Art

The Art department envisions developing both the academic and cultural aspects of a student’s life. We aim to develop the girls in our lessons into confident individuals who can use the power of the visual language to explore issues, ideologies and situations in a variety of ways. As girls progress through the key stages we aim to develop and engender key learning habits (in particular Risk Taking and Perseverance) in order to create a learning experience in  Art that the girls will find informative and memorable. We wish to develop students who will be able to explore and respond to all manner of influences during their work in the department, in a creative way.  They will engage with this and develop in a disciplined manner at all times while retaining their individuality. The department continues to grow from strength to strength in all of the above aspects.

The aims and values of the department

  • All students are treated equally regardless of their innate skills in the subject or their qualities as performers.
  • That respect and recognition for the student’s work in class is at the core of the student’s confidence development in the subject.
  • To expose the students to a large variety of techniques and skills so that they can specialise in particular elements of the subject.
  • To enable students to place the work within the social, cultural, political or historical context within which it is placed.
  • To enable students to learn a variety of skills that will give them a large amount of creative freedom in their emerging work.
  • To develop our students into effective and reflective practitioners.
  • To teach skills and habits in a variety of contexts and not ‘isolation tasks’ so that students can apply these skills in a number of situations and become more flexible learners.

Curriculum and Assessment Maps

Key Learning Constructs to be developed over the academic year

1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources

2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.

3. To RECORD ideas, observations and insights relevant to intentions as work progresses.

4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

In addition we will be working towards the following goals:

*Establishing art ‘building blocks’ via understanding of the visual, formal elements of Art

*Establishing enthusiasm and engagement in our Art curriculum e.g. through media and techniques/extra curricular offer

Scheme of Learning Autumn Term

CLOSE UPS

Pupils begin by exploring their ability to draw from direct observation and explore the ‘Elements of Art’ as their foundation for all Schemes of Learning and future work encountered in the Department. These include an understanding of texture and their use of mark making with a variety of media to capture surface qualities within their own work. They will also develop an understanding of composition through use of sketchbooks and outcomes that showcase a range of media and mark making techniques.

Assessment Pieces Autumn Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Spring Term

FANTASY CREATURES

This project is based upon the Surrealist movement and development of students’ imaginations and character design skills. The final outcome for this project is made using clay. Pupils will explore a range of three-dimensional building techniques in preparation for construction of their invented creatures.

Assessment Pieces Spring Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Summer Term

SELFIES: The Changing Face of Self Portraiture

In an ever changing world filled with both visual and digital language we are communicating with image. The term ‘Selfie’ has its place in the Oxford English Dictionary and is an everyday tool of communication. In this exciting project, Year 7 look back at the history of the earliest self portraits and examine how art history has shaped the trends of today.

Assessment Pieces Summer Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Outside the taught curriculum

Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects are hugely beneficial. This can include ‘virtual visits’ offered by many institutions. Ample, quiet space in which to consider home learning tasks is also helpful.

Inside School: Opportunities to participate in enrichment activities offered by the Art Department including ‘Proud2Be’ and many internal/external competitions that are published throughout the academic year.

Suggested wider reading/enrichment for Year 7

Online step by step tutorials can be useful in honing skills such as drawing facial features and exploring strategies to build gradual detail when producing observational drawings.

Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project whilst away from the Art room where links are provided to further reading, articles and relevant resources to inspire students and spark interest in the subject matter delivered in lesson time.

Key Learning Constructs to be developed over the academic year

1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources

2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.

3. To RECORD ideas, observations and insights relevant to intentions as work progresses.

4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

In addition we will be working towards the following goals:

*Development of analysis/appreciation skills; both written and verbal

*Reflecting on transferable skills learned last year e.g clay to papier mache and beginning to make links to other subject areas and considering transferable skills

Scheme of Learning Autumn Term

TEXT AND IMAGE

This project unites both text and image and provides pupils with opportunities to explore the anatomy of typefaces, use of image manipulation software, calligram and papercut techniques.

Assessment Pieces Autumn Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Spring Term

GARGOYLES

During this project pupils will explore the formal elements in two and three dimensions. They will develop their imaginative habit through design of a mask with a focus upon mark making and the implied and real surface qualities of materials.

