WELLINGTON COLLEGE Project: COLLECTIONS Lent Term ART AND DESIGN 4th FORM KEY STAGE 4

Focu This is intended as a broad project, which will give pupils the chance to build on existing skills and also to learn new techniques and processes relevant to the theme. Pupils will have the opportunity to work extensively from first hand observation, looking at collections in the British useum and Pitt !ivers. They will have the opportunity to work in a range of different media and disciplines. Pupils will also be encouraged to explore and gain an understanding of the context, culture, history and meaning of objects"collections and to research various artists, designers and crafts persons. The unit can be adapted to focus on different aspects of collections, such as reliquaries, precious objects, personal objects, symbolic objects, cultural objects, or the idea of hoarding mundane objects, memories and assemblage, keepsakes and souvenirs. There is also scope to explore the idea of the one off discrete art object, such as a carefully crafted reliquary, in contrast to modern collections, mass production and repetition, #$ndy %arhol"&onald 'udd(. Wh!t the un"t co#er Art Cr!$t De "%n L"ne Tone Co*our P!"nt" )olla Print n% ge making Outcome Pupils will work in a sketchbook, consisting of lively and experimental drawing, personal research, collections of photographs, artist research and development work. They will produce supporting studies and a final outcome exploring the theme, using a broad range of different media. This may be in painting, sculpture, textiles, mixed media or installation. The project would lend itself to working in series, perhaps producing a set of paintings. Pupils could explore the contrasts between mass, production and the discrete art object. Pupils could make meticulously crated boxes, using highly precious decorative materials, or assemblages exploring at the values and associations of everyday objects, or -l.objet trouve..

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E.-ect!t"on /D"$$erent"!t"on Pupils will be of mixed ability. /earners individual needs will be met via focused questioning and targeted staff support. Teacher questioning of learners understanding plays a significant part of the learning process. /earners are encourages to develop their ideas according to ability. At the en) o$ th" un"t0 Mo t -u-"* +"**:

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L!n%u!%e $or *e!rn"n% Through the activities in this unit pupils will be able to understand, use and spell correctly vocabulary relating to0

!eliquary, l.objet trouve, symbolic, pious, wordly, value, relief, modes of display, collection, context, culture, formal elements, composition, line, tone, value, form, harmony, discord, balance, interior"exterior, decorative, painterly, linear, expressive, abstract, manipulation, process, image, aesthetics, symbolic, context, tactile qualities, thumbnail sketch, critical and contextual, culture, spatial qualities, 1&, 2&, process, collage, montage, mixed,media, maquettes, assemblage. Re ource 3xemplar material, including previous pupils work and examples of best practice. *irst hand material, including a still life arrangement and objects on display at the Pitt !ivers useum and The British +econd hand material including photographs, resource folder, postcards, internet, maga4ines, library and books. Pupils will be asked to look at various artists, craftsman and designers to fuel their project. Art" t /Cr!$t Per on 5olbein, #The $mbassadors(, 6alf, &e 5eem, Peter Blake, 'oseph )ornell, !obert !auschenberg, /ouise 7evelson, 'asper 'ohns, 'im &ine, /isa ilroy, 8eorge 5erms, 6urt +chwitters, $ndy %arhol, 'oseph Beuys, )laes 9ldenburg, Tony )ragg #+tack(, arcel &uchamp #The box in a :alise(, /ucas +ameras #Box(, 'oseph Beuys #*at Battery(, &amien 5irst #*orms %ithout /ife(, $rman #)ondition of a %oman ;(, Piero an4oni #/ine <.=>m(, Paul 7eagu #Tactile 9bject(, )ornelia Parker #Thirty Pieces of +ilver(, ichael )raig, artin #< ?dentical Boxes with /ids !eversed(, !achel %hitered, &onald 'udd, Tom &eininger, Tim 7oble and +ue %ebster, agritte, &avid +alle, orandi, arc &ion, &aniel +poerri, Thiebaud, 5amilton #'ust %hat is it that makes today.s homes so different, so appealing(, 'im /ambie, 3va 5esse, ona 5atoum, artin Parr, Tracey 3min. A)!-t"n% t he un"t Pupils will all begin by working from direct observation in a range of different media and then diversify into specialist media, such as printing, painting, collage, mixed media, clay, plaster, wire, assemblage, screen printing, and stitch techniques. To incorporate more ?)T, pupils could take photographs of objects and manipulate them using Photoshop. They could scan and photocopy objects, drawings and ephemera and use layering techniques to create interesting compositions.

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A e ment Cr"ter"! A1A 2**!3u

A e ment O3ject"#e 4 5AO46 !ecord observations ideas and experiences in forms appropriate to intentions. A e ment O3ject"#e & 5AO&6 $nalyse and evaluate images, objects and artefacts showing an understanding of context. A e ment O3ject"#e ( 5AO(6 &evelop and explore ideas using media, processes and resources, reviewing, modifying and refining work as it progresses. A e ment O3ject"#e 4 5AO46 Present a personal response, reali4ing intentions and making informed connections with the work of others. Le!rn"n% St2*e !n) )e#e*o-"n% ,"** +"th A /inguistic, 7 :isual and +patial, C ?nterpersonal, D ?ntrapersonal, E 6inesthetic, F athematical, G /ogical. 4 6nowledge, & )omprehension, ( $pplication, 4 $nalysis, 8 +ynthesis, 9 3valuation.

:e!*th !n) S!$et2 $ctivities will be planned around the space available. ?t may be necessary or learners to undertake a variety of activities at one time to avoid overcrowding at work stations. /earners will need to wear protective clothing when necessary and will be briefed when using dangerous equipment such as craft knives. Bags and folders will be stored under tables. Pupils will be monitored carefully at all times.