This is a key stage 3 project where students do a polyprint on fabric using printing inks. This is a short 6 week project but could be developed to incorporate embellishments and sewing skills to fabric. I did this with year 8 and it took 6 weeks. Student enjoyed the outcome and it could have been made into a cushion for each student but we made a class fabric wall hanging. (There is a second Powerpoint in a Bundle which has all the pictures used for students to work from - A-Z of nature pictures) Artists used: Angie Mitchell and Ernst Haeckel Resources required Polyprint blocks Printing ink Rollers Tables to roll out on Fabric square per child Paper for test prints Research sheet for drawings and artist research. Project schedule 6 weeks The resources for the students to work from. Each student chooses what they would like to draw. The steps to take while making the print and examples of student’s outcome. Students begin by researching Angie Mitchell and Ernst Haeckel and make up a sheet with these two artists and their drawings. The drawings they do of one of the pictures of the slide pictures of animals and bits of nature from A-Z. Students choose which animal or fish or plant they would like to draw. Students spend time doing a detailed drawing and design a border pattern for this work in black and white. Success criteria of drawings To use fine lines and to capture quality detail To concentrate on negative and positive shapes To develop a border pattern from nature around the drawing To try to layer up your drawing with foreground and background shapes The students drawings are then photo-copied and transferred to the polyprint block. Students use the photocopy to press through onto polyboard. The students are given a square and a strip of polyprintboard . Students first of all experiment printing on paper with their design and border. Students can do a black and white print or do a polyprint print of two colours overlaying their inks. The slide presentation gives you also opportunities for reflection and evaluation of outcome at the end. I have presented my artists in my book I have compared the works of 2 nature artists I have written a short paragraph on the style of artists I have a careful line drawing of my subject I have created my own artwork based on my research of subject colour I have a plan for my print design and have written about relief printing I have tested working with polyprints Student outcome is a wall-hanging and we sewed all the students outcomes together to make a fabric collage of squares.

This is for your Year 10 GCSE group and gives a summary of the GCSE course in two sheets. It is a very helpful sheet summarising each objective and the requirements and the amount of pages that are needed in your sketchbook. There is also the writing framework required for artist analysis - objective one. There is also a brief outline of the principles of design and what students need to look for. Also there are helpful questions to help students evaluate their outcomes. A must for GCSE Art and Design!!

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.

This is a project for A-level students starting with looking at Geometric Abstraction and the use of the colour ‘White’ in the work of modern abstract artists. This will help students to develop their own personal theme. This is a good starting theme for A-level students or IB students and gives them a process or idea to start with in order to develop their own personal outcome. It gives some examples to prompt the students to start thinking of: What is Abstraction, Conceptual Art, Cubism Abstraction and Geometric Art? Students are asked to research various artists who show Geometric abstraction and ‘white’ from the Islamic artists to Kasimer Malevich (Suprematism), Wassily Kandinsky and Piet Mondrian. The project continues giving the A-level students some practical tasks to develop the idea of how to paint a ‘white’ object. There are also examples of some contemporary artists who use geometric abstract shapes and abstraction in nature. Students should be asked to find their own artists they like who use Geometric abstraction and white. Students then explore artists who have used white and look at how they use white in a textural way. Students can look at Robert Rauschenberg. Ben Nicholson and Barbara Hepworth. Students choose one artist and make a booklet exploring their analysis of the artists and the way they use white, but also an experimental booklet showing how to show ‘white’ textual surfaces. Students also take photographs of objects which are ‘white’ to develop further using different media and then subsequently to develop their own final piece based on their own personal research into the subject ’ white’ and ‘geometric abstraction’. Examples of student’s work is given to help students explore various media to develop their own personal ‘white’ outcome. There are also examples of final pieces of A-level students who tried to paint something white showing how they used pastel colours in their finals to develop their outcomes.

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.

This is a step by step drawing of a cupcake - showing how to start with basic shapes and then adding in the detail and the shading. This is part of the modern movements project where students make a cake stand with various cup cakes in different art styles linked to modern movements: Expressionism, Neo-Impressionism, Fauvism, Realism, Surrealism. It also has some slides showing how to do some mark-making exercises to build up students ability to control pencil skills and to capture detail. Students can also draw from a picture of a cup-cake or preferably have a real cup-cake in front of them to draw from. Students can also use the grid method to draw a cupcake and there is a picture of this technique to help.

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.

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.

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 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

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

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.