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.
| THE LEARNING JOURNEY FOR ART | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Who is an artist? | What do artists do? | Students will engage with artists that come from diverse backgrounds | 2 weeks | Open-Minded |
| Why do we study art? | Students will design a page in their books about being an artist. | |||
| What would the world be like without artists? | Students will make large abstract work to be displayed around school. | |||
| What contribution do artists make to our society and economy in the UAE? | ||||
| Students will understand that they are all artists. | ||||
| A series of fun experimental drawing games will build student’s confidence in the Art studio | ||||
| The Drawing Myth | What is drawing? | Students will break down preconceptions of what drawing is. | 1 term | Risk Taking |
| Why do artists draw? | Students will become more confident with using drawing tools and fine motor skills | |||
| Students will explore tone, texture, form and line. | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | |||
| Colour Battle | If two colours went to battle which one would win? | Students will be able to use colour to develop their work (AO2 iGCSE Art/Textiles/Photography) | 1 term | Thinker |
| How do artists use colour in their work? | Links will be made to DT curriculum- product design. | |||
| What is colour theory? | Students will be able to talk about colours and engage in conversations about the visual world around them. | |||
| Students will learn about the control and manipulation of paint. | ||||
| Students will understand colour theory and application of colour theory to their own artwork. | ||||
| Critical understanding of the art movements of Fauvism and abstract expressionism. | ||||
| Students will gain a grasp of key technical terms such as complimentary, harmonious and contrasting. | ||||
| Sweet as Candy | What is sculpture? | Students will be able to develop their work in response to artist research (AO1 iGCSE Art/Textiles/Photography) | 1 term | Inquirer |
| How do artists work in 3D forms? | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | |||
| What is an art movement? How did Pop Art change the world? | Students will be able to contextually underpin their work through looking at a range of artists from global perspectives (AO1 iGCSE Art/Textiles/Photography) | |||
| 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 develop their work using a diverse range of media and take risks. (AO3 iGCSE Art/Textiles/Photography) | |||
| Students will develop control and manipulation of papier mache, wire and mod-roc. | Students will be able to present a Claes Oldenburg inspired sculpture personal and meaningful response that realises intentions and demonstrates understanding of visual language (AO4 iGCSE Art/Textiles/Photography) | |||
| Students will gain a critical understanding of Andy Warhol and Claes Oldenburg and be able to connect their own work to that of historical practitoners. | ||||
| THE LEARNING JOURNEY FOR ART | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Hand, Eye, Mind. | What is actually happening when we draw? Can we define what a drawing is? | Using drawing exercises and example artworks students will be asked to formulate a definition.Students will develop traditional observational visual art skills as well as having the opportunity for experimentation. | 1 term | Open Minded (Risk Taker) |
| What does it mean to be creative? | Creativity is difficult to define, we are going to explore what it means to be creative to test this statement: To be able to be creative in a discipline we need to develop the thinking skills to interpret data/content accurately and practical skills to be able to manipulate materials. | |||
| If our senses are unreliable is it possible to make ‘realistic’ art at all? | Students will explore and find evidence about the reliability of our senses and be asked to synthesise reflection and implications. Students will use both a sketchbook and digital portfolio to document their work. AO1 iGCSE Art/Textiles/Photography) | |||
| The practical summative task is based on observational and experimental work undertaken in the unit. (our ‘data’ is our observation of our environment). (AO3 iGCSE Art/Textiles/Photography) | ||||
| Looks like/Is like | How can we use Art to explore and express ideas about identity? | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | 1 term | Open Minded |
| How have artists showed both likeness and identity in portraiture? | Students will become more confident with using a range of materials which will build on knowledge from year 7. | |||
| How do contemporary artists explore culture and heritage? | Students will be able to develop their work using a diverse range of media and take risks. This will build on skills gleaned in the Sweet as Candy SOW (AO3 iGCSE Art/Textiles/Photography) | |||
| Students will create a portrait that combines the two approaches to ‘likeness’ The work will present a meaningful response that realises intentions and demonstrates understanding of visual language (AO4 iGCSE Art/Textiles/Photography) | ||||
