Hero image

Camilla Campbell's Shop

Average Rating3.07
(based on 14 reviews)

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.

128Uploads

43k+Views

3k+Downloads

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.
Interpreting Abstract Art through Music Wassily Kandinsky
cccampcccamp

Interpreting Abstract Art through Music Wassily Kandinsky

(0)
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.
An Intro to AS and A-level Art with Student Examples, Coursework, Controlled Test and Personal Study
cccampcccamp

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.
A KS3 project: Year 8 or 7 drawing and making insects out of different paper craft techniques
cccampcccamp

A KS3 project: Year 8 or 7 drawing and making insects out of different paper craft techniques

(0)
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.
Evaluation drawing Ks3: Yr 7 rope drawing, Yr 8 fabric pattern and peg/brush and Yr portrait drawing
cccampcccamp

Evaluation drawing Ks3: Yr 7 rope drawing, Yr 8 fabric pattern and peg/brush and Yr portrait drawing

(1)
This is a standardisation test for KS 3 in Art testing the drawing skills and in each year there is a different subject. Year 7: Rope drawing - looking at the ability to create volume with tone and then to add in the pattern lines of the rope texture. Some students are able to capture good line patterns showing good design skills and line qualities. More able students are able to capture the volume. Year 8: Peg/large paintbrush and Fabric drawing - This is an exercise in capturing the volume, pattern and shading and accurate perspective drawing of the peg. Some students are able to show this more accurately and can show good tonal variations and the illusion of the 3D form in the peg and the brush. The lovely use of colour in the fabric supports students with strong design skills and pattern Year 9: Self identity drawing a portrait in a spoon or a bauble supports a theme on Self identity in year 9 and students can re-fine their skills in drawing themselves carefully in a bauble. Looking at volume and accurate tonal shading to draw a sphere with the distorted self portrait. Students enjoy capturing themselves having learnt about portrait drawing they can begin to excel in trying to create an illusion of themselves.
Peter Blake Yr 9 Self-identity. Pop Art KS3 use alphabets/favourite objects and Album Covers
cccampcccamp

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.
Self Identity theme Portrait project 9 powerpoints
cccampcccamp

Self Identity theme Portrait project 9 powerpoints

8 Resources
A scheme of work starting with a pencil drawing, then a monoprint and the students interpret this in two artist styles. They use the monoprint and combine this with the pop artist Paolozzi. The students then take a photograph and then do a cultural drawing in felt tips interpreting this using cultural patterns. I have also added a few other portrait powerpoints to use in the project.
Portrait drawing: scaling up using a grid, drawing parts of a face, tonal value pencil and pen marks
cccampcccamp

Portrait drawing: scaling up using a grid, drawing parts of a face, tonal value pencil and pen marks

(0)
**Self -Identity portrait project. ** This is lesson 1 where students take their own photo and then start to do a drawing of parts of the face. There are examples of face details and then there is an example of how to scale this up. There is a homework biro drawing task. (In the Bundle there are other lessons to follow up on this drawing of task, where students have to interpret their face in various artist styles and culturally interpret their own identity. ) Lesson objectives Objectives To draw the proportions of the face in your book To do a photo-shoot and take a photo to use for your portrait drawing where you scale up this picture. To consolidate how to draw parts of the face. To do a pencil tonal value To practise mark-making with a pen Through out the whole scheme the project **success criterias **are: To learn about the proportions of the face To practise drawing various parts of the face To draw a portrait drawing using the grid technique To look at various examples of portrait artists. To develop a tonal grid and to understand the light and dark planes in a face. To understand how to do a grid drawing
Drawing a doodle with an object - Vincent Bal project task
cccampcccamp

Drawing a doodle with an object - Vincent Bal project task

(1)
This is a short project for students to take a photograph of a doodle they do and where they combine it with an object. Students look at the artist Vincent Bal and there are video links to his Shadowology work. Students are then asked to make up their own version of this by taking an object in their house and then turning this into a picture by combining this object with a doodle. There are some short questions to answer on the work of Vincent Bal.
Making a poster on the Pandemic interpreting Banksy's Graffitti style.
cccampcccamp

Making a poster on the Pandemic interpreting Banksy's Graffitti style.

(0)
In the first part of the powerpoint students are asked to listen to pieces of music and to formulate slogans from them. Students then are asked to do a critical analysis of the work of Banksy by selecting one of his works and answering questions. After this students are asked to copy a picture of Banksy and then make their own collage of his work using magazines and newspapers. The theme of their poster is on the pandemic. We will be learning: To create a poster collage in the style of Banksy that describes the pandemic occurring and linking this to the UK To use magazines, newspapers and pictures and to make a collage of these to create a poster. To make a slogan, drawing the lettering or finding letters in magazies or newspaper. Success Criteria Your poster must include the following: A key phrase or work linked to the pandemic Two image that links to what is happening in the UK or something that is key in the NEWS. It should have graffitti style lettering and pencil work Accurate shape outline Good use of negative space Link between font style and theme Clear placements/readable
Photograph in Lockdown my necessities
cccampcccamp

