Wallingford School
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Art

Art education benefits both the pupil and society. It benefits the pupil as it cultivates the whole child, gradually building many varieties of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. We see the Arts as a journey not just a destination. This process requires not merely an active mind but also a trained one. Arts education also helps students by initiating them into a variety of ways of perceiving and thinking – a crucial component in the development of the essential skills for the 21st Century. Pupils will learn and experience from a variety of 2D and 3D materials, techniques and processes alongside studying a range of artists, designers and craftspeople.

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Key Stage 3 - Years 7, 8 and 9

Year 7, Terms 1-6
7.1 Passport Project: Formal elements, dot and line drawing, accuracy and range of tones in shoe drawing, basic proportions of portraiture, introduction to looking at paintings, writing about paintings, accuracy of painting and colour mixing, colour theory and introduction to range of mark-making when using tone.
7.2 Colour Wheel: Accuracy of handling a paintbrush, accuracy of colour mixing, understanding of colour theory and application of colour theory.
7.3 Kandinsky Project: Artist Research, Printmaking
Understanding of colour kinaesthesia, formal elements of shape and line, watercolour application and use of collagraph.
7.4 Architecture Project: What is architecture? Uses of buildings, features of buildings, introduction to drawing using two-point perspective, introduction to archisculpture, collage, drawing, mixed media, introduction to Antoni Gaudi, introduction to Ian Murphy, introduction to John Piper, watercolour, independent work.
7.5 Ceramic Owl Project: Use of mark-making in drawings, exploring ideas through design and drawing, use of ceramic techniques (pinch pot, ceramic addition and ceramic subtraction), accurate application of paint.
7.6 Hundertwasser: Understanding of Hundertwasser’s use of line and shape, accuracy of copied drawings, imaginative use of colour theory and line, accurate and meaningful use of collage.
Year 8, Terms 1-6
8.1 Portraits: Understanding what a portrait is, understanding and use of proportion in portraits, application of a variety of tones using pencil, application of a variety of tones using chalk and charcoal, understanding of continuous line, application of wire to make a drawing, accurate and imaginative use of photography to recreate a famous portrait painting.
8.2 Day Of The Dead: An exploration into the Mexican Day of the Dead festival from Sugar skulls to Alebrijes. Pupils have a chance to explore natural and manmade patterns. Design their own responses to a range of creative briefs. Students explore Tonal pencil, coloured pencils & watercolour across this project.
8.3 Cubist Ceramics: Understanding of cubist theory, understanding and use of proportion in portraits, imaginative application of line and colour to design a ceramic relief portrait, use of ceramic techniques (slab building, ceramic addition and ceramic subtraction), accurate application of paint.
8.4 Stanley Spencer: Beginning with Artist research into the life and work of the artist Stanley Spencer. Students investigate tone through a range of media culminating in a detailed tonal painting inspired by one of Stanley Spencers famous self-portraits. (brush control, paint mixing, tonal gradients & paint techniques are revisited across this project)
8.5 Architecture: Understanding what Architecture is. Looking at a wide range of building designs as well as artists that have been inspired by buildings. John Piper, Ian Murphy & the legendary architect Antoni Gaudi. One point perspective is explored in this project, imaginative use of shape and colour as well as the practical implementation of Art in the outside world.
8.6 COMICS! Through this project pupils explore a wide range of cartoons and comics. Exploring character design, caricature, narrative story telling with the outcome of this project being their own Superhero comic design.
Year 9, Terms 1-6
9.1 Observational Drawing: Understanding of varied use of drawing techniques, use of line, composition, use of tone and variety of mark-making, use of pen drawing techniques, use of bracelet drawing, hatching, cross-hatching and stippling.
9.2 Paul Klee: Artist research into Klee, understanding of ‘taking a line for a walk’, accurate use of coloured pencil, imaginative use of colour for lettering, accuracy of handling a paintbrush, accuracy of watercolour mixing, understanding of colour theory and formal elements (shape, line).
9.3 Graffiti: Understanding of Graffiti theory and styles, accurate drawings of three main styles, accurate application of coloured pencil, imaginative and informed design for final outcome, accurate and attractive application of graffiti concepts in final design.
9.4 Pop Art 1: Artist research into Lichtenstein, imaginative and exploratory responses to Lichtenstein’s work, understanding of Pop Art characteristics, accurate copy of complex image.
9.5 Pop Art 2: Looking at the work of Wayne Thiebaud, James Rosenquist and Claes Oldenburg. Introduction to 'soft sculptures' and giant everyday objects, approaches to drawing cakes, making paper maquettes, designing and making ceramic cakes.
9.6 Art from around the world: Japanese art, First Nation Australian art, Giacometti. Introduction to Hokusai, prints, imagery, woodblock techniques, introduction to First nation Australian art, dreamtime, imagery, maps, natural materials, Giacometti, sculpture, drawing, the gaze.

