Art
The art and design curriculum at Corpus Christi is designed to inspire and challenge pupils to act, think and speak like artists. We do this by teaching our pupils to become visually literate, so they can read, interpret, and find meaning within all aspects of art and design enabling them to explore, develop and re-shape their own work.
The curriculum we provide is rich in skills and knowledge. We aim to provide pupils with an experience that is exciting, combining practical skills with critical thinking, developing highly valuable and transferable skills for future careers and life. We offer pupils a broad art and design curriculum which allows pupils to show their creative imagination as well as providing them with opportunities to practise and develop mastery in the key processes of art; drawing, painting and sculpture. They are taught not only to use formal elements within their work such as line, tone, colour, space, and texture but also to analyse how formal elements are used as powerful communication tools to create effect. All schemes of work start with a focus on observational then analytical drawing, using draft work and regular feedback to continually improve and progress their knowledge and skills.
We actively promote looking at the work of others, celebrating other cultures and encouraging diversity. We develop pupil’s awareness of the impact on society and expect them to achieve by applying a variety of skills from the wider curriculum together with those specific to art to produce effective and considered artworks.
Purpose of study
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 pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils 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.
Aims
The national curriculum for art and design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
| Year | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| 7 | Theme: I can Draw! Learning focus: Drawing skills. Pupils start by developing their observational drawing skills, using draft work and feedback to progress over time. Pupils will then learn to analyse the work of the artist Paul Klee, then move on to colour theory and develop their skills in enlargement and painting to create their own composition influenced by the artist on the theme of Toys. | Theme: There is no Planet B! Learning focus: Clay manipulation and construction skills, understanding and applying tone. Pupils will explore the colourful world ofthe artist Hundertwasser, his ecological ideas and his concern and campaigns to save the earth’s environment. Pupils will analyse his work and develop their designs for a colourful, 3D relief plant pot based on Hundertwasser’s ideas and architecture. | Theme: Me, Myself and I Learning focus: Drawing skills, understanding issue-based artwork. Pupils will study facial structure in observational drawing and draft work to improve their accuracy. After looking at artists such as Chris Ofili and Modigliani Pupils will develop a self-portrait influenced by one of these artists. |
| 8 | Theme: Gargoyles, Grotesques, Monsters and Tone Learning focus: Clay manipulation and construction skills, understanding and applying tone. Pupils will start by exploring a range of media (different pencil grade, biro) to create drawings of gargoyles using tonal values to add form. Pupils will look at and analyse the work of artists such as Chris Ryniak and create a series of drawings and paintings of their own gargoyle clay design inspired by the artist. Pupils will then look at adding tonal colour to their complete ceramic gargoyle/grotesque in paint building on their colour knowledge from year 7. | Theme: Kaleidoscope, Damien Hirst Learning focus: Drawing skills, repetition, symmetry and understanding composition. Pupils will start by exploring symmetry, both bi lateral and radial symmetry with insects and butterflies as their subject initially. Pupils will then look at the work of contemporary artist Damien Hirst and how his work explores several issues including Life and Death. Pupils will develop their insect and butterfly drawing work into kaleidoscope patterns using a flip and rotate technique. Adding colour using mixed media. | Theme: From James Rizzi’s Perspective Learning focus: one, two- and three-point perspective. Architecture and James Rizzi’s paintings. Pupils will learn and practise the techniques or one, two- and three-point perspective using the work of James Rizzi and his expressive and colourful buildings as a reference. Pupils will then develop this knowledge to create cityscapes using perspective and in Rizzi’s inimitable style. |
| 9 | Theme: Mexican Day of the Dead. Learning focus: Design process, cultural understanding, use of mixed media and clay sculpture. Pupils will explore the festival of the Day of the dead, creating designs for the traditional Calavera. Pupils will analyse the work of traditional Mexican artists Frida Kahlo and Posada and develop their designs, using draft work and feedback to show progress in their design work. Pupils will then experiment with dry monoprinting techniques and clay. For the final outcome pupils will create their calavera design into a 3D clay sculpture. | Theme: Pop Art Learning focus: Graphic design, illustration, and Popular culture. Pupils will develop their observational and analytical drawing skills looking at food packaging, comics, and graphic novels. Pupils will then look at prominent Pop Artists such as Roy Lichtenstein, Andy Warhol, Thomas Wesselman and Richard Hamilton to develop paintings and mixed media work based on their studies which will lead to a 3D textile outcome looking at artist Holly Levell. | Theme: Issue based art Learning focus: How artists have raised the profile of social, economic and political issues through their artwork. Pupils will develop their knowledge and Understanding about Art as Protest, looking at the artwork of artists such as Ai Wei Wei, Banksy and Barbara Kruger. pupils will develop their own ideas to create an installation, performance (recorded with photography) or a 2D collage/painting on a social, economic or political issue. |
