Year 7
Key Skills: Observation

In order to inspire all students to excel in Art at John Mason School we begin with this myth-busting unit.  Here we demonstrate to students that art skills do not depend on inborn talent or ‘gifts’ but  can be taught and learned. Students are taught key techniques in observation and tone using a range of stimuli to produce their first works of art, and as a foundation to the whole skill-set of artists.

Key Skills: Colour Theory

Having seen how to apply their detailed observations of the world into artistic work students move on to explore the theory of colour.  We learn about the colour wheel, a range of brush skills and aspects of colour psychology.  As students’ confidence and understanding of graphical representation grows they learn to achieve tonal range and bring depth and space to their work.

Colour Still Life: Mixed Media Observational Piece

In this unit they bring together their skills to design and create a colourful still life.  We draw inspiration from the work of British artist Sir Michael Craig Martin whose work is displayed is New York, Paris, London and at the John Radcliffe Hospital in Oxford.  Students will explore a variety of techniques to create depth and texture and encourage a wider appreciation of different art forms from diverse regions and eras. 

Colour Collage: Eric Carle Illustration

Many of our students will be familiar with at least one of Eric Carle’s works - the illustrations in the world renowned children’s book The Very Hungry Caterpillar. Using Carle as our starting point for inspiration, we end the year with a contrast to more formal elements of art covered our earlier work and explore the part imagination plays in creativity. 

Year 8
British Wildlife: Composed Illustration

Nature has forever acted as a key source of inspiration for artists. Students are introduced to artist Daniel Mackie (who is influenced by ancient Japanese prints & Art Nouveau style) and his animal habitat compositions before identifying animals that live in the environment around them to use in their own designs.  In the first half of this year students build their painting skills, learning how to use watercolours and build narratives into their designs to create work that is both beautiful and which tells a story.

Portraiture & Expression

Portraiture is a core genre in the history of art and many of the most famous artists in history have included portraits of themselves and others in their work.  Students start by learning the basics of facial proportion and form through observation and traditional realism.  But once you understand the basic rules you can then subvert and get truly creative, and in the second half of the unit  students are introduced to more modern portrait forms, and the concepts of more expressive and abstract portraits by Eastern European artist Loui Jover to build confidence in using creativity beyond realism. 

Year 9
Jungle Illustration: Pop-up art

Broadening their experience of artistic genres, the first 3 terms of Year 9 are themed around tropical landscapes, flora and fauna. A clearly stepped process leads students to create personal jungle  themed dioramas inspired by  self-taught naive artist Henri Rousseau and contemporary Costa Rican artist Larissa Bates. Both are inspired by exotic climates plus incorporate the freedom of their imagination into their art.  After exploring the use  of colour, shape and narrative students learn about problem solving of technical construction processes as they build their first 3D piece of artwork.

Icons: Box Portraits

Art truly can be made from anything and in their final key stage three unit we challenge students to create a work of art from sustainable materials.  Inspired by contemporary ceramic artist Sarah Sanders and renowned  C20th Italian portrait painter Modigliani (who both create stylised portraits), this project returns to refining and stretching working with facial proportion and expression (Y8) to continue to build appreciation of diverse forms and approaches to art and its conceptual value.  Students and parents alike find themselves amazed by the final pieces students produce at the end of their key stage 3 journey.

Introduction to practitioners

Using movement to replace words allows us to present deeper meanings on stage in more abstract forms. Playing around with this form alongside music and dialogue allows actors to understand the many different layers to a performance, experts we will study in this field are Frantic Assembly, who have been perfecting their combination of movement, music and words for decades.

Stanislavski

When we watch a film, TV show or play we are drawn into the world of the characters, we believe they are real people. But how do the actors create this world for us? Through exploring Stanislavski's methods, we too can create our own worlds with realistic characters and scenarios. An influential practitioner, Stanislavski influenced Strasberg who created ‘method acting’. 

Exploration of exam stimuli

After learning about different practitioners, styles and ways to create a performance,  it can now be put into practice as students create their own devised performance from  one of four stimuli. Alongside this students will document their process as a chance to reflect on the journey their creation has taken.

Developing and devising

The devising process is an exciting one for any performer as they are offered the chance to create performance work that is meaningful to them and inspired by what they see and experience. Drawing on practitioners studied at the start of the year they will apply their techniques and processes throughout the development of their performance – as either an actor or designer.

Performances

Reflection is a vital skill for anyone to learn as it enables us to improve on our work as we move forwards, this skill will be taught and utilised to reflect on the successes and areas for improvement in the students' own work for devising. Learning about their strengths and where they can develop further as they head towards their scripted exam next year.

Exploration of the play ‘Find Me’ by Olwyn Wynmark

Find Me, based on a true story, explores a young girl named Verity, her battles with mental health and lack of understanding surrounding this in the 1970s. With the increasing developments and support for mental health now, it is important to explore the misunderstandings of previous generations, so we do not make the same mistakes and help those most in need.With themes and social issues that are prominent today, it enables us to review our own perceptions of mental health issues and the support that is provided not only to the patients but also their families.

Any link to the drama development as well???  Eg why is it important for actors to be able to portray challenging or contemporary issues?  Just delete if I’m talking rubbish!

Developing characterisation

Students will develop their understanding of Stanislavski, exploring two extracts of a script in depth and bringing them to life for a performance in front of a visiting examiner.

Learning to perform in front of others is an invaluable skill for young people as they develop in confidence and their ability to follow and brief or take on a role successfully engaging an audience.

Scripted performance

Understanding characters is much like understanding people, through the study of a text students develop empathy for people in situations different from their own. 

This can be done also through the experience of live theatre and watching an actor take on another role. Going to the theatre and watching a performance enables students to be inspired by this work in their own lives. The practice of analysis and evaluation of performance enables students to refine their reflective skills to appraise the work of others and appreciate the successes and limitations of creative work.

Throughout the course, GCSE students will deliver performances in order to build their skills.  Many of these are assessed as part of their GCSE and need to be performed in front of an audience.  Look out for the invitations to events that will be coming your way, where you can come and support the students and enjoy an evening at the theatre as they share their work with you!

To find out more about Fine Art at Key Stage 5, please visit the JMF6 Website: https://www.jmf6abingdon.co.uk/curriculum/curriculum-subjects/