Art
The Arts involve creativity – the art of making something an artefact, a piece of music or a performance. It is an active and imaginative engagement with a stimulus or idea which, ideally, leads to a visual, musical or dramatic response. We at Corpus Christi believe that every pupil has a right of access to an Art Education.
Art enables pupils to discover, share and examine experiences from different race, religion, class, cultural and gender perspectives. Therefore, providing impetus into the personal and social development of children, as well as a greater awareness of citizenship. It provides an important platform upon which pupils can form, practice and express their own opinions, thoughts and feelings and develops their appreciation of the opinions of others.
Art is a curriculum area in its own right, as well as being able to make significant contributions to cross curricular initiatives with the wider curriculum. Art is a way of making sense of the world and of our experiences within it. It is active learning through experiences that relate to our own lives. These experiences involve knowing through feelings, thoughts and ideas that lead to a response.
Art study at Corpus Christi is appropriate for the whole age and ability range, placing its emphasis upon the unique perception of each member of the class, including the teacher. It is a curriculum requirement for all pupils. It is one particular way of meeting their educational needs. It gives credibility and a voice to those experiences which are part of their everyday lives outside school. Art education is a process, which does not usually aim to deliver a given body of knowledge but is a way of exploring areas of learning and life.
Our Priorities
Placing priorities in a carefully considered order is essential so that both teacher and pupil can see a steady progression through their Art education at Corpus Christi Catholic High School:
- A balanced key stage 3 course where learning and understanding are as important as ‘doing’. Where every pupil develops confidence and success regardless of their ‘artistic ability’. Whilst learning new techniques and methods. This course must follow the National Curriculum Programmes of Study, our schemes of learning meet these requirements and surpasses them.
- The continued development of Fine Art and Photography courses for Key Stage 4 pupils where further personal development is encouraged, ideas expanded, and the use of vocabulary and techniques are utilised to express ideas or solve problems. The breadth of study includes a wide range of media, techniques and processes.
- The development of differentiatedteaching strategies and materials that caters for the needs of all pupils regardless of ability.
- The development of a departmental system of assessment, which involves assessment for learning strategies and target setting. To create a culture of pupils taking ownership of their own learning and evaluation of their progress. The pupil being the central figure of any assessment and evaluation feedback.
- Pupils are encouraged to engage in their learning using their prior experience of art whilst developing their understanding of visual literacy, art, craft, design and how these have been influenced by cultures and movements over time. Modern, traditional and ancient art works are embedded into our curriculum across both Key Stages and within all projects.
- To promote a sense of enjoyment through the subject so that all pupils are able to achieve somewhere near their maximum potential.
Key stage 3 pupils arrive at Corpus Christi Catholic High School with varied levels of skill in Art & Design. They come to us from various schools, which have offered them different levels of opportunity, guidance and learning in Art.
Our Aim is to introduce them to a wide range of materials, techniques and working processes in order to form foundations for work in future years and to develop powers of observation, imagination and co-ordination.
The Corpus Christi Catholic High School Art Department covers the following areas extensively: –
- Drawing and painting, including critical/contextual studies.
- Graphics, including critical/contextual studies.
- Three dimensional studies, through study of ceramics, including critical and contextual studies.
- Photography
- Printmaking
The schemes of work are designed to allow more depth of learning, permitting interleaving through the key stages for example ‘how to draw’ in year 7 will underpin ‘Gargoyles and Grotesques’ studied in year 8, allowing pupils to progress in their drawing skills.
In year 7, our first project starts with the building blocks of art, line and colour. Pupils are taught explicitly ‘how to draw’ both accurately and expressively using a range of techniques. We complete a series of drafts drawing a range of toys and everyday objects. Through practice and repetition pupils engage in a range of drawing activities to gain confidence in line, shape, pattern, form, tone and texture, giving each other ‘kind, specific and helpful feedback’ to help each pupil improve their drawing skills. We then connect this to the work of artists Pablo Picasso and Barbara Hepworth and explore colour theory, colour mixing using tempera blocks using cool and warm variations of the primary colours. Pupils develop their skills in mixing secondary, tertiary colours as well as tints and shades. Developing their brushwork skills in keeping colour within the space and blending colours into each other successfully.
The next project looks at the environment and the ecologist and artist Hundertwasser, pupils research the artist and the possible narratives behind his painting ‘Tender Dinghy’. Applying their knowledge of Hundertwasser’s use of shape, colour, line and texture to develop a design for a clay vessel in the style of Hundertwasser’s architecture.
In year 8, we revisit drawing with a particular focus on shading, tonal values and contrast. Basing our studies on Gargoyles and Grotesques we look at their history and the folklore behind the story of St Romain and ‘La Gargouille’. Concentrating initially on graphite pencil work we explore pencil grades to apply different tonal values in our drawings to create an illusion of three dimensions then applying those skills, understanding and knowledge to other media. We then look at stonemasons Walter S Arnold and Michelle de Bruin developing a range of designs based on fictional characters and animals, pupils then choose one design to create their Gargoyle or Grotesque in clay.
