WELLINGTON COLLEGE Project: INSIDE/OUTSIDE Michaelmas Term

MYP Significant linking concept: Global and Social Habitation

ART AND DESIGN 4th FORM KEY STAGE 4 Focus This is intended as a foundation project, which will give pupils the opportunity to build on existing skills and also to learn new techniques and processes relevant to the theme. Pupils will have the opportunity to work extensively from first hand observation and work in a range of different media. Pupils will also be encouraged to explore and gain an understanding of the environment, context, culture, history and meaning of objects and to research various artists, designers and crafts persons. The unit can be adapted to focus on different aspects of inside/outside including: Built structures: windows, doors, porches, tents, cabinets, gateways, barriers and boundaries, arenas, atriums, light, etc; Natural structures: caves, geodes, nuts and fruit, etc; Biological structures such as skeletal, exoskeletal, organs; Illusions, such as mirrors; Psychological and social worlds such as emotions, dreams, cultural and social groups, voyeurism, CCTV; Antonyms such as ying/yang, hard/soft, personal/public, open/closed, etc. What the unit covers Art Craf Design 2-D 3-D Individu Collaborativ t al work e work Line Tone Colour Pattern Textur Shape Form Space e Pain Colla Print Digital Sculpt Textiles ting ge making media ure

Outcomes Pupils will work in a sketchbook, consisting of lively and experimental drawing, personal research, collections of photographs, artist research and development work. They will produce supporting studies and a final outcome exploring the theme, using a broad range of different media. This may be in painting, sculpture, textiles, mixed media, film, or installation.

Expectations/Differentiation Pupils will be of mixed ability. Learners individual needs will be met via focused questioning and targeted staff support. Teacher questioning of learners understanding plays a significant part of the learning process. Learners are encourages to develop their ideas according to ability. At the end of this unit; Most pupils will:

Some pupils will not have made so much progress and will:

Some pupils will have progressed further and will:

Artists/Craft Persons Language for learning Through the activities in this unit pupils will be able to understand, use and spell correctly vocabulary relating to: Formal elements, composition, line, tone, value, form, harmony, discord, balance, primary, secondary, tertiary, decorative, painterly, linear, expressive, abstract, manipulation, process, image, aesthetics, symbolic, context, tactile qualities, thumbnail sketch, critical and contextual, culture, spatial qualities, 2D, 3D, process, collage, montage, mixed-media, maquettes. Resources First hand material and experiences recorded by drawings, interviews, photographs Second hand material including postcards, books, journals, internet images and ideas, Exemplar material, including previous pupils work and examples of best practice. Pupils will be asked to look at various artists and designers to fuel their project.

BUILT STRUCTURES: Vermeer, Manet, Renoir, Vuillard,

Bonnard, Edward Hopper, Dan Graham, flying buttresses, Coliseum, Ishtar Gate, FLWright, John Lautner, Rosie Leventon, Pompidou Centre (Richard Rogers) Sou Fujimoto, Tadashi Kawamata, Rachel Whiteread, Sol Lewitt, Anish Kapoor, Gordon MattaClark, Keith Tyson, Bill Woodrow,

NATURAL: Hepworth, Randall-Page, Terry Winters,

Turner, Minsuk Cho,

BIOLOGICAL: Ernesto Neto, Marc Quinn, Soutine,

Rembrandt, Hieronymous Bosch, Henry Moore, Neil Rumming, Jenny Saville, Sigmar Polke, Damien Hirst

ILLUSIONS: Manet, Banksy, Dan Flavin, Magritte,

Cubists, Robert Gober

SOCIAL: Eduard Munch, Doris Salcedo, Jason Evans,

Juan Munoz, Rita Donagh, Romare Bearden, Tracey Emin, Braco Dimitrievik

COMPOSITIONAL: Diebenkorn, Morris Louis, Lipchitz,

Donald Judd, Anthony Caro Adapting the unit Pupils will all begin by working from direct observation in a range of different media and then diversify into specialist media, such as printing, painting, collage, mixed media, clay, 3

plaster, wire, assemblage, screen printing, film, and stitch techniques. To incorporate more ICT, pupils could take photographs of objects and manipulate them using Photoshop. Assessment Criteria AQA syllabus Assessment Objective 1 (AO1) Record observations ideas and experiences in forms appropriate to intentions. Assessment Objective 2 (AO2) Analyse and evaluate images, objects and artefacts showing an understanding of context. Assessment Objective 3 (AO3) Develop and explore ideas using media, processes and resources, reviewing, modifying and refining work as it progresses. Assessment Objective 4 (AO4) Present a personal response, realizing intentions and making informed connections with the work of others. Learning Styles and developing skills with A Linguistic, B Visual and Spatial, C Interpersonal, D Intrapersonal, E Kinesthetic, F Mathematical, G Logical. 1 Knowledge, 2 Comprehension, 3 Application, 4 Analysis, 5 Synthesis,

6 Evaluation.

Health and Safety Activities will be planned around the space available. It may be necessary or learners to undertake a variety of activities at one time to avoid overcrowding at work stations. Learners will need to wear protective clothing when necessary and will be briefed when using dangerous equipment such as craft knives. Bags and folders will be stored under tables. Pupils will be monitored carefully at all times.