This unit of work is based on twelve 50minute lessons (semester). 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. The unit outline: Discussion on the Cubist Art Movement using a power point to show examples. Further exploration into the Cubist Art Movement with an emphasis on their style and techniques. Observational drawing of a Still Life arrangement x3. Development of one of the Still Life observational drawings using a variety of materials and techniques. Combining the 3 Still Life observational drawings to create one A3 sketch showing multiple views in the style of the Cubists. Demonstrations developing and combining different materials which are then added to the A3 sketch to create a final piece.

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

This is a semester unit for year 8 art students. The unit includes an assessment task and the national curriculum links. Below is a brief overview of the unit: Introduction to the work of the artist Hundertwasser through Power point and looking at his art work Students research the artist further and present their own group power points to the class Students re visit colour work from year 7 and explore using complimentary colours in a Hundertwasser extended image Students explore creating abstract landscapes and townscapes inspired by Hundertwasser 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 Students combine their landscape/townscape with their printed face image to create an A3 picture Students evaluate their own work and the work of others produced during the project

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

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

Unit of work (semester) explores the theme of fishes and the artist Vicent Scarpace. Over the course of the unit lessons students will: be able to create an observational drawing of a fish. be able to identify characteristics of Vincent Scarpace’s work. recognise characteristics of Scarpace’s work. understand how to create a pattern fish composition in Scarpace style. be able to link key terms to visual examples. understand how to create a 3D base structure. be able to manipulate papier-mâché. Some examples of resources in the pack: 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. Powerpoint with examples of Scarpace work Powerpoint with examples of different types of fish Key terms for students Papier-mache step-by-step guide for students

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. Overview of Unit: Introduction to the project ‘Totem Poles’ using a power point presentation. Students arrange themselves/are placed in ‘tribes’. Each chooses a totem animal. 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. Students plan how they are going to construct and decorate their totem animal and the materials needed. Students construct and decorate their totem animal. In their tribes they build their totem pole with their totem animals. Student evaluate their own and others work produced during this project.

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

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

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

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

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

This observational drawing assessment takes one lesson (50minutes). Equipment: Paper, pencil and an object out of student’s bag. 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. This powerpoint resource includes the task instructions, lesson objectives and assessment levels in student language.

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. PDF document includes: Learning Outcomes Task Description Assessment Levels in student language

One hour observational drawing assessment using everyday food. 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. Equipment: Paper, food, plates, pencils. This assessment following the UK National Curriculum Levels.

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