| Year | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| 10 ART | Food Pupils will develop their observational and analytical drawing skills further in a range of media, looking at food. Pupils will complete an observational drawing homework checklist up to the winter term. Pupils will then go on to look at drawing for purpose using contour/continuous line drawings of food items which will lead to exploring the media of monoprinting. Pupils will analyse the work of artist Wayne Thiebaud and create their own intaglio prints using mark making inspired by the artist. They will then look at photorealism artist Sarah Graham to explore photography and acrylic painting. | Food continued… Pupils will now develop ideas for artwork based on fast food that also communicates a message to the viewer. Working in a wide range of media and techniques, pupils will refine and review their ideas to produce either a 2D or 3D final outcome or both. | Identity project Pupils will be given the title Identity. This is an independent project in which pupils can explore their own identity. Pupils can select an area they want to explore based on this theme for example family, objects, portraiture. Pupils will create observational and analytical studies from objects and images related to their theme. Then find and analyse the work of a range of artists and craftspeople relevant to the subject they have chosen. |
| 11 ART | Identity project continued… Pupils will develop their ideas by experimenting with media, composition and techniques to produce a final piece in December to produce their Mock exam mark. | Exam Pupils will receive their exam paper, choose their starting point and explore the theme(s) they have chosen, starting with drawing work, then looking at artists, developing their ideas to complete a final piece within 10 hours in exam conditions in the Art rooms. | Preparation of work for exhibition and marking. Pupils will mount all their work, portfolio and exam, ready for exhibition and marking. Marks are to be submitted to the exam board by May 15th. |
Component 1: Portfolio
The content of the portfolio will be determined by the particular requirements and nature of the course of study undertaken. There is no restriction on the scale of work, media or materials used. Each student must select and present a portfolio representative of their course of study. The portfolio must include both:
1. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
2. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation. Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.
Component 2: Externally Set Assignment
AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation. Students must identify and acknowledge sources which are not their own. Externally set assignments will be available to students and teachers from 2 January. They must be given to students in their entirety and must not be edited, changed or abridged in any way. A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts. Visit aqa.org.uk/8201 for the most up-to-date specification, resources, support and administration.
Preparatory period – from 2 January
• Students and teachers can access the externally set assignments on 2 January (or as soon as possible afterwards) but not before. It is at the discretion of schools to plan when their students start work on their assignments after 2 January.
• Following receipt of the externally set assignment paper, students should select one starting point from which to develop their own work.
• Students may discuss their starting points with the teacher.
• Preparatory work may be presented in any suitable two- or three-dimensional format such as mounted sheets, sketchbooks, journals, design proposals, models and maquettes, digital or non digital presentations.
• Students must stop work on their preparatory studies as soon as the first period of supervised time starts.
• There is no restriction on the scale of work, media or material used.
Supervised time – 10 hours
• Following the preparatory period, students must undertake 10 hours of unaided focused study, under supervision. • The first two hours of supervised time must be consecutive.
• Schools and colleges may timetable supervised sessions for the remaining eight hours at their own discretion.
• Students may refer to their preparatory work during the supervised time but must not add to it or amend it during the supervised time or between sessions.
• Students must not add to or amend work produced during the supervised time; either between sessions of supervised time or after the 10 hours of supervised time has been completed.
• Work produced in the supervised time must be clearly identified as such.
• Preparatory work and work produced during the supervised time must be kept under secure conditions between and following the supervised sessions. Work produced during the supervised time must be clearly identified as such.
• Only the preparatory work and the work produced within the 10 hours of supervised time can be submitted as assessment evidence for this component. Students must not have access to the internet during the 10 hours of supervised time. All work submitted for this component will be marked as a whole. Students may produce a single outcome or a series of related outcomes when realising their intentions in the supervised time. Outcomes may be evidenced in any two-dimensional, three-dimensional, digital or non-digital format. There is no restriction on scale of work, media or materials used. The supervised time must take place under the guidelines set out in the document JCQ Instructions for the conduct of examinations.
