<p>This is a useful presentation (PowerPoint) tool for students in High/secondary school that focuses on the health of thinking and thoughts. It looks at how learned optimism can be learned and when something negative happens in our life, we can see the the situation as not final or permanent, but transitional and that any situation can be improved.</p> <p>The way you organise your thoughts is a choice you can make.</p>

<p>Taking care of your mental health.- today was a difficult day.</p> <p>The lesson center’s around a discussion between the iconic characters of Winnie the Pooh and Piglet. In the presentation there is a link to a YouTube video featuring an extract from a story that was written by a British author, A.A. Milne. There is also a MP4 audio featuring the extract to refer to.</p> <p>The lesson is aimed at secondary students but can be used for all ages as it’s a very relatable story. This story extract may seem too childlike but the message that it gives will help students to think about their own feelings and asks;</p> <p>Are you having a difficult day?<br /> What are some of the things you can do when you are having a difficult day?<br /> Do you have someone you can talk to when you are having a difficult day? Are they adults, friends, or family?<br /> Name the person or people you feel comfortable taking to when you are having a difficult day.<br /> Are you a person who people feel comfortable sharing their feelings with when they are having a difficult day?</p> <p>Everyone knows what it’s like to deal with a bad day and even a sequence of bad days.</p> <p>There is also a task sheet (PDF and MS Word format) to accompany the lesson.</p>

<p>This resource contains a slide presentation and activity sheet (M/S Word and PDF). There are 5 activities that culminate in generating ideas for a charitable school carnival/fair intended to be organised by student leaders via tutor groups/homerooms.</p> <p>The lesson’s objectives are that by the end of this presentation students will:</p> <ul> <li>be able to describe what a charity is</li> <li>be able to give examples of charity in the local community</li> <li>be able to explain the reasons why people give money to charity</li> <li>evaluate whether it is any less moral to give money to charities abroad than at home.</li> </ul> <p>The charitable celebrity examples can be changed to suit the locale of your school.</p>

<p>This presentation has 7 learning activities ideal for think-pair-share debates that can work in varied classroom sizes. Ideal for a pastoral lesson or part of a wider PSHE program.</p> <p>By the end of this presentation, students should:</p> <ul> <li>be able to describe the what empathy is</li> <li>be able to use empathy to change behaviour and build better relationships</li> <li>understand how simple acts of kindness to another can affect another person’s feelings or mood</li> </ul>

<p>This is a useful resource to deliver a pastoral lesson that aids students in discovering their aspirations in life. There is a presentation that outlines the lesson objectives of:</p> <ol> <li>Students finding their own aspirations</li> <li>Understanding that people have multiple roles and responsibilities in society</li> <li>Understanding how different roles help make a group successful</li> <li>Being able to describe why positive relationships are helpful when working in groups.</li> </ol> <p>Added to this is a task sheet (PDF and Word format) containing two activities titled;</p> <p>‘What is most important to you?’<br /> ‘What do I want from my job?’</p> <p>The lesson can act as a starter for students to clarify and begin the process towards discovering career aspirations.</p> <p>Depending on your timetable this could be delivered over one or two lessons.</p>

<p>24 Art Movements / Art Forms that can be downloaded and printed in Microsoft Word format. Perfect for display in your art room or corridor. Each document contains the name of the movement and photograph to illustrate. The list is:<br /> Abstract Expressionism, AI and Generative Art, Art Deco, Art Nouveau, Assemblage, Baroque, Bauhaus, Colour Field, Cubism, Dadaism, DIgital Art, Decorative Art, Impressionism, Installation Art, Islamic Art, Land Art, Minimalist Art, Neo-Expressionism, Op Art, Performance Art, Pop Art, Postmodernism, Street Art and Surrealism.</p>

<p>This resource contains a presentation and activities with the objectives of:</p> <ul> <li>understanding what ‘emotional wellbeing’ and ‘mental health’ are</li> <li>identifying what affects our own confidence and self-esteem</li> <li>being able to describe how resilience can help you</li> <li>understanding how people can overcome negative feelings.</li> </ul> <p>There are 7 activities that can be accomplished in groups or pairs for 1 to 2 lessons with an activity handout included.</p> <p>The lesson/s can be used as part of a pastoral program or individually. File formats are in PowerPoint, Word and PDF.</p>

<p>This resource is all about sculpture and installation. It could be used as part of a project within a post 16 Art &amp; Design course (IBDP, A’ level, AP American curriculm etc.) Ideas for younger secondary/high school projects could be inspired from this resource. The contents include:</p> <p>1- A presentation on sculpture and installation comprising the following:<br /> What is sculpture?<br /> What is installation?<br /> What is a ready-made?<br /> Alberto Giacometti<br /> Naum Gabo (also featuring images displaying his Kinetic Art)<br /> Louise Bourgeois<br /> Song Dong</p> <p>2-Assignments A to C (3) focused around Giacometti/Gabo/Bourgeois. There are 3 versions, PDF, Word for editing and a presentation</p>