| Students will learn about facial proportions | This is central to the process – knowing the basic structure of the human skull and how muscles and fat make facial features. | |||
| Students will explore the use of a range of media including digital art. | A series of workshops covering how to achieve likeness in a portrait and how to communicate information about personality, identity and more ‘abstract’ qualities. | |||
| Students will be able to describe, analyse and evaluate historical and contemporary portraiture using subject specific language. | ||||
| Students will learn how artists can ask difficult questions around race and identity. | ||||
| Word and Image | How do visual language and written language compare and contrast? | Students will build on knowledge from the Looks like/is like with mastery of facial proportions. | 1 term | Communicator |
| How do artists use text and language in their artwork? | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | |||
| What is graphic design? | Students will apply their knowledge gained in unit 1 about the possibilioties fo drawing. | |||
| Is typography an art form? | There is scope for curricula links being made. | |||
| How can images be considered ‘treacherous’? | Students will be able to use to develop their work through layering and experimenting with media. (AO2 iGCSE Art/Textiles/Photography) | |||
| Students will develop skills in using lines of typography to develop contours of the face. | ||||
| Students will be able to apply literacy skills to create meaningful conceptual typographic self portraits. | ||||
| Students will create their own graphic products based on the style and technique of a range of practitioners. | ||||
| THE LEARNING JOURNEY FOR ART | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Urban Art | Students will explore the ways street artists communicate ideas. | Students will be able to develop their work in response to artist research (AO1 iGCSE Art/Textiles/Photography) | 1 term | Principled |
| Students will learn how to be inspired by an artist and then use their techniques to express their own point of view. | The unit will look at examples of street art from the UAE and elsewhere | |||
| What is the role of an artist in society? | Students will be able to contextually underpin their work through looking at a range of artists from global perspectives (AO1 iGCSE Art/Textiles/Photography) | |||
| Students will be able to develop their work using a diverse range of media and take risks. (AO3 iGCSE Art/Textiles/Photography | ||||
| How can an artist challenge how we think? | Students will make artworks using the methodology of street artists. | |||
| Does Art belong in an Art gallery? | Students will learn how to work in a range of media to make artwork that is layered in materials and also layered in meaning. | |||
| Architecture | What is the role of the architect in society? | Ensuring architecture from local and international sources | 1 term | Risk Taking |
| How does architecture impact our daily lives? | Focus on female architects to dispel gendered norms in this profession. | |||
| How do you become an architect? | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | |||
| Students will experience photography | Students will become more confident with using drawing tools and fine motor skills | |||
| Students will learn how to draw like an architect using 1 point and 2 point perspective. | ||||
| Students will be designing Dubai of the future in this project through a series of drawing, painting, digital media and mixed media artworks. | ||||
| Students will learn how to work in digital media to create drawings. | ||||
| Students will demonstrate an understanding of how to develop work through abstraction techniques. | ||||
| Students will reflect and discuss their own practice and its impact on the context of the school and a wider audience. | ||||
| Am I an artist yet? | What is GCSE Art? | Students will be introduced to the 4 Assessment Objectives and we will look at examples in their sketchbooks to illustrate this. | 1 term | Balanced |
| How is GCSE Art marked? | Students will have the choice of exploring a new theme of ‘Natural Forms’ or revisiting ‘Architecture’ or Momento Mori as themes for this project. | |||
| What skills will I develop as a GCSE Artist? | Students will be able to contextually underpin their work through looking at a range of artists from global perspectives (AO1 iGCSE Art/Textiles/Photography) | |||
| Students will be able to use to develop their work through layering and experimenting with media. (AO2 iGCSE Art/Textiles/Photography) | ||||
| Students will learn how to create a self guided project. | Students will be able to use drawing as a form of recording (AO3 iGCSE Art/Textiles/Photography) | |||
| Students will develop their own drawings, research, developments which will lead to a final outcome. | Students will be able to present a final piece inspired by the theme that demonstrates a personal and meaningful response that realises intentions and demonstrates understanding of visual language (AO4 iGCSE Art/Textiles/Photography) | |||
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.