These are a set of 6 sheets which can be laminated for classroom tables to help students with writing about Art. These are lists of descriptive words linked to the Elements of art and the Principles of design. These will help students to be able to write about artworks and help to broaden vocabulary. There are also words to help with writing at GCSE and support with writing under the GCSE Assessment Objectives as well. There are also sheets to help with writing frames to support weaker students when they analyse and write about their artworks. This can be used with Key Stage 3, GCSE and A-level Leaving these on the desks in the classroom support literacy learning and help students with vocabulary.

Students are to develop creative drawing by analyzing and interpreting a variety of selected artists. Students will produce a drawing showing contextual evidence that supports the assessment criteria for the A Level course. This powerpoint gives the LESSON PLAN AT TH END OF THE PRESENTATION. Students to reflect on examples of copies of drawings of different MASTERS and illustrators and begin to analyse the types of shapes, lines and marks. Develop an understanding of signature styles of particular artists and the way the artist’s signature captures the intrinsic meaning of the artist. Students to develop an A2 sheet of drawings which shows the different mark making skills of a number of different artists; develop a still-life drawing which support a number of different artists marks. You must show evidence of research and of investigating and developing ideas. This should include visual work and, if appropriate, annotations or written work. Practical responses to the work of other artists, designers, craftspeople and photographers must show development in a personal way. ASSESSMENT OBJECTIVE:  develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding   Analysis Activity- follow Mark-making analysis of artists Put students into PAIRS give out an example of each of these artists drawing – photocopy to pair CULLEN AND AUERBACH, VAN GOGH AND POLLOCK FEININGER AND GILMAN NICOLSON AND MICHELANGELO   Students to describe the marks, the quality of the lines and shapes that define the artist.   Analysis Activity Feedback– Choose one of the works and will one of you in the group discuss this with the class. Other students may also add comments. TASK ACTIVITY Creative Practical Skills independently Students to choose 2 of the artists discussed or analysed in the groups and try to do a drawing now in the style of those two artists. With a ‘window frame’ students to draw in the style of the artist in a small frame on their sheet. Prompts Questions to Evaluate Drawing outcome What does it remind you of?  What does the work represent? Have any parts been exaggerated or distorted? What message does the work communicate?  What kind of marks does the artist use? What kind of shapes can you find?  What materials and tools have been used?  How does the work make you feel? Does the line, shape, colour affect your mood? What do you like about it Why? What don’t you like? Why? How might you take ideas to use in your own work?  What do you know about the artist? Does the work relate to the social or political history of the time?

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.

This is a good place to start to understand what is colour and colour theory in the form of organising colours in a colour wheel. This i normally do in year seven but also go through again at GCSE - students should learn a large number of colour terms through this powerpoint. The powerpoint gives clear steps to making a colour wheel and then explains all the colour terms in depth, primary, secondary colour snd tertiary colours, with complementary and analogous colours. There are also more colour study tasks and more colour terms to understand, so it goes into more depth on different colours- including degraded colour, triads, hue, chroma, tint, tone, luminosity, lustre, neutral colours, monochrome and split contrasts. We will be learning to make a colour wheel We will be learning about colour terms We will be learning to make a colour wheel with paint, or with pencil crayons or with found objects We will be learning to combine a range of objects and arrange them in a colour wheel We will be making a drawing developing a mood by using colour There are also video clips on colour studies linked to tasks. Based on an understanding of colour there is a task to represent their own memories and feelings using colour, shape and pattern. “Try to close their eyes and remember an experience in terms of colour and form. Try to make visual notes in your sketchbooks. Make a painting which symbolises the experience let your feelings and memories come out by using different colours, shapes and patterns.’”

Success Criteria- Develop a range of textural paint techniques Experiment with blending colours Experiment by layering and combining different techniques Create a water colour exploration page to show variety of techniques. Make a page of experiments following the list below. Try to explore each technique. When complete cut these into square shapes and display this neatly in your sketchbook. Heading: Watercolour experiments A Graded wash warm colour to cold colour B. SGRAFITTO-scratch paper wash over with watercolour C. DRIPPING TECHNIQUE D. WET IN WET- drop another colour of waterscolour into a wet wash E. GRADED WASH light to dark F. CLING FILM-put over wet wash and let dry G TRANSPARENT washes of colour overlapping each other H. OPAQUE to transparent I. USING BLOCK OUT TO CREATE WHITE shapes J. FLAT WASH K LAYERING OF PAINT details L. SPLATTER TECHNIQUE M. Wet paint and drop salt N. Use a dry brus over colour O. Use masking tape to block out areas P Stippling with watercolour The powerpoint gives an example for each technique There is also an exercise to match the correct picture with technique and an answer page.