The second year 8 project looks at different forms of composition and then goes into more detail into symmetry and in particular radial symmetry, referencing the work of contemporary artist, Damien Hirst. Pupils look at a range of Hirst’s past work until focussing on his kaleidoscope work based on butterflies. Pupils make studies of butterflies in different media to further develop their drawing skills and then use their studies to create a unique Kaleidoscope design mixed media piece.
In year 9 we start with exploring the imagery and culture of the Mexican Day of the Dead, learning about the festival and comparing the Mexican and western attitudes to the end of life. Pupils study the work of Frida Kahlo and Jose Guadalupe Posada and develop a deeper understanding of Kahlo’s use of symbolism in her work and her iconic image and how it connects with feminism. Pupils then study the designs of traditional calavera in order to make their own unique ceramic calavera. Homework tasks continue to develop the drawing skills, drawing objects from observation to gain confidence in drawing line, form, tone and texture.
The final project in year 9 looks at the Pop Art movement and its impact on modern and post-modern art. Pupils use studies of food packaging to develop their skills in drawing, painting and collage looking at the work of Andy Warhol and Sarah Graham.
Fine Art
In year 10, pupils are introduced to new skills and techniques as well as build upon those learnt at key stage 3. They start with the food project where they work through a series of techniques including:
- Contour/continuous line drawings and mark making
- Mono printing
- Intaglio printing
- Painting
- Photography
- 3D sculpture
- Textiles
Year 10 pupils will apply these techniques inspired by artists that explore the theme of ‘Food’. Throughout this project pupils will learn how to structure their portfolio of work, displaying their own research into artists exploring and evaluating the work of others, experimenting and developing a range of art techniques and skills from intaglio printing to 3d sculptures.
The next project pupils will concentrate on the theme ‘Identity’. Firstly, with a focus on objects, everyday objects as well as sentimental or symbolic pupils will explore a range of artists that use objects to tell a story or to represent someone’s identity. Next pupils will explore portraiture as a way of expressing their own identity. Pupils will independently select their own artists/crafts people both traditional and contemporary that communicate identity in a way they would like to explore further to create their own personal response to the theme.
The final project is an externally set task from the AQA exam board, pupils will receive the exam paper in January of their year 11 and work through the portfolio structure they have learnt to create a body of work independently that leads to a personal response to the starting point selected.
Component 1: Portfolio
The content of the portfolio will be determined by the particular requirements and nature of the course of study undertaken. There is no restriction on the scale of work, media or materials used. Each student must select and present a portfolio representative of their course of study. The portfolio must include both:
1. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
2. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation. Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.
Component 2: Externally Set Assignment
AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time. Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation. Students must identify and acknowledge sources which are not their own. Externally set assignments will be available to students and teachers from 2 January. They must be given to students in their entirety and must not be edited, changed or abridged in any way. A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts. Visit aqa.org.uk/8201 for the most up-to-date specification, resources, support and administration.
Preparatory period – from 2 January
• Students and teachers can access the externally set assignments on 2 January (or as soon as possible afterwards) but not before. It is at the discretion of schools to plan when their students start work on their assignments after 2 January.
• Following receipt of the externally set assignment paper, students should select one starting point from which to develop their own work.
• Students may discuss their starting points with the teacher.
• Preparatory work may be presented in any suitable two- or three-dimensional format such as mounted sheets, sketchbooks, journals, design proposals, models and maquettes, digital or non digital presentations.
• Students must stop work on their preparatory studies as soon as the first period of supervised time starts.
• There is no restriction on the scale of work, media or material used.
Supervised time – 10 hours
• Following the preparatory period, students must undertake 10 hours of unaided focused study, under supervision. • The first two hours of supervised time must be consecutive.
• Schools and colleges may timetable supervised sessions for the remaining eight hours at their own discretion.
• Students may refer to their preparatory work during the supervised time but must not add to it or amend it during the supervised time or between sessions.
• Students must not add to or amend work produced during the supervised time; either between sessions of supervised time or after the 10 hours of supervised time has been completed.
• Work produced in the supervised time must be clearly identified as such.
• Preparatory work and work produced during the supervised time must be kept under secure conditions between and following the supervised sessions. Work produced during the supervised time must be clearly identified as such.
• Only the preparatory work and the work produced within the 10 hours of supervised time can be submitted as assessment evidence for this component. Students must not have access to the internet during the 10 hours of supervised time. All work submitted for this component will be marked as a whole. Students may produce a single outcome or a series of related outcomes when realising their intentions in the supervised time. Outcomes may be evidenced in any two-dimensional, three-dimensional, digital or non-digital format. There is no restriction on scale of work, media or materials used. The supervised time must take place under the guidelines set out in the document JCQ Instructions for the conduct of examinations.
AQA GCSE Fine Art – Curriculum Intent and Learning Objectives.
Art and Design (Fine Art) 8202/C, 8202/X, JA2
Fine art Fine art practice is defined here as the need to explore an idea, convey an experience or respond to a theme or issue of personal significance.
