Visual Art

The curriculum provides a ‘foundation course’ in which students cover ideas, concepts, process and practical skills in art and design. The three main components are:

1. Context: The exploration of context sets the conditions for personal meaning and intent in artworks.

2. Creating:  A creative process provides opportunities for the conception, nurturing and development of artistic ideas.

3. Interpreting and Analysing: Art conveys meaning and provokes a personal response which deepens an understanding of self and others.

Through the study of a variety of concepts, artists and movements, both traditional and contemporary, students have the opportunity to develop their skills in the following main areas: drawing, painting, sculpture, printmaking, digital media/photography, contextual and critical thinking.

Themes, contexts and artists have been chosen to:

• provide stimulating starting points for practical work

• follow a progression of complexity which allows the pupils to develop and strengthen different skills during the year

• showcase a geographical mix of male/female and past, present and contemporary artists

• cover a mix of genres, eras and cultures

Open Studio sessions are available after school on some days of the week to complete or continue classwork and art based homework. Student work is showcased in the Art Department Gallery as well as in the Middle School Art Exhibition at the end of the academic year.

Students are encouraged to regard the acquisition of skills and concepts as a progressive experience, building on work in Grade 5. Students are involved with personal and contextual research including analysis and responding to works of art. They also develop personal ideas, go through a creative process and perform personal reflections.

Unit 1: "The Shape We're In" 

Artists can be advocates to promote change in the world. Students will create their own clay (ceramic) piece(s) and create texture by adding and removing (subtracting) clay for surface decoration to build an understanding about environmental issues or conservation by communicating through a global goal. They will plan and develop their own ideas to construct this 3D work of art. With this they will gain an understanding on how artists can use decorative elements in their work and raise awareness on various issues. 

Unit 2: "Drawn to Life" 

Artists use different materials, tools and techniques to create. Students look into varied drawing styles and media  through the lens of fine art, illustration and design. As a summative art project, students select their approach and media to create an A5-A4 drawing. This could also involve drawing digitally. Students will write a reflection evaluating their performance on artistic achievements and approach to work.

Unit 3: "Losing Touch With Reality" 

Students look into abstract art and in particular, Abstract Expressionism with the focus of “The principles and elements of art and design help us to understand and create.” Students will gain an understanding of art in a historical context and improve their sense of visual analysis on a selected artist. Students will create their own abstract work of art in paint. These works can abstract the natural environment, be inspired through digital manipulation or be completely expressive whilst implementing principles and elements with a compositional technique. 

Artists different materials, tools and techniques to create.Artists use different materials, tools and techniques to create.

The course covers concepts and practical skills of art and design, building upon students’ learning from Grade 6. Contexts and themes studied include design, portraiture, sculptural forms and painting. Students continue to be involved with personal and contextual research including analysis and responding to works of art. They also develop personal ideas, go through a creative process and perform personal reflections. Grade 7 has an increased options approach for tackling projects.

Unit 1: "Portraits of Purpose"

“Before the invention of photography, a painted, sculpted, or drawn portrait was the only way to record the appearance of someone. But portraits have always been more than just a record. They have been used to show the power, importance, virtue, beauty, wealth, taste, learning or other qualities of the sitter... A portrait does not necessarily have to be representational – an abstract or symbolic depiction by an artist can also be classed as a portrait. A portrait can also be in any medium" (Tate). In this unit, students will explore “ARTISTIC INTENTIONS ALTER HOW PORTRAITS ARE CREATED AND INTERPRETED.” Students will look at the relationships intertwining artwork, the formal elements and analysis.

Unit 2: "True to Form"

Through art, we can gain an understanding of culture. Students will independently investigate geographic and stylistic traditions in relation to masks and architecture. Students will then create their own sculptures (mask/building) out of cardboard either individually or with a partner. Students will develop and plan out their ideas to incorporate aesthetics, relief and sculptural craft (attach, score, fold, utilise texture etc). 

Unit 3: Brush Up Your Skills

Students will look at the intentions and characteristics of Fauvist and Expressionist artists, in particular Henri Matisse, Andre Derain and Franz Marc, paying particular attention to subject matter, colour and brush marks. Students will create their own portrait, landscape or painting of an animal in tempera paint to realise their personal intentions. 

Grade 8 Art builds on the Grade 6 and 7 curriculum and serves as a foundation for High School Art. Students are guided through units of study with emphasis placed upon a more developmental and personal approach to solving problems. Concepts and contexts studied include appropriation and music. Students are involved with personal and contextual research including analysis and responding to works of art. They also develop personal ideas, go through a creative process and perform personal reflections.

Unit 1: "Everything is a Remix"

Remixing can be a creative tool to help develop artistic expression. In this unit, students will develop an understanding that ideas can be borrowed, transformed, remixed and combined as a form of creative expression. Students will create their own art by appropriating or remixing existing material. In addition to this, students will conduct artist research either individually or with a partner.

Unit 2: "Seeing Music"

Paintings can communicate through composition, subject matter, brushwork and colour. Subject matter, colour, composition and brush work can be manipulated to express a mood or feeling for a particular effect. Throughout history, artists have expressed their feelings through their art. Music is another area within the arts where self expression is an integral part of the creative process. Many artists have recognised the connection between the two subjects. Students will explore their own relationship with music and address this by creating a painting or mixed media artwork. Students will develop their ideation skills by brainstorming, planning, exploring composition, photography and developing a range of painting skills to gain a stronger realisation and depiction of their relationship with music. Since artists can be communicators, they will consider what they wish to convey about what music means to them.