Art - Year 9

Art Overview

Term 1: Textile Art Unit-Seashore

In this half term, students will explore textile techniques and processes, inspired by the Seashore.. They will revisit drawing initially and then move onto exploring different styles of textiles as way of visually expressing ideas.

See Textiles Schemes of Learning Curriculum for further detail.

Remote Learning

All projects will be modified for home learning tasks. Students will be studying and developing the same skills however tasks may be slightly different depending on access to materials and techniques.

  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.

portrait

A photograph, drawing or painting of someone's face; usually including their neck and shoulders.

adjective

a word used to describe someone or something.

font style

The style of writing used for example italic, bold, underlined.

typography

the art and arrangement of written letters and words in a visual way which is appealing and legible.

space

the area which is artwork can fill or use. Consideration should be given to how the space is used for creative impact.

tone

the use of dark and light within art to show the effect of light on an object or surface. this helps to create form and give a 3D effect.

  • 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 portraits and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.

Term 2: Seashore-Textile Unit-Exploration of Materials & Techniques

This half term, students will develop ideas related to their own observational drawings and paintings; using inspiration from the seashore to explore the shapes, textures, patterns and materials combinations. Students will develop their ideas through drawing, painting and textiles.

See Textiles Schemes of Learning Curriculum for further detail.

Remote Learning

All projects will be modified for home learning tasks. Students will be studying and developing the same skills however tasks may be slightly different depending on access to materials and techniques.

  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.

typography

the art and arrangement of written letters and words in a visual way which is appealing and legible

space

the area which is artwork can fill or use. Consideration should be given to how the space is used for creative impact.

portrait

A photograph, drawing or painting of someone's face; usually including their neck and shoulders.

font

The style of writing used for example italic, bold, underlined

adjective

a word used to describe someone or something.

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 portraiture and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.

Term 3: Seashore-Textile Unit

During this half term, students will create a personal outcome based on their textile and fashion exploration work. They will use fashion sketches, samples & the formal elements of art to create an individual piece of work.

  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.

composition

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

final piece

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

process

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

materials

paint, pencil, collage, photography etc.

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

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.

  • 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 art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.

Term 4: Fantastic Forms

During this term, students will explore & be inspired by Surrealism and Contemporary Art, in the theme of Fantastic Forms. They will also revisit important drawing and painting based technical skills while working from observation.

● Develop observation skills when collecting information and communicating ideas

● Develop analytical and intuitive capabilities through the appropriate use of materials, processes and techniques

● Use the formal elements to create artwork.

● Gain an understanding of the many processes used in creating a larger art piece or 3D sculpture.

● Adapt ideas to meet different purposes and make connections with the work of others.

All students will learn:

● That a pencil can give you a wide range of mark making methods

● That to include details when drawing will give a more realistic final outcome

● How to use basic computer editing tools

● That you can achieve a wider range of colours in paint by mixing them

● Various collage techniques linked to the work of Teesha Moore

● To focus and take photos with a DSLR camera

● To recognise the style of a selection of artist’s, designer’s or craftspeople

● How to analyse other artists work and use this to inform their own investigations and artwork

● That undertaking trips out of the classroom can provide good primary source material that can inspire their own work

● That using a mood board can help to inspire ideas

● To experiment with their ideas and develop sketches for a final piece

● The basic process of hand building in clay

● To drawn upon development work to help create artwork

Students will look at and use Artist Emma Gale's work as inspiration.

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.

colour

The pigmentation or visual effect created by the eye when it received the effect of light emitted or reflected from a surface.

composition

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

pop art

an art movement of the 1960s which used bright colours and comic style artwork

tone

the use of dark and light within art to show the effect of light on an object or surface. this helps to create form and give a 3D effect.

realistic

looking like the object or image in real life.

view finder

a small whole in a piece of paper or card which can be used to select an area to focus on when drawing or painting.

primary colours

blue, red and yellow. Pure colours from which other colours can be mixed.

secondary colours

orange, purple and green. Colours created by mixing two primary colours.

