Art Department

HANDBOOK
All you need to know to develop your work within art and design in years 7,8 & 9.
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INTRODUCTION
This handbook has been designed to help you progress to reach your full potential in the Art and Design department. It contains information on how to improve your analytical writing as well as tips on artistic techniques to try out in the classroom and at home. Throughout your time in Art and Design department you will be introduced to assessment levels and how to improve your grade. These levels are also in this handbook so that you can check them anytime. It also contains vital information on classroom and health and safety rules that must be obeyed at all times.

CONTENTS
Annotation
Annotation The 4 Rs Artistic Vocabulary

Mark Making
5 Elements of Art Drawing Montage Painting

Level Descriptors
Whats your level? Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Stickers Rules
5 Classroom Rules Health & Safety Student Contract

ANNOTATION
W What is the ARTWORK y you a looking at? are S What MEDIUMS a PROCESSES and have been used? ect how ct How does this effect ho YOU INTERPRET IT?! t h th What has the artist ACHIEVED? ACHIEVED?

Analysing Art Work (Years 7 to 9)

Use these questions to help you analyse and understand the work you are looking at:

First of all describe the work:

Imagine you are telling someone who cant see it. Is the artist trying to tell us something? What do you think about it? Is the work distorted in any way? Does the work tell a story?

How was the work made?

What materials have been used? Is there a variety of textures?

Colours?
Are they bright or dull? Is there one main colour? Do they clash? Do you think they add to the mood?

How does it make you feel?

Happy, sad, calm, tense, angry, etc?

When was it made?

Can you tell from looking at it? What art movement does it belong to?

How has the work been arranged?

This section of the handbook is designed to help think and write about art and design in a more in depth way.

What is this about?

Are there strong lines that lead the eye? What shapes have been used?

The 4 Rs
Follow these guidelines when looking at, and responding to artworks.

React
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ANNOTATION GUIDE
TALKING ABOUT THE ARTISTIC MEDIUM & THE PROCESS What is the work made of? What is the process used?
DRAWING & PAINTING Mark making generally on 2d surface, whether canvas, wall (grafti) or paper. Think about: composition, texture, medium (pencil, charcoal, oil paint, water colour, spray paint etc...) Process: brush strokes, rubbing (frottage), mono-printing, lino cutting, tracing, etc... 3D objects Think about: material, form, size, style, location (inside or outside), etc... Process: cast, carved, assembled, sculpted, etc... An environment you can enter (usually). Think about: form, size, texture, location, interactive, how it makes you feel?, etc... Process: evolving, live transition, audience participation, etc... Film, digital, print. Think about: black & white, colour, landscape, portrait, still life, surreal, emotive, fashion, documentary etc... Process: depth of eld, focus, framing, aperture, shutter speed, exposing, developing, natural, studio etc... Think about: content, pace, style, direction, sound, props, location etc... Process: mood, lighting, casting, focus etc...

DESCRIBING THE PURPOSE OF THE ARTWORK What do you think the work is for? Does it have a message, or a purpose?
REALISM EXPRESSION & EMOTION ABSTRACTION SURREALISM SYMBOLIC COMMUNICATION EXPERIENCE The artwork is mainly concerned with representing what we see in a realistic way. The artwork is mainly concerned with describing a feeling, idea or emotion. Abstract art mainly uses colour, line, shape, pattern, texture and tones. Surrealist art looks at the imagination, dreams, fantasy and the mind Where the artist uses symbols to communicate meaning. To communicate an idea or narrative, what is the works message? To evoke a mood, feeling or behaviour in the viewer. Is it poetic, playful, threatening, humorous, energetic, inspirational, sinister, charming, puzzling, naive or full of suspense? To create or inspire political change or communicate a political opinion. To inspire the imagination, create a visual, aural, sensory treat. It was made to help the artist come to terms with something. E.g. I think it was a cathartic experience for the artist.

SCULPTURE

INSTALLATION

PHOTOGRAPHY

PROPAGANDA STIMULATION CATHARSIS

FILM & VIDEO

Art Movements
The history of are is a huge subject area. This page highlights some of the major developments in Western art. You can add to this by sticking in your own pictures and descriptions on the following page.
Futu r Futu ism Russ rist p mod olo ain mac ern: spe ters adm the dhines. Th ed, tech ired all ynam ey w nolog thing ism o anted y and s f the to mod captur ern w e orld.
Dali
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Expres Munch sionism The art work is mainly with de co sc emotio ribing a feeli ncerned ng, ide n. a or

y Kandinsk r, line, Abstract mainly uses colou . s t ar and tone Abstract rn, texture tte shape, pa