Assessment Pieces Spring Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Summer Term

CUBISM

Pupils explore still life and direct observation observing a range of perspectives and making links with the work of other artists. Techniques and processes also include; cardboard construction, collage and tonal progression using a range of media. They will also develop a contextual understanding of Cubism and will be encouraged to explore the context in which their own artwork belongs.

Assessment Pieces Summer Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Outside the taught curriculum

Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects are hugely beneficial. This can include ‘virtual visits’ offered by many institutions. Ample, quiet space in which to consider home learning tasks is also helpful.

Inside School: Opportunities to participate in enrichment activities offered by the Art Department including ‘Proud2Be’ and many internal/external competitions that are published throughout the academic year.

Suggested reading for Year 8

Online step by step tutorials can be useful in honing skills such as drawing facial features and exploring strategies to build gradual detail when producing observational drawings. Pupils should find opportunities to practice and develop their use of visual language where possible and find opportunities to produce art for art’s sake and for enjoyment where possible.

Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project whilst away from the Art room where links are provided to further reading, articles and relevant resources to inspire students and spark interest in the subject matter delivered in lesson time.

Subject Subject Leader: Subject Leader: Ms. A. Pettit email: apettit@kingedwardvi.bham.sch.uk
Year 9

Key Learning Constructs to be developed over the academic year

1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources
2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.
3. To RECORD ideas, observations and insights relevant to intentions as work progresses.
4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Scheme of Learning Autumn Term

9H/9K TAKE FLIGHT
Pupils will utilise mixed media throughout this project and explore a range of surfaces onto which to work. The final outcome will be for pupils to produce a decorative bird house informed by the work of contemporary artists such as Sue Brown, Jennifer Collier and Mark Powell. In addition to paper and card sculpture pupils will explore printmaking, pen and ink, relief art and collage techniques.

9G/9S/9E ART UNDER THE MICROSCOPE
(See Spring Term)

Scheme of Learning Spring Term

9H/9K ART UNDER THE MICROSCOPE
Pupils gain inspiration from microstructures and explore the overlap between Art and Science through discovery of a range of historical and contemporary artists. They produce a range of outcomes using exciting media, techniques and processes all inspired by imagery that is invisible to the naked eye. This culminates in a mixed media outcome that demonstrates their learning throughout the project.

9G/9S/9E TAKE FLIGHT
(See Autumn Term)

Scheme of Learning Summer Term

COLLECTIONS (All classes)
‘Collections’ is fundamentally a drawing project providing pupils with opportunities to record their observations. Pupils will develop understanding of a range of drawing techniques and develop their ability to work from primary sources with a series of drawing challenges based around composition and use of media.

Assessment Pieces

All Art assessments throughout Key Stage Three are holistic in line with those assessment made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Key vocabulary

Found materials, printmaking, intaglio, relief, collage, mark making

Enlargement, line, tone, texture, form, microstructure, colour

Line, tone, texture, form, composition, negative/positive space

Outside the taught curriculum

Outside School: Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects. Ample, quiet space in which to consider home learning tasks.
Inside School: Art journaling club and opportunities to make use of the photographic dark room throughout the year.

Suggested reading

Online step by step tutorials can be useful in honing skills such and exploring strategies to build gradual detail when producing observational drawings. Pupils should find opportunities to practice and develop their use of visual language where possible and find opportunities to produce art for art’s sake and for enjoyment where possible.

Key Learning Constructs to be developed over the academic year

1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources

2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.

3. To RECORD ideas, observations and insights relevant to intentions as work progresses.

4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

In addition we will be working towards the following goal:

Students are to gain understanding of context and real world links made through Art, considering the ‘value’ of art for them as individuals; for enjoyment, further study/progression, transferable skills and ways of working.

Scheme of Learning Autumn Term

WHY WE MAKE ART AND WHY IT IS TAUGHT

This project has been developed to delve into the perceived value of Art and the experience of being taught it as a discrete subject. It provides opportunities for students to be reflective on their past Art experience but also to look forward to how it may have an impact on them in the future, often in unexpected ways. Each lesson explores a theme with the overarching theme of ‘Medicine’ running in parallel. For example; students not only produce anatomical drawings but will pick apart the dissection practice of the work of Leonardo da Vinci and explore the medical ethics of his practice.

