The Art Department at Holly Hall was relocated into a new purpose built room in January 2005 The new

1
(No Transcript)
2
(No Transcript)
3
The Art Department at Holly Hall was
relocatedinto a new purpose built room in
January 2005The new facilities include a range
of power toolsand kiln for 3D making,
interactive whiteboard,and an industry standard
ICT suite for digitalimaging. The emphasis in
the department is oncreativity more than craft
and we strive todevelop new ways to make Art
Design bothexciting and vocationally relevant to
students
4
Chris Taylor I have been Head of Art at Holly
Hall for 7 years, I trainedas a Fine Artist and
have taught in Dudley for many years.In the
nineties I was Midlands Education officer for
theDesign Council, I have exhibited many limes
in Londonand abroad and have worked as a
freelance graphic artistfor many companies, (in
recent years I have been a computer artist and
have undertaken commissions for Packard-Bell and
Neoplanet USA. Stephen Sharp I'm an ex student
from Holly Hall School leaving in 2001After
graduating from The University of
Wolverhamptonlast year after gaining a 1st in
BA(Hons) Fine Art I'm nowworking at Holly Hall
School as a Studio Assistant, I alsocontinue to
develop my own artistic practice by taking
partin local art initiatives and having recent
exhibitions locallyand nationally.
5
GCSE Art Design The Course The course is set
over 5 terms during years 10 and 11. There are 2
majorcoursework projects (60) to complete plus
a terminal exam (40) whichcomprises 8 weeks
preparation and a 10 hour exam in which to
produce afinal piece.Each project has a
starting point eg "Organic Forms" which can be
interpretedin a vast number of ways using a wide
range of materials and processes suchas
sculpture, models, animation, ceramics as well as
painting and drawing.The emphasis of this course
is on a creative and personal response to
makingartwork. At the completion of the course a
major exhibition of the work is held to
whichparents, students and others will be
invited.
6
GCSE Art Design and beyond Students considering
studying GCSE Art Design must enjoy making art
and be prepared to work hard. Talent alone is not
enough. For those looking to the future this
option is an ideal platform for those wishing to
pursue a career in the Creative
Industries. These industries generate revenues
of over 60 billion for the economy and employ
one and a half million people. The sector is
growing twice as fast as the economy as a
whole. The Creative Industries cover a wide
range of employment opportunities and study
disciplines Graphic Design Advertising Printing
Publishing Multi Media TypographyIllustration
Packaging Corporate Identity TV and Video
Graphics ThreeDimensional Design Product and
Industrial Design Automotive DesignTheatre
Design Packaging Glass Jewellery Ceramics
Furniture DesignInterior Design Fine Art
Educator Artist Art Historian Conservation
AntiquesRestoration Fashion and Textile Design
Fashion Designer KnitwearMilliner Costumier
Journalist Forecaster Pattern Cutter Fabric
BuyerFilm, Photography and TV Director Producer
Set Designer Art DirectorEditor Special Effects
Medical Photographer Multi-media
DesignerArchitecture Architect Town Planning
Landscape Design Conservation
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
Graphic Design has enjoyed the new purpose built
room and new facilities that have been on offer
since moving to the new block back in January
2005.Pupils have had experience using
professional graphics tables with built in
drawing board which also serve as traditional
work tables where 3 dimensional work can be
produced. We also have a large number of
computers where pupils can produce high level
digital images using professional graphic
programs. There are also other professional
standard items are available such as an
interactive whiteboard, DVD and VCR facilities,
A4 and A3 colour printing and the use of the
laser machine that is situated in Resistant
Materials room. 0
20
GCSE Graphic Design. The course consists of a
folder of work that is accompanied with a
finished 3 dimensional piece of work. The folder
work is produced on A3 paper and contains all the
relevant designs, specification, research and
developments of the product that is to be made.
The folder should contain around 25 to 30 sheets
of work, many of these sheets are written
information about the product. Guidance is given
but the work must be of the pupils input, pupils
must understand that the course pushes them to
work independently and to solve problems by
experimenting with information, advice and
materials. There are also 2 exam papers at the
end of the coursework, these make up 40 of the
whole grade, the other 60 is from the coursework
and making. Therefore there are sections of the
course where revision sessions are put in to
prepare for the type of questions that are asked
in the exams.
