Why do we learn art and design?
You should study A-level Art if you have ideas, imagination and love developing and making artworks using a range of media. You may be considering a future career in the creative industries. The natural progression route is to a one-year Foundation Course in Art and Design, but many A-level Art students apply and are accepted at leading B.A. Degree courses both within and outside of London. A-level Art could lead on to any number of exciting careers including architecture, design, exhibition curator, artist, art historian, games designer, advertising art director, art buyer, graphic designer, clothing/textile technologist, commercial artist, art director for theatre/ television/film or virtual reality designer.
Head of Department
Ms H Gougeon
Our approach
Courageous – Our role as a department is to encourage students to be bold and take risks; to accept and learn from mistakes, to create, exhibit and discuss work, culture, identity and diversity in a brave and empowering way. Our highly skilled staff offer a wealth of expertise in a variety of different materials to engage and challenge all students to have the opportunity to try and find their individual strengths through experimentation, analysis and evaluation.
Compassionate – In our department we create an inclusive, safe space. Our curriculum offers students opportunities to discuss, develop and grow in understanding as a creative and culturally informed individual. Through a diverse and stimulating curriculum, students are encouraged to develop a greater understanding of individual, social, political and world issues.
Community – Through artistic expression, we build a community of empowered individuals with the ability to communicate their opinions and views. We provide a variety of opportunities to visit galleries and museums as well as celebrate each other’s creativity both individually and collaboratively, working with the wider community to showcase talent and effort. We are fortunate to live on the doorstep of world-renowned cultural centres and students are encouraged to explore these to gain a deeper awareness, appreciation and understanding of the role of art and design in its current and historical context
Empowering Excellence – At Bolingbroke, we believe in building resilience through setting high expectations of academic rigour, creative skills, critical analysis and evaluation. Through a variety of expressive disciplines, we enable students to find their visual voice. Our extensive range of clubs and regular exhibitions of student work around the academy inspire and encourage every child to try their best, achieve their potential and instils pride in one another’s personal achievements.
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
| Formal Elements: Colour | Formal Elements: |
|
• What are the Formal elements and how they make an artwork • Colour wheel • Mixing colours • Colour theory • Complementary colours • Contrasting and harmonious colours • Cool and warm colours • Meaning and symbolism of colour |
• Symbols • Concept of Simplifying • Concept of Repetition • Colour theory • Mark-making |
|
Skills developed: • Drawing: copying, tracing • Painting: colour mixing, watercolour painting, colour blending, paintbrush techniques • Analysing: artists use of colour • Evaluating: own work |
Skills developed: • Modelling: imprinting, embossing • Painting: colour mixing, watercolour, colour blending, paintbrush techniques • Cutting: to create collage • Analysing: artists use of colour • Evaluating: own work |
| Artists: Kandinsky, Hockney, Albers, Picasso | Artists: Peake, Indian textiles, Oceanic art, Thai Mandala, Matisse |
| Spring 1 | Spring 2 |
|---|---|
| Formal Elements: | Formal Elements: |
|
• Colour mixing • Mark-making • Colour pairings • Tints and shades |
• 2D-3D basic shapes • Mark-making to create tone, form and perspective • Tessellation to create pattern and perspective • Impossible perspectives |
|
Skills developed: • Drawing: copying, tracing • Painting: colour mixing, watercolour, colour blending, paintbrush techniques • Cutting: to create collage • Analysing: artists use of the formal elements • Evaluating: own work |
Skills developed: • Drawing – copying, tracing, measuring, markmaking • Painting: colour mixing, tints and shades, paintbrush techniques • Cutting: to create collage • Analysing: artists use of formal elements • Evaluating: own work |
