These are a set of 6 sheets which can be laminated for classroom tables to help students with writing about Art. These are lists of descriptive words linked to the Elements of art and the Principles of design. These will help students to be able to write about artworks and help to broaden vocabulary. There are also words to help with writing at GCSE and support with writing under the GCSE Assessment Objectives as well. There are also sheets to help with writing frames to support weaker students when they analyse and write about their artworks. This can be used with Key Stage 3, GCSE and A-level Leaving these on the desks in the classroom support literacy learning and help students with vocabulary.

This is a Modern Movements Art project. There are a set of powerpoints for each movement. Students make cupcakes in different Modern Movement Styles. This Powerpoint is on the FAuvism Style where students use bright colours of paint at random to capture their cupcake. The students first of all try to understand what is the Fauvism style and look at some examples and then try capture this style in a cup cake to make a cake stand in the end. Your Learning Objective was: To draw a detail of a Fauvist artwork To describe the style of Fauvism using key words. To write down when Fauvism occurred and who were the famous Fauvist artists To draw your own Fauvist style cup-cake using bright spontaneous colours of paint and bold outlines

This is a project on Modern Art Movements. There are a set of powerpoints online relating to this project. The aim is to ,make different objects in separate modern movement styles The task is to make a cup-cake in differnt modern movements and then to make a cake stand with all the different cup-cakes. This powerpoint is on making a pop art style cup cake using the flat colours, bright and outlined style of Pop Art. The students first try to understand the style in their books and then make the cup cake. See the other powerpoints for this cup-cake project: on the different Modern Art movements : - Cubism, Surrealism, Expressionism, Neo-impressionism These are the learning objectives for the project: To draw a detail of a Pop Art work To describe the style of Pop Art using key words. To write down when Pop art occurred and who were the famous pop artists To draw your own Pop Art style cup-cake To trace this into coloured paper and make a paper art collage of a cup cake.

This is a Modern Art Movements project where the students make different cup-cakes in the different Art modern movement Styles and then make a cupcake stand with all the different cakes in the different styles displayed. This is a powerpoint on the relief printing of Expressionist movement. The students use a polyprint block and make their own cupcake in this expressionist style and roll ink. The students first need to understand the style of the project and learn what the specific characteristics of Expressionism is: -the harsh agitated lines -angular marks and the -dark bright intense colour or just black and white woodcut prints of the Expressionist artists. This is part of a project of Modern movements where students do all the different styles: Neo-impressionism, Surrealism, Cubism -etc. See the other powerpoints. Learning Objectives: To draw a detail of an Expressionist work or use the worksheets to colour in on Expressinism and in so doing develop an understanding of this ‘ism’ Worksheet to print off to describe the work ‘The Scream’ by Edvard Munch To describe the style of Expressionism using key words. To use the poloyprint and to make your own Expressionist black and white print of your cupcake in the style of the Expressionists.

This is part of a unit of work called Modern Movements - using cup cakes. This is the first lesson where students explore looking at what are the themes in historical art and how this relates to Modern Art This first powerpoint explores what is Art and looks at the various subjects of the past master paintings: Still-life, Landscape and Portraits. Students make a circular collage of examples of themes in Art.

Looking at the work of Cindy Sherman in depth with all her major themes and developing one’s own photo-shoot and selfie and a history portrait Cindy Sherman and her photographs and how she captures gender and stereotypical poses, Alter-ego images, Self-identity figures, Bus riders, examples of History portraits, Film Stills, grotesque portraits and her Clown images. There are 11 questions to answer on her work and students should look through the slides and answer the questions analysing her work. Discussing what makes a gender? What are stereotypes? The pictures show how Cindy changes her identity showing how we make our own identity and we are not born with it. There are lots of examples of photographs by Cindy to inspire Year 9/10 and A-level students to question their identity and what makes an identity. Students should 1 Set up a scene and capture a stereotypical identity they would like to capture or 2 Transform their image completely and to take on a new identity or 3 Capture themselves as they see themselves with all their own interests. 4 Develop a History portrait based on examples of Cindy Sherman.

