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KS3

In KS3 Art we have decided to run our curriculum in a chronological order of art movements and art periods throughout History, in order to give students the opportunity to access topics that underpin what we see today. Through each movement and era, we will teach students key skills that link with the movement, as well as the key characteristics and artists of each movement. This will give students the knowledge that we believe is necessary to gather a fuller understanding of how to think, be and create like an artist. Although Art GCSE is based heavily on skill, a wider understanding of cultural and worldly contexts will be of great benefit to all students, especially those who wish to follow with a creative subject at GCSE and onwards.

 

YearCycle 1Cycle 2Cycle 3Cycle 4
7

Medieval Period Middle Ages (500-1400)

 

Origins of Art - older than history Mirror into the past - shows us who we were.

 

We will look at:

-Colour theory

-Etymology of Art

-Stained glass windows

-Christian Afterlife Reliefs

-Gothic Cathedrals

-Mysticism

-Symbolism

-Religion

-Religious Iconography

-Portraiture Embellishments

-Facial Features

 

OUTCOME: Students will create portraits of their house saints in the style of religious iconography from the Middle Ages

Renaissance Period (1400 - 1600)

 

-Rebirth of classical culture

-Painting

-Sculpture

-Architecture

-A true revelation - new skills brought to the world Celebration of Man and Things in the world

-Portrait commissions due to rising value of individuals extinct in Medieval Art 

 -Mathematical laws of perspective

-Realism

-Secular Art

-Rules of perspective

-Draw using perspective

-Draw using tone

-Accuracy

 

OUTCOME: Students will create drawings of local places using perspective rules.

Baroque Period (1600-1750)

 

Rococo Period (1730-1760)

 

-How grandure and drama was used in Art to tell a story

-Religious Art

-Exaggerated motion

-Ornamental purpose more important than the subject Royals used these to celebrate their wealth and power

-Chiaroscuro - dramatic tension - chalk and charcoal

-Moving figures

 

OUTCOME: Students will create drawings of scenes of moving figures. The themes will change annually based on events or sports fixtures in school.

Neoclassicism and Romanticism (1765-1800s)

 

-Response to the overly decorative Baroque and Rococo Art - called immoral, indecent and indulgent

-Enlightenment: instructive art

 

-American, French and Industrial Revolutions Artwork conveyed either a Spiritual and/or Political message

 

-The power to inspire the public

 

-Neoclassicism: Depicting women and men of the period as Greek Gods - grandiose gestures

-Recapturing Greco-Roman grandure and grace   

-Romanticism: Championing rights of individuals Shunned industrial revolution and excesses of Kings

 

-Landscape - watercolour

-Looking into political art

-Working class imagery

 

OUTCOME: Students to create landscape paintings of seascapes or rural scenes, in the style of the romantic era.

8

Pre-Raphaelite Brotherhood and Arts and Crafts Movement (1848-1930s)

 

-Stained glass windows

-Hands-on workshops

-Artist colonies

-Organic form

-Illustration

-Repeat pattern

-Print

 

Main focus - William Morris

 

OUTCOME: Students to create a William Morris style pattern for a wallpaper using images of natural forms that have been practised.

Impressionism (1869-1880s)

 

Post-Impressionism (1886-1892)

 

-Painting impressions of everyday life

-Natural light

-Shifting light

-Quality of life

-Post: Soft revolt against Impressionism

-Landscape

-Markmaking

-Colour layering

-Texture

-Daylight mixing colours -Cool colours - shade Warm colours - light

 

 

OUTCOME: Students to create landscape drawings in the style of Van Gogh, depicting texture and tone using only marks and no blending.

 

Fauvism and Expressionism (1905-1933)

 

-Pushing art in direction of abstraction

-Simplifying/distorting form

-Expressive rather than naturalistic colours

-Flattened perspective

-Less like windows, more like wallpaper Art should be inspiring, decorative and fun to look at

-Expressionism (German): Distorting the outside of someone to depict the inside Emotion distorts the face of reality

-Collage cut outs - solid colours to depict scenes/still life

 

OUTCOME: Students will create fauvist Matisse style artworks based on topics of their choice. Simplification of shapes and figures to become abstract.

Cubism (1908-1920s)

 

Futurism (1909-1940s)

 

-Fractured physical reality - two different sides

-Cubism: Observing all angles of a person or object from any angle

-What you see depends on your point of view

-Tone Viewpoint drawings

-Fragmented artwork redrawn

-Collages

 

OUTCOME: Students to create final tonal cubist drawings of everyday objects from different angles.

9

Dada (1916-1920) Surrealism (1924-1940s)

 

-Post WW1 Artists rejecting traditional values believed to have triggered the war

 

-Freuds theories of the unconscious instead of mocking earlier art, they got in touch with their dreams and mixed up rational order

 

-Dreams and Automatism

-Collage

-Drawing from collage

-Dreams

-Combinations of animals drawn

-Mixing and improvisation

 

OUTCOME: Students will create their own combination animals. Students will create their own surrealist collage.

Op Art (1960s)

 

-Illusion drawings

-Contour lines

-Spheres Corridors and Tunnels

 

OUTCOME: Students will create drawings with the illusion of being 3D, of bouncy balls bouncing down a corridor which moves further away from us. Students will have the opportunity to use colour for this too and consider the colour wheel

Pop Art (1960s)

 

-New styles of advertising -Fantasies of stardom

-Hunger for ever new materialistic goods.

-Post WW2 America Sometimes hard to distinguish from films and adverts that inspired them.

 

OUTCOME: Students to create artwork that depicts how they see the world around them today in a light-hearted way and with suspense.

Postmodernism (1970-)

 

-No absolute

-No cultural baseline -No coherant center -Often built on the past which has a lot of those things

-Borrowing from the past

-Mixing old styles

-Results in new style reflecting contemporary society

 

OUTCOME: Students will create a research project with sketches and plans in order to create a final piece to depict something they feel strongly about in the world today

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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