Curriculum Intent and Rationale
King Edwards Five Ways Art department is founded on the belief that Art is a fundamental force in national and international culture. It is one of the primary standards by which societies are judged; the quality, creativity, freedom, critical insight and technical innovation of the visual art they produce.
We promote the visual arts through a curriculum that fosters critical and creative thinking, artistic expression, effective communication and cultural awareness through the application of skilfully applied techniques and processes. Students will:
- Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
- Creative in exploring their ideas and recordings.
- Be able to evaluate and analyse the language of Art in their own work and others
- Be able to recognise and be knowledgeable of great Artists, movements of Art, Design and Architecture, and how they shape and are shaped by their historical culture.
- Be able to use a range of techniques to record your observations in sketchbooks, journals and other media as a basis for exploring their ideas.
- Cultivate self-discipline and persistence and become creative problem solvers.
- Be able to make the appropriate interdisciplinary connections necessary to create works with visual impact, relevant content and meaning to the world outside of the classroom.
- Learn how to effectively communicate while working independently and collaboratively.
- Be able to recognise that the visual arts play a vital role in society.
Our students should aim to be insightful, ‘maverick’, meticulous, sophisticated, rigorous, ambitious, exceptional and authoritative.
Implementing our curriculum
Key Stage 3
In year 7, 8 and 9 students develop their creative and artistic practice through observing the world around them. In these formative years students develop a strong awareness and ability of the formal elements, including painting, drawing, printmaking and sculpture. Year 7 commences with the introduction of the formal elements of art and design: line, shape, 3D form, tone, colour theory, pattern and texture. Each element is explored using a variety of media, processes and outcomes. Students then investigate and take inspiration from the natural world, specifically the relationship between insects and plants using their emerging understanding of colour theory to develop observational and painting skills. They learn how to mix a variety of colours from a limited palette. Inspired by the work of artists investigated, they develop personal painted compositions. Finally students apply their emerging skills, knowledge and understanding of the formal elements through drawing of architectural features inspired by Antonio Gaudi. They learn how to research the work of artists to help to inform their ideas. They develop designs from their observations through slab construction ceramics, learning subject specific skills and techniques.
In year 8 and year 9 students work takes on a more personal and reflective nature, conveying cultural and social aspects to their ideas. Analysis of Artists, movements of Art, Design and Architecture are taught throughout the key stage enabling students to verbalise their thoughts using artistic language. In year 8 students explore the cultural significance of creatures and vessels in Art, initially looking at Medieval Art and vessels from a range of cultures but also contemporary sources such as Film, Comics, and Science fiction. They design and making their own creature vessel using a range of ceramic techniques. This follows into an environmental issues-based project, raising awareness of man’s impact on the environment. Students experiment with a variety of techniques and processes inspired by artist and contextual research. Following a series of skills workshops, students are encouraged to develop independent outcomes to conclude the project. This may take the form of a fine art final piece inspired by their artist research or a campaign piece inspired by WWF campaigns and the plight of our oceans and marine life. The final phase of year 8 investigates 3D card and ceramic constructions, transforming initial observational studies of cakes and biscuits into sculptures.
Year 9 begins with an investigation into students own cultural identity. How it has and continues to shape them as individuals and in the wider context our society. This investigation takes the form of collage, portraiture and still life studies of objects and artefacts. The exploration of culture continues with printmaking inspired from Japanese ukiyo-e prints, using contemporary Japanese culture as its source material; fashion, music, animation and technology. Year 9 concludes with small group work developing small object into giant cardboard sculpture. Exploring the ideas of perceptions of reality through the simple change of an element of reality such as scale. Layers of humour, but also the significance of the status of an object, the hierarchy of objects and using public Art as a means of communication.
Key Stage 4
Specification: AQA Fine Art
In year 10 students are introduced to the course through a series of workshops in ceramics, painting, drawing and printmaking, exploring the theme of ‘Growth and Decay’. Students are encouraged to experiment with both materials and ideas, whilst investigating Artists and genres of Art that inspire and influence the direction of their outcomes. During the summer term students commence the main element of component 1 exploring the theme of ‘Identity’. This again sees students working through a range of materials, experimentations whist exploring Artists and genres of Art. Finally, component 2, the externally set task commences in January of year 11. Students select their preferred externally set starting point and produce a body of work, covering all 4 assessment objectives; Record, Develop, Refine and Present, concluded by 10 hrs of supervised time where students complete a final outcome to their project.
Visits to Birmingham Museum and Art Gallery and London Galleries support students’ knowledge and development of ideas. We also arrange additional workshops, educational visits, and practical sessions around the needs of our students. Lunchtime and after school sessions are offered throughout the school week, providing further opportunity for students to take advantage of the facilities and expertise offered by the Department. We take pride in maintaining links with the wider community by entering students’ work into local and National competitions and exhibitions.
Key Stage 5
Specification: AQA Fine Art
Year 12 commence the A Level course with a short foundation skills project following the transition holiday homework theme of ‘Structures’. A range of workshops covering drawing, painting, ceramics, interleaving those learnt at KS4. Students rapidly develop individual ideas in both 2D and 3D resulting in personal outcomes. Component 1 begins with in-depth artist and contextual research and analysis. Observations, photography, trials and media experimentation in response to artist research, either 2D or 3D. Students present personal response to the context or theme throughout the initial stages. Component 1 continues into year 13 with students developing and exploring ideas that will lead to a realisation of their intentions. Drawing inspiration from the body of research, observations and media experimentation produced so far, students commence ambitious outcomes. A written element (1000-3000 words) will support the development of the practical element. The final phase of year 13 is component 2, the externally set task. Students select their preferred starting point and produce a body of work, covering all 4 assessment objectives, concluded by 15 hrs of supervised time where students predominately complete a final outcome to their project.
Visits to Birmingham Museum and Art Gallery, The Barber Institute of Fine Arts and other national Galleries and Museums are organised annually. We also arrange additional workshops, educational visits and practical sessions around the needs of our students. Lunchtime and after school sessions are offered throughout the school week, providing further opportunity for students to take advantage of the facilities and expertise offered by the Department. We take pride in maintaining links with the wider community by entering students’ work into local and National competitions and exhibitions.