Students created a half portrait drawing using grey lead pencils. They aimed to develop their observational drawing skills, to develop their rendering skills and to explore the proportions of the face and individual facial features.
In this unit of work, students designed and manufactured a product that held their mobile phone and amplified the sound. The product needed to be creative and innovative both with the aesthetics 鈥榓nd function of the product. Their sustainable amplifier needed to have a high-quality finish and students were required to follow the speciation, constraints and consideration of a design brief given to them in class.
In this unit of work, students produced a soft toy based on a common everyday object. They needed to develop their own characteristics and personality for their object and communicate this through the creation of facial features. Students drafted their own patterns and created Mock-ups to evaluate their designs before creating their final soft toy.
In this unit of work, students explored ideas around landscape photography and our relationship with the environments we occupy. Students took photographs of important places around the school and different environments they share with family and friends outside of school: their brief was to communicate a story or particular mood through their photographs.
In this unit of work, students studied the Cubist Movement which was started by Pablo Picasso and George Braque in 1907. This art movement was revolutionary as it changed the way we look at the world and helped to pave the way for new modern art styles.
The students started by drawing a series of objects from a range of angles. They then combined their drawings into a single composition focusing on the essence of the objects rather than their realistic appearance.
They incorporated numerous mediums including willow charcoal, compressed charcoal, pastel, conte, coloured pencil, conte crayon and collage.