This powerpoint supports learning about different drawing techniques in the classroom and using a Feather as a topic. Feathers are not such difficult objects to draw and students can use this to explore a variety of techniques. Student draw the feather, in pen, pencil, oil pastel and wax and crayon. Students also do an artist study and present the work of an artist who uses Feathers as their main topic. Students learn to use a variety of techniques Overall plan; Presenting an artist study page: on Chris Maynard Drawing with Oil pastel and learning various techniques to draw a Peacock feather: Sgrafitto, Tonal work, Blending Making patterns with felt tips into a feather using zentangle patterns Making a wax and scratch, that is, using wax crayons and oil pastel and to scratch out the feathers Furthermore the students after exploring these techniques are asked to make their own very Dream catcher. Students look at variety of different Dream catchers and go ahead to independently present their own. There are examples of different dream catchers but also different wishes and needs one would want if one could wish for these things. The powerpoint shows examples of all the objects what one could need. Students soirce and collect poctures of all their needs. Students can then put their final dream catcher together creatively and be innovative and unique about this.

A detailed project looking at developing a Still-life project looking at composition, rule of thirds, different techniques for each object with different art styles. Students firstly, study what is a Still-life and write up a definition for this. Students then look at what different styles in Art before Modern Art. Students look in detail at Dutch Still life and the Vanitas still-life. There is also some information on the Post Impressionist artist Paul Cezanne and his style of brushwork. A focus on what is still life?, then looking at Pop Art and what is pop Art? Students then answer questions on two Pop Artists: Michael Craig Martin and Patrick Caulfield. Students practise making a background on Pop Art in their sketchbook and answer the questions. Students develop their own Still-life and are told to bring in objects for their Surreal mixed media Still-life and their are examples of this. Students learn to compose a layout for their still-life final using a Viewfinder and the rules of third, Fibonnacci rule to help them construct a composition. Students develop their own Still-life and are told to bring in objects for their final arrangement. The emphasis is then to take them through different techniques with each object they brought to class. The techniques included in the project are: Wax and Scratch, Paper collage, Pop Art hard edge colours and outlines, Palette knife painting, Pencil shading and Pen drawing. There are finally student examples of final outcomes for this project to support the outcome.

This tasks help to assess abilities and specific skills in Art. This helps to establish a Baseline Assessment for Art after having completed all these exercises. This should take 10-12 lessons. Please work through each exercise carefully. The aim of this diagnostic assessment is to look at specific skills used in art. This diagnostic study is to try to assess different skills in Art. The tasks given are for the different learning/skills in art and it allows the pupils to explore these. There are tasks given for each area of learning. Areas of learning with task: ILLUSIONISTIC learner: draw illusionistically, blind drawing and upside down drawing exercises. CARTOGRAPHIC learner: draw a personal logo (black and white pattern)(use on art books as a name tag). TACTILE learner: Looking at Van Gogh, Gustav Klimt, Chris Ofili and Hundertwasser’ portrait works, their use of lines, shapes, colours and textures. Pupils will choose one of these artists to develop in a tactile way using re-cycled materials. SPATIAL learner: drawing with wire and string, assess whether good at sculptural form. Furthermore, assess the students ability to write ANALYTICALLY and to critically analyse a painting… The pupils will also need to self assess and evaluate their outcomes. At the end of this exercise we would be able to assess pupils strengths and weaknesses in art at KS 3 and there are many opportunities in the presentation for evaluation. How to create an illusionistic space and to draw from first hand observation using blind drawing skills, contour line drawing, upside-down drawing and mark-making. Focus on how to shade using dark and light tones with pencil and biro pens and focus on mark-making. 3 a To critically analyse other artist’s styles and techniques and select and question critically, making reasoned choices when developing work from observation. 3 b. Explore tactile qualities and select a range of materials to interpret a style of an artist. Develop a portrait using tactile materials. Investigate how to express ideas using design skills and design processes and the formal elements like line, colour and flat shapes with patterns Exploring drawing with a 3D structure and looking at shape and line with construction of wire developing spatial recognition. Analysing an artwork and investigating the formal elements used in an artwork. Reflect on and evaluate one’s own and others’ work, adapting and refining the outcomes. Presentation should also be assessed at the end of these exercises. Students should also always write a heading and the lesson objective clearly at the top of each page. There are clear evaluation sheets and assessment opportunities in the unit of work. All tasks are presented with Lesson Objective and clear practical tasks.

