The Art & Design and Photography Department at Williamwood High School offers a very warm welcome to our S1 and S2 learners where friendships are made within a very kind, supportive and nurturing environment. Our students can expect to be met with integrity, sincerity, and respect in an ambitious, inspirational and highly motivational creative space, by teachers who are caring and aspirational for all young people.
S1-S3 curriculum is often referred to as the Broad General Education. The content of this has been created and based on national Experiences and Outcomes. Our BGE courses focus on building the skills of drawing, painting, design and construction supported with developing the knowledge and understanding of the young people by researching the work of artists and designers that gives context to their learning.
S1 ROTATION 1 – PORTRAITURE (Third Level)
The students learning is focussed on the production of a self-portrait. This is a measured drawing that provides a scaffold from which the students learning and understanding of the scale and proportion of the human head can be built. In the learning of this academic skill, students build confidence. As proficiency grows, learners become more confident in their drawing techniques, mark making and the nuances of scale and proportion. The breakdown of stages in learning allows pupils to produce a self-portrait that is not only anatomically accurate but one that delivers a good likeness of themselves. This skill is mastered and practiced by drawing from their own image as a primary resource with mirrors which encourages them to use and develop strong observational skills.
As an additional component of the course, students will study the work of Vincent Van Gogh, focussing on a series of his portraits. The purpose of this supporting lesson is to introduce colour theory and mixing as employed by one of the great artists and to develop the skill of mark making with its variety, vigour and creativity.
The rotation is concluded with a structured assessment task that allows the young people to compare and comment on a portrait completed at the start of the rotation with one completed eight week later. This self reflective task allows learners to identify their own personal progress and to celebrate their successes. Over the nine week rotation learners will evaluate the quality of their learning with the support of formal teacher and learner led conversations.
Opportunities: Kelvingrove Schools Drawing Competition, ‘Maths Inside’ Photography competition, five lunchtime clubs, Leaders of Learning (LOL’s)
ROTATION 2 – STILL LIFE (Third Level)
Through the study of ‘Still Life’ with the research and consideration of relevant artists, students engage in a process of analytical and expressive drawing. This leads to the production of a final painted composition that challenges prior knowledge of scale and proportion, understanding of composition, developing the skill of drawing and painting in perspective that allows the incredible illusion of 3-dimensional images to be produced on a 2-dimensional plane.
A scaffold of learning will be employed with rigour to embed the principles of strong observational drawing which includes the understanding of ellipses and the geometry of individual objects. Continued understanding and practicing the application of tone to create a broad range with high and low contrast will lead to an introduction to colour theory working on mixing a broad colour palette, including secondary and tertiary mixes from the three primary colours. Students will study the work of a range of artists from different movements or groups such ‘Pop Art’ and ‘The Scottish Colourists’ which will allow them to appreciate how different time periods lead to quite distinct cultural influences.
The rotation is concluded with a structured assessment task that allows the young people to compare and comment on a portrait completed at the start of the rotation with one completed eight week later. This self reflective task allows learners to identify their own personal progress and to celebrate their successes. Over the nine week rotation learners will evaluate the quality of their learning with the support of formal teacher and learner led conversations.
Opportunities: Extra Curricular lunchtime clubs, Leaders of Learning (LOL’s)
ROTATION 3 – ARCHITECTURE (Third Level)
Through the study of Bolivian Architect Freddy Mamani the students will explore architecture form in a playful, experimental and creative manner. Mamani’s architecture is steeped in the cultural context of his homeland giving important and vibrant inspiration to our students. This unit of work will require the students to design and build their own building that encourages them to think of structure and its integrity, form, mass and void to create volume, texture to explore surface materials and colour in an architectural and design context. Our young people will be introduce to paper engineering and construction techniques that will form the foundation of learning that will be built upon significantly should they decide to study the subject at the next stage. The skills taught in this unit are highly versatile and therefore transferable to many other contexts. These building tasks will be supported with a short programme of architectural drawing with a focus on developing the geometry of a building elevation to create greater articulation contrast of scale and differentiation of materials used.
The rotation is concluded with a structured assessment task that allows the young people to compare and comment on a portrait completed at the start of the rotation with one completed eight week later. This self reflective task allows learners to identify their own personal progress and to celebrate their successes. Over the nine week rotation learners will evaluate the quality of their learning with the support of formal teacher and learner led conversations.
ROTATION 4 – SKILLS WORKSHOPS (Fourth Level)
This rotation forms the conclusion to the S1 and S2 course and is centred upon a series of skills based workshops that will allow students to extend their knowledge of the specialist areas within Art and Design. The workshops will be practically based and skills driven with a view to giving students guidance and advice on careers that may stem directly from an Art and Design training leading to career paths as a Fine Artist or Design Professional. The skills learned may also be more indirectly applied as a series of ‘Skills for Life’ that would transferable into many professional or vocational careers; problem solving, group working, hand skills for trade and industry etc.
The workshops provided will range across the Expressive and Design disciplines and could include:
Painting Masterclasses, Printmaking Masterclasses, Graphic Design Masterclasses, Fashion Design Masterclasses, Architecture Masterclasses
The challenges presented and tackled in these workshops are aimed to the raise the esteem, skills and engagement of candidates preparing them in a sophisticated and considered manner for the next phase of learning in S3.
S3 BGE
In S3 our learners engage in skill based learning. This approach built on the prior learning that takes place in S1/2. The main aim is to prepare learner for smooth and successful transition into the National 5 qualification.
