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.

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.

A comprehensive drawing powerpoint with different tasks on developing drawing skills, discussions, mark-making exercises, different techniques, methods and examples to support observation skills in the classroom. To use with GCSE and A-level students to develop their skills in looking at drawings and discussing their techniques but also doing a variety of different tasks to develop their own recording skills. Learning to work with continuous lines, blind drawing, structural drawings, shading techniques, gestural drawing and free mark-making. The powerpoint has examples of drawings of a number of artists like, Paul Seurat, Frank Auerbach, Rembrandt and Van Gogh and gives a number of opportunities to learn from these artists and gives different methods to use to strengthen one’s drawing skills.

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.

Students given examplesof nature pictures and to create a repeat pattern from a pencil drawing of these pictures Pictures of nature for students to draw from and then how to make a repeat unit from this drawing Showing how to make a mirror repeat, half-drop repeat, straight repeat and diagonal repeat. Resources needed: Tracing paper, pencils, calico fabric cut in squares, ink rollers, waterproof inks, Step by step breakdown of design and printing processes Guidelines on how to use polyprint. Students make a repeat pattern on fabric and then sew this into a cushion There are lots of student examples to support Examples of student work Success Criteria Simplifying drawing into a line pattern and making a repeat unit, Choosing a colour combination for repeat unit and drawing out the unit on fabric Carefully rolling out the colours and layering the print from light to dark. Strong contrasts of colour Careful accurate layering of colours.

Success Criteria- Develop a range of textural paint techniques Experiment with blending colours Experiment by layering and combining different techniques Create a water colour exploration page to show variety of techniques. Make a page of experiments following the list below. Try to explore each technique. When complete cut these into square shapes and display this neatly in your sketchbook. Heading: Watercolour experiments A Graded wash warm colour to cold colour B. SGRAFITTO-scratch paper wash over with watercolour C. DRIPPING TECHNIQUE D. WET IN WET- drop another colour of waterscolour into a wet wash E. GRADED WASH light to dark F. CLING FILM-put over wet wash and let dry G TRANSPARENT washes of colour overlapping each other H. OPAQUE to transparent I. USING BLOCK OUT TO CREATE WHITE shapes J. FLAT WASH K LAYERING OF PAINT details L. SPLATTER TECHNIQUE M. Wet paint and drop salt N. Use a dry brus over colour O. Use masking tape to block out areas P Stippling with watercolour The powerpoint gives an example for each technique There is also an exercise to match the correct picture with technique and an answer page.

There are plenty of examples of Andy Goldsworthy on the slides and examples of other peoples work doing land art. Students will also need to identify various examples of materials used in Goldsworthy’s work. Students will also need to complete an analysis of one example of one of Goldsworthy’s work: Penpont in Cairn. There are questions to answer on this work. Also there is a project task for students to make their own land art outcome and examples to be inspired from.

We will be learning about Ben Heine and how he uses Drawings and Photography Complete the questions attached: Heading: Ben Heine Create your own version of Ben Hearn. IDEA 1 DOING A DRAWING IN A PHOTOGRAPH Steps for success Take a photograph and load this up on a Powerpoint. Do a drawing to add to this photograph. Load this up on the powerpoint over the photograph. Remove backgrounds. Look at the examples of Pencil and Camera on slide 2 and 3. You could try make it quirky, personal or relate to your situation. It must not be an exact copy of the photograph but be combined in an original quirky way. You may add in interesting ideas that change the photograph IDEA 2 TAKING A PHOTO GRAPH AND ADDING IN CIRCLES KEYS FOR SUCCESS Take a photograph and DRAW over the photograph all the circles like the examples of Digital Circlism Try to use your own photograph Make it as unique as you can. You could try make it quirky, personal and could relate to your situation.

To explain various printing techniques - like relief printing, mono-printing and silkscreening. Slides showing a history of printmaking, from Early letterpress, to Japanese, Picasso, Expressionism and Andy Warhol. Students to be shown how printmaking developed in visuals. There are various historical examples to show the early print works and how they developed. Also linking to projects for students to get ideas to develop their own work. Each printing technique has You Tube clips with specific tasks in the presentation. Student tasks - to write a definition for each style of print. Students to make a presentation in books. Heading in book Stick in your prints when they are totally dry What is … printing? What types of . _____are there? E.g additive, subtractive? Give an example a print artist. Describe your print process. Did you find it difficult or easy.? Do you like the quality of your printing? There is a detailed explanation of each of these three types of printing for students to copy and very informative to support printing techniques. Good for KS 3 but also at GCSE.