The powerpoint first of all gives you some techniques to use with paper and students to make a sample board of the techniques. Homework task: Zentangle …see powerpoint example Students then go on to draw out an insect and there are symmetry templates for you to use to develop insects. There are also lots of different resources and pictures of insects to use. Further task is then to build the paper craft techniques on the pen drawing and to make your relief paper insect. There are examples of different paper techniques and samples to develop. **Learning Objectives ** Using the topic given insects/birds the aim is to develop their paper art skills and to begin to make an insect. Also, to use skill of symmetry and practise drawing skills and to build a 2D relief insect using paper creatively. • To learn how to do various paper art techniques and develop ability to manipulate paper. • To explore a number of different paper craft activities, there are slide examples of techniques. coiling paper folding paper spiraling paper layering paper scoring paper embossing paper twisting paper rolling paper curling paper. • To EXPLAIN HOW TO carefully draw out insects using the symmetry insects as a guideline. • To cut out the shapes of insect drawing carefully • To explore paper techniques. **Resources ** Large square of re-cycled paper to paste the paper sample techniques on Glue – pritt stick and pots of glue Pencils, Scissors Magazine paper to use to make insects, Pens to draw with Tracing paper to help with symmetry drawing **ACTIVITY OBJECTIVES ** To make a sample board of different effects one can achieve when using paper as an art form. To develop a range of skills to use when working with paper artists and craftsman To learn to coil, scratch, spiral, fold, bend, cut and lift, twist, emboss, layer, cut, roll and manipulate paper To learn about different paper artists and craftsmen who work with paper as an art form. To learn to use paper and to craft various shapes and folds To learn to build a paper insect using the paper craft techniques, that is, to fold, score, layer, cut, emboss and coil a paper insect To do homework task: Zentangle insect. Examples of artists on the Powerpoint to help you to build a 3D paper sculpture with techniques Also various templates to help you to draw an insect - especially to develop your ability to use symmetry.

**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

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.

This is a powerpoint which gives tasks to interpret the style of Hundertwasser. There are worksheets and information on the artist. This is part of a project where students design a tile shape in colour using a building phito as an inspiration and stylise this into their own design. Students then turn this into a clay tile outcome.

A powerpoint outlining some tasks for a Key Stage 3 project on Tim Burton. In this project there are a number of skills, pencil drawingwith pen work, chalk and charcoal drawing on black paper, making a black and white silhouette cut out, collaging harcoal drawing onto bottle and painting bottle, further developing a character on a bottle and making a wool paper character. This also has a few quizzes and student examples of work to support the tasks. Starting with presenting a title page for Tim Burton and copying some of his scenes by practising pencil tone and mark making. Layering pencil and black pen in drawing when copying Burton’s work Photocopy examples for students to work from to print off. Then developing a cut out in black paper looking at the strange, Gothic type black and white silhouettes of some of his scenes and making a page on his settings using black paper and cut-outs. The slides give a number of the silhouette type scenes for students to use for inspiration. Further developing a character drawing and students are to look at the number of different slides and these could be printed off for students and letting them develop their own character. Some of the You tube film clips are linked on the slides as well. Students draw out the character and then colour this in. Tim Burton’s scenes are often dark and atmospheric and this is an ideal opportunity to practise drawing with white chalk, charcoal or black soft pastel on black sugar paper and to do a drawing of one of his black and white characters. There are some examples to use to copy from to support the students learning. This black and white scene can further be photocopied and collaged onto a bottle. There is also an extension task to make a head on a wine bottle in paper-mache and lots of inspirational examples of student work Another fun task is to play with wool and paper and to make a rolled animal using newspaper in rolls and then wrapping wool around this and to bend into shape. This can further be embellished by adding bits and bobs like buttons, braid and other decorative details to develop a character type animal which has been inspired by Burton. There are a few quizzes and homework tasks as well.

The project has examples of plant forms to look at and by using Ernst Haeckel and Nikki de St Phalle. The students begin to research their own design plant shape on a presentation sheet. This involves drawing with fine pens over a wash of colour.Examples are given in Powerpoint - lots of pictures of plants and examples of how to do a wash. Students can also do some Wax and scratch drawings of natural forms using wax crayons and oil pastels. Students then present these on a preparatory sheet- there are examples of this technique. Secondly students then using their own drawings (wax and scratch) of plants and Niki de St Phalle and Haeckel begin to do a design sheet for their monster plant. Resources needed: Plastic pot plants to stand the branches and plants in, withies, newspaper, tissue paper, masking tape, PVA glue to make paper mache glue, re-cycled card, re-cycled bottles, acrylic paints to decorate. The students study they work of Niki De St. Phalle looking at her biomorphic and colourful sculptures and then by using the her work as inspiration plan a design and build a 3D form using withies, found re-cycled plastic bottles and cardboard and construct a plant form in a large plastic plant pot as a basis. There are examples of outcomes and examples of skills to use in the buildong of construction, The powerpoint has lots of examples to use as inspiration and final examples of outcome.