Pop Ar Lichte t nstein Pop Ar popula t makes use and mar culture, sucof images fro h ss-pro m duced as food labe items. ls

Courbet erned Realism ainly conc work is mg what we see in The art sentin with repreway. a realistic
Braque Cubism This art form is characterised by emphasis on geometric shapes an seeing objects from a variety and of angles.

rt Add any a or movements es & artist nam e images her

ARTISTIC VOCABULARY (All Year Groups)

THE BASIC FORMAL ELEMENTS AND PRINCIPLES OF COMPOSITION COMPOSITION COLOURS How the artwork is arranged. Primary, tertiary, opposite, tints, shades, warm, cool, bright, dull, dark, glowing, harmonious, clashing, at, modelled, monochromatic, sad, happy, realistic, natural, imaginative, transparent, translucent, opaque, subtle, toxic. Straight, curved, sinuous, horizontal, vertical, diagonal, broken, smooth, thick, thin, graceful, long, hatched, energetic, nervous, strong, calm, outlines, parallel, rough, confusing, perspective, abstract, converging. Angular, circular, triangle, square, geometric, soft, hard, large, small, organic, repeated, natural, expressive, threatening, unbalanced, positive, negative, light, heavy, decorative, symbolic, realistic, Subtle, precise, nave, Rough, smooth, shiny, metallic, bumpy, slippery, feathery, uffy, matt, impasto, at, sharp, blunt, reective. Deep, shallow, distant, negative, positive, vast, cramped. Very dark, dark, medium/mid tones light, very light, high lights, mixed, at, varied, simple, complex. FRAMING BALANCE Portrait, landscape

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Symmetrical, asymmetrical, calm, precarious, delicate, even Isolation, dominance, importance, centre, off centre, focal point, vanishing point, lighting, texture Realistic, unrealistic, distorted, exaggerated. Scale. Illusion, simulation, stiff, frozen, suspended, still, swinging, sweeping, optical, mechanical, owing, regular, circular, diagonal, upwards, downwards, powerful. Decorative, natural, linear, repeated, structural, surface, regular, irregular, random, optical, mechanical. Dramatic, soft, harsh, directional, theatrical, realistic, exaggerated, highlight.

EMPHASIS/ INTEREST

LINES

PROPORTION MOVEMENT

SHAPES/FORMS

PATTERN

TEXTURES/ SURFACES

LIGHTING

SPACE

TONE/SHADE

r about othe Think ould words you c list s add to thi

tra dd your ex eir A th words and ere! h meanings

Add in an extra page if you need it

MARK MAKING
This section looks at various ways in which you can practice different kinds of mark making in school and at home. From observational drawing to collage, try to learn as many techniques as possible to help you progress your skills.

Elements of Art

ion The arr a work o ngement of e f triangle art . Above s lements in a h f line, r . Other vers ows the go lle ld ule of t io y Mica hirds a ns are: diago en Anton nd s-sh nal ape. r o a form dge of Line o . ne the e e composition n de Lines ca eye around th curved, he thin, lead t e thick, ey can b c... Th , et straight
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3 main c h Hue ( red aracteristics: , Value (ho green, blue, etc.. .) w light o r Intensity (how bri dark) ght or du ll)

Colour

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ive ce. Posit Space tive spa ting. a and neg pain Positive the object in a pty space ce is the em is spa . e space Negativ he main object nd t arou

3D - h e Sculptu ight , width & decora re, installation depth. t from m ive arts. Can , furniture, an us d ore tha n one s ually be seen ide.

Form

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Drawing Techniques
This page shows a few different drawing techniques that you can use in the classroom and at home to gain different effects. The materials required vary from a standard pencil to charcoal. Tone & Shading Add depth to your drawings by adding tone. This soft tone effect can be produced using a soft pencil, pastel or charcoal. Crosshatching Build up tone and depth by using small strokes that overlap diagonally. Use a sharp pencil or pen to gain this effect. Light & Dark Try to create an image on black or colour paper using only charcoal and white chalk, focus on the light and dark areas of the object. Contours Follow the shape of the object you are drawing with your pencil/pastel to highlight its 3D quality. Using different colours adds to this effect

s hnique r ec these to help you Try me t at ho ork in class. w

Pointillism Use a sharp pencil or pen to build up lots of small dots. The more dots the darker the shaded area.

Montage
To produce either a collage or photomontage you need to nd images that you would like to use and create a solution that is half glue and half water. Brush the solution onto the images and stick down. Photomontage This is a pictorial composition made up from an arrangement of photographs or parts of photographs, often combined to give a different overall effect to the original images

Painting
There are a number of different types of paint you can use to produce a painting, you need to choose the correct one to give the effect you want. Below is a simple guide to three different types of paint; Watercolour Watercolour paint is mixed with water and is applied in translucent washes (thin layers that you can see through)

Collage It is a 2D technique, usually involving gluing down bits of paper, fabric or other material to create or add to an artwork

Acrylic This paint can be used thickly or watered down. It dries very quickly and, once dry, it is waterproof.

