Art & Design
At Greenbank we firmly believe that a robust education in the visual arts is essential to prepare students for a future where the creative industries go from strength to strength.
The excellent art and design education delivered and Greenbank enables our students to think and practise as young artists. They are encouraged to enquire, experiment, invent and create artwork that is particular to them. Pupils are challenged to pursue lines of enquiry within their work and to think critically thus developing their confidence to express thoughts, ideas and opinions when contextualising their work.
KS3 Students receive two lessons per fortnight. All groups at both KS3 and KS4 are mixed ability.
Students are marked according to four assessment objectives (M)aking, (I)deas, (K)nowledge, (E)valuation.
Autumn Term – Key Skills
- Baseline Test: A basic drawing exercise that demonstrates each pupil’s individual artistic skill. (Making/Knowledge)
- Tonal Drawing: An exercise that develops pupil’s abilities to apply pencil tone and shade to their drawings. These skills are then demonstrated in a self-portrait drawing. (Making/knowledge)
- Colour Theory: Pupils develop their understanding of the properties of colour by painting a colour wheel. Knowledge of colour theory is then applied in the creation of a painted piece. (Making/knowledge/ideas)
- Mark Making: Pupils will create a range of marks using pen and ink. These skills are then applied to a pen drawing exploring the theme of ‘texture’. (Making/knowledge/ideas)
Spring/Summer Term – Gothic Architecture & Antoni Gaudi
- Gothic Architecture Zentangle: Pupils create individual zentangle compositions based on the patterns, shapes and detailing found in gothic architecture. (Making/knowledge/ideas)
- Gothic Architecture Infographic: Pupils develop their understanding of the principle of gothic architecture as well as their knowledge of their local built environment. Skills in the visual presentation of information are developed through the production of a digital infographic. (Making/knowledge/ideas)
- Gaudi Composition: Pupils skills in mixed media are developed through the production of a composition of details of the buildings of Antoni Gaudi. Understanding of the principles of his work is demonstrated is demonstrated through annotation. (Making/knowledge/ideas)
- Birdhouse Designs: design skills are developed as pupils produce a series of birdhouse designs inspired by Gothic architecture and Antoni Gaudi. Pupils will make a paper maquette of their chosen design. (Making/knowledge/ideas)
- Birdhouse: Pupils use collage and decoupage techniques to create a three dimensional birdhouse inspired by gothic architecture and the work of Antoni Gaudi. (Making/knowledge/ideas)
Autumn/Spring Term – Cakes and Sweets
- Baseline Test: A still life drawing exercise that demonstrates each pupils individual artistic skill. (Making/Knowledge)
- Cakes and Sweets Composition: A mixed media piece that develops pupils observational drawing skills. Pupils demonstrate skills in observational drawing, colour, water colour painting and collage. (Making/ideas/knowledge)
- Visual Research Sheet: Pupils will develop their abilities to creatively present information and express thoughts and ideas about relevant artists and disciplines. Skills in typography and layout will be developed. (Making/ideas/knowledge)
- Ceramic Cake Design: Pupils will develop skills in the design process by producing a series of thumbnail designs for a ceramic final piece inspired by their development work. Pupils will be able to evaluate and annotate their work before choosing one to develop into a final design. (Making/ideas/knowledge/evaluation)
- Ceramic Cake: Pupils will develop their skills in three dimensional clay sculpture in the production of a ceramic cake of sweet based on their chosen design.
Spring/Summer Term – The Ramayana
- Indian Patterns Sheet – A series of mono and tile prints that reflect motifs and elements from traditional Indian patterns.
- Singh Twins Research – A visual research sheet exploring the work of the artists ‘The Singh Twins’
- Character Design sheet – An exploration of the key figures from the story of the Ramayana. Pupils to explore the visual qualities of each of the main characters and produce a series of designs relating to each. Pupils should refer to the style of the Singh Twins in their designs.
- Ramayana Storyboard – An illustrated story board highlighting the key part of the story of the Ramayana. Pupils should include their character designs in this.
- Ramayana Shadow Puppet – A final piece highlighting a key character in the story of the Ramayana. Influenced by the Singh Twins painting style the character will be decorated in traditional and contemporary pattern relevant to the story.
At KS4 students have the options of specialising in one of three Art and Design Courses offered. By choosing Fine Art, Photography or Graphic Communication students are able to focus on their own specific skill sets and interests.
All of these courses are part of the AQA Art and Design specification. All students studying these courses must submit two components for assessment consisting of a portfolio component and an externally set assignment. All courses are assessed and moderated according to the same mark scheme.
The portfolio component consists of:
- A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
Fine Art: ‘The Microscopic World’, ‘The Distorted Face’
Photography: ‘Architecture’, ‘The Distorted Face’
Graphic Communication: ‘Individual Brief Led Project’
- A selection of further work resulting from activities such as trials and experiments; skills based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
Fine Art: ‘Natural vs Man Made’
Photography: ‘Alphabet Photography’, ‘Composition’, ‘Formal Elements’
Graphic Communication: ‘Skills Workshops’
Externally Set Assignment:
AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title.
Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives
A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts.
These requirements are identical for all three components. The themes of the exam questions vary year on year and pupils are free to choose their own starting points.
A range of extra curricular activities are on offer to Art and Design students to help them develop their love of the subject. These range from trips and visits such as the Tatton Park trip of the Southport College studio photshoot to the exhibitions and competitions