Art
In the Art Department at The Grange School, creating a sense of excitement and wonder about Art is our passion. We believe that Art is more than just learning to draw and being creative. It is about learning to view different perspectives, learning to analyse and decipher visual language, as well as being fun and therapeutic. Students will thrive in a highly organised haven for learning that encourages students to be confident whatever their ability. We encourage collaboration; students share thoughts and ideas whilst learning to respect and understand alternate opinions, cultures and points of view. Art at The Grange School incorporates elements of all core subjects (Maths, Science and English) to help inspire students to explore a practical application for the skills and knowledge they develop in other departments within the school.
Students will explore the fundamental concepts and elements of Art in a variety of different materials during Years 7 and 8. They will learn how to record their observations and come up with a variety of creative solutions in response to a design brief.
The materials that they will explore are detailed in the sections below.
Curriculum Information
Key Stage 3
Year 7
We begin with exploring the environment around us and recording experiences through experimental mark-making. We study the work of historical and contemporary artists including Vincent Van Gogh. We then study drawing techniques using a range of monochromatic media, focusing initially on the use of line. We move on to nature in the imaginary world, communicating narratives through drawing and imaginative use of pattern. We complete the year with an investigation into nature at a macro level with colourful study of insects, the installation art of Alan Bur Johnson, colour theory and mixed media processes.
Year 8
We start the year with a study of the work of Chris Ryniak, drawing contemporary monsters, gaining an understanding of the artists work and processes and investigating design ideas including collage and drawing. This leads to creative design work and culminating in the design and making of a clay monster. This is followed by a relief printmaking process, where we design and create a collagraph based on the local coastal environment, investigating surface texture and composition.
Year 9
We begin the year with a study of portraiture, learning about tone, tonal range, contrast and proportion whilst studying portraiture throughout history. We then study a carefully curated range of artists including Frida Kahlo, Yayoi Kusama, Andy Warhol and Salvador Dali and the varied meanings, messages and concepts in their work. Looking at the contemporary portraits by the artist Loui Jover, we create work inspired by the idea of looking inside the mind of the artist, using mixed media and collage processes. We follow this with a contrasting study of architectural decay including the work of Ian Murphy, in monochromatic textured studies.
Key Stage 4 Options Information
| Exam board: OCR | ||||||||
| Qualification: GCSE in Art | ||||||||
| Specification: OCR GCSE in Art | ||||||||
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Assessment: The course is dived into two main elements: Element 1: Portfolio This component comprises of a portfolio of work. This is a portfolio of work produced to a centre- or learner-set starting point leading to final artefact(s)/ product(s)/personal outcome(s). This portfolio will consist of a project, theme or course of study. It may be presented in appropriate format(s) for the specification title and area(s) of study chosen. For example, sketchbooks, digital presentations, mounted sheets, maquettes, prototypes, animated work, scale models or illustrated written work. There is no restriction on the scale of work produced or the timeframe for undertaking the work but learners should carefully select, organise and present work to ensure that they provide evidence of meeting all four assessment objectives. Element 2: Externally set task For this component, an early release paper will be despatched to the school from the exam board. This paper can be given to learners at the discretion of centres any time on or after 2 January in the year of certification. Centres may determine the amount of time for preparatory study prior to learners undertaking their 10-hour supervised time period. The paper will give learners a choice of five themes, each with a choice of written and/or visual starting points or stimuli. From this paper, learners are expected to choose one option for which they will generate an appropriate personal response of one or more artefact(s)/product(s)/personal outcome(s) within a 10-hour supervised time period. The paper will also give the learner an opportunity to develop an extended response. The 10-hour supervised time period can be divided into a number of sessions and timetabled to suit the centre. At least one session should be at least 2 hours in duration. Centres should ensure that short sessions are avoided. All work must be kept securely between sessions. Learners must not do or bring any additional work into any of the supervised sessions. The 10-hour supervised time period should be conducted under formal examination conditions. For regulations governing examinations, centres should consult the OCR Admin Guide and Entry Codes: 14–19 qualifications or the JCQ document, General and Vocational Qualifications: Instructions for Conducting Examinations. All selected work produced for the component, including the research, planning and development work produced in the preparatory period must be submitted for assessment. Both elements of the course are assessed against four assessment objectives. These objectives are:
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Who is the course for? The Fine art course is for students that have an interest in being creative and enjoy exploring new ideas and skills. Students will need to be hardworking and dedicated to their work to be successful on this course. During the course, students will be expected to study and explore a wide range of materials and media, create artwork that fits a design brief, to engage in critical thinking and reflection about their own work and to develop ideas from a starting point into a finished piece of art. The course will cover painting, printmaking, drawing, sculpture and photography. Students with an interest in any type of creative career are strongly encouraged to study this course. |
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What will I do on the course? The fine art GCSE consists of two main projects. The first project is based on a title given to the students by the teacher (e.g. “openings” or “out of place”). The students will then come up with creative ideas for how they can create their own artwork based on that title. The second project is based on a title that is set by the exam board. The students will then choose which title they will work with to create a piece of art for. Both art projects consist of the following elements: 1) Mind maps All students must complete all ten elements of the project in order to successfully pass the course. When completing the projects, students have the ability to choose what materials they use in their artwork (paints/photography etc.) and will be able to choose the content of their artwork, although the content that the student chooses must relate to the project title. The course will encourage learners to: - actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds - develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products - become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques - develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills - develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills - develop and refine ideas and proposals, personal outcomes or solutions with increasing independence - acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent - develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures - develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries - develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to learners’ own work |
