Firstly consolidating watercolour skills in this project the powerpoint then goes to look at the artist called Hundertwasser. Looking in depth at Hundertwasser, developing an Artist Study presentation after going to the computer room to find information on this artist and to analyse one picture of his work. Students are then asked to on four separate sheets to draw out the key symbols and elements in Hundertwasser’s work. . Students are then given pictures of buildings and asked to continue to apply his style and to make some drawings inspired by his work. Examples of all these are given with student examples. This project then further developed into making a clay tile after formulating an orignal own interpretation of Hundertwasser. There are plenty of student examples for you to look at. I have also added further extension tasks on Hundertwasser and some further interesting facts about his work. OBJECTIVES To develop an understanding of the work of Hundertwasser by studying the elements from Hundertwasser’s work. To copy some of Hundertwasser’s symbols with your pencil. To draw out Hundertwasser’s Onion domes, Lollipop trees, Faces and Spirals. To draw out a large picture of Lollipop trees of Hundertwasser and to use colour on this To use pictures of buildings and then to imaginatively interpret one’s own version of Hundertwasser using the research ideas completed into his use of symbols Students make up their own design of Hundertwasser in pencil and then in colour. To make a clay tile based on the design steps above- examples of student outcomes are given. Task 1 ‘Key Elements in the Art of Hundertwasser’ Copy out the picture given on slide 3 and label the key elements Hundertwasser uses in his work. You may use any materials you have to do this. It can be in colour or black and white with your pencil. Do this carefully.

This is a short project for students to take a photograph of a doodle they do and where they combine it with an object. Students look at the artist Vincent Bal and there are video links to his Shadowology work. Students are then asked to make up their own version of this by taking an object in their house and then turning this into a picture by combining this object with a doodle. There are some short questions to answer on the work of Vincent Bal.

This is part of the self-identity project. Students firstly do a mindmap questioning and finding out about their own personal identity. Students then do a monoprint and then use cultural images to collage into their monoprint portrait. Then after this there is an extension to this project where students use Chila Burman and draw out a large body and in a group collage into this using tattoo patterns and symbols. The Learning Objectives for this task is: To develop into monoprinting cultural symbols and patterns. Brief study of Chila Burman and looking at her collage work. Cultural awareness of our differences and create interesting patterns and textures and symbols of our culture. Understanding of different styles Looking at a brief understaning of Tattoo art. Appreciation of own patterns and self-identity Collaging: Photographs of everyday items, patterns, favourite clothes, pictures of household items, objects that show own culture and self-identity

Attached are three powerpoints for developing a KS3 Collage in Fabric on the 12 Days of Xmas and the artist Aminah Robinson. Students use the ‘resources’ powerpoint to draw ideas to make up their own design for the 12 days of Xmas. Class divided and each child gets a different day to design. I used Black velvet fabric as my backing fabric and each time the student did their drawing I traced this onto different coloured fabric shapes and students then cut this out and pritt sticked this onto the black velvet fabric. see powerpoint of song '12 days of xmas ’ for resources see powerpoint Artist interpretation and learning about different fabric artists. see powerpoint on stitchung techniques Thirdly, students then cut their designs out in fabric - I used transfer receipt like paper so students could trace onto the fabric and then cut out. Finally students then embellish their fabric with different stitches and I have a powerpoint with video links on how to do the different stitches: running stitch, blanket stitch, satin stitch, chain stitch and daisy stitch…

Looking at the work of Cindy Sherman in depth with all her major themes and developing one’s own photo-shoot and selfie and a history portrait Cindy Sherman and her photographs and how she captures gender and stereotypical poses, Alter-ego images, Self-identity figures, Bus riders, examples of History portraits, Film Stills, grotesque portraits and her Clown images. There are 11 questions to answer on her work and students should look through the slides and answer the questions analysing her work. Discussing what makes a gender? What are stereotypes? The pictures show how Cindy changes her identity showing how we make our own identity and we are not born with it. There are lots of examples of photographs by Cindy to inspire Year 9/10 and A-level students to question their identity and what makes an identity. Students should 1 Set up a scene and capture a stereotypical identity they would like to capture or 2 Transform their image completely and to take on a new identity or 3 Capture themselves as they see themselves with all their own interests. 4 Develop a History portrait based on examples of Cindy Sherman.

The song In A Gadda Da Vida inspired an exhibition of work at the Tate Gallery. This powerpoint just highlights the work at the gallery and gives examples of the Garden of Eden by different artists. There is also a link to a You Tube clip of the original song.

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.

German Art Historian, Heinrich Wolfflin in his “PRINCIPLES OF ART” (1915) isolated five opposing factors which he defined as the difference between High Renaissance and the Baroque style. This can further relate to the contrasts in MODERN ART MOVEMENTS There are the 5 main ways of interpreting forms with examples of the work of Heinrich Wolfflin that is: 1. painterly, linear, 2. closed, open, 3. planes and recession, 4. multiplicity, unity, 5. clearness and unclearness. Wolfflin supports a theory on ways of analysing a painting and examples of style which he formulated between the Renaissance and Baroque style and this gives a good interpretation of the differences in ways of depicting a subject. In the slide presentation examples are chosen to show the differences in style and hopefully students begin to understand the terminology used and begin to look at the ways different works are composed. The styles of Wolfflin also link to modern art movements like for example, painterly characterizes the work of Pierre Bonnard, Francis Bacon, Paul Gauguin, Vincent Van Gogh, Rembrandt or Renoir. Linear characterizes the work of Vermeer or Ingres. The Impressionists and the Abstract Expressionists tended strongly to be "painterly”, while movements such as Pop Art or photo-realism emphasize flatness and could be referred to more as linear. This also helps A-level students find their particular strengths and to make them reflect on what particular style they enjoy doing in their own work and gives them an excellent sense of vocabulary to use when analysing artworks and gives them an understanding of using art vocabulary when critically analysing their own and artist’s work. Students after reviewing the following slides on Wolfflin’s theory and discussing what the differences are in style begin to formulate their own essay on style using 2 artworks of your choice. TASK: Write an essay on two different artworks and analyse the composition and structure of the artwork in relation to the theories of style of Wolfflin. Begin to not only discuss the visual appearance of the subjects but try to relate this to the influences and background of the particular artists you choose.

This is a source to show students various art styles and examples of artists who do interesting portraits. It starts with Frida Kahlo and then goes through all the important portrait artists like Rembrandt, Frans Hals, Van Gogh, Picasso and then takes through a number of other artists with interesting styles, Hundertwasser, Gary Hume, Chila Burman, Sonya Boyce, Leger, Picabia, Dali and much more. To be used as presentation to introduce students to artists who paint portraits in different styles. Could be printed out as laminated sheets for students to see different portraits.

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.

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

Words for Art and terms used for portraits.