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Blackfen School for Girls

Blackfen School for Girls

Raising aspirations - releasing potential

Art and Design

Welcome to the Art & Design Department

Art Vision

The Art/Photography department aims to create independent creative individuals, not just students who study Art.

The Art department intension is to enthuse students in the subject and build a scaffolding of Formal Element knowledge through physical and analytical practise. Whilst actively encourage lessons which place pupils in the pit, as this challenge enables them to experiment and experience art, providing positive inclusion through visual, auditory, reading/writing and kinaesthetic learning.  The curriculum aims to provide students with transferable, cross curricular inquiry and analytical skills, while providing students with the knowledge and a skill base. Continuous development of literacy and numeracy skills which are integrated into the curriculum to enable students to be able to applying these in their learning through to KS4 and KS5.

Year 7

Term Unit of Work Summary

Autumn term

1 and 2

Assessment 1. Baseline test: Observational drawing and introducing Formal Elements.

Investigating Contextual Study – M. C. Escher.

 

Formal elements
Line, shape and tone

Colour Wheel and theory.

By the end of this unit students will: develop an understanding of the formal elements and specific art terminology. They will develop skills in observational drawing studies and learn about composition, scale, proportion, shape, form and tone.

 

Transition work from KS2 to inform their understanding of emotion through Paul Klee and colour.

 

Students will build their knowledge of colour theory and be able to apply these skills to their observational drawing. Learn how to research the work of artists and be able to apply these to their outcomes.

Spring term

1 and 2

Combining mixed media like Watercolour and oil pastel Harmonious, contrast, tint and shades.

 

March: Assessment 2. Closing the Gap
Observation Still Life ‘Biscuits’ study focusing on colour, shape, form, composition and blending.

 

Investigating Contextual Study – Joel Penkman.

Continuing with the colour wheel and experimentation with mixed media.

 

Create tint and shade studies to build skills.

 

Exploring Artists work and music within the theme of colour and cross curricular referencing. Using harmonious and contrasting colours.

 

By the end of this unit students will: continue to develop a basic understanding of how to respond to artist work through critical and visual studies. They will use specific art terminology when analysing artists images, enabling critical thinking.

Summer term

1 and 2

Assessment 3. Final outcomes
Observation Still Life Study using colour, shape and form.

 

Grid referencing technique.

 

Investigating Contextual Study – Hundertwasser.

 

Clay and 3D sculptures.

By the end of this unit students will: experiment and develop skills with a variety of materials.

 

Student within this project will create their own painting showing their understanding of colour, mixing and blending incorporating mixed media.

 

To create a clay and 3D structure in response to the artist Hundertwasser. 

Year 8

Term Unit of Work Summary

Autumn term

1 and 2

Learning the theory of 2d to 3d shape and form.

 

Understanding one and two points perspective and horizon line.

 

Assessment 1. Observation study ‘Bottles’ and Formal Elements.

 

Investigating Contextual Study – Gorgio Morandi.

 

Investigating objects through Still Life Observation studies. Understanding Chiaroscuro through the application of light and dark.

By the end of this unit students will: develop an understanding of positive and negative space, tone, shape and form.

 

2d to 3d, developing understanding of tonal skills and form so the images appear 3D.  Pupils will be introduced to varied mixed media like oil and chalk pastels to create and recall shapes, whilst understanding the chiaroscuro technique to achieve form.

 

Students will be encouraged to question drawing and investigate its potential. 

 

They will apply their knowledge and skills through observational studies.

 

They will build on specific vocabulary in art to respond to their work and to the works of others.

Spring term

1 and 2

Learning upscaling techniques Composition and Viewpoints.

 

Focusing on Formal elements: colour, shape, form, composition, scale, blending and viewpoints

 

March: Assessment 2. Closing the gap
Observation Still Life ‘Liquorice Allsorts’ observation drawing.

 

Investigating Contextual Study – Sarah Graham.

By the end of this unit students will: develop upscaling skills and blending in the media of oil pastels.

 

Building on watercolour skills and introducing a photography taster.

 

They will learn how to analyse and critique artists work, using keywords when writing and relating to the theme of tone, shape and form. Developing their subject specific language and feel increasingly more confident using these terms.

Summer term

1 and 2

Assessment 3. Final outcomes: Formal Elements.

 

Developing texture and mark making skills.

 

Investigating Contextual Study – Vincent Van Gogh.

 

Observation studies using mark making skills.

By the end of this unit students will: develop mark making and texture skills through ink and sticks.