21
Once you have achieved you GCSE in Graphic
Products you then have the chance to apply to a
college and do either A-level or a diploma in
Graphics. To be sure that you will gain a place
at college you really need to be looking at
getting a grade A-C. Anything lower will
jeopardise your chances of getting on the
course. Once you have completed your course at
college you could then go onto university or go
straight into employment using your GCSE and
A-level/diploma qualifications. The types of
exciting career choices that are
available Freelance designer Graphic
design Visual communication Illustration Typograph
y Desktop publishing Web design Film and
television Style consultant Teaching/lecturing
22
(No Transcript)
23
(No Transcript)
24
The Textile facilities include a range of
standard and computerised sewing machines,
cutting tables, heat transfer facilities,
interactive whiteboard, and an ICT suite suitable
for textile and fashion design. The emphasis in
the department is on students taking part in
design and make projects that are linked to their
own interests, industrial practice and the
community. Projects may involve an enterprise
activity, where students identify an opportunity,
design to meet a need, manufacture products and
evaluate the whole design and make process.
Students use ICT to help with their work,
including computer-aided design and manufacture
(CAD/CAM) software, control programs and
ICT-based sources for research. They consider how
technology affects society and their own lives,
and learn that new technologies have both
advantages and disadvantages.
25
My story
IT WAS DURING MY OWN SCHOOL DAYS THAT I FIRST
BEGAN TO DEVELOP A PASSION AND ENJOYMENT OF THE
CREATIVE ARTS. I WAS EXTREMELY FORTUNATE TO BE
TAUGHT AND MOTIVATED BY DEDICATED TEACHERS WHO
ENCOURAGED ME TO EXTEND THIS INTEREST AND PURSUE
MY OWN CREATIVE IDEAS. ART HAS PLAYED AN
IMPORTANT PART IN MY LIFE AND NOW I SHARE MY
PASSION, AS I BELIEVE I HAVE THE SKILLS AND
ATTITUTES TO TEACH AND INSPIRE OTHERS. I
STUDIED FOR A BTEC DIPLOMA IN ART AND DESIGN
WHERE I BECAME INTRIGUED WITH THE ARTISTIC
POSSIBILITIES OF PHOTOGRAPHY, LARGE SCALE 3-D
WORK AND WAS ALSO INSPIRED BY ART HISTORY
LECTURES. WHILST STUDYING FOR A BA HONS DEGREE
IN TEXTILE AND SURFACE PATTERN AT BRETTON HALL,
UNIVERSITY OF LEEDS, YORKSHIRE, I FURTHER
DEVELOPED MY ARTISTIC INTERESTS SPECIALISING IN
LARGE BOTANICAL WALLPAPERS, FINE DELICATE INK
DRAWINGS AND GLASS PAINTING.
26
Design and technology is about inventing
practical solutions to problems through
imaginative thinking. Learners use a range of
tools, materials, skills and techniques to
explore, design and make products and systems
that meet human needs. Working in stimulating
contexts they engage in a continuous course of
personal development, learning to use today's
technologies so they can participate in
developing tomorrow's. Teaching should ensure
that 'knowledge and understanding' are applied
when 'developing ideas', 'planning', 'producing
products' and 'evaluating' them
Inventing practical solutions

• Course description
• The textiles course runs over 2 years and
  students will develop their skills in a variety
  of areas, including
• Developing practical skills both decorative and
  functional.
• How to use sewing machines, overlockers and
  embroidery machines correctly and safely.
• How to use a variety of tools correctly and
  safely.
• How the textile and clothing industry works.
  Mass production and one offs.
• The use of ICT (CAD CAM).
• Looking at fabrics their production and uses.
• Health and safety issues relating to textiles.

27
In Year 10 pupils build on their design
experiences from Key Stage 3. They will undertake
a number of relatively short projects some
focused to develop specific skills and some that
are similar to full design projects. Through
these, they will extend their knowledge of
equipment and materials for their course and
develop their design and making skills. Towards
the end of Year 10 the students will be
introduced to a range of Project Outlines for
their final major project and initial research
will be planned and started. The majority of work
on the Major Project is carried out in Year 11.
