First, we explored self-portraits, learning about perspective and angles to help us understand how to draw faces accurately. We studied where features like eyes, noses and mouths are positioned, using the “halving, halving, and halving again” rule to guide us. Then, we moved on to the twelve beasts of Hercules, thinking about what made each creature human or animal. We experimented with combining features and asked ourselves whether the same facial proportions we used for humans could also work for these imaginative beast forms.

Next, we brought our 2D beast designs to life by transferring them onto corrugated card with a sturdy base. We began to build up the facial features in relief, carefully layering pieces of card and using masking tape to hold everything in place. This stage was all about experimenting with size, shape, and position, as we explored how to make the creatures’ faces look more three-dimensional and expressive.

After constructing the relief forms, we applied Modroc to cover and strengthen our sculptures, learning how to layer it smoothly and evenly over the card. This was quite challenging, especially when working over areas where the relief was more pronounced. Once dry, we mixed acrylic paints to create a gradient of tones – a base shade, a lighter tone for highlights, and a darker one for shadows – to bring out the light and shade on our beast masks, giving them depth and character.

Finally, we created plasticine pots to experiment with making coiled cylindrical vessels. These were prototypes, allowing us to reflect on our techniques before working with real clay. Once we were confident, we scaled up our designs using air-dried clay, applying cross-hatching and slip to join pieces securely and reduce breakage. After the pots had dried, we painted them gold to represent King Midas and his golden touch, linking our work back to the mythical themes we explored throughout the project.

Well done 5A! You overcame many challenges, worked collaboratively and flourished in your Arts Fortnight.

Beginning in the amphitheatre, 5S explored the story of the tributes who were selected to enter King Minos’s impenetrable labyrinth. Moving into the classroom, we then started to learn our model text, closely linked to this Greek Myth. Imaginations were captured and this was a springboard into our fortnight.

Exploring our second myth, Hades and Persephone, we began to consider the symbolism of trees through this classic tale. Why did Ancient Greeks believe we have seasons? What trees are symbolic of the Underworld? Heading outside, we began to study textures of different bark and leaves through tree rubbings; we finished the day by creating an inspiration collage of colour, texture and shape.

Moving on, it was time to bring the trees to life. After deciding on a tree – perhaps a Willow or a Spruce.. or maybe a Birch – we started to build our 3D trees up, using pool noodles, cardboard bases and chicken wire to create malleable branches. Then it was time to mod-roc the entire terrain to create a textured landscape and tree, reminiscent of the tree studies from earlier on in the week. Gradient, acrylic painting was explored and practised alongside using sponges to blot and cover the terrain so there was no white patches left over. The final cherry on top was to consider the type of leaf that may adorn the tree.

Pomegranates are a symbolic fruit to many cultures and societies. For the Ancient Greeks, they represented temptation – a moment when Persephone had accidentally bound herself to the Underworld upon eating six seeds. For this, she had to spend six months in the Underworld where the world withered away; the remaining six she would return to her mother and life would begin to bloom again. This is what Ancient Greeks believed created the Seasons of Autumn, Winter, Spring and Summer. Through still-life sketching, we studied real pomegranates: some whole, some halved. We then moved onto creating these out of plasticine and using different tools to help gouge out sections and cross-hatch the crown on top. Finally, we committed to clay and created full and halved ‘poms’, eventually painting and glazing them. The final task was to create a dinner table, fit for the King of the Underworld, where the pomegranates would lavishly lay. Well done, 5S!

To begin our fortnight, we all gathered in the amphitheatre to reveal the theme of the two weeks – Tributes! Everyone received an envelope with a special letter inside, telling them whether they had been selected to participate in the 2025 Tribute Event. All of 5J opened their letters privately and did not reveal the secret inside. They later found out that they had all been selected! After this, we explored the story of Theseus and the Minotaur and why the chosen tributes were a pivotal part of the Greek myth.

Our first project in the art studio was to explore mazes and labyrinths. Do you know the difference? A maze contains dead ends and a series of different passages with one ultimate way out, however a labyrinth only has one winding path leading you to the middle and eventually the exit.

Before drawing mazes, we explored lots of different images and began playing with string, cloth, gum-tape and squared chalkboards to create different mazes and labyrinths. This use of concrete manipulatives helped us to begin understanding where the path is and where the wall is.

From this, we began to create mazes in our sketchbooks, thinking carefully about parallel lines, perpendicular lines and using two colours to create a distinction between the path and walls. We reflected on our plans and gave feedback around the closeness of the walls to the edge and making sure some walls were not too narrow as this would not work as well when scaled up onto our cardboard.

We scaled up our designs onto cardboard, again using two colours. Then, we began using corrugated card and measured the walls precisely. We folded the corrugated card so there was a flap and secured the wall down with masking tape. When joining perpendicular walls together, masking tape was essential to create stability.

After securing the maze with masking tape, we realised that the tape was flapping after 24 hours so we applied PVA glue to strengthen and secure. Finally, we began to explore gradient and how we can create darker and lighter areas in certain areas of the maze, considering where the beast might be hiding and how the exit may be lighter to symbolise freedom.

Mrs Fox and Miss Jackson did a fantastic job choreographing the glam-rock song for the Arts Fortnight. This was focused around the ‘Tributes’ in the labyrinth and explored the trials and tribulations they faced when entering. It was such an energetic, fun and fast-paced dance which involved a lot of timing and technical dancing. Through the dance, this helped us to reinforce our learning in Art and Writing.

For our next Art project, we began to explore coiled pots. First, we discussed the different purposes of pots and vases in Ancient Greece. We considered the purpose, durability and appearance of pots with each pair deciding on what they would like for their idea. During the first day, we played around with plasticine, looking at how to create coils and use blending to merge the plasticine together to build a pot up. After this, with time sensitivity due to the clay drying in 60 minutes (!), we committed to the clay pots. The pairs did an amazing job at communicating together and preparing coils in advance as one of them created the cross-hatching and slip. The teamwork was absolutely fantastic!