We like to think that the Art Department at King Edwards is an open and stimulating place in which to work.
We have tried to create a relaxed but businesslike atmosphere where pupils of all ages can come and develop their creative capabilities in both formal and informal situations.
The studios have been designed to facilitate an open and interactive learning environment and we try, within the constraints of other School commitments, to keep an 'open door' policy throughout the working day and beyond. We often have as many as fifty students in the studios during the lunch hour.
The department comprises a main painting studio, sculpture and ceramics studio, an information technology room, print studio, kiln room and office/library.
Teaching Staff are encouraged to work together, share ideas, expertise and experiences. Experimentation and interaction between staff ensure the department never becomes stagnant. Our part time Art Historian, for example, not only teaches the pupils but provides a continual in-service training for the rest of the department.
Each member of the Department is expected to teach across the age range of the School.
The central location of the office/library is a feature intended to promote pupils self learning. Encouraging students to use their own initiative is also a fundamental part of their learning experience, as is expressing their own opinions in both verbal and visual forms.
The Studios are well equipped and a wide range of materials, techniques and disciplines are carried out. We are fortunate in having afull time technician to maintain the studios and equipment.
We have a well equipped I.T. suite for the manipulation of digital photography and digital graphic programmes.
YEARS I - III
a) To make pupils aware of the fundamental principles of pattern, texture, shape, line, tone, form, colour and space.
b) To provide within their creative and imaginative work the facility and encouragement for students to :
i) express ideas and feelings;
ii) record from observation;
iii) design and make images and artefacts;
iv) to discover the satisfaction and pleasure that can be derived from the creative process.
c) To give students the opportunity to use a wide range of techniques and materials taking into consideration cost of materials and safety procedures
(seeappendix 1).
d) To introduce pupils to the work of a wide range of artists, designers and cultures and to appreciate the value of their own creative and communicative skills.
e) To structure projects so that students from a wide range of ability can achieve personal success, gain in self confidence and enjoyment of the subject.
f) To show students the value of: modifying and refining their work and plans; making further developments in the light of their own and others evaluations.
g) To provide a stimulating, relaxed yet businesslike environment where students can work safely.
h) To equip those students who wish to continue to G.C.S.E. and beyond with the technical competence and manipulative skills to enable individuals to realise their creative intentions.
METHOD - YEAR 1
(a) To instil good drawing practices using line and tone.
(b) To introduce single and two point perspective.
(c) To introduce the work of artists who exemplify the use of line and tone such as Durer, Leonardo da Vinci, Daumier, Escher and Picasso and perspective.
(d) To introduce pupils to working with a variety of three dimensional materials such as wood, card, plaster and clay.
(e) By means of working with three-dimensional materials pupils will investigate the qualities and relationships of the principles of shape, form, texture, etc.
(f) To give pupils the chance to explore the immediacy and spontaneity of using their hands to create artefacts as an extension of their thinking.
(g) To introduce and integrate with they're own drawings and designs simple I.T. based graphics, looking at material from a variety of different cultures.
(h) To introduce the discipline and pride of keeping a sketch-book.
TIMING AND BASIC SCHEME OF WORK
The School year will be broken in to six units each unit being as near as possible to half a term.
1) Drawing in a variety of media exploring the qualities of line, tone, texture and shape. Students should be encouraged to make bold solid drawings and introduce 2 point perspective culminating in a large formal drawing based on the view of either an interior or exterior of an architectural scene.
2) Working in wood to explore the immediacy of constructing forms based on the human form - looking at the work of Artists such as Chadwick, Gonzalez and Marino Marini. Students will be expected to handle safely a variety of different tools and to appreciate organised safe working practices.
3) Through the medium of drawing, examine the features of the human face - this would take the form of a large charcoal drawing and would examine the work of Daumier, Micheal Angelo and Norman Rockwell. Working from a picture of themselves taken with a digital camera, students caricature.
4) Working in clay, students will produce a portrait based on a character of their choice e.g. Elvis, Adolf Hitler, Gandhi etc, exploring the tactile and malleable qualities of the medium. Students will be shown the work of cartoonists such as Charles Brugg, Botero and Beryl Cooke.
5) Introduce I.T. Based skills and combine them with their drawings and designs to create a book jacket of their own choice. Artists such as Toulouse Lautrec , Mucha and Bonnard and other Art Deco Artists would provide the stimulation.
6) Exploring the style of an Artist of your choice, students will create an image, which can be used as the basis of a stamp design. Materials such as fine lines, crayons and collage will provide students with a range of techniques to fit the time available. They will be expected to look at the work of several different Artists and to focus in depth on one of their choices.
This half term is frequently interrupted by examinations and other activities.
YEAR IV/YEAR V
We currently follow the AQA Examination Board.
AIMS
The two-year course is intended to encourage students to:
1) Develop perception and understanding of the visual and tactile language.
2) To encourage students to record from direct observation and personal experience.
3) To develop skills and techniques needed to use a wide range of materials in a systematic and disciplined way.
