This is a project where Students interpret one object into different Modern movement styles. This is the style of Cubism when they do a cupcake in the style of Cubism and so learn about the art movement. Learning Objective: To develop a cup cake in the Cubism style using a collage technique To develop a drawing that shows geometric shapes and shading from light to dark in the shapes This powerpoint gives you steps to follow for this lesson in class. Students shade in geometric shapes over a newspaper collage - drawing their cup-cake in a geometric way. Overall in the project. Copying a detail from each Modern movement Collecting a picture of each Modern movement To understand some key words to describe each modern movements To understand the key elements in Art: Line, Shape, Colour, Texture, Space

To develop an understanding of the work of Joan Miro by looking at the example ‘The Harlequin Carnival’ and describing what you see. To draw out a cupcake consolidating what you learnt in class in pencil. To make a magical creature out of a splash of coffee. To trace this and to colour this in as best you can. To then paste your magical creature on the cupcake drawing and to creatively colour this in. To evaluate your outcome. To take a photograph of your sheet of A4 paper and to upload this to the Shared drive X. Task 1 Write for a Heading ‘Surrealism’ on A4 paper Look at the picture by Joan Miro on the right called: ‘ The Harlequin’s Carnival’. This is a typical Surrealist picture. Describe this work on the paper, describe what you see in one sentence. Write 2 or 3 lines on your paper about this painting using descriptive words. Task 2 On the piece of A4 paper carefully draw a cup cake. Size about the normal size of a cake place this at the bottom of the A4 paper Follow the steps on this slide to help you to draw one cupcake. Draw this lightly with pencil like the examples given on the right. Task 3 Make a very little coffee, some black coffee in a cup. Wait for this to cool before using this. (You can make the coffee by putting half a cup of water and mix a spoon of coffee with this.) Splash strong cold coffee on another piece of paper – ( not the drawing paper of cupcake) When the coffee splash is dry draw in and around this splash in pencil and make a fantasy random magical creature like the examples on this slide and the next three slides Task 4 Once you have your coffee splash and have drawn around this. Try to copy this out again, that is, put a piece of white paper over the splash you can use your window light to help you trace it Colour the tracing in. Task 5 Cut this out. You have now made a magical creature! You could outline this darkly with your pencil. This is the style of Joan Miro –who uses flat shapes. You now need to colour in with flat colour shapes (that is, no shading!) . See examples. You can use pencil crayons and felt tips if you have. If you do not have this just use your pencil to colour this in. Paste this on your cupcake Decorate your cupcake creatively with magical creatures. Task 6 Creatively finish colouring in your cupcake as best you can. You can collage – stick coloured papers and decorate. Paste this on your A4 sheet with task 1. Complete a short evaluation. Write next to your cupcake artwork. Telling me what went well and about any issues you had. Take a photo of your A4 page work. Save this giving the jpg. your name Upload this to the Remote Learning Work load. You will find your class with your name. Upload this to your name please

In this powerpoint there is cultural information on the symbolism of the peacock in Indian Art and a look at the peacock dance. Students make a peacock feather drawing looking at a few essential oil pastel techniques: sgrafitto, layering, blending, stippling. Students then are asked to evaluate this outcome and then as a whole class the second project on the powerpoint is that each student is now asked to make a peacock feather which could then be added to a drawing of the body of the peacock. Resources given to support this.This could be completed in any medium, pen work or watercolour or oil pastel. There are examples of different large peacock outcomes in different media and the teacher will need to decide how she would like to do this.

