| Terms 1, 2 and 3 | Bugs - drawing | |
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| Students continue to explore the formal elements through drawing whilst studying the shape and textures of bugs. Students will experiment with pencil and pen drawing techniques and gain confidence in their observational drawing. Students learn creative drawing techniques, that then allows them an opportunity to enjoy the process of drawing and creative mark making. They also learn to draw using colour, exploring pencils and chalk pastels. |
| Assessment: Students will recieve regular verbal feedback in their lessons. They will also take part in self and peer assessments opportunities, alongside time for DIRT (dedicated, improvement and reflection time)
Students will be assessed on 3 key tasks in this project. | Key Words and Terms |
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| Terms 4, 5 and 6 | The Bumble Bee - Art and Science | |
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| Students start to learn more about the bumble bee through a series of scientific drawing workshops. We start to learn more about the bee and how they are a vital part of our environment. Students then go on to learn about the anatomy of the bee, through drawing and annotation. we also explore how we can use drawing for memory. Students then design and make their own clay tile, to celebrate the bumble bee. They will learn hand building and glazing techniques and be part of a larger collaboration art piece. |
| Assessment: Students will recieve regular verbal feedback in their lessons. They will also take part in self and peer assessments opportunities, alongside time for DIRT (dedicated, improvement and reflection time)
Students will be assessed on 3 key tasks in this project. | Key Words and Terms |
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| Term 4 | Working like an Artist - Jon Burgerman Project | |
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| Students learn about the work of artist Jon Burgerman. They explore his work and learn how to create 'doodle' art. Students experiment using pens and colour and create their own sketchbooks to work in. They start to understand about the creative industries and how to become an illustrator/designer. Students create copies of his artwork to show they understand the process and techniques involved. |
| Assessment: Students will recieve regular verbal feedback in their lessons. They will also take part in self and peer assessments opportunities, alongside time for DIRT (dedicated, improvement and reflection time)
Students will be assessed on 1 key task in this section. | Key Words and Terms |
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| Term 5 & 6 | Working like an Artist - Skateboard deck/T-shirt design | |
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| Students are encouraged to plan their own outcomes that link to the work of Jon Burgerman. Students explore the idea of t-shirt design and/or skateboard deck design. Planning starts with mind-mapping ideas and developing drawn designs, including the use of annotation. Students learn to design for purpose and explore their own imagination to help create their very own final outcome. This gives students a chance to explore what it would be like working in the creative industries.
Students will learn how to create image transfers and use fabric paint. They will also have opportunities to explore more ICT in their creative work. |
| Assessment: Students will recieve regular verbal feedback in their lessons. They will also take part in self and peer assessments opportunities, alongside time for DIRT (dedicated, improvement and reflection time)
Students will be assessed on 2 key tasks in this section. | Key Words and Terms |
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