FAbric Xmas Collage ideas using 12 Days of Xmas and Aminah Robinson

FAbric Xmas Collage ideas using 12 Days of Xmas and Aminah Robinson

Attached are three powerpoints for developing a KS3 Collage in Fabric on the 12 Days of Xmas and the artist Aminah Robinson. Students use the 'resources' powerpoint to draw ideas to make up their own design for the 12 days of Xmas. Class divided and each child gets a different day to design. I used Black velvet fabric as my backing fabric and each time the student did their drawing I traced this onto different coloured fabric shapes and students then cut this out and pritt sticked this onto the black velvet fabric. There are three powerpoint lessons attached - first is the resources for designing day of the song. Second is the Artist interpretation and learning about different fabric artists. Thirdly, students then cut their designs out in fabric - I used transfer receipt like paper so students could trace onto the fabric and then cut out. Finally students then embellish their fabric with different stitches and I have a powerpoint with video links on how to do the different stitches: running stitch, blanket stitch, satin stitch, chain stitch and daisy stitch..
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St. George and the Dragon: Black card stained glass paper cut out project with tissue paper

St. George and the Dragon: Black card stained glass paper cut out project with tissue paper

There are two powerpoints - one focuses on the St. George images and the other on Marc Chagall. In the project students use their imagination and to draw dragons and St. George scene and to tell a story about this. Students look at the Stained Glass artist Marc Chagall and then make up their St. George story on paper to transfer to black paper. Students will need to use a stanley knife and safety working with blades is imperative for this project. Students need to have very simple designs and stylise their drawings into basic shapes. WEEKLY Plan Two lessons weekly 7 weeks to 1/2To look at examples of St George and the Dragon and to draw out one’s own St. George and Dragon picture. 1/2. To look at examples of Stained Glass windows and look at the artist Marc Chagall. 3/4 To simplify the designs of St. George and the Dragon into thick lines and shapes to transfer onto black paper with chalk. 5 /6 To trace designs onto black paper shapes and begin to cut the negative shapes around the lines. To simplify these lines one can take the students to a computer room and do a basic symmetry pattern and lay this over their drawing and students begin to simplify the shapes into geometric forms. 7 / 8.- To make up a sheet of tissue paper on plastic paper to put behind the black paper cut out. Tear or cut the tissue paper into shapes at random and just lay this down on plastic with PVA glue. When this is dry the tissue paper will peel off the plastic. 11 / 12 – To continue to draw into black paper and put together. 13 – Evaluation of project To design a picture of St. George and the dragon’ on paper using resources in the first powerpoint. To refine the details of the designs into simple outlines-Teachers could photocopy and enlarge details to help students. To look at the Stained Glass artist Marc Chagall (second powerpoint) and to think how they could use his style in their work To transfer designs to black paper and to cut the negative shapes around the lines using the stanley knife. To make a sheet of coloured paper on a plastic sheet using PVA glue and tissue paper.
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Evaluation drawing Ks3: Yr 7 rope drawing, Yr 8 fabric pattern and peg/brush and Yr portrait drawing

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

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.
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Cubism 3D construction from Celebrity Collage and learning about Analytical Cubism

Cubism 3D construction from Celebrity Collage and learning about Analytical Cubism

This is a series of powerpoints 5 lessons for students to learn to paint a Cubist painting using a celebrity picture and complementary colours. Students to gain an understanding of Analytical Cubism and how to fragment a picture into geometric shapes and then learn to paint it in complementary colours. Students then further develop this into a 3D sculpture and make a construction mobile cutting a copy of the painting into shapes. WEEKLY PLAN 1 – To look at the elements of Art and begin to do basic line exercises and learn about Cubism 2 - To learn about Colour theory and do do a colour-wheel painting and give a definition for colour. 3.- To learn to mix colours and to do a basic colour wheel. 4 – To make a collage of a famous celebrity artist and to complete presentation on Cubism in books. 5 – To make a tracing of collage of Celebrity onto paper and complete Cubism presentation in books. 6 /7 – To divide class into Complementary colours and to learn to mix paints and to begin to paint detail. 8 – To paste painting onto Cardboard Ceareal box and to paint the back of the box 9 To construct with glue gun and to cut into shapes to form a hanging mobile. 10 – Evaluation of project
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Ks3 Yr7Intro to Art questions and Diagnostic project to assess strengths/skills