4) To encourage students to experiment and be innovative using both two and three dimensional media.
5) To acquire a working vocabulary relevant to art.
6) To develop each students special individual interest and aptitudes and encourage confidence, enthusiasm and sense of achievement.
7) To encourage students to research, select and evaluate in a continuum and solve visual and tactile problems.
8) To give awareness of the historical, social and environmental context in which they work.
METHOD
Objectives
To give candidates the opportunity to work in the following areas of study :
(a) Drawing
(b) Painting
(c) Graphics
(d) Digital Photography and graphic programmes
(e) Three dimensional design
They will be expected to approach their work in the following ways.
(a) Observational study.
(b) Materials based study.
(c) Thematic study.
(d) Critical and historical study.
(e) Problem solving study.
- Candidates will be expected to offer for assessment, two projects : currently a Coloured Pencil
drawing and a large Clay head sculpture.
- They will also be given a title set by the board, which they will complete within a ten hour period. (The controlled brief).
- They will be encouraged to work in a variety of different media.
Assessment
a) - Homeworks every week.
b) - Assessment of each project in both two and three dimensional areas.
c) - Termly assessment.
d) - Mock controlled brief.
Resources
- I.T. suitefacility, cameras etc.
- Screen printing facilities, printing presses.
- 3 dimensional facility including bandsaw, kilns, etc.
- Extensive Subject Specific Art Library.
- Annual visit to London Galleries.
IV YEAR HOMEWORKS
PROJECT 1
'Collections'
1. Plan of composition.
2. Create a collage inspired by the theme of collections with found whole images from magazines.
3. Draw the above homework using tracing paper, fine liner and coloured crayons.
4. Draw a set of keys from life, including fobs and objects that are associated with your theme.
5. Take an image from a well known painting/sculpture that is linked with your theme and copy it.
6. Using pen/brush ink, create a design, using very stylised/simplified images that are Associated with your design, set the images against the contrasting colour i.e. black image against white background, white image against a black background.
7. Write an evaluation of your project. Describe starting points, influences and the organisation of the composition. Finally write an assessment of the final article, the success, dislikes and likes and problems that arise.
PROJECT 2
The Portrait - 3 D Project
1. Topsy-Turvy head. Using a photocopy as a starting point, make your own upside down hat, Include clothing, hats and accessories.
2. Add ink or colour to the previous homework.
3. Having chosen a character to develop during class, fill two pages with pictures to help create your character.
4. From the research. Make a projected picture of how you would like your clay head to look.
5. Add colour and possibly a background to the previous week's homework.
6. Construct a collage portrait from magazine images with the intention of developing it into a caricature/portrait.
7. Complete the drawing from the previous week's homework.
8. Select from one of the cartoons provided and make a copy in pen and ink.
9. Write an evaluation of your project.
PEN AND INK PROJECT HOMEWORKS
1. Take 4 cartons from contemporary sources i.e. books, magazines and newspaper and dividing the paper in 4 section, make a copy of each.
2. Using the influences of Aubrey Beardsley and Felix Vallaton, create a creative incorporating Half man, half animal. Use Indian ink pen and brush.
3. Collect images from newspapers and magazines that relate to your 'contentious issue' and make a collage of research more formal.
4. Draw a composition of your ideas, having started your plans in class.
5. Create 6-8 different pen and ink technique e.g. spitting, hatching, feathering, italic marks etc., on different coloured paper and cut out letters that spell out your theme.
6. Draw a caricature of yourself doing an activity or exaggerating a gesture of your face - add a title.
7. Draw a self portrait in the style of a German Impressionist Artist Grochner, Sciele, Beckman, in pen and ink.
8. Write an evaluation of your project. Include the following:-
1) Outline of idea and development of ideas.
2) Influences.
3) Resource materials.
4) Problems and successes.
PROJECT 4
(1) About the Artist
(2) Techniques and methods and materials used.
(3) Any changes made.
(4) Likes and dislike.
(5) Evaluation of final piece
V YEAR HOMEWORKS
SELF PORTRAIT PROJECT 5
1. Make a copy of a well known portrait e.g. Van Gogh, Botero, Picasso, Matisse.
2. Draw 3 ten minute sketches of a member of your family or yourself, drawn from life in fine-liner.
3. Divide your page into 9 squares and make studies in each square of individual parts of the face.
4. Make a monoprint of a portrait by scratching white marks into a black background.
5. Using scissors and black paper, cut directly from life 4 silhouettes of members of your family. Do not pre draw this.
6. Draw a picture of a small mirror (e.g. a compact) with a reflection of a small area of your face, including the hand holding the mirror.
7. Colour in the above homework.
8. Collect 6 portraits from magazines where the heads are in different positions. Stick into your book.
9. Make a copy of the shapes of just the hair, flesh and clothing, and colour in in flat tones.
10. Write an evaluation of your project.
Students currently sit the Oxford Cambridge and RSA Examinations Board at A2 and AQA at AS then A2.
