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I love teaching Art and love working with students and developing a creative approach to learning in the classroom. I enjoy encouraging different techniques, an understanding of art and helping students to appreciate art more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.

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I love teaching Art and love working with students and developing a creative approach to learning in the classroom. I enjoy encouraging different techniques, an understanding of art and helping students to appreciate art more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.
Peter Blake Yr 9 Self-identity. Pop Art KS3 use alphabets/favourite objects and Album Covers
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Peter Blake Yr 9 Self-identity. Pop Art KS3 use alphabets/favourite objects and Album Covers

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Looking at the work of Peter Blake and his alphabets and cover designs for Famous Music artists students are inspired by his work of collage, photography and free drawing style. This can link to a Pop Art project as students are asked to find their own popular things linked to each letter of the alphabet. Students are asked to make their own alphabet using the similar ideas as Peter Blake, but to focus on trying to create a favourite thing for each of the letters of the alphabet. There are examples of different alphabets and student examples of final outcome. The students should make their own alphabet using each letter of the alphabet and link this to their own favourite things and then make a collage of this or a finished artwork. Students can interpret the alphabet in any style but make up one page A4 of their finished design. Students should creatively display their favourite things of the alphabet and this project can be extended then to make this into an CD cover design. This activity links to Year 9 and the self-identity theme. Presentation gives examples for inspiration of Peter Blake's alphabet designs and looks at some of his famous Album cover designs.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 6
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KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 6

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This is part of a Still life project teaching drawing skills and using different media. Students take a photograph and draw their still-life in different parts. This powerpoint is number 6/7 where students draw over newspaper or music paper as part of their still-life composition. ART THEMES before modern art. What? Modern Art? and Still-life? Composition? Rule of thirds. Organising still life. Paper prepare: Black/brown paper: newspaper/music, Draw Still-life in line. 3 Exploring pencil mark-making techniques. Pencil tonal study of geometric shapes 4 Pop Art discussions – To make a 2D coloured flat shape area of composition 5 Explore with Oil pastel: Using oil pastel detail 6 and 7 Exploring pen mark-making techniques. To draw over a Cubism Collage using a biro pen 8 Exploring Charcoal techniques Drawing on black paper using white chalk/charcoal. Research Artist study on Robert Raushenberg library 10 – Evaluation of still-life drawing project 11, 12 and 13 Mod roc Relief 14. Evaluation The overall Learning Objectives of the project are: To develop my understanding of Art and pre-modern art and the meaning of a Still-life drawing. To develop my observational drawing skills. To create a Still-life drawing learning to draw carefully from observation with a viewfinder To learn how to compose a composition using the rule of thirds and developing an understanding of the Golden Mean AND COMPOSITION PRINCIPLES To develop a further understanding of Pop Art and do a flat colour paper shape detail in your drawing. To develop my knowledge of the elements of art: lines, shape and form To develop techniques in different media in my drawing and to explore mark-making of pen, pencil, oil pastel and charcoal. To practise my observational drawing skills in the following techniques: oil pastel, drawing with a biro pen, using chalk and charcoal To develop my knowledge of Robert Raushenberg (Pop Art) and practise drawing over a light printed surface with pencil. To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique
GCSE course summary sheet: CRIB sheet 2 pages : Objectives/Writing frames/Evaluation/Composition
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GCSE course summary sheet: CRIB sheet 2 pages : Objectives/Writing frames/Evaluation/Composition

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This is for your Year 10 GCSE group and gives a summary of the GCSE course in two sheets. It is a very helpful sheet summarising each objective and the requirements and the amount of pages that are needed in your sketchbook. There is also the writing framework required for artist analysis - objective one. There is also a brief outline of the principles of design and what students need to look for. Also there are helpful questions to help students evaluate their outcomes. A must for GCSE Art and Design!!
Surfaces: Theme GCSE. Observational/Artists/Techniques Assessment objectives for Coursework
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Surfaces: Theme GCSE. Observational/Artists/Techniques Assessment objectives for Coursework

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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 for coursework. It gives a set of observational tasks and photographs to work from for Assessment Objective 3. Students 'Record' and one can develop observational skills from the photographs attached on powerpoint. This could be detailed pencil drawings and/or collage. There is also different examples of Surfaces to use for a mind map. It also gives you different artists to look at to gather resources on and students will be able to use these as artist studies to do their 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. The experimental techniques are: white paint printing, collage, wax and scratch, distressing surfaces, dripping paint, scraping paint, using sgrafitto, cardboard collaging and layering and digital manipulations with collage to 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 which could be followed 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 and some student samples of work at the end of the project. 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.
Cubism: A different set of games, exercises, starters and drawings to develop with Vocabulary.
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Cubism: A different set of games, exercises, starters and drawings to develop with Vocabulary.

