Hero image

Camilla Campbell's Shop

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.

141Uploads

15k+Views

953Downloads

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.
Surfaces: Theme GCSE. Observational/Artists/Techniques Assessment objectives for Coursework
cccamp

Surfaces: Theme GCSE. Observational/Artists/Techniques Assessment objectives for Coursework

(0)
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.
Peter Blake Yr 9 Self-identity. Pop Art KS3 use alphabets/favourite objects and Album Covers
cccamp

Peter Blake Yr 9 Self-identity. Pop Art KS3 use alphabets/favourite objects and Album Covers

(0)
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.
GCSE
cccamp

GCSE

6 Resources
Three themes for a GCSE project with lots of techniques and linking to key skills to learn at GCSE. Confidence in Drawing, Experimental techniques and Risk Taking. Links to the Assessment objectives as well. Surfaces Mechanical Forms Wabi-Sabi
A KS3 Cubism, Still-life breakdown, painting collage and cardboard construction with portrait idea
cccamp

A KS3 Cubism, Still-life breakdown, painting collage and cardboard construction with portrait idea

(0)
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.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 11
cccamp

KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 11

(0)
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
cccamp

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
Modern Movements project lesson 2 Learning to draw - cupcakes -tonal shading and link to Realism
cccamp

Modern Movements project lesson 2 Learning to draw - cupcakes -tonal shading and link to Realism

(0)
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.
Mono-printing portrait examples lesson 2 for self identity project.
cccamp

Mono-printing portrait examples lesson 2 for self identity project.

(0)
This is a lesson 2 two for self identity project after students complete the scaling up of their face in pencil. Using a photocopy students then do a mono-print of their face and later interpret this into an artist style. There are also some links to You tube clips of different ways to do the mono-print. This is a powerpoint of 8 slides for this lesson. To do a set of three monoprints using one’s photograph to draw with To do 1. a line drawing of one’s portrait carefully following the detail of portrait. Use one’s fingers to create some tonal areas To do 2. a line drawing of ones portrait and then in the ghost print to draw into this surface and to print this To do 3 a line drawing of a portrait but to lay a stencil on your ink block before you do the print.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 1
cccamp

KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 1

(0)
This is the first powerpoint in a series of lessons: Learning Objectives for the whole 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 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. To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique In your Still –life drawing you will need to frame off 5 areas: POP ART: Patrick Caulfield – paper cut art Oil pastel modelling of form on black paper Cubism: Kurt Schwitters Braque or Picasso – Collage brown/music paper with black pen shading Rauschenberg printing- Pop art/white paint Print and pencil drawing over Charcoal, white chalk on sugar paper Relief work with Louise Nevelson: Mod roc In this powerpoint the emphasis is on To understand the various themes in Art and look at what a Still-life is in modern art. Complete a circle map writing up your understanding of Art and Still-life The Learning objective for this lesson 1 is: To develop my understanding of Art and pre-modern art and the meaning of a Still-life drawing.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 7
cccamp

KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 7

(1)
This is part of a still-life project which entails drawing in different media a still-life composition. Below are a list of all the lessons. 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 This powerpoint is about drawing in charcoal and white chalk on black paper. Students collage a black piece of paper on their paper and then draw a part of their still-life using this technique. The overall Learning Objectives 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 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. To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique
Cubism: A different set of games, exercises, starters and drawings to develop with Vocabulary.
cccamp

Cubism: A different set of games, exercises, starters and drawings to develop with Vocabulary.

(1)
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.
An Intro to AS and A-level Art with Student Examples, Coursework, Controlled Test and Personal Study
cccamp

An Intro to AS and A-level Art with Student Examples, Coursework, Controlled Test and Personal Study

(0)
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.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 9/10
cccamp

KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 9/10

(0)
This is a lesson part of a series of a Still-life project where students draw over different backgrounds using different media. These are the tasks listed below: 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 : and draw over newspaper printing on your still-life drawing. 10 – Evaluation of still-life drawing project 11, 12 and 13 Mod roc Relief 14. Evaluation This powerpoint deals with Robert Rauschenberg and gives the project outline for drawing over a textured background. These are the overall learning objectives of the project The overall Learning Objectives 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 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. To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique
Identity project: digital photography, selfies, Chila Burman and mono printing also a group drawing.
cccamp

Identity project: digital photography, selfies, Chila Burman and mono printing also a group drawing.

(0)
There are three tasks in this project which lead to outcomes. 1. A large class montage of photographs of each student. This is a project using digital photography (selfies) of your class and building a montage of all your pupils. Using Chila Burman as an inspiration begin to collage on a black and white photograph using felt tips, magazine cut outs, patterns and text to create a self-identity portrait. This project builds an understanding of an artist like Chila who amalgamates two cultures: Asian and British and there are examples of her work and student examples of outcome. There is a sheet on Chila Burman to hand out to students. There are also opportunities for students to do a photoshoot and to develop their own personal identity. Techniques used in the project are digital photography and Monoprinting skills. Students use their black and white photograph which they then draw into and then students do a mono-print which they then collage into and develop into the bright, media, pattern outcome like Chila Burman. There are two portrait outcomes. 2 Photographs of personal things and series of photos and also making drawings on computer using a simple Paint package. Students take photographs of their favourite things, try to make a series of things they have at home and to montage this in the style of Chila Burman. Chila loves to show a rich colourful arrangement of personal things that reflect her own identity and students need to set up their own still-life of objects and to photograph this. Students then take pictures of something that they have a series of and try to make a set of objects and put this into a composition. 3 Drawing of a large figure and to collage and do pattern work in the body shape. In this project students work in groups and outline their body shapes on a big piece of paper and then using magazines, sequins, patterns and paint and drawings students then collage into the body shape. Students can use their patterns they made on Paint to cut up and to collage in their body shapes. Students begin to question/explore their own identity, their favourite things, what they like, who they listen to, how they see themselves and try to bring this together in firstly their portrait work, but later get to work in a group exploring their own identity.
Using Cindy Sherman, discuss identity, stereotypes inspiration for a Photography project KS3 year 9
cccamp

Using Cindy Sherman, discuss identity, stereotypes inspiration for a Photography project KS3 year 9

(0)
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.