Assessment Pieces Autumn Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Spring Term

ART UNDER THE MICROSCOPE

Pupils gain inspiration from microstructures and explore the overlap between Art and Science through discovery of a range of historical and contemporary artists. They produce a range of outcomes using exciting media, techniques and processes all inspired by imagery that is invisible to the naked eye. We also make links to structures found within natural habitats and make links to environmental issues. This culminates in an ambitious three-dimensional outcome that demonstrates their learning throughout the project.

Assessment Pieces Spring Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Scheme of Learning Summer Term

A MESSAGE TO THE WORLD

This project provides an opportunity to explore issues-based Art and the Art of activism. It culminates in a digital outcome that reflects a campaign or cause that each student feels passionately about. It has many graphic communication based influences and provides workshops exploring a range of techniques and processes all within the context of current affairs facing the world in real time. These techniques include; collage, monoprinting, acrylic painting, photomontage and digital image manipulation resulting in their production of a campaign poster inspired by the work of Saul Bass.

Assessment Pieces Summer Term

All Art assessments throughout Key Stage Three are holistic in line with those assessments made in Key Stages Four and Five in this subject area. In order to achieve progress in the identified Key Constructs it is important that evidence is gained through building of a portfolio of studies and a journey of work throughout the project often concluding in a final outcome. All class learning and home learning will be holistically assessed leading to an overall assessment grading.

Outside the taught curriculum

Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects are hugely beneficial. This can include ‘virtual visits’ offered by many institutions. Ample, quiet space in which to consider home learning tasks is also helpful.

Inside School: Opportunities to participate in enrichment activities offered by the Art Department including ‘Proud2Be’ and many internal/external competitions that are published throughout the academic year.

Suggested reading

Online step by step tutorials can be useful in honing skills such as drawing facial features and exploring strategies to build gradual detail when producing observational drawings. Pupils should find opportunities to practice and develop their use of visual language where possible and find opportunities to produce art for art’s sake and for enjoyment where possible.

Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project whilst away from the Art room where links are provided to further reading, articles and relevant resources to inspire students and spark interest in the subject matter delivered in lesson time.

Key Learning Constructs to be developed over the academic year

AO1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources

AO2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.

AO3. To RECORD ideas, observations and insights relevant to intentions as work progresses.

AO4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Scheme of Learning Autumn Term

Component 01: PORTFOLIO Cont’d (60%)

Learners should now resolve their portfolio of practical work showing their personal response to the Natural Forms starting point.

This will culminate in a final resolution to their project in practical form.

Students will realise their intentions and will select and present work throughout their journey over the course of the qualification in digital and practical formats.

Assessment pieces Autumn Term

All Art assessments throughout the qualification are holistic and rooted in the Assessment Objectives for the qualification. Pupils are encouraged to be reflective and set their own agenda for progress with their support of their Art teacher(s).

Scheme of Learning Spring Term

EXTERNALLY SET ASSIGNMENT

A paper will be provided by the exam board as a starting point to the second component of the qualification accounting for 40% of the total grade. 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 personal outcome(s) within a 10-hour supervised time period. Externally set assignments will be available to students and teachers from 2 January and prior to the supervised time period students will spend their time producing a portfolio of preparatory studies to support the outcome they ultimately produce inspired by the starting points provided.

Assessment pieces Spring Term

The preparatory studies and outcome(s) produced will be standardised, assessed and moderated against the four assessment criteria which are of equal weighting.

Scheme of Learning Summer Term

N/A

Assessment pieces Summer Term

N/A

Outside the taught curriculum

Outside School: Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects. Opportunities to attend site specific visit relevant to developing personal ideas around their projects. Ample, quiet space in which to consider home learning tasks. Students should consult their ‘Personalised Plan’ and course handbook for further advice and next steps.

Inside School: Coursework Refinement Club takes place during Monday/Thursday lunch break and is open to all Key Stage Four Art students. Many resources are shared within the Google Classroom as additional materials to explore ; e.g. our artist index and reference image archive. We also have a physical collection of artifacts for students to make use of and in addition a well stocked library of exemplar work and publications.

