Visual Arts at Deira International School
The Art and DT curriculum at Deira International School is focused around five key principles; research, observation, innovation, experimentation and personal responses.
We place importance on experimentation and quality in all aspects of our work. We have a playful yet serious approach to media, materials and processes.
Agility and fluidity of thinking are central to the ethos of the department, explored through the inter-relationship of analogue and digital technologies and the role of drawing – a common language with many ‘dialects’. These approaches take place with reference to relevant historical and contemporary practitioners and are explored through discussion of their work in detail.
We are fully cognisant and proud of the Art and Design scene in the UAE and showcase the work of Emirati practitioners.
Students have the opportunity on the course to visit galleries and museums. We also have a programme of visiting tutors from the Royal College of Art, Goldsmiths and professional artists such as Ian Murphy. Through a combination of set and self-initiated projects students are given the opportunity for personal expression and exploration of ideas along with acquiring skills needed to express ideas and concepts in the most confident way possible.
Curriculum Intention
Students will learn about the formal elements of art including; line, color, form and shape, value, texture, space, and movement
Students are taught how to do hold a pencil, produce a range of tones with a pencil. Students will be able to employ colour theory in their work. Students will understand the role of the artist in society and how they can use their own creativity to make a difference to our world.
Why are students being taught the above? Students will develop confidence in their own ability as artists and understand that art is a subject for everybody.
Curriculum Implementation
Teaching Methods
Classroom Resources:
Pencils
Mod rock
Plaster
Cardboard modelling
Paints
Digital devices
Collage materials
Teacher created video resources
Each student will have their own sketchbook.
Assessment
Students will take part in an observational drawing assessment which links to the theme of the topic. We will also complete a holistic assessment of sketchbook work to date which will cover all of the assessment objectives of the Pearson IGCSE specification.
Wider Curriculum (Links to STEAM, reading across the curriculum, CCAs and trips):
Students will have access to the Young Artist and Young Designer CCAs
Students will be given tasks to visit museums and cultural institutions.
Students will be creating projects linked to real life institutions.
Curriculum Intention
Students will learn about portraiture and identity. Students will explore how to make portraits and the many forms that this genre of art takes. Students will delve into how portraiture can link to social and moral themes. Students will also express their own identities through their work with a focus on the diversity of our student community.
Students will then look at ceramics and 3D work to enhance their understanding of contemporary art.
The final unit of year 8, Man vs Machine will give students the chance to consolidate knowledge from the year to produce ambitious outcomes for an exhibition.
Why are students being taught the above? Students will gain a deeper understanding of the role of the artist and designer. Students will have the chance to explore and discuss identity through the creation of ambitous artworks.
Curriculum Implementation
Teaching Methods
Classroom Resources
Digital devices
Paints
Collage materials
Teacher created video resources
Each student will have their own sketchbook.
Assessment
Students will take part in an observational drawing assessment which links to the theme of the topic. We will also complete a holistic assessment of sketchbook work to date which will cover all of the assessment objectives of the Pearson IGCSE specification.
Wider Curriculum (Links to STEAM, reading across the curriculum, CCAs and trips):
Students will have access to the Young Artist and Young Designer CCAs
Students will be given tasks to visit museums and cultural institutions.
Students will be creating projects linked to real life institutions.
Curriculum Intention
Students will learn about street art and the role of the artist in the urban environment. Students will interrogate what it means to be an artist and the importance of this role. Students will develop this into architectural works which will culminate in an exhibition.
At the end of year 9 students will embark on a GCSE foundation project where they will work through the AOs from the GCSE specification and be encouraged to produce more personal independent work.
Students are taught how to work across a range of media and onto a range of surfaces. Students are taught how to convey meaning in their artwork.
Why are students being taught the above? Students will understand the career options available in Art and design. Students will become familiar with the assessment objectives in IGCSE Art and will be able to navigate these to produce highly personal artworks.
Curriculum Implementation
Teaching Methods
Classroom Resources
Paints
Collage materials
Teacher created video resources
Each student will have their own sketchbook.
Digital devices
Assessment
Students will take part in an observational drawing assessment which links to the theme of the topic. We will also complete a holistic assessment of sketchbook work to date which will cover all of the assessment objectives of the Pearson IGCSE specification.
Wider Curriculum (Links to STEAM, reading across the curriculum, CCAs and trips):
Students will have access to the Young Artist and Young Designer CCAs
Students will be given tasks to visit museums and cultural institutions.
Students will be creating projects linked to real life institutions.
Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
Foundation Skills | Develop shading skills using a range of pencils to create depth, form, and volume in their drawings. | · Graduation; · Blending; · High lights and reflected Light · Hatching; · Form and volume | 3 weeks | Risk-taking |
Op Art Movement – History, Artists, and Artwork | Students to critically investigate the history and origins of the Op Art movement including its emergence in the 1960’s and its key artist and influences, working in the style of the movement. | Students experiment with techniques to create optical illusions in their own artwork. To explore the use of lines, shapes, colours and patterns to create such effects such as more patterns, afterimages and shifting perspectives. | 1 Term | Thinker |
| Japanese design: The interaction between positive and negative space, a relationship embodied in the ancient symbolism of the Yin and the Yang. | To understand the Elements of Art; Space and Shape (positive and negative), symmetry and asymmetry. | ||
Drawing Myth Tea & Biscuits’ | Removing preconceptions of drawing for students to be more confident with using drawing tools, fine motor skills and embed the notion of primary images. | · Blind Contour Drawing · Non-Dominant Hand Drawing · Layered Drawing · Continuous Line Drawing
| 1 Term | Open-minded |
Sweet as Candy | Students will gain the skill of taking a project from a drawing to a 3D outcome using drawing, colour theory knowledge and development skills from this academic year. | Students will be able to present a Claes Oldenburg inspired sculpture. | 1 Term | Inquirer |
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Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
Foundation Skills | Develop shading skills using a range of pencils to create depth, form, and volume in their drawings. | · Graduation; · Blending; · High lights and reflected Light · Hatching; · Form and volume | 3 weeks | Risk-taking |
Introduction to Mark Making and Emotion – Artists, and Artwork | Students to critically investigate the history and origins of the Op Art movement including its emergence in the 1960’s and its key artist and influences, working in the style of the movement. | Students experiment with the connection between emotions and art, emphasising how artists have used marks, lines and strokes to convey feelings. | 5 weeks | Thinker |
Proportions and Facial features | Removing preconceptions of drawing for students to be more confident with using drawing tools, fine motor skills and embed the notion of primary images. | Develop and build confidence removing the preconceptions of realism drawing using the traditional medias (pencil). | 5 weeks | Thinker Open-minded
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Image and Text | How do visual language and written language compare and contrast? | Students will be able to use to develop their work through layering and experimenting with image and text both manually and digitally. | 1 Term | Communicator |
Identity | Students will explore the depths of their own identity through the captivating world of art. In this project, they will embark on a creative adventure that goes beyond the canvas and into the realms of self-discovery, personal expression, and cultural exploration. | Students will be able to present a self-portrait. | 1 Term | Open-minded Risk taking |
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Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
Foundation Skills | Develop shading skills using a range of pencils to create depth, form, and volume in their drawings. | · Graduation; · Blending; · High lights and reflected Light · Hatching; · Form and volume | 3 weeks | Risk-taking |
Urban Art | Students to critically investigate the history and origins of Urban Art taking its roots in the Graffiti movement from the 1970’s and its key artist influences, the evolution and its significance in urban culture. | Students will explore and create a stencil, demonstrating their understanding of the Formal Elements of Art; Space and Shape (positive and negative) | 1 Term | Thinker Risk Taker
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IGCSE Textiles and Photography Unveiled: Weaving Creativity and Capturing Moments | Introduction to IGCSE Photography and Textiles | Develop and build confidence using both textile techniques and materials as well as photographic lens-based media. | 1 Term | Thinker Open-minded
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Image and Text | How do visual language and written language compare and contrast? | Students will be able to use to develop their work through layering and experimenting with image and text both manually and digitally. | 1 Term | Communicator |
Unleash Your Inner Artist: Exploring Acrylic Painting with Year 9 | Students will explore acrylic painting. The tools to translate their thoughts and feelings onto paper, creating visual stories. | From bold and vivid strokes to subtle and delicate textures, acrylics allow students to experiment and explore a range of styles. | 1 Term | Open-minded Risk taking |
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Impact – What success will look like? What students will be able to at the end of each year. How will you know what has been taught has been learned (Assessments)? |
By the end of Year 7 students will be able to demonstrate an understanding of how to manipulate a range of materials and will be able to use these to produce work that acknowledges the formal elements of Art. Students will demonstrate evolving skills as the year progresses. All students should feel confident and able to access the Art curriculum. |
By the end of Year 8 students will have shown an understanding of the role of the artist in society. Students will be able to make portraits which are in proportion and explore identity and culture. Students will be able to identify a range of artists from global cultures, students will be able to critically analyze the work of a rage of artists and be influences by them. |
By the end of Year 9 students will understand the 4 assessment objectives in IGCSE and will be able to produce a body of work that navigates these. Students will be confident in working with a range of media and skillfully expressing ideas and intentions. Students will understand the range of careers and opportunities afforded to them by studying the Visual Arts. |
What evidence will there be to show students have been successful and teaching has been effective?
What would students say about your subject of if asked?
Are students progressing? How do you know this?
What has the wider impact of your curriculum be?
When looking at impact this will be more detailed to what you may have stated in the intention.