Oops...
Slider with alias teaching objectives not found.

Teaching Objectives Fine Art

Click on the any section below to view the respective teaching objectives.

Year 1 students are encouraged to become comfortable with a range of materials and mediums, to be given the freedom to express themselves, to show imagination and to be encouraged to experiment within the framework give below.

The students should be able to:

 

  • Use pencil, paint and pastel and understand the ways in which these materials can be implemented into an artwork (through historical examples and demonstration)
  • Focus on what is familiar to them, the family, the home and the neighbourhood (family tree, ‘my home and my room’
  • Identify the usage of colour and shape in a simplified form
  • Learn new vocabulary through ‘Intensive English’ and apply this to imaginative projects during the first term
  • Become familiar with basic techniques associated with still life artworks (1st year project, Shoes)
  • Understand the role to which colour plays a role in art and design
  • Use a variety of mediums to express creativity and imaginative artistic responses
  • Produce personal responses through both artistic and design based media, such as reflections on self, home and the environment
  • Build up the basis of a creative portfolio
  • Students are given the framework in which to operate as-well as the freedom to
  • Express individual creativity and uniqueness.

Year 2 students are encouraged to experiment with new mediums and to show a broader understanding of techniques. They are also introduced to the notion of working as part of a small group.

The students should be able to:

 

  1. Show self-reliance regarding materials and projects, both group and individual.
  2. Mix colours successfully
  3. Use the elements of art: line, shape, form, colour, value, texture, and space to express ideas, images and emotions
  4. Extend their understanding and use of art materials to include charcoal, collage, clay, watercolour and mixed media
  5. Become comfortable with small group projects and understand the importance of teamwork and deadlines
  6. Understand the difference between art and design
  7. Show an acute awareness regarding attention to detail in their work and the importance of time management when producing works
  8. Understand the basic historical context to which the particular project relates.
  9. Use the elements of art: line, shape, form, colour, value, texture, and space to express ideas, images and emotions

Year 3 students are encouraged to show initiative and self-reliance with project work whilst integrating practical skills and imagination.

The students should be able to:

 

  • Show an ability to work as part of a group
  • Understand the role of business and media (Snowboard and Ski fashion/ apparel project)
  • An emphasis on time management, in this case deadlines for projects and individual roles within a group
  • Produce a room with furniture using perspective
  • Produce a landscape
  • Show understanding of perspective
  • Draw / paint still life using shadow, perspective and tone
  • Understand the role to which Graphic Design plays in everyday objects
  • (CD cover designs to show the pupil’s personality, likes and dislikes, hobbies and interests)
  • Research an artist or movement of the student’s choice in preparation for a written test
  • To produce art-work using the influence of an artist or movement (Andy Warhol, Coke cans)
  • Research artistic related fields using I.T.
  • Implement I.T and computer-based design techniques using I.T.

Year 4 students are expected to produce works with attention to detail with a stronger emphasis on aesthetic appeal and final result.  Students are encouraged to put care and dedication into everything they produce whether it be for the group or as an individual.

  • Show initiative, independent learning and a knowledge and understanding of technique and style.
  • Produce a wide range of artworks using a mature range of mediums, including I.T.
  • Produce a still life using a range of diverse objects with pencil and watercolour
  • Research an artist or movement of the teacher’s choice in preparation for a written test
  • Present artworks orally to the class as an individual or as a group
  • Be given a goal and able to manage time between start and completion of the project accordingly.
  • Understand the role of design in everyday objects (CD design, food packaging)
  • Produce authentic looking design-based objects
  • Research a particular industry or field within art and design related arenas
  • Introduce Art History as a key component of the curriculum by means of a design project (Art History board games)

The students should be able to:

 

  • Analyse the concept Design (with emphasis upon Fashion), expressing and thereby communicating their imagined ideas and reflections through graphic depictions
  • Deepen their skills trained in the under level school years of representing 3D space through a 2D medium
  • Arrive at an insight into possibilities offered by various institutions, agencies and publications related to art – internet, specialized literature, visits to exhibitions, video presentations – as well as use aspects thereof in the form of projects with help from new medial forms (nB. Egypt, French Art as preparation for the French trip).
  • Learn about the culture of South American countries by studying the forms of representation and design found in the art from this region and upon reflection thereof earn a more clear perception of their own world. In addition, these studied forms of representation can serve as a source of inspiration for their own creative works.
  • Learn the visual means and their effects of Expressionism, interpreting them as being carriers of content and expression; describe particularities of these works, keeping in mind their local and historical; represent expressionistic painting techniques in their own works.
  • Learn about Roman art, especially that of sculpture and script. Students should be able to reflect the Roman aesthetic in their own fashioning of a portrait bust as well as in the school environment.  Students should be able to understand script in its functional and applied relationships with Roman art as well as apply this understanding in their works.
  • To acquire for themselves, through multi-subject instruction in combination with Religion, structural and spacial particularities of religious architecture as well as certain forms of appearance with their cultural specifications. This knowledge the students should then be able to present in various ways and represent with 3-D models.
  • reflect upon their own personality and their own individual creative resources through the making of a creative art book.

The students should be able to:

 

  • learn about various techniques and procedures in printing, both theoretical and practical. In relation to daily phenomena, they should be able to reflect upon and communicate about designs for prints, their intentions and working results.
  • Reflect upon and in groups present in various ways their thoughts concerning a chosen theme related to the Middle Ages and the Renaissance, aided by multi-subject instruction with History emphasizing art historical material.
  • Learn about the initial appearances, techniques and background of art from the 1950’s to the 1970’s, with emphasis upon American art in preparation for their USA trip.
  • Learn about design through constructive work (CD cover).

The students should be able to:

 

  • Find insight into the function and meaning of visual and applied works of art from the 17th to 19th Century as well as learn in an independent and responsible way about portraits and figural representation. In addition, they should be able to independently acquire specialized information and present this material.
  • Find insight into the historical and formal aspects of landscape painting from the 18th and 19th Century and translate these aspects into their own environment.

The students should be able to:

 

  • Learn about the contemporary art scene through an interaction with recent art developments as well as find a relationship to this art (Brit Art, “Grazer School” etc.).  They should be able to understand art as a constantly evolving process that calls for a continual expansion of definition.  The student should be able to translate this into a self-designed work (installation, etc.).
  • Find insight into the function and meaning of architecture, structure this knowledge and place it within larger contexts, that is design and fashion constructive forms (gingerbread constructions).
  • Learn about various institutions and media that make art available to the public as well as use this information in their own works (exhibition and gallery visits, libraries).
  • Become acquainted with the art movements of the late 19th and 20th centuries (Rodin, Art Nouveau, Expressionism, Cubism, Actionism…Austrian art of the 20th Century) using them as sources of inspiration for their own works.
  • Recognize the effects of various visual media, interpreting them as conveyers of content and expression and be able to speak about them with reference to their local and historical contexts.
  • Analyse their practical work critically and present them with visual and verbal competence.