Art - Year 8

Art Overview

Term 1: Frida Kahlo-Nature & Self Portraiture

*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.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

Viewpoint

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.

Fragment

A fragment is a small piece that's come off a larger whole, and to fragment is to break.

Geometric

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.

Cubism

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.

Realism

the attempt to represent subject matter truthfully, without artificiality and avoiding artistic conventions, implausible, exotic, and supernatural elements.

Tone

refers to the light and dark values used to render a realistic object, or to create an abstract composition.

Space

an element of art defined by a point moving in space. For example - Line; may be two-or three-dimensional, descriptive, implied, or abstract.

Distortion

is the alteration of the original shape (or other characteristic) of something.

Reflection

the throwing back by a body or surface of light, heat, or sound without absorbing it.

Overlap

extend over so as to cover partly.

Chaotic

in a state of complete confusion and disorder.

Angular

having angles or sharp corners

Three-dimensional

having or appearing to have length, breadth, and depth.

Observation

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).

Texture

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.

Collage

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

Bird's-eye view

is an elevated view of an object from above, with a perspective as though the observer were a bird.

Scale

refers to the size of an object (a whole) in relationship to another object (another whole).

Vibrant

full of energy and life.

Self-portrait

a portrait that an artist produces of themselves.

Abstract

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.

Expressive

effectively conveying thought or feeling.

Proportion

refers to the relative size of parts of a whole (elements within an object).

Line

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

Shape

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.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.

Term 2: Frida Kahlo-Exploring Materials & Techniques

*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.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

Abstract

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.

angular

having angles or sharp corners

Cubism

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.

distortion

is the alteration of the original shape (or other characteristic) of something.

fragment

A fragment is a small piece that's come off a larger whole, and to fragment is to break.

viewpoint

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

materials

paint, pencil, collage, photography etc.

process

the method used to create artwork or a particular style for example, blending

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.

Term 3: Expression & Portraiture

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.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

viewpoint

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

final piece

a piece of artwork created at the end of unit/project to summarise the research, imagery and processes used with good effect.

space

an element of art defined by a point moving in space. For example - Line; may be two-or three-dimensional, descriptive, implied, or abstract.

fragment

A fragment is a small piece that's come off a larger whole, and to fragment is to break.

distortion

is the alteration of the original shape (or other characteristic) of something

Cubism

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.

angular

having angles or sharp corners

Abstract

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.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.

Term 4: Textile Unit Drawing with Stitch

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.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

Proportion

refers to the relative size of parts of a whole (elements within an object).

Construction

the action of building something, typically a large structure.

Sensitive

quick to detect or respond to slight changes, signals, or influences.

Accurate

(especially of information, measurements, or predictions) correct in all details; exact.

Compare

estimate, measure, or note the similarity or dissimilarity between.

Connection

a relationship in which a person or thing is linked or associated with something else.

Transform

make a marked change in the form, nature, or appearance of.

Extension

a part that is added to something to enlarge or prolong it.

Elongation

the action or process of lengthening something.

Sculpture

the art of making two- or three-dimensional representative or abstract forms, especially by carving stone or wood or by casting metal or plaster.

Manipulation

the action of manipulating something in a skillful manner

Illusion

a deceptive appearance or impression.

Internal

of or situated on the inside.

External

belonging to or forming the outer surface or structure of something.

Relationship

the way in which two or more people or things are connected, or the state of being connected.

Movement

an act of moving.

Fluidity

the ability of a substance to flow easily.

Structure

the arrangement of and relations between the parts or elements of something complex.

Surface

the outside part or uppermost layer of something.

Evaluate

form an idea of the amount, number, or value of; assess.

Annotation

a note by way of explanation or comment added to a text or diagram.

Discussion

the action or process of talking about something in order to reach a decision or to exchange ideas

Maquette

is a small scale model or rough draft of an unfinished sculpture.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.

Term 5: Drawing with Stitch- Line & Portraiture

Students will explore proportion and scale and then take this into line and textiles. They will gain an understanding of the stitching and construction processes and experience of creating their own drawing piece out of textile techniques.

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.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

maquette

is a small scale model or rough draft of an unfinished sculpture

movement

an act of moving.

proportion

refers to the relative size of parts of a whole (elements within an object).

scale

the size of objects or images

design

a plan or draft of a piece of artwork to test the composition, imagery or colours.

evaluate

form an assessment of the work- what has been successful and what could be improved.

animation

creating movement usually with digital processes

stop motion

creating movement like a video from single frame photographs

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.

Term 6: Drawing with Stitch- Developing a Response

In the final term of year 8, students will create their own outcome in response to the project. This will put into practice the skills and knowledge they have gained of line, textiles and art.

See Textile Schemes of Learning for further information.

  1. -Students will self and peer assess their work as it develops to help them to become reflective in their progress.

    -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.

movement

an act of moving.

design

a plan or draft of a piece of artwork to test the composition, imagery or colours.

final piece

a piece of artwork created at the end of unit/project to summarise the research, imagery and processes used with good effect.

accurate

(especially of information, measurements, or predictions) correct in all details; exact

tone

refers to the light and dark values used to render a realistic object, or to create an abstract composition.

Scale

refers to the size of an object (a whole) in relationship to another object (another whole).

proportion

refers to the relative size of parts of a whole (elements within an object).

composition

the layout or arrangement of elements within an image or objects within a still-life.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

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.

Create a supportive community:

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.