**What are the Learning Objectives for this project in Art? ** Students learn from examples and a clear understanding to totem poles is explained visually in slides, also different video clips about Totem poles and their story telling. There are slides which give a background to totem poles. Lots of symbols for different animals given on separate slides which could be used ot make the totem pole. Students through the research into totem poles will gain an appreciation of how religion and spirituality holds in Native American cultures. Students will be able to communicate experiences, moods, and stories and reflect on their own family history and family tree in a group project. Students to create images using the elements and principles and design their totem imaginatively. Using pictures of animals - students can stylise and create a symmetry outcome to use in the building of their animal/sun/bird/man for their totem pole. Each student completes a different part of the totem pole and students need to work in teams Students create images in response to objects from a variety of cultural contexts as students look at and watch various ‘You Tube’ video links about the Totem pole story telling. Students demonstrate awareness of Pacific Coast heritage The slides give a sequence of classroom activities leading to the making of a cardboard totem pole. Students use recycled materials and build their animal/bird/sun/man they designed. There is an emphasis on coloured paper and pasting this into the cardboard and building up the structure. Students will complete the following: **Teamwork: **Complete a group totem pole. Graphic Design: Design a group/tribe logo. Independent Research: Interview a Family member and research family history 3D Sculpture Design: Design a totem sculpture that represents your family history in 100 years time. Recycling materials: Students use recycled materials and construct a standing Totem. Students can embellish and decorate their totem with coloured paper cut outs and black pen line work.

Attached are three powerpoints for developing a KS3 Collage in Fabric on the 12 Days of Xmas and the artist Aminah Robinson. Students use the ‘resources’ powerpoint to draw ideas to make up their own design for the 12 days of Xmas. Class divided and each child gets a different day to design. I used Black velvet fabric as my backing fabric and each time the student did their drawing I traced this onto different coloured fabric shapes and students then cut this out and pritt sticked this onto the black velvet fabric. see powerpoint of song '12 days of xmas ’ for resources see powerpoint Artist interpretation and learning about different fabric artists. see powerpoint on stitchung techniques Thirdly, students then cut their designs out in fabric - I used transfer receipt like paper so students could trace onto the fabric and then cut out. Finally students then embellish their fabric with different stitches and I have a powerpoint with video links on how to do the different stitches: running stitch, blanket stitch, satin stitch, chain stitch and daisy stitch…

A powerpoint outlining some tasks for a Key Stage 3 project on Tim Burton. In this project there are a number of skills, pencil drawingwith pen work, chalk and charcoal drawing on black paper, making a black and white silhouette cut out, collaging harcoal drawing onto bottle and painting bottle, further developing a character on a bottle and making a wool paper character. This also has a few quizzes and student examples of work to support the tasks. Starting with presenting a title page for Tim Burton and copying some of his scenes by practising pencil tone and mark making. Layering pencil and black pen in drawing when copying Burton’s work Photocopy examples for students to work from to print off. Then developing a cut out in black paper looking at the strange, Gothic type black and white silhouettes of some of his scenes and making a page on his settings using black paper and cut-outs. The slides give a number of the silhouette type scenes for students to use for inspiration. Further developing a character drawing and students are to look at the number of different slides and these could be printed off for students and letting them develop their own character. Some of the You tube film clips are linked on the slides as well. Students draw out the character and then colour this in. Tim Burton’s scenes are often dark and atmospheric and this is an ideal opportunity to practise drawing with white chalk, charcoal or black soft pastel on black sugar paper and to do a drawing of one of his black and white characters. There are some examples to use to copy from to support the students learning. This black and white scene can further be photocopied and collaged onto a bottle. There is also an extension task to make a head on a wine bottle in paper-mache and lots of inspirational examples of student work Another fun task is to play with wool and paper and to make a rolled animal using newspaper in rolls and then wrapping wool around this and to bend into shape. This can further be embellished by adding bits and bobs like buttons, braid and other decorative details to develop a character type animal which has been inspired by Burton. There are a few quizzes and homework tasks as well.