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

Students will explore Surrealism, Contemporary Art & Symbolism. Considering how artworks were created and compare that with modern day society; thus giving them social and contextual understanding. They 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. Remote Learning Projects and lesson tasks will be modified in order to meet students needs and still enable students to explore the theme and develop their art skills.

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 the formal elements, drawing processes 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: Fantastic Forms. Artist Research and Exploration-Surrealism

During this half term, students will focus on using a range of art media creatively, whilst building skill. Whilst doing this, they will take inspiration from Surrealism.

Students will:

- Develop analytical skills linked to the work of Teesha Moore.

- Investigate collage, paint and embellishment techniques linked to the work of Teesha Moore.

- Conduct an investigation into the work of Teesha Moore - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.

- Conduct investigation into the work of Lucas Davison - this will include a written analysis, a suitably presented background and a study in the style of.

- Gather first hand observational drawings and photos linked to the theme of fantastic and strange.

- Develop sketchbook presentation skills.

- Explore Surrealism-The Key Elements-Three types of Surrealism

- Create a Surrealist image or metamorphosis piece.

- Understand how to begin to gather ideas linked to a given brief.

- Know what a mood board is.

- Develop ideas and refining pieces for a final outcome.

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.

Pop Art

an art movement of the 1960s which used bright colours and comic style artwork

primary colours

blue, red and yellow. Pure colours from which other colours can be mixed.

secondary colours

orange, purple and green. Colours created by mixing two primary colours.

tone

the use of dark and light within art to show the effect of light on an object or surface. this helps to create form and give a 3D effect.

view finder

a small whole in a piece of paper or card which can be used to select an area to focus on when drawing or painting

negative space

the empty space in between objects or areas being drawn

line

a mark which may be short, long, thick or thin

culture

art, music, celebrities, film and other things of interest to society.

complementary colours

colours which are opposite one another on the colour wheel e.g. blue and orange. These colours placed next to one another make each other appear brighter.

form

The 3D structure of something

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

Students will explore the art movement of Surrealism and Symbolism focusing on when Surrealist artwork was created and compare that with modern day society at present.-How is Surrealism used in media; thus giving them social and contextual understanding. They 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 the formal elements, drawing processes 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: Fantastic Forms- Creating an Outcome

In the final half term of year 9, students will create an outcome of their choice whih shows their skill and their understanding of Surrealism. Students will be encouraged to create individual and different work in preparation of GCSE. Students will:

- Understand how to begin to gather ideas linked to a given brief.

- Know what a mood board is.

- Develop ideas for a larger piece/3d outcome.

- Explore Surrealism, Fantastic Forms and Bugs/Insects-These themes will be a combined inspiration for students individual ideas.

- Experiment with their ideas and develop sketches for a final piece

● The basic process of hand building in clay

● To drawn upon development work to help create artwork

Students will also look at a wide variety of artists work as inspiration also extending their knowledge of contemporary artists and artworks.

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.

Pop Art

an art movement of the 1960s which used bright colours and comic style artwork

line

a mark which may be short, long, thick or thin

tone

the use of dark and light within art to show the effect of light on an object or surface. this helps to create form and give a 3D effect.

form

The 3D structure of something

colour

red, blue, orange etc. They may be vivid, bright, pastel.

complementary colours

colours which are opposite one another on the colour wheel e.g. blue and orange. These colours placed next to one another make each other appear brighter.

primary colour

blue, red and yellow. Pure colours from which other colours can be mixed

negative space

the empty space in between objects or areas being drawn

culture

art, music, celebrities, film and other things of interest to society.

pattern

repeated images, colours, shapes or lines which follow and order or are placed randomly to create an effect.

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

Students will explore Surrealism and when the art movement was created and compare that with modern day society; thus giving them social and contextual understanding. They 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 the formal elements, drawing processes and art media. Students are supported by the teacher and one another in feeling comfortable to express themselves in considered and respectful ways.