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

Students are to develop creative drawing by analyzing and interpreting a variety of selected artists. Students will produce a drawing showing contextual evidence that supports the assessment criteria for the A Level course. This powerpoint gives the LESSON PLAN AT TH END OF THE PRESENTATION. Students to reflect on examples of copies of drawings of different MASTERS and illustrators and begin to analyse the types of shapes, lines and marks. Develop an understanding of signature styles of particular artists and the way the artist’s signature captures the intrinsic meaning of the artist. Students to develop an A2 sheet of drawings which shows the different mark making skills of a number of different artists; develop a still-life drawing which support a number of different artists marks. You must show evidence of research and of investigating and developing ideas. This should include visual work and, if appropriate, annotations or written work. Practical responses to the work of other artists, designers, craftspeople and photographers must show development in a personal way. ASSESSMENT OBJECTIVE:  develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding   Analysis Activity- follow Mark-making analysis of artists Put students into PAIRS give out an example of each of these artists drawing – photocopy to pair CULLEN AND AUERBACH, VAN GOGH AND POLLOCK FEININGER AND GILMAN NICOLSON AND MICHELANGELO   Students to describe the marks, the quality of the lines and shapes that define the artist.   Analysis Activity Feedback– Choose one of the works and will one of you in the group discuss this with the class. Other students may also add comments. TASK ACTIVITY Creative Practical Skills independently Students to choose 2 of the artists discussed or analysed in the groups and try to do a drawing now in the style of those two artists. With a ‘window frame’ students to draw in the style of the artist in a small frame on their sheet. Prompts Questions to Evaluate Drawing outcome What does it remind you of?  What does the work represent? Have any parts been exaggerated or distorted? What message does the work communicate?  What kind of marks does the artist use? What kind of shapes can you find?  What materials and tools have been used?  How does the work make you feel? Does the line, shape, colour affect your mood? What do you like about it Why? What don’t you like? Why? How might you take ideas to use in your own work?  What do you know about the artist? Does the work relate to the social or political history of the time?

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.

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.

Students learn about the Art history styles or a set of Artists and develop a project which has all of these styles in a final outcome. Different themes can be chosen as a subject which then includes all these modern art styles. In this slide presentation - there are examples of final outcomes: A ‘Still-life bowl’ with different fruit in different styles An ‘Interior of a Room’ with areas of the room in different styles and A ‘Cake Stand’ with cupcakes in different styles. IN THIS POWERRPOINT THE THEME IS FRUIT AND EXAMPLES GIVEN IN EACH STYLE. THE OUTCOME IS A BOWL OF FRUIT. In all of these the students combine all the styles to form a display of fruit. The powerpoint gives an outline of a number of art movements, Futurism, De Stijl, Pop Art, German Expressionism, Cubism, Surrealism, Fauvism and students are asked to do a different style each week with a different technique and develop an outcome. Some of the possible outcomes are a Bowl of Fruit, an Interior of a room or a Stand of Cup Cakes. In each of these examples students use a different technique and style to make up their final. Students can work in groups to put this together as a final presentation or can work individually to create their final outcome. An excellent project and scheme of work for year 8 where students learn a number of skills but also learn about the Art movements and gain a deeper understanding of the story and history of Art. The presentation gives a detailed background to each style with artist examples and each week these styles can be discussed with the class. The key characteristics of each of the movements are carefully explained so that students gain an understanding of the movement.

This gives a brief outline of what is Post-impressionism and a detailed description of each of the artists, Van Gogh, Cezanne and Guaguin and how they changed the way we look at the world. Each of these artists were key influencers for the 20th Century art movements - Expressionism, Cubism and Fauvism. The slides explain how each artist interpreted their subject. It has a good set of examples of each art movement and gives a description on how the art movement came about and what its characteristics are. It also highlights the work of the Fauvist artists and explains what this movement was about.

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.

Two slides - can be used as a Starter for students to match terms in art and definitions.

This is a powerpoint on the theme Broken and refers to the Eastern concept of Wabi Sabi - where one sees beauty in imperfections. There are lots of examples to get students to think of broken and the meaning of this and what is beauty? Students are asked to do a mind map of broken and try to describe situations where something is broken and what the meaning is of this and question its beauty? Lots of examples of different examples of artworks to show Broken. If this was a GCSE theme students to use this as prompts to help develop ideas on the theme.

Aim to make a small A5 booklet ‘A Beastie Booklet’ and to draw various gargoyles in different techniques and to evaluate their pages. Aim to make a sculpture in clay of one of the their beastie designs. The powerpoint also allows students to look at Monster inc and Lisandro Demarchi and to design their own creative beastie or medieval creature. The powerpoint gives you lots of pictures of gargoyles and examples of student work and refers to different techniques students can do. It also gives a list what should be in the booklet. There is also an instruction sheet with video links to make a clay pinch pot and how to join this to make animal shapes. Finally there are examples of students display of their sculptures and booklets.

