A sculptural project or life drawing project inspired by the famous British artist, the drawings of Henri Moore. Looking at the ink wash drawings of Henry Moore in detail his presentation shows loads of examples of the way he sketched his body shapes and looks at the way he simplified the bodies into organic shapes. This is a good presentation to show KS3 how to simplify and to distort drawings of different poses into organic shapes. This can be used for KS3 making abstract body sculptures and shows how to reduce, simplify, re-arrange and to distort drawings into a pleasing harmonious shape. It can also be used for A-level students doing life drawing and giving ways to explore different wax resist techniques with ink washes. There are loads of pictures of Henri Moore’s Drawings and hopefully will inspire outcomes and enable students to develop some confidence when drawing figures. This presentation can be bought with the Life drawing presentation.

**What is A-level Art and AS Art? ** An introduction to the Course and why should I study A-level Art? This is to introduce students to what is A-level Art and what is required in the course. It gives examples of the components of the course and describes how to go about developing the coursework project and controlled test. **How to approach the course? ** 1, Respond to work from other artists and cultures. 2, Develop preliminary plans and sketches in preparation for further work. 3. Present and organise your thoughts in a visual and intelligible way. 4. Recognise and deal with design problems 5. Think up your own ideas. 6. Explore and use materials skilfully. **Key Tips to complete the course? ** Examples of how to process the Personal Investigation showing the key objectives, developing ideas from artists, showing exploring materials and taking ideas through a number of processes and doing artist responses. Then developing ideas, compositional plans and artist studies to realise final concept. Examples of Externally set task, pages from sketchbooks to show how ideas were developed to interpret the theme Examples of possible Related Study and what topics one can develop into a written study - examples of covers of different studies to give an idea of what is expected.

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

German Art Historian, Heinrich Wolfflin in his “PRINCIPLES OF ART” (1915) isolated five opposing factors which he defined as the difference between High Renaissance and the Baroque style. This can further relate to the contrasts in MODERN ART MOVEMENTS There are the 5 main ways of interpreting forms with examples of the work of Heinrich Wolfflin that is: 1. painterly, linear, 2. closed, open, 3. planes and recession, 4. multiplicity, unity, 5. clearness and unclearness. Wolfflin supports a theory on ways of analysing a painting and examples of style which he formulated between the Renaissance and Baroque style and this gives a good interpretation of the differences in ways of depicting a subject. In the slide presentation examples are chosen to show the differences in style and hopefully students begin to understand the terminology used and begin to look at the ways different works are composed. The styles of Wolfflin also link to modern art movements like for example, painterly characterizes the work of Pierre Bonnard, Francis Bacon, Paul Gauguin, Vincent Van Gogh, Rembrandt or Renoir. Linear characterizes the work of Vermeer or Ingres. The Impressionists and the Abstract Expressionists tended strongly to be "painterly”, while movements such as Pop Art or photo-realism emphasize flatness and could be referred to more as linear. This also helps A-level students find their particular strengths and to make them reflect on what particular style they enjoy doing in their own work and gives them an excellent sense of vocabulary to use when analysing artworks and gives them an understanding of using art vocabulary when critically analysing their own and artist’s work. Students after reviewing the following slides on Wolfflin’s theory and discussing what the differences are in style begin to formulate their own essay on style using 2 artworks of your choice. TASK: Write an essay on two different artworks and analyse the composition and structure of the artwork in relation to the theories of style of Wolfflin. Begin to not only discuss the visual appearance of the subjects but try to relate this to the influences and background of the particular artists you choose.

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.

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

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.