This presentation begins by defining photomontage, and using examples to explain how it differs from collage - an important lesson as many students believe these terms to be interchangeable. A brief story of photomontage is then provided, from its Dada birth to artists practicing today. The presentation is packed full of popular examples and references which your students will recognise. The presentation concludes with a task to use photomontage to illustrate a news story from Emily Coxhead’s Happy Newspaper, which focuses on sharing positive stories which are just a breath of fresh air at the moment! Several news stories (text only) and a photomontage example are provided, why not use this as the basis for a critique to help students identify strengths and weaknesses before creating their own work? Time should be allowed for students to gather and cut out their images aswell as time for assemblage. Encourage your students to play around with composition before gluing anything down. TIP When delivering this session myself remotely, at the end of the task I got students to share their photomontages anonymously on www.padlet.com. We then had lots of fun pairing the photomontage with the news headline, and trying to identify which student created which image. This resource was originally created during the first lockdown for Level 3 (sixth form) students. The presentation is easily emailed, or share on your screen during a live lesson. Both PDF and PPT hold the same content, just download the file type that you prefer. I hope you find this resource to be useful. I’d love to hear how you get on with it - please leave me a review :-) Best wishes, Hannah

This project booklet contains enough material to cover 4 or possibly 5 90 minute sessions. Students are encouraged to choose an image from a magazine or newspaper and then conduct a series of creative tasks that stem from the image. TIP: Magazines such as National Geographic are ideal for this task as they are packed with fantastic imagery. You could provide your students with an image if you wanted more control over the outcome, this could be random or connected to their wider projects. Task 1: VISUAL ANALYSIS - students recreate all or parts of the image using a variety of techniques and media (a list of 10 possible options is provided) Task 2: ANALYTICAL RESPONSE Students follow a series of prompts which will lead them to write a short passage about their own personal response to the image. Task 3: PERSONAL INVESTIGATION Students will gather additional images that are related to the themes / emotions / cultural connotations of the original image. They could organise these in a moodboard. Task 4: MAKING IN RESPONSE Students will use non traditional materials gathered from their home environments to make a series of small models/sculptures/maquettes that are inspired by the original image and subsequent findings. They will then draw these sculptures. This project translates extremely well to remote or blended learning and was originally designed for this purpose during the first lockdown. The download contains one PDF document, containing everything you need. Why not use it as a mini workbook and get your group to complete 1 task per week over the next 4 weeks? I’d love to hear how this project worked out for you. Please leave me a review to let me know how you get on :-) Best wishes Hannah

This task highlights the important relationship between language and colour, and the benefits of using creative names to describe shades to help recall and mood building. I have gathered 24 of the quirkiest paint colour names available on the market, and your students will have the task of imagining the colour that those names describe and painting out a swatch to match. There is no right or wrong answer here, this is all about interpretation. During the task you might discuss how our own personal experiences, memories, culture and upbringing might effect the associations we make with certain words and colours.After painting their swatches, you can share the “answers” sheet and let your students see how close they were to mixing the original colours. Later, your students should develop some of their own swatches and give them appropriately imaginative names. These could be random, or linked to a wider project theme. For example, a student who was recently using Alice in Wonderland as a starting point for a textiles project gave her colours names like “Mr Rabbit” and “Tea Party”. A lovely task that slots into many subjects such as textiles and surface pattern, painting and colour theory. I would recommend 45 mins to an hour for this session, but it could take longer depending on how many swatches you ask your students to paint. Hope you find this resource helpful! Best wishes, Hannah

In this 3 page resource, your students will be introduced to mark making and the reasons that artists use mark making to enhance their work. In the first task, “a menu of marks”, your group will use non-traditional materials (such as diluted coffee in place of ink, and kitchen utensils as tools), to respond to 15 words that describe marks, such as “meandering” and “spontaneous”. A discussion about the kind of tools they may be able to access in their immediate environment has also been beneficial at this point. I have provided images of some of my own coffee mark making samples which you can use as a visual aid here. When delivering this task, I have encouraged my learners to consider the way they present their “menu” - they could fold their paper into squares, or allow each mark to run into the next. This is a nice, relaxed, sociable session and it’s fun to guess the tools that have been used if your learners are able to share images of their mark making in the group chat. In the second task, students will use mark making to draw an interior space in their home. This resource was originally created for Level 3 Art and Design students and easily filled a 2 hour session (don’t forget to allow time for gathering materials). In the session prior, you could invite your learners to bring in objects from home that they think could make good mark making tools. Pasta, old tooth brushes, sponges, plastic cutlery, pine cones an branches, that sort of thing. This also works really well as a remote session and has been tried and tested during lockdown! Easily emailed, fun and experimental, great participation. The task is also great for Textiles students and Graphics students, as a way to get them to think about backgrounds and layers that could be enhanced digitally. I hope you find this resource to be helpful! Best wishes Hannah

