Mission Statement for Art & Design
Our passion in teaching Art & Design is to foster and encourage the growth of the Artist within our students. Through providing exciting and stimulating lessons we wish to pass on a love for Art complemented by a strengthening of the God-given skills within every child. We believe that our students deserve high quality lessons delivered in a caring, safe and supportive Catholic environment.
- Through engaging with Art, our students will develop creative responses to universal themes of identity, race, beliefs, culture and respect.
- We hope to challenge our pupils to see beyond the practical skills introduced, to experience the vitality of personally expressing ideas through their artworks.
- In maturing as an artist, our students are encouraged to find their personal artistic voice.
- By working increasingly independently, our students will learn to understand and value their strengths and to develop resilience through problem solving.
Our vision is to send out confident individuals prepared for further study of the Arts.
Members of Staff:
- Mrs Naomi St John
Whilst working in the Art Department students currently study:
Key Stage 3
Year 7 starts with a baseline sequence of lessons to establish pupils’ skills in drawing, painting and appreciation of design and font styles.
Textures & Mark Making:
This unit focuses on developing observation drawing skills. Pupils acquire different mark-making skills and techniques. Techniques include tonal drawing, use of hatching techniques and a variety of media including oil pastels, collage and inks. A multi-media “Teddytastic” picture is created in response to Artists Emma Gail and Michael Keck.
Year 7 classes observe and record the shapes in either birds, fish or dinosaurs (depending on how the mood takes me each year). We then transform these into 3 colour prints over a sequence of lessons in which we print and then add further areas of pattern to our polytile. The results are stunning and you can see the beautiful brid prints in the entries we have put into the Longridge & Goosnargh show.
Year 8 starts with lessons that introduce the proportions of the human figure; pupils practise drawing the figure from life, from pictures of athletes and our own “selfies” in an action pose. We study the work of Manga Artists and develop our own self-portraits into designs which we apply to a T-Shirt. We experiment with background imagery, colours and techniques.
Art of noise Abstract
We explore our figurative drawings further in a Futurist style. This leads into the creation of a Futurist Abstract painting as we listen to the Futurist Orchestra and bizarre sounds created by Luigi Russolo. Pupils use a variety of media in their compositions.
A World Without Prejudice
Keith Haring: Wicked Wellies / Clock-faces / T-Shirt Designs
We consider what a world would look like in “A World Without Prejudice”; pupils explore themes like disability, ageism, sexism and bullying. This unit focuses on developing an cartoon / animated sequence of Keith Haring styled figures that are shown overcoming a prejudice. The resulting designs are refined and may be used to decorate clock faces, T-shirts or papier machie wellie boots (that pupils make from scratch).
Sunsets & Silhouettes:
In the few weeks of summer we respond to the amazing paintings of Joseph Turner with our own sunset or sunrise compositions. We consider elements such as composition, foreground, middle-ground and background and learn techniques like the use of colour washes. Our silhouettes are painted using the 5 brush control techniques introduced in year 7.
Posterization & St Cecilia’s Got Talent:
Year 9 starts with an focus on graphic design and pupils interpret a celebrity portrait into a 3 tone Posterization. This technique for the basis for a Battle of the Bands
poster to celebrate the Battle of the Bands competition the school runs in March. Contemporary designs are studied and help us to develop effective and exciting imagery of our own. Pupils explore strong compositions and use a wide variety of painting and other techniques in their execution of their posters.
Pupils explore and evaluate the visual language of 1960’s Pop Art. They are reflect on the work of Warhol, Rosenquist and Lichtenstein amongst others. Pupils make a 3-D assemblage in either a bottle or a box based on a strong memory or dream.
Pop Art Paintings:
Pupils develop their Memory Bottles / boxes into paintings by working in the Pop Art style. They explore compositions and refine their work through experimenting with a wide variety of media and techniques. Able, Gifted and Talented pupils often opt to work on canvas using acrylics and usually their work progresses in a manner expected of GCSE pupils.
KS4 programme of study
Year 10 starts with a sequence of lessons that focus on developing mark-making, drawing and painting techniques. Through the discipline of observing from life using a variety of media, students will become more confident and independent artists. The objects observed will relate to the theme of “In My World”.
Pupils will look at and respond to the work of a variety of artists who work with abstracted imagery. Students will work on canvas using acrylics and other media of their choice to create their own abstract composition.
3D: Pupils will create a sculptural response to an aspect of the work studied in Yr. 10. This may be an extension of the abstracted piece of work.
In My World:
Pupils investigate their responses to the world that we live in by developing a preparation sketchbook. They explore wide ranging issues that are both personal and global such as their family, relationships and the environment. They record their ideas by writing, drawing, taking photographs and then experiment to refine these ideas further. They are expected to develop their ability to analyse the art of other artists, and that of their own. The process of refinement asks pupils to develop their ability to critically evaluate their own work and to problem solve. They will execute their final personal response to the theme of “In My World” in the year 10 exams over a two day period.
Masks & Gargoyles:
Pupils explore masks created in different continents, such as African and European ones such as created in Venice. The gargoyles and grotesques are also investigated and evaluated. Pupils engage in creating studies of the images in a variety of media. They create their own designs by finding stimuli, taking and manipulating digital photographs, looking at fashion and drawing things found in the natural world. New clay, papier machie and assemblage are used to construct their final designs at the start of year 11.
Masks & Gargoyles: New clay, papier machie and assemblage are used to construct their final designs at the start of year 11.
Pupils are introduced to 3 or 4 themes taken from old exam papers. Pupils work with increasing independence as they respond to the starting points introduced in the themes as develop their investigatory sketchbooks. Pupils are encouraged to work to their strengths, to draw primarily from life and to document their experiments and decisions in a sketchbook. Recommended artists are a good starting point, but pupils also often respond to artists of their own choosing. Pupils are expected to Record their understanding of these artists through their own working styles and by making personal an insightful annotations. The resulting artwork can be in any media and will be graded using the AQA assessment matrix*. This piece/s of work are executed over 10 hours and will also be counted towards the coursework, which is 60% of the final GCSE grade.
External Test, Preparation:
In January pupils are introduced to the External Test paper which will have 7 Themes, one of which should be chosen as the starting point. The preparation process is the same as for the mock exam. See the DIY guide to preparing for the Art Exam.
The External Test is executed in controlled exam conditions over a 10 hour period (usually 2 full days which may be separated by the Easter Holiday. It also is marked with the AQA assessment matrix*. Marks gained count for 40% of the final GCSE grade.
* See the new AQA assessment matrix b&w with highlights for where marks are gained for artists.