This is a resource on examples of Victoria Crowe’s work and this has been used with year 11 to get them to experiment with acrylic paint and gold leaf Students ts find out about Scottish painter and write up a paragraph on her work. Questions included for Critical analysis Artist study for GCSE and A-level - interpreting artist. Learning a new technique and painting with gold. Also a link to a video on using gold leaf to help with artist interpretation. STUDENTS TO SELECT ONE OF HER WORKS FROM SLIDES PRACTISE HER TECHNIQUES EXPLORING PAINT AND GOLD LEAF EXPERIMENTS MAKE A PAGE In sketchbook FOR AN ARTIST STUDY ON HER WORK

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.

There are two tasks ; Making your name with zentangle patterns- there are student outcomes and sheets to support this activity. Students to work in groups making a letter to put together into a word. making a large cardboard letter and use paper craft- ~coiling and quilling to embellish Learning objective Students Learn to do lettering and patterns and to make a 3D constuction of letters Students learn to do block lettering : Every letter should be 3 blocks across and 5 letters down. The only letters that are different are M which is 4 across and 5 down and W is 5 across and 5 down. Learning to coil with paper craft students each develop their own letter working in a group. Students to choose one word in a group and to draw the letters of the word out BIG on cardboard Students Practice drawing out boldly own name using the block lettering sheets provided to support. Resources maths block paper cereal box felt tips glossy magazines pritt stick glue

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.

This is a slide of lots of different images of pictures of portraits and figures. The next slide is of the vocabulary list and words to match with the pictures. Print the pictures out on a sheet of A3 and get students to match the visual and words. This is for any age group and relates to a topic on portraiture.

Firstly consolidating watercolour skills in this project the powerpoint then goes to look at the artist called Hundertwasser. Looking in depth at Hundertwasser, developing an Artist Study presentation after going to the computer room to find information on this artist and to analyse one picture of his work. Students are then asked to on four separate sheets to draw out the key symbols and elements in Hundertwasser’s work. . Students are then given pictures of buildings and asked to continue to apply his style and to make some drawings inspired by his work. Examples of all these are given with student examples. This project then further developed into making a clay tile after formulating an orignal own interpretation of Hundertwasser. There are plenty of student examples for you to look at. I have also added further extension tasks on Hundertwasser and some further interesting facts about his work. OBJECTIVES To develop an understanding of the work of Hundertwasser by studying the elements from Hundertwasser’s work. To copy some of Hundertwasser’s symbols with your pencil. To draw out Hundertwasser’s Onion domes, Lollipop trees, Faces and Spirals. To draw out a large picture of Lollipop trees of Hundertwasser and to use colour on this To use pictures of buildings and then to imaginatively interpret one’s own version of Hundertwasser using the research ideas completed into his use of symbols Students make up their own design of Hundertwasser in pencil and then in colour. To make a clay tile based on the design steps above- examples of student outcomes are given. Task 1 ‘Key Elements in the Art of Hundertwasser’ Copy out the picture given on slide 3 and label the key elements Hundertwasser uses in his work. You may use any materials you have to do this. It can be in colour or black and white with your pencil. Do this carefully.

This powerpoint focuses on further gaining an understanding of Cubism and its use of multiple viewpoints. Students analyse Analytical examples of Cubism and write this in their book and refer to different key terms to use in Cubism like, multi-faceted, layering, multi-viewpoints, fragmented, geometric shapes. Terms are given ready to print and examples of analytical works ready to print. Students are also shown how Picasso simplifies and stylises his subjects. There are examples of some celebrity pictures where students need to break this up into geometric shapes and re-collage the shapes on an A4 paper. This is a c omposition to trace and where students will need to paint in a further lesson, compose an outcome to paint and analyse into a cubist analytical painting. Students to gain an understanding of Analytical Cubism and how to fragment a picture into geometric shapes To make a collage of a famous celebrity artist and to complete presentation on Cubism in books. After this task students simplify this collage into a tracing of collage getting ready to paint this into simplified shapes. See Cubist No.3. SUMMARY OF THE FULL PROJECT BELOW 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.

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.

A presentation explaining briefly what is Pop Art with lots of examples of different artists, especially the American Pop Artists. Rauschenberg, Claes Oldenberg, There is one slide on Super-Realism and the work of Chuck Close and the sculptor Duane Hanson. A short detailed outline of Pop Art and Superrealism. There are key examples of artist’s works and characteristics of the art movement.

