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Art

‘Building powerful knowledge to grow confident & creative global citizens.’

‘Art is the best introduction to the culture of the world. I love it for the buried hopes, the garnered memories, the tender feelings it can summon at a touch. It washes away from the soul the dust of everyday life.’ Pablo Picasso.

In Art, Photography and Graphics lessons at Lincoln Academy we all value the importance of Art and Design across society and different cultures, since Art is a universal language that breaks cultural barriers and gives people respect for the beliefs and traditions of others. It is well documented that the Arts are critical to healthy communities.

A solid base of knowledge, skills and understanding across multiple artistic disciplines, enables our students to, appreciate the creativity of others throughout their life and respond independently in order to create competent and refined art works of their own. Students take pride in their work and enjoy engaging in creative practice, expressing their ideas and evolving a visual language of their own.

Students have an overview of the History of Art and can appreciate the many ways in which Art has been used in response to events in history and developed over time. Learners explore and learn from a range of significant Artists from key movements in Art History, that relate to projects they study. Coherent understanding is developed through a focus on the formal elements (Line, Tone, Colour, Form, Pattern, Texture and Composition), which run through the entire curriculum and build in a hierarchical approach. Students spend time developing their fine motor skills and learning technical artistic techniques in order to become confident practitioners in drawing and using and exploring a wide range of media and techniques.

Our recovery curriculum supports students' academic progress by acknowledging potential missed learning opportunities, supporting student wellbeing and facilitating enrichment.  We continue to develop students’ resilience and sense of achievement fostering their ambition and celebrating their successes.

Year 7

Art Foundations – A project which starts with an overview of European Art History in order that students may dive deeper into different movements and periods in later projects. Students learn about the formal elements of line, tone, pattern and texture and use knowledge of these to develop drawing skills and create work in the style of Vincent Van Gogh and Wassily Kandinsky. Students learn how to use watercolours, oil pastels and pencil crayons.  

Colour – A project which teaches students the fundamentals of colour theory, how to mix and how to blend colours.  Students study how colour may be used to convey emotions or moods and how colour can be used to create perspective. Students refine their watercolour skills to create work in the style of Friedrich Hundertwasser, Sonia Delaunay and Jasper Johns.

Sweets and Cakes – A project which explores the formal elements of shape, form, texture and composition. Students learn how to make drawings look 3D using shape and form using food as a focus for drawing. Refining skills using oil pastels and creating composition students then study the work of Wayne Thiebold to create texture in their work. Students use clay and card to create 3D models of food taking inspiration from a range of 3D artists including Claes Oldenburg, Monami Ohno and Peter Anton.

Indian Art – A project that explores how art has and continues to be used as part of religion, culture and spiritual expression. Students learn about the types of Art found in Buddhism, Islam and Hinduism and the rich symbolism and geometry found within. Students explore the formal elements of pattern, shape and composition as they engage in creating Mandalas, Zentagle, Mehdi, Rangoli and Geometry. Students develop their skills in print making and using coloured chalks.  

Year 8

Book Illustration – A project that explores how illustrators tell stories through pictures. Students learn how illustrators convey emotion through facial expressions and body language and convey movement through pen strokes. Learning from techniques used by the illustrators Quentin Blake, Jim Field and Charles Shultz students create mood boards, model sheets and develop skills using pen and ink. Students learn about the impact that Charles Shultz had on the American Civil Rights movement and the contributions Quentin Blake has made in the field of illustration. Students then take their knowledge of illustration and model making skills to create stop motion animations using plasticine or clay. They look at the creators of Wallace and Gromit and Morph for inspiration. 

Pop Art – This project explores the historical events which led to the emergence of Pop Art. Students learn about how Pop Art was a celebration of culture and commercialism of the 1950s. Students learn skills using in different printing techniques and how to create work that is in the style of Pop Art. Students explore the work of a range of Pop Artists with a particular focus on Roy Lichtenstein, Eduardo Paolozzi and Andy Warhol. As a result students design packaging and create art including onomatopoeia and decoupage. Using the Andy Warhol’s soup tin as a stimulus students develop their drawing of 3D objects.

Computer Game Design – A project on perspective in disguise. Students learn how the creators of computer games have used different types of perspective in their animations and how to draw using perspective themselves. They learn about the creator of Super Mario, Shigeru Miyamoto and his contribution to the world of gaming. Students learn how to create mini animations or gifs using pixel art. Students develop their design skills through creating characters or super heroes in the style of street artist Keith Haring.

