To enable pupils with the power of artistic expression and creativity through the appreciation of the Arts.
The Art curriculum at Lord Derby Academy builds on the National Curriculum. The LDA Art Curriculum intent is founded upon providing pupils with the powerful knowledge and culture capital they need to become confident, creative thinkers, successfully able to demonstrate artistic expression. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
The LDA art curriculum is designed to increase pupils’ awareness of the importance of the arts in Modern Britain and appreciate that the art and transferrable skills they are acquiring are highly desired in the creative industries. We aim to improve pupils’ visual awareness by developing observational skills and expressive and investigative drawing abilities. As pupils progress, they will start to think critically and develop a deeper understanding of art and design. Pupils will consider how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
We aim to instill in our pupils the art journey of exploring an idea, conducting research through collected imagery, reference to artists, experimenting with media and techniques to develop and inform personal responses. As pupils progress, they will become increasingly competent in the skills to develop and reflect on their own and others’ work. Through their experience in art, pupils will become confident self-managers who are willing to take risks and learn from their mistakes. Reference to other subjects will be drawn upon to consolidate and strengthen the knowledge underpinning skills acquisition.
Click here to view the Art curriculum pathway.
In KS3 pupils will experience one lesson of Art per week. At KS4 pupils are able to opt for Art GCSE.
|Rationale: At the start of year 7 pupils focus on the transition into secondary school through the development of their basic Drawing and Shading Skills. Pupils learn how to improve drawing ability by learning how to sketch and understand the qualities of line. Pupils learn how to create tone and apply it to the basic forms by mastering pencil control. The work of Jim Dine is explored to reinforce the formal elements and to understand how the use of line and tone impacts the quality of a piece of artwork.
Later, pupils learn about Colour Theory and discover how colours are created and the importance of the colour wheel. Pupils apply knowledge of colour sequence and groups to a range of subject matter using different media. A study of the work of Sonia Delaunay is used to embed the knowledge that colour can be the subject of an artwork in its own right. Pupils draw on her work as inspiration to inform their own personal response in an assessment task.
Pupils further develop their drawing and shading skills by learning about Mark Making techniques. Pupils learn what a ‘mark’ is in art and use a range of media and techniques to create patterns and textures. Strategies used to create tone in the first term are recalled later on and applied to the four main mark making shading techniques. Finally, pupils use the designs of Mark Hearld, whose work heavily features mark making effects, as inspirations to create an artefact based upon a bird motif. This work requires recall of previous knowledge of colour theory and the application of mark making techniques to a produce a personal response informed by the artist.
|Rationale: At the start of Year 8, pupils return to a focus on Drawing and Shading, with an emphasis on creating tone using Colour. Pupils revisit shading techniques, applying pencil control knowledge and skill of how to create a gradient using colour pencils. Pupils further extend shading skills practice by learning how to blend colours using a range of media and recalling their knowledge of colour theory. Pupils extend their first-hand observational drawing skills by learning about portrait drawing conventions. The work of Picasso, in particular his Cubist Portraits inspires pupils as they work towards producing a personal response producing their own Mixed Media Cubist Portrait. Pupils use their knowledge of how light informs tone and their understanding of colour groups when applying them to the media of oil pastels.
Later, pupils revisit Colour Theory, this time with a focus on Analogous Colours and Tints, Tones and Shades. Pupils use their knowledge of Analogous colours as a means of developing their painting skills to producing a piece of work based upon their own design within a given theme. As part of this process pupils also demonstrate their understanding and preference of how to use block paints, for example, either as a watercolour paint or a tempera paint.
Finally, an introduction to Mark Making. First, pupils learn how marks are created, how a repeated mark becomes a pattern and how the arrangement of marks can represent textures. Next, pupils recall knowledge of how to create graduated tone and apply it to shading with mark making techniques. Pupils enhance culture capital through the study of Fabric Lenny’s work. His work is used as inspiration to create a 3D papier mâché model which they will decorate using their mark making experiments as a point of reference. The pupils work in pairs to encourage team work and co-operative learning.