Inspire - Transform - Succeed

Art

Lostock Art department has established an ethos within the school which endeavors to value the artistic creations of all students and staff.

We offer numerous opportunities for young people to thrive and to develop their skills. It is the department that never closes… students value the atmosphere and close relationships which instill a strong work ethic, mutual respect and independence.

 

 Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge students, equipping them with the knowledge and skills to experiment invent and create their own works of art, craft and design. As students progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Art Department Values:

  • To always have a go and try your best.
  • To work as individuals within a structured framework.
  • To work as part of a team and to make best use of time, resources, materials and facilities.
  • To show respect towards each other and the facilities, equipment and materials.
  • To participate in class discussions and activities and to value each other’s contributions.
  • To become more aware of the social, moral, spiritual and cultural influences within our own and others’ lives and environments.
  • To contribute to and learn from visually stimulating whole school and classroom display.
  • To take pride and ownership of the quality and success of class and homework.
  • To have the confidence to rise to new challenges and be prepared to take risks.
  • To realise the need to look beyond the confines of school and the locality for ideas and inspiration.

Key Stage 3

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year Seven

 

 

 

Introduction to the art department, rules, regulations and health and safety. Housekeeping storage of work and folder covers.

Colours theory. Colour wheel.

Paint mixing.

Portraiture. Artists studied – Julian Opie. End product self-portrait in primary and secondary colours.

Continuation of Autumn 1 Scheme.

Celebrity Opie style painting.

Four self-portraits in A4 coloured using primary, secondary, tertiary and harmonious colours.

 

 

Students to study the Mexican festival ‘day of the dead’.

Designs created inspired by the Day of the Dead.

2D relief piece to be created in the shape of a skull using wax resist.

 

Studies of the rain forest, plant, leaves, flowers, jungle animals, relating to and inspired by the work of Henri Rousseau. Students to use a variety of media-oil pastel, paint, collage and paper construction.

Final outcome-large scale Henri Rousseau style rainforest

 

 

Pencil intro HB to 6B.

Shading techniques.

Natural forms.

Manmade objects

Spoons

Secondary source drawing.

 

Industrial revolution and the work of L.S. Lowry Look at cityscapes and British architecture to produce a mixed paper and card 2D relief image.

Technical drawing workshops –one point and two point perspective, resulting in 3D images using mixed media. natural forms, resulting in 2D and 3D Relief artwork

 

Assessment

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

 

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

 

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

 

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

 

Students are assessed through an end of unit assessment.

Peer assessment.

Self-assessment using the portfolio review sheets.

 

Year Eight

 

 

 

Students to look at natural forms including fruit and Veg. Drawing workshops to take place using a variety of different media. Secondary source drawing work as final pieces looking at repeat pattern.

 

Portraiture: Self-portraits-drawing workshops:

Eyes, Nose and mouths

 Investigation into self. Looking at what interests the students have, looking at feelings and representing this in a final piece in 2D

Self-portraits in pastel Picasso style abstract portraits using one colour-shade mixing

Art Nouveau Letters

Looking at the style and creating illuminated letters using natural forms and shapes.

Looking at celebrities make a Mucha, Durchamp, Letrec

 

Keith Haring-

Research and mood boards.  Drawing workshops.

 

Large 3D sculptures

 

Assessment

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Year Nine

 

 

 

Primary and secondary drawing.

Mood beards based on the theme.

3D sweets (Liquorice) all sorts to be made.

 

Students to look at interests that they like and produce a mood board.

Following this a paper and crayon study to be produced.

Projected 2D relief image made from corrugated card.

Patrick Caulfield

 

 

Students to look at the work of Hunderwasser his paintings, drawings and Architecture.

Students to produce work using oil pastels and black paint, scrafitto. Student to recap on cityscapes and are develop these original ideas by adding a ‘Hunderwasser style to their drawings, using the techniques students used to produce their self-portraits.

Looking at the work of John Burgerman students to create characters, creating lives for these characters. The final outcome for this project is to make the character in 3D materials.

Assessment

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

Students are assessed through an end of unit assessment portfolio review

Peer assessment and Teacher assessment.

 

Key Stage Four

For GCSE, students follow the AQA course.