African Art – Through this project students learn about how art is traditionally different in the East and West and how African art has influenced European Art, beginning with the emergence of cubism. Students learn about how and why masks are used in African culture from the documentary work of David Attenborough. Students draw and create masks inspired by Cubism and African masks after looking at the art work of Pablo Picasso, George Braque and Kimmy Cantrell. They learn about what influences the designs of African masks and how to create their own cubist artworks. Students develop drawing skills using charcoal and the gridding technique to create drawings of African animals.   

 Year 9

Natural Forms – Students start this project refreshing their knowledge of the formal elements, tone, line, texture, colour and form. They learn how these elements work together in order that artists may create realistic drawings and paintings of natural forms. Students start with simple drawings and paintings of pebbles and apples and build up to more complicated shapes of shells and flowers. Students develop skills using a range of media and techniques including mono-printing, collage, chalk pastel, oil pastel, watercolour paints, pencil crayons and acrylic paints. Students learn about the life and work of natural forms artists Georgia O’Keefe and Giuseppe Arcimboldo and create art in their style.  

Close Up – Overall this is a project that demonstrates to students how different art disciplines overlap and work together. This project links textiles, fine art and photography to create patterns that may be used to decorate a range of products including stationary, wallpaper or textiles. Students start by studying insects in order to develop their use of photography, photo editing and detail in drawing and painting. Students then learn how to create repeat patterns through mono printing and Photoshop. Students study the work of M.C. Escher and Orla Kiely and take inspiration from their work. Students may progress to creating repeat patterns from observations of their choice and taking inspiration from artists of their choice.   

Aboriginal Art – Aboriginal cave paintings are believed to be some of the oldest surviving examples of art created by mankind. Through this textile project students learn about the characteristics of and symbols found in Aboriginal Art and why historians believed they created the types of art they did. They learn a range of textile techniques including tie dye, batik, embroidery, embellishment and weaving in order to create their own Aboriginal themed artwork.  

Trainer Graphic Design Project – Students study the cardboard model artist and engineer Warren King in order to design their own Nike AIR FORCE ONE Trainer. They begin with observational drawings of Nike AIR FORCE ONE Trainers before looking at how trainers are designed using lay plans and pattern cutting. Students reflect on their own personal style, trends and colour before creating their trainer and accompanying poster with typography design.

Year 10 Art

Portraiture – Working from photographs and using a range of media students learn how to draw and paint the main features of the face (nose, eyes, lips and hair) before learning the main proportions of the face. Students study the work of Nikos Gyftakis and Luke Dixon in order to develop their use of contour lines as they draw portraits using charcoal using the gridding method. They study the work of Lucian Freud and Vincent Van Gogh before learning how to mix colours in order to paint skin.  

Mock Exam Project: Students independently work to create coursework for their first Mock Exam title Food. Students explore a range of Food artists and combine inspiration from these studies with observations from real life objects or photographs. Students explore and develop ideas using a range of techniques and media in order to develop ideas for a final outcome they will produce in their Mock Exam. Students also study a range of moral and ethical issues connected to the food industry in order that students may reflect on the moral messages contained in artworks.

Assessment Criteria -

A01 Observations                                                                   

A02 Experiments and Developments

A03 Links to Photographers and Artists        

A04 Final Outcome

Surrealism – Students are introduced to the historical events that led to the emergence of Surrealism as both a literary and art movement. They study the work of a range of Surrealist artists with particular focus on the life and work of Salvador Dali. Students create juxtaposed drawings in the style of Redmer Hoekstra and use a range of techniques to create work in the style of John Tenniel.

Year 10 Graphics

Children’s Story Book Cover Design – Students study the design of a range of artists with particular focus on animator Lotte Reiniger and illustrator John Tenniel. Students learn a range of mixed media techniques including collage, textiles, collage, paper-cuts and printing in order that they may go onto to create their own book cover design.  Students learn a range of drawing techniques and explore typography design to support their project.

Mock Exam: Confectionary Packaging Design – Students learn about the design process a graphic designer world follow in order to design packaging, including mind mapping, branding, specifications, net design and typography design. Students learn about the purpose of packaging and how to meet the needs of a target audience. Students study a range of artists with the freedom to make independent choices about which ones to study in more detail. Students will create their final packaging design and accompanying poster in their Mock exam.

Graphic Design for Fragrance Bottle – Students start by studying the formal elements used as part of still life, composition and colour theory. Students will study artists and photographers to enable them to generate coursework that will lead to a final poster design for a fragrance bottle. Students will focus on typography design and use photo-editing tools to support composition. 

