Art Y9

Overall Curriculum Goals

1.     Pencil/stencil drawings in the style of Michael Craig-Martin

2.     Observational drawing

3.     Watercolour paint application.

4.     Use of fine line pen for outline.

Term 1

Term 2

Term 3

Topic Title: 

BINCA SEWING

Topic Title: 

POP ART DRAWING/LINO CUTTING

Topic Title: 

CLAY MONSTERS

Topic Intent:

To build up skill level with various sewing stitches.

To identify skylines in a landscape image or to identify Henna pattern design (students have a choice in which topic they would like to follow for this project).

To create a sewn bookmark using all 5 of the following stitches: Running, Back, Cross, Chain stitch and French knot. To create a final outcome on A5 Bince of a landscape or Henna pattern using the various stitches learnt in lesson.

Topic Intent: 

To identify the Pop Art movement.

To look at proportion and scale when drawing.

To look at block shading using coloured pencil crayons

Identifying ben-day dots in Pop Art and applying them to own outcomes.

Students will identify the process of lino cutting and printing.

To create inked prints using a roller once all lino has been designed and cut.

Topic Intent:

To create a 3-dimensional clay creature/monster which will be fired in the kiln. This will then be painted with acrylic paints.

Students will look at how to construct their 3D outcome which will be hollow.

Students will identify a colour pallet that they will then use to paint their outcomes.

Key Content / Skills:  

  • Sewing techniques using needle and embroider threads.
  • Looking at landscape or Henna pattern designs for inspiration.
  • Designing a final outcome using drawing techniques.
  • Using a mathematical key to plat different types of stitches on paper designs.

Key Content / Skills:  

  • Drawing – looking at scale and layout.
  • Use of block shading using colour.
  • Lino cutting/engraving.
  • Printmaking/printing using block inks and printing rollers.

Key Content / Skills:  

  • Creating thumb pot bowls which will be placed together to create a 3D monster structure.
  • Applying additional clay for features such as hands, eyes and nose.
  • Acrylic painting.

Assessment:

Students are marked out of 40 for their initial design and then for their final outcome. Total out of 80.

Assessment:

Students are marked out of 40 for their initial design and then for their final outcome. Total out of 80.

Assessment:

Students are marked out of 40 for their initial design and then for their final outcome. Total out of 80.

Home Learning:

Landscape painting inspired by the students local surrounding.

Home Learning:

Create an A4 pop art outcome using the student's name. Pencil crayons are to be used.

Home Learning:

To create a comic strip story that involves the students designed clay monster. This homework will be set after the first half term where students will have designed their clay monster in lessons.

Employability, Professionalism and Enterprise  (EPE) Links

Students are introduced to the textiles industry and how this links to fashion.

Employability, Professionalism and Enterprise  (EPE) Links

Students are shown how pop art is used in day-to-day life, such as on television. Students are shown the artwork of Burton Morris and Andy Warhol.

Burton Morris frequently had his artwork on the TV sitcom FRIENDS in the 1900s/2000s and how artwork is commercial and profitable.

Employability, Professionalism and Enterprise  (EPE) Links

Students will identify structure and architecture and how 3D design is all around them in the outside world. They will then link this to university courses and how they can progress into highly paid jobs.

Useful Links

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Turf Hill Road
Rochdale
OL16 4XA

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