● Consider different presentational formats and select the most appropriate for the final pieces.

As a practical and visual subject the best thing students can do is to regularly visit galleries and exhibitions. 

Galleries: 

  • Tate Modern 
  • Tate Britain 
  • The Royal Academy 
  • The Saatchi Gallery 
  • The Hayward Gallery 
  • The Serpentine Gallery 
  • The National Portrait Gallery 
  • Whitechapel Gallery 
  • The Barbican Centre

Useful websites:

https://www.bbc.co.uk/bitesize/subjects/z6hs34j
https://www.studentartguide.com/
https://www.pinterest.co.uk/studentartguide/beautiful-igcse-gcse-art/
https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
https://www.tate.org.uk/
https://artsandculture.google.com/
https://artuk.org/
https://www.bbc.com/culture/columns/art 
https://www.dafont.com/ 
https://www.youtube.com/results?search_query=art+gcse+mind+map 

 

Resources list taken from the AQA exam board

 https://filestore.aqa.org.uk/resources/art-and-design/AQA-GCSE-ART-RL.PDF

Art, craft and design

Author

Title

Publisher

Hobbs, J (2014)

Sketch your World

Apple Press

Marr, A (2013)

A Short Book About Drawing

Quandrille

Bleiweissm, S (2012)

The Sketchbook Challenge

Potter Craft

Brereton, R (2012)

Sketchbooks: the Hidden Art of Designers, Illustrators and Creatives

Laurence King

DeVries Sokol, D (2008)

1,000 Artist Journal Pages: Personal Pages + Inspiration

Rockport

Manco, T (2007)

Street Sketchbook

Thames & Hudson

Perrella, L (2007)

Artists’ Journals + Sketchbooks: Exploring + Creating Personal Pages

Rockport

Stobart, J (2011)

Extraordinary Sketchbooks

A + C Black

AQA

Art and Design Student Handbook

Nelson Thornes

Caruana, W (2012)

Aboriginal Art – Third edition

Thames & Hudson

Chadwick, W (1991)

Women Artists and the Surrealist Movement

Thames & Hudson

Clunas, C (1997)

Art in China

Oxford University Press

Collings, M (2000)

This is Modern Art

Weidenfield and Nicholson

Dempsey, A (2011)

Destination Art

Thames & Hudson

Donchev, A (2011)

100 Artists’ Manifestos : From The Futurists to the Stuckists

Penguin Classics

Elger, D (1998)

Expressionism

Taschen

Fiell, C & Fiell, P (2003)

Designing the 21st Century

Taschen

Fiell, C & Fiell, P (2007)

Contemporary Graphic Design

Taschen

Weidemann, C & Finger, B (2011)

50 Contemporary Artists You Should Know

Prestel

Frayling, C (1999)

50 years of Creativity

Thames & Hudson

Gawne, E (2004)

Exploring Architecture

V & A Publication

Heller, S & Ilic, M (2006)

Handwritten: Expressive Lettering in the Digital Age

Thames & Hudson

Parragon (2011)

History of Art: Architecture, Painting, Sculpture, Graphics, Technics

Parragon Books

Phaidon (2014)

The Art Book: New Edition

Phaidon

Phillips, T (1999)

Africa The Art of a Continent

Royal Academy of the Arts, London

Smith, E L (1995)

Art Today

Phaidon

Spark, P (1987)

Design in Context

Quaro, London

Stone, R R (2012)

Art of the Andes – Third edition

Thames & Hudson

Tesch, J and Eckhard, H (1998)

Icons of Art, The 20th Century

Prestel, Munich and New York

Thittichai, K (2009)

Experimental Textiles

Batsford

Warr, T (2000)

The Artist’s Body

Phaidon

Frayling, C (1999)

50 years of Creativity

Thames & Hudson

Gawne, E (2004)

Exploring Architecture

V & A Publication

Heller, S & Ilic, M (2006)

Handwritten: Expressive Lettering in the Digital Age

Thames & Hudson

Parragon (2011)

History of Art: Architecture, Painting, Sculpture, Graphics, Technics

Parragon Books

Phaidon (2014)

The Art Book: New Edition

Phaidon