A Key stage 3 project which starts with Figure drawing of class mates - lots of student examples to support and instructions for drawing. Students then look at modern sculptures and uses them to simplify their figures into abstract shapes. There are once more student examples and clear instructions showing how to simplify. It is important to get students to show the simplification of their figure drawing into an abstract shape. Students study 4 different sculptural artists - Further task involves doing an artist study on one of the Sculptors: Henri Moore, Anthony Gormley, Barbara Hepworth and Jean Arp and then students make a moodboard of their work. There are sheets for each sculptor showing some info and pictures of each sculptor. Then there is the making of the sclpture with video clip to explain how to build armature and how to make 3D form using paper mache - there are a lot of good examples of student figures Students then need to build the figure out of cardboard, papier-mâché, wire, straws and recycled objects and to decorate this with coloured paper, tissue paper and any other embellishments like buttons, beads and string. Furthermore there is the embellishment of the sculptures…development of design and pattern by looking at Aboriginal Art, Gustav Klimt, African Art, Beatris Milhaze and students have to choose one of these designs to inspire their figure and begin to decorate their figure. The students then draw out the simplified figure shape with the abstract colourful patterns and present this on a page in their sketchbook. Finally there is the development of this figure into a hanging mobile looking at the work of Alexander Calder and an evaluation.

The powerpoint consists of the following: Students will learn about Wassily Kandinsky and his abstract Art and be able to make their own version of Kandinsky while listening to four pieces of music. Task 1: Describing artwork tasks (slide2) Task 2: Answer questions on Kandinsky (slide 3) Task 3: Listening to music and interpreting this (slide 4) Divide your paper into 4 blocks as seen in the example and in your blocks you need to draw what you interpret while listening to the four pieces of music. Listen to the You Tube tracks of music - one at a time. While listening to the music in each block while you listen to the music you need to draw what the music makes you feel. (Copy the http address into search to hear music) That is, you need to Interpret the music by drawing shapes, colours, textures, lines, forms, images and what you feel the music represents.

An visual reference to architectural features with reference to Classical Greek and Roman architectural features in Artworks, various building ornaments and different buildings. There are lots of artists who have use classical architecture in their own art. Also lots of examples of artists and reference to examples of John Piper and his paintings on classical architecture and students could develop their watercolour techniques copying this artist. But there are a number of different artists to use to inspire students to develop their own technique. Also, developing the style of John Piper in different techniques: for eg. wax painting, water-colour techniques. **The resource includes: ** Examples of architectural artists Examples of a student work collages of architecture Examples of student work of combining buildings into a collage Resource sheets of architectural photographs of churches to use for studies Resource sheets of different buildings ornamentations to use in collage . **Learning Objectives ** To develop a Classical Greek and Roman element in one’s work of art at KS3, KS 4 - GCSE Art and A-level Art To study various examples of how artists have used these classical architectural elements in their works of Art A look at various contemporary artists and how they have used the Classical elements and architectural features To develop a collage combining photographs, painting and pen work. Choose one of the artists and copy their style and collect examples of their work to use in your collage. Take photographs of buildings in your local environment and use this in your collage.

Aim to make a small A5 booklet ‘A Beastie Booklet’ and to draw various gargoyles in different techniques and to evaluate their pages. Aim to make a sculpture in clay of one of the their beastie designs. The powerpoint also allows students to look at Monster inc and Lisandro Demarchi and to design their own creative beastie or medieval creature. The powerpoint gives you lots of pictures of gargoyles and examples of student work and refers to different techniques students can do. It also gives a list what should be in the booklet. There is also an instruction sheet with video links to make a clay pinch pot and how to join this to make animal shapes. Finally there are examples of students display of their sculptures and booklets.

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 detailed Celtic medieval project looking at examples of how to draw in a simplified stylised way and to represent one’s own family, friends, animals in an illuminated letter. Students make up two large letters in pencil crayons learning to draw stylising their own pictures and study a number of medieval examples of letters and learn to elongate and to distort their own pictures capturing a simple picture with expression. Students draw this on white paper their two initials and add in all the medieval patterns. There are loads of examples on this powerpoint of various medieval letters and illuminated manuscripts to copy from to give the students enough resources to work from . There are also tasks and steps to follow for teachers. An enjoyable project that also should include how to shade carefully using light and dark tones with pencil crayons as part of unit of work and how to draw using warm and cold colours. The work is finally presented cut out and pasted onto black paper and students can then use oil pastels and further decorate their presentation to create the intricate pattern work of an illuminated manuscript letter.

Used for A-level students to develop their interest in ink-wash techniques by looking at the work of Renaissance artists. History of Art - Renaissance ink wash methods and outcomes. A discussion with loads of examples of their work and how they formed their compositions and developed their drawings. Also how to make home inks.

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

This is an examples of photographs of a sketchbook of an A* Art coursework project for an A2 student, who looked at experimental surfaces and textures to develop an exciting unique outcome. This was based on her nature photographs and showed a number of different layering techniques. The final piece was a window display made up of glue skins with layers and textures. There are references to artists she used as well.

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.

This is part of a set of HUNDERTWASSER POWERPOINTS. In this powerpoint the students use their design they made for their tiles and make a tile in clay in the style of Hundertwasser. In this powerpoint there are examples of how to roll and make the tile with key clay steps to follow and include in tile. There are student outcomes to look at while using key skills in making of a tile. Students paint these with acrylic paints and varnish with PVA glue or a Varnish gloss when dry.

A summary of objectives and the requirements for students to continue to do homework based on these. A few lists of homework ideas and a summary of what is required.

To put up next to your sink in the art class

A sheet to inspire a scribble portrait outcome with video links for Key stage 3 or GCSE