The project has examples of plant forms to look at and by using Ernst Haeckel and Nikki de St Phalle. The students begin to research their own design plant shape on a presentation sheet. This involves drawing with fine pens over a wash of colour.Examples are given in Powerpoint - lots of pictures of plants and examples of how to do a wash. Students can also do some Wax and scratch drawings of natural forms using wax crayons and oil pastels. Students then present these on a preparatory sheet- there are examples of this technique. Secondly students then using their own drawings (wax and scratch) of plants and Niki de St Phalle and Haeckel begin to do a design sheet for their monster plant. Resources needed: Plastic pot plants to stand the branches and plants in, withies, newspaper, tissue paper, masking tape, PVA glue to make paper mache glue, re-cycled card, re-cycled bottles, acrylic paints to decorate. The students study they work of Niki De St. Phalle looking at her biomorphic and colourful sculptures and then by using the her work as inspiration plan a design and build a 3D form using withies, found re-cycled plastic bottles and cardboard and construct a plant form in a large plastic plant pot as a basis. There are examples of outcomes and examples of skills to use in the buildong of construction, The powerpoint has lots of examples to use as inspiration and final examples of outcome.

Describe what type of lines, shapes, space, colour and textures do you see in the work. Try to add one word to the element …………… For example: Wobbly Lines, Dark Colours, Rough Texture, Mathematical shapes Wide Space ‘We are learning to develop your written work looking at a work of Michael Craig Martin We are learning to make a presentation of this in a powerpoint: We are learning to show slides which should include: Artist name, and pictures of his work, We are learning to write an analysis using questions on our slides We are learning to make our own response to the work using pencils, pencil crayons and felt tips We are learning to reflect on the work of Michael Craig Martin and how he has used still-life.’ Research On the internet students find examples of the work of Michael Craig Martin Choose two images by this artist, one you like and one you do not like. Students answer the following questions and display visually: 'Why do you like the first image? Why do you not like the second image? What bit in each photo do you look at first?" Students Choose one image to analyze and to use as the basis for their own drawing – the one students are asked to copy. Students evaluate: “What do you like about this artwork? Which section do you look at first? How are you going to copy this artwork (remember its your own version it, not a perfect copy)” Plan the layout of your page first in pencil, carefully. Presentation is VERY important! Title: ‘Line, Shape & Colour – Michael Craig-Martin. Decorate your page. Next copy one of Craig-Martin’s paintings using colouring pencils.Stufents ask the following questions: What are your most favourite objects? What objects do you use all the time? Are there any objects that you can not do without? Think carefully about these questions and find 4 images of objects on the internet You may using the internet or take you own photos. Try out different viewpoints, fill the photo with the object and photograph on a plain background. We are going to try to trace off the screen or draw objects with a pencil from the screen Why do we look at things in certain ways? How can we make objects look interesting? Can you guess the objects photographed from different angles? Divide your page into four sections. Title: Line, Shape and Form/Overlapping and Composition Now in each box you are to draw in pencil the outline only of your favourite objects. Try to draw the object four times, once in each block and try to draw a different viewpoint each time Remember to…………. keep the lines neat and clean. look carefully at the shape and form of each object. fill each box with the 4 objects and presentation is important. 4. layout and the way you overlap should be different in each block Find objects at home to use in your Michael Craig Margin Interpretation or objects on the internet to copy from Take at least 4-6 objects and try to combine them together Plan out a rough sketch first………. See example

A Key stage 3 project which starts with Figure drawing of class mates - lots of student examples to support and instructions for drawing. Students then look at modern sculptures and uses them to simplify their figures into abstract shapes. There are once more student examples and clear instructions showing how to simplify. It is important to get students to show the simplification of their figure drawing into an abstract shape. Students study 4 different sculptural artists - Further task involves doing an artist study on one of the Sculptors: Henri Moore, Anthony Gormley, Barbara Hepworth and Jean Arp and then students make a moodboard of their work. There are sheets for each sculptor showing some info and pictures of each sculptor. Then there is the making of the sclpture with video clip to explain how to build armature and how to make 3D form using paper mache - there are a lot of good examples of student figures Students then need to build the figure out of cardboard, papier-mâché, wire, straws and recycled objects and to decorate this with coloured paper, tissue paper and any other embellishments like buttons, beads and string. Furthermore there is the embellishment of the sculptures…development of design and pattern by looking at Aboriginal Art, Gustav Klimt, African Art, Beatris Milhaze and students have to choose one of these designs to inspire their figure and begin to decorate their figure. The students then draw out the simplified figure shape with the abstract colourful patterns and present this on a page in their sketchbook. Finally there is the development of this figure into a hanging mobile looking at the work of Alexander Calder and an evaluation.

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.