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.

A comprehensive drawing powerpoint with different tasks on developing drawing skills, discussions, mark-making exercises, different techniques, methods and examples to support observation skills in the classroom. To use with GCSE and A-level students to develop their skills in looking at drawings and discussing their techniques but also doing a variety of different tasks to develop their own recording skills. Learning to work with continuous lines, blind drawing, structural drawings, shading techniques, gestural drawing and free mark-making. The powerpoint has examples of drawings of a number of artists like, Paul Seurat, Frank Auerbach, Rembrandt and Van Gogh and gives a number of opportunities to learn from these artists and gives different methods to use to strengthen one’s drawing skills.

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.

A project for KS3 possible Year 8 looking at Surrealism and the ‘psycho-automatism’ of the artists. Students develop a FANTASY LANDSCAPE for their own paintings out of ink blobs dropped onto their paper and out of random scribbles. Students learn to use these abstract shapes creatively in a composition and are able to thus learn how to shade with paint from light to dark to create a 3D effect of form. The emphasis is on getting students to understand what is chiaro=scuro through the light and dark modelling of abstract shapes. The abstract shapes help them understand that there is no wrong and helps them focus on getting the 3D modelling right. The students need to make a wash for a background with watercolour - using perhaps a sponge. The emphasis is on creating a sense of space with a horizon line and students have to compose their blob/scribble shapes in this infinite space to create a sense of depth on a flat surface. Students need to repeat the shapes and arrange them in different sizes. Students also need to create a sense of interest in the painting. Their surreal shapes are repeated and they are able to change the scale of their forms to develop their fantasy landscape. The second task is to do a black and white pen drawing of their painting, this develops mark-making skills and patterning. This is also a technical exercise where students have to then transform their painting into a black and white pen rendering. This powerpoint has examples of student’s work which helps to support the development of these activities.

Students given examplesof nature pictures and to create a repeat pattern from a pencil drawing of these pictures Pictures of nature for students to draw from and then how to make a repeat unit from this drawing Showing how to make a mirror repeat, half-drop repeat, straight repeat and diagonal repeat. Resources needed: Tracing paper, pencils, calico fabric cut in squares, ink rollers, waterproof inks, Step by step breakdown of design and printing processes Guidelines on how to use polyprint. Students make a repeat pattern on fabric and then sew this into a cushion There are lots of student examples to support Examples of student work Success Criteria Simplifying drawing into a line pattern and making a repeat unit, Choosing a colour combination for repeat unit and drawing out the unit on fabric Carefully rolling out the colours and layering the print from light to dark. Strong contrasts of colour Careful accurate layering of colours.

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 signature styles 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?

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 lesson for year 7 who are learning to shade and to create a 3D form. This is the start of a Scheme of work (Powerpoint one) where students draw a pebble and then eventually make a tile in the shape of their pebble and design a relief surface based on Hundertwasser. There are three powerpoints on Tes in a bundle linked to this unit of work or you can use it as a drawing exercise to learn to shade 3D forms. This is a short example showing different steps to get a 3D sphere form and using tonal values to develop this form. There are exercises on markmaking and how to create a tonal value. There are the main breakdown of what is needed in a sphere in tones: Light, light grey, middle grey, dark grey and black with reflected light. There are examples of showing how to shade in the direction of the form. Learning Objective was: To create a presentation on an A3 sheet of your observation drawing studies showing volume drawing of pebble To learn to draw 3D geometric shapes and firstly practise mark making and a range of tones in media: charcoal. To develop observational drawing techniques. This follows with Powerpoint Two and Three where students then begin to : Present preparatory work on a page and to plan a design for clay tile. Develop painting style like Hundertwasser (study the style of this artist) and use watercolours and understand what is a style in Art. To complete a clay tile and paint design on tile.

