A short presentation highlighting the key facts and characteristics of the German Expressionism. There are references to a number of artists, Edvard Munch, Oskar Kokoschka, Max Beckmann, Erich Heckel, Karl Schmidt-Rotluf, August Macke, Emil Nolde, Otto Mueller. Expressionism was made up of Der Brucke Art movement and Der Blaue Reiter - there are also examples of these artists linked to Expressionism. Der Blaue Reiter is Frans Marck and Wassily Kandinsky. Key examples given with notes about the movement to be used as worksheets for students.

A set of 8 slides which describe the key characteristics of Dadaism and gives some examples of their works and looks at Surrealism and gives examples of some Surrealist artists. To use as worksheets in class where students can read about the movements and develop an understanding on the movements. A description of Duchamp, Man Ray, Dali, Ernst and Magritte with key examples of their work.

This is a GCSE coursework project on a theme called ‘Surfaces’ giving you loads of ideas to develop with your students. It deals with developing ideas to gain confidence with different media and to develop sketchbook skills. It is about the process of developing the Examboard Assessment Objectives AO1- Develop ideas from artists and AO2 Exploring different media for coursework. It gives a set of observational photographs to work from for Assessment Objective 3 - AO3. It gives you different artists to look at to gather resources on and students will be able to use these as artist studies and begin to explore these artists techniques and do studies in their book. This if for Assessment Objective 1 and students can gain ideas on ways to develop their skills in techniques through these artists and in so doing ‘Develop ideas’. There are further sets of techniques for Assessment Objective 2 and one can explore, experiment with ideas for developing ‘creativity’ in your classroom. That is, exploring a number of different media and showing how one can take risks with the media in order to create an interesting effect. There are slides giving you a set of techniques to use - explaining how to use media in creative ways. These techiques link with the list of artists given on slides to start with. The experimental techniques are: =white paint printing, =wax and scratch, =distressing surfaces, =dripping paint, scraping paint, =using sgrafitto, =cardboard collaging =layering digital manipulations with collage =using fabric and sewing into surfaces. Emphasis here is that students should play and take risks and experiment with different materials and begin to layer and be able to draw on different surfaces. It is a fun set of techniques at GCSE and/or A-level with students using their own resource material and developing their confidence and fluency with making creative experiments. Students can develop their own responses using the techniques. There are questions so that students can write a final evaluation. After this set of work students should be confident and independent enough to find their own photographs and to develop their own idea for a final piece for Assessment Objective 4.

A project for KS3 possible Year 8 looking at Surrealism and the ‘psycho-automatism’ of the artists. Students develop a FANTASY LANDSCAPE for their own paintings out of ink blobs dropped onto their paper and out of random scribbles. Students learn to use these abstract shapes creatively in a composition and are able to thus learn how to shade with paint from light to dark to create a 3D effect of form. The emphasis is on getting students to understand what is chiaro=scuro through the light and dark modelling of abstract shapes. The abstract shapes help them understand that there is no wrong and helps them focus on getting the 3D modelling right. The students need to make a wash for a background with watercolour - using perhaps a sponge. The emphasis is on creating a sense of space with a horizon line and students have to compose their blob/scribble shapes in this infinite space to create a sense of depth on a flat surface. Students need to repeat the shapes and arrange them in different sizes. Students also need to create a sense of interest in the painting. Their surreal shapes are repeated and they are able to change the scale of their forms to develop their fantasy landscape. The second task is to do a black and white pen drawing of their painting, this develops mark-making skills and patterning. This is also a technical exercise where students have to then transform their painting into a black and white pen rendering. This powerpoint has examples of student’s work which helps to support the development of these activities.

Looking at briefly two chapters of the famous John Berger book ’ Ways of Seeing’ It is difficult to summarise a book of such a wealth of knowledge and such a clever way of phrasing ideas. The slide presentation gives one a sketch of two chapters. Chapter one which discusses the image versus the photo, seeing versus words and there are a few quotes from John Berger but also the link to the You tube clips. This is a good A-level presentation and then to get the students to listen to the first two chapters on video clip. Students need to question how an image has lost its meaning through the advent of the camera and begin to draw a comparison of images before the camera and after the camera. Students should also look at how the way we have reproduced the female form through the ages from Antiquity to the 21st Century and think about the meaning of what it is to be nude and what it is to be naked. John Berger has a lot of ideas on this and there are lots of phrases from his book discussing this concept and showing some examples of this in some major artworks. One can never make justice of this incredible book but the slide show does allow for discussion in the class on important concepts and understandings we have of images in our time.

A presentation explaining briefly what is Pop Art with lots of examples of different artists, especially the American Pop Artists. Rauschenberg, Claes Oldenberg, There is one slide on Super-Realism and the work of Chuck Close and the sculptor Duane Hanson. A short detailed outline of Pop Art and Superrealism. There are key examples of artist’s works and characteristics of the art movement.

An art study that shows the development of the Modern era in Art from Neo-Classicism, Romanticism, Realism with examples of different artists It is a detailed slide study with notes on each artist and key examples of artists work and a brief description of each. It shows how Impressionism came about with clear examples of what this is about. It is good to use to give students an introduction to how Modern Art developed and enables them to see the development towards the modern era.

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.

The song In A Gadda Da Vida inspired an exhibition of work at the Tate Gallery. This powerpoint just highlights the work at the gallery and gives examples of the Garden of Eden by different artists. There is also a link to a You Tube clip of the original song.

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.

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.