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This is a detailed presentation of lots of different activities to do with Cubism to try to understand the principal of Analysis, simplifying and re-arranging your subject. There is reference to Fernand Leger and Gino Severini as well as the Cubism artists like Braque and Picasso. There are different activities to use as starters, class activities, the emphasis is on ideas and developing spontaneous outcomes to understand the concept of Cubism and to get students to gain more confidence in their ability. There are lots of portrait exercises, selfie studies and students can develop their skills to draw through these tasks. There is an emphasis on loose bold sketchy lines to capture the essence of the subject but also cutting, collaging and re-structuring the subject.
A KS3 Cubism, Still-life breakdown, painting collage and cardboard construction with portrait idea
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A KS3 Cubism, Still-life breakdown, painting collage and cardboard construction with portrait idea

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Students draw a simple still -life and then begin to simplify this into the Cubist style. The project outcome is a 3D Sculpture based on developing the drawing into an analytical and synthetic painting which is then used to form a construction of pieces. Students will begin to learn to be confident about re-assembling the shapes of their drawing and working with simple line, colour, tone, textures and pattern. Students work in pencil first of all and then begin to add collage and textures. Students then cut this up and it is part of a cardboard construction of shapes. There is firstly a brief summary of the key points about Cubism and examples of the three key artists, Picasso, Braque and Gris. Developing a Still-life drawing and showing ways to simplify, stylise this into cubism shapes. Examples of Cubism showing the close up detail of markmaking and analysis in the works of the Cubists. By developing the Still-life drawing into simple line drawings and displacing the drawing through collage, and line adjustments one can begin to establish the Cubism technique. There are examples of Cubist works with reference to mark-making in the cubist shapes and using coloured tones. Adding in rubbings, scraping paint with combs, adding collage effects, found textures and making paint textural marks to create the tactile surfaces in the Synthetic Cubism. A further example cutting this up by pasting on cardboard a copy of the painting and then cutting this up in shapes and building a construction of form as a 3D sculpture A Construction of a 3D sculpture using cardboard to make a mobile or standing sculpture based on Cubism. A further project showing a sheet of examples of portraits and students can draw themselves and also show a simplification into simple shapes to create a portrait in collage. Showing how to stylise a portrait and a still -life with some basic exercises.
Art history: A presentation on the key facts of German Expressionism and Der Blaue Reiter
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Art history: A presentation on the key facts of German Expressionism and Der Blaue Reiter

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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.
KS3 and KS2 Totem pole project - family tree sculpture in groups with story telling
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KS3 and KS2 Totem pole project - family tree sculpture in groups with story telling

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What are the Learning Objectives for this project in Art? Students learn from different video clips about Totem poles and their story telling. Students will complete the following: Teamwork: Complete a group totem pole. Graphic Design: Design a group/tribe logo. Independent Research: Interview a Family member and research family history 3D Sculpture Design: Design a totem sculpture that represents your family history in 100 years time. Recycling materials: Students use recycled materials and construct a standing Totem. Students can embellish and decorate their totem with coloured paper cut outs and black pen line work. Students through the research into totem poles will gain an appreciation of how religion and spirituality holds in Native American cultures. Students will be able to communicate experiences, moods, and stories and reflect on their own family history and family tree in a group project. Students to create images using the elements and principles and design their totem imaginatively. Using pictures of animals - students can stylise and create a symmetry outcome to use in the building of their animal/sun/bird/man for their totem pole. Each student completes a different part of the totem pole and students need to work in teams Students create images in response to objects from a variety of cultural contexts as students look at and watch various 'You Tube' video links about the Totem pole story telling. Students demonstrate awareness of Pacific Coast heritage The slides give a sequence of classroom activities leading to the making of a cardboard totem pole. Students use recycled materials and build their animal/bird/sun/man they designed. There is an emphasis on coloured paper and pasting this into the cardboard and building up the structure.
An Intro to AS and A-level Art with Student Examples, Coursework, Controlled Test and Personal Study
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An Intro to AS and A-level Art with Student Examples, Coursework, Controlled Test and Personal Study

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What is A-level Art and AS Art? An introduction to the Course and why should I study A-level Art? This is to introduce students to what is A-level Art and what is required in the course. It gives examples of the components of the course and describes how to go about developing the coursework project and controlled test. How to approach the course? 1, Respond to work from other artists and cultures. 2, Develop preliminary plans and sketches in preparation for further work. 3. Present and organise your thoughts in a visual and intelligible way. 4. Recognise and deal with design problems 5. Think up your own ideas. 6. Explore and use materials skilfully. Key Tips to complete the course? Examples of how to process the Coursework- showing the key objectives, developing ideas from artists, showing exploring materials and taking ideas through a number of processes and doing artist responses. Then developing ideas, compositional plans and artist studies to realise final concept. Examples of Controlled Test and a pages from sketchbooks to show how ideas were developed to interpret the theme Examples of possible Personal Studies and what topics one can develop into a written study - examples of covers of different studies to give an idea of what is expected.
Self-Identity: Photography, Fabric Collage
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Self-Identity: Photography, Fabric Collage