Art GCSE - Years 10, 11

Year 10, Terms 1-6
10.1 Natural Forms: Drawing, watercolour, acrylic painting, collage, monoprinting and introduction to mounting techniques and coursework presentation.
10.2 Portraiture (Matisse): Artist research, Fauvism, decoration, semi-abstract, Expressionism, pattern, texture, impasto, drawing, acrylic painting, self-portrait, canvas.
10.3-10.4 Lichtenstein: artist research, wider re-cap of Pop Art, working in the style of..., planning, photoshoots, thumbnail drawings, colour schemes, planning large canvas, incorporating Lichtenstein/comic signs and signifiers.
10.5-10.6 Identity: what identifies a person, a group of people, a set of objects, a community etc. Research into Van Gogh, German Expressionism, then pupils start to work independently in their own directions. Constant reference to the AQA Assessment Objectives - understanding of context (artists, art styles, idea or concept), exploration and refinement of ideas using different materials, techniques and processes. Ability to realise ideas in a meaningful and personal way - whether that is in the sketchbook or any other outcomes.
Year 11, Terms 1-5
11.1-11.2 Identity: what identifies a person, a group of people, a set of objects, a community etc. Research into Van Gogh, German Expressionism, then pupils start to work independently in their own directions. Constant reference to the AQA Assessment Objectives - understanding of context (artists, art styles, idea or concept), exploration and refinement of ideas using different materials, techniques and processes. Ability to realise ideas in a meaningful and personal way - whether that is in the sketchbook or any other outcomes.
11.3-11.5 GCSE Art Exam

Art & Design BTEC - Years 12, 13

Year 12, Terms 1-6
12.1-12.4 Library Project
12.5-12.6 Metamorphosis Project
Year 13, Terms 1-5
13.1-13.2 Metamorphosis Project
13.3-13.5 External Exams

Art A Level - Years 12, 13

Year 12, Terms 1-6
12.1 Workshops: Figure drawing in pencil and charcoal, Kitchen utensils using maek-making, Thawed fish using oil pastels, hot dogs using acrylic paint, apples using linocut, lemons using mixed media.
12.2 The Portrait: portraits and self-portraits using pencil, pen, watercolour and acrylic paint. Artist research into Chuck Close. A1 self-portrait in the style of Chuck Close.
12.3-12.4 Still Life: Artist research into Morandi. Still life using pencil, pen, watercolour and acrylic paint.
12.5-12.6 Personal Investigation: Students develop own line of enquiry for a project which lasts 10 months. This is worth 60% of their final grade.
Year 13, Terms 1-5
13.1-13.2 Personal Investigation: Students develop own line of enquiry for a project which lasts 10 months. This is worth 60% of their final grade.
13.3-13.5 Exam

Flex-Gallery

MTC Senior winner: Two people sat in a bookshop reading a book Lightbulb Bee on flower

Flex Gallery with Hover Preview

MTC Senior winner: Two people sat in a bookshop reading a book Lightbulb Bee on flower