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 explains when Cubism came about, the key facts about the movement and a description of Synthetiic and Analytical Cubism There is firstly a brief summary of the key points about Cubism and examples of the three key artists, Picasso, Braque and Gris. There is a clear explanation of the key points of Cubism and the style. There are examples of Cubist works. Students to copy out key facts about Cubism in their book and discuss the movement in general.

There are a number if pictures resourced that relate to the song ‘12 days of Xmas’ Lyrics On the first day of Christmas My true love sent to me A partridge in a pear tree On the second day of Christmas My true love sent to me Two turtle-doves And a partridge in a pear tree On the third day of Christmas My true love sent to me Three French hens Two turtle-doves And a partridge in a pear tree On the fourth day of Christmas My true love sent to me Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the fifth day of Christmas My true love sent to me Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the sixth day of Christmas My true love sent to me Six geese a laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the seventh day of Christmas My true love sent to me Seven swans a swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the eighth day of Christmas My true love sent to me Eight maids a milking Seven swans a swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the ninth day of Christmas My true love sent to me Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the tenth day of Christmas My true love sent to me Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the 11th day of Christmas My true love sent to me I sent 11 pipers piping Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the 12th day of Christmas My true love sent to me 12 drummers drumming Eleven pipers piping Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree And a partridge in a pear tree

This is part of a bundle making a fabric collage and shows examples of different stitches with you tube links to support the various stitches.

This is a powerpoint on Aminah gives a worksheet to analyse this fabric artist. This powerpoint links to two other powerpoints where students make a Xmas collage. Aminah used her artwork to celebrate and memorialize the neighborhood of her childhood – Poindexter Village in Columbus and her journeys to and from her home. In drawings, paintings, sculpture, puppetry and music boxes, she reflected on themes of family and ancestry, and on the grandeur of simple objects and everyday tasks. There are questions on this artist and students make their own Xmas collage linked to a song. (see bundle)

A mandala drawing - showing basic steps - to build a patterned line drawing. In this task the students are asked to draw 4 rings using any object they have at home to make the circular rings. Students are then given clear instructions on how to break up the circle and are given examples of patterns to follow. There is also a very good video clip which gives clear guidelines. At the end of the making of the Mandala students are asked to do research into the Mandala and to find out what makes up a mandala. There are questions for students to answer.

Students are to first of all look at the artist Gregg Segal and analyse his work and then take a photograph in the style of this artist. There are two tasks to this project: Task 1: Read the text and complete the questions on the artist Gregg Segal Task 2 Make a photograph in the style of Gregg Segal Steps for Success: Make it original and interesting, your animal, dog, space and all the things that make you during quarantine. You do not have to show your face. Develop an understanding of Gregg Segal and answer the questions.

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 free 5 min Scheme for a portrait project.

This links to Modern movement project and has activities for starters and a list of activities to take place weekly. It has a Glossary with it for the project. it has an evaluation for project. Also resources for students to understand the movements. There is a separate bundle for the whole project- with all the schemes for each movement with starter activities. But, the outcomes are successful and students enjoy learning about the art movements and making cup-cakes in the various art styles. WEEKLY 1 Discuss Art themes 2 Realistic drawing of a cup-cake and shading skills in book 3 Pop Art – To make a 2D relief cup cake using paper cut shapes 4 To draw a cake/biscuit e using the Cubism Collage and capturing geometric shapes light to dark 5 Continuation of drawing of biscuit/cake but doing this in Paint now and capture bright colours- Fauvism 6 Expressionism Doing a polyprint of cup-cake drawing in print and rolling ink 7Doing a Neo-impressionist cake drawing 8 and 9 Surrealism outcome –adding magical creature to cake Presentation of cupcake stands Evaluation of project