Photograph in Lockdown my necessities

(0)
Students are to first of all look at the artist Gregg Segal and analyse his work and then take a photograph in the style of this artist. There are two tasks to this project: Task 1: Read the text and complete the questions on the artist Gregg Segal Task 2 Make a photograph in the style of Gregg Segal Steps for Success: Make it original and interesting, your animal, dog, space and all the things that make you during quarantine. You do not have to show your face. Develop an understanding of Gregg Segal and answer the questions.
KS3 Still-life Drawing- mixed media Composition project leading to mod-roc detail Lesson 7
cccampcccamp

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
Literacy Art Words written Analysis writing frame Evaluate, Element Assessments and Vocabulary lists
cccampcccamp

Literacy Art Words written Analysis writing frame Evaluate, Element Assessments and Vocabulary lists

(0)
These are a set of 6 sheets which can be laminated for classroom tables to help students with writing about Art. These are lists of descriptive words linked to the Elements of art and the Principles of design. These will help students to be able to write about artworks and help to broaden vocabulary. There are also words to help with writing at GCSE and support with writing under the GCSE Assessment Objectives as well. There are also sheets to help with writing frames to support weaker students when they analyse and write about their artworks. This can be used with Key Stage 3, GCSE and A-level Leaving these on the desks in the classroom support literacy learning and help students with vocabulary.
Who is Ai Weiwei?  A presentation of some of his key works and video clips.
cccampcccamp

Who is Ai Weiwei? A presentation of some of his key works and video clips.

(1)
To find out about who was Ai Weiwei and some key examples of his work and to find out what makes him one of the most famous artists in China. He is the only artist in China known to the West as he pushes boundaries, makes the authorities more aware and is an Activist. The powerpoint gives examples of a number of his artworks to look at and is an informative powerpoint highlighting key works of Ai Wei Wei and some video clips which give a background to his life. Learning Objective To give students a background into art as being a statement to reform society, to see an artists who works as an activist to make statements about the corruption in the Chinese Government. Ai Wei Wei started out as going to a Film school and he was a son of a father who was a poet. But, his father was banned from practising as a poet and Ai Wei Wei grew up in a society where he realised how important it was to use his mind and his imagination to make artworks. He realises that Chinese society prevent personal comments and censors artists. Ai Wei Wei is so disappointed with Chinese society he leaves to go and work in the USA. He realises how artists are heavily punished and he knows he has a strong sense of criticising society. He goes to America and he cannot contribute to this society so he decides to go back to China to do his art there. Ai Wei Wei's work have a meaning and relate to events in society and he uses Art to change society.
A KS3 Cubism, Still-life breakdown, painting collage and cardboard construction with portrait idea
cccampcccamp

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.
Portrait project Cultural interpretation in a photo-copy- Chila Burman
cccampcccamp

Portrait project Cultural interpretation in a photo-copy- Chila Burman

(0)
This is lesson 4 in the portrait project. Students firstly do a pencil shading of their face using the grid technique and learn how to draw different parts of the face carefully. Secondly students do a monoprint and this is in lesson 2 portrait project and they use their photograph to trace off into the ink to make the monopring. Thirdly students then collage into the monoprint and use Paolozzi as an artist and collage into the monoprint. In this powerpoint the student use one of their photographs and draw into the photocopy. Students look at the artist Chila Burman and look at the way she interprets her Asian and British identity. Students need to think about their own identity and the way they are going to collage into their own photo-copy. Students use felt tips and draw into the photocopies making patterns and try to interpret cultural patterns in bright colours. Your Learning Objective was: To study an example of CHILA BURMAN n your book and describe what you see Students to find out about CHILA BURMAN and begin to understand her Asian and British identity. Students to use their photograph and develop the bright colours and cultural identity in the portrait. To use cultural patterns and to create a self identity photo portrait. SUCCESS CRITERIA Cultural awareness of our differences Understanding of different styles and using digital photography creatively with patterns Appreciation of own patterns and self-identity Collaging: Photographs of everyday items, patterns, favourite clothes, magazine text, Newspaper highlights, paint textures and close up of photos of household items: objects that show own culture and self-identity
Andy Goldsworthy practical worksheet analysis on example and students land art task
cccampcccamp

Andy Goldsworthy practical worksheet analysis on example and students land art task

(0)
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.
Modern Movements project lesson 2 Learning to draw - cupcakes -tonal shading and link to Realism
cccampcccamp

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.
Klimt Hair PATTERNS AND Zentangles
cccampcccamp

Klimt Hair PATTERNS AND Zentangles

(1)
A fun project for students to learn about the Art Nouveau Artist Gustav Klimt and to do their own interpretation using patterns to make their hair. Students are asked to firstly read about Klimt and to answer questions. Secondly students are asked to practice doing Zentangle patterns and look at the patterns of Klimt Finally students take a photo of themselves or anyone else and paste this in an interesting position on their paper and begin to draw the Gustav Klimt patterns. TASK: Paste a picture of yourself, friend, family member and interpret the patterns of Klimt around the face. Making hair-styles or clothes using Klimt’s patterns. STEPS TO SUCCESS On an A5 paper paste a picture of a person and draw Klimt patterns making a dress or hair around the face. Look at the examples on the sheet. On your paper firstly divide the areas using lines into shapes around the photo of your face/head and begin to do Zentangle patterns in the shapes. Use a pencil or a pen and try to draw light and dark contrasts. Try to make patterns in the shapes. Use the video clip to help with making zentangles.