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.
Key Stage Four
Key Stage Five
Year 7 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.
Selfies: The Changing Face of Self Portraiture
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.
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 art work belongs.
During the Gargoyle project pupils will investigate the formal elements in both two and three dimensions. They will explore their imaginations throughout development of a mask design with a focus upon mark making and the implied and real surface qualities of materials.
Text as Art
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.
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.
‘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.
The project begins with a focus upon revisiting the elements of art through drawing a range of objects based around the concept of journeys and also opportunities for collaborative outcomes. Pupils will then develop their understanding of cardboard construction and manipulation processes in producing a three dimensional bag based upon their research and individual concepts around the topic.
Art and design GCSE is totally absorbing, highly creative and it allows students the opportunity to express their ideas in diverse and personal ways. There are a wide range of techniques, processes and media to explore and students have the freedom to select which direction their work may take. The subject also teaches students to interpret the visual world in greater detail applying an analytical approach to all types of imagery. Learning about the world of art and design also enables students to make many connections with other subjects as they learn about the wider cultural, historical, social and political context within which their work is placed.
Over the two year course students are taught about processes, techniques, concepts and ideas. The emphasis in year 10 is on building technical skills in a range of media. This begins by investigating formal elements (line, tone, form, colour, texture, composition, pattern, shape, scale and so on) through a range of set tasks and personal exploration. Once experience is gained in a broad range of appropriate media students are introduced to various codes and conventions employed by other artists, designers and craftsman and encouraged to make personal links outside the parameters of the project framework.
The emphasis in year 11 is to develop the students understanding of the wider context of art, craft and design making informed connections with the work of other artists whilst continuing to develop artistic skills. Students will continue to develop their ideas, experiment in a range of media, reviewing and modifying their work, but they will be taught to do so by analysing the visual world around them and justifying the decisions they make. The bulk of the coursework will take place in work journals but students will also be obliged to produce three dimensional models, design sheets and other preparatory material toward their final outcomes. It is expected that students complete at least one full work journal for their coursework unit from which they will produce at least one final outcome.
Art is a wonderfully exciting, rewarding and enriching subject and the Art Department at KEHS is committed to helping our students realise their potential and enjoy their Art education, but it is our pupils and their ideas that will really make the course a success.
Unit 1 – PERSONAL INVESTIGATION
This is a practical investigation supported by written material. Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. The investigation must show clear development from initial intentions to the final outcome or outcomes. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials. The investigation must be informed by an aspect of contemporary or past practice of artists, photographers, designers or craftspeople.
YEAR 13 – A LEVEL
UNIT 2– EXTERNALLY SET ASSIGNMENT
Preparatory period – from 1 February
Following receipt of the exam paper students should consider the starting points and select one. Preparatory work should be presented in any suitable format, such as mounted sheets, design sheets, sketchbooks, workbooks, journals, models and maquettes.
Supervised time – 15 hours
Following the preparatory period, students must complete 15 hours of unaided, supervised time. In the 15 hours students must produce a finished outcome or a series of related finished outcomes, informed by their preparatory work. Students must stop work on their preparatory work as soon as the first period of supervised time starts. Students may refer to their preparatory work in the supervised time, but it must not be added to or amended.
Preparatory work and the work produced during the 15 hours of supervised time will be assessed together, as a whole, against all four assessment objectives. Students will be assessed on their ability to work independently, working within the specified time constraints, and developing a personal and meaningful response. There is no restriction on the scale of work produced. Students should carefully select, organise and present work to ensure that they provide evidence which meets the requirements of all four assessment objectives
- Miss S Lester (Head of Department)
- Mrs A Walters (Year 8 Pupil Achievement Leader)
- Vacant (Art Technician)
How can you get the most out of the courses?
Pupils should possess a genuine interest in the subject and be self motivated and willing to experiment with materials and techniques. The courses offered provide an exciting opportunity to further develop creative ability. Our students will continue to develop your understanding of aesthetics, form, composition, materials and the need to be able to solve problems creatively as their time in Art progresses.
How will you benefit from the course?
The skills learnt through the courses offered will equip our students for future creative careers such as artist, architect, product designer, graphic designer, fashion designer, photographer or stage set designer to name but a few, but they also provide a sound background for other less obvious careers where the ability to think differently and creatively gives an individual the edge on the competition. Self-expression is actively encouraged through the artwork, the written word and discussion. These are valuable tools for all aspects of future life. The Art Department is committed to providing diverse, innovative courses which will provide a rewarding and exciting element to your education.
How can parents help?
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.
There are many possible education and career progression pathways within the field of Art and Design. Here are just a few examples:
|Fine art practitioner, painting, print making and sculpture|
|Textile design||Jewellery and other metal work|
|Product design||Art and artefact restoration|
|Art historian||Gallery and museum curatorship|
|Teaching and lecturing||Graphic design|
Opportunities out of lessons
Pupils should be encouraged to gain an understanding of both practicing and historical artists and art movements through visits to galleries and other such cultural experiences where possible. This supports our girls to gain an understanding of the context in which art has been produced and gain inspiration to inform their own outcomes. Please see our exhibition flyer
Pupils are also encouraged to attend out extra-curricular clubs to develop their understanding of techniques and processes and to refine their classwork and home learning.
Presently these are:
- Ceramic Craft Club
- Coursework Refinement Club