ART

"When the outcome drives the process we will only ever go to where we’ve already been. If process drives outcome we may not know where we’re going, but we will know we want to be there."

An Incomplete Manifesto For Growth – Bruce Mau 

The Department

As human beings, every aspect of our lives is permeated with symbols and symbolic meaning derived from the culture (or cultures) we inhabit. Since such cultural significances reflect ways of understanding the world, they influence how we choose to act in the world. At Henrietta Barnett we aim to support girls to enter into an active dialogue with the cultural meanings which infuse their lives, extending their awareness of their own responses and those of others, and helping them to express their ideas in artistic work which reflects their own experience.  

‘‘Art and music lessons not only have ‘intrinsic worth’ in their own right, but also bring ‘benefits to pupil engagement, cognitive development and achievement, including in mathematics and reading’

Recommendations made by the expert panel for the National Curriculum Review, chaired by Tim Oates in (The Framework for the National Curriculum Review. DfE, 2011)

The Art department is committed to stimulating a process of reflection and dialogue by making the classroom as permeable as possible to the wider artistic world, offering many opportunities, on many levels, for students to become stimulated, curious and engaged in art. 

The Art department links with the educational programmes at many of the leading London galleries and art colleges including; the Tate, Saatchi, the V&A, the Royal College of Art, the Princes Trust and the Photographers gallery.

In 2010 the Art department was moved to a purpose fit new build offering our students a highly practical and beautiful environment to work in. The department facilities include: 8 Apple Mac computers, fine art printing facilities including screen printing and etching, ceramics, textiles, photography and film.

The Art department houses a resident artist which changes every year and their work has served to introduce students and staff to different forms of artistic practice, at the same time as contributing to and extending the classroom culture of sharing and reflecting on different ideas and responses. 

Staff:

The Key Stage 3 Curriculum

Girls in each year group are taught to record their responses, including observation of the natural and made environment through a range of different processes from photography to drawing. Particular emphasis is put on observational drawing skills, which form an integral part of each project.

Girls are encouraged to select and gather resources and materials to stimulate their ideas and develop confidence in their personal responses through a sketchbook.

A challenging range of two and three-dimensional media is explored and experienced at each Key stage with an emphasis on reviewing and refining their work as it progresses. Putting themselves, their feelings, their skills and their ideas on the line takes courage. It takes more courage to criticise themselves and seek criticism in order to make their work better. Verbal and written evaluation is active alongside regular assessment.

Collaboration occurs in small group and pair work to develop and share individual responses. 

Idea progression and practical skills are enhanced and extended through critical thinking skills. 

All girls learn to deconstruct and analyse other artists, craftspeople, cultures and historical periods. In turn they learn to apply this knowledge to their own work, making connections between other contexts and their personal responses to become both critics and practitioners. 

ICT, particularly Photoshop and film is frequently used to extend ideas.

Please click here for images of KS3 student work.