There is one powerpoints - this focuses on the St. George images and on Marc Chagall. In the project students use their imagination and to draw dragons and St. George’s battle. Students look at the Stained Glass artist Marc Chagall and then make up their St. George story on paper to transfer to black paper. There are instructions and worksheets. Students will need to use a stanley knife and safety working with blades is imperative for this project. Students need to have very simple designs and stylise their drawings into basic shapes. Therebis also a section om using a computer to make a symmetry pattern. WEEKLY Plan Two lessons weekly 7 weeks to 1/2To look at examples of St George and the Dragon and to draw out one’s own St. George and Dragon picture. 1/2. To look at examples of Stained Glass windows and look at the artist Marc Chagall. 3/4 To simplify the designs of St. George and the Dragon into thick lines and shapes to transfer onto black paper with chalk. 5 /6 To trace designs onto black paper shapes and begin to cut the negative shapes around the lines. To simplify these lines one can take the students to a computer room and do a basic symmetry pattern and lay this over their drawing and students begin to simplify the shapes into geometric forms. 7 / 8.- To make up a sheet of tissue paper on plastic paper to put behind the black paper cut out. Tear or cut the tissue paper into shapes at random and just lay this down on plastic with PVA glue. When this is dry the tissue paper will peel off the plastic. 11 / 12 – To continue to draw into black paper and put together. 13 – Evaluation of project To design a picture of St. George and the dragon’ on paper using resources in the first powerpoint. To refine the details of the designs into simple outlines-Teachers could photocopy and enlarge details to help students. To look at the Stained Glass artist Marc Chagall (second powerpoint) and to think how they could use his style in their work To transfer designs to black paper and to cut the negative shapes around the lines using the stanley knife. To make a sheet of coloured paper on a plastic sheet using PVA glue and tissue paper.

This is a lesson for year 7 who are learning to shade and to create a 3D form. This is the start of a Scheme of work (Powerpoint one) where students draw a pebble and then eventually make a tile in the shape of their pebble and design a relief surface based on Hundertwasser. There are three powerpoints on Tes in a bundle linked to this unit of work or you can use it as a drawing exercise to learn to shade 3D forms. This is a short example showing different steps to get a 3D sphere form and using tonal values to develop this form. There are exercises on markmaking and how to create a tonal value. There are the main breakdown of what is needed in a sphere in tones: Light, light grey, middle grey, dark grey and black with reflected light. There are examples of showing how to shade in the direction of the form. Learning Objective was: To create a presentation on an A3 sheet of your observation drawing studies showing volume drawing of pebble To learn to draw 3D geometric shapes and firstly practise mark making and a range of tones in media: charcoal. To develop observational drawing techniques. This follows with Powerpoint Two and Three where students then begin to : Present preparatory work on a page and to plan a design for clay tile. Develop painting style like Hundertwasser (study the style of this artist) and use watercolours and understand what is a style in Art. To complete a clay tile and paint design on tile.

This is a key stage 3 project where students do a polyprint on fabric using printing inks. This is a short 6 week project but could be developed to incorporate embellishments and sewing skills to fabric. I did this with year 8 and it took 6 weeks. Student enjoyed the outcome and it could have been made into a cushion for each student but we made a class fabric wall hanging. (There is a second Powerpoint in a Bundle which has all the pictures used for students to work from - A-Z of nature pictures) Artists used: Angie Mitchell and Ernst Haeckel Resources required Polyprint blocks Printing ink Rollers Tables to roll out on Fabric square per child Paper for test prints Research sheet for drawings and artist research. Project schedule 6 weeks The resources for the students to work from. Each student chooses what they would like to draw. The steps to take while making the print and examples of student’s outcome. Students begin by researching Angie Mitchell and Ernst Haeckel and make up a sheet with these two artists and their drawings. The drawings they do of one of the pictures of the slide pictures of animals and bits of nature from A-Z. Students choose which animal or fish or plant they would like to draw. Students spend time doing a detailed drawing and design a border pattern for this work in black and white. Success criteria of drawings To use fine lines and to capture quality detail To concentrate on negative and positive shapes To develop a border pattern from nature around the drawing To try to layer up your drawing with foreground and background shapes The students drawings are then photo-copied and transferred to the polyprint block. Students use the photocopy to press through onto polyboard. The students are given a square and a strip of polyprintboard . Students first of all experiment printing on paper with their design and border. Students can do a black and white print or do a polyprint print of two colours overlaying their inks. The slide presentation gives you also opportunities for reflection and evaluation of outcome at the end. I have presented my artists in my book I have compared the works of 2 nature artists I have written a short paragraph on the style of artists I have a careful line drawing of my subject I have created my own artwork based on my research of subject colour I have a plan for my print design and have written about relief printing I have tested working with polyprints Student outcome is a wall-hanging and we sewed all the students outcomes together to make a fabric collage of squares.

