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Art
# all about the formal elements
The aims of Burnham Grammar School Art Department are to enable students to develop students’ capacity to learn about and observe the world in which they live. It aims to develop students’ capacity for imaginative and original thought and experimentation by becoming visually literate. It also aims to have confidence and competence in reading and evaluating images and artifacts.
Intent (what we aim to do)
- To become proficient in drawing, painting, sculpture and other Art Craft and Design techniques
- To encourage students to produce creative work which explores, records and reflects on ideas and experiences in their own and others’ lives
- To know about a range of artists, craft makers and designers and understand historical and cultural development of their art forms
- It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.
- To achieve well and to prepare students for future study
- To realise the relevance of Art Craft and Design in our modern culture whilst raising awareness of career choices and engendering a love of the subject
- To evaluate and analyse their own and others creative works using the language of Art Craft and Design
Implementation (how we achieve our aims)
- Rigorous & thorough exploration of artists, ideas and skills.
- An understanding of an artist’s purpose and how they use the formal elements of art to communicate their ideas to the viewer.
- Through research, students should develop their ideas independently.
- Understanding of the formal elements through experience with artistic conventions and experimentation.
Impact (what we have achieved so far)
- To develop students’ capacity to learn about and observe the world in which they live.
- To use feedback and self-assessment to provide information in relation to attainment on a national scale and as a means for students to reflect on their own progress.
- To link aspects of the formal elements to student outcomes; formal elements are the vein that runs through the scheme of work.
Wider curriculum
- Trips to galleries which support the delivery of the curriculum in art
- Links to ‘Made in BGS’ evenings, which allow individuals and small groups to show off their best work
- English poetry project
- Science plant cell project
Please see the KS3/KS4 and KS5 Curriculum Maps for Art & Design below :
KS3 Art & Design Curriculum Map
KS4 Art & Design Curriculum Map
KS5 Art & Design Curriculum Map
Please see further information about KS3, GCSE & A Level Art & Design below :
KS3 Art & Design
In KS3 students have one art lesson a week. Students are introduced to the formal elements of art (tone, line, shape, colour, form, texture). They will make collaborative outcomes, learning how to mix and apply paint and manipulating paper to make 3 dimensional artifacts.
Year 7
Year 7 are introduced to colour theory and using colour within their work. They work with traditional and new media but in a very controlled fashion, to allow for growing confidence to take place, developing competence, skill and creativity.Year 7 complete three projects:
- Unit 1 - colour
- Unit 2 - plant cells
- Unit 3 - Botanicals (Tone)
Year 8
Students continue to explore more formal elements through three projects:
- Unit 4 - Religious Identity
- Unit 5 - Street art and Packaging
- Unit 6 - War Poetry
KS4 (GCSE) Art & Design
We currently follow the Edexcel art & design syllabus. It awards 60% of the overall mark for coursework and the remaining 40% for the examination. This syllabus provides enough dimension and scope to allow all interested students to grow and develop into young artists.
Year 9
Students complete three projects that may be submitted for their personal portfolio which constitutes 60% of their GCSE grade. These projects enable students to interact with a variety of subject matter and consider a breadth of ideas. They are encouraged to experiment with media and develop their ideas with a growing level of independence in preparation for their Externally Set Assignment.
- Term 1 - term 5 Unit 1 - Organic Forms
- Term 6 Unit 2 - Decomposition
Year 10
Continue with Unit 2 - Decomposition
Students will continue with their personal portfolio, under the guidance of their art teacher. This constitutes 60% of their GCSE grade. Students should aim to interact with a variety of subject matter and consider a breadth of ideas; they are encouraged to experiment with media and develop their ideas with a growing level of independence in preparation for their Externally Set Assignment.
Year 11
Students complete their Personal Portfolio by the end of the Christmas term in year 11, in readiness for the release of the ESA exam title in January.
The ESA constitutes a theme set by the Examination Board; students will carry out preliminary studies which will conclude with a 10-hour practical examination. Students will work on their ESA from January until their examination in the summer term. This will gain 40% of the final mark.
KS5 (A Level) Art & Design
We currently follow the Edexcel fine art syllabus at A level. The course enables students to produce practical and contextual work in one or more areas including painting, drawing, mixed media, sculpture installation, printmaking, film, animation and photography.
Students will have the opportunity to build upon any previous experiences and interests and are encouraged to be independent in their learning, choosing their own direction and focus. Work produced will demonstrate the use of formal elements and creative skills and gives visual form to individual thought, feelings, observations and ideas.
Year 12
Students begin their A level by working on a mini-project. This is designed to get them to develop individual ideas and to look at all 4 assessment objectives holistically.
They will look at creating photos and collecting primary imagery, then they will create observations and experiment with a range of mediums, this ensures their understanding of assessment objectives 2 and 3. They will then have to contextualise the work by looking at the work of artists and makers which develops understanding of assessment objective 1, and can help to develop their ideas further. They will then work to make a mini outcome to meet the fourth assessment objective. They then work through a series of briefs to build up their component 1 portfolio.
Briefs
- Brief 1 - Introducing and Idea
- Brief 2 - presenting an idea
- Brief 3 - in depth analysis
- Brief 4 - presenting a board
- Brief 5 - practical pieces
- Brief 6 - in depth analysis - formal elements
- Brief 7 - practical pieces
Year 13
Students continue with the series of briefs set for completing their personal portfolio. Each brief focuses their work through each of the assessment objectives.
- Brief 8 - visually exploration of an idea
- Brief 9 - planning a final outcome
- Brief 10 - making a final piece
Students complete their Personal Portfolio by the end of the Christmas term in year 13, in readiness for the release of the ESA exam title in February. Students also write an illustrated long prose essay on their chosen direction/topic in year 13.
The ESA constitutes a range of questions set by the Examination Board and, in negotiation with the teacher, students will choose one of these and carry out preliminary studies which will conclude with a 15-hour practical examination. Students will work on their ESA from February until their examination in the summer term. This will gain 40% of the final mark.
Art Edexcel Information
Please see a link below detailing information about Edexcel Qualifications for Art & Design