 

They will use analytical language to develop narratives within the theme of Tone, shape and form looking at the works of the artist to develop wider understanding.

 

Create Observation studies showing skills developed over the term.

Year 9

Term Unit of Work Summary

Autumn term

1 and 2

Investigating objects through Still Life Observation studies and introducing photography shoots.

 

Understanding and applying the Grid method from analysing artists work.

 

Assessment 1. Observation study ‘Everyday objects’

Investigating Contextual Study – Baranghi.

Experiment with the grid method, layering application of media and explore creating varied outcomes.

 

Photo shoot focusing on a selection of compositions, view point, angles, zoom and perspective, whilst using specific photography terminology to analyse outcomes.

 

Developing upscaled outcome in response to photo shoot.

 

By the end of this unit students will: continue to develop research and critical analysis through artist Baranghi and focusing on Hyperrealism.

Spring term

1 and 2

January: Assessment 2. Closing the Gap.

 

Formal Elements. Observational study ‘Roll the dice’,

 

Investigating Contextual Study – Kate Brinkworth Observation study.

 

Taster lessons:

 

ART: Watercolour painting.

 

Photography: Photo shoot.

By the end of this unit students will: further develop observational drawing skills and focus on how to transfer visual knowledge onto paper.

 

Visual analysis and researching still life artist Kate Brinkworth focusing on Hyperrealism in her work.

 

The year 9 Tasters in February further develops photography and water colour in art, in light of their subject selection as this will provide them with understanding of the GCSE subjects and the demands required from them to succeed.

 

Pupils will further develop the work started in the taster sessions.

Summer term

1 and 2

Assessment 3. Final outcomes.

 

Introduction of Portraiture

Continuing using formal Elements and the grid method.

 

Observation studies and Photography.

By the end of this unit students will: develop understanding of portraiture focusing on facial features, proportion and scale.

 

Continuing to use analytical and research skills focusing on varied portrait artists.

 

Using own photographic images to produce outcomes.

 

Welcome to the Art & Photography Department, part of the Technology
and Media Faculty

The Art & Design department endeavours to equip students with ability to question, analyse and experiment, as well as enabling them to achieve the ability to develop creative thinking skills, confidence in challenging their own perception of Art and Photography in a wider social content. The department endeavours to provide each student with individual pathways in order develop personal inquiries and challenges.

At KS4 students will underpin their art discipline from KS3. Students will work to the AQA new specification and develop a portfolio of work. Coursework will equate to 60% of their overall grade and will complete an external set examination project worth 40%. Students will be expected to challenge their own perceptions of Art and photography and improve their contextual understanding of Art and Photography. The work is internally moderated with an external moderator checking the rigour of the marking.

 

Year 10 Fine Art

Fine Art complies of drawing, painting, sculpture, print, mix media, film, photography and installation. Students develop their knowledge and understanding throughout year 10 through practical workshops and contextual studies.

Term Unit(s) of Work Summary

Autumn term

1 and 2

Component 1. Portfolio.

 

Project 1. Natural forms.

 

Formal elements  

Observation drawing,

printing, photography

using mixed media and

developing skills.

By the end of this unit students will: develop their understanding of drawing practice; focus on improving their confidence and standards of the formal elements in art, students will experiment and develop their drawing and painting skills with observation studies, insights into other artists styles and techniques as a form of communication. They will learn to record and analyse with written annotation contextualising their work and the works of others, as well as understanding how to develop a project to the AQA Assessment Objectives.

 

The students will learn a range of skills that will include observational drawing, pastel, chalk and charcoal, oil pastel, ink, photography and painting. All these skills will enable the pupils to create an informed outcome A04 that realises their intension. 

Spring term

1 and 2 

 Natural forms.

 Printing workshops.
  

 Printing and clay

 workshops.

 

Acrylic painting.

     

By the end of this unit students will: explore and develop an understanding of the printing processes. Students will be introduced to a variety of techniques used in printing with skill-based workshops. Mono-print and stencil printing. Being able to transfer Artist research and own skills through clay manipulation and glazing. Learn how to apply acrylic paint and understanding its properties.

Summer term

1 and 2

Project 2: Portraiture

 

Self-Portraiture

 

June: Pre-public exam.

PPE

 

Investigating Contextual Study – Mark Powell.

 

Personal response to theme. 

 

 

 

By the end of this unit students will: Recapping and developing drawing skills focusing on facial features, proportion and scale.

 

Creating a self-portrait using the grid method.

 

Researching and analysing Artist Mark Powell and creating a personal response using the media and techniques studied.

