Year 9 Unit - Cubist Still LifeQuick View
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Year 9 Unit - Cubist Still Life

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<p>This unit of work is based on twelve 50minute lessons (semester).</p> <p>Students explore cubist arts and look at musical instruments to create their own still life. I played experimental music during lessons to bring together the theme of the unit.</p> <p>The unit outline:</p> <ol> <li>Discussion on the Cubist Art Movement using a power point to show examples.</li> <li>Further exploration into the Cubist Art Movement with an emphasis on their style and techniques.</li> <li>Observational drawing of a Still Life arrangement x3.</li> <li>Development of one of the Still Life observational drawings using a variety of materials and techniques.</li> <li>Combining the 3 Still Life observational drawings to create one A3 sketch showing multiple views in the style of the Cubists.</li> <li>Demonstrations developing and combining different materials which are then added to the A3 sketch to create a final piece.</li> </ol>
Faith Expressed Through Art LessonQuick View
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Faith Expressed Through Art Lesson

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<p>This is a lesson designed for KS3 (year 7) in RE. Students explore different artworks throughout history and question how they express religion.</p> <p>Success criteria: By then end of this lesson, students will be able to:<br /> ALL: Identify how faith can be expressed. Explain why religious people might express their faith through art. L3a)<br /> MOST: Explain ways believers express their faith through art. Justify your own beliefs about whether art can express one’s faith. (L4c)<br /> SOME: Ask questions about why artwork is important to others and give your own answers to these questions. (L4b)</p> <p>This resource includes formal lesson plan, pdf which I used for a powerpoint and handouts.</p> <p>The lesson is differentiated with extention activities and adjustments for students who were funded for ASD.</p>
Interpreting HundertwasserQuick View
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Interpreting Hundertwasser

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<p>This is a semester unit for year 8 art students. The unit includes an assessment task and the national curriculum links.</p> <p>Below is a brief overview of the unit:</p> <ol> <li>Introduction to the work of the artist Hundertwasser through Power point and looking at his art work</li> <li>Students research the artist further and present their own group power points to the class</li> <li>Students re visit colour work from year 7 and explore using complimentary colours in a Hundertwasser extended image</li> <li>Students explore creating abstract landscapes and townscapes inspired by Hundertwasser</li> <li>Students re look at some of Hundertwasser work and his use of faces in his landscapes and create their own face design as a press print image</li> <li>Students combine their landscape/townscape with their printed face image to create an A3 picture</li> <li>Students evaluate their own work and the work of others produced during the project</li> </ol>
Year 7 Masks Unit of Work (12 lessons)Quick View
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Year 7 Masks Unit of Work (12 lessons)

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<p>This unit of work was designed for Year 7 Art students. The format of the unit followed:</p> <ol> <li>Introduction of the project ‘Mask From Different Cultures’</li> <li>Explanation of ‘Tonal Shading’. Students to select 6 features from existing masks to demonstrate Tone understanding using pencil, pen</li> <li>Explanation of ‘Colour Tonal Shading.’ Students to apply knowledge to their mask drawing</li> <li>Explanation of the design process. Students to mind map theme ideas for their mask, students complete 3 initial designs.</li> <li>Students amalgamate ideas into one final refined design and add tone, colour, pattern and detail</li> <li>Demonstration of clay construction techniques. Students demonstrate own understanding in their clay mask designs.</li> <li>Demonstration of mixing and applying paint using blending techniques.</li> <li>Students add tonal colour using paint to their clay masks.</li> <li>Student evaluate their own and others work produced during this project.</li> </ol> <p>This pack includes:</p> <ul> <li>Unit of work</li> <li>PDF containing masks from around the world (Presentation)</li> <li>Mask planning sheet</li> <li>Mask homework</li> <li>PDF painting techniques (Presentation)</li> <li>PDF tone techniques (Presentation)</li> <li>Handout of Juan Gris artwork</li> </ul>
PilgrimageQuick View
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Pilgrimage

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<p>This is a KS3 (Year 7) Religious Education lesson designed for 1 hour.</p> <p>This resource looks at the Pilgrimage to the Western Wall and the River Ganges.</p> <p>By the end of the lesson students will:<br /> All: Understand what a pilgrimage is.<br /> Learning about religion<br /> Most: Explain some places that are special to people and consider why it is special. Learning about/from religion<br /> Some: Consider why pilgrimages are special to religious people. Learning from religion</p> <p>This resource includes the lesson plan, powerpoint presentation to accompany the lesson, worksheets and differentiated tasks for students following the UDL format. (G&amp;T and students on the register for support)</p>
Year 7 Unit of Work Fabulous FishQuick View
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Year 7 Unit of Work Fabulous Fish

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<p>Unit of work (semester) explores the theme of fishes and the artist Vicent Scarpace.</p> <p>Over the course of the unit lessons students will:</p> <ol> <li>be able to create an observational drawing of a fish.</li> <li>be able to identify characteristics of Vincent Scarpace’s work.</li> <li>recognise characteristics of Scarpace’s work.</li> <li>understand how to create a pattern fish composition in Scarpace style.</li> <li>be able to link key terms to visual examples.</li> <li>understand how to create a 3D base structure.</li> <li>be able to manipulate papier-mâché.</li> </ol> <p>Some examples of resources in the pack:</p> <ol> <li>PDF with the structure of every lesson which can be presented in class to the students. It includes a starter, lesson outcomes, description of task and plenary. Lessons include self and peer assessment.</li> <li>Powerpoint with examples of Scarpace work</li> <li>Powerpoint with examples of different types of fish</li> <li>Key terms for students</li> <li>Papier-mache step-by-step guide for students</li> </ol>
Year 8 Totem Pole Unit of WorkQuick View
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Year 8 Totem Pole Unit of Work