This is for your Year 10 GCSE group and gives a summary of the GCSE course in two sheets. It is a very helpful sheet summarising each objective and the requirements and the amount of pages that are needed in your sketchbook. There is also the writing framework required for artist analysis - objective one. There is also a brief outline of the principles of design and what students need to look for. Also there are helpful questions to help students evaluate their outcomes. A must for GCSE Art and Design!!

Pictures W Wading birds, Water boatmen B Bladderwrack seaweed, Basking shark, barnacles, badger A Anenomes (beadlet) abalones F Foxgloves, fox L Limpets Z Zooplankton N Nettles J Jellyfish H Herring gull S Sparrows, Sparrow Hawk, Starlings, Short-eared Owl I Iris Y Yellow wagtail, yellow horned poppy D Dolphins X oXe eye daisy M Mussels, Marram grass K Kite (black) C Cockles, Carrion crow, Chaffinch, common Newt, Common Starfish, Common Blenny, Common Shore Crab O Oystercatchers W Walney Geranium flower or similar TheIslandIsland shape filled with different wildlife T Toads (natterjack) V Viper’s bugloss Q Quercus (oak) R Razor shells, Redshank, Rays, Red Admiral butterflies, Rock Goby Robin U Umbellifer (Cow parsley) G Grey seal P Pipe Fish, Pelican’s foot shells, Peregrine Falcons, Painted Lady Butterflies.

The powerpoint consists of the following: Students will learn about Wassily Kandinsky and his abstract Art and be able to make their own version of Kandinsky while listening to four pieces of music. Task 1: Describing artwork tasks (slide2) Task 2: Answer questions on Kandinsky (slide 3) Task 3: Listening to music and interpreting this (slide 4) Divide your paper into 4 blocks as seen in the example and in your blocks you need to draw what you interpret while listening to the four pieces of music. Listen to the You Tube tracks of music - one at a time. While listening to the music in each block while you listen to the music you need to draw what the music makes you feel. (Copy the http address into search to hear music) That is, you need to Interpret the music by drawing shapes, colours, textures, lines, forms, images and what you feel the music represents.

Lesson Objective A detailed presentation to understand the theory of colour and this 56 SLIDE PRESENTATION gives a complex set of slides on Colour, Looking at 'What is Colour theory?' AND Colour as light OR COLOUR as pigment and then giving example of sheets to use for a colour wheel. This then goes into detailed descriptions with examples of TERMS: primary, secondary, intermediary, tertiary but also colour VOCABULARY like HUE, TONAL VALUE, CHROMA, INTENSITY, MONOCHROME, ACHROMATIC, NEUTRAL, DEGRADED colours, COMPLEMENTARY colours, ANALOGOUS colours, TEMPERATURE of colour and LOCAL AND REFLECTED and OPTICAL colour. It also then looks at where Colour Theory came from - early examples of colour wheel by Goethe and then JOHANNES ITTEN and his colour theories on how colour creates SPACE and goes through how to use colour by contrasting size, texture and value to create this SPACE. This is for A-level and for Key Stage 3 and 4 to develop an in depth understanding of what is colour. There are tasks to develop in the presentation to develop colour skills. SOME TASKS: Painting a coloured design to a performance, developing colourful paintings to music, developing tonal values and there are sheets to use for a colour wheel study. There is also a reference to the PSYCHOLOGICAL meaning of colour Examples of Colour Theory Terms and artworks that link to the Terms with tasks for students to find different artworks and to analyse and discuss examples of artworks looking at the mood and how colour enhances this. Use this with A-level students to develop their vocabulary and knowledge of theory of art and how colour interacts. This is a good research study for students to add to their sketchbooks.

