Year 8 Art

Curriculum Intents

The intent of the Art and Design curriculum is to provide engaging, enjoyable, challenging, coherent and meaningful learning experiences, through the exploration of artists, cultures, processes and mediums. The curriculum is designed to extend students’ knowledge, broaden their experiences and develop their imagination and creativity. The focus throughout, is to nurture an enthusiasm for Art and to develop critical understanding and practical skills.

How

In Years 7 and 8 KS3 Art starts with developing and improving observational drawing skills. Fundamentally, drawing underpins all areas of art, and is incredibly important, whether you are a painter, sculptor, installation artist, or a student sketching and drawing is often if not always a starting point, and drawing enables you to develop creativity, knowledge and visual skills, fine motor skills, expression of feelings and emotions. The purpose of drawing can vary, from exploring composition, capturing an initial idea, a moment, a feeling and it allows students to develop their observational skills and representation of the world around them.

Students will go on to explore and develop skills using a range of materials such as paint, oil pastels, chalk pastels, and mixed media, providing them with the opportunity to develop a wide range of skills.

Why

For each unit of work students explore and investigate historic or contemporary artists that link to the theme studied, this broadens their awareness of the world around them, art and artists, cultures and art movements, while building cultural capital.

Students are encouraged to look, see meaning, and develop understanding of context and connotation, through verbal discussions as well as written work.

Experimentation and development of creativity are actively encouraged throughout each unit of work; students are taught different ways to use materials to create different effects and outcomes. Experimentation leads on to individual final pieces that also relate to the artist studied.

Autumn Term 1

Pop Art: Andy Warhol / Colour Theory and Poly-printing

Grammar

Students will develop and build on their knowledge of colour theory, painting and poly-printing, applying these skills to develop their own work in the style of Andy Warhol, inspired by mass consumerism and food packaging. Students will continue to recall colour theory to create accurate colour mixing and primary, secondary and tertiary colours. Students will recall and develop their knowledge with reduction printing and show their influence from Andy Warhol.

Dialectic

Students will recall, explore and experiment with mixing secondary and tertiary colours as well as different tones of each colour to create a realistic snack wrapper painting. Students will evaluate and discuss Pop Art and the work of Andy Warhol, this will aid them in designing their own work in the style of the artist and creating a personal response in the form of a painting and poly-print.

Rhetoric

Students will be given the opportunity to communicate information about critical and contextual sources in a creative way, by creating an artist information page about Pop Art and Andy Warhol as well as express their opinions on artwork studied through group/class discussions.

Students will be assessed on how they develop their own creative ideas and explore and relate their work to that of other artists. They will create personal visual outcome, applying painting techniques as well as the poly-printing process.

In school...
How can I support this unit at home...

During this module students will be looking at a variety of imagery from the movement Pop Art and the artist Andy Warhol, particularly his mass produced screen prints. Students will be recalling their colour theory knowledge to draw and paint their snack wrapper influenced by the artist, They will then transfer their skills of mixing colours to create polyprints of their wrapper to mirror the style of pop art, they will duplicate their prints to reflect those of Andy Warhol.

To help students further with this unit of work you could take photographs or collect different snack wrappers in preparation for them to draw and paint in class, including crisps, biscuits, cans of soup etc. Students could explore colour theory and painting in different tones at home practising with their own paints, as well as researching the term and process for polyprinting. Visiting art galleries and discussing art with your child if also a good way to develop their knowledge and appreciation, cultural awareness and creativity.

Autumn Term 2

Cubism: Roy Lichtenstein / Still Life Drawing and Mixed Media Sculpture

Grammar

Students will develop their knowledge of still life drawing techniques and mark making using pencil, recalling their tonal knowledge in a cubisty style. Students will also develop their skills using mixed media and creating 3D sculptures, in the style of Roy Lichtenstein. They will develop their understanding of other cubist artists and explore the work of Roy Lichtenstein. Students will recall drawing skills and knowledge to embed the skills they have learned.

Dialectic

Students will explore and experiment with still life drawing and mark making techniques using tonal pencil. They will develop and experiment with tonal scale, mark making and drawing objects to the correct proportions to create personal responses in the cubist style. Students will reflect on the work of Roy Lichtenstein to inform their own drawings and reasoning behind exploring the theme of cubism and distortion of objects.

