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Art
Art at Framingham Earl aims to nurture the creativity and confidence of our young people and to equip them with the artistic skills and understanding necessary for all students to find pride and enjoyment in their work.
All students study Art in Years 7, 8 and 9. At the end of Year 9 students have the option to continue to study an Arts subject, with the option of taking either Fine Art GCSE or Art Textiles GCSE.
Through Years 7, 8 and 9 students engage in nine art projects, acquiring increasingly sophisticated skill sets in the disciplines of painting, textiles, and ceramics as they progress. All projects take a key artist or art movement as its starting point, making broader cultural and historical links relevant to the artist or art movement being studied. Each project ends with a final piece, which will make use of the key techniques and ideas that have been learnt throughout the project.
All projects are assessed holistically – this means that each assessment will be based on a student’s sketchbook, homework and final piece as a complete body of work.
The skills, behaviours and patterns of working learnt in Key Stage 3 are the qualities that will enable all our young people to be excited, inquisitive and confident artists. These qualities set them up seamlessly for further study of the subject at GCSE or A level.
Art
Key Stage 3
Year 7
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Formal Elements – Tone and Texture | Project and final piece in response to the ideas of tone and texture explored in the work of artists such as Aaron Siskind and Margaret Mellis.
| The year 7 scheme of work recognises that students have had a very varied experience of art in primary settings. The aim is to establish a strong base of shared vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships on which to build in subsequent years.
Declarative Knowledge – formal elements of tone and texture and associated concepts (mark making, strong tonal contrast, composition)
Procedural Knowledge – Drawing, photography, setting up a palette, brush control, tonal painting, mark making
Routines, behaviours and attitudes – classroom routines (washing up etc), valuing and celebrating each others’ work, resilience, good homework habits |
| Spring Term | Formal Elements – Line, Shape, Colour and Pattern | Project and final piece in response to the ideas of line, shape, colour and pattern explored in the work of artists such as Sonia Delaunay, Henri Matisse, Bridget Riley and Josef Albers. | The year 7 scheme of work recognises that students have had a very varied experience of art in primary settings. The aim is to establish a strong base of shared vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships on which to build in subsequent years.
Declarative Knowledge – formal elements of line, shape, colour and pattern and associated concepts (primary, secondary, tertiary, tints, shades, harmonious, complementary, composition)
Procedural Knowledge – Drawing; photography; setting up a palette; brush control; mixing tints, shades, secondary and tertiary colours
Routines, behaviours and attitudes – classroom routines (washing up etc), valuing and celebrating each others’ work, perseverance, homeworks |
| Summer Term | Formal Elements – Space and Form | Project and various pieces of work in response to some of the key fundamental principles of space and form. Clay project and final piece in response to the ideas of character and personality explored in the work from Hadaki design studio. | The year 7 scheme of work recognises that students have had a very varied experience of art in primary settings. The aim is to establish a strong base of shared vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships on which to build in subsequent years.
Declarative Knowledge – formal elements of scale, space and form and associated concepts (geometric forms, cube, cylinder, sphere, cast shadow, contact shadow, composition)
Procedural Knowledge – Drawing; photography; setting up a palette; brush control; drawing and painting to create a sense of form; pinch pot and modelling clay construction techniques (1,2,3 of joining clay)
Routines, behaviours and attitudes – classroom routines (clay room), valuing and celebrating each others’ work, perseverance, homeworks
|
Year 8
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Pop Art | Project and final piece in response to the ideas of popular culture explored in the work of artists such as Andy Warhol, Roy Lichtenstein, James Rosenquist and Dorothy Grebenak. | The aim of year 8 is to revisit, reinforce and extend the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships that students have acquired in year 7. Year 8 expands the materials and processes they have access to and starts building towards skills and experience needed for GCSE art.
Declarative Knowledge – Pop art, popular culture, logos, typography. Revisit key formal elements concepts associated with line, shape, colour, pattern, tone, scale, form
Procedural Knowledge – Drawing; coloured pencil, oil pastel, grid enlargement, setting up a colour palette; brush control; blending |
| Spring Term | Evolved from Nature | Project and final piece in response to the ideas exploring the boundary between character and abstraction in the work of artist such as Takashi Murakami and Julie Bergeron | The aim of year 8 is to revisit, reinforce and extend the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships that students have acquired in year 7. Year 8 expands the materials and processes they have access to and starts building towards skills and experience needed for GCSE art.
