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KS3 Art

Please see below curriculum overview and 'I Can' Statements for Art. 

 

Curriculum Overview

 

Year 7

Year 8 Year 9

  Autumn 1

  • Line
  • Base line Test: Trainer
  • Mark making
  • Positive/Negative
  • Notan
  • Big Draw activity (OCT)
  • Tone
  • Tonal bar, sphere etc
  • Trainer repeated attempt with tone
  • Cubism (Picasso, Braque etc)
  • Study weeping woman and Guenrnica,
  • Draw sections/whole and add colour
  • Complete artists analysis
  • Still life drawings of guitars, bottles
  • Simple still life paintings
  • Still life collage (large final piece A3/A2)
  • Joiners (Hockney)
  • Big Draw activity (OCT)
  • Identity (Mini GCSE)
  • Portraiture
  • Drawing facial features, adding tone, achiving realism and accuracy
  • The artist and the self portrait
  • Explore the origins of the selfie
  • Develop a better understanding of careers in the creative industries.
  • Final Piece (Self Portrait)
  • Sikh artists: Singh Twins, Inkquisitive, Jatinder Durhailey,
  • Artists: Hannah Hoch, Edward Munch, Fridaa Kahlo, Greg Sands, Shirin Neshat etc.
  • Big Draw activity (OCT)
Autumn 2
  • Day of the Dead (now or after tone)
  • History, popular culture, film and significance
  • Drawing and colouring own designs
  • Tone
  • Still Life
  • Bottles
  • Artists: Morandi, Donna Tuten, Robert Talbot, Jos van Riswick, Neil Driver, Jim Dine

Spring 1

  • Colour Theory
  • Colour wheel, colour mixing with paint and blending with colouring pencils
  • Observational drawings
  • Final piece.
  • Michael Craig Martin artists study and other Pop Artists.
  • Coil Pots
  • Planning and designing before creation: thumbnail sketches, adding notes and colour.
  • Develop clay methods and techniques
  • Learn about recycling clay and using tools
  • Add colour using glaze
  • Create a final piece
  • Artists: Grayson Perry, Keith Brymer Jones
  • Nature (lino Printing)
  • Drawing and abstracting/simplifying plants and flowers
  • Research the impact of the Arts & Craft movement
  • Nature in art from around the world
  • Create a plan a reduction print
  • Create at least a 2x reduction print
  • Angie Lewin, Angela Harding, Mark Hearld etc

Spring 2

  • Pinch Pot Monsters
  • Clay basics
  • Pinch pot experiments
  • Making Monsters and adding colour

 

  • Perspective (1 Point, street and room)
  • Develop technical drawing techniques
  • Vincent van Gogh, Vincent's Bedroom In Arles, 1889
  • Raphael, School of Athens, 1511
  • Vincent van Gogh, Avenue Of Poplars, 1884
  • Gustave Caillebotte, Le Pont L'Europe, 1881-1882
  • Sealife Project – Design a environmental awareness poster
  • Drawing study of fish, shells and coral
  • Blending pencil colours and paints
  • Explore message, client, purpose and form
  • Thumbnail drawings and planning
  • Final piece (A3/A2)
  • Artists: Ernest Haekal, Ergin Inan, Christopher Marley, Mike Libby, Abby Diamond, Ann Mieke Mein, Cornelia Hesse Honneger, Damien Hirst, Kelly Stanford
  • Issue based Graphics
  • Explore the power of word and image together
  • Graffitti/urban art
  • Explore the history and popularity of political art
  • Create own typographic experiments based on important issues to the student
  • Design a campaign for an important issue
  • Thumbnail drawings and planning
  • Final piece (A3/A2)
  • Artists: Basquiat, Banksy, Keith Haring, Barbara Kruger, Jasper Johns, Tracey Emin, Shepard Fairey
Summer 1
  • Insects
  • Develop the grid method of drawing
  • Draw from images
  • Add tone and colour
  • Sculpt with wire
  • Artists: Cath Hodsman, Christopher Marley, Jennifer Angus, Kelly Stanford, Lucy Arnold, Mike Libby, Rosalind Monks
  • Perspective (2Point, double street)
  • Gustave Caillebotte, Paris Street; Rainy Day, 1877
  • Architecture Project
  • Observational drawings around school
  • Develop abstraction from drawings
  • Print making (mono prints and polytile)
  • Explore options to collage prints together
  • Artists: Edward Hopper, Zaha Hadid, Alexandra Pacula (Fluttering Lumens)
  • Surrealism
  • Explore the impact on 20th Century art
  • What is surreal v what is real?
  • Surrealism in fiction, fantasy and film
  • Artists: Salvador Dali, Max Ernst, René Magritte, Dorothea Tanning, Meret Oppenheim, Dora Maar, Joan Fontcuberta

 

  • Perspective (3Point and beyond)
  • Practise the street scene from slightly above and below
  • Escher: crystal ball and endless staircases.
Summer 2
  • Cakes/Sweets/Fruit
  • Develop painting and colour blending techniques.
  • Draw from observation if possible
  • Artists:
  • Traditional: Paul Cezanne, Van Gogh,
  • Contemporary: Thaneeya McArdle, Wayne Thiebaud,
  • Sarah Graham, Kathy Parker, Joël Penkman
  • Patterns
  • Develop understanding of how tessellations and mandalas are created
  • Create own repeat patterns
  • Explore patterns from different cultures around the world
  • Op Art, Ndebele, Islamic Patterns etc.

