Deptford Green School has facilities for drawing, painting, ceramics, printmaking, computer graphics, darkroom and digital photography. There are 2 large studios, one of which is also attached to the kiln room making it possible for students to develop ceramic work. The department is well equipped and the departmental staff are there to facilitate projects that are ambitious, individualistic and technically exciting. Our aim is for every student to leave Deptford Green School having had a real sense of achievement in their own creative ability. The department has an Outstanding record of attainment with 90-100% of students gaining A*-C grades at GCSE in the last 6 years. In 2017 our Fine Art students achieved 100% A*-C with a record 5 students achieving A*s. In Photography students achieved 86% A*-C with 2 gaining A*s. Ofsted deemed the teaching of Art, Craft and Design to be Outstanding in March 2011.
Painting and drawing skills at Deptford Green is developed from Year 7 through to the end of KS4 as part of the GCSE curriculum. We encourage students to pursue techniques for personal pleasure as well as developing their portfolios.
The department would always encourage an individual and personal approach to painting and drawing. First-hand experience of subject matter is achieved through observational studies or photography. Ideas are developed further by a combination of mediums such as pastels, charcoal, crayons, watercolour, or collage. The department is also equipped with computers with Photoshop and digital photography. Many students find that information technology is a fast and exciting way of generating potential images.
Sculpture has become central to the development of art in the 20th and 21st centuries. The explosion in new materials and the breaking away from purely traditional working practices has afforded sculpture the opportunity of being very spontaneous and creative. The varied ways of making sculpture – modelling and constructing – are both encouraged, and the techniques available allow Deptford Green Art students the opportunity of developing a very personal approach to their work. Above are examples of ceramic and wire sculptures produced by our students.
Printmaking in the Art department aims to encourage investigation and experimentation in all the various techniques of printmaking. Facilities in the department allow for the methods of ‘relief printing’ (Polyblock and linocut), ‘intaglio printing, dry point and ‘mono-printing’. Students are initially introduced to each method through a series of projects which flow from observational drawing and digital photography, through to the experimentation in a particular printmaking technique.
Visual Elements: An in depth exploration of line, tone, texture, shape, colour and form.
Unit Aims and Objectives: (including any SMSC focus) To develop basic knowledge of each visual element through cultivating oral, written and technical skills. Students use their sketchbooks as a visual dictionary which defines the elements in detail. A strong focus on direct observational studies is evident in this unit.
Skills/Concepts: Observational drawing, Colour theory, Artist investigation of a choice of artists including Laila Shawa, Sonia Delaunay and Bridget Reilly. Developing oral skills using keywords.
Literacy/Numeracy/Digital Literacy: Students use subject specific keywords in their annotations and writings about their own and artists’ work. Vocabulary sheets and framework for extended writing tasks are used which focus describing, interpreting and judging art work. Links, particularly in the developments of patterns and shapes links to mathematics and numeracy are noted. Students are encouraged to take photographs for their homework and use the world wide web as a source of investigation.
Genres: Landscapes or Still-life/Objects: A unit that focuses on comparing and contrasting landscapes and still- life art from a range of artists, movements and time periods.
Unit Aims and Objectives: (including any SMSC focus) In this unit students explore the genre by studying a range of Art movements including Expressionism, Impressionism, and Japanese Art. The unit defines the differences in seascapes and landscapes as well as how various artists portray outdoor space depending on mood, environment etc. Similarly, students are able to focus on still-life and how various artists portray objects, with a view of creating their own. Students produce direct observational and view point/ perspective drawings resulting in an ‘in the style of’ outcome.
Skills/Concepts: Understanding Landscapes and our environment. Developing knowledge and understanding of rhythm and harmony in artwork. Using direct observation as a starting point for producing an outcome inspired by one of the studies art movements. Students focus on key terms; proportion, scale, background, foreground etc.
Literacy/Numeracy/Digital Literacy: Continuation in the use of a unit specific Vocabulary sheet students define throughout the scheme. Extended writing tasks which focus on students developing their skills in describing, interpreting and making a constructive judgement which shows depth of knowledge. Links with Digital literacy include students using photography and developing montaging skills as well as using the world wide web as a source for investigatory tasks. In particular students develop understanding of the differences between seascapes, rural and urban landscapes by making drawings and annotations.
Mandalas: A unit exploring religion and meditation and how this is expressed through pattern, shapes, tessellation, symbolic context and purposeful personal symbols.
Unit Aims and Objectives: (including any SMSC focus) This unit explores art work from another culture. Students develop understanding of meanings/symbolism/ representations behind the use of Mandalas as an element for prayer.
Skills/Concepts: Students develop their skills in drawing and painting natural forms and landscapes. Students learn to speak using keywords and terms about movements and styles.
Literacy/Numeracy/Digital Literacy: Continuation in the use of a unit specific Vocabulary sheet students define throughout the scheme. There is a strong link with numeracy in the development of shapes and pattern. There are links to English and Religious studies when looking at symbolism, why and how prayer is carried out by the range of cultures
We work with themes at Key Stage 4 to produce personal portfolios.
-Students investigate a chosen theme following the OCR specification and GCSE course outline.
Unit Aims and Objectives: (including any SMSC focus) To develop ideas through investigation of a chosen theme informed by contextual and other sources. Students will demonstrate analytical and cultural understanding through artist investigations and gallery visits. Students are able to be selective in their approach to investigation artwork as well as how they respond to Artists. Students record ideas relevant to their intentions throughout the key objectives photographically and textually leading to presenting a personal, informed and meaningful response to their theme. Students will make connections to between visual, textual, verbal and other elements.
Students further develop their investigatory skills using books, internet and gallery visits to show their understanding of given theme. Key portfolio developments will show written annotation and development of drawing, painting and making skills. Students refine and create work making connections to Artists
Skills/Concepts: Observational drawing skills, Analysis through annotation,
Developing other technical processes, Exploring and refining through the use of various materials. Students are able to choose from a range of 2D and 3D materials to refine aspects of their investigatory work with. Students continue to develop observational drawing skills,
Analysis through annotation. They develop other skills in technical processes which include 3D materials.
Introduction to photography:
Cameraless photography: Cyanoptypes, Photograms
Documentation strategies (e.g. visual diary, blog, website)
Introduction to the manual camera:
The manual SLR – black and white film processing
How can we use a range of tools to manipulate the photographic image?
The digital SLR – aperture, shutter speed, depth of field etc.
Light painting and long exposures
Introduction to iPhoto, Photoshop and other applications
iPod/iPadography – apps
GCSE Art and Photography Assessment
AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
AO2: Refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions, in visual and/or other forms
AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.
- The Story of Art’ by EH Gombrich- KS3 and GCSE Art
- BBC Bitesize- GCSE Art
- http://www.studentartguide.com/articles- GCSE Art
- ‘Photography London’ by Laurence King
- Basic Creative Photography 03: Behind the image: Research in photography by A Fox and N Caruana
Head of Department Nancy Cavill email@example.com
Art Teacher Joseph Rodney firstname.lastname@example.org