Declarative Knowledge – 1, 2, 3 of Joining Clay, revisit key formal element concepts associated with space and form learning in the clay room
Procedural Knowledge – Drawing; pinch pot and modelling clay building techniques; using coloured slip, drawing to create a sense of form. Using clay as an exploratory medium to respond to the key principles of character vs abstraction, functional vs non-functional, refinement. |
| Summer Term | The Joy of Spring | Project and final piece in response to the ideas of linear and aerial perspective explored in the landscape work of artists such as David Hockney and Laura Boswell | The aim of year 8 is to revisit, reinforce and extend the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships that students have acquired in year 7. Year 8 expands the materials and processes they have access to and starts building towards skills and experience needed for GCSE art.
Declarative Knowledge – Landscape, aerial perspective, linear perspective. Revisit key formal element concepts associated with line, shape, colour, space, form, tone, texture
Procedural Knowledge – Drawing; photography; drawing and painting to create a sense of space and form; mark making; brush control; blending |
Year 9
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term - February half term | Curves, Edges and Relationships | Project and final piece in response to the ideas of interrelating vessels explored in the work of artists such as Richard Deacon, Lut Laleman and Bente Hansen. 2D responses to Bridget Riley and how optical illusions can be created through the relationship of repeated lines and shapes. | The aim with year 9 is to build on the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in year 7 and 8. Autumn Term is about, on the one hand, building towards GCSE, but on the other hand allowing a variety of approaches to the theme of curves, edges and relationships, ensuring that we value a wider range of skill sets, strengths and interests.
Declarative Knowledge – Interrelating shapes (shapes that mirror, shapes that tesselate, shapes that fit inside one another). Links back to other key concepts associated with the clay room and ceramics, as well as to the formal elements Line, Shape and Pattern
Procedural Knowledge – Drawing for design, drawing to create optical illusions, drawing as mindfulness, introduction of slab clay building techniques |
| February half term – end of Summer Term | Identity | Project and final piece in response to the ideas of portraiture, typography and identity explored in the work of artists such as Victoria Vilasana, Andy Warhol, Janice Guy and Bob and Roberta Smith | The aim with year 9 is to build on the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in year 7 and 8, but ensuring that we value a wider range of skill sets, strengths and interests. The aim of this spring term project is to give students an experience of GCSE art textiles and an understanding of how fine art and fine art textiles GCSE differ.
Declarative Knowledge – Identity, portraiture, typography, art as a vehicle for change. Links back to other key concepts associated with formal elements of line, shape, colour, pattern, tone
Procedural Knowledge – Drawing, photography, lighting, controlling a model, hand stitch, capturing form and a person’s likeness through light and dark
|
Key Stage 4 PAINTING
Year 10
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Colour and Form | Working at grade based on assessment of project so far. | Builds upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in KS3. Introduces the project structure that students will follow throughout year 10 and 11. Students will follow a very similar structure in post-16; this GCSE course sets them up well for this, encouraging the independence, knowledge and skills necessary for further art study.
Students’ first project introduces different materials and approaches in a scaffolded way, to adequately support all students but giving consideration to lower and mid ability. This project has the concept of developing and combining ideas built into it, to enable lower/mid ability to more effectively address this aspect of the assessment objectives. Bigger focus on drawing and painting, less focus on ‘presenting’ - ‘sketchbook work’ is limited to specific lessons and homework to ensure students are engaged heavily in practical work.
Vocabulary and concepts – Artist Research - Key Ideas, GCSE project structure/rhythm of working, using different subject matter to introduce different stylistic approaches, developing ideas by combining ideas from different artists. Links back to other key vocabulary acquired in KS3.
Skills and knowledge – Drawing, acrylic painting, oil painting, presenting sketchbooks. Building on existing knowledge from KS3. |
| Spring Term | Colour and Form | Assessment of finished project and final piece. | Continuation of the above, but Refining Ideas and Final Piece – students choose which ideas they wish to explore further and create a final piece for. Lots of opportunity for experimentation, choice, extension, combining different ideas in personal and interesting ways. |
| Summer Term | Coursework Project 2 Choosing a theme and Responding to artists | Working at grade based on assessment of project so far. | Build upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in first project. Students make an informed choice about the project they would like to undertake, based on their strengths and interests.
Students choose to either pursue in more depth the idea of objects and still life, or they choose to explore the ideas of portraiture, landscape or surfaces. All have clear sets of artists to choose from. |
Year 11
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Coursework Project 2 Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining ideas and final piece – students work from their own imagery to explore and combine their artists’ ideas and develop their own personal approach, culminating in a final piece. |
| Spring Term | ESA Project Choosing a theme, Developing Ideas and Responding to Artists | Working at grade based on assessment of project so far. | Students choose a title, theme and set of artists on which to base their projects. Develop ideas and respond to their artists following the structure and routines set out throughout year 10 and 11. |
| Summer Term | ESA Project Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining ideas and final piece – students work from their own imagery to explore and combine their artists’ ideas and develop their own personal approach, culminating in a final piece. |
Key Stage 4 ART TEXTILES
Year 10
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Project 1: Surfaces
Project 2: Structures | Working at grade based on assessment of project so far. | Builds upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in KS3. Introduces the project structure that students will follow throughout year 10 and 11. Students will follow a very similar structure in post-16; this GCSE course sets them up well for this, encouraging the independence, knowledge and skills necessary for further art study.