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<p>This is a unit designed for Year 8 Art students. Student’s explore different Totem Poles from around the world, sketch out designs and design their own Totem Poles.</p> <p>Overview of Unit:</p> <ol> <li>Introduction to the project ‘Totem Poles’ using a power point presentation.</li> <li>Students arrange themselves/are placed in ‘tribes’. Each chooses a totem animal.</li> <li>Students design and develop a myth about their totem animal. Each tribe will have a display sheet to document the background of their totem pole.</li> <li>Students plan how they are going to construct and decorate their totem animal and the materials needed.</li> <li>Students construct and decorate their totem animal. In their tribes they build their totem pole with their totem animals.</li> <li>Student evaluate their own and others work produced during this project.</li> </ol>
Year 7 Aboriginal Journey Unit of WorkQuick View
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Year 7 Aboriginal Journey Unit of Work

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<p>This is a semester long unit on Aboriginal Art. The scheme of learning following the following program:</p> <ol> <li>Introduction to project ‘Aboriginal Journey’. Power point presentation on Aboriginal Art work.</li> <li>Students develop their own Aboriginal symbols from the list on their resource sheets.</li> <li>Students are made aware of the importance of stories within the Aboriginal culture.</li> <li>Students develop an illustration for one of the Aboriginal stories using symbols and pattern.</li> <li>Students use a variety of materials and techniques to apply colour, pattern and symbols to their illustrated composition, including marbling, paint techniques and polyprinting.</li> <li>Student evaluate their own and others work produced during this project.</li> </ol>
Year 7 Colourful Composition Scheme of LearningQuick View
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Year 7 Colourful Composition Scheme of Learning

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<p>This is a semester unit (14weeks) but could be shortened. Breakdown of the unit structure:</p> <ol> <li>Introduction the project ‘Colourful Composition’ and to the work of Michael Craig Martin.</li> <li>Explanation of ‘observational drawing’. Students select 4 – 6 objects and produce simple line drawings onto A6 paper.</li> <li>Students present their power points on Michael Craig Martin to the class.</li> <li>Explanation of ‘composition’. Students create a composition onto A3 paper in the style of Michael Craig Martin using their A6 observational studies and tracing paper.</li> <li>Colour theory lesson introducing students to Primary, Secondary and complimentary colours.</li> <li>Demonstration of mixing and applying paint.</li> <li>Students add bright colours to their A3 compositions.</li> <li>Student evaluate their own and others work produced during this project.</li> </ol>
Year 7 Observational DrawingQuick View
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Year 7 Observational Drawing

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<p>One hour assessment task, which I previously used at start of term/year.</p> <p>Equipment required: Paper, pencils an eraser.</p> <p>Students enjoyed this lesson as they got to take off one shoe and draw it.</p> <p>Document contains instructions, outcomes and key levels against the national curriculum (UK).</p>
Year 9 Sea Creatures Unit of WorkQuick View
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Year 9 Sea Creatures Unit of Work

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<p>This is a unit of work based for a semester (13 - 14 lessons).</p> <p>Students explore the theme ‘sea creatures’ while analysing the work of artists Cathy de Monchaux and Ernst Haeckel.</p> <p>This unit allows students to:<br /> 2. Explore ideas using researched images and experiment materials when developing ideas.<br /> 3. Use research and materials and experient to develop and refine their ideas of an imaginary sea creature.<br /> 4. Work in groups to design, create and make a imaginary sea creature.<br /> 5. Construct their imaginary sea creature using a variety of materials.<br /> 6. Evaluate their own and others work produced during this project.</p> <p>This pack includes:</p> <ul> <li>Unit of work</li> <li>Powerpoints of each artists work.</li> <li>Powerpoint of sea creatures</li> </ul>
Year 7 Observational DrawingQuick View
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Year 7 Observational Drawing

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<p>One hour assessment task, which I previously used at start of term/year.</p> <p>Equipment required: Paper, pencils an eraser.</p> <p>Students enjoyed this lesson as they got to take off one shoe and draw it.</p> <p>Document contains instructions, outcomes and key levels against the national curriculum levels (UK).</p>
Year 8 Observational Drawing AssessmentQuick View
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Year 8 Observational Drawing Assessment

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<p>This observational drawing assessment takes one lesson (50minutes).</p> <p>Equipment: Paper, pencil and an object out of student’s bag.</p> <p>Task: Student’s creates a sketch from the object. I use this lesson as a introduction (base lesson) to see the progress the make throughout the semester.</p> <p>This powerpoint resource includes the task instructions, lesson objectives and assessment levels in student language.</p>
Year 7 Observational Food DrawingQuick View
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Year 7 Observational Food Drawing

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<p>One hour observational drawing assessment using everyday food.</p> <p>Student’s had their own plate of food each which they got to arrange. At the end of the session they were allowed to eat their food.</p> <p>Equipment: Paper, food, plates, pencils.</p> <p>This assessment following the UK National Curriculum Levels.</p>
Year 8 Observational Drawing Assessment - Focus ToneQuick View
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Year 8 Observational Drawing Assessment - Focus Tone

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<p>Students are given a range of objects and are asked to create an observational drawing. I use this lesson to focus on student’s tone/texture development.</p> <p>PDF document includes:</p> <ol> <li>Learning Outcomes</li> <li>Task Description</li> <li>Assessment Levels in student language</li> </ol>
Year 8 Creative Planet Drawing AssessmentQuick View
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Year 8 Creative Planet Drawing Assessment

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<p>A short drawing assessment task (1 hour).</p> <p>Students imagine they have landed on a strange planet. They have to sketch out the landscape. They must consider the plants, flowers and animals.</p> <p>Equipment: Paper, pencil, colours</p> <p>PDF-Includes instructions and marking levels in student language.</p>