| Artists: Penrose, Escher, Impressionist, JW Turner, Fauves, Hockney, Albers | Artists: Bridget Riley Op Artists, Sheeler |
| Summer 1 | Summer 2 |
|---|---|
| Formal Elements: | Formal Elements: |
|
• Drawing from observation • Mark-making with Pencil, charcoal, pen, watercolours, chalk and oil pastels |
• Line • Basic shapes • Colour theory • Gradients of tone, tints and shades to create Form • Mark-making to create texture • Concept of Simplification • Concept of Abstraction • Perspective • Scale |
|
Skills developed: • Drawing: copying, tracing, measuring, mark-making • Cutting: to create collage • Analysing: artists use of formal elements • Evaluating- assessing different materials |
Skills developed: • Drawing: copying, tracing, measuring, mark-making • Painting: colour mixing, tints and shades, paintbrush techniques • Cutting: to create collage • Analysing: artists use of formal elements • Evaluating: own work |
| Artists: Still life photographers, Van Gogh Roy Lichtenstein, Claus Oldenberg | Artists: Beatriz Milhazes, William Morris and Marianne Westamann |
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
|
Formal Elements Tone, Form and Texture Self-Image |
Formal Elements Line. shape, tone, form, texture Self-Image |
|
What is a portrait? • Analysis • Research • Plotting facial proportions Line. shape, tone, form, texture • Facial features: eyes, nose, ears, mouth, hair • Gradients of tone • Mark-making • Observational drawing • Evaluation |
Observational drawing of an Eye • Line • Basic shapes • Colour theory - Colour mixing • Gradients of tone, tints and shades to create Form • Mark-making to create Texture • Distortion • Perspective • Scale • Evaluation |
|
Skills developed: • Drawing - copying, tracing, measuring, mark making • Painting - colour mixing, watercolour painting, colour blending, paintbrush techniques • Analysing - Analysing artists use of colour • Evaluating - understanding how to improve own work |
Skills developed: • Drawing - copying, tracing, measuring and scaling, mark-making • Painting/Colouring - colour mixing using colour blending, colour pencil techniques • Analysing - Analysing artists use of formal elements • Evaluating - to improve own work |
| Artists: Chuck Close Rembrandt, Vincent, Van Gogh, Frida Kahlo |
| Spring 1 | Spring 2 |
|---|---|
|
Formal Elements Line and Shape Space and Surroundings |
Formal Elements Line and Shape Space and Surroundings |
|
Perspective • 1- point perspective shapes • 1- point perspective road • 2- point perspective shapes • 2 point perspective buildings • Vanishing points • Orthogonal lines • Scale • Perspective • 3-point perspective • bird’s eye and worm view |
Cityscapes Application • Perspective • Tone and Form • Tints and Shades • Composition • Scale • Colour theory |
|
Skills developed: • Drawing – copying, tracing, measuring and scaling, mark-making • Analysing – Analysing artist’ use of line and tone to create 1 and 2 point perspective • Evaluating – to improve own work using rules of perspective drawing |
Skills developed: • Drawing – copying, , measuring and scaling, hatching and crosshatching • Painting- mixing tints and shades, colour theory • Analysing – Analysing artist’ use of 1 and 2 point perspective • Evaluating – to compare the work of others to improve own work using rules of perspective drawing |
| Artists: Charles Sheeler, Stephen Wiltshire, Van Cleave | Artists: Charles Sheeler, Stephen Wiltshire, Van Cleave |
| Summer 1 | Summer 2 |
|---|---|
|
Formal Elements Line, Shape, Tone, Texture and Form Creatures |
Creatures |
|
Texture and Tone: • How to draw fur (spheres) • How to draw scales (cylinders) • How to feathers (and wings) Unit 6: Line, Shape, Tone, Form and Texture: Observational drawing of animals |
7: Mythical creatures • Artist analysis • Historical context Application • Amalgamating animals • Design • Colour mixing • Watercolour techniques • Mark-making |
|
Skills developed: • Drawing – copying, tracing, scaling, measuring, proportions using a variety of drawing materials • Analysing – Analysing artist’ use of rules of proportion materials and mark-making to create form and texture • Evaluating – to compare the work of others and improve own work using rules of perspective drawing |
Skills developed: • Drawing – copying, measuring and scaling, mark-making • Painting – mixing tints and shades, colour theory and painting techniques • Analysing – Analysing how artists use marks and colour to create texture and form • Evaluating – to compare the work of others to improve own work using rules of perspective drawing |
