Year 8 is seen as a TEACHING and DEVELOPING year.

The aim is to build on the skills and confidence gained in Yr 7 and begin to give students more opportunity find artists and styles that interest them. The ideas of choice should be fostered. The teacher will continue to make sure skills are introduced, and students reinforce again their abilities and understand importance of involvement in their education.

Homework is used to support the learning in lessons ie drawings at home or are used to give students imagery to work from when developing work ie Collage

Students will be given access to a range of skills dependent on the teachers specialism.

  • Self image – Exploring my identity

Students begin Year 8 investigating portrait – learning measurement and formal observation.

Projects develop with student sampling different drawing techniques such as rapid timed drawing and blind drawing. Use of alternative media is encouraged..

Artists are suggested and student begin to choose those that interest them.

Projects develop into manipulation of their own image – string print

  • Cultural identity

This project builds on the skills learnt in previous project.

Students are encouraged to question how people may distinguish themselves from others. Initial investigations into Papua New Guinea tribes.

Students are encouraged to research own stimulation from suggested cultures.

Samples are created in media – oil pastel, felt, crayon.

Imagination is encouraged through design ideas that are created.

Final piece based on their self portrait and the cultures investigated.

  • Observational drawing: Self Portrait
  • Observational drawing: in disguise
  • Gathering: Collage to show understanding of topic.
  • Artist research: Own opinion of art style is expected.

  • Gathering: Collage of stimulating Cultural faces.
  • Developing ideas: Based on imagery gathered
  • Final painting: Reflecting the student inspiration and their skill in colour mixing and control.
  • Environment – Mood colour

Students begin this unit learning about formal elements in landcape art and exploring perspective.

Students are encouraged to look at the world around them through pencil studies and explorations in media.

The school environment is used initially as stimulation.

Students are encouraged to look at artists work to stimulate how they look at the world around them. Artists such as Hopper, Lewis, Hockney, Klimt and Kandinsky are used.

Print is explored through string prints, etching or collagraph

Final pieces will reflect the teachers specialism through ceramic constructions, print or acrylic painting.

  • Perspective skills: 1 and 2 point perspective drawing.
  • Observational drawing: School environment
  • Gathering: Collage of environment imagery
  • Observational drawing: around the home
  • Research into artist and style.
  • Visual Investigation.
  • Sampling of image in media.
  • Final piece: Paint, print or ceramic item.
  • Still life – arrangement and exploration of shape.

Students are taught the formal art of composition and arrangement of objects. Looking is encouraged to improve the observation skills. Building on the skills students have gained so far.

Students are led through a series of media and choice is encouraged.

Students are taught about viewfinders and enlarging techniques. Mixed media work is often explored at this point.

Artists and styles are encouraged to be explored – Cubism, Picasso, Cezanne, Morandi and Thiebauld are encouraged .

Development of students own still life into the stlye(s) of the artist investigated .

Final piece reflects the choices made by the student- paint and mixed media.

  • Observational drawing: Bottles – Line , tone, texture
  • Gathering: Collage of still life art
  • Observation drawing: at home.
  • Artists investigation: Visual understanding
  • Close up and enlargement of still life
  • Use of media and choice should be evident.
  • Final design: Mixed media

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Year 8

The Year 8 curriculum continues to build students' skills, knowledge and understanding. Students go deeper into subject areas and the content becomes more demanding. Students continue to think about how they learn, along side what they are learning.

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