Year 9 Visual Arts- Unit 'Mixed Media.'
In this unit, students revisit and develop their understanding of the visual elements and the principles of design, whilst exploring mixed media artists and their artworks. This unit greatly investigates the Post Modern Frame as students explore the practice of street artists such as Banksy and Buff Diss, as well as a variety of Mixed Media artists as Robert Rauschenberg, Kurt Schwitters, Jasper Johns and Rosalie Gascoigne. Students investigate how these artist use humour and satire within their works, and how art can be used to make comments and project personal views about society. Students also look heavily at the Structural Frame, and how materials are the vehicle by which an artist uses to communicate a point of view, in particular using stencilling and aerosol cans.
In this unit, students revisit and develop their understanding of the visual elements and the principles of design, whilst exploring mixed media artists and their artworks. This unit greatly investigates the Post Modern Frame as students explore the practice of street artists such as Banksy and Buff Diss, as well as a variety of Mixed Media artists as Robert Rauschenberg, Kurt Schwitters, Jasper Johns and Rosalie Gascoigne. Students investigate how these artist use humour and satire within their works, and how art can be used to make comments and project personal views about society. Students also look heavily at the Structural Frame, and how materials are the vehicle by which an artist uses to communicate a point of view, in particular using stencilling and aerosol cans.
Work Sample 1: Mixed Media Canvas. Students explored painting techniques and were given the challenge to add found objects in to their artworks. Students developed their designs through a collage technique, whereby they used magazines cut outs to create a colour scheme and their design and theme of their work grew from there.
Unit 2: The Body as a Canvas:
In
this unit, student revisit the idea of how cultural and social identity can
impact upon the creation of artworks. Students will engage in collaborative
study of a particular culture and their use of body art as a symbol of identity
and initiation. These studies will build the foundation of the critical and
historical studies of this course and the students become responsible for the
delivery of content to others. Students will use their investigation of
different cultures and their approaches to artmaking to inform their own
artmaking practice. Students will design and create a body art piece that is
inspired by their own culture and social context in order to convey their
identity.
Work Sample 1: Tattoo/Body Art. Students had to create a tattoo which reflected who they are. Through their work students explored symbolism and identity.
Year 10: Unit- 'Beautiful Rubbish'
In this unit, students revisit and develop their understanding of assemblage sculpture. They will explore a range of sculptural artists and techniques as well as the elements and principles of design in order to inform their practice. Students analyse and discuss 3D sculptural artworks and create a wearable Body of Work inspired by these critical and historical studies. Students will explore the relationship between world – artist, and analyse how artists respond to the world as a source of ideas and motivation to make artworks. Artist of interest in this unit are Claes Oldenburg, Jasper Johns, Salvador Dali and Jeff Koons.
“Artists do not have an absolute measure of whether their art is right or wrong, good or bad”.
"Does another human being solely measure the worth of a piece of art?"
"Why do humans feel the need to use pre-existing everyday objects to create art?"
In this unit, students revisit and develop their understanding of assemblage sculpture. They will explore a range of sculptural artists and techniques as well as the elements and principles of design in order to inform their practice. Students analyse and discuss 3D sculptural artworks and create a wearable Body of Work inspired by these critical and historical studies. Students will explore the relationship between world – artist, and analyse how artists respond to the world as a source of ideas and motivation to make artworks. Artist of interest in this unit are Claes Oldenburg, Jasper Johns, Salvador Dali and Jeff Koons.
“Artists do not have an absolute measure of whether their art is right or wrong, good or bad”.
"Does another human being solely measure the worth of a piece of art?"
"Why do humans feel the need to use pre-existing everyday objects to create art?"
Work Sample 1: Beautiful Rubbish Piece. Students had to create a wearable artwork which was to be an assemblage of pre-existing objects and materials. This piece was inspired by an aspect of contemporary consumerist society. In addition students had to produce a digital photograph of a 'model' wearing their piece. In their photograph, students had to consider the setting and environment in which the photograph will be
taken and how it enhances their artistic intentions.
Unit 2: Disturbia
In this unit, students explore traditional drawing techniques to convey urban and suburban environments. Students will analyse how a range of artists such as, Catherine O'Donnell, Jeffery Smart and Paul White use traditional drawing techniques to create artworks that depict the ordinary, everyday environment. Students will experiment with a variety of materials and techniques to create a Body of Work that conveys the beauty of their everyday suburban environment.
In this unit, students explore traditional drawing techniques to convey urban and suburban environments. Students will analyse how a range of artists such as, Catherine O'Donnell, Jeffery Smart and Paul White use traditional drawing techniques to create artworks that depict the ordinary, everyday environment. Students will experiment with a variety of materials and techniques to create a Body of Work that conveys the beauty of their everyday suburban environment.
"The drawn image in dead. Do you agree? Why?"
"How can we make the familiar or the 'mundane' look beautiful and enticing?"
"Analyse how a chosen artist provides evidence to a modern day Renaissance.”
"How can we make the familiar or the 'mundane' look beautiful and enticing?"
"Analyse how a chosen artist provides evidence to a modern day Renaissance.”
Work Sample 1: Disturbia Architectural Drawing Body of Work.
Unit 3: 'Im Wrapped'
In this unit, students explore a range of installation and site-specific sculpture techniques and will analyse how a range of artists use different materials to create installation and site-specific artworks. Students will work collaboratively to adopt the artmaking practice of key artists in order to create a series of installation and site-specific artworks. Individually, they will create their own installation or site-specific work informed by these artmaking activities, as well as a range of artist studies.
In this unit, students explore a range of installation and site-specific sculpture techniques and will analyse how a range of artists use different materials to create installation and site-specific artworks. Students will work collaboratively to adopt the artmaking practice of key artists in order to create a series of installation and site-specific artworks. Individually, they will create their own installation or site-specific work informed by these artmaking activities, as well as a range of artist studies.
Work Samples 1: Andy Goldsworthy inspired environmental sculptures.
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