AQA GCSE Fine Art – Curriculum Intent and Learning Objectives.
Art and Design (Fine Art) 8202/C, 8202/X, JA2
Fine art Fine art practice is defined here as the need to explore an idea, convey an experience or respond to a theme or issue of personal significance.
Areas of study
In Component 1 and Component 2 students are required to work in one or more area(s) of fine art, such as those listed below:
• drawing
• painting
• sculpture
• installation
• lens-/light-based media
• photography and the moving image
• printmaking
• mixed media
• land art.
They may explore overlapping areas and combinations of areas.
| Year | Autumn Term | Spring Term | Summer Term |
|---|---|---|---|
| 10 | Theme: Basic Skills Pupils will learn how to use their bridge cameras and organise their work and images effectively while learning about the Basic skills of Photography. Lines, Colour, Rule of Thirds, Pattern, Texture and lighting. Pupils will shoot both outside on the school grounds and in the photography studio to create images that show their understanding of these basic skills, clearly and effectively. | Theme: Close Up and Abstraction Pupils will explore the macro and supermacro capabilities of their cameras to plan and carry out close up shoots on a range of subjects to create abstract images. Pupils will explore a range of lighting techniques and materials to create interesting and effective abstract photographs, in reference to a range of contemporary and historical photographers. | Theme: Close Up and Abstraction continued. Pupils will then start to explore narrative in close up work, looking at the work of Slinkachu, creating their own Slinkachu inspired installations and photographing them effectively to tell a story. |
| 11 | Theme: Mock Exam – Identity Pupils will explore the concept of identity in all its connotations, looking at the work of a range of artists and photographers. Pupils will plan and carry out shoots to develop their ideas in response to the artists and photographers chosen. | Externally Set task (Exam) Pupils will receive the AQA Externally Set task paper, working through their preparation until their 10 hour exam in April. | Externally Set Task Preparation and 10 hour exam. |
As part of the art and design curriculum, reading plays an important part in pupils’ understanding of artists’ work. Knowing more about the artist helps develop their critical thinking skills. Key vocabulary is introduced when looking at artists so that pupils understand the context before reading. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work.
Art is assessed through verbal constructive feedback, with further opportunities to improve their work and ensure their skills are being developed. An integral part of our art and design curriculum is to encourage the pupils’s ability to annotate their own work and make decisions about techniques and materials. An element of this will include the pupils self-assessing their own work where appropriate, highlighting successes and areas to develop. This will be part of usual sketchbook learning.
We believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. Subsequently, this will allow teachers to measure the progress made by pupils through the curriculum, in relation to learning outcomes set out in schemes of work. In measuring the extent to which pupils have acquired knowledge and a secure understanding, teachers will be able to identify gaps in learning, to inform future teaching and planned interventions.
The impact in the Art, Design & Photography department is evident through the upward trend in our results since we laid the foundations for our curriculum with Art GCSE at their highest with 28% 9-7 this year. Art GCSE has shown an upward trend in grades 9-7 and has continued to maintain an overall higher standard. Our pupils are motivated and often work in the art rooms outside of lessons to put extra effort and time in their work right from Y7 to Y11.
Art Results
| 9-4 | 9-7 | |
| 2019 | 48% | 16% |
| 2020* | 93% | 21% |
| 2021* | 86% | 14% |
| 2022 | 83% | 28% |
Photography results
| 9-4 | 9-7 | |
| 2021* | 100% | 0 |
| 2022 | 88% | 13% |
We deliver an Art and Design curriculum which is accessible to all abilities, enabling pupils to grow in confidence in their own skills, and develop themselves as individual artists. Pupils enjoyment of Art results in a good uptake for options at GCSE and with many pupils continuing their passion for art by attending the Art and Textiles club each week. Pupils work is proudly showcased on the school’s Art Instagram page Corpus Christi Art celebrating pupils’ achievements within art.
Art and Design subjects continue to be popular with pupils progressing to further study in a related field. We have past Alumni that have progressed onto further education and careers within the related field of art, including Bethany Dickinson (Leaver 2011) who runs her own creative business ‘Craft Hive’, Amy Massey (leaver 2012) training to be an Art teacher and Jaymie Landas (leaver 2012) successful games designer.
For further information regarding the Art curriculum please contact:
Mrs Watson, email: roha@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