Suggested reading

Pupils can gain valuable inspiration for their work from a range of sources including websites, social media where appropriate, sourced of their own initiative to ensure relevance and independence. It is vital that students gain focused contextual references to inspire their developing ideas therefore specific suggestions can be made during 1:1 tutorials and shared using Personalised Plan documents with students.

Scheme of Learning Autumn Term

PERSONAL INVESTIGATION

An Introduction to A Level Art

Throughout the Autumn Term A level Art Students will embark upon a range of workshops based upon materials and techniques and exciting ways of thinking and working. They will produce a portfolio of work around the very open ended theme of ‘Food’. The focus of the term is to ensure students are aware of the expectations of the qualification and it’s assessment. It will build upon the techniques and processes explored during Key Stage Four and encourage students to consider themselves as artists, the context in which their work is placed and the way their work is to be received by their audience.

Assessment pieces Autumn Term

AO1.To DEVELOP ideas through investigations, demonstrating critical understanding of sources        

AO2.To EXPLORE and refine ideas as work progresses by selecting and experimenting with appropriate media, materials, techniques and processes.

AO3. To RECORD ideas, observations and insights relevant to intentions as work progresses.

AO4. To PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Throughout the Autumn Term students will be provided with generic formative feedback around the four assessment objectives. They will have 1:1 tutorials with staff and their peers, supporting individual students with their emerging ideas.

Scheme of Learning Spring Term

Component 01: Personal Investigation (60%)

This is a practical portfolio with supporting contextual research in which learners are expected to develop a personal response based upon a starting point of their choice. A related study using words and illustrations demonstrating the context in which their portfolio exists, exploring the relevant genre, subject matter, movement or historical framework of the selected theme is also required and underpins their decision making with regard to their next steps and developing practical ideas.

Learners must show they have:

  • independently developed ideas through sustained and focused investigations in response to the starting point
  • produced material informed by contextual and other sources that informs the development of their practical work
  • explored ideas, techniques or processes appropriate to their chosen specialism(s)
  • recorded observations from sources relevant to intentions
  • critically reviewed and refined their work as it progresses
  • used their planning and preparation to produce coherent realisation(s)/outcome(s).

Assessment pieces Spring Term

For the purposes of assessment, learners will provide evidence of all the assessment objectives through the careful selection and presentation of their work. The practical portfolio will be viewed as a whole and judgement regarding the extent to which all of the assessment objectives have been met will be made across the submission as a whole.

Scheme of Learning Summer Term

Component 01: Personal Investigation Continues

Assessment pieces Summer Term

For the purposes of assessment, learners will provide evidence of all the assessment objectives through the careful selection and presentation of their work. The practical portfolio will be viewed as a whole and judgement regarding the extent to which all of the assessment objectives have been met will be made across the submission as a whole.

Outside the taught curriculum

Outside School: Opportunities to gain cultural experiences in local galleries and museums to make links between the work of artists and their own Art projects. Opportunities to attend site specific visit relevant to developing personal ideas around their projects. Ample, quiet space in which to consider home learning tasks.

Inside School: Opportunities to use the sixth form art studio to extend learning in Art and Design during non-contact time. Opportunity to participate in enrichment opportunities such as gallery visits and life drawing class. They should also participate in the Artist in Residence scheme providing workshops for the lower school exploring their expertise and subject knowledge.

Suggested reading

Pupils can gain valuable inspiration for their work from a range of sources including books, websites, social media where appropriate sources gathered of their own initiative to ensure relevance and independence. There will be visits to the library to ensure students are aware of the array of sources they are able to access. In addition the follow are useful websites/apps for inspiration:

Student Art Guide:

http://www.studentartguide.com/ 

Sketchbook tours are available as a valuable source of inspiration using the YouTube platform.

Scheme of Learning Autumn Term

Personal Investigation (60%)

For the Personal Investigation, worth 60% of the overall grade, students are required to conduct a practical investigation into an idea, issue, concept or theme. The focus of the investigation must lead to a finished outcome or series of outcomes

The investigation should coherent, in depth, in which there is clear development from initial intentions and informed by relevant critical and contextual materials

Component 1 must also include 1.000-3,000 words of continuous prose which supports the practical work and underpins all decision making.

