During this half term, students will learn about the proportions of the face through pencil drawing/ stitching, hand sewing and many other techniques. They will also further explore the use of tonal range.
See Textile Schemes of Learning for further information.
Remote Learning
Tasks will be planned in conjunction to the theme or project focus. Tasks will be modified for students working at home.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
refers to the relative size of parts of a whole (elements within an object).
the action of building something, typically a large structure.
quick to detect or respond to slight changes, signals, or influences.
(especially of information, measurements, or predictions) correct in all details; exact.
estimate, measure, or note the similarity or dissimilarity between.
a relationship in which a person or thing is linked or associated with something else.
make a marked change in the form, nature, or appearance of.
a part that is added to something to enlarge or prolong it.
the action or process of lengthening something.
the art of making two- or three-dimensional representative or abstract forms, especially by carving stone or wood or by casting metal or plaster.
the action of manipulating something in a skillful manner
a deceptive appearance or impression.
of or situated on the inside.
belonging to or forming the outer surface or structure of something.
the way in which two or more people or things are connected, or the state of being connected.
an act of moving.
the ability of a substance to flow easily.
the arrangement of and relations between the parts or elements of something complex.
the outside part or uppermost layer of something.
form an idea of the amount, number, or value of; assess.
a note by way of explanation or comment added to a text or diagram.
the action or process of talking about something in order to reach a decision or to exchange ideas
is a small scale model or rough draft of an unfinished sculpture.
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions.
Students will work in pairs and groups at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of proportion, scale and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.
T4-6 is a Textiles Unit. Please see the Textiles online curriculum for more details. Thank you
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
an act of moving.
a plan or draft of a piece of artwork to test the composition, imagery or colours.
a piece of artwork created at the end of unit/project to summarise the research, imagery and processes used with good effect.
(especially of information, measurements, or predictions) correct in all details; exact
refers to the light and dark values used to render a realistic object, or to create an abstract composition.
refers to the size of an object (a whole) in relationship to another object (another whole).
refers to the relative size of parts of a whole (elements within an object).
the layout or arrangement of elements within an image or objects within a still-life.
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions.
Students will work in pairs and groups at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of proportion, scale and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.
T4-6 is a Textiles Unit. Please see the Textiles online curriculum for more details. Thank you
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
is a small scale model or rough draft of an unfinished sculpture
an act of moving.
refers to the relative size of parts of a whole (elements within an object).
the size of objects or images
a plan or draft of a piece of artwork to test the composition, imagery or colours.
form an assessment of the work- what has been successful and what could be improved.
creating movement usually with digital processes
creating movement like a video from single frame photographs
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions. In this unit they will also be learning about digital animation which supports them in developing technological awareness and skills for modern day life.
Students will work in pairs and groups at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of proportion, scale and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.
In the last term of the unit on Expression & Portraiture students will develop and create a final outcome. This will show what they have learnt about the proportions of the face and creating a final outcome, while showcasing their practical skills.
Throughout this unit students will explore:
1. Drawing half a face-Portraiture-focus on features and adding finer details.
2. Drawing facial features from observation with a mirror and use of images where needed.
3. Proportions of the face-mapping out and adding details to enhance the features.
4. Self Portraits-Learning how to create a portrait piece from start to outcome.
5. Munch-Exploring the artists work and other Expressionist painters.
6. Own version of distortion and elongation using photocopies of their portraits . Experimenting and exploring techniques and imagery.
7. Pastel studies of ideas for mask –Creating a mask design. Mapping out ideas and using annotation.
8. Creating a 3D mask with a card structure base.
9. Papier mache mask design and making.
10. Building and enhancing features using tissue and wallpaper paste
11. Exploring the use of Modroc.
12. Paint mask-considering colour, expression and tone.
Students will investigate the theme of identity through the exploration of portraiture. Students will look at a variety of artists that have used different media to explore their identity. They will explore photography, creative writing, colour, visual metaphor and proportion before developing individual pieces based on their own identity & based on the artists they have studied.
To develop observation skills when collecting information and communicating ideas
To develop analytical and intuitive capabilities through the appropriate use of materials, processes and techniques
To develop an individual response
To adapt ideas to meet different purposes and make connections with the work of others
To develop an understanding of the formal elements of their own work and the work of others
Remote Learning
Tasks will be planned in conjunction to the theme or project focus. Tasks will be modified for students working at home.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-The final piece of work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
Describes the position of the subject to the viewer. Painting a subject from a non-traditional viewpoint can have a dramatic effect on how one experiences a painting
a piece of artwork created at the end of unit/project to summarise the research, imagery and processes used with good effect.
an element of art defined by a point moving in space. For example - Line; may be two-or three-dimensional, descriptive, implied, or abstract.
A fragment is a small piece that's come off a larger whole, and to fragment is to break.
is the alteration of the original shape (or other characteristic) of something
an early 20th-century style and movement in art, especially painting, in which perspective with a single viewpoint was abandoned and use was made of simple geometric shapes, interlocking planes, and, later, collage.
having angles or sharp corners
relating to or denoting art that does not attempt to represent external reality, but rather seeks to achieve its effect using shapes, colours, and textures.