Ks3 Yr7Intro to Art questions and Diagnostic project to assess strengths/skills

This tasks help to assess abilities and specific skills in Art. This helps to establish a Baseline Assessment for Art after having completed all these exercises. This should take 10-12 lessons. Please work through each exercise carefully. The aim of this diagnostic assessment is to look at specific skills used in art. This diagnostic study is to try to assess different skills in Art. The tasks given are for the different learning/skills in art and it allows the pupils to explore these. There are tasks given for each area of learning. Areas of learning with task: ILLUSIONISTIC learner: draw illusionistically, blind drawing and upside down drawing exercises. CARTOGRAPHIC learner: draw a personal logo (black and white pattern)(use on art books as a name tag). TACTILE learner: Looking at Van Gogh, Gustav Klimt, Chris Ofili and Hundertwasser’ portrait works, their use of lines, shapes, colours and textures. Pupils will choose one of these artists to develop in a tactile way using re-cycled materials. SPATIAL learner: drawing with wire and string, good at sculptural form. Furthermore, assess the students ability to write ANALYTICALLY and to critically analyse a painting.. The pupils will also need to self assess and evaluate their outcomes. At the end of this exercise we would be able to assess pupils strengths and weaknesses and there are many opportunities in the presentation for evaluation. 1 How to create an illusionistic space and to draw from first hand observation using blind drawing skills, contour line drawing, upside-down drawing and mark-making. 2 Focus on how to shade using dark and light tones with pencil and biro pens and focus on mark-making. 3 a To critically analyse other artist’s styles and techniques and select and question critically, making reasoned choices when developing work from observation. 3. Explore tactile qualities and select a range of materials to interpret a style of an artist. Develop a portrait using tactile materials. 4. Investigate how to express ideas using design skills and design processes and the formal elements like line, colour and flat shapes with patterns 5. Exploring drawing with a 3D structure and looking at shape and line with construction of wire developing spatial recognition. 6. Analysing an artwork and investigating the formal elements used in an artwork. 7. Reflect on and evaluate one’s own and others’ work, adapting and refining the outcomes. Presentation should also be assessed at the end of these exercises. Students should also always write a heading and the lesson objective clearly at the top of each page. There are clear evaluation sheets and assessment opportunities in the unit of work. All tasks are presented with Lesson Objective and clear practical tasks.
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Introduction to Art in Year 7

Introduction to Art in Year 7

This is a unit of work for the first 12 weeks at school. There are questions to assess the students knowledge of Art from KS2 and then a project to assess he strengths and skills of the students. This is a diagnostic project looking at the Illusionary, Spatial, Tactile, Cartographic skills of the students with tasks to do. There is also a fun project on making a sketchbook and giving prompts to help students to be creative in the Keri Smith powerpoint.
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A sense of place of the human form. Artist analysis of artworks and task.

A sense of place of the human form. Artist analysis of artworks and task.

• Learning Objectives To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • To investigate and interpret a variety of selected artists and discuss their sense of place of human form • To study drawings with reference to their visual literacy and the formal elements (tone, texture, colour, line, form). • To discover the different mark making skills of a number of different artists. • To research, investigate and develop ideas in a personal way on an A2 sheet. To develop a visual work of practical responses with annotations. In this task students are to analyse the drawing styles of particular artists and begin to interpret these different artist’s styles in drawings of their own. Students use the formal elements to analyse the artists and develop drawings of human form as a response with annotations. • Students draw the hand/feet in particular signatures of a selection of artists. • To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • Try to use different drawing techniques as highlighted by the masters. This is a good start to critical contextual analysis and gets students to look at a number of artists and develops their visual analysis skills .
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KS3, KS4 or KS5 - How to be creative? Using Keri Smith for inspiration. Make a sketchbook.

KS3, KS4 or KS5 - How to be creative? Using Keri Smith for inspiration. Make a sketchbook.

