Art

At Glenwood School, Art is taught from Year 7 through to Year 11. The guidelines from the National Curriculum forms the basis of how we teach art at Glenwood. We believe that art should be taught in a highly creative, varied and engaging way, taking into account each individual’s needs, interests and targets.

The Art departments varied topics enable pupils to make connections and consolidate their learning from other subjects. Cross curricular links that are implemented allow pupils to use a range of mathematical skills including; Shape and pattern, space and measure and number skills. Literacy skills are planned into art lessons with a specific focus of art keywords and analysing their own work and work of other artist’s, designers and crafts people. Pupils build on an array of PSHE skills such as team work, sharing, turn taking and respecting other cultures.

During Key Stage 3, pupils engage in projects that are skilled based and explore SMSC. They experience art through a multi-sensory approach. Pupils are able to express likes and dislikes and make choices. Pupils are provided with a range of materials, tools and techniques to use and explore through differentiated tasks. There is a strong emphasis on the development of fine motor skills as pupils increase in dexterity and are able to manipulate items of different sizes and shapes. Pupils are encouraged to adopt a growth mindset and a creative approach to problem solving. Throughout key stage 4 pupils are given the opportunity to independently consolidate the skills learnt in Key stage 3 and create art work in response to a given theme.

There is strong focus on the Thinking skills curriculum as pupils are encouraged, for example, to explore, experiment, link, plan, refine, reflect on and review their work.

Header

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Observational Drawing – tone and line

Texture

Colour Theory

Elements and emotions

Exploring Formal Elements through photography

Exploring Formal Elements through photography

Year 8

Observational Drawing- Mark- Making

Printmaking-Collagraph Print

Fauvist painting

Aboriginal Art

Aboriginal Art

Exploring Formal Elements through photography

Year 9

Claes Oldenburg Sculptures

Claes Oldenburg Sculptures

Claes Oldenburg Sculptures

Rex Ray Collage

Rex Ray Collage

Rex Ray Collage

Year 10

Rex Ray Collage

Rex Ray Collage

Rex Ray Collage

Identity Project

Identity Project

Identity Project

Year 11

Pattern and texture in Natural Form

Pattern and texture in Natural Form

Pattern and texture in Natural Form

Jim Dine Drawing and Painting Project

Jim Dine Drawing and Painting Project

Jim Dine Drawing and Painting Project

Art Foundations

Art

The Art departments varied topics enable pupils to make connections and consolidate their learning from other subjects. Cross curricular links that are implemented allow pupils to use a range of mathematical skills including; Shape and pattern, space and measure and number skills. Literacy skills are planned into art lessons with a specific focus on art keywords and analysing their own work and the` work of recognised artist’s, designers and crafts people. Pupils build on an array of PSHE skills such as team work, sharing, turn taking and respecting other cultures.

Communication and Advocacy

Pupils have opportunities to learn how to express themselves and understand others by developing their observational and analytical skills through art. Over time pupils will develop their confidence to express their opinion through analysing their own work, peers work and recognised artists work. Both cultural and identity themes will enable pupils to learn to use the appropriate vocabulary, visual elements, materials and techniques to express themselves and make a personal response. The Identity project asks pupils to reflect upon who they are and their role within society. Whilst learning about a range of art movements pupils will interpret that artists have different points of view and make connections with the world around them. Classroom routines and expectations encourage students to reflect upon making positive and moral choices within their behaviour.

Independence and Preparing for Adulthood

Art teaches pupils focus, discipline, patience, perseverance, risk taking and resilience to be able to overcome mistakes and complete a sustained piece of art work. These are skills that can be applied throughout the school and later in life. Every project will require pupils to problem solve by planning, experimenting and refining to establish the best order in which to apply materials, techniques and visual elements to complete a piece of artwork. Pupils will also be resolving which creative process works best for them.
Structured routines give pupils the opportunity to set up and tidy up in lessons both independently and collaboratively. Project work and classroom expectations will encourage students to work together or alongside each other, share responsibility and compromise to reach a common goal. The art department ethos is a ‘can do’ attitude and believes every child has the potential to be an artist.

Physical, Social and Emotional Good Health

By analysing the work of others, pupils learn how to feel empathy as they are asked to consider other people’s perspectives and feelings. The ‘Visual Elements and Emotions’ project inspires pupils to reflect upon their own feelings and the feeling of others. This explores the individuals well- being and encourages them to consider how others may be feeling. Cultural projects expand students thinking of how others may live and the choices they make, helping them become more open minded. Mindful activities are implemented into the art curriculum to give students the time to self-reflect and nurture themselves.

Glenwood School Values in Our Curriculum

Be Your Best You Logo
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  • RESPECT

  • INTEGRITY

  • TEAMWORK

  • EVERYONE VALUED

  • CELEBRATE

  • INCLUSIVE

Where you will see it in my subject

– Listening to each other answering questions, opinions and discussing art work of their own and others.
– Positive and constructive feedback about each other’s work
– Communication with both pupils and staff will be respectful
– Showing manners when asking for help and equipment from both staff and other pupils.
– Respectfully discussing and being open-minded to other cultures beliefs and ways of living
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