 

Learning to upscale and they will sit a PPE ‘Mark Powell inspired Portrait’ A3 size.

 

Year 11 Fine Art

Term Unit(s) of Work Summary

Autumn term

1 and 2

Component 1. Portfolio.

 

Project 2.  Portraiture
Personalised, independent studies to inform outcomes.

Term 2: PPE.

 

December: Pre public exam.
Personal response to theme project 2.

By the end of this unit students will: develop their understanding of the power of a portrait using different techniques. Encouraged to work independently and take ownership of their ideas and outcomes. Continue to use their analytical skills as well as understanding how to develop a project to the Assessment Objectives.

 

Students will investigate the title, experiment with materials and develop a piece of work that reflects their understanding of the theme.

 

Students will undertake a mock exam this will prepare students to understand how to work for a sustained period of time in a controlled environment, under the standards and conditions set by the exam board AQA. 5 Hours.

Spring Term

1 and 2

Component 2.
AQA Exam board

 

Externally set paper.

By the end of this unit students will: be developing preparatory work for their final exam over a 12-week period. The Exam is issued in January nationally.

 

Pupils will demonstrate their skills providing evidence of:

A01: Research, analyse and artists critique, A02: Experiment with varied media, including photography, A03: Record their work in their sketchbooks with evaluations and annotation showing understanding of the process.

 

Students will undertake a 10-hour exam in a controlled environment, under the standards and conditions set by the AQA exam board.

 

A04 Final outcomes – pupils will complete a piece that realises their intentions.

Autumn Term  

GCSE EXAM OUTCOMES will be exhibited in the

gallery space by the reception area.

 

GCSE Photography

Photography compiles with students developing an understanding of digital photography using DSLR cameras, with the focus on manual settings and post production in Photoshop. Students will develop Digital coursework portfolios through investigation briefs.  Component 2:  students pick a theme of their choice, externally set by AQA following a 10-hour controlled assessment.

Year 10

Term Unit(s) of Work Summary
COMPONENT 1 - 60%    

Autumn Term 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Investigation 1

 

Seeing the Light

Students will develop knowledge of still life composition, transitioning from KS3 art and design.


They will learn to record and analyse with written analytical skills, contextualising their work, and the works of others, as well as the understanding of how to develop a project to the AQA assessment objectives.

 

Students explore lighting techniques alongside the camera function ISO, learning the impact exposure has upon a photograph and will discover techniques used with tripod vs free hand photography.

Autumn Term 2

 

 

 

 

 

Pupils will develop understanding of composition and depth of field, exploring the effects aperture impacts upon an image. Students will experiment with variants of equipment, lighting and macro photography to get closer to the subject matter.
Spring   Term 1

By the end of this term students will, develop their understanding of how to use a DSLR camera in the manual settings.

 

Light drawings will be captured using slow shutter speed. Students will experiment with settings to capture fast shutter speed and freeze frame imagery, inspired by sports photographers.
Spring Term 2

Investigation 2

Small World

Students develop the ability to work independently and will investigate the title Small World.

 

Pupils will experiment with materials, props and lighting to develop work that reflects their understanding of the theme.

 

Aperture, depth of field, focus pull, manual focus, tripod vs freehand are the foundation functions explored in this project.
Summer Term 1 Small World 
Summer Term 2

Obscure Identity

 

Pre-public exam

 (PPE / 5hours)

This project is introduced by creating a body of work towards the first GSCE PPE.

 

Obscure identity is a portrait project with a twist.

 

Students will investigate and relate to contextual photographers, experiment with materials and develop post production techniques.

 

The obscure nature of this project allows students to be creative both conceptually and physically.

 

Year 11

Term Unit(s) of Work Summary

Autumn term

Obscure Identity

Students will undertake a mock exam that will consolidate and conclude Obscure Identity. This will prepare students to understand how to work for a sustained period of time in a controlled environment, under the standards and conditions set by the exam board AQA. (5 Hours)

 

The PPE will assess students independent learning and heavy manipulative, post production skills in Photoshop.

Autumn term

2

Obscure Identity

 

Pre-public exam

(PPE / 5hours)

This will prepare students to understand how to work for a sustained period of time in a controlled environment, under the standards and conditions set by the exam board AQA. (5 Hours)

 

The PPE will assess students independent learning and post production skills in Photoshop.

 

 Term Unit(s) of Work         Summary
Component 2 - 40%    
Spring Term 1

 
Externally set paper. AQA Exam

AQA will provide a separate externally set assignment with seven different starting points. Students must select and respond to one starting point from their chosen title.

 

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.