This is a slide presentation which explain how to make a fold out sketchbook and then gives tasks in each of the folds to do to make a creative sketchbook. Students will need to follow the slides and be selective what they would like to do in each of their 16 blocks of their A2 paper. The slide presentation has a lesson plan, a set of notes which need to be copied for the lesson and some collage sheets which need to be copied for students. It is a good year 9 project and can link to Self-identity project. Students enjoy making this interesting special fold out little booklet. Lesson Objective: 1.Discover what it is to be creative and how to apply this 2. Make a fold out sketchbook 3. Use ideas, thoughts, pictures and prompts to be creative. 4. Use collage and drawing techniques. 5. Learn about Keri Smith as a contemporary illustrator and Guerrilla artist and her ideas to prompt creativity Some CREATIVE ACTIVITIES - Good homework project tasks as well to set. Make a SMALL ART JOURNAL based on KERI SMITH. YOU COULD TRY complete A RECTANGLE OF YOUR A2 SHEET EACH DAY These are some of the tasks..... 1. Draw something interesting 2. Draw what makes me feel ‘calm’ 3. Draw what is a ‘happy place’ and write words that make you happy 4. Draw the people I meet on a day 5. Frame a drawing 6. Do Zentangles (DOODLES) 7. Make visual thoughts – a ‘thought garden’ 8. Paste the ‘Blue frame’ and draw a beautiful scene in the frame 9. Draw on a shopping label, date and paste this. 10. Paste the television picture and then draw a picture in the TV. 11. Draw over the wall-paper (graffiti) 12. Paste the picture of the window frame and draw in the window 13. Draw to the sound of music and something that is loud. 14. Draw the family and friends I meet 15. Draw my hand and write down in the hand everything I touch for the day 16. Draw a pencil on a crushed piece of paper (Crush it) and paste this in 17. Transform the stone texture picture and turn it into something else. ......see other activities HAVE FUN! AND ENJOY BEING CREATIVE Lesson Outcome 1. Create a drawing booklet to take home for the summer 2. Show the ability to use ideas, pictures, thoughts to generate a drawing 3. Show an ability to collage and to combine this with drawings. 4. Presentation of drawing ideas in the booklet 5. Understanding of layering and juxtaposing concepts to generate ideas 6. Exercising and opening the mind to new ideas like Keri Smith. Lesson Resources A2 white cartridge paper Pencil Eraser and sharpeners Pritt stick Scissors Evaluation: Discuss students have achieved? Review creativity?
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KS3 and KS2 Totem pole project - family tree sculpture in groups with story telling

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

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.
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Tim Burton KS3 drawings, paper cut out, chalk drawing, painting, character draw, paper rolled figure

Tim Burton KS3 drawings, paper cut out, chalk drawing, painting, character draw, paper rolled figure

A powerpoint outlining some tasks for a Key Stage 3 project on Tim Burton. There are possible student tasks based on Tim Burton Starting with presenting a title page for Tim Burton and copying some of his scenes by practising pencil tone and mark making. Then developing a cut out in black paper looking at the strange, Gothic type black and white silhouettes of some of his scenes and making a page on his settings using black paper and cut-outs. The slides give a number of the silhouette type scenes for students to use for inspiration. Further developing a character drawing and students are to look at the number of different slides and these could be printed off for students and letting them develop their own character. Some of the You tube film clips are linked on the slides as well. Students draw out the character and then colour this in. Tim Burton's scenes are often dark and atmospheric and this is an ideal opportunity to practise drawing with white chalk, charcoal or black soft pastel on black sugar paper and to do a drawing of one of his black and white characters. There are some examples to use to copy from. This black and white scene can further be painted onto a bottle. Another fun task is to play with wool and paper and to make a rolled animal using newspaper in rolls and then wrapping wool around this and to bend into shape. This can further be embellished by adding bits and bobs like buttons, braid and other decorative details to develop a character type animal which has been inspired by Burton.
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Making Miro fantasy magical creatures: coffee blob KS2 and KS3 lesson plan a picture in abstraction

Making Miro fantasy magical creatures: coffee blob KS2 and KS3 lesson plan a picture in abstraction