Oil Like acrylic it can be applied thickly but to thin it you have to use turpentine or linseed oil. It takes a long time to dry.

LEVELS

What level are you on?

Read through the levels criteria on the next three pages and try to work out your level. Circle the level you think best suits your work at the moment.

3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a
Write below your reasons why you think you are at that level currently:

Now focus on how you are going to improve your grade. Read the next grade up carefully and write what you need to do to get there:

This section looks at the grading system for years 7, 8 and 9. Reading the level criteria will help you work out how to improve your work and grade.

Year 7 (Circle the grade given to you by your teacher) Autumn - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Spring - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Summer - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Year 8 (Circle the grade given to you by your teacher) Autumn - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Spring - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Summer - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Year 9 (Circle the grade given to you by your teacher) Autumn - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Spring - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a Summer - 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8c 8b 8a

KS3 LEVEL 3
EXPLORING & DEVELOPING IDEAS
I can: select and collect resources (e.g. photos, drawing, cuttings, internet, found objects, rubbings) related/ relevant to the theme/ topic that I am studying (e.g. Fruit and Vegetables)
I can: use a variety of media in appropriate ways relevant/related to the theme/topic. I can: select and combine the formal elements (e.g. rough, smooth, line, shape, colour, form, tone) for the job in hand (e.g. use of colour in a sad painting)

INVESTIGATING & MAKING

KNOWLEDGE & UNDERSTANDING

EVALUATING & DEVELOPING

I can: explain my work so that people can understand my ideas/ intentions, and nd difference and similarities in the work of others. I can set targets to improve my work.

KS3 LEVEL 4
EXPLORING & DEVELOPING IDEAS
I can: select and collect resources (e.g. photos, drawing, cuttings, internet, found objects, rubbings) to aid, develop and continue my ideas surrounding the theme/topic being studied (e.g. Fruit and Vegetables)

INVESTIGATING & MAKING

KNOWLEDGE & UNDERSTANDING

I can: use appropriate materials competently and with some expression to communicate my ideas visually. I can: describe a piece of artwork (drawing, painting, sculpture) using the formal elements, and start to explain the artists ideas, intentions and reasons behind the work.

EVALUATING & DEVELOPING

I can: look at similar approaches by other artists e.g. theme, materials used etc. and compare their work with my own. I can adapt and improve my work to realise a nal piece.

KS3 LEVEL 5
EXPLORING & DEVELOPING IDEAS
I can: select and collect resources (e.g. photos, drawing, cuttings, internet, found objects, rubbings) to aid, develop and continue my ideas surrounding the theme/topic being studied (e.g. Fruit and Vegetables) Rene (e.g. concentrate) the focus of my theme/ topic with a selection of images and observations that best suit my aim (e.g. observational drawing which develops the idea of tone) I can: select and use appropriate materials with some condence and expression to develop and communicate my ideas and intentions visually. I can: describe selected pieces of artwork including my own, using an artistic vocabulary (line, tone, colour etc.) looking for and explaining the artists ideas, intentions and reasons behind the work.

INVESTIGATING & MAKING

KNOWLEDGE & UNDERSTANDING

EVALUATING & DEVELOPING

I can: analyse ideas and methods used by artists as well as in my own work, understanding why the pieces of art work may be produced e.g. grafti. I can adapt and improve my work to realise a nal piece and explain its purpose and meaning.

KS3 LEVEL 6
EXPLORING & DEVELOPING IDEAS
I can: select and collect resources ( photos, drawing, cuttings, internet, found objects, rubbings) from different historical, social and cultural contexts/backgrounds (e.g. go to Neesden Temple, take photos of decorative tiles with designs based on organic forms) to aid, develop and continue my ideas surrounding the theme/topic being studied (e.g. Fruit and Veg.) I can critically rene (what works/doesnt work well and why?) the focus of my theme/ topic with a selection of images and observations that best suit my aim (e.g. observational drawing which develops the idea of tone) I can focus my selection of images and observations that best suit my intention, considering: What type of movement might my artwork t into? Where might it be exhibited? How the audience/people viewing my work may respond to it?

INVESTIGATING & MAKING

I can: investigate, select and use appropriate materials with condence and expression analysing and interpreting my ideas and intentions visually.

