**Self -Identity portrait project. ** This is lesson 1 where students take their own photo and then start to do a drawing of parts of the face. There are examples of face details and then there is an example of how to scale this up. There is a homework biro drawing task. (In the Bundle there are other lessons to follow up on this drawing of task, where students have to interpret their face in various artist styles and culturally interpret their own identity. ) Lesson objectives Objectives To draw the proportions of the face in your book To do a photo-shoot and take a photo to use for your portrait drawing where you scale up this picture. To consolidate how to draw parts of the face. To do a pencil tonal value To practise mark-making with a pen Through out the whole scheme the project **success criterias **are: To learn about the proportions of the face To practise drawing various parts of the face To draw a portrait drawing using the grid technique To look at various examples of portrait drawings To develop a tonal grid and to understand the light and dark planes in a face. To understand how to do a grid drawing

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.

• Learning Objectives To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • To investigate and interpret a variety of selected artists and discuss their sense of style and markmaking • To study drawings with reference to their visual literacy and the formal elements (tone, texture, colour, line, form). • To discover the different mark making skills of a number of different artists. • To research, investigate and develop ideas in a personal way on an A2 sheet. To develop a visual work of practical responses with annotations. In this task students are to analyse the drawing styles of particular artists and begin to interpret these different artist’s styles in drawings of their own. Students use the formal elements to analyse the artists and develop drawings using their own subject as a response with annotations. • Students draw the hand/feet or a subject of their choice in particular signatures of a selection of artists. • To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • Try to use different drawing techniques as highlighted by the masters. This is a good start to critical contextual analysis and gets students to look at a number of artists and develops their visual analysis skills . Students to end with an A2 or A1 drawing sheet showing their subject in various styles.

In the first part of the powerpoint students are asked to listen to pieces of music and to formulate slogans from them. Students then are asked to do a critical analysis of the work of Banksy by selecting one of his works and answering questions. After this students are asked to copy a picture of Banksy and then make their own collage of his work using magazines and newspapers. The theme of their poster is on the pandemic. We will be learning: To create a poster collage in the style of Banksy that describes the pandemic occurring and linking this to the UK To use magazines, newspapers and pictures and to make a collage of these to create a poster. To make a slogan, drawing the lettering or finding letters in magazies or newspaper. Success Criteria Your poster must include the following: A key phrase or work linked to the pandemic Two image that links to what is happening in the UK or something that is key in the NEWS. It should have graffitti style lettering and pencil work Accurate shape outline Good use of negative space Link between font style and theme Clear placements/readable

Students to be given a strip of paper and fold this into 8 sections. On the end two folds students make a front cover. There is a You tube video link to this project. In the six sections in the middle of the fold out paper there are 6 tasks for each of the elements of art. Line, Shape, Colour, Texture, Space and Value. Students on the one side of the fold out write information about the element and on the other side students are to do a drawing of the element as a creative response to each element This is a fun project and the outcomes are successful.

Looking at briefly two chapters of the famous John Berger book ’ Ways of Seeing’ It is difficult to summarise a book of such a wealth of knowledge and such a clever way of phrasing ideas. The slide presentation gives one a sketch of two chapters. Chapter one which discusses the image versus the photo, seeing versus words and there are a few quotes from John Berger but also the link to the You tube clips. This is a good A-level presentation and then to get the students to listen to the first two chapters on video clip. Students need to question how an image has lost its meaning through the advent of the camera and begin to draw a comparison of images before the camera and after the camera. Students should also look at how the way we have reproduced the female form through the ages from Antiquity to the 21st Century and think about the meaning of what it is to be nude and what it is to be naked. John Berger has a lot of ideas on this and there are lots of phrases from his book discussing this concept and showing some examples of this in some major artworks. One can never make justice of this incredible book but the slide show does allow for discussion in the class on important concepts and understandings we have of images in our time.

This is a project where students are asked to choose an artist to study their style. Student’s question and develop an understanding of What is a style? Outcome of this project is that students in year 7 do their own portrait interpretation using the artists and create a mixed media collage based on the selected artist. There is an exploration on using a variety of media. Students develop their own skills exploring how to make their own portrait in the style of the artist. Students use a photocopy of a photograph of themselves to work from. There is an emphasis on experimentation and students can bring in found textures to collage. Students use the four artists to make a copy of the four artists styles in a grid on a page: Hundertwasser, Klimt, Ofili and Van Gogh. TASK 1 The first part of the project is the Artist Research in 4 grids. One for each artist. Students in the grid discuss the characteristics of each artist’s use of line, colour, shape and texture. There is an individual slide on each artist which highlights with close up pictures showing the markmaking of each artist. Teacher to go through each slide of each artist and copy the pictures as an example for students to work from. Students write out the name in each gird, how each artist has a different way of using their marks and then in the grid copies a detail of the artist’s work. This is completed in pencil crayons. Students can also use an object and interpret this in styles - there is an example Students also brainstorm words to describe the artist. Students also describes the use of elements in each work. Students also discuss the main characteristics of the artist and how they have used their line, colour, shape, texture and how the artist has composed the picture (that is, put it together). This should take 2 lessons - with students completing the work for homework TASK 2 Once students have analysed this they can go on to make their own portrait by choosing one of the artists. There are lots of examples of students work in this powerpoint to give examples of how to go about this project. Students to be given a photocopy picture of themselves to work from This should take 3 lessons in class. Objectives: Use of found textures, collage materials and paint to interpret a style looking at the way the student experimented with the use of materials to create the style Explore media creatively when interpreting artist. Develop vocabulary and to understand the different ways of using lines, shapes and colours and students begin to analyse the artworks critically describing each work. To begin to understand that each artist has their own way of interpreting their subject and each person has the own way of making their own style To analyse and interpret four different artist’s styles and begin to make a personal response to one of these artists. To complete a self- portrait in the style of an artist.

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.

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 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

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.

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.

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

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

A fun project for students to learn about the Art Nouveau Artist Gustav Klimt and to do their own interpretation using patterns to make their hair. Students are asked to firstly read about Klimt and to answer questions. Secondly students are asked to practice doing Zentangle patterns and look at the patterns of Klimt Finally students take a photo of themselves or anyone else and paste this in an interesting position on their paper and begin to draw the Gustav Klimt patterns. TASK: Paste a picture of yourself, friend, family member and interpret the patterns of Klimt around the face. Making hair-styles or clothes using Klimt’s patterns. STEPS TO SUCCESS On an A5 paper paste a picture of a person and draw Klimt patterns making a dress or hair around the face. Look at the examples on the sheet. On your paper firstly divide the areas using lines into shapes around the photo of your face/head and begin to do Zentangle patterns in the shapes. Use a pencil or a pen and try to draw light and dark contrasts. Try to make patterns in the shapes. Use the video clip to help with making zentangles.