Learning Objective 1. Create a drawing using the coffee splash 2. Ability to find a pattern or picture in an abstraction 3. Ability to extend this into a magical creature! 4. Presentation and explanation of piece- Giving this a title 5. Understanding of Miro’s art and technique 6. Understanding of Modern or contemporary art from the 1940’s STARTER ACTIVITY Look carefully at the colour photocopy on your table. 1. Describe the shapes that you see in the picture 2. How would you describe the mood of the picture? Why? 3. What title would you give this picture? 4. DO THE WORD SEARCH Main Activity TEACHER DEMONSTRATE THE PROCESS- Hand out activity sheet. Newspaper Cartridge paper A4 2B lead Pencils, Paper Cups 8 cups Cold strong coffee liquid in flask Spoons 8 spoons Students begin task: Students work on the Creative Practical Task independently. Independent assistance ensuring and supporting students to achieve the following tasks: Place some newspaper beneath your paper.   Carefully but deliberately spill some ink thinned with water, or some coffee, tea or cola(preferably diet cola as it does not contain sugar to make your drawing sticky).   Allow the liquid to run where it will, and then let it dry by dabbing this with paper-towel   Study the stains on the paper, trying to see images triggered in your mind by the stains.   Using a writing pen/pencil, begin to reinforce the envisioned images with line, perhaps adding cross-hatching to create tone or add some more shapes to create a more recognizable subject. Continue to re-inforce images until you are satisfied that the drawing is finished. Title your drawing – this is important and should be given some thought. - PLENARY Assessment of Competencies/Success Critieria to take place in Plenary Students swap seats and mark a partner’s work EBI or WWW on the work on their paper WASH HAND AND PACKING EQUIPMENT AWAY Students to wash hands and take responsibility for room and equipment and their own work. SHOW AND DISPLAY Students leave their magical creature work on a table. Students when leaving stand around the table and asked to describe one positive comment on the work on display What is creative about the work on Show? How can we improve any of the work on Show? Who has excelled in their work today? And Why? If we had to evaluate the outcome – what work shows creativity, imagination and, an attempt to truly achieve success in outcome today?. Dismiss class
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Identity project: digital photography, selfies, Chila Burman and mono printing also a group drawing.

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

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.
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Basic geometric tonal contrasts: chalk and charcoal and building Surrealist fantasy figure KS3

Basic geometric tonal contrasts: chalk and charcoal and building Surrealist fantasy figure KS3

Students are developing an understanding of tonal values and 3D forms and looking at markmaking, and a range of tones and depth of tones. • Students reflect on what is a shape, and how to turn this into a 3D form and look at ways to do this with some key vocabulary terms. • Develop an understanding of how to use charcoal and chalk. • Students on a planning sheet will need to develop their mark making skills to enable them to shade using tones and students will look at various ways to use line techniques to create tone: stippling, hatching, cross hatching, scumbling, contour hatching. • Students then will look at the lighting of a 3 D form and how the shadow is thrown. • Students will practice a tonal range on a geometric shape. • Students will then work in a group and each student to draw a geometric shape which can be put together into the fantasy figure composition based on the Surrealism Picasso figures. Examples given of the geometric standing figures of Picasso, De Chirico and Desmond Morris. Students follow the powerpoint using chalk and charcoal and explore mark making techniques to start. Then students look at the tonal contrasts and begin to develop a geometric shape. Each child to do a different geometric shape and in so doing build a figure of the shapes. Reflection and Evaluation Activate Prior Knowledge: Students to complete the questions on slide 2 on a large A2 sheet on what they know about a shape/form/3d. Questions on powerpoint/sheet per child. Ask students to come to the board to write down the answers. Ask students about charcoal and get them to explore mark-making on large sheet. Understand how to use charcoal and chalk. Playfully begin to develop their use of line (mark-making) and tone (contrasts and lighting) by using the chalks and charcoal. To follow teacher demonstration on the large A1 sugar paper. Draw out the surrealism fantasy stick figure composition made up of geometric shapes and then each child will begin to start shading their form. Final Evaluation: What is creative about the work on Show? How can we improve any of the work on Show? Who has excelled in their work today? And Why? If we had to evaluate the outcome – what work shows creativity, imagination and, an attempt to truly achieve success in outcome today?. Dismiss class
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A-level Critical contextual drawing exercises, analysis, glossary, artist info and practical drawing

A-level Critical contextual drawing exercises, analysis, glossary, artist info and practical drawing