The two mini projects introduce different materials and approaches in a scaffolded way to adequately support lower and mid ability. These mini projects have the concept of developing and combining ideas built into them, to enable lower/mid ability to more effectively address this aspect of the assessment objectives. Bigger focus on drawing, working from observation and combining and layering different processes. Less focus on ‘presenting’ - ‘sketchbook work’ is limited to specific lessons to ensure students are engaged heavily in practical work.
Vocabulary and concepts – Artist Research - Key Ideas, GCSE project structure/rhythm of working, using different subject matter to introduce different stylistic approaches and processes, developing ideas by combining ideas from different artists. Links back to other key vocabulary acquired in KS3.
Skills and knowledge – Drawing, dyeing, hand and machine stitching, washaway, couching, reverse applique, presenting sketchbooks. Building on existing knowledge from KS3. |
| Spring Term | Surfaces / Structures Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining Ideas and Final Piece – students choose either Surfaces or Structures project to explore further and create a final piece for. Lots of opportunity for experimentation, choice, extension, combining different ideas in personal and interesting ways. |
| Summer Term | Coursework Project 2: Natural Forms | Working at grade based on assessment of project so far. | Build upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in first project. Students explore the theme of ‘Natural Forms’. |
Year 11
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Coursework Project 2: Natural Forms | Assessment of finished project and final piece. | Refining ideas and final piece – students pick which ideas they have enjoyed exploring the most and work from their own imagery to explore and combine their artists’ ideas and develop their own personal approach, culminating in a final piece. |
| Spring Term | ESA Project Choosing a theme and Responding to Artists | Working at grade based on assessment of project so far. | Students choose a title, theme and set of artists on which to base their projects. Develop ideas and respond to their artists following the structure and routines set out throughout year 10 and 11. |
| Summer Term | ESA Project Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining ideas and final piece – students work from their own imagery to explore and combine their artists’ ideas and develop their own personal approach, culminating in a final piece. |
Key Stage 4 CERAMICS
Year 10
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Coursework Project 1 | Working at grade based on assessment of project so far. | Builds upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in KS3. Introduces the project structure that students will follow throughout year 10 and 11. Students will follow a very similar structure in post-16; this GCSE course sets them up well for this, encouraging the independence, knowledge and skills necessary for further art study.
Students’ first project introduces different materials and approaches in a scaffolded way, to adequately support all students but giving consideration to lower and mid ability. This project has the concept of developing and combining ideas built into it, to enable lower/mid ability to more effectively address this aspect of the assessment objectives. Bigger focus on making and drawing, less focus on ‘presenting’ - ‘sketchbook work’ is limited to specific lessons and homework to ensure students are engaged heavily in practical work.
Vocabulary and concepts – Artist Research - Key Ideas, GCSE project structure/rhythm of working, developing ideas by combining ideas from different artists and other visual sources. Exploring core principles such as functional vs non-functional; representational vs abstract, the importance of refinement. Links back to other key vocabulary acquired in KS3.
Skills and knowledge – 3 core building techniques (Pinch pot, slab, coil) presenting sketchbooks. Building on existing knowledge from KS3. |
| Spring Term | Coursework Project 1 | Assessment of finished project and final piece. | Continuation of the above, but Refining Ideas and Final Piece – students choose which ideas they wish to explore further and create a final piece for. Lots of opportunity for experimentation, choice, extension, combining different ideas in personal and interesting ways. |
| Summer Term | Coursework Project 2 Choosing a theme and Responding to artists | Working at grade based on assessment of project so far. | Build upon the vocabulary, skills, knowledge, routines, behaviours, attitudes and relationships established in first project. Students make an informed choice about the project they would like to undertake, based on their strengths and interests.
Students are given a choice of starting points. All have clear sets of artists to choose from. |
Year 11
| Term | Content | Assessment | Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
| Autumn Term | Coursework Project 2 Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining ideas and final piece – students continue to develop their own personal approach by combining ideas from their artists and their own source imagery culminating in a final piece. |
| Spring Term | ESA Project Choosing a theme, Developing Ideas and Responding to Artists | Working at grade based on assessment of project so far. | Students choose a title, theme and set of artists on which to base their projects. Develop ideas and respond to their artists following the structure and routines set out throughout year 10 and 11. |
| Summer Term | ESA Project Refining Ideas and Final Piece | Assessment of finished project and final piece. | Refining ideas and final piece – students continue to develop their own personal approach by combining ideas from their artists and their own source imagery culminating in a final piece. |