<p>There are 6 handouts to accompany your teaching of the IBDP Comparative Study in both MS Word (for editing purposes) and PDF. format</p> <p>Handout 1 - Introductory slide outlining the content layout of the presentation<br /> Handout 2 - Criterion A (Identification and analysis of formal qualities)<br /> Handout 3 - Criterion B (Analysis and understanding of function and purpose)<br /> Handout 4 - Criterion C (Analysis and evaluation of cultural significance)<br /> Handout 5 - Criterion D &amp; E (Making comparisons and connections/Presentation and subject-specific language)<br /> Handout 6 - Criterion F (Making connections to own art-making practice) <em>HL students only</em></p> <p>Each handout contains essential information, ideas and advice plus the contents necessary for a good score. The final document provides an overview of all the criteria.</p>

<p>These resources are aimed at learning the element of Art Line through the mark making of <strong>Vincent van Gogh</strong>. The bundle features a slide presentation looking at ways to make marks using ink, wax and paint with a focus on artists that use Line in their artworks. There are three activities on a printable worksheet with an extension included. The resource can be aimed at later Elementary and lower middle school students depending on your school’s cohort.</p>

<p>These resources are aimed at students that are studying Art and Design with a fuller timetable allocation or those who can take the project over a longer period of time - ages 15 plus. It could be used as a mini project, as a quick seeder to get students making art straight away. On the other hand students that have a lesser drawing skill set will be encouraged to improve their skills through practice as the style lends itself well to this. The presentation centers on the works of Henri Rousseau. Most experts believe that Naïve painting was “discovered” in 1885 when painter Paul Signac recognized Henri Rousseau’s potential and began arranging exhibits of his work in a number of famous galleries. The presentation looks at other artists too.</p> <p>There are 3 assignments, a presentation which offers insight into Naive artists and their background and some background notes that give a quick overview of the history and context.</p>

<p>This handout is an instructional overview of the process and work production necessary to achieve a good grade at IGCSE Art and Design 0400. Designed as a document that students can retain to self manage their coursework output outside lessons. This is for students during the first year of the course, the coursework section. It can be utilised as a teacher or student led project. Teachers can differentiate the instructions and scaffold documents to support the structure.</p> <p>There are two versions of the document, one in English and the other bilingual in standard Chinese aimed at EAL learners. Published in Word, PDF and PPT format.</p>

<p>This resource can be used as a student introduction to the art form and techniques in Collage. Aimed for students beginning their advanced level studies in Art and Design at secondary level. The theme used is “Self” to encourage students to talk about themselves but can be applied to another theme. Educators can edit or embellish the resources to suit their student’s needs and teaching style. The project was originally intended to be completed intensively over a period of a week but this can be extended depending on own students timetable.</p> <p><strong>Contents:</strong><br /> An overview of Collage, historical, contextual and a series of exemplar artists (both contemporary and historical) who have employed the medium of Collage in their work. The focus is on establishing the various techniques possible. Format in PDF and PowerPoint. Assignments continue at the end of the presentation.</p> <p>A Fact sheet outlining the definitions of the artists and movements discussed.</p> <p>A vocabulary sheet aimed at EAL learners to collate new words.</p> <p>A content sheet of outcomes/assignments for students to produce.</p> <p>A list of materials that students can gather for use during the project.</p>

<p>**A complete course which details the course outline with 6 units of activities for study. **</p>

<p>A PowerPoint presentation along with notes in MS Word (useful for editing) and PDF format. THe topic is useful for a PSHEE/Pastoral program and can easily be discussed. There is the option to add a game.</p> <p>Exerpt from the notes:</p> <p>"You cannot be high energy and display positive emotion all the time, but if you learn to make the most of your time spent in each zone, and how to work your way to a more optimal zone, you will quickly find yourself in control of your emotions. By understanding each zone and how we end up there, you can begin to manage your emotions and energy to maximise your effectiveness.</p>

<p>This illustration mini course is aimed at high/senior school students and can be adapted to any curriculum such as GCSE or A Level. It is offered in six parts with assignments at the end of each presentation.</p> <p>Part 1 is a background presentation that highlights the historical key points in illustration. There is a section on Alphonse Maria Mucha and the Art Nouvelle movement (the golden age of illustration).<br /> Part 2 focuses on creative approaches to storytelling.<br /> Part 3 looks at the practical tools and materials used in illustration with a section on mark making. Pattern, mark and texture creation are illustrated.<br /> Part 4 details the how to of lino and rubber stamping in illustration, as well as the tools needed.<br /> Part 5 is all about mono printing and the different types.<br /> Part 6 looks at the use of collage in illustration with examples from the British illustrator Clover Robin.</p> <p>The resources are in PowerPoint and PDF format.</p>

<p>There is a PowerPoint presentation that overviews some of the main situations for young people to be aware of when surfing the web then offers advice on how to avoid predatory behaviour. The advice is aimed and suited to the middle school age range. The presentation could be as part of a specific assembly or form a pastoral/ PSHEE series function.</p>

<p>This is a fun exercise in the foreshortening technique. The activity is a quick 4 step lesson on how to create a cartoon figure viewed from an unusual angle.</p> <p>Foreshortening is the rendering method used when objects or figures look distorted to the eye because they are viewed at a distance or at an unusual angle. Objects or subjects appear to recede in space as perceived by the eye. This technique plays a crucial role in linear perspective drawing, creating the illusion of depth in two-dimensional art.</p> <p>An example would be a recumbent figure with the feet nearest to the camera making the feet seem unnaturally large and the head, unnaturally small.</p>