Art

Introduction

Art and Design is a popular subject at Key Stages 4 and 5, with students following the Edexcel specifications. All students are encouraged to work independently, researching and organising information from a range of sources. They are required to record information using a range of materials, recording from both primary and secondary sources. All students are expected to develop their skills in a range of media including drawing, painting, printmaking, ceramics, sculpture, digital photography and mixed media.

All students are required to research the work of relevant artists, crafts people and designers. Images, style, approach and techniques are then used by the students as inspiration for their own work. Students are required to analyse and evaluate their findings both visually and in written form using a specialist art and design vocabulary, gleaning meaningful personal insights.

Students experiment with images and techniques, making connections to the work of others. They then develop their ideas making at least one outcome.

A large number of GCSE art students opt to take art at A-Level with many A-Level students gaining a place on the local art and design foundation course.

Key Stage 3

In their first three years at Trinity, all pupils follow a course involving the use of materials, painting and drawing, ceramics and three dimensional design. This lays the foundations of visual literacy, awareness and technical competence within a wide-ranging programme. This gives the pupil a balanced education in art in KS3 and serves as a foundation for GCSE and A-Level for those who wish to continue their studies.

We aim to ensure that all pupils produce creative work, exploring their ideas and recording their experiences, and that pupils become proficient in drawing, painting, sculpture and other art, craft and design techniques. Pupils are able to evaluate and analyse creative works using the language of art, craft and design. Pupils learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Year 7

Year 7 pupils develop their painting and drawing skills through a variety of activities. They develop their paint mixing and application, creating their own fish or butterfly painting, using the colour wheel to help them. Pupils also develop their use of the ‘grid’ method to improve their drawing skills, their use of mark-making and creating texture in their drawings. They also have the opportunity to develop their ceramic skills by learning various clay techniques to produce a ceramic sheep.

Year 8

Pupils are inspired by African Art in Year 8 and the work of Hundertwasser to create their own imagery, develop their use of a range of media and their ability to blend and create tones in their application of colour. All pupils have the opportunity to work with a wide range of materials to produce original pieces.

Year 9

Pupils in Year 9 begin a course that has been structured to give pupils an understanding of what needs to be achieved at GCSE. Their work is influenced by various contemporary and twentieth century artists, including Francis Bacon, to explore the theme of portraits and distortion. Pupils are also inspired by the work of Georgia O’Keeffe to produce natural form imagery. All pupils work in a wide range of materials to develop their skills and produce original pieces.

Key Stage 4

Edexcel GCSE

The Edexcel GCSE in Art, Craft and Design is a broad and flexible course that requires pupils to develop an appreciation of the creative process through a practical response, using a variety of two-dimensional and three-dimensional media, materials, techniques and processes. Pupils explore critically how artists, craftspeople and designers from diverse cultures, times and societies have arrived at solutions and communicated meaning using the formal elements. Pupils then use this knowledge when developing new ideas, recording observations and creating outcomes to fully realise their personal intentions. Pupils’ outcomes may be inspired by and take the form of, painting and drawing, printmaking, sculpture and alternative media. Pupils have to work in at least two of these disciplines.

Pupils develop their visual skills and build a portfolio of work by completing a wide range of activities and in-depth assignments. Throughout the course, pupils:

• develop and explore ideas
• select and experiment with appropriate media, materials, techniques and processes
• record their ideas, observations and insights
• present personal and meaningful responses.

Course Components

The GCSE course is made up of two components:

Component 1: Personal portfolio worth 60% of the GCSE. Pupils produce a portfolio of work based on two units: Inside and Natural Forms.

Component 2: Externally set assignment worth 40% of the GCSE. Pupils produce preparatory studies and personal outcomes based on a theme set by Edexcel.

Key Stage 5

Edexcel A-Level

Students are taught various ways to respond to artists and these skills are developed throughout the two year course. Research consists of direct observational drawings that relate to chosen artists and full annotation of thought processes and analysis of artists’ work. Students are encouraged to be as creative as possible and to produce work in both 2 and 3 dimensions. Initial research is then developed by experimenting with composition, colour and imagery to produce an outcome that is both conceptual and skilfully made.

Component 1: Personal Investigation

This component is worth 60%. It requires students to produce a portfolio of practical and written work based on personal starting points. This also includes a written investigation of at least 1000 words linked to the Year 13 practical work. It is marked separately to the practical work but is included in the component 1 mark.

Component 2: Externally Set Assignment

This component is worth 40%. It requires students to produce preparatory studies and a personal outcome based on a theme set by Edexcel. The theme is released to students in February of Year 13. Students have 15 hours to produce a personal outcome.

Assessment Objectives

Each component is marked on four assessment objectives, with each objective worth 25% of its component.

• Assessment Objective 1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
• Assessment Objective 2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
• Assessment Objective 3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
• Assessment Objective 4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Specification

We follow the Edexcel/Pearson syllabus