| Artists: Adonna Khare, Abigail Brown | Artists: Tony Meeusiwissen, Scarpace |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
|
Theme of Term Formal Composition Natural Structures |
Natural Structures |
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Formal Elements • Colour theory • Tints and shades • Subtractive and additive colours • Analogous, harmonious, contrasting and complementary colour groupings, accents • Cool and warm colours • Monotone/monochrome • Composition rules: Fibonacci spiral, rule of thirds, leading lines and framing, contrast, foreground, mid-ground and back-ground. Photography. • Definition • Mind map |
AO1: Artist research Blomfeldt/Ernst Haekel AO2/3: Observational drawing material workshops based on artist • Variety of materials • Monotone/monochrome • Colour filters • Photoshop/similar apps • Micro and Macro |
|
Skills developed: • Drawing – observational drawing using variety of materials • Painting – colour mixing, various painting media, colour blending, paintbrush techniques • Photography – camera controls, composition • Analysing – Analysing use of the Formal Elements to create compositions • Evaluating – understanding how to improve own work using the Formal Elements |
Skills developed: • Drawing – observational drawing using variety of materials • Painting – colour mixing, various painting media, colour blending, paintbrush techniques • Photography – photoshop • Analysing – Analysing artists’ use of the Formal Elements to create compositions • Evaluating – understanding how contextual influences affect artistic expression |
| Artists: Karl Blossfeldt, Ernst Haekel | Artists: Micheal Landy, Andy Goldsworthy |
| Spring 1 | Spring 2 |
|---|---|
|
Theme of Term Natural Structures |
Theme of Term |
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Artist Analysis AO1/2/3 • Choosing 1or2:4 focussed artists • Artist research • Contextualisation • Artist comparison • Artists studies • Pastiches Developing final idea AO1/2/3 • Thumbnails of 1-3 main ideas • Experimenting with materials • Analysing, assessing and refining use of materials to inform and finalize idea • Annotating ideas |
Refining the idea AO1/2/3/4 • Experimenting with materials to refine their use • Analysing, assessing and refining use of materials to inform and finalize idea • Annotating ideas using the key artistic words • Composing and creating Final Idea • Evaluating how to improve composition and refine details AO4 • Final idea • Evaluation of Final Outcome |
|
Skills developed: • Drawing – observational drawing using variety of materials • Painting – colour mixing, various painting media, colour blending, paintbrush techniques • Photography – photoshop • Analysing – Analysing artists’ use of the Formal Elements to create compositions • Evaluating – understanding how contextual influences affect artistic expression |
Skills developed: • Drawing – observational drawing using variety of materials • Painting – colour mixing, various painting media, colour blending, paintbrush techniques • Photography – photoshop • Analysing – Analysing artists’ use of the Formal Elements to create compositions • Evaluating – understanding how contextual influences affect artistic expression |
| Artists: Bruce Riley, Klari Reis, David Goodsell, Rob Kessler |
| Summer 1 | Summer 2 |
|---|---|
| Theme of Term | Theme of Term |
|
3-D Artist Analysis AO1 • Choosing 1-3 focussed artists • Artist research • Contextualisation • Artist comparison AO2/3 • Experimentation • Annotation |
Refining the idea AO1/2/3 • Analysing, assessing and refining use of materials to inform and finalise idea • Annotating ideas AO4 • Composing and creating Final Idea • Evaluating |
|
Skills developed: • Drawing – observational drawing using variety of materials • Modelling – imprinting, embossing, modelling, 3-D structure • Analysing – Contextualising and comparing artists’ work. Analysing artists’ use of the Formal Elements to create original 3D structures • Evaluating – understanding how contextual influences affect artistic expression |
Skills developed: • Drawing – observational drawing using variety of materials • Modelling – imprinting, embossing, modelling, 3-D structure • Analysing – Contextualising and comparing artists’ work. Analysing artists’ use of the Formal Elements to create original 3D structures • Evaluating – understanding how contextual influences affect artistic expression |