The S3 course is introduced through a themed course – The Tea Party. This develops the core skills of construction/sculpture, paper engineering, problem solving, drawing, painting and visual literacy.
Opportunities: Edinburgh Art and Design Field Trip, Leaders of Learning (LOL’s), Enterprise Craft Fair
National 5 Art and Design
The National 5 course award consists of three components; Design, Expressive and Art and Design Studies
Design – The core objectives of the design programme aim to develop creativity and paper engineering approaches while responding to a design brief. The National 5 Design process aims to challenge learners and provide them with problem solving skills. These skills will include: planning and writing a coherent personalised design brief for an appropriate target market, using ICT to develop research and presentation skills, communicating ideas and sources of inspiration in a clear and concise way using Photoshop and Power Point, developing ideas through learner conversation, experimenting and exploring problems through drawing and construction by sampling and model making and producing a three dimensional final resolution, using a wide variety of materials and techniques. A final design portfolio along with an evaluation will be submitted to the SQA for marking and marked out of 100.
Expressive – The core objectives of the expressive programme aims to develop learners’ observational and practical skills, enabling them to document the world that they live in. The National 5 expressive course is designed to ensure that pupils builds upon prior learning in terms of subject content, practical skills, individual research approaches and development processes. Learners select and resource a personal theme, which allows them to visually communicate their own individual interests and ideas. The structure of the expressive course aims to teach learners the following skills: drawing, oil pastel, tonal application, painting, printmaking, while challenging perceptions of composition, colour mixing and scale through the use of the visual elements in order to produce a high quality final portfolio that will be submitted to the SQA for marking and marked out of 100.
Design Studies
Students study the work of two product designer and answer an SQA question paper to test their knowledge of the topic under exam conditions. The exam is marked out of 50 and is worth 20% of their overall Art and Design Mark.
Higher Art and Design
The Higher course award consists of three components; Design, Expressive and Art and Design Studies
Design – The core objectives of the design programme aim to further develop creativity and paper engineering approaches while responding to a design brief. The Higher Design process aims to challenge learners and provide them with innovative problem solving skills. These skills will include: planning and writing a coherent personalised design brief for an appropriate target market, using ICT to develop research and presentation skills, communicating ideas and sources of inspiration in a clear and concise way using Photoshop and Power Point. Learners will develop reflective vocabulary in order to improve their portfolio, experimenting and exploring problems through a wide range of drawing and constructions. Learners will carry out sampling, model making, producing a high quality three dimensional final resolution, using a wide variety of materials and techniques. A final design portfolio along with an evaluation will be submitted to the SQA for marking and marked out of 100.
Expressive – The core objectives of the expressive programme aims to build on learners’ observational and practical skills, enabling them to document the world that they live in. The Higher expressive course is designed to ensure that pupils builds upon prior learning in terms of subject content, practical skills, individual research approaches and development processes. Learners select and resource a personal theme, which allows them to visually communicate their own individual interests and ideas. The structure of the expressive course aims to teach learners the following skills: drawing, , tonal pen, oil pastel, tonal application, painting, printmaking, and changing scale. Pupils will challenging perceptions of composition, colour mixing and scale through the use of the visual elements to produce a high quality final portfolio that will be submitted to the SQA for marking and marked out of 100. Candidates will sit and exam that is marked out of 60.
Expressive Art Studies
Students study the work of one prolific artist/movement and answer an SQA question paper to test their knowledge of the topic under exam conditions. The exam is marked out of 60 and is worth 23% of their overall Art and Design Mark.
Higher Photography
The course encourages candidates to be inspired and challenged by visually representing their personal thoughts and ideas through the medium of photography. An integrated approach to learning means candidates plan, develop and produce creative and technically proficient photographs. Candidates learn how to plan and carry out practical photographic work. They investigate selected photographers’ work and practice and explain how external influences impact on these. They use this understanding of photographers and their work when developing their own personal approaches to photography. They learn and apply a range of image-making techniques. Candidates develop their creative problem-solving skills as they resolve visual and technical problems. They also reflect on and evaluate the effectiveness of their practice and the qualities of their photographic work. Learners will submit a high quality final portfolio and printed images of their final photographs that will be submitted to the SQA for marking and marked out of 100. Candidates will sit and exam that will be marked out of 30.
Advanced Higher- Learners choose to focus on either Expressive Art or Design when producing thier portfolio.
Design- The course provides a broad, investigative and practical experience of design. Creativity is the key focus. Candidates research design contexts related to their design brief. They learn about design practice by investigating how designers respond creatively to design problems. They explore how designers integrate visual stimuli and other information from a variety of sources. Candidates apply their understanding of design practice while responding to a design brief to
communicate their thoughts and ideas. Candidates will produce a portfolio of work for submission to the SQA for marking out of 100. A contextual Analysis will also be submitted alongside the portfolio.
Expressive- The course provides a broad, investigative and practical experience of expressive art. Creativity is the key focus. Candidates research expressive art contexts related to their theme or stimulus. They learn about expressive art practice by investigating how artists respond creatively to themes. They explore how artists integrate visual stimuli and other information from a variety of sources. Candidates apply their understanding of expressive art practice while responding to a theme
or stimulus to communicate their thoughts and ideas. Candidates will produce a portfolio of work for submission to the SQA for marking out of 100. A contextual Analysis will also be submitted alongside the portfolio.