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions.
Students will work in pairs and groups at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of portraiture and expression. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.
*During this term students will learn to understand the importance of colour, space and portraiture. Focusing on the artwork by artist Frida Kahlo. Students will create a combination of , drawing and painting artworks. Students will have the opportunity to develop their ideas into a Self Portrait and multi media final outcome piece and explore a variety of portrait and expression techniques within the unit
*Introduction to Frida Kahlo. Painting and drawing from observation of natural forms and animals in a variety of media techniques.
*Students will develop an understanding of the Artist Frida Kahlo and her life and artworks. Learning Outcome: Apply this knowledge to a drawing and painted piece in response to Kahlo’s ideas and use of colour and symbolism. Develop an understanding of the colour wheel and learn specific vocabulary related to colour theory.
*Develop an understanding of how to record features of the face and a portrait effectively. Adding tone and proportion. Recording from observation.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
relating to or denoting art that does not attempt to represent external reality, but rather seeks to achieve its effect using shapes, colours, and textures.
having angles or sharp corners
an early 20th-century style and movement in art, especially painting, in which perspective with a single viewpoint was abandoned and use was made of simple geometric shapes, interlocking planes, and, later, collage.
is the alteration of the original shape (or other characteristic) of something.
A fragment is a small piece that's come off a larger whole, and to fragment is to break.
Describes the position of the subject to the viewer. Painting a subject from a non-traditional viewpoint can have a dramatic effect on how one experiences a painting
paint, pencil, collage, photography etc.
the method used to create artwork or a particular style for example, blending
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions.
Students will work in pairs and groups at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of Surrealism and drawing/painting from observation. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.
*During this term students will learn to understand the importance of colour, space and portraiture. Focusing on the artwork by artist Frida Kahlo. Students will create a combination of , drawing and painting artworks. Students will have the opportunity to develop their ideas into a Self Portrait and multi media final outcome piece and explore a variety of portrait and expression techniques within the unit
*Introduction to Frida Kahlo. Painting and drawing from observation of natural forms and animals in a variety of media techniques.
*Students will develop an understanding of the Artist Frida Kahlo and her life and artworks. Learning Outcome: Apply this knowledge to a drawing and painted piece in response to Kahlo’s ideas and use of colour and symbolism. Develop an understanding of the colour wheel and learn specific vocabulary related to colour theory.
*Develop an understanding of how to record features of the face and a portrait effectively. Adding tone and proportion. Recording from observation.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
Describes the position of the subject to the viewer. Painting a subject from a non-traditional viewpoint can have a dramatic effect on how one experiences a painting.
A fragment is a small piece that's come off a larger whole, and to fragment is to break.
Something associated with geometry, or the use of straight lines and shapes. An example of geometric is an art piece made from rectangles, squares and circles.
an early 20th-century style and movement in art, especially painting, in which perspective with a single viewpoint was abandoned and use was made of simple geometric shapes, interlocking planes, and, later, collage.
the attempt to represent subject matter truthfully, without artificiality and avoiding artistic conventions, implausible, exotic, and supernatural elements.
refers to the light and dark values used to render a realistic object, or to create an abstract composition.
an element of art defined by a point moving in space. For example - Line; may be two-or three-dimensional, descriptive, implied, or abstract.
is the alteration of the original shape (or other characteristic) of something.
the throwing back by a body or surface of light, heat, or sound without absorbing it.
extend over so as to cover partly.
in a state of complete confusion and disorder.
having angles or sharp corners
having or appearing to have length, breadth, and depth.
drawing or painting from life. Examples would include sketching a bowl of fruit (still life), drawing from a model (figurative), or drawing a street scene (landscape).
is the perceived surface quality of a work of art. It is an element of two-dimensional and three-dimensional designs and is distinguished by its perceived visual and physical properties.
is a technique of an art production, primarily used in the visual arts, where the artwork is made from an assemblage of different forms, thus creating a new whole
is an elevated view of an object from above, with a perspective as though the observer were a bird.
refers to the size of an object (a whole) in relationship to another object (another whole).
full of energy and life.
a portrait that an artist produces of themselves.
relating to or denoting art that does not attempt to represent external reality, but rather seeks to achieve its effect using shapes, colours, and textures.
effectively conveying thought or feeling.
refers to the relative size of parts of a whole (elements within an object).
is one-dimensional and can vary in width, direction, and length. Lines often define the edges of a form. Lines can be horizontal, vertical, or diagonal, straight or curved, thick or thin
is a flat, enclosed area of an artwork created through lines, textures, colours or an area enclosed by other shapes for example triangles circles and squares.
Students will creatively approach the tasks, making decisions about their own work and what direction they wish to take it in. They will constantly assess their own progress through discussions with peers, the teacher and through their own evaluation of the work produced. These transferable skills support the students in becoming creative individuals who are also reflective about their learning. They are also able to recognise the benefit and consequences of taking creative risks. Art gives students the opportunity to explore & develop their own ideas and visions.
Students will take part in class discussions at various stages throughout the project which helps to develop team work skills. Additionally, students are required to interact with one another as well as ideas and artistic processes to build their skills and understanding of art works Traditional and Contemporary. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.