Year 7, Autumn Term

I can (Foundation)… I can (Developing)...  I can (Secure)...  I can (Excellent)... 
Use a dull pencil to draw some lines and have a little control to arrange them close to each other.  Use a dull pencil to create some neat and some untidy line mark making with some different and some similar marks/patterns.  Use a sharp pencil to create neat and accurate line mark making with creative marks/patterns.  Use a sharp pencil or pen to create immaculate and precise line mark making with innovate marks/patterns.

Not able to recognise the negative and positive space in an image.  

Not able to create images with negative and positive space. 
Sometimes recognise negative and positive space in images and create images that have features of negative and positive space.   Recognise and create negative and positive space in images. Recognise, explain and imaginatively create negative and positive space in images. 
Can use a brush to apply paint to the paper.  Use a paint brush to paint some flat colours, still working on keeping the paint inside the lines.  Use a paint brush to paint flat colours inside a shape neatly with opaque colours.  Use a paint brush to paint flat colours inside a shape accurately with vibrant opaque colours.
Can cut and stick basic shapes onto paper. Cut and stick paper with some mismatching of positions to create images in the Notan style Cut and stick paper neatly to create images in the Notan style.   Cut and stick paper accurately to create intricate images in the Notan style.   
Draw the basic shape of a still life including some details Draw a still life including some details with some proportions evident Draw a still life correctly including most details with good proportions Draw a still life accurately including all details using precise proportions
I can add tone to shadows and some highlights to my drawings Add at least 2 tones to my drawings using a some areas of graduated smooth shading Add some variety of tone to my drawings using graduated smooth shading Add a wide variety of tone to my drawings using graduated smooth shading

Use at least 2 of the following 5 shading techniques to create areas of shadow and highlights with pencil:  

hatching,  

cross hatching,  

pointillism,  

scribble and  

smooth graduated shading 

Use all some of the following 5 shading techniques to create some light to dark areas: 

hatching, 

cross hatching, 

pointillism, 

scribble and 

smooth graduated shading

Use the following 5 shading techniques accurately to create mostly graduated tones: 

hatching, 

cross hatching, 

pointillism, 

scribble and 

smooth graduated shading

Use the following 5 shading techniques realistically to create graduated tones: 

hatching, 

cross hatching, 

pointillism, 

scribble and 

smooth graduated shading 
Use paint to create shadows and highlights Use paint to create some areas of graduated tone Use paint to create accurate and mostly smooth graduated tone Use paint to create realistic and smooth graduated tone

Year 8, Autumn Term

I can (Foundation)…

I can (Developing)... 

I can (Secure)...  I can (Excellent)... 

Little ability to blend basic secondary and tertiary colours, using primary and secondary colours. 

Blend some basic secondary and tertiary colours, using primary and secondary colours. 

Blend most secondary and tertiary colours, using primary and secondary colours accurately.  

Blend a wide range of secondary and tertiary colours, using primary and secondary colours confidently. 

Complete an artist study with limited and partial connections and analysis about the artwork and the artist.  

Complete an artist study with basic connections and analysis about the artwork and the artist.  

Complete an artist study with competent and detailed analysis about the artwork and the artist.  

Complete an artist study with in-depth and thorough analysis about the artwork and the artist.  
Create a limited or partial own version of the ‘Weeping Woman’ showing limited drawing and colouring in skills. 

Create a basic own version of the ‘Weeping Woman’ showing basic drawing and colouring in skills. 

Create an accurate own version of the ‘Weeping Woman’ showing competent and accurate drawing and colouring in skills. 

Create a confident own version of the ‘Weeping Woman’ showing realistic and confident drawing and colouring in skills

Draw from still life with limited drawing skills.   Draw from still life with competent drawing skills.  

Draw from still life with accurate drawing skills. 

Draw from still life with confident drawing skills and flair. 
Use collage materials with limited skill to create a mixed media final piece based in their still life drawings.  Use collage materials with basic skills to create a mixed media final piece based in their still life drawings.  Use collage materials to accurately create a mixed media final piece based in their still life drawings.  Use collage materials to creatively and confidently create a mixed media final piece based in their still life drawings.