Key Stage Three

In the first year of the upper school my aim is to give each pupil a firm understanding of techniques which will be used throughout their careers within the art department, and beyond. 
 

The first term is spent with colour theory, where each pupil produces a colour wheel and hot or cold colour study to perfect their colour mixing abilities. Then pupils utilise these skills by creating an abstract painting. 

 

Along side this they are given homework that allows them to explore artists work using colour, so they begin to become art critics themselves. Other homework gives them space to try out the things learnt in class on their own. They are also encouraged to complete good points, and points to improve, for each homework and class task. This allows them to track their progress and be critical of their work, but more importantly to give themselves praise, which helps to build their confidence. This process continues throughout their time in the department.

 

In their next term pupils explore shading and how to correctly use pencils so that they can get the most out of using them in their work. We next discuss composition and how to construct dynamic images, and use this to find an image upon which to base our next piece of work. They then complete their drawings and use colouring pencil to shade.

 

In the final term we have a cross-school project, which merges the subjects together. Each year group gets a theme to work on, taking them towards the end of year production as a show for the rest of the school. For example, year seven had as their theme Africa, they created costumes using batik techniques and creating masks.

 

Year eight begins with a 3D project - the theme is hybrids, where the pupils are asked to explore the design processes of creating a hybrid animal-bird-plant made from clay. They begin with pattern and shape and then work on experimenting with combinations of these to create interesting combinations and experiments. Pupils next learn ceramics processes and terminology. Fired pieces are painted.

 

The next term is a drawing project based on self-portrait. Each pupil explores the history of portraiture and completes a pencil study of themselves from a photograph. Each pupil does a photoshoot, and is asked to think about composition and props.

 

In their final term pupils complete an artists book. The book is a continuation of their previous self-portrait project. This time rather than figurative work, they are asked to create a conceptual self-portrait using 'book' as the medium. Together we explore these ideas and in each lesson look at a different interpretation of portrait. This includes collage, concrete poetry, abstract impressionism and re-appropriation of image and text. The end result is then bound and we have an exhibition in the school library. 

 

In year nine we begin with a cross-curricular project based on Cindy Sherman. Alongside the drama department, each pupil chooses a time and a place which is different to their own life and times. They learn how to construct a character and write a monologue. Within art lessons they research the time period, looking at costume, make up and culture. 

 

Next, like Cindy Sherman, they create disguises for themselves to disappear into the characters they have creating. The term ends with each pupil dressing up in the costume they designed to perform their monologue to the class. We hold a photoshoot, as Sherman does, and edit the photos in Photoshop before they are completed.

 

The next project is a product design project. I have taught this in several ways, one of which is to redesign a product that is already in the market place. Students then explore what makes good design, how colours are used, slogans and how to create an impact. 

 

Each pupils design process then begins by redesigning their products by creating mood boards and mock-ups. When they are satisfied with their designs they learn how to use Photoshop and a graphics tablet to produce their final piece before presenting their redesign to the rest of the class followe by a   questions &  answers session.

 

In the final term pupils work on a 3D project focusing on Barbara Hepworth exploring how our environment can inspire us artistically, through drawings and design. Pupils then do a Hepworth inspired carving using the inspiration and materials that they have generated throughout the term. By now the pupils are beginning to trust their own intuition which is reinforced by being able to work in a more spontaneous way.