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.

Used for A-level students to develop their interest in ink-wash techniques by looking at the work of Renaissance artists. History of Art - Renaissance ink wash methods and outcomes. A discussion with loads of examples of their work and how they formed their compositions and developed their drawings. Also how to make home inks.

Students will create their own open window painting after been inspired by Henri Matisse Students to write about Henri Matisse 'The open window ’ and understand what is Fauvism Easy student examples - outcomes of watercolour designs Clear step by step drawing of the windowdesigns and students left to add in own detail to make it more interesting Students gain confidence in drawing using the simplified shapes of Fauvism and practise watercolour techniques

This is an examples of photographs of a sketchbook of an A* Art coursework project for an A2 student, who looked at experimental surfaces and textures to develop an exciting unique outcome. This was based on her nature photographs and showed a number of different layering techniques. The final piece was a window display made up of glue skins with layers and textures. There are references to artists she used as well.

This is a project where students are asked to choose an artist to study their style. Student’s question and develop an understanding of What is a style? Outcome of this project is that students in year 7 do their own portrait interpretation using the artists and create a mixed media collage based on the selected artist. There is an exploration on using a variety of media. Students develop their own skills exploring how to make their own portrait in the style of the artist. Students use a photocopy of a photograph of themselves to work from. There is an emphasis on experimentation and students can bring in found textures to collage. Students use the four artists to make a copy of the four artists styles in a grid on a page: Hundertwasser, Klimt, Ofili and Van Gogh. TASK 1 The first part of the project is the Artist Research in 4 grids. One for each artist. Students in the grid discuss the characteristics of each artist’s use of line, colour, shape and texture. There is an individual slide on each artist which highlights with close up pictures showing the markmaking of each artist. Teacher to go through each slide of each artist and copy the pictures as an example for students to work from. Students write out the name in each gird, how each artist has a different way of using their marks and then in the grid copies a detail of the artist’s work. This is completed in pencil crayons. Students can also use an object and interpret this in styles - there is an example Students also brainstorm words to describe the artist. Students also describes the use of elements in each work. Students also discuss the main characteristics of the artist and how they have used their line, colour, shape, texture and how the artist has composed the picture (that is, put it together). This should take 2 lessons - with students completing the work for homework TASK 2 Once students have analysed this they can go on to make their own portrait by choosing one of the artists. There are lots of examples of students work in this powerpoint to give examples of how to go about this project. Students to be given a photocopy picture of themselves to work from This should take 3 lessons in class. Objectives: Use of found textures, collage materials and paint to interpret a style looking at the way the student experimented with the use of materials to create the style Explore media creatively when interpreting artist. Develop vocabulary and to understand the different ways of using lines, shapes and colours and students begin to analyse the artworks critically describing each work. To begin to understand that each artist has their own way of interpreting their subject and each person has the own way of making their own style To analyse and interpret four different artist’s styles and begin to make a personal response to one of these artists. To complete a self- portrait in the style of an artist.

The powerpoint gives key questions to ask under the theme of Self-identity and shows some examples of interpreting oneself in different styles - Picasso, Van Gogh, Gainsborough and Chila Burman. There are questions to use to make an artist study on chosen artist.There is a further brainstorm on what one could make as a final idea which would embody my identity and examples of student’s work.

**What are the Learning Objectives for this project in Art? ** Students learn from examples and a clear understanding to totem poles is explained visually in slides, also different video clips about Totem poles and their story telling. There are slides which give a background to totem poles. Lots of symbols for different animals given on separate slides which could be used ot make the totem pole. 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. 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.

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!!

This is for all ages - showing how one can use found objects and recycle them to make creative designs. It is to inspire students to design a dress/ costume and to then find re-cycled materials to use. There is also a page of techniques- showing how to use plastics and fuse these with string, threads and to add in wax, pastels drawings. There are outcomes as well with the result of making the plastic fusion. Some good examples of innovative designers and how they have used materials to make dresses. This is good for GCSE for those students who want to make dresses or for a project on recycling and fashion.

**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 drawings To develop a tonal grid and to understand the light and dark planes in a face. To understand how to do a grid drawing

Students learn about the Art history styles or a set of Artists and develop a project which has all of these styles in a final outcome. Different themes can be chosen as a subject which then includes all these modern art styles. In this slide presentation - there are examples of final outcomes: A ‘Still-life bowl’ with different fruit in different styles An ‘Interior of a Room’ with areas of the room in different styles and A ‘Cake Stand’ with cupcakes in different styles. IN THIS POWERRPOINT THE THEME IS FRUIT AND EXAMPLES GIVEN IN EACH STYLE. THE OUTCOME IS A BOWL OF FRUIT. In all of these the students combine all the styles to form a display of fruit. The powerpoint gives an outline of a number of art movements, Futurism, De Stijl, Pop Art, German Expressionism, Cubism, Surrealism, Fauvism and students are asked to do a different style each week with a different technique and develop an outcome. Some of the possible outcomes are a Bowl of Fruit, an Interior of a room or a Stand of Cup Cakes. In each of these examples students use a different technique and style to make up their final. Students can work in groups to put this together as a final presentation or can work individually to create their final outcome. An excellent project and scheme of work for year 8 where students learn a number of skills but also learn about the Art movements and gain a deeper understanding of the story and history of Art. The presentation gives a detailed background to each style with artist examples and each week these styles can be discussed with the class. The key characteristics of each of the movements are carefully explained so that students gain an understanding of the movement.