This short workbook will guide your students to analyse a range of paintings before choosing one to recreate and write an article about. It was originally created for Level 3 students to be completed as a remote learning activity during the first lockdown. The booklet contains 3 activities: RESEARCH - students are asked to identify, describe and present five of their favourite paintings. (visual example provided) RECREATE - students are asked to recreate a section of their favourite one of the five paintings. (visual example provided) RESPOND - students are asked to use a list of prompts to write a magazine style article or review of their favourite painting. Depending on how much time you have, this booklet could be followed as a complete session. However I have also found that it works well to give the research task as a piece of homework prior to the practical work which should be completed in session. The article also works well as a homework task, especially if computer access is limited.

In this task, students are required to deconstruct the cover of a food packaging box into basic pieces of colour and texture before transforming the elements into a completely new design. This is an ideal remote learning task, suitable for a range of ages and abilities (although originally designed for Level 3 Art Foundation). The download is a 3 page PDF that is easily emailed or shared on Teams. A list of instructions and guidelines are provided to challenge your group to consider the formal elements and explore a range of compositional options before securing their design. A “follow up” list of questions is provided, so that your learners can reflect on their design, make links with other artists, and suggest further developments in their sketchbook or journal. This activity could be a standalone task or linked to wider projects and ideas. I have included some great examples of work from my own students and also a list of artists for further research. I hope this resource is helpful for you! Best wishes Hannah :-)

In this task, your students will be encouraged to consider the “non-art” materials that they have access to in their home environment. After gathering a range of materials, (or just one if that’s all they can get their hands on - a newspaper will do nicely!), they will apply actions from Richard Serra’s verb list to generate experimental results. Encourage your learners to consider the double meaning of some of the verbs, and to use a dictionary to define the words they do not understand, rather than going for the first, easy option. Using photography as a means of recording their experiments, the students should later select and edit their most successful images into some sort of coherent collection. Examples are provided from both Richard Serra and my own experiments, and a list of discussion questions are provided to inspire and challenge your learners. This activity was originally created for a Level 3 Art Foundation group who are working remotely, and took 3 hours to complete. The download contains a 2-page PDF which is easily emailed or shared in Teams to help your remote sessions run smoothly. I hope you find this resource to be useful! Best wishes :-) Hannah

This mini project, entitled “Inside Looking Out” encourages students working in “lockdown” to generate artwork based on the view through windows and doorways of their home. The PDF brief includes both a practical and written task, that is appropriate for a range of levels (although was originally produced for Level 3). Included in the brief are links to several online articles and blog posts, containing examples of other artists working in lockdown, or with views through the window as their main theme. Included in the brief is an extensive list of artist and designers who have produced work from their window, and these cover a wide range of disciplines including drawing and painting, photography, graphics and printmaking.

In this resource, you will find 12 prompts that your students can use to generate some exciting drawings. Inspired by Brian Eno’s “Oblique Strategies” to help get over a creative block, the prompts include methods that your students may have used before (such as continuous line drawing), but also others that I hope will be new and challenging for them. Each prompt has its own card with an example produced by myself or one of my students, and comes with a more detailed explanation which you can use to help you to deliver the session, or provide to the students if giving the task as independent work. I originally created these chance cards for my Level 3 Art Foundation group. The materials required are paper (or a sketchbook), fineliner, ink (or diluted coffee), a candle (or wax crayon) a brush, and some collage materials such as an old magazine or newspaper. Each tasks takes a different amount of time to complete, but I have got through all 12 in a 3 hour session. The prompts work well when repeated and combined. The prompts are general and can be applied to any theme, and can easily slot into your Scheme of Work. Alternatively, use as a one-off or cover session and invite your students to select a theme such as “Natural Forms”, “Kitchenalia” or “Through the Window”, before using the cards to develop their observational skills. If you have access to a printer, it’s nice to print the cards out and pop them in an envelope to be used again and again. I like to laminate a set for each of my students and give them as a bit of a gift, but they work just as well if you browse and select them from the screen and I have used them with several groups during remote learning. I hope you find this resource to be useful! Best wishes, Hannah