Art & Design

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You only have to walk around the school to experience the talents of the artists and designers here at Barlby High school.

We offer and wide and varied art and design curriculum which aims to develop each student as an individual, whatever their level of experience and ability.

Students, peers and teachers all have an important role in reviewing progress, which lead to the setting of personal targets to develop skills, knowledge and understanding of a range of art and design areas.

We have two specialist art rooms which benefit from lots of natural light.

We have a specialist ceramics room with glazing facilities and two kilns. The creative faculty boasts a state of the art A2 laser cutter.

KS3

Key Stage 3 schemes of learning include the following skills;

  • Observation and still life
  • Recording including personal research, photography, sketch book work and drawing in a range of ways
  • Formal elements- Use, explanation and analysis of the art and design visual language
  • Fine Art including drawing, painting, print making and mixed media
  • Three Dimensional Design including ceramics and sculpture
  • Textile Design including printed and dyed fabrics and materials, constructed, stitched and embellished textiles

In Year 7 students study art and design for two lessons every fortnight.

In Years 8 & 9 students rotate around the full suite of creative subjects and study for one term for four hours a fortnight.

Through their art and design learning students develop the skills of:  

  • creativity
  • imagination
  • research
  • investigation and experimentation
  • the development of ideas from first-hand experience and secondary source materials.

KS4 GCSE Art & Design

Exam Board: AQA

The students rotate around the areas of product design (including textiles and resistant materials) and food technology.

Design and make projects focus on solving a problem through analysis, research, focusing design criteria and developing a design proposal.

In year 7 new skills are a big focus for learning as we believe in developing confidence and safety in new and exciting  learning environments.

Please refer to the food pages for more detailed information.

Year 7- Carrier bag store, desk tidy and mobile phone holder.

Year 8- Sneaky Snake, jewelry and key fob.

Year 9- Cultural Cushion and am small storage.

Skills students develop:  

  • creativity
  • imagination
  • research
  • investigation and experimentation
  • the development of ideas from first-hand experience and secondary source materials.

Students are introduced to a variety of experiences exploring a range of two and three-dimensional media, techniques and processes including both traditional and new technologies.

Resources at Barlby High school include a specialist ceramics room including 2 kilns and an A2 size laser cutter.

At Barlby High School we believe in providing a ‘real’ context to the study of art and design, and have a network of local professionals in art and design.  With this team we hope to inspire the students to progress on to further study in the creative subjects, and perhaps to follow a career in the wealth of creative industries.

The students will explore relevant images, artifacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples which should be integral to the investigating and making process. Responses to these examples must be shown through practical and critical activities which demonstrate the candidates’ understanding of different styles, genres and traditions.

Areas of Study:

Students will produce practical and critical/ contextual work associated with;

  • Fine Art including drawing, painting, print making and mixed media
  • Three Dimensional Design including ceramics and sculpture
  • Textile Design including printed and dyed fabrics and materials, constructed, stitched and embellished textiles

Students will be integrate critical, practical and theoretical study in art, craft and design that encourages direct engagement with original work and practice. Where direct engagement may not be possible, the expectation is that work should include appropriate and explicit critical study.

Skills and Techniques:

Over the GCSE course the students will develop the following;

  • making appropriate use of colour, line, tone, texture, shape and form
  • using different approaches to recording images, such as observation, analysis, expression and imagination
  • showing in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres
  • investigating different ways of working, as appropriate to their chosen areas of study within art, craft and design
  • providing evidence of an understanding of spatial qualities, composition, rhythm, scale and structure
  • providing evidence of the use of safe working practices.

Assessment Objectives (all four are equally weighted):

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

For this assessment objective candidates demonstrate their ability to develop ideas in response to a given or self-determined starting point. The journey undertaken by the candidate could be open-ended and initially wide-ranging or more narrowly focussed and determined by stated requirements, such as those presented in a design brief.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

For this assessment objective candidates demonstrate their ability to refine ideas as their work develops.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

For this assessment objective candidates demonstrate their ability to record ideas, observations and insights.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

For this assessment objective candidates demonstrate an ability to present a personal response that is both informed and meaningful. Personal responses could take a wide variety of forms, but should be informed by the focus of the study, be this an individual activity, theme, starting point, brief or problem that requires a solution.

Future career paths are varied and depending on the skill, academic level and ability can include professional artist, gallery technician, illustrator, graphic designer and fine art curator.