4 Resources
A project with a number of resources on Self-identity to support a portrait project and a fabric collage with a digital photo print of a face or a photography outcome. Discussions on Cindy Sherman and Frida Kahlo and what is a stereotype. Also a presentation on how to go about making a portrait drawing .
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 11
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KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 11

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This is a powerpoint in a series of lessons where students draw out a still-life and then use different media to do a drawing. There are different lessons on the media: oil pastel, chalk, pen drawing etc. Students look at Robert Raushenberg and in an area of their still-life drawing they prepare a background and do a drawing over the mixed media surface (Students use white acrylic paint and newspapers and create a texture to draw over) This powerpoint is about developing some critical written understanding on Robert Raushenberg where students go to the library and write about the artist: Content, Form and Mood. These are all the lessons covered in this project. 1 – ART THEMES before modern art. What? Modern Art? and Still-life? Composition? Rule of thirds. Organising still life. Paper prepare: Black/brown paper: newspaper/music, Draw Still-life in line. 3 Exploring pencil mark-making techniques. Pencil tonal study of geometric shapes 4 Pop Art discussions – To make a 2D coloured flat shape area of composition 5 Explore with Oil pastel: Using oil pastel detail 6 and 7 Exploring pen mark-making techniques. To draw over a Cubism Collage using a biro pen 8 Exploring Charcoal techniques Drawing on black paper using white chalk/charcoal. Research Artist study on Robert Raushenberg library 10 – Evaluation of still-life drawing project 11, 12 and 13 Mod roc Relief 14. Evaluation The overall Learning Objectives for the project: To develop my understanding of Art and pre-modern art and the meaning of a Still-life drawing. To develop my observational drawing skills. To create a Still-life drawing learning to draw carefully from observation with a viewfinder To learn how to compose a composition using the rule of thirds and developing an understanding of the Golden Mean AND COMPOSITION PRINCIPLES To develop a further understanding of Pop Art and do a flat colour paper shape detail in your drawing. To develop my knowledge of the elements of art: lines, shape and form To develop techniques in different media in my drawing and to explore markmaking of pen, pencil, oil pastel and charcoal. To practise my observational drawing skills in the following techniques: oil pastel, drawing with a bro pen, using chalk and charcoal To develop my knowledge of Robert Raushenberg (Pop Art) and practise drawing over a light printed surface with pencil and do an Artist analysis To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique
A Still-life project 11 powerpoints with all lessons leading to different mixed media still-life and mod-roc relief
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A Still-life project 11 powerpoints with all lessons leading to different mixed media still-life and mod-roc relief

11 Resources
This is a set of 11 powerpoints all to use for different lessons where students develop a still-life drawing: making a Still-life out of different techniques. This is a mixed media technique - making a still-life using different materials and a powerpoint for each section of the powerpoint. There is a mod roc relief outcome in the end. Artists looked at are Robert Rauschenberg and Louise Nevelson
Using Cindy Sherman, discuss identity, stereotypes inspiration for a Photography project KS3 year 9
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Using Cindy Sherman, discuss identity, stereotypes inspiration for a Photography project KS3 year 9

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Briefly looking at the work of Cindy Sherman and developing one's own photo-shoot and selfie. Cindy Sherman and her photographs and how she captures gender and stereotypical poses, with examples of her History portraits, her grotesque portraits, her Stereotypical female poses and her Clown images. Discussing what makes a gender? What are stereotypes? The pictures show how Cindy changes her identity showing how we make our own identity and we are not born with it. There are lots of examples of photographs by Cindy to inspire Year 9 students to question their identity and what makes an identity. Students should 1 set up a scene and capture a stereotypical identity they would like to capture or 2 transform their image completely and to take on a new identity or 3 capture themselves as they see themselves with all their own interests.
A powerpoint on the development of the sculptural Figure in Art History from Greek to Michelangelo
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A powerpoint on the development of the sculptural Figure in Art History from Greek to Michelangelo

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A history of art powerpoint showing key sculptural examples from the early Paleolithic sculpture to the work of Michelangelo showing all the key developments in form to show more realism. There are lots of notes to provoke discussion in the class on the different sculptures. Various comparative tasks can be given to develop students ability to analyse the sculptural forms. This also tells the story of art and the development of sculptural form in Art and how art develops through the ages from Paleleolithic, Egyptian, Greek - Archaic, Classical, Hellenistic Art and Gothic Art following with Early Renaissance and the work of Donatello to the work of Michelangelo in Late Renaissance. Students learn about key sculptures to develop their knowledge of art and begin to understand how sculptural form developed. There is a beginning of understanding how the first sculpture was a small fertility form - the Venus of Willendorf and how this was used to empower people and how this then develops to capture the emotion and pathos in the work of Mary Magdalene by Donatello. Many comparisons can be drawn and it enables students to see the development of form and so understand the history of art.