Art

The ultimate aim of the Art department is to foster your perception, sensibility and understanding of the world and yourselves through creative exploration. We aim to equip you with the perceptual skills you need to understand, respond to and make art and design in many different forms. At the same time, you will be encouraged to develop a social conscience and to make a positive contribution to the life of the School through art-related activities.

The Importance of Art at BCCS

  1. It is a language that all people speak that cuts across racial, cultural, social, educational and economic barriers and enhances cultural appreciation and awareness.
  2. It provides opportunities for self-expression, bringing the inner world into the outer world of concrete reality.
  3. It develops both independence and collaboration.
  4. It makes it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths.
  5. It improves academic achievement – enhancing test scores, attitudes, social skills, critical and creative thinking.
  6. It exercises and develops higher-order thinking skills, including analysis, synthesis, evaluation, and "problem-finding."
  7. It provides the means for every student to learn.

Key Stage 3

In Years 7, 8 and 9 students are on a carousel with Design Technology and Textiles. Lessons are 50 minutes long and students have a double lesson each week for 11 weeks and then switch subjects – this carousel equates to 44 periods of Art and Textiles over the year. Students are taught in mixed-ability, mixed-House groups. 

 

Art

Textiles

Year 7

The Elements of Art

Colour mixing and painting skills, composition, Klee, Matisse, Stella, Delaunay and sketchbook use.

Colour and Landscape. Colour mixing and observational drawing, responding critically to artists, design and composition skills, felt making techniques

Year 8

Music Festival Poster

Drawing skills, image balance and colour palettes, design for purpose and evaluating outcomes, text, understanding other cultures, using art for inspiration.

Beetles and Printing

Drawing with paper, designing using pattern, personal research and analysis, designing for print, reduction lino printing.

Year 9

Mask Design and 3D Construction

Researching, analysing, exploring, designing, experimenting with card as a 3D media, constructing and interpreting designs. Working to a brief; exploring ideas and effective images; text and image combinations; consideration of audience and overall impact. Photoshop skills.

Portraits

Scale/proportion and observation work. Interpreting the work of others and making art with meaning. Developing hand and machine stitch and embroidery.



Formative Assessment 

Formative assessment is crucial and will be used to; 

  • Inform planning by raising students’ awareness of what they are trying to achieve and how they can improve.
  • Enable teachers to plan, and adapt, a coherent set of lessons that meet the needs of all students. 

The following practices are followed in Art/Textiles in order to facilitate this: 

  • Assessment for Learning is used as part of effective classroom practice.
  • Learning objectives are shared with students as part of everyday practice.
  • Students are given the opportunity to see and discuss examples of good work as model for success.
  • Students’ understanding is explored through careful questioning.
  • Students are given constructive verbal feedback.
  • Written comments or symbols are used to indicate achievements and areas for improvement (see marking policy).
  • Students are set SMART targets.
  • Students are able to assess their progress through: self-assessment, peer assessment and plenary discussions.

Summative Assessment 

Summative teacher assessment is carried out in Art in the following ways:

Key Stage 3 – Students are marked against given assessment criteria once half-way through the project. At this point underperforming students are identified and support structures put into place. This also gives staff an opportunity to identify possible AIM students. Students are assessed again at the end of the project against the outlined success criteria for the project. Targets are set for the following year and recorded in the sketchbook. It is understood that formative assessment underpins this process. NSEAD expectations for student progress at Key Stage 3 can be foundhere.

Key Stage 4

For details of Art and Design at Key Stage 4, please click on the link below (PDF document):