In the Art & Design department at Glyn, we aim for our students to become confident, critical, and creative. Students take pride in their learning and perpetuate a studio culture founded on respect for all. They are excited by different materials as well as artists from different backgrounds, whilst their increasingly technical skills help them to develop their individual ideas and voices. We aim for our students to share the belief that Art & Design is a uniquely powerful subject, representing creative practices that shape our shared world.
Head of Art, Mr J Braybrook: J.Braybrook@glynschool.org
Why study this subject?
The aim of the course is to provide a breadth of creative experiences, using a wide range of media, allowing the students to develop a high level of skill in the areas which interest them.
Art & Design is a subject in which students start to observe and understand the world around them. It is a challenging and enormously varied course which seeks to develop students’ skills across a range of different media including drawing, painting, photography, Photoshop, printing, collage, and clay.
Is it right for me?
It is perfect, therefore, for young artists who have felt confident throughout their Key Stage 3 lessons and are ready to take the next exciting step. As well as developing practical skills, students will learn how analyse their own work and that of other artists alongside the continuous refinement of their own creative ideas and personal, practical outcomes. It is important, therefore, to note that alongside high quality practical work up to 30% of the grade can be derived from written analysis.
Year 7 sequence of lessons
Half Term 1 - Foundation Skills
An essential and basic introduction to explicit Art lessons given many students arrive at KS3 having only undertaken Art activities at Primary School through ‘topics’.
Includes: use of a sketchbook, safe practice in the Art rooms, observation from life using tone, proportion using a grid, creating visual texture through pattern and mark-making.
Half Term 2 - Foundation Skills
One and two-point perspective to progress understanding from single forms to the relationships between forms in space, an illustration of their bedrooms in one point perspective enables them to make a personal piece of artwork and to understand the concept of illustration as linked to narrative and story-telling.
Half Term 3&4 - Painting Skills
Having acquired basic knowledge in monochromatic materials, students learn the colour wheel and colour theory. This is then used as a vehicle to understanding optical blending in Impressionist painting which is then trialled practically by students in the form of a study and a response using colour pencils and watercolours. This sometimes builds on artists explored at primary level and links to the NC’s ‘great artists’.
Students progress from learning about an Impressionist use of colour to an Expressionist use of colour with an extension project using more unpredictable materials promoting resilience.
Half Term 5 - Design and Illustration Skills
Having seen how Impressionist and Expressionists artists negotiate landscape, students now learn about Henri Rousseau. Students consider again the importance of a sketchbook, linking back to HT 1 and as their first year is drawing to a close. Students take inspiration from artworks considered thus far and design their own personal ideas for a landscape including a foreground, middleground, and background. This introduces the ‘design process’ and the idea of comparing and contrasting merit.
Half Term 6 - Design and Illustration Skills
Students are exposed to working in increasingly mixed media including monoprinting. The half term concludes with a personal, mixed media ‘final’ outcome which is similar to a GCSE style of working.
Year 8 sequence of lessons
Half Term 1 - Project Planet Earth
The first truly thematic project which extends beyond just skills and requires a thematic consideration similar to GCSE level projects. Includes: developing drawing from observation but this time on a tonal surface to refine application of highlights and lowlights, stylised drawing techniques which are then taken through into a monoprint to expose students further to new materials and processes.
Half Term 2 - Project Planet Earth
Monoprint is used as a trace for an outcome on another tonal surface: cardboard. Students then work to produce an outcome in acrylics for the first time, working in a limited colour palette to refine use of tone. Work is contextualised with research into artists who engage with social issues such as the environment - explicit links made to SMSC and to x-curricular i.e. Geography.
Half Term 3 - Project Planet Earth
Students extend their understanding of the design process by using their stylised drawings and prints as a starting point for the design of a clay tile.
Students work with clay for the first time, learning basic techniques and processes which culminate in a finished tile before the February half term when it dries out.
Students choose GCSE options at this stage. They should now be able to recall a range of processes, techniques, and materials. Students should have implicit understanding of the design process.
Half Term 4 - Romanticism & Mood
This project seeks to engage students who have decided to not pursue the subject for GCSE whilst also stretching and challenging those who have. It begins with a focus on the NC’s ‘great artists’ from the Romantic era and students gain an implicit understanding of how art interacts with literature and can tell stories. Practical work focuses on drawing figures in proportional, bringing together all skills from KS3.
