The Art Department prides itself on the diversity of work created by the pupils at Tonyrefail School. Every pupil is supported in their creative process and every pupil is given opportunity to succeed as an artist. We aim to create a learning environment that encourages experimentation, independent learning and problem solving. We ask our pupils to ask questions and to think about the world around them. Our pupils are very aware of the power of Art and the voice that it can provide. From Key Stage 3 to Key Stage 5 our pupils create personal pieces of art gaining basic and expert skills in a wide range of processes. The staff within the Department are inspirational, supportive and knowledgeable. We are extremely proud of the work
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We share this pride by celebrating their success in our end of year Art Exhibition annually.
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Director of Learning
\n\nMr M. Howe
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\n\nLeader of Learning
\n\nMiss C. Pitcock
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\n\nSubject Teachers
\n\nMrs K. Saltmarsh
\n\tMiss E. Williams
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Key Stage 3
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At Key Stage 3, pupils are involved in exploring the National Curriculum requirements of Understanding, Investigating and Making through wide range of artistic provision. Schemes of Learning are based on a progressive use of materials and processes. We adopt a thematic enquiry approach and include developmental use of ICT and three dimensional studies.
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Year 7
\n\nBasic Skills - Pupils develop the basic skills needed to create their art and investigate the theory behind Art practice. They explore the use of new materials and gain experience in new art practices. Artists that they research include: Joan Miro and Alexander Calder.
\n\tPortraiture – Pupils develop portraiture skills, focusing on accuracy of portrait drawing and painting. Pupils begin to investigate the nature of art and the way it can be used to send a message. They use their basic skills gained in unit one to show understanding of art and to develop personal responses to the given tasks. Artists that they research include: Shani Rhys James and Picasso.
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Year 8
\n\nLandscape Art – Pupils develop observational skills by creating pieces of art inspired by their local surroundings. They investigate the way artists are inspired by the landscape and explore the way they can create art using a wide range of materials and processes. Artists that they research include: Ogwyn Davies and Kyffin Williams.
\n\tThe Everyday – “Can anything be Art?” Pupils pose questions and explore the notion of “ART”. They investigate Pop Art, Modern art and Recycled art. Pupils query the worth of Art through personal investigation and response to given tasks. Art that they research includes: Pop Art and Recycled art.
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Year 9
\n\nPattern and decoration – Pupils investigate the theme of pattern and decoration using a wide range of materials and processes. They develop skills gained throughout Year 7 and 8 to produce personal and unique work. They develop their observational skills and well as their print making skills including the cutting of a Lino Print inspired by their studies. Pupils end the Key Stage 3 course with an individual investigation and personal piece of art, preparing them for Key Stage 4 and further. Artists that they research include: Gustav Klimt and Amy Chapman
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Key Stage 4
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\n\nAt Key Stage 4, pupils follow the WJEC GCSE Art and Design course, they have an option to follow an endorsed GCSE specification in Photography.
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Pupils build on experience and skills gained in Key Stage 3 to fulfil the assessment objectives set by WJEC. Pupils use a thematic enquiry approach to investigate and explore the world of art.
\n\nThey research, investigate and show understanding of artists, other cultures and practices.
\n\tThey experiment with a wide range of materials and art making processes.
\n\tThey record the world around them, finding inspiration through observational drawing, photography as well as in written form.
\n\tThey analyse their own work and annotate with their evaluations and intentions. They design and make personal, unique works of art inspired by their studies.
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Themes for Key Stage 4
\n\nGrowth
\n\tIdentity
\n\tText in Art
\n\tCelebration
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Key Stage 5
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\n\nAt Key Stage 5, pupils follow the WJEC AS and A Level Art and Design course. Pupils build on experience and skills gained in Key Stage 4 to fulfil the assessment objectives set by WJEC. Pupils use a thematic enquiry approach to investigate and explore the world of art.
\n\nThey research, investigate and show understanding of artists, other cultures and practices.
\n\tThey experiment with a wide range of materials and art making processes.
\n\tThey record the world around them, finding inspiration through observational drawing, photography as well as in written form.
\n\tThey analyse their own work and annotate with their evaluations and intentions. They will design and make personal, unique works of art inspired by their studies.
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Course structure
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\n\nYear 12
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\n\nAS Unit 1 - Personal Creative Enquiry - An extended, exploratory project/portfolio and outcome/s based on themes and subject matter which are personal and meaningful to the pupil. The Enquiry must integrate critical, practical and theoretical work.
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Year 13
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A2 Unit 2 - Consists of two integrated constituent parts:
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Part 1: A major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance.
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Part 2: An extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology.
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Both the practical/theoretical work and the written element will be assessed together using the assessment objectives.
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A2 Unit 3 - Consists of two parts:
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\n\nPart 1: Preparatory study period
\n\nThe externally set assignment materials are to be released to pupils from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the pupil at the start of the preparatory study period.
\n\tOne of the stimuli is to be selected by the pupil and used as a starting point from which to elicit a personal response.
\n\tResponses are developed during the preparatory study period. They should take the form of critical, practical and theoretical preparatory work/supporting studies which inform the resolution of ideas in the 15 hours sustained focus study.
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\n\nPart 2: 15 hour period of sustained focus work
\n\nThe resolution of pupils’ ideas from the preparatory work must be completed during the designated 15 hours and they must show how their planning relates to the outcome/s.
\n\tThe period of sustained focus work must be completed under supervised conditions.
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Resources
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