This is for all ages - showing how one can use found objects and recycle them to make creative designs. It is to inspire students to design a dress/ costume and to then find re-cycled materials to use. There is also a page of techniques- showing how to use plastics and fuse these with string, threads and to add in wax, pastels drawings. There are outcomes as well with the result of making the plastic fusion. Some good examples of innovative designers and how they have used materials to make dresses. This is good for GCSE for those students who want to make dresses or for a project on recycling and fashion.

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

Students given examplesof nature pictures and to create a repeat pattern from a pencil drawing of these pictures Pictures of nature for students to draw from and then how to make a repeat unit from this drawing Showing how to make a mirror repeat, half-drop repeat, straight repeat and diagonal repeat. Resources needed: Tracing paper, pencils, calico fabric cut in squares, ink rollers, waterproof inks, Step by step breakdown of design and printing processes Guidelines on how to use polyprint. Students make a repeat pattern on fabric and then sew this into a cushion There are lots of student examples to support Examples of student work Success Criteria Simplifying drawing into a line pattern and making a repeat unit, Choosing a colour combination for repeat unit and drawing out the unit on fabric Carefully rolling out the colours and layering the print from light to dark. Strong contrasts of colour Careful accurate layering of colours.

Students will create their own open window painting after been inspired by Henri Matisse Students to write about Henri Matisse 'The open window ’ and understand what is Fauvism Easy student examples - outcomes of watercolour designs Clear step by step drawing of the windowdesigns and students left to add in own detail to make it more interesting Students gain confidence in drawing using the simplified shapes of Fauvism and practise watercolour techniques

A comprehensive drawing powerpoint with different tasks on developing drawing skills, discussions, mark-making exercises, different techniques, methods and examples to support observation skills in the classroom. To use with GCSE and A-level students to develop their skills in looking at drawings and discussing their techniques but also doing a variety of different tasks to develop their own recording skills. Learning to work with continuous lines, blind drawing, structural drawings, shading techniques, gestural drawing and free mark-making. The powerpoint has examples of drawings of a number of artists like, Paul Seurat, Frank Auerbach, Rembrandt and Van Gogh and gives a number of opportunities to learn from these artists and gives different methods to use to strengthen one’s drawing skills.

This is a good exercise to teach students about symmetrical pattern design and to learn about an interesting culture in South Africa - the Ndebele. The powerpoint gives you loads of examples of their work and links to You tube clips and South African songs. Develop an understanding of the Ndebele culture through the links on the powerpoint. There are lots of examples of their work to inspire and enable students to develop their own symmetry pattern in the style of the Ndebele artists. There are questions and info sheets. Students will be able to make a symmetry pattern - a piece of jewellery as students Paint a piece of thin wood- cut into a shape. This is a good project for an ‘international project’ to develop a cultural awareness. Students design and make a symmetry pattern in the style of the Ndebele artists and then transfer this to a piece of wood shape.

Students learn about the Art history styles or a set of Artists and develop a project which has all of these styles in a final outcome. Different themes can be chosen as a subject which then includes all these modern art styles. In this slide presentation - there are examples of final outcomes: A ‘Still-life bowl’ with different fruit in different styles An ‘Interior of a Room’ with areas of the room in different styles and A ‘Cake Stand’ with cupcakes in different styles. IN THIS POWERRPOINT THE THEME IS FRUIT AND EXAMPLES GIVEN IN EACH STYLE. THE OUTCOME IS A BOWL OF FRUIT. In all of these the students combine all the styles to form a display of fruit. The powerpoint gives an outline of a number of art movements, Futurism, De Stijl, Pop Art, German Expressionism, Cubism, Surrealism, Fauvism and students are asked to do a different style each week with a different technique and develop an outcome. Some of the possible outcomes are a Bowl of Fruit, an Interior of a room or a Stand of Cup Cakes. In each of these examples students use a different technique and style to make up their final. Students can work in groups to put this together as a final presentation or can work individually to create their final outcome. An excellent project and scheme of work for year 8 where students learn a number of skills but also learn about the Art movements and gain a deeper understanding of the story and history of Art. The presentation gives a detailed background to each style with artist examples and each week these styles can be discussed with the class. The key characteristics of each of the movements are carefully explained so that students gain an understanding of the movement.

This is a summary for files - a 5 min Scheme of Work to help with having all the essential information required. This is my project Modern Movements - cupcakes where students make a cupcake in various different modern art styles: Expressionism - black and white polyprint, Neo-Impressionism stippling and dots with paint or crayon, Fauvism - splash arbitrary colours and learn how to use water-colour, Realism - pencil shading accurately, Surrealism - make a magical fantasy creature like Miro to go on the cupcake. There is a Scheme of work for this unit.

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