Art develops creative and imaginative abilities, experimental and interpretative capabilities and encourages pupils to communicate ideas with purpose and meaning.
“Creative people are curious, flexible, and independent with a tremendous spirit and a love of play." - Henri Matisse
“Inspiration is for amateurs; the rest of us just show up and get to work…” Chuck Close
“Teaching people to draw is teaching people to look..” David Hockney
The Art curriculum follows 4 basic principles; develop ideas, experiment, record ideas and present. The teaching of Art and design at JMCC allows students to use their creativity, skill and individuality to create art that communicates their ideas and responses to the world around them. The department has five main aims (introduced in 2015) which all staff follow and instil when teaching:
- Understand the relevance of Art in today’s modern landscape
- How traditional art has influenced Art and Design in today’s world
- How creativity can be applied to everyday life and other subject areas
- Understand the impact of the Creative Industries in the UK, and the world
Students are encouraged to push their creative thinking skills; a skill highly valued by further education and companies across the world. Conceptual thinking is a big focus alongside the practical skills, highlighting the relevance of creativity in the real world. With this mind, students are introduced to high quality creative practitioners who reflect the modern landscape and drive the importance of the creative industries in the UK.
Exciting and relevant SOW are designed to help push traditional practical skills with a modern twist which allows for higher engagement. AQA moderation visits have always been positive, especially the 2018 moderation visit, highlighting the successful planning of the KS4 curriculum and its ability to cater for all students
Section 1: Principles at Key Stage 3
All projects follow the 4 basic principles. KS3 are introduced to key skills such as drawing, painting, 3D and conceptual thinking.
SOW follow the same structure – conceptual thinking, design, experiment and present an outcome. This is similar to projects delivered at KS4.
Oracy: key art terms are introduced through Bronze, Silver and Gold criteria (this feeds into KS4 assessment) – students need to use keywords when discussing art work or giving feedback.
Knowledge Organisers are provided for each project to help develop art terminology; which is also required at a GCSE level.
All projects are assessed using the B, S, G structure. Marking criteria is taken directly from PPT’s to help students understand how their work has developed and it is familiar to them. They are awarded either WT, B or S.
Section 2: Connectedness (linking and co-ordinating)
In Years 7 and 8, students are taught in mixed ability groups and have one lesson of Art per week where the aim is to provide students with a range practical and creative thinking skills. The topics in Years 7 and 8 introduce key skills in Art which allows for development and progression which can feed in to KS4 if students choose to select the subject.
Year 7 start off with a drawing project; design a front cover for their sketchbook which then moves on to developing observational drawing skills. Introducing different forms of drawing – one creative, the other drawing from observation gives the opportunity for students to understand there is more than one type of drawing. The projects introduced to the Yr7 and Yr8 cohort build on the basic principles highlighted in section 1. Near the end of Yr7, students are given the opportunity to develop their conceptual thinking by
designing a skateboard linked to a theme. This skills is further developed in Yr8 alongside the practical skills.
The Yr9 curriculum is based on a university modular system when completing a first year art based university course. These modules introduce core skills such as Drawing, Photography, 3D and Print, all underpinned by developing creative thinking skills. These modules provide a bridge for the Controlled Portfolio where they are introduced to skills and materials which are used for the GCSE coursework.
KS4 curriculum follows the AQA Assessment objectives develop, experiment, record and present. All students who have taken Art from KS3 will have been introduced to all four assessment objectives in some way or form
Section 3: Art five year plan
In addition to our curriculum, all students are also offered opportunities to:
- To attend creative careers centred trips organised by the department
- To attend digital talks delivered by world class creatives from across the globe
- To attend extra-curricular activities to help develop their creativity
- Take part in external workshops promoting the aims of the department
Section 4: Teaching and Learning
SOW are broken down in to key, practical skills students need in order to develop over the course of their time taking Art; drawing, painting, 3D, printmaking and creative thinking. This is all supported by the use of Knowledge Organisers at both KS3 and KS4. Concrete examples (in line with B,S,G and P indicators) are included to help students progress their artwork. SOW are reflect the modern landscape to help maintain interest in the subject, such as Marvel and advertising linked to clothing.
Oracy is a focus to help students communicate creative ideas and discuss the work of others in a cohesive manner. Key words are introduced in PPT’s and K.O. alongside modelling by the teacher when providing feedback or discussing artwork.
Teachers in the department support the school behaviour for learning practices in lessons to help maintain a positive learning environment. As a result, students remain on task and are actively involved during lesson time.
- Interleaving – used in between projects to build on prior knowledge and skills obtained through previous topics/lessons.
- Dual coding – artwork and keywords to help understand learning.
- Retrieval Practice – used as starter and plenaries throughout the schemes of work.
- Elaboration – scaffolded questioning to encourage detail and development of extended writing.
- Concrete Examples – used the frequently to model good practice and lead to increased attainment