S3 Art & Design:
Reporting Window 2

The topics we have covered in this reporting window are:

Critical Art studies – Pre Summer

In this project, learners independently research the visual qualities, materials and techniques used by a chosen artist, demonstrating increasing confidence in applying critical understanding. They will analyse how an artist’s style is created and identify key features within the artworks. Using this research, learners will develop creative design ideas, exploring and refining a range of possibilities for a personalised front cover that incorporates the first initial of their name created in the style of their selected artist.

Expressive: Portraiture – Term 1

Learners will develop their observational drawing skills through focused study of individual facial features and the proportions of the human face. Pupils will learn to apply accurate measurement techniques, focusing on proportions, to improve the realism and precision of their drawings. Learners will also explore a range of media, experimenting with both paint and pencil in applying tonal techniques, building control and confidence in creating depth and form. The unit concludes with a timed assessment in which pupils demonstrate their ability to use measurement methods effectively, apply media with technical competence and work independently under time constraints. Their final outcomes reflect increasing accuracy, confidence and expressive use of materials in portraiture.

Additionally, alongside the portraiture unit learners will develop a deeper understanding of the visual elements and how artists use them to communicate ideas and influence the viewer. Learners will analyse the impact of line, tone, colour, texture, pattern, shape and form in a range of artworks, discussing how these choices contribute to mood, meaning and visual impact.

Design: 2D/3D Graphics / Body adornment – Term 2

3D: Learners will explore the work of designer Peter Chang developing their own creative responses. They will research thematic images and learn to break these down into visual elements such as pattern, texture, shape and colour, producing a series of focused mini-studies to inform their ideas. Learners will then apply this research to design a 2D bracelet template in the style of Chang, selecting and combining visual elements with increasing confidence. Building on their design work, learners will construct a 3D bracelet using a range of paper-based materials, demonstrating developing skills in manipulation, assembly and problem-solving. Developing their final pieces aims to show growing independence in designing and creating imaginative outcomes inspired by contemporary design practice.

Learners will develop their understanding of key design terms and how these inform the creation of effective 2D and 3D outcomes. Through studying Peter Chang’s work, they will explore concepts such as function, fitness for purpose, aesthetics, target audience and sources of inspiration discussing how designers make decisions to meet specific intentions.

2D: Learners will create a poster for an animated Disney film, developing their skills in visual communication, composition and refining the design process. They will select a key character and produce a hand-crafted double-exposure style image by combining observational drawing, layering and cutting techniques. Learners explore how to integrate a scene from the film within the silhouette or form of their chosen character, considering layout, contrast and the effective use of visual elements to convey mood and narrative. Throughout the project, learners demonstrate increasing confidence in planning, refining and presenting design ideas, applying media with control and purpose.

Expressive: Still Life - Term 3

Pupils will learn about still life by carefully observing and drawing single objects. They will practise drawing both simple and more complex items, such as Coca-Cola bottles, wine bottles, flowers, crockery and packaging, focusing on shape, proportion, tone, and detail. This will help them develop their drawing skills and understanding of how objects appear in real life. Once learners are confident drawing individual objects, they will create their own still life compositions, which they will then draw or paint using the skills they have learned. This project serves as a transition into the expectations at National 5 level, where students will complete an Expressive Still Life portfolio, focused on a theme of their choice.

Learners will also complete theory/critical lessons surrounding this topic, where they are expected to evaluate existing still life artworks, commenting on the physical characterises and the impact they have on the viewer. The structure for written responses at National 5 is introduced within the tasks.

Additional Activities

Throughout the year, learners will participate in shorter Art & Design activities. For example; clay paint palettes, printmaking, seasonal projects, visiting artist workshops and art and design competitions. The visual elements will be discussed, written and visually explored throughout each activity.

Course Overview

The majority of work covered in S3 Art and Design is based mainly around CfE Level 4 outcomes. Whilst recognising that some learners may find aspects of this level challenging and may be working below this level, as the year progresses, we would be looking for learners to be meeting this standard with the majority working initially at Fourth C or above (Report 1). As a department we would hope to see this progress to Fourth B or above within the latter part of the year (Report 2). Learners working below this level continue to be offered classroom support to ensure progression in learning.

Working Level and Working Grade descriptions for S3 Art & Design:

Fourth A: Making excellent progress in Art & Design. Learners work well independently and confidently experiment with a range of media and technologies, handling them with excellent control and assurance to create images and objects. Learners consistently apply understanding of the properties of media and of techniques to specific tasks and demonstrate key skills required, showing excellent attention to detail and depth of understanding.  Projects are completed to an excellent standard. Learners are confident in analysing art and design techniques, making informed judgements and expressing their opinions on their own and others’ work confidently. National 5 Art and Design is strongly recommended as one of the main 6 subjects.  

Fourth B: Making good progress in Art & Design. Learners often work well independently and experiment with a range of media and technologies, handling them with good control and assurance to create images and objects. Learners apply good understanding of the properties of media and of techniques to specific tasks and demonstrate key skills required, showing good attention to detail and depth of understanding. Projects are completed to a good standard. Learners can analyse art and design techniques, make informed judgements and express opinions on their own and others’ work well. National 5 Art and Design is strongly recommended as one of the main 6 subjects.  

Fourth C: Making reasonable progress in Art & Design but finds some aspects of the course challenging. Learner’s experiment and handle some media and technologies but can find there use challenging to create images and objects. Learners apply some understanding of techniques to specific tasks and demonstrate some skills required, showing some attention to detail and depth of understanding. Projects are completed to a reasonable standard. Learners are making reasonable progress in analysing art and design techniques, making informed judgements, and expressing their opinions on their own and others’ work but can find often find it challenging. National 5 Art and Design as one of the main 6 subjects would be possible with the right attitude and application.

Fourth D: Making some progress in Art & Design but finds many aspects of the course challenging. Learners can require support with experimenting and handles of materials and technologies to create images and objects. Learners apply basic understanding of techniques to specific tasks and demonstrate basic skills required, showing little attention to detail and depth of understanding. Projects are completed to a basic standard or can often be incomplete. Learners find analysing art and design techniques, making informed judgements and expressing their own opinions on their own and others’ work challenging. National 5 Art and Design as one of the main 6 subjects would be challenging.

Third/Second A to D: While continuing to experience CfE Level 4 outcomes the majority of the work can be very challenging, and most tasks require further explanation and to be broken down into smaller, simplified versions in order to make progress and build confidence. National 5 Art and Design as one of the main 6 subjects would not be recommended.

At this stage in the Art & Design curriculum, pupils on a pathway towards achieving SCQF Level 5 in S4 will be working at Fourth B or above. 

Further information, including an overview for all subject areas can be found here.