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 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

Looking at the work of Peter Blake- there is a page of information and questions on his work. There are examples of his alphabet artworks and cover designs for Famous Music artists. Students are inspired by his work of collage, photography and free drawing style. Task 1. Students make their own Pop art alphabet style and this links to Graphics and students can look at Pop art letter styles. Task 2 Students are asked to find their own popular things linked to each letter of the alphabet. Students are asked to make their own alphabet using the similar ideas as Peter Blake, but to focus on trying to create a favourite thing for each of letter of the alphabet. Students then put these ideas on an A4 or A3 paper. There are examples of different alphabets and student examples of final outcome. Task 4 Students play with letters and take one letter and make this in various different designs This is a Graphics exercise and students learn to play with one letter and styles. Task 3 Students put a collage together in the style of Peter Blake. Students should use lettering/ graphics and link this to their own favourite things and then make a collage of this in a 26cm square shape. students can use pictures from magazines , comics and newspaper and cut out and collage. Task 5 Students should creatively now make their own album design. There are formats for the CD covers to use as a template. Presentation gives examples for inspiration of Peter Blake’s alphabet designs and album covers and looks at some of his famous Album cover designs. Students need to make their own CD cover of their favourite musician. Students to use a variety of media for final task.

Looking at the work of Cindy Sherman in depth with all her major themes and developing one’s own photo-shoot and selfie and a history portrait Cindy Sherman and her photographs and how she captures gender and stereotypical poses, Alter-ego images, Self-identity figures, Bus riders, examples of History portraits, Film Stills, grotesque portraits and her Clown images. There are 11 questions to answer on her work and students should look through the slides and answer the questions analysing her work. Discussing what makes a gender? What are stereotypes? The pictures show how Cindy changes her identity showing how we make our own identity and we are not born with it. There are lots of examples of photographs by Cindy to inspire Year 9/10 and A-level students to question their identity and what makes an identity. Students should 1 Set up a scene and capture a stereotypical identity they would like to capture or 2 Transform their image completely and to take on a new identity or 3 Capture themselves as they see themselves with all their own interests. 4 Develop a History portrait based on examples of Cindy Sherman.

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.

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.

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, assess whether 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 in art at KS 3 and there are many opportunities in the presentation for evaluation. 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. 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 b. Explore tactile qualities and select a range of materials to interpret a style of an artist. Develop a portrait using tactile materials. Investigate how to express ideas using design skills and design processes and the formal elements like line, colour and flat shapes with patterns Exploring drawing with a 3D structure and looking at shape and line with construction of wire developing spatial recognition. Analysing an artwork and investigating the formal elements used in an artwork. 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.

The objectives To find out about what you have learnt at primary school in Art To understand what the elements of art are: line, shape, colour, texture, space, pattern and tone are and to make a creative display page of these words in your books on an A4 page There are questions to assess what was achieved in Primary school There is also a short general knowledge task Basic Visual Information on Elements of art Finally a presentation on the Elements of art Success Criteria 1.Create an interesting display on an A4 or A3 page 2.Creatively arrange the elements 3.Write out the names of the elements clearly and display the word visually 4.Choose a variety of colours and different marks to display the element Visually show patterns for the elements or draw a picture you like to show for the element of art

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.

Making something out of the resources you have at home. This gives a visual list of resources you can use at home to draw with, paint with and make 3D forms with. Good for GCSE students and above for they need to explore a number of techniques for assessment objective. There are videos to motivate and to demonstrte and there are examples of different types of art you can do. Think of some ideas for making art out of cardboard, recycled containers, toilet rolls, toilet paper, old books, magazines, old clothes, wool, ear buds, toothpicks, straws, stones/plants. It also suggests you could also on your phone make a piece of artwork using a photo and an app or draw on your phone. This is to inspire and students to decide what you are going to make…….

Year 10 Art - a set of slides to give an overall course program for GCSE. Working through all the objectives - Develop, Explore, Record and Present Under each objective a list of tasks with reflection sheet to write up progress as students work through the key areas of the course. This is a scheme of work for students to use.

Exercises, activities to develop an understanding of shape and a wide variety of tasks to experiment with the dynamics of shape. Looking at energy points, different typeface shapes, negative and positive shapes, symmetry patterns, repeat patterns, NOTAN, designing with geometric and organic shapes, drawing shapes to different smells, using music to capture shapes, looking at the meaning of words to capture shapes and the play with tangram shapes. This can be used with A-level students to inspire, GCSE students for starters and Key Stage 3 to develop a foundation knowledge of the basic element ‘shape’. There are also a number of different artists like David Bomberg, Joan Miro, Stuart Davis, Escher, Lisa Milroy and Henri Matisse - artists who use a simplified shape in their work and students can interpret there own ideas from these artists. There are lots of exercises and different tasks to experiment with shapes.

This is a lesson for self identity project after students complete the scaling up of their face in pencil. Using a photocopy students then do a mono-print of their face and later interpret this into an artist style. There are also some links to You tube clips of different ways to do the mono-print. To do a set of three monoprints using one’s photograph to draw with To do 1. a line drawing of one’s portrait carefully following the detail of portrait. Use one’s fingers to create some tonal areas To do 2. a line drawing of ones portrait and then in the ghost print to draw into this surface and to print this To do 3 a line drawing of a portrait but to lay a stencil on your ink block before you do the print.

This is a few slides of portrait drawings and to use as a starter activity where students can analyse the marks, lines and textures used to capture the portrait. Students in pairs look at the lines used in the portraits and quickly analyse and describe the quality of the marks and what effect this has on the drawing. A good way to find meaning in the marks and to get the mood of a drawing.