This is a very successful drawing lesson to build confidence with drawing. It can be used at any level as skills are on invaluable. It can be stretched over two lessons. I have a shoe box of little ornaments wrapped in fabric and tied up with tape that I use for this lesson and over the years this is one of my favourite lessons. I finally tried to make a powerpoint and hope you enjoy ! There is a drawing starter exercise Then the fun begins Objectives To explore observational drawing techniques: blind drawing and contour drawing To investigate how to capture techniques (markmaking) when drawing To build confidence in capturing a form with line by using different styles when drawing: gestural drawing and pattern drawing To develop a design from observational details There are 17 drawings to make … and each slide gives you the instruction and an example of drawing Resources A3 cartridge sharp 2B pencil small objects to draw wrapped to start oil pastel each Fine-liner each ruler pencil rayons small bit of tracing paper cut in squares ( size of unit for repeat) starting with the following . TOUCH DRAWING Draw through TOUCH ONLY Feel the object under a cloth draw the object – and try to imagine the shape, texture, and form Try to draw and outline only. 2 minutes BLIND DRAWING Draw with CONTINUOUS LINE and BLINDLY 3 min Draw the object and draw blindly. DO NOT LOOK AT YOUR PAPER as you draw. Instead imagine your pencil as a contour ( an ant crawling on the object) exploring all the edges, outlines, shapes, textures and details of the object. 2 minutes… Follow the slides There are pictures of student examples. Success criteria The line and markmaking quality is MORE important than accuracy This gives students a realisation that drawing is about lines and marks.

This is the final part of a series of Still-life lessons where students do drawings in different techniques and then make a mod-roc outcome. In this powerpoint the students go to a computer room and do a presentation on the artist LOUISE NEVELSON and then make a mod-roc outcome. Steps are showing how to make the mod-roc relief and criteria for success with this medium. Students then evaluate their mod-roc outcome by doing a tonal drawing of this and reflect on the outcome Computer room research: Louise Nevelson - students write and answer the questions and resource information on this artist. After making the mod-roc students evaluate their mod-roc outcome and do a drawing of your outcome and as a group discuss how they will as a group present their own work like Louise Nevelson. Learning Objectives: To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique To build a mod –roc outcome looking at relief techniques To in a group build your Modroc into a standing tower with the rest of the group. Do a study of the artist Louise Nevelson and present her work by doing an artist study of her work. Complete the project by doing an evaluation of their mod-roc relief sculpture and do a pencil drawing of this

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

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.

Students in Cubism No. 2 have made a collage of a celebrity and in this powerpoint students begin to paint this in the style of the analytical cubist artists. Students use a limited colour scheme like the Cubists and choose two complementary colours. Students are shown how these colours cancel each other and how to create interesting colours through mixing thse colours and adding white and black. There are examples of various complementary outcomes and students are given key terms to use in relation to colour. Degraded colours, tint, shade,…

This is a set of Three Key Stage summary sheets with evaluation sheets for all the projects. It sets out the project details - three projects per year group. year 7, year 8 and year 9: Year 7 Unit 1. Diagnostic- Styles Construction Unit 2. Hundertwasser Clay tile Unit 3. Modern Movements-mixed media Year 8 Unit 1. Go – Wild fabric Unit 2. Drawing and mod-roc Unit 3 Paper coiling and Zentangle design Year 9 Unit 1. Portrait Unit 2. Surrealism Unit 3. Painting Each slide describes the skills in each project and helps with students making a final evaluation of their work and target setting. Some of these topics are presented in other powerpoints of mine on TES.

This is a powerpoint which gives tasks to interpret the style of Hundertwasser. There are worksheets and information on the artist. This is part of a project where students design a tile shape in colour using a building phito as an inspiration and stylise this into their own design. Students then turn this into a clay tile outcome.

A powerpoint outlining some tasks for a Key Stage 3 project on Tim Burton. In this project there are a number of skills, pencil drawingwith pen work, chalk and charcoal drawing on black paper, making a black and white silhouette cut out, collaging harcoal drawing onto bottle and painting bottle, further developing a character on a bottle and making a wool paper character. This also has a few quizzes and student examples of work to support the tasks. Starting with presenting a title page for Tim Burton and copying some of his scenes by practising pencil tone and mark making. Layering pencil and black pen in drawing when copying Burton’s work Photocopy examples for students to work from to print off. 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 to support the students learning. This black and white scene can further be photocopied and collaged onto a bottle. There is also an extension task to make a head on a wine bottle in paper-mache and lots of inspirational examples of student work 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. There are a few quizzes and homework tasks as well.

This is a summary for files - a 5 min Scheme of Work to help with having all the essential information required. This is my project Modern Movements - cupcakes where students make a cupcake in various different modern art styles: Expressionism - black and white polyprint, Neo-Impressionism stippling and dots with paint or crayon, Fauvism - splash arbitrary colours and learn how to use water-colour, Realism - pencil shading accurately, Surrealism - make a magical fantasy creature like Miro to go on the cupcake. There is a Scheme of work for this unit.

This is a free resource of a tonal shaded sphere showing key requirements.

Just a slide to help with students making a moodboard in a projecr