Students are to develop creative drawing by analyzing and interpreting a variety of selected artists. Students will produce a drawing showing contextual evidence that supports the assessment criteria for the A Level course. This powerpoint gives the LESSON PLAN AT TH END OF THE PRESENTATION. Students to reflect on examples of copies of drawings of different MASTERS and illustrators and begin to analyse the types of shapes, lines and marks. Develop an understanding of signatures of particular artists and the way the artist’s signature captures the intrinsic meaning of the artist. Students to develop an A2 sheet of drawings which shows the different mark making skills of a number of different artists; develop a still-life drawing which support a number of different artists marks. You must show evidence of research and of investigating and developing ideas. This should include visual work and, if appropriate, annotations or written work. Practical responses to the work of other artists, designers, craftspeople and photographers must show development in a personal way. ASSESSMENT OBJECTIVE:   develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding   Analysis Activity- follow Mark-making analysis of artists Put students into PAIRS give out an example of each of these artists drawing – photocopy to pair CULLEN AND AUERBACH, VAN GOGH AND POLLOCK FEININGER AND GILMAN NICOLSON AND MICHELANGELO   Students to describe the marks, the quality of the lines and shapes that define the artist.   Analysis Activity Feedback– Choose one of the works and will one of you in the group discuss this with the class. Other students may also add comments. TASK ACTIVITY Creative Practical Skills independently Students to choose 2 of the artists discussed or analysed in the groups and try to do a drawing now in the style of those two artists. With a ‘window frame’ students to draw in the style of the artist in a small frame on their sheet. Prompts Questions to Evaluate Drawing outcome What does it remind you of?  What does the work represent? Have any parts been exaggerated or distorted? What message does the work communicate?  What kind of marks does the artist use? What kind of shapes can you find?  What materials and tools have been used?  How does the work make you feel? Does the line, shape, colour affect your mood? What do you like about it Why? What don’t you like? Why? How might you take ideas to use in your own work?  What do you know about the artist? Does the work relate to the social or political history of the time?
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KS3 Year 7 and 8 projects

KS3 Year 7 and 8 projects

year 7 Diagnostic for year 7 Celtic letters Paper mache plants Clay Gargoyles year 8 Cubism Making Insects - paper craft Modern Movements - collage and paint Surrealism - painting project
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A-level

A-level

Two key research critics John Berger and H Wolfflin to support students with their critical contextual analysis. An introduction to the course at AS and A-level Art Drawing tasks for A-level students
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Geometric abstraction and White an A-level project showing an analysis, experimentation and outcome.

Geometric abstraction and White an A-level project showing an analysis, experimentation and outcome.

This is a project for A-level students starting with looking at Geometric Abstraction and the use of the colour 'White' in the work of modern abstract artists. This will help students to develop their own personal theme. This is a good starting theme for A-level students or IB students and gives them a process or idea to start with in order to develop their own personal outcome. It gives some examples to prompt the students to start thinking of: What is Abstraction, Conceptual Art, Cubism Abstraction and Geometric Art? Students are asked to research various artists who show Geometric abstraction and 'white' from the Islamic artists to Kasimer Malevich (Suprematism), Wassily Kandinsky and Piet Mondrian. The project continues giving the A-level students some practical tasks to develop the idea of how to paint a 'white' object. There are also examples of some contemporary artists who use geometric abstract shapes and abstraction in nature. Students should be asked to find their own artists they like who use Geometric abstraction and white. Students then explore artists who have used white and look at how they use white in a textural way. Students can look at Robert Rauschenberg. Ben Nicholson and Barbara Hepworth. Students choose one artist and make a booklet exploring their analysis of the artists and the way they use white, but also an experimental booklet showing how to show 'white' textual surfaces. Students also take photographs of objects which are 'white' to develop further using different media and then subsequently to develop their own final piece based on their own personal research into the subject ' white' and 'geometric abstraction'. Examples of student's work is given to help students explore various media to develop their own personal 'white' outcome. There are also examples of final pieces of A-level students who tried to paint something white showing how they used pastel colours in their finals to develop their outcomes.
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Elements of art: Point, Line, Shape

Elements of art: Point, Line, Shape

A detailed set of slides showing the basic elements of art used in Art. Exploring what is a point, line and shape and giving colour theory. This is a supportive project for a Foundation course, Year 12 students to develop a deeper understanding of the principles and elements of Art.
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GCSE

GCSE

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
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Surrealism

Surrealism

A Key Stage 3 project on Surrealism. A WEALTH of resources for this project giving starters and different short tasks with a landscape surreal project to improve skill in painting.
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