Half Term 5 - Romanticism & Mood
Next students use watercolour to colour their drawings of figures also situating them - as part of a challenging task - within a space or scenery. This builds on the watercolour skills acquired in Y7 but seeks to link them to working tonally as practised with acrylics.
Half Term 6 - Romanticism & Mood
Finally, students create their own Final Pieces adopting an approach similar to GCSE. This gives them a choice in terms of scale and materials, depending on confidence levels.
Students who have chosen the subject for GCSE may also experience a supplementary enrichment opportunity in the form of a workshop or trip.
Year 9 sequence of lessons
Half Term 1 - Pop Portraits OR Straight into Natural Forms/Altered Nature project depending on the group
Students are welcomed to the GCSE course of study. HT 1 used to ensure students have a clear understanding of the importance of coursework. Activities recap on tonal and proportional drawing. Students are also introduced to using Google functions and digital photography as well as using a wide spectrum of materials to cement experiences from KS3.
Half Term 2 - Natural Forms / Altered Nature: Observation
Students begin/continue their first coursework project which will form 60% of their ultimate grade. The theme of “Natural Forms/Altered Nature” is chosen because of the prolific source material and drawings allow more leeway in skill.
Project begins with a moodboard to gather ideas, photography to demonstrate use of techniques, and observational drawing to build confidence and breed success.
Half Term 3 - Natural Forms / Altered Nature: Exploration
Students begin the ‘exploration’ phase, broadening their use of materials and processes. Students demonstrate a design process in designing a lino print based on patterns in nature from their own photography.
Half Term 4 - Natural Forms / Altered Nature: Exploration
Students execute their lino prints in monochrome and in a scheme using a suitable colour scheme and showing tessellation. A link is made in terms of processes in that students carve into lino and into clay. Have completed lino carving, students then move on to working with a 2D clay tile.
Half Term 5 - Natural Forms / Altered Nature: Concept Development
Students return to observational drawing with a particular focus on creating form and three-dimensionality. Students use this developed understanding to begin to create initial ideas for an outcome which will be 3D and made in clay.
Half Term 6 - Natural Forms / Altered Nature: Concept Refinement
Students create a range of personal concept pages as part of the design process. These link back to previous observations and artworks studied.
Year 10 sequence of lessons
Half Term 1 - Natural Forms / Altered Nature
Students create their best concept in clay, developing from two-dimensional skills to three-dimensional skills. This concludes the first coursework project of GCSE
Half Term 2 - Identity: Observation
Students begin their second coursework project. This project is designed to be more personal to promote independence so that students are ready for their ESA project.
It begins with observational drawing of portraits to refine skills in drawing and photography.
Half Term 3 - Identity: Understanding
Students select and research suitable artists to develop their own ideas and understanding. A template from the first project is used to students can work effectively but independently.
Half Term 4&5 - Identity: Exploration Identity
Students begin the ‘exploration’ phase selecting their own materials, techniques and processes which may include. Students work entirely independently, guided by personalised feedback and group crits.
Half Term 6 - Identity: Presenting
Students begin their ‘concepts’ for their final outcomes. Students work entirely independently, guided by personalised feedback and group crits.
Year 11 sequence of lessons
Half Term 1 - Identity: Presenting
Students finalise their Final Outcomes for the Identity Project. This encompasses student choice as well as a high level of independence and individualised feedback at the point in the NEA course where they are most skilled.
Half Term 2 - Coursework Improvement
1:1 Feedback and expert modelling enables students to make targeted improvements to their NEA Coursework. This continual development is supplemented with out of hours intervention.
Half Term 3,4 and 5 - Externally Set Assignment
Students complete the ESA which is their ‘Exam Project’. This project is issued by the Exam Board and teachers and students are blind to it before January. It contains 7 thematic starting points. Students independently choose 1 which suits their artists abilities and style, and create a project in response.
Now familiar with the structure and methods of making a great art project, students perform with independence. The teacher is therefore more able to take on a role as a facilitator and leader of group crits.
The deadlines for the ESA are very tight and students will be expected to produce a high volume of work each week.
The NEA and indeed the GCSE course culminates with a ‘period of sustained focus’ during which students make a Final Piece relating to their ESA project. This period takes place over 2 days in the Art room and is in exam conditions.
After this, the course is complete and the remaining few lessons before Study Leave are used for revision of other subjects or targeted intervention.