A history of art powerpoint showing key sculptural examples from the early Paleolithic sculpture to the work of Michelangelo showing all the key developments in form to show more realism. There are lots of notes to provoke discussion in the class on the different sculptures. Various comparative tasks can be given to develop students ability to analyse the sculptural forms. This also tells the story of art and the development of sculptural form in Art and how art develops through the ages from Paleleolithic, Egyptian, Greek - Archaic, Classical, Hellenistic Art and Gothic Art following with Early Renaissance and the work of Donatello to the work of Michelangelo in Late Renaissance. Students learn about key sculptures to develop their knowledge of art and begin to understand how sculptural form developed. There is a beginning of understanding how the first sculpture was a small fertility form - the Venus of Willendorf and how this was used to empower people and how this then develops to capture the emotion and pathos in the work of Mary Magdalene by Donatello. Many comparisons can be drawn and it enables students to see the development of form and so understand the history of art.

Introductory info for GCSE and A-level A powerpoint clearly showing what is style visually but also showing how people interpret the same subject matter differently. To clearly understand what is a style? Slides showing how style is grouped by culture, country, period, artist periods, time, and art movement. Lots of questions and discussions about what makes a style. Lesson Objective To understand what is Style in Art? To develop a deeper understanding of how artists are grouped together. To begin to analyse and question and discuss various artworks To look at examples of elements of Art and principles of design. To define each Art element and respond by making own interpretation To define each Art Principle and respond by making own interpretation Also after this a list of all the elements of art with good examples of artworks on each element. For example what is a line, shape, pattern, texture…? A list of all the principles of Design with good examples of artworks on each principle explaining what is Balance, Rhythm, Harmony…? Tasks are included Discussions on style and then completing an artwork for each principle and design and element of art. Excellent introductory powerpoint for GCSE or A-level

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.

**What is A-level Art and AS Art? ** An introduction to the Course and why should I study A-level Art? This is to introduce students to what is A-level Art and what is required in the course. It gives examples of the components of the course and describes how to go about developing the coursework project and controlled test. **How to approach the course? ** 1, Respond to work from other artists and cultures. 2, Develop preliminary plans and sketches in preparation for further work. 3. Present and organise your thoughts in a visual and intelligible way. 4. Recognise and deal with design problems 5. Think up your own ideas. 6. Explore and use materials skilfully. **Key Tips to complete the course? ** Examples of how to process the Personal Investigation showing the key objectives, developing ideas from artists, showing exploring materials and taking ideas through a number of processes and doing artist responses. Then developing ideas, compositional plans and artist studies to realise final concept. Examples of Externally set task, pages from sketchbooks to show how ideas were developed to interpret the theme Examples of possible Related Study and what topics one can develop into a written study - examples of covers of different studies to give an idea of what is expected.

To find out about who was Ai Weiwei and some key examples of his work and to find out what makes him one of the most famous artists in China. He is the only artist in China known to the West as he pushes boundaries, makes the authorities more aware and is an Activist. The powerpoint gives examples of a number of his artworks to look at and is an informative powerpoint highlighting key works of Ai Wei Wei and some video clips which give a background to his life. Learning Objective To give students a background into art as being a statement to reform society, to see an artists who works as an activist to make statements about the corruption in the Chinese Government. Ai Wei Wei started out as going to a Film school and he was a son of a father who was a poet. But, his father was banned from practising as a poet and Ai Wei Wei grew up in a society where he realised how important it was to use his mind and his imagination to make artworks. He realises that Chinese society prevent personal comments and censors artists. Ai Wei Wei is so disappointed with Chinese society he leaves to go and work in the USA. He realises how artists are heavily punished and he knows he has a strong sense of criticising society. He goes to America and he cannot contribute to this society so he decides to go back to China to do his art there. Ai Wei Wei’s work have a meaning and relate to events in society and he uses Art to change society.

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.

The powerpoint first of all gives you some techniques to use with paper and students to make a sample board of the techniques. Homework task: Zentangle …see powerpoint example Students then go on to draw out an insect and there are symmetry templates for you to use to develop insects. There are also lots of different resources and pictures of insects to use. Further task is then to build the paper craft techniques on the pen drawing and to make your relief paper insect. There are examples of different paper techniques and samples to develop. **Learning Objectives ** Using the topic given insects/birds the aim is to develop their paper art skills and to begin to make an insect. Also, to use skill of symmetry and practise drawing skills and to build a 2D relief insect using paper creatively. • To learn how to do various paper art techniques and develop ability to manipulate paper. • To explore a number of different paper craft activities, there are slide examples of techniques. coiling paper folding paper spiraling paper layering paper scoring paper embossing paper twisting paper rolling paper curling paper. • To EXPLAIN HOW TO carefully draw out insects using the symmetry insects as a guideline. • To cut out the shapes of insect drawing carefully • To explore paper techniques. **Resources ** Large square of re-cycled paper to paste the paper sample techniques on Glue – pritt stick and pots of glue Pencils, Scissors Magazine paper to use to make insects, Pens to draw with Tracing paper to help with symmetry drawing **ACTIVITY OBJECTIVES ** To make a sample board of different effects one can achieve when using paper as an art form. To develop a range of skills to use when working with paper artists and craftsman To learn to coil, scratch, spiral, fold, bend, cut and lift, twist, emboss, layer, cut, roll and manipulate paper To learn about different paper artists and craftsmen who work with paper as an art form. To learn to use paper and to craft various shapes and folds To learn to build a paper insect using the paper craft techniques, that is, to fold, score, layer, cut, emboss and coil a paper insect To do homework task: Zentangle insect. Examples of artists on the Powerpoint to help you to build a 3D paper sculpture with techniques Also various templates to help you to draw an insect - especially to develop your ability to use symmetry.