This lesson has never let me down, devised as a way for students to show progress and cover all the assessment objectives at GCSE or A Level in one session it enables the teacher to cover the essential elements needed in an observation. It can fit in with a set of lessons exploring creative approaches or be used as an intervention lesson in the middle of project work. Students really enjoy the creative processes here and respond well to the immediate feedback you can give them in lesson with this plan. The LP also come with reference points for AFL, E&D and British Values
This is a set of 40 close up photographs taken by myself of large scale Hockney Ipad drawings. These form what is a real master class in mark making when working with brushes on the Ipad, and it is easily transferrable to Photoshop. A really useful set of slides for students to focus on the mark making to explore landscape forms in new ways over a set of lessons to stretch their landscape responses. Its super for GCSE and A Level students generating responses to AO1 and 2 - showing a deeper understanding of how Hockney works as well as giving them new approaches in mark making in IT based work. The 40 images are part of a 24 page power point which also has some complete work for students to see the mark making in context.
A fun quiz to test knowledge and engage students in some research in finding the answers. I've used it as longer starter to a lesson and as a homework. Multiple choice format to encourage an educated guess from the students it works well with KS4 and post 16 classes.
A nicely constructed essay on "Structures and Abstraction" to show students beginning the written element of their personal Investigation with a good mix of research and gallery visits to inform the personal response. The student uses quotation well to set up opportunities to comment and develop ideas further, supported by examples of their own work. Also includes the student's own photos of work seen in galleries such as the Mondrian on this cover image.
This is a lesson to stimulate thinking skills whilst developing skills in drawing from observation. It requires students to consider what the different elements are in painting and drawing, useful in developing responses for AO1 and 2 at GCSE and A Level
A lesson through power point for younger learners to begin to think about how they could write about painting. This is a useful starting point for looking at subject matter, approach and techniques as things to consider when gathering responses. The presentation has suggested tasks to complete through the lesson to break into chunks.
This lesson covers AO 1 and 2 really well giving good opportunity for students to comment on working practice and philosophy as well as practical activity in exploring the approach. It can be used as an intervention lesson or as a part of a scheme of work in exploring different practical approaches to painting. The presentation uses close up photos of Blotter by Peter Doig taken by myself to show what peter talks about in his comments on ways of working and the lesson plan includes questioning for AFL as well as E&D .
I use this as an introduction session to life drawing as it is a great confidence booster in figure drawing, but I've also found it really useful as part of any project to do with the figure. Using Rodin as a source it gives good crossover between AO1 and AO2, looking at the way he uses pose and body language to inform their drawings to get a really informed and meaningful personal response. The great thing about working from sculpture is that it frees the students up from worrying about the detail that often gets in the way. There is an extension activity using new approaches for them in media in a really expressive way. Great for GCSE and A Level students
A nice starter activity for students to consider employment rights, and how they behave in the world of employment. Its an odd one out exercise to consider what is acceptable and not acceptable in the workplace, in things they may take for granted about their appearance
I've found that students fond it easier to draw from sculpture source images as they can focus on the tonal aspects without being distracted by detail. This resource consists of 36 images of hands from sculpture by Rodin, Michelangelo and Bernini. It leads into suggested drawing approaches students can then adopt from direct from observation, or from photos of their own and classmates hands. These images allow students to focus on essentials of drawing - large scale charcoal drawings look really good from these, and give students confidence. This is great for any project on the figure and hits AO1 as well as AO3
A useful intervention or cover lesson - comes with a starter task to engage on entry and leads through examples of how fashion designers are using artists as influences in their work. The task has suggested artists to explore and has learning objectives to focus the students on outcomes
A starter activity the promotes looking harder. This gives some extra understanding to how painters hide things, or make them less obvious and challenges them to question why which is great for AO1 and AO4, making informed responses and commenting on the work of artists in ways which help them develop ideas and understanding. It works for most age ranges as it really relies on them looking and making connections with what they can see. Great for small group work and useful for building skills in responding to works of art through comparing and contrasting approaches.
A starter activity to get them guessing looking for possible connections. This one is based on names and slide 2 has the explanations of origins. This activity has no other questions - it is really about students asking the questions with the odd clue from the teacher thrown in when they get stuck. Gets them thinking about fashion beyond the look of it.
This has always proved a really useful lesson, either done part way through a project or towards the end. It focuses the students into thinking what is their work about, what are they trying to do in their work, and how they can explain their ideas. I use this source by separating the images from the text, and the students have to match the statement to the work. This then leads into them highlighting areas that they find most informative and commenting on how they can understand the work more after reading what the artist has said about it. They then begin to formulate their own thoughts into writing their own artists statements to go at the start of the project, rather than an evaluation at the end. This is great for GCSE and A Level AO1 and 4, and also for creating a great impression with the moderator.
I developed this after a conversation with a student about a celebrity they said was now too old to be beautiful. It prompted the question at what age does someone cease to be attractive? Is it 29, 35, 40? etc. This is a fun starter with a homework task to explore this idea and will engage the students on entry having to identify 9 "beautiful" people from photographs when young with them as now, with some of them quite old! This leads into questioning on age and looking at ideals of beauty across time, which all neatly explores equality and diversity and multi cultural aspects. This is great for any age group and provides good opportunity for wider thinking and development of discussion skills.