Students will be expected to spend a total of 40
hours working on this project. The major project
allows students to demonstrate their knowledge of
materials and processes, their designing and
making skills and their ability to evaluate their
design work and its effects on society.
Course structure
Assessment, weighting and assessments
Coursework 60 (Internal assessment) not to
exceed 40 hrs work. Written Exam 40 The design
work is started in the summer term of Year 10 and
continues throughout the Autumn Spring terms of
Year 11.
28
Opportunities for study beyond Key Stage
4 AS/A2 level Design Technology - Textiles
Technology. BTEC Art and Design Textiles with
Fashion Design BTEC National Foundation Degree
Textiles for Interiors and Fashion Many courses
are available at university or further education
level, which support a variety of career
opportunities in industry and commerce.
Opportunities
Careers in textiles Textile Technologist
Textile Operative Textile Designer Textile Dyeing
Technician Textile Machinery Technician Apparel,
Footwear and Textiles Textile Production Manager
Garment Technologist Pattern Cutter Laundry
Worker Fashion Designer Fashion Design Assistant
Pattern Grader Dressmaker Tailor Dry-Cleaner
Forensic Scientist Clothing Presser Graphic
Designer Interior Designer Sewing Machinist
Biotechnologist Costume Designer Machine Printer
Footwear Designer Independent designer
Gallery/curatorial work Film and television Style
consultant Visual merchandising
Teaching/lecturing
29
(No Transcript)
30
(No Transcript)
31
Terri Banks Final Piece - strawberry chocolate
cake
32
Emily Hancox Final Piece - Cheese, tomato,
mushroom and pepper pizza
33
Rebecca Morgan Final Piece - Chocolate cake
34
Rachel Fellows Final Piece - Chocolate cake with
cherries
35
Mr Townley has been teaching at Holly Hall since
September 2007, and has been teaching at schools
within Dudley for 4 years before this. Prior to
that he has taught in schools in Yorkshire before
returning to the West Midlands. Resistant
Materials is also supported by Mr Cross, our
Support Technician who has been at Holly Hall for
some 11 years.
36
Resistant Materials benefits from the facilities
of a brand new building and workshop. This has a
wide range tools and equipment, including a
dedicated heat treatment area for metal working
incorporating brazing hearth, casting facilities,
metal working lathe, milling machine and dip
coating. Woodworking has a range of scroll saws,
wood working lathe, belt sander and pillar
drills. Plastic work is aided by a vacuum
forming machine, injection moulding machine,
strip heater and line bender. The department is
well equipped with state of the art ICT equipment
to deliver CAD/CAM including a laser cutter,
vinyl cutting machine and routers.
37
During their time in Resistant Materials pupils
will complete a large number of mini projects
using a variety of traditional materials
including wood, metal and plastic, but also using
new and smart materials not previously available
until recent years. It is by completing these
practical activities that pupils will learn the
wide range of skills that they will need to be
successful in Resistant Materials
38
The course is delivered over 5 terms, 3 in year
10 and 2 in year 11. Year 10 work is primarily
preparation and research for the coursework
element of the subject. This is complemented by
pupils learning the practical skills they will
need to complete the making element of the
coursework. At the end of year 10 and start of
year 11 pupils will start the manufacture of the
artefact they are producing for their coursework.
The subject is 60 coursework and 40
examination, with the design folder making up one
half of the coursework, and the practical element
the other half. The Examination is made up of 2
separate papers and depending on pupils progress
and ability they will sit either the higher or
foundation paper
39
Careers in resistant materials
Assembler (Light Industry) Brick/Concrete/Refract
ory Plant Operative Ceramic Decorator
Ceramic/Pottery Maker Chemical Plant Process
Worker Fabricator Footwear Manufacturing
Operative Foundry Moulder/Coremaker Foundry
Patternmaker Foundry Process Operator Furniture
Maker Furniture Manufacturing Operative
Furniture Polisher/Finisher/Restorer