This is a slide presentation which explain how to make a fold out sketchbook and then gives tasks in each of the folds to do to make a creative sketchbook. Students will need to follow the slides and be selective what they would like to do in each of their 16 blocks of their A2 paper. The slide presentation has a lesson plan, a set of notes which need to be copied for the lesson and some collage sheets which need to be copied for students. It is a good year 9 project and can link to Self-identity project or used for GCSE to make a small drawing sketchbook to pull out in their sketchbook. Students enjoy making this interesting special fold out little booklet. Lesson Objective: 1.Discover what it is to be creative and how to apply this by following the prompts on the slides. 2. Make a fold out sketchbook - by following the instructions. 3. Use ideas, thoughts, pictures and prompts to be creative, examples given on the slides. 4.Use collage and drawing techniques- examples shown in slides. 5. Learn about Keri Smith as a contemporary illustrator and Guerrilla artist and her ideas to prompt creativity Some CREATIVE ACTIVITIES - Good homework project tasks as well to set. Make a SMALL ART JOURNAL based on KERI SMITH’s "Wreck my Journal’ YOU COULD TRY complete A RECTANGLE OF YOUR A2 SHEET EACH DAY These are some of the tasks… Draw something interesting Draw what makes me feel ‘calm’ Draw what is a ‘happy place’ and write words that make you happy Draw the people I meet on a day Frame collage and draw in the space a drawing Do Zentangles (DOODLES) Make visual thoughts – a ‘thought garden’ - draw in the collage of grass Paste the ‘Blue frame’ and draw a beautiful scene in the frame Draw on a shopping label, date and paste this. Paste the television picture and then draw a picture in the TV. Draw over the wall-paper (graffiti) Paste the picture of the window frame and draw in the window Draw to the sound of music and something that is loud. Draw the family and friends I meet Draw my hand and write down in the hand everything I touch for the day Draw a pencil on a crushed piece of paper (Crush it) and paste this in Transform the stone texture picture and turn it into something else. …see other activities HAVE FUN! AND ENJOY BEING CREATIVE Lesson Outcome Create a drawing booklet to take home for the summer Show the ability to use ideas, pictures, thoughts to generate a drawing Show an ability to collage and to combine this with drawings. Presentation of drawing ideas in the booklet Understanding of layering and juxtaposing concepts to generate ideas Exercising and opening the mind to new ideas like Keri Smith. Lesson Resources A2 white cartridge paper Pencil Eraser and sharpeners Pritt stick Scissors Evaluation: - see fin Discuss students have achieved? Review creativity?

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.

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?

Used for A-level students to develop their interest in ink-wash techniques by looking at the work of Renaissance artists. History of Art - Renaissance ink wash methods and outcomes. A discussion with loads of examples of their work and how they formed their compositions and developed their drawings. Also how to make home inks.

This is a project where students are asked to choose an artist to study their style. Student’s question and develop an understanding of What is a style? Outcome of this project is that students in year 7 do their own portrait interpretation using the artists and create a mixed media collage based on the selected artist. There is an exploration on using a variety of media. Students develop their own skills exploring how to make their own portrait in the style of the artist. Students use a photocopy of a photograph of themselves to work from. There is an emphasis on experimentation and students can bring in found textures to collage. Students use the four artists to make a copy of the four artists styles in a grid on a page: Hundertwasser, Klimt, Ofili and Van Gogh. TASK 1 The first part of the project is the Artist Research in 4 grids. One for each artist. Students in the grid discuss the characteristics of each artist’s use of line, colour, shape and texture. There is an individual slide on each artist which highlights with close up pictures showing the markmaking of each artist. Teacher to go through each slide of each artist and copy the pictures as an example for students to work from. Students write out the name in each gird, how each artist has a different way of using their marks and then in the grid copies a detail of the artist’s work. This is completed in pencil crayons. Students can also use an object and interpret this in styles - there is an example Students also brainstorm words to describe the artist. Students also describes the use of elements in each work. Students also discuss the main characteristics of the artist and how they have used their line, colour, shape, texture and how the artist has composed the picture (that is, put it together). This should take 2 lessons - with students completing the work for homework TASK 2 Once students have analysed this they can go on to make their own portrait by choosing one of the artists. There are lots of examples of students work in this powerpoint to give examples of how to go about this project. Students to be given a photocopy picture of themselves to work from This should take 3 lessons in class. Objectives: Use of found textures, collage materials and paint to interpret a style looking at the way the student experimented with the use of materials to create the style Explore media creatively when interpreting artist. Develop vocabulary and to understand the different ways of using lines, shapes and colours and students begin to analyse the artworks critically describing each work. To begin to understand that each artist has their own way of interpreting their subject and each person has the own way of making their own style To analyse and interpret four different artist’s styles and begin to make a personal response to one of these artists. To complete a self- portrait in the style of an artist.

The powerpoint consists of the following: Students will learn about Wassily Kandinsky and his abstract Art and be able to make their own version of Kandinsky while listening to four pieces of music. Task 1: Describing artwork tasks (slide2) Task 2: Answer questions on Kandinsky (slide 3) Task 3: Listening to music and interpreting this (slide 4) Divide your paper into 4 blocks as seen in the example and in your blocks you need to draw what you interpret while listening to the four pieces of music. Listen to the You Tube tracks of music - one at a time. While listening to the music in each block while you listen to the music you need to draw what the music makes you feel. (Copy the http address into search to hear music) That is, you need to Interpret the music by drawing shapes, colours, textures, lines, forms, images and what you feel the music represents.

This is a step by step drawing of a cupcake - showing how to start with basic shapes and then adding in the detail and the shading. This is part of the modern movements project where students make a cake stand with various cup cakes in different art styles linked to modern movements: Expressionism, Neo-Impressionism, Fauvism, Realism, Surrealism. It also has some slides showing how to do some mark-making exercises to build up students ability to control pencil skills and to capture detail. Students can also draw from a picture of a cup-cake or preferably have a real cup-cake in front of them to draw from. Students can also use the grid method to draw a cupcake and there is a picture of this technique to help.

This is a free resource of a tonal shaded sphere showing key requirements.

A free 5 min Scheme for a portrait project.

Just a slide to help with students making a moodboard in a projecr