| Artists: Jenni Ward, Lorna Fraser, Joy Trykovic, Rogan Brown, Noviko Kuresumi, Debora Leite, Therese LeBrun, Makiko Wakisaaka, Ruth Cepedono, La Lanka, Lone Skov Madsen, Nuala O’Donovan | Artists: Jenni Ward, Lorna Fraser, Joy Trykovic, Anthony Caro |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
|
Theme of Term Identity |
Theme of Term Identity |
|
Unit 1: Research and beginnings AO1/2 • Mind map • Definition • Mini-artist research • Analysis • Comparisons |
Unit 2: Colour theory and Michael Craig Martin AO1/2 • Artist research • Colour theory |
|
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
| Spring 1 | Spring 2 |
|---|---|
|
Theme of Term Identity |
Theme of Term Identity |
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Unit 3: Photography and drawing AO3 • How to take a photography • Composition theory • Contact sheets • Observational drawings |
Unit 4: Choosing your direction AO1/3 • Identity focussed artist • Artist research • Artist studies • transcriptions |
|
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
| Summer 1 | Summer 2 |
|---|---|
|
Theme of Term Identity |
Theme of Term Identity |
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Unit 5: Developing the idea AO1/2/3 • Own ideas • Experimenting media • Analysing, assessing materials to inform ideas • Composition alternative |
Unit 6: Final piece AO4 • Creating the final piece • Linked to theme • Linked to artists • Evaluating the final piece |
|
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
All Year 10 subjects Next Year 10 Subject - Computer Science
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Theme of Term Identity |
Theme of Term Identity |
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Unit 7: Developing and Refining the idea AO1/2/3 • Refine Final Outcome 1 • Research new artist • Analysing, assessing materials to inform and change ideas • Composition alternative |
Unit 8: Final Outcome 2 AO4 • Creating the improved final outcome • Linked to theme • Linked to artists • Evaluating the final piece |
|
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
| Spring 1 | Spring 2 |
|---|---|
|
Theme of Term Component 2 ESA |
Theme of Term Component 2 ESA |
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Unit 1: Introduction of the ESA and analysis • Definitions page • Mind map • Mini artist research pages • Initial ideas |
Unit 2: Idea development • Artist research • Developing your idea |
|
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
| Summer 1 | Summer 2 |
|---|---|
|
Theme of Term Component 2 ESA |
|
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Unit 3: Refinement and final exam • Final idea pastiche and evaluation • Detail refinements • Exam • Administration paperwork • Pupils allowed time after the exam to check paperwork and revise for other subjects due to the exam being at the start of this half term or just before • EXAM 10 hours April tbc |
|
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Skills developed: Developing Experimenting Analysing Recording Evaluating Applying |
|
All Year 11 subjects Next Year 11 Subject - Computer Science
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
|
Skills and workshops Workshops on:
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NEA -Personal Study
|
| Spring 1 | Spring 2 |
|---|---|
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NEA -Personal Study
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NEA -Personal Study
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| Summer 1 | Summer 2 |
|---|---|
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NEA -Personal Study
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NEA -Personal Study
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All Year 12 subjects Next Year 12 Subject - Computer Science
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
|
NEA Unit 7: Personal study
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Conclusion of NEA
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| Spring 1 | Spring 2 |
|---|---|
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ESA AO1 and AO2
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ESA AO2 and AO3
|
| Summer | |
|---|---|
|
ESA AO4
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All Year 13 subjects Next Year 13 Subject - Computer Science