This is a project where Students interpret one object into different Modern movement styles. This is the style of Cubism when they do a cupcake in the style of Cubism and so learn about the art movement. Learning Objective: To develop a cup cake in the Cubism style using a collage technique To develop a drawing that shows geometric shapes and shading from light to dark in the shapes This powerpoint gives you steps to follow for this lesson in class. Students shade in geometric shapes over a newspaper collage - drawing their cup-cake in a geometric way. Overall in the project. Copying a detail from each Modern movement Collecting a picture of each Modern movement To understand some key words to describe each modern movements To understand the key elements in Art: Line, Shape, Colour, Texture, Space

This is one sheet that summarises the main assessment objectives of the GCSE Art and Design course

To develop an understanding of the work of Joan Miro by looking at the example ‘The Harlequin Carnival’ and describing what you see. To draw out a cupcake consolidating what you learnt in class in pencil. To make a magical creature out of a splash of coffee. To trace this and to colour this in as best you can. To then paste your magical creature on the cupcake drawing and to creatively colour this in. To evaluate your outcome. To take a photograph of your sheet of A4 paper and to upload this to the Shared drive X. Task 1 Write for a Heading ‘Surrealism’ on A4 paper Look at the picture by Joan Miro on the right called: ‘ The Harlequin’s Carnival’. This is a typical Surrealist picture. Describe this work on the paper, describe what you see in one sentence. Write 2 or 3 lines on your paper about this painting using descriptive words. Task 2 On the piece of A4 paper carefully draw a cup cake. Size about the normal size of a cake place this at the bottom of the A4 paper Follow the steps on this slide to help you to draw one cupcake. Draw this lightly with pencil like the examples given on the right. Task 3 Make a very little coffee, some black coffee in a cup. Wait for this to cool before using this. (You can make the coffee by putting half a cup of water and mix a spoon of coffee with this.) Splash strong cold coffee on another piece of paper – ( not the drawing paper of cupcake) When the coffee splash is dry draw in and around this splash in pencil and make a fantasy random magical creature like the examples on this slide and the next three slides Task 4 Once you have your coffee splash and have drawn around this. Try to copy this out again, that is, put a piece of white paper over the splash you can use your window light to help you trace it Colour the tracing in. Task 5 Cut this out. You have now made a magical creature! You could outline this darkly with your pencil. This is the style of Joan Miro –who uses flat shapes. You now need to colour in with flat colour shapes (that is, no shading!) . See examples. You can use pencil crayons and felt tips if you have. If you do not have this just use your pencil to colour this in. Paste this on your cupcake Decorate your cupcake creatively with magical creatures. Task 6 Creatively finish colouring in your cupcake as best you can. You can collage – stick coloured papers and decorate. Paste this on your A4 sheet with task 1. Complete a short evaluation. Write next to your cupcake artwork. Telling me what went well and about any issues you had. Take a photo of your A4 page work. Save this giving the jpg. your name Upload this to the Remote Learning Work load. You will find your class with your name. Upload this to your name please

The Powerpoint is a short set of 4 slides which gives the students 4 exercises to copy straight symbols and elements in the work of Hundertwasser. There are clear instructions for each task and printable slides for teachers to print off or merely to use on a screen in front and to copy onto A4 paper. I have also attached the lesson plan - so there are clear instructions so students can even learn remotely.

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

This is a standardisation test for KS 3 testing drawing skills. You will need to as a teacher to resource the following for students: Year 7 Thick rope tied up, Year 8 Piece of fabric square with a peg or/and ribbon or a paintbrush to replace peg, Year 9 Xmas baubels or large spoons that have a reflection. This did not cost too much to put together for a yearly assessment. Year 7: Rope drawing - looking at the ability to create volume with tone and then to add in the pattern lines of the rope texture with the volume effect. Some students are able to capture good line patterns showing good design skills and line qualities. More able students are able to capture the volume. Year 8: Peg/large paintbrush and Fabric drawing - This is an exercise in capturing the volume, pattern and shading and accurate perspective drawing of the peg. Some students are able to show this more accurately and can show good tonal variations and the illusion of the 3D form in the peg and the brush. The lovely use of colour in the fabric supports students with strong design skills and pattern Year 9: Self identity drawing a portrait in a spoon or a bauble supports a theme on Self identity in year 9 and students can re-fine their skills in drawing themselves carefully in a bauble. Looking at volume and accurate tonal shading to draw a sphere with the distorted self portrait. Students enjoy capturing themselves having learnt about portrait drawing they can begin to excel in trying to create an illusion of themselves.