The advanced Subsidiary GCE forms 50% of the assessment weighting of the full Advanced GCE Advanced Subsidiary GCE is assessed at a standard between GCSE and Advanced GCE and can be taken as a stand alone qualification or as the first half of the full Advanced GCE course.
Assessment is by means of twounits of assessment for AS GCE and three further units for A2
AS AND A2
Aims
To develop :
1) The special interests of the individual so as to increase confidence, enthusiasm and a sense of achievement.
2) The ability to perceive, understand and express concepts and feelings in visual and tactile form.
3) The ability to record from direct observations.
4) The ability to form, compose and communicate in two and three dimensions in a systematic an disciplined way.
5) Technical competence and manipulative skills which will enable individuals to realise their creative intention.
6) Experimentation and innovation through the inventive and imaginative use of materials and techniques.
7) The ability to identify, research and solve problems in visual and tactile form through design processes.
8) The ability to organise and relate abstract ideas to practical outcomes.
9) The acquisition of a working vocabulary relevant to the subject as well as some background knowledge of artists and artistic movements.
10) Critical and analytical faculties.
11) An appreciation of the richness of human expression, within the cultural diversity of contemporary society.
12) Preparation of portfolio and interview skills.
The AS level is assessed at a standard between G.C.S.E. and A2 level and can be taken as a stand-alone qualification or as the first half of the A2 course.
Whilst it is clearly an advantage, it is not necessary for candidates to have taken Art at G.C.S.E.
Assessment is by means of 2 units of assessment for AS and a further three units for the A2.
Both AS level candidates and those intending to continue to A2 level will be assessed in the Summer Term at the 1st year.
Assessment for A2 level candidates will take place in the Summer Term of the 2nd year. The course is intended to meet the needs of the following types of candidates:-
1) Those who will undertake further studies i.e. Art and Design.
2) Those who will study subject or take up Careers for which background in Art and Design is relevant.
3) Those who, while having an interest and aptitude for the subject are not intending to undertake further studies in Art and Design.
AS LEVEL 2 UNITS
UNIT 1 - COURSEWORK
The whole of the Autumn term is given over to the production of 2 research projects, as well as the first part of the Spring Term.
A thematic title such as 'sudden absence' is given with the expectation that two different but related areas of research can develop.
HOMEWORKS
Each student will be expected to produce a unit of homework each week that relates to their chosen topic or technique - this should be a piece of work completed outside lesson time and be of approximately 2 hour duration.
UNIT 2
The controlled test - As soon as the exam papers arrive, probably at the beginning of February, students will be encouraged to give their time over to researching for this with the aim to complete the 5hours by the end of the spring term.
- Individual guidance can and will be given to students at the outset.
HOMEWORKS
Each student will be expected to produce a unit of homework each week that relates to their chosen topic or technique - this should be a piece of work completed outside lesson time and be of approximately 2 hours duration.
A2 LEVEL 2 UNITS
UNIT 3 - SPECIALIST PROJECT
This will be a new project designed by each individual student, but building on area of study taken at AS level. This could be one self-contained assignment or a clearly defined series or set of work.
UNIT 3a - PERSONAL INVESTIGATION
The personal Investigation enables candidates to demonstrate an understanding of the inter relationship between an area of practical Art and the theoretical knowledge which informs which work, through specific skills of research, selection and judgement. This is the opportunity to produce ambitious pieces of art work that show development in a specialism eg painting/sculpture printmaking etc.
In most cases the study will be presented as an illustrated essay. Sources of material should be indicated by means of a bibliography.
UNIT 4 - CONTROLLED TEST
This will be a project that is developed as a direct response to the list of 'titles' given by the Exam Board. The final piece of work must be completed in 15 hours and accompanied by between 2 and 4 planning sheets showing research, development and an evaluation.
The question paper will be issued to the students as soon as it arrives (probably the beginning of February) and the project completed by the end of the Spring Term.
Students have the opportunity to work in a wide range of areas, these include , etching, painting using oil acrylic or gouache, photography, screen printing and sculpting using a variety of techniques and materials - clay, wood, metal to name but a few.
Life classes take place every week and one of the three units of coursework offered for assessment is expected to come from study in this area.
The essential ingredients for success are self-motivation and an ability to record from first hand observation.
Candidates are expected to record images and ideas in a sketchbook throughout the course. It will contain, therefore, drawings and sketches from life, thoughts and ideas as well as photographs and notes.
It is of paramount importance that students realise that much of their Art will take place outside of the classroom, certainly much of the research and inspiration is best done away from the studio.
Students have nine periods per week, most of which are double periods and one tutorial and are expected to spend a minimum of three hours on homework.
It makes a very positive start to the course if the sketchbook is currently underway and can be used rather like a diary as well as for practising different techniques.
Students will have the opportunity to learn how to use a camera if they have not already done so. Photographs act as a valuable resource to work from. We have the facilities to take photographs in a studio environment using lights and a variety of backgrounds.
Those who show an ability to handle materials may well be encouraged to spend some of their time following sculpture and over the years many new pupils joining the Sixth Form have enjoyed this challenge and indeed met with considerable success.