Year 10 Photography

Introduction to Photography – The History of Photography, Parts of a Camera, The Exposure Triangle (Aperture, ISO, Shutter-Speed), Camera Settings, Resolution, Zoetrope’s, Anthotype’s.

Light and Dark – Hard and Soft Lighting, Artificial and Natural Light, Shadows, Silhouettes, Bokeh Photography, Light Painting (long exposures), Using Photoshop, Mixed Media Techniques, Optical Illusions, Reflections, Lotte Reiniger, Man Ray, Fan Ho and Victoria Villasana.

Mock Exam Coursework Project - Close Up

Assessment Criteria -

A01 Observations                                                                   

A02 Experiments and Developments

A03 Links to Photographers and Artists        

A04 Final Outcome

Surrealism + Cubism – Introduction to Surrealism and the work of Mari Mahr , Double Exposures, Scale Change, Surrealist Techniques on Photoshop. Introduction to Cubism and the work of David Hockney, mixed media cubist effects and Cubist Techniques using Photoshop. 

Year 11 Fine Art and Photography

Coursework Project = 60% Overall Grade

Art Topic = Distortion                         Photography Title = Still Life

Assessment Criteria -

A01 Observations                                                                   

A02 Experiments and Developments

A03 Links to Photographers, Artists or Crafts People

A04 Final Outcome

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206

Art and Photography – Exam Project (Set Task) Title set by the Exam Board 40% Overall Grade

Year 12 - 13.  AQA A-Level Fine Art or Photography

The main purpose of a course in art and design is to develop the ability to appreciate the visual world and to respond in a personal and creative way. Students will develop skills including a working knowledge of media and materials, practices and processes. The ability to interpret and convey ideas and feelings using art, craft and design; imaginative and creative powers and experimental, analytical and documenting skill; specialist language and knowledge of the role of art and design in contemporary society. It is assumed that students are able to draw and paint competently, are willing to experiment and can develop creative flair. Considerable emphasis is placed on self-reliance and motivation since a major part of the development of mature work depends on personal expression. There will be ample opportunity for students to adopt an individual approach to their work. A work digital journal must be kept throughout the course, which is both a sketch book and a means of documenting evidence of a student’s working practice. An integral part of the course is the experience gained from visits to galleries, museums and exhibitions which we offer to students at various points throughout the school year. There is also an expectation that students will visit artwork first-hand, independently, when required. An exhibition to celebrate the students work will be held at the end of the course.

Still Life – A level artists begin their journey by studying one of the most ancient and most celebrated movements of art, still life. Here they will learn about still life, its origins and discover ways in which they can recreate classical looking paintings using a variety of techniques and processes. Additionally, students will learn colour theory and composition techniques to enhance their own developing styles while focused on still life.

Portraiture – One of the most fundamental aspects of art culture comes through the ability to record portraiture accurately and with passion. During this project, students will experiment with traditional drawing mediums as well as vintage photography techniques to learn about the human form, relationships between life drawing and art history, as well as problem solving methods to create the most realistic work. Additionally, students will study the work of Freud to strengthen their understanding of acrylic and oil portraiture painting.

Architecture – Students will explore the works of John Piper while studying rural and cosmopolitan cityscapes. Combining photography and art from a variety of environments will help students to learn about the shape and form of contemporary/historical buildings and how to depict them in creative ways. Not only will students experiment with a wide variety of mediums, but they will also learn about negative space and how it influences a painting or photography to create a desired effect.

Landscapes – Focusing on the work of Kurt Jackson, the landscape project is an opportunity for students to further expand on their creativity by learning methods surface making, canvas manipulation and texture building. Combining elements of the previous projects in situ with colour theory, the landscape project will be more abstract interpretations of knowledge acquired so far to create unique and characteristic pieces of work.

A Level Coursework Project – Topic (Student Choice) + Personal Investigation (60% Overall Grade)

Assessment Criteria -

A01 Observations                                                                   

A02 Experiments and Developments

A03 Links to Photographers and Artists        

A04 Final Outcome

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

Year 12

A Level Coursework Project – Topic (Student Choice) + Personal Investigation (60% Overall Grade)

Year 13

A Level Coursework Project – Topic (Student Choice) + Personal Investigation (60% Overall Grade)

A Level Exam Project (Set Task) Title set by the Exam Board (40% Overall Grade)