This is a powerpoint on the theme Broken and refers to the Eastern concept of Wabi Sabi - where one sees beauty in imperfections. There are lots of examples to get students to think of broken and the meaning of this and what is beauty? Students are asked to do a mind map of broken and try to describe situations where something is broken and what the meaning is of this and question its beauty? Lots of examples of different examples of artworks to show Broken. If this was a GCSE theme students to use this as prompts to help develop ideas on the theme.

Describe what type of lines, shapes, space, colour and textures do you see in the work. Try to add one word to the element …………… For example: Wobbly Lines, Dark Colours, Rough Texture, Mathematical shapes Wide Space ‘We are learning to develop your written work looking at a work of Michael Craig Martin We are learning to make a presentation of this in a powerpoint: We are learning to show slides which should include: Artist name, and pictures of his work, We are learning to write an analysis using questions on our slides We are learning to make our own response to the work using pencils, pencil crayons and felt tips We are learning to reflect on the work of Michael Craig Martin and how he has used still-life.’ Research On the internet students find examples of the work of Michael Craig Martin Choose two images by this artist, one you like and one you do not like. Students answer the following questions and display visually: 'Why do you like the first image? Why do you not like the second image? What bit in each photo do you look at first?" Students Choose one image to analyze and to use as the basis for their own drawing – the one students are asked to copy. Students evaluate: “What do you like about this artwork? Which section do you look at first? How are you going to copy this artwork (remember its your own version it, not a perfect copy)” Plan the layout of your page first in pencil, carefully. Presentation is VERY important! Title: ‘Line, Shape & Colour – Michael Craig-Martin. Decorate your page. Next copy one of Craig-Martin’s paintings using colouring pencils.Stufents ask the following questions: What are your most favourite objects? What objects do you use all the time? Are there any objects that you can not do without? Think carefully about these questions and find 4 images of objects on the internet You may using the internet or take you own photos. Try out different viewpoints, fill the photo with the object and photograph on a plain background. We are going to try to trace off the screen or draw objects with a pencil from the screen Why do we look at things in certain ways? How can we make objects look interesting? Can you guess the objects photographed from different angles? Divide your page into four sections. Title: Line, Shape and Form/Overlapping and Composition Now in each box you are to draw in pencil the outline only of your favourite objects. Try to draw the object four times, once in each block and try to draw a different viewpoint each time Remember to…………. keep the lines neat and clean. look carefully at the shape and form of each object. fill each box with the 4 objects and presentation is important. 4. layout and the way you overlap should be different in each block Find objects at home to use in your Michael Craig Margin Interpretation or objects on the internet to copy from Take at least 4-6 objects and try to combine them together Plan out a rough sketch first………. See example

A Key stage 3 project which starts with Figure drawing of class mates - lots of student examples to support and instructions for drawing. Students then look at modern sculptures and uses them to simplify their figures into abstract shapes. There are once more student examples and clear instructions showing how to simplify. It is important to get students to show the simplification of their figure drawing into an abstract shape. Students study 4 different sculptural artists - Further task involves doing an artist study on one of the Sculptors: Henri Moore, Anthony Gormley, Barbara Hepworth and Jean Arp and then students make a moodboard of their work. There are sheets for each sculptor showing some info and pictures of each sculptor. Then there is the making of the sclpture with video clip to explain how to build armature and how to make 3D form using paper mache - there are a lot of good examples of student figures Students then need to build the figure out of cardboard, papier-mâché, wire, straws and recycled objects and to decorate this with coloured paper, tissue paper and any other embellishments like buttons, beads and string. Furthermore there is the embellishment of the sculptures…development of design and pattern by looking at Aboriginal Art, Gustav Klimt, African Art, Beatris Milhaze and students have to choose one of these designs to inspire their figure and begin to decorate their figure. The students then draw out the simplified figure shape with the abstract colourful patterns and present this on a page in their sketchbook. Finally there is the development of this figure into a hanging mobile looking at the work of Alexander Calder and an evaluation.

A detailed project looking at developing a Still-life project looking at composition, rule of thirds, different techniques for each object with different art styles. Students firstly, study what is a Still-life and write up a definition for this. Students then look at what different styles in Art before Modern Art. Students look in detail at Dutch Still life and the Vanitas still-life. There is also some information on the Post Impressionist artist Paul Cezanne and his style of brushwork. A focus on what is still life?, then looking at Pop Art and what is pop Art? Students then answer questions on two Pop Artists: Michael Craig Martin and Patrick Caulfield. Students practise making a background on Pop Art in their sketchbook and answer the questions. Students develop their own Still-life and are told to bring in objects for their Surreal mixed media Still-life and their are examples of this. Students learn to compose a layout for their still-life final using a Viewfinder and the rules of third, Fibonnacci rule to help them construct a composition. Students develop their own Still-life and are told to bring in objects for their final arrangement. The emphasis is then to take them through different techniques with each object they brought to class. The techniques included in the project are: Wax and Scratch, Paper collage, Pop Art hard edge colours and outlines, Palette knife painting, Pencil shading and Pen drawing. There are finally student examples of final outcomes for this project to support the outcome.

Match the correct art movement with a description of the art style. Also match the art movement with an artist and a picture from the movement

Words for Art and terms used for portraits.

A sheet to inspire a scribble portrait outcome with video links for Key stage 3 or GCSE