A Still-life project basic one page 5 min scheme with Dirt and Weekly plan. See the Still-life project on TES. This is an overview of acstill-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

This is part of the self-identity project. Students firstly do a mindmap questioning and finding out about their own personal identity. Students then do a monoprint and then use cultural images to collage into their monoprint portrait. Then after this there is an extension to this project where students use Chila Burman and draw out a large body and in a group collage into this using tattoo patterns and symbols. The Learning Objectives for this task is: To develop into monoprinting cultural symbols and patterns. Brief study of Chila Burman and looking at her collage work. Cultural awareness of our differences and create interesting patterns and textures and symbols of our culture. Understanding of different styles Looking at a brief understaning of Tattoo art. Appreciation of own patterns and self-identity Collaging: Photographs of everyday items, patterns, favourite clothes, pictures of household items, objects that show own culture and self-identity

This is a good exercise to teach students about symmetrical pattern design and to learn about an interesting culture in South Africa - the Ndebele. The powerpoint gives you loads of examples of their work and links to You tube clips and South African songs. Develop an understanding of the Ndebele culture through the links on the powerpoint. There are lots of examples of their work to inspire and enable students to develop their own symmetry pattern in the style of the Ndebele artists. There are questions and info sheets. Students will be able to make a symmetry pattern - a piece of jewellery as students Paint a piece of thin wood- cut into a shape. This is a good project for an ‘international project’ to develop a cultural awareness. Students design and make a symmetry pattern in the style of the Ndebele artists and then transfer this to a piece of wood shape.

In this powerpoint there is cultural information on the symbolism of the peacock in Indian Art and a look at the peacock dance. Students make a peacock feather drawing looking at a few essential oil pastel techniques: sgrafitto, layering, blending, stippling. Students then are asked to evaluate this outcome and then as a whole class the second project on the powerpoint is that each student is now asked to make a peacock feather which could then be added to a drawing of the body of the peacock. Resources given to support this.This could be completed in any medium, pen work or watercolour or oil pastel. There are examples of different large peacock outcomes in different media and the teacher will need to decide how she would like to do this.

Learning Objective Create a drawing using the coffee splash Ability to find a pattern or picture in an abstraction Ability to extend this into a magical creature! Presentation and explanation of piece- Giving this a title Understanding of Miro’s art and technique Understanding of Modern or contemporary art from the 1940’s STARTER ACTIVITY Look carefully at the colour photocopy on your table. Describe the shapes that you see in the picture How would you describe the mood of the picture? Why? What title would you give this picture? 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. MAKING MIRO Collage Trace your imaginery shapes and colour these in. Do a background wash and layer these magical shapes on your background. 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

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. see powerpoint of song '12 days of xmas ’ for resources see powerpoint Artist interpretation and learning about different fabric artists. see powerpoint on stitchung techniques 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…

Lesson Objective A detailed presentation to understand the theory of colour and this 56 SLIDE PRESENTATION gives a complex set of slides on Colour, Looking at 'What is Colour theory?' AND Colour as light OR COLOUR as pigment and then giving example of sheets to use for a colour wheel. This then goes into detailed descriptions with examples of TERMS: primary, secondary, intermediary, tertiary but also colour VOCABULARY like HUE, TONAL VALUE, CHROMA, INTENSITY, MONOCHROME, ACHROMATIC, NEUTRAL, DEGRADED colours, COMPLEMENTARY colours, ANALOGOUS colours, TEMPERATURE of colour and LOCAL AND REFLECTED and OPTICAL colour. It also then looks at where Colour Theory came from - early examples of colour wheel by Goethe and then JOHANNES ITTEN and his colour theories on how colour creates SPACE and goes through how to use colour by contrasting size, texture and value to create this SPACE. This is for A-level and for Key Stage 3 and 4 to develop an in depth understanding of what is colour. There are tasks to develop in the presentation to develop colour skills. SOME TASKS: Painting a coloured design to a performance, developing colourful paintings to music, developing tonal values and there are sheets to use for a colour wheel study. There is also a reference to the PSYCHOLOGICAL meaning of colour Examples of Colour Theory Terms and artworks that link to the Terms with tasks for students to find different artworks and to analyse and discuss examples of artworks looking at the mood and how colour enhances this. Use this with A-level students to develop their vocabulary and knowledge of theory of art and how colour interacts. This is a good research study for students to add to their sketchbooks.

Lots of examples of Lowry's work and his early drawings and the effect of the Industrial revolution on his work. Students should come to understand his work through the selection of work on the presentation and can do their own version of Lowry working on white painted card or use for GCSE artist for a theme on Architecture. There is also the famous song 'Matchstick Men and Matchstick Cats and Dogs' by Brian and Michael linked to the presentation. Students get an insight into this prolific artist of the working class in Manchester and begin to understand the effects of the Industrial Revolution in the North.

This is a project to present the work of William Morris in a sketchbook. focusing on lettering in the Arts and Crafts style, it also shows how to do an artist critical study and can be used at KS3 and GCSE. Success Criteria Make an elaborate heading for William Morris showing his emphasis on NATURE Creatively present the pictures on his work Answer the questions with full sentences describing the characteristics of William Morris. Copy a detail of his work. THE POWERPOINT SHOWS how to make a small frame try to draw an enlarge a part of an image of William Morris, that is, crop a section and draw what you see in a box on your page. (The measurements for the box is 10x12 cm and it can be Portrait or Landscape). The overall objectives are : To understand what the elements of art are: line, shape, colour, texture, space, value and tone.This lesson you will be completing an artist study presentation on the work of William Morris and answering the questions and making a critical analysis of his work. We will be presenting examples of William Morris’s work and making a decorative presentation using the word William Morris for a title and presenting this creatively.