Year 08 Art
Curriculum:
Click to Expand Project One Content:
Gargoyles and Grotesques
Topic Objectives:
Vocabulary:
- To gain an understanding of the links between literacy and art
- To understand the clay cycle
- To understand of the purpose and brief history of gargoyles and grotesques
- To be able to demonstrate basic clay modelling techniques
- To develop and refine modelling skills
- To develop and refine drawing skills
- To be able to glaze ceramics
- Be able to evaluate your own work and the work of others
- Ceramic - fired clay
- Kiln - oven that is used to fire clay
- Glaze - special paint that is applied to bisque fired work. it is usually glossy the work will then need to be fired again in a glaze firing
- Bisque - this is the first firing of dry clay work
- Slip and score - method of attaching two pieces of clay together
- Coil - a sausage shaped piece of clay
Click to Expand Project Two Content:
Endagered Species
Topic Objectives:
Techniques/Skills:
Vocabulary:
- To develop and refine key art skills
- To understand techniques and processes in more depth
- To develop and refine skills when using colour
- To develop and refine drawing skills
- To be able to develop watercolour painting
- To be able to confidently explain art processes
- To be able to evaluate your own work and the work of others
- Painting Techniques
- Colour Pencil Techniques
- Observation - Drawing what you see and not what you think you see (fig 1. erika lancaster)
- Colour theory - Colour theory is theâ body of practical guidance for colour mixing and the visual effects of a specificâ colour combination
- Brush control - Developing the ability to paint with precision, accuracy and confidence
Subject Overview:
Students in Year 8 have 1 Art lesson each week.
In Year 8, students have 1 piece of homework set every 2 weeks.
This homework is set according to the homework timetable.
At the end of this year, Art becomes an available option to continue with at GCSE.
Assessments:
Students sit a summative assessment at the end of each project.