Areas of study
In Component 1 and Component 2 students are required to work in one or more area(s) of fine art, such as those listed below:
• drawing
• painting
• sculpture
• installation
• lens-/light-based media
• photography and the moving image
• printmaking
• mixed media
• land art.
They may explore overlapping areas and combinations of areas.
In year 10, pupils learn firstly how to use a bridge camera successfully, then work through a series of ‘basic skills’ including:
- Filling the frame
- Rule of thirds
- Depth of field
- Different viewpoints
- Composition using line, colour, symmetry, texture.
Year 10 then apply these basic skills to their next project ‘Close Up’ where we look at the work of a variety of photographers, using macro and super macro lenses to create a more abstract view of the world around us. During this project pupils will learn how to structure their portfolio work from shoot plan to contact sheets, to reflecting and evaluating their work and then using photoshop to manipulate and improve shots postproduction.
The next project concentrates on Identity and how to set up different shoots in portraiture, particularly focusing on lighting sets and viewpoint and how they can create different moods by directing the shoot successfully.
The final project is the Externally Set Task from AQA the exam board, pupils receive the exam paper in January of their year 11 and work through the portfolio structure they have learned to create a body of work independently.
Reading opportunities must be set in line with the schools reading strategy. In art and design, we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability. As part of the art and design curriculum, reading plays an important part in pupils’ discussing and evaluating the work of others and using subject specific language and terminology. Knowing more about the artist/culture or art movement helps develop their critical thinking skills.
Key vocabulary is introduced when starting to read new information about an artist/culture so that pupils understand the context before reading. This provides definitions and accompanying visuals for each word to ensure accessibility to all pupils. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their written work. When reading about an artist/culture/art movement the teacher will model effective reading, reading aloud to the class the passage of writing allowing pupils to hear the correct pronunciation of new words, pupils will then read the same passage to their partner.
At the beginning of each year throughout KS3 pupils complete a baseline line assessment drawing to show their ability within the foundation elements of art (knowledge, understanding and application of the formal elements) this allows pupils to see their skills being built throughout KS3. This assessment helps to inform planning for progression and curriculum content within projects taught.
Questioning is the primary strategy for assessing learning and levels of understanding. When appropriate questioning should be used at the beginning of the lesson to recap prior learning and further questioning to initiate collaborative thinking in response to new information. When faced with a question, to get high-quality responses pupils are given thinking time, in the form of paired or group discussion to create a sense of shared learning and ensure all pupils have a view or opinion to share.
Within Art questioning provides an opportunity for pupils to share their opinion/views, seeking responses from their peers when looking at the history of art, the work of artists, craftspeople, designers and cultures. We encourage whole-class listening and participation which builds on pupils’ self-esteem through the opportunity to share detailed knowledge. As a result, the teacher can assess levels of understanding and adapt teaching where necessary.
Art is also assessed through verbal constructive feedback, with further opportunities to improve their work and ensure their skills are being developed. An integral part of our art and design curriculum is to encourage the pupils’ ability to annotate their own work and make decisions about techniques and materials. An element of this will include the pupils self-assessing their own work where appropriate, highlighting successes and areas to develop. This will be part of usual sketchbook learning.
Homework is an important part of pupil’s personal progression in their art skills, with a particular focus on drawing. Homework is regularly marked according to the homework success criteria, opportunity is given to pupils to share good practice and give peer feedback that is kind, specific and helpful to aid in the improvement of their drawing skills.
The impact in the Art, Design & Photography department is evident through the upward trend in our results since we laid the foundations for our curriculum with Art GCSE at their highest with 28% 9-7 this year. Art GCSE has shown an upward trend in grades 9-7 and has continued to maintain an overall higher standard. Our pupils are motivated and often work in the art rooms outside of lessons to put extra effort and time in their work right from Y7 to Y11.
Art Results
| 9-4 | 9-7 | |
| 2019 | 48% | 16% |
| 2020* | 93% | 21% |
| 2021* | 86% | 14% |
| 2022 | 83% | 28% |
Photography results
| 9-4 | 9-7 | |
| 2021* | 100% | 0 |
| 2022 | 88% | 13% |
We deliver an Art and Design curriculum which is accessible to all abilities, enabling pupils to grow in confidence in their own skills, and develop themselves as individual artists. Pupils enjoyment of Art results in a good uptake for options at GCSE and with many pupils continuing their passion for art by attending the Art and Textiles club each week. Pupils work is proudly showcased on the school’s Art Instagram page Corpus Christi Art celebrating pupils’ achievements within art.
Art and Design subjects continue to be popular with pupils progressing to further study in a related field. We have past Alumni that have progressed onto further education and careers within the related field of art, including Bethany Dickinson (Leaver 2011) who runs her own creative business ‘Craft Hive’, Amy Massey (leaver 2012) training to be an Art teacher and Jaymie Landas (leaver 2012) successful games designer.
For further information regarding the Art curriculum please contact:
Mrs Watson, email: roha@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