Assessment pieces Autumn Term

The A level criteria echoes GCSE assessment criteria therefore students will be familiar with the language and expectations in terms of providing evidence towards the objectives

The course components will measure how students have achieved the following assessment objectives:

AO1:

This is an opportunity for students to make connections with others and the world around them both historically and in contemporary contexts throughout their A level journeys

AO2: is not only an opportunity to explore different materials and techniques and to exploit their potential but to consider how to exploit the true potential of ideas and ensure their work uncovers deeper meaning

AO3: relates to the quality of written and visual communication throughout the duration of the A level and the degree by which a student is able to communicate with quality and demonstrate progression

AO4:

This objective is largely focused around outcomes that are produced throughout the course yet not exclusively so. It relates to how well the student responds to their given or chosen theme and is able to make relevant and appropriate connections throughout.

Students will be provided with generic feedback throughout the course related to the AOs and will also have an opportunity to gain feedback from their peers through their involvement in group tutorials and such like.

Scheme of Learning Spring Term

Component 02: Externally Set Assignment (40%)

In the case of component 2 we shall be supplied with exam papers provided by AQA from the 1st February. Students will select a starting point from a list provided to explore practically for a preparatory period of time. A three day examination will then be scheduled which provides students the opportunity to produce a sustained and ambitious outcome or series of outcomes in response to the given starting point.

Assessment pieces Spring Term

As in Unit 01 this work is assessed against all four assessment objectives by staff within the Art Department and accounts for 40% of the final grade. All marks awarded in house will be moderated externally by an AQA representative.

Further information

  • Miss S Lester (Subject Leader for Art)

  • Miss A Pettit (Subject Leader for PSCHE and Pastoral Leader Year 13)

  • Miss G Sidhu (Art Technician)  

As well as giving our learners the chance to creatively engage with the world around them and develop technical skills, the study of art and design equips them with transferable skills that will support them in both further study and a range of careers

– analytical thinking

– creative problem solving

– working independently

– research methods

-The ability to be reflective and learn from experiences

– understanding how context shapes meaning

– how to communicate effectively

The analytical and creative problem solving elements of the courses offered will support students in a range of subjects from History, English, Business, Chemistry, Physics, Maths and even Medicine!

The Art Department comprises a wealth of experience and some excellent facilities. We have the luxury of benefiting from two well resourced classrooms, a Sixth Form Art Studio and a Photographic Dark Room. We also benefit from ceramics and printmaking facilities.

Parents/carers can support their child through providing them with ample space in which to work on their art free from distraction.
They can also support them by accompanying them in attending cultural experiences to enhance their understanding of art and the context in which it has been made.
We hope that our parents will take an active interest in their child’s developing projects and will encourage them to discuss the work as it progresses and question the decisions our students have made regarding their art.  This will encourage them to develop their ability to annotate and reflect upon their emerging work and thought processes.
Please also encourage your daughter to introduce you to their course handbooks at Key Stages Four and Five to gain further understanding of the qualifications they are studying.

As well as giving you the chance to creatively engage with the world around you and develop technical skills, the study of art and design equips you with transferable skills that will support you in both further study and a range of careers

Alongside the practical expertise you’ll develop in your studies, you’ll also learn transferable skills valued in both higher education and the world of work:

• analytical thinking • creative problem solving • working independently • research methods • understanding how context shapes meaning • how to communicate effectively

The analytical and creative problem solving elements of the course will support you in a range of subjects from history, English, business or film studies through to biology, chemistry, physics and Maths.

Art and design also teaches you how to learn from your experiences and work independently – skills valued by employers and higher education institutions alike..

The Curriculum will be enriched with a range of opportunities and students are encouraged to use their initiative to make visits/explore relevant context as their emerging ideas progress.

Please take a look at a blog from our former student currently studying Medicine at Liverpool University : https://www.scrubbed-up.com/post/medicine-and-the-arts

https://www.studentartguide.com/

Course Specification: https://www.aqa.org.uk/subjects/art-and-design/as-and-a-level/art-and-design-7201