Art
at Bishop Perowne Church of England College
Intent
Henry Moore once said to be an artist is to believe in life. The art department’s ethos is that every child is an artist. We build our curriculum on four pillars of learning: observation, ideas, development and outcome.
Our key pillars of learning are part of a spiral curriculum, meaning that core skills are woven into each project. The art curriculum actively encourages students to push their potential by building resilience and confidence through success. Students are taught the fundamentals of drawing early in Year 7 to drive creativity and imagination in future projects.
An understanding of the arts and its influence on society nurtures a life-long love and appreciation of the subject. Students investigate a broad range of diverse artists, both contemporary and historical, expanding their cultural and social awareness, which further develops their emotional and cognitive skills. Students are encouraged to experiment with varied techniques to develop their individuality as an artist.
Key Stages 3 & 4
Year 7
Drawing what you see and not what you imagine is the key to developing visual perception.
The first project in Year 7 has an emphasis on observational drawing. This project is called ‘Wabi Sabi’, which is the Japanese practice of finding beauty in imperfections. Students explore different ways of recording a Worcester landscape and a Worcester black pear.
After, we move onto ‘Animal Portraits’ by painting an animal jungle inspired by Henri Rousseau.
An introduction to ‘Surrealism’ encourages students to develop their own ideas about dream-like objects.
Year 8
Drawing is not limited to pencil marks on paper; observations can be recorded using diverse techniques such as paper folding.
Students make an origami breakfast plate in the ‘Fabulous Foods’ project.
Students debate whether Picasso was inspired by others or appropriated cultures in ‘Cubism’.
Banksy inspires the final project, where students learn about protest art and its effectiveness and impact on social commentary.
Year 9
Collaboration is key to constructing a giant ‘Still Life’ object inspired by Claes Oldenburg.
Henry Moore’s sculpture teaches students about the human form through abstraction.
Students translate 2D idea drawings into a maquette sculpture.
Finally, Kehinde Wiley inspires a pencil portrait of an ‘Icon’.
Amy Sherald’s grisaille technique allows students to create a monochrome painting.
Year 10
Students begin Component One of their GCSE in Year 10. ‘Reflections’ is the introductory project that allows students to understand how to build a GCSE portfolio.
Students explore work at a larger scale and analyse artists in depth through experimentation with new materials, including a mini printing unit, building new techniques and processes.
‘The Everyday’ allows students to explore their own artists and ideas, giving them creative freedom to use appropriate materials that play to their personal strengths.
Students focus on AO3 (Observation) and AO1 (Research and Ideas) from January onwards.
Year 11
Students complete ‘The Everyday’ project to ensure they meet the four assessment objectives.
Students work on AO2 (Developments) and AO4 (Personal and Meaningful Response) until the Christmas break.
Component Two begins in January. A theme is set externally by Edexcel, which requires evidence of AO1, AO2, AO3 and AO4.
This concludes with a ten-hour sustained period of examination, split over two days.
Independent preparation work enables students to enter the exam period secure in their knowledge and the final piece they will produce.
By this point, students have been through the ‘building a portfolio’ process twice. This gives them the confidence to be successful.
Assessment & Lessons
In our art lessons you will see teachers using a visualiser to deliver live demonstrations of techniques and processes. It is really important that our students are observing the teacher approach the same artwork as them in order for them to develop their skills.
Live marking means that each student gets 1:1 teacher contact, our art teachers will talk to students individually to give them in the moment live feedforward.
Oracy is also woven into the curriculum, by encouraging all students to debate and discuss their opinions on a variety of artists, students develop their identity and express empathy when using listening skills.
Enrichment & Co-curricular
- Links to a local artist.
- Year 11 Art Hub and Twilight sessions.
- Careers links to people working in the industry – for example, a medical photographer.
- Trip to London art galleries for Y10.
- Art Club – community based. For example, artwork for a local hospital, Christmas cards for a local care home.
- Theatre Design Club – making props for the annual school play.
