Creative Design

ART

Materials – chalk & acrylic

Proportion and scale of the face. Analysis of Pop Art artists – Warhol/Lichtenstei n.

Final outcome is a Pop Art inspired self portrait

Student will further develop their art skills through mark making, tone, shade, scale & proportion as well as how to achieve fore and back ground. A variety of Artists will be studied such as ; John Ken Mortensen and Buff Monster. Their work will develop the students creative sketching techniques using pen and brush work.

Deepen drawing skills to use scale and composition, Mixing acrylic/poster paints to create shade and tone. Developing paint application through brush choice and mark making.

Analysis of Picasso’s Guernica and students produce a copy outcome in acrylic. Peace element draws on Magritte’s’ Dove and symbolism used for peace. Students develop an imaginative outcome using water colours. Extension looks at WW1 images and War horse to create a pen & Ink Wax

outcome.

Skills acquisition through the themes ‘FOOD & IDENTITY’ The

use of acrylics, mono- printing, inks, photography, editing, photoshop, lino cutting. Drawing skills developed and refined through observations. Research and analysis of related artists that link to the themes.

Presentation in sketchbooks/boards. T5/6 students select one theme to continue and develop into a comprehensive study with final outcomes

January – Either start exam preparation or continue to develop and create final outcomes to enhance the coursework.

How to use the camera, shutter speed and Photoshop (editing and basic use)

Students complete 4 projects

– focussing on different aspects of camera, photoshop use & photographic artists.

Identity – studio & lighting. Natural

Forms – mini shoots & patterns.

Destroy – mixed media development.

Surrealism –  photoshop manipulation

Introduction to hand sewing and machine sewing techniques.

Students learn about environmental issues regarding the pollution in our oceans.

Students study the art of J. Vincent Scarpace to create their own Scarpace fish drawings. They use these drawings to inspiration to design their own fish appliqué cushion. They also learn how to tie-dye and understand where fibres come from

Students learn how to use the sewing machine and make a cushion. The theme extends the environmental impact of global warming, and they look at the demise of insects and bees.

Students make drawing studies of insects using pencil and inks. Students learn how to applique and quilt. They design a cushion cover inspired by their insect studies and construct the cushion cover.

Theory includes the classification of fibres.

Students complete a number of tasks to develop their visual research skills, presentation skills and textile construction skills. Students experiment with designing fashions for the future, using themes such as electronic motherboards.

Techniques studied include designing repeat patterns by hand and CAD.

They produce a printed piece of fabric that they construct into a bean bag phone stand.

Theory learnt includes the different forms of fabric construction: knitted/woven/non woven

Textile Skills Acquisition through mini themes

– shells, tribal patterns & a Klimt project. Skills learnt

– appliqué, machine embroidery, couching, reverse appliqué, tie dye, batik, layering techniques, printing and fabric manipulation to create texture.

Metal & stitch techniques Drawing skills developed through

– pencil, ink & stitching.

Artist studies run alongside the techniques practised. Klimt & Floge project enables students to complete research and artist studies in depth.

T4 Garment manufacture with fashion drawing to develop construction skills.

of dishes. Students have the opportunity to make 6 dishes.

The main focus in year 7 is food choice

and healthy eating, following the guideline s of the ‘Eatwell Plate’. Students learn how to: use the cooker safely weigh and measure accurately

use basic tools and equipment with confidence

– In year 8, students learn about healthy eating. Students develop knowledge and understanding of

macronutrients and micronutrients

and malnutrition. Students continue develop

their practical skills, to develop

their confidence and independence in this area.

Students have

the opportunity to make 6 dishes that further develop their skills to enable them to: use equipment safely

and hygienically to cook a range of mostly savoury use a range of

different technique s and methods

of cooking.

preparing and cooking a variety of food commodities whilst

using different cooking techniques and equipment.

Students

have the opportunity to make 6 dishes

Topics include: Personal hygiene

Food related causes of ill health including bacteria, allergies and intolerances Common types of food poisoning

Temperature control Food safety hazards and contamination

Topics include: Structure of hospitality and catering industry Job requirements within the industry Working conditions and job roles within the industry

How hospitality and catering provision operates – front of house and kitchen operations

Health and Safety requirements

– responsibilities of employers

and employees The impact of catering on

the environment – including sustainability; reduce

, reuse and recycle; conservation of energy and water

Demonstrate effective and safe cooking skills by planning, preparing

and cooking a variety of food commodities whilst using different cooking techniques and equipment.

Function of nutrients in the human body Comparison of nutritional needs of specific groups including life stages

and special diets

Factors to consider when menu planning and meeting customer needs Menu production planning Techniques in the preparation of commodities to

include poultry, meat, fish, eggs, dairy products, cereals, vegetables, fruit, soya products

Food quality assurance Presentation techniques Food safety practices linked to preparation and cooking of commodities and in relation to the use of equipment

They learn the key aspects of the design process, design brief, specification and product analysis. They learn some basic theory of wood and wood types and structure. Using new skills students

learn about simple electronics, soldering and wood working skills in

the workshops, including health

and safety. Students also look at making quality

products using assembling and finishing techniques.

An introduction to 3D drawing. Students will learn 3D techniques and practise one-point and two-point perspective drawings, as well as isometric and orthographic drawing.

Theory covered will

be how paper is made. The students will then design their own

mug with graphics. This will be in a theme of ‘The City of Bristol’ or ‘Our local community’.

They will research local landmarks and incorporate these into their designs and be taught how to develop concepts into

finished ideas and learn about

sublimation printing. All students will

evaluate their ideas to recognise

further development and modifications.

Students will design and make a bird box that

includes researching the local

environment. Students will follow the complete design process and learn 2D to assist manufacture.

Students will learn about the

environment – FSC and the manufacture of timbers, manmade boards and their uses. The core of the project will be based around client need with a focus on design brief, design

specification, research, product analysis and their creative annotated design ideas. Time will be given in the

workshop to cut and make their ideas with an emphasis on workshop health

and safety and

finishing skills.

Students study: paper & board, energy storage/systems, materials & properties, emerging technologies.

Students will also learn theory by completing a mini

GCSE project, following the research, design, develop and construction cycle.

A mini project will be built around a selected theme and the students will learn how to create ideas around client needs. An emphasis will be on initial research, client profiles,

specifications, card model making and building 2D design computer skills.

that students study from July in Y10 until April

in Y11. It includes creating a portfolio of work

that includes: research, analysis, specifications, design brief, client profile, design ideas and development, model making and manufacturing and finishing techniques.