Rhetoric

Students will be given the opportunity to communicate information about critical and contextual sources in a creative way, by creating an artist information page about Cubism and Roy Lichtenstein as well as express their opinions on artwork studied through group/class discussions.

Students will be assessed on how they develop their own creative ideas and explore and relate their work to that of other artists. They will create personal visual outcome, applying drawing and sculptural techniques to their responses.

In school...
How can I support this unit at home...

During this module students will be looking at a variety of imagery from the movement Cubism and the artist Roy Lichtenstein, particularly his distorted and colourful cubism style images. Students will be recalling their knowledge surrounding drawing an object accurately, using the correct proportions, tonal scale and mark making to create a sense of realism. They will then transfer their skills correct proportions and how to create a mixed media, cubist sculpture. Bringing their 2D drawings to life.

To help students further with this unit of work you could take photographs or collect different still life objects in preparation for them to draw and create a sculpture in class, guitars, bottles, cups and saucers etc. Students could practice their drawing techniques at home, drawing various objects at home that are personal to them. As well as researching the term Cubism. Visiting art galleries and discussing art with your child if also a good way to develop their knowledge and appreciation, cultural awareness and creativity.

Spring Term

Contemporary Black British Art

Grammar

Students will develop their knowledge of contemporary Black British Art and artists. As well as developing drawing techniques mixed media techniques and paint. They will also develop knowledge of presentation and expectations.

Through studying this unit they will develop and secure knowledge of at least 2 different artists, Chris Ofili and Yinka Shonibare. Develop and secure knowledge of different mixed media techniques.

Dialectic

Students will explore and experiment with mark making techniques using wax relief and paint, they will also experiment with collage and mixed media paint techniques, based on artists and culture studied.

Students will create response to critical and contextual sources.

Rhetoric

Students will be given the opportunity to be able to communicate information about critical and contextual sources in a creative way, by creating an artist information page. To be able to express opinions on artwork studied. To engage and effectively argue point of view in relation to artwork studied.

Students will be assessed on how they create a personal visual outcome, applying paint techniques studied and relating to artists and how they create and apply skills and knowledge to create a mixed media final piece.

In school...
How can I support this unit at home...

In the Spring term students will be exploring a new project that explores contemporary British Black Art. Students will be developing their knowledge of at least 2 artists, Yinka Shonibare and Chris Ofili. Students will be developing mixed media and paint skills, experimenting with different processes. There is also a strong emphasis on being able to communicate information about artists and cultural symbolism and we are looking for an increased confidence in students ability to be able to express opinions on artwork studied.

Students are expected to use their knowledge of the cultures studied to create their own mixed media artwork. We would expect presentational devices to be continually improving and for students to begin to work more independently on how to present work and a creative but neat way.

Encourage students to independently research Contemporary Black British art.

Ensure students have correct equipment for school.

Encourage students to visit online virtual galleries, such as Tate Modern.

Summer Term

3D Clay Aboriginal Tiles

Grammar

Students will develop their knowledge of clay and carving, sculpting, engraving techniques as well as explore the cultural aspects of art and develop their knowledge of Aboriginal Art. Students will explore the work of artist, Ginny Hogan and relate this to their own creative study.

Dialectic

Students will explore and experiment with clay and paint techniques to emulate the Aboriginal native genre. Students will create a personal response to the work of Ginny Hogan and explore Aboriginal symbolism.

Rhetoric

Students will be given the opportunity to communicate information about critical and contextual sources in a creative way, by creating an artist information page as well as express their opinions on artwork studied through group/class discussions.
Students will be assessed on how they develop their own creative ideas and explore and relate their work to that of other artists. They will create personal visual outcome, creating a low relief tile out of clay applying painting techniques studied once fired to bisque.

In school...
How can I support this unit at home...

During this module students will be looking at Aboriginal art. They will be focusing on clay processes and focusing on Aboriginal symbolism as well as exploring the work of Ginny Hogan. From their initial research and exploration of different Aboriginal techniques students will create their own Aboriginal artwork.

To help students further with this unit of work you could independently research other contemporary Aboriginal artists as well as encourage them research Aboriginal symbolism. Dreamlings are Aboriginal stories captured in symbols, creating these at home will develop students creativity and understanding of the cultural symbolism used in Aboriginal art.

Skip to content