Students are developing an understanding of tonal values and 3D forms and looking at markmaking, and a range of tones and depth of tones. • Students reflect on what is a shape, and how to turn this into a 3D form and look at ways to do this with some key vocabulary terms. • Develop an understanding of how to use charcoal and chalk. • Students on a planning sheet will need to develop their mark making skills to enable them to shade using tones and students will look at various ways to use line techniques to create tone: stippling, hatching, cross hatching, scumbling, contour hatching. • Students then will look at the lighting of a 3 D form and how the shadow is thrown. • Students will practice a tonal range on a geometric shape. Students will then work in a group and each student to draw a geometric shape which can be put together into the fantasy figure composition based on the Surrealism Picasso figures. Examples given of the geometric standing figures of Picasso, De Chirico and Desmond Morris. Students follow the powerpoint using chalk and charcoal and explore mark making techniques to start. Then students look at the tonal contrasts and begin to develop a geometric shape. Each child to do a different geometric shape and in so doing build a figure of the shapes. Reflection and Evaluation Activate Prior Knowledge: Students to complete the questions on slide 2 on a large A2 sheet on what they know about a shape/form/3d. Questions on powerpoint/sheet per child. Ask students to come to the board to write down the answers. Ask students about charcoal and get them to explore mark-making on large sheet. Understand how to use charcoal and chalk. Playfully begin to develop their use of line (mark-making) and tone (contrasts and lighting) by using the chalks and charcoal. To follow teacher demonstration on the large A1 sugar paper. Draw out the surrealism fantasy stick figure composition made up of geometric shapes and then each child will begin to start shading their form. Final Evaluation: 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

There is one powerpoints - this focuses on the St. George images and on Marc Chagall. In the project students use their imagination and to draw dragons and St. George’s battle. Students look at the Stained Glass artist Marc Chagall and then make up their St. George story on paper to transfer to black paper. There are instructions and worksheets. Students will need to use a stanley knife and safety working with blades is imperative for this project. Students need to have very simple designs and stylise their drawings into basic shapes. Therebis also a section om using a computer to make a symmetry pattern. WEEKLY Plan Two lessons weekly 7 weeks to 1/2To look at examples of St George and the Dragon and to draw out one’s own St. George and Dragon picture. 1/2. To look at examples of Stained Glass windows and look at the artist Marc Chagall. 3/4 To simplify the designs of St. George and the Dragon into thick lines and shapes to transfer onto black paper with chalk. 5 /6 To trace designs onto black paper shapes and begin to cut the negative shapes around the lines. To simplify these lines one can take the students to a computer room and do a basic symmetry pattern and lay this over their drawing and students begin to simplify the shapes into geometric forms. 7 / 8.- To make up a sheet of tissue paper on plastic paper to put behind the black paper cut out. Tear or cut the tissue paper into shapes at random and just lay this down on plastic with PVA glue. When this is dry the tissue paper will peel off the plastic. 11 / 12 – To continue to draw into black paper and put together. 13 – Evaluation of project To design a picture of St. George and the dragon’ on paper using resources in the first powerpoint. To refine the details of the designs into simple outlines-Teachers could photocopy and enlarge details to help students. To look at the Stained Glass artist Marc Chagall (second powerpoint) and to think how they could use his style in their work To transfer designs to black paper and to cut the negative shapes around the lines using the stanley knife. To make a sheet of coloured paper on a plastic sheet using PVA glue and tissue paper.