This is a full unit of work on Still life. It starts with an appreciation of what was before there was Modern Art and students draw a mindmap in their book. There is a wealth of pictures of still-life objects to draw from so teachers can just copy the slides for students to work from. Students will need to do a mark-making exercise in pencil and pen and complete two drawings of the objects. Students then look at how to use chalk and charcoal on black paper and do a study of Still-life in the Dutch era by looking at the ‘vanitas still-life’s’ and do a skull drawing using the chalk and charcoal. Students will also need to practice markmaking in this technique. Students then go on to look at Pop Art and what happened with the development of photography and the influence of this consumer style on the art world. There is a study of Pop Art and students will be able to have an opportunity to look at what makes up Pop Art. The students need to make up a Pop art style, coloured collage in coloured paper or use felt tips to create an object in Pop art style. There is on this powerpoint a wealth of objects for students to draw from and this can be printed off for students. Finally students put this together into a finished still life arrangement and there are lots of student examples for you to use. I hope you enjoy this project.

This is a very successful drawing lesson to build confidence with drawing. It can be used at any level as skills are on invaluable. It can be stretched over two lessons. I have a shoe box of little ornaments wrapped in fabric and tied up with tape that I use for this lesson and over the years this is one of my favourite lessons. I finally tried to make a powerpoint and hope you enjoy ! There is a drawing starter exercise Then the fun begins Objectives To explore observational drawing techniques: blind drawing and contour drawing To investigate how to capture techniques (markmaking) when drawing To build confidence in capturing a form with line by using different styles when drawing: gestural drawing and pattern drawing To develop a design from observational details There are 17 drawings to make … and each slide gives you the instruction and an example of drawing Resources A3 cartridge sharp 2B pencil small objects to draw wrapped to start oil pastel each Fine-liner each ruler pencil rayons small bit of tracing paper cut in squares ( size of unit for repeat) starting with the following . TOUCH DRAWING Draw through TOUCH ONLY Feel the object under a cloth draw the object – and try to imagine the shape, texture, and form Try to draw and outline only. 2 minutes BLIND DRAWING Draw with CONTINUOUS LINE and BLINDLY 3 min Draw the object and draw blindly. DO NOT LOOK AT YOUR PAPER as you draw. Instead imagine your pencil as a contour ( an ant crawling on the object) exploring all the edges, outlines, shapes, textures and details of the object. 2 minutes… Follow the slides There are pictures of student examples. Success criteria The line and markmaking quality is MORE important than accuracy This gives students a realisation that drawing is about lines and marks.

This is a project for A-level students starting with looking at Geometric Abstraction and the use of the colour ‘White’ in the work of modern abstract artists. This will help students to develop their own personal theme. This is a good starting theme for A-level students or IB students and gives them a process or idea to start with in order to develop their own personal outcome. It gives some examples to prompt the students to start thinking of: What is Abstraction, Conceptual Art, Cubism Abstraction and Geometric Art? Students are asked to research various artists who show Geometric abstraction and ‘white’ from the Islamic artists to Kasimer Malevich (Suprematism), Wassily Kandinsky and Piet Mondrian. The project continues giving the A-level students some practical tasks to develop the idea of how to paint a ‘white’ object. There are also examples of some contemporary artists who use geometric abstract shapes and abstraction in nature. Students should be asked to find their own artists they like who use Geometric abstraction and white. Students then explore artists who have used white and look at how they use white in a textural way. Students can look at Robert Rauschenberg. Ben Nicholson and Barbara Hepworth. Students choose one artist and make a booklet exploring their analysis of the artists and the way they use white, but also an experimental booklet showing how to show ‘white’ textual surfaces. Students also take photographs of objects which are ‘white’ to develop further using different media and then subsequently to develop their own final piece based on their own personal research into the subject ’ white’ and ‘geometric abstraction’. Examples of student’s work is given to help students explore various media to develop their own personal ‘white’ outcome. There are also examples of final pieces of A-level students who tried to paint something white showing how they used pastel colours in their finals to develop their outcomes.