Year 9 Art and Design

Brief summary of specification:

The course follows National Curriculum guidelines for Key Stage 3 Art and Design. The aim is to extend the pupils' knowledge, skills and understanding within the subject and thereby stimulate creativity and imagination. In Year 9 pupils work on one project called 'Human Identity'. Pupils explore the way artists have represented the human form in different periods and cultures. They will create their own self portraits from direct observation, looking at such artists as Lucian Freud and Alberto Giacometti. They will look at Surrealist works by John Heartfield and Hannah Hoch, and make their own photomontages. They will also make mask-like 'constructed heads' in response to the ideas expressed in Primitivism, Cubism and Constructivism.

What skills/attributes are being developed and examined?

Pupils develop further their ability to discuss and analyse artworks, explore the basic elements of the visual language (primarily line, shape, tone, form), and how to organise these elements through composition. They may explore constructional drawing, rendering using a range of tools and materials, collage, mixed media, 3D (using card and found objects), ICT and painting. Pupils are also encouraged to reflect upon their own developing identity and human identity in general, in relation to both our origins as 'creatures' and our place in an increasingly technological and even 'virtual' world.

What can parents expect to see in classwork generally and homework specifically?

All project work should be organised in an A4 presentation file. As well as the practical work itself, this will include a project sheet giving general guidelines, a mark sheet showing levels achieved and written feedback, and a journal in which ongoing guidelines and evaluations are recorded. Homework will usually involve continuing work that has been introduced in class - short instructions will be noted in the pupil's homework diary, but these may be supplemented by more detailed instructions noted in the journal.

What can parents do to help in this subject at this stage?

Parents can ensure that pupils come prepared to lessons with the recommended file and a good selection of basic equipment such as pencils (including a 'push pencil'), 30cm ruler, sharpener, eraser and compass. Materials for painting are provided. They can also familiarise themselves with guidelines contained in the file and encourage pupils to apply themselves to their homework. In relation to the project theme, parents could raise their son's awareness of the theme described above and on their project sheet, pointing out connections between this theme and the themes of many of the films he watches (eg Star Wars, Blade Runner, Matrix). They could also visit natural history and science museums to observe anthropomorphic forms and structures, and galleries such as Tate Modern and Tate Britain showing the work of relevant artists (e.g. Picasso, Gabo, Epstein). The National Portrait Gallery may be visited to view examples of traditional and contemporary portraiture.

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Setting and course schedule:

In Year 9 pupils are timetabled to study Art and Design for two periods per week throughout the year. This means that with less frequent lessons, pupils need to make sure that their level of study is sufficient to maintain a sense of continuity from one week to the next. The scheme of work is shown on the project sheet in the pupil's file. The front cover to this file will be completed for homework, using ICT to present research images together with relevant text in a creative way. This will be used as an indicator of performance in ICT at Key Stage 3. The aim will be to complete the project by the end of the Spring Term so that time can be allowed for discussion of GCSE options and future pathways in Art and Design. Extension work will then be completed. It is likely that this will focus on self-portrait drawing.

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Testing:

In Year 9 project work alone is used to indicate level of achievement. The assessment sheet contained in the pupil's file is used for this purpose. Headings and tick boxes are used to indicate levels achieved for different sections of work and to build up a 'profile' of strengths and weaknesses. The assessment sheet is used as a guide to arrive at four percentages, one at the end of each half-term, plus an overall percentage at the end of the year which will be used as the main indicator of performance at Key Stage 3. These are the equivalent of 'test marks' in other subjects.

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Revision:

In Art and Design there are no tests in the usual sense, so revision as such is not applicable. However, in order to achieve the highest level possible it is important to become familiar with the criteria shown on the assessment sheet, check guidelines carefully and follow both group and individual feedback as attentively as possible, so that work can be evaluated and improved. This is important at each stage of the project, but particularly towards the end, when the project should be reviewed as a whole, in terms of both content and presentation.

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Pupil Target-Setting:

Personal target-setting should arise out of group and individual feedback given lesson by lesson. This should be noted in the journal section of the pupil's Art file. Action points will also be given by teachers through written feedback on assessment sheets. It is important that these are used to improve work.

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Upper band grade descriptor:

In Art and Design in Year 9, work is graded A* to E. A is 80 - 89%, A* 90 - 100 and so on. A grade 'A' pupil will show excellent performance in relation to all six headings on the assessment sheet. It is worth noting that 'Studentship' and 'Documentation' are the first two headings. This is because a pupil who pays attention in class, follows guidelines well, takes pride in the presentation of his work and applies himself in an independent and organised way will also have prepared himself in the best possible way to do well in other areas. A top-grade pupil is likely to show an appreciative and intelligent response to artworks discussed, sensitive exploration of materials and techniques, imaginative development of ideas, and refinement in the completion of final work. This is likely to be the result, not so much of the time put in, but rather in the quality of care and attention given. It should be possible for any pupil who applies himself well in this subject to reach a middle B which we take as an indicator of level 8. We take A+ as an indicator of 'Exceptional Performance'.

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Progression:

Any pupil who has shown a reasonable application in Year 9 and who wishes to take up the subject at GCSE level will be given the opportunity to do so. Boys will be given considerable advice about the nature of the course as well as career pathways in Art and Design prior to deciding their options.

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