An visual reference to architectural features with reference to Classical Greek and Roman architectural features in Artworks, various building ornaments and different buildings. There are lots of artists who have use classical architecture in their own art. Also lots of examples of artists and reference to examples of John Piper and his paintings on classical architecture and students could develop their watercolour techniques copying this artist. But there are a number of different artists to use to inspire students to develop their own technique. Also, developing the style of John Piper in different techniques: for eg. wax painting, water-colour techniques. **The resource includes: ** Examples of architectural artists Examples of a student work collages of architecture Examples of student work of combining buildings into a collage Resource sheets of architectural photographs of churches to use for studies Resource sheets of different buildings ornamentations to use in collage . **Learning Objectives ** To develop a Classical Greek and Roman element in one’s work of art at KS3, KS 4 - GCSE Art and A-level Art To study various examples of how artists have used these classical architectural elements in their works of Art A look at various contemporary artists and how they have used the Classical elements and architectural features To develop a collage combining photographs, painting and pen work. Choose one of the artists and copy their style and collect examples of their work to use in your collage. Take photographs of buildings in your local environment and use this in your collage.

Lots of examples of Lowry's work and his early drawings and the effect of the Industrial revolution on his work. Students should come to understand his work through the selection of work on the presentation and can do their own version of Lowry working on white painted card or use for GCSE artist for a theme on Architecture. There is also the famous song 'Matchstick Men and Matchstick Cats and Dogs' by Brian and Michael linked to the presentation. Students get an insight into this prolific artist of the working class in Manchester and begin to understand the effects of the Industrial Revolution in the North.

**Self -Identity portrait project. ** This is lesson 1 where students take their own photo and then start to do a drawing of parts of the face. There are examples of face details and then there is an example of how to scale this up. There is a homework biro drawing task. (In the Bundle there are other lessons to follow up on this drawing of task, where students have to interpret their face in various artist styles and culturally interpret their own identity. ) Lesson objectives Objectives To draw the proportions of the face in your book To do a photo-shoot and take a photo to use for your portrait drawing where you scale up this picture. To consolidate how to draw parts of the face. To do a pencil tonal value To practise mark-making with a pen Through out the whole scheme the project **success criterias **are: To learn about the proportions of the face To practise drawing various parts of the face To draw a portrait drawing using the grid technique To look at various examples of portrait drawings To develop a tonal grid and to understand the light and dark planes in a face. To understand how to do a grid drawing

Looking at the work of Peter Blake- there is a page of information and questions on his work. There are examples of his alphabet artworks and cover designs for Famous Music artists. Students are inspired by his work of collage, photography and free drawing style. Task 1. Students make their own Pop art alphabet style and this links to Graphics and students can look at Pop art letter styles. Task 2 Students are asked to find their own popular things linked to each letter of the alphabet. Students are asked to make their own alphabet using the similar ideas as Peter Blake, but to focus on trying to create a favourite thing for each of letter of the alphabet. Students then put these ideas on an A4 or A3 paper. There are examples of different alphabets and student examples of final outcome. Task 4 Students play with letters and take one letter and make this in various different designs This is a Graphics exercise and students learn to play with one letter and styles. Task 3 Students put a collage together in the style of Peter Blake. Students should use lettering/ graphics and link this to their own favourite things and then make a collage of this in a 26cm square shape. students can use pictures from magazines , comics and newspaper and cut out and collage. Task 5 Students should creatively now make their own album design. There are formats for the CD covers to use as a template. Presentation gives examples for inspiration of Peter Blake’s alphabet designs and album covers and looks at some of his famous Album cover designs. Students need to make their own CD cover of their favourite musician. Students to use a variety of media for final task.