KNOWLEDGE & UNDERSTANDING

I can: describe and analyse selected pieces of artwork including my own, using an artistic vocabulary (line, tone, colour etc.) looking for and explaining the artists ideas, intentions, meanings and reasons behind the work.

EVALUATING & DEVELOPING

I can: analyse ideas and methods used by artists as well as in my own work, understanding why the pieces of art work may be produced e.g. grafti. I can adapt and improve my work to realise a nal piece and explain its purpose and meaning. I can explain how and why my opinions and decisions about my own work may change depending on the context of the work.

KS3 LEVEL 7
EXPLORING & DEVELOPING IDEAS
I can: assess the selected and collected information analysing codes and conventions from different genres, styles and traditions to aid, develop and continue my ideas surrounding the theme/topic being studied. I can critically rene (what works/doesnt work well and why?) the focus of my theme/ topic with a variety of images and other observations that best suit my aim (e.g. observational drawing which develops the idea of tone) I can focus my selection of images and observations that best suit my intention, considering: What type of movement might my artwork t into? Where might it be exhibited? How the audience/people viewing my work may respond to it?

INVESTIGATING & MAKING

I can: use extensive investigation, selecting and using appropriate materials with condence and expression. I can, analyse and interpret the visual and tactile qualities of the materials to best communicate my ideas and intentions visually.
I can: describe and analyse selected pieces of artwork including my own, using an artistic vocabulary (line, tone, colour etc.) looking for and explaining the artists ideas, intentions, meanings and reasons behind the work. I can explain how and why my opinions and decisions about my own work may change depending on the context of the work.

KNOWLEDGE & UNDERSTANDING

EVALUATING & DEVELOPING

I can: analyse ideas and methods used by artists as well as in my own work, understanding why the pieces of art work may be produced e.g. grafti. I can adapt and improve my work to realise a nal piece and explain its purpose and meaning. I can develop and explain how my own experiences and values affect and inuence my work.

KS3 LEVEL 8
EXPLORING & DEVELOPING IDEAS
I can: assess the select, collect and evaluate information analysing how codes and conventions from different genres, styles and traditions are used to represent ideas, beliefs and values. I can critically rene (what works/doesnt work well and why?) the focus of my theme/topic using a variety of methods to research, document and present information. (e.g. observational drawing which develops the idea of tone) I can evaluate, focusing my selection of images and observations that best suit my intention, considering: What type of movement might my artwork t into? Where might it be exhibited? How the audience/people viewing my work may respond to it? What other external factors may affect what is being communicated?

INVESTIGATING & MAKING

I can: use extensive investigation, selecting, using and exploiting appropriate materials with condence and expression. I can, analyse and interpret the visual and tactile qualities of the materials to best communicate and realise my ideas and intentions visually.

KNOWLEDGE & UNDERSTANDING

I can: describe and analyse selected pieces of artwork including my own, using an artistic vocabulary (line, tone, colour etc.) looking for and explaining the artists ideas, intentions, meanings and reasons behind the work. I can evaluate, explaining similarities and differences about my own work and that of others and articulate how the context in which the work was made inuences its meaning.

EVALUATING & DEVELOPING

I can: analyse ideas and methods used by artists as well as in my own work, understanding why the pieces of art work may be produced e.g. grafti. I can adapt and improve my work to realise a nal piece and explain its purpose and meaning. I can develop and explain how my own experiences and values affect and inuence my work as well as insights gained from others.

STICKERS
Below are the full range of stickers that your teacher will use to mark your class and homework. They are designed to help you understand how to improve your work. This list will also be visible in your classroom.

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RULES
Student Responsibility
These rules are to help keep yourself and others safe in the art and design department.

5 Classroom Rules
These rules are to help you work to towards llling your potential.

Listen to Instructions
Always listen to instructions given out by the teacher. They are for your and others safety.

Aprons
Wear an apron when doing work that involves paint, clay or other messy materials to protect your clothing.

Sinks
Always leave the sinks clean and tidy. If you spill water on the oor, wipe it up. Only 3 people at the sinks at one time.

1. Show respect for yourself, others and your surroundings 2. Be on time, be ready to learn & bring the right equipment 3. Settle down to work quickly and quietly. 4. Put your hand up, without calling out, if you wish to speak. 5. Every minute is valuable - use your time wisely & make it count.

Bags under desks

Make sure your bags are under your desk to prevent people tripping

Contract
I have read and understand all the rules set out on these two pages and I agree to follow them at all times when in the art and design department.

Glue guns
Use glue guns sensibly so that you do not burn yourself or others

Name Signature Date

Craft knives
Be careful and concentrate when using a craft knife. Always use a cutting mat.

Computers
Always log of a computer when you have nished using it. Never put any liquids near the computers.