Art

Spiritual Development	Moral Development	Social Development	Cultural Development
Tattoo Project (Year 9) Autumn 2: Students can understand the spiritual context of the African tattoo and how they are earned rather than being purely decorative. African (Adinkra) (Year 8) Spring 1: Students study the spiritual purpose of masks from African culture and how the Shaman speaks through them to convey the messages of the spirits. Egyptian Project (Year 9) Spring 1: Students study the beliefs of ancient Egyptians and their gods. Understanding the importance of rituals and symbols in an Egyptian’s life and death. (scarab beetle) Sculpture Project (Year 11) Autumn 1: Expressing feelings and thoughts in a 2D and 3D form.	Hundertwasser Project Year 8 (Autumn 1): Pupils consider why protecting the environment is important? Graffiti Project (Summer 1): Is Graffiti art? Discussion as to the relevance of Graffitti when compared to painting etc. Is it morally correct to deface public property or is it vandalism? When is Graffiti ok? Bolivian Art Project Year 7 (Summer 2): Artwork is made from recycled materials. Bolivian masks often depict the distorted faces features of the slaves who worked in the mines in the mountains and suffered with severe altitude symptoms. Tattoo Project (Spring 1): Is it ok to exploit another culture in a purely decorative way? Should it be allowed? (Celebrity tattoos) Egyptian Art Project Year 9 (Autumn 1): Is it acceptable to raid tombs and remove sacred artefacts from them? Portraiture/Distortion Project Year 11 (Autumn 2): Exposing pupils to how the most unlikely materials can be used to create interesting shapes and forms which can be used to influence their work in the form of photography. Understanding that items which people throw away can be appreciated for their visual beauty as they change over time physically	Modigliani Project Year 8 (Autumn 2): Pupils are invited to empathise with the feelings and emotions of others in emotional circumstances. (Mental illness –Modigliani is known to have been suffering from mental illness which we now know is a treatable depression) Graffiti Project (Summer 1): Graffiti response to ‘Black Lives Matter’ in the form of a George Floyd representation in Manchester. Bansky art battle with Robbo and how artwork can be used to make political statements about peace and injustice. Conceptual Art (Summer 1): Expose pupils to the artwork of contemporary artists such as Tracy Emin, Damien Hirst, deschamps etc who challenge us to think in ways which are opposed to tradition and can be quite controversial. These types of artwork often require us to accept the ideas of other people are valid, even if we may not agree or like them. Sculpture project Year 11 (Autumn 1): Expressing feelings and thoughts in a 2D and 3D form. Portraiture/Distortion Project Yr11 (Autumn 2): Pupils are invited to empathise with the feelings and emotions of others in emotional circumstances. (Mental illness, self image etc). Pupils create photos which deal with challenging perceptions of beauty and acceptance and pressures to look a certain way by society and the media. Challenging vanity and conformity.	African (Adinkra) (Year 8) Spring 1: Students study the spiritual purpose of masks from African culture and how the Shaman speaks through them to convey the messages of the spirits. Bolivian Art Project Year 7 (Summer 2): Introducing the work of Bolivian Artists who depict various religious and spiritual characters in the form of masks. Pupils appreciate that a country’s history can influence the appearance of its artwork. Tattoo Project (Spring 1): To expose pupils to the purpose of tattoos within Polynesia. To be exposed to the cultural traditions/ceremonies of other cultures (HAKA)