Art KS3 Making 3D geometric, tonal contrasts: chalk/charcoal, building Surrealist fantasy figure KS3

Students are developing an understanding of tonal values and 3D forms and looking at markmaking, and a range of tones and depth of tones.

• Students reflect on what is a shape, and how to turn this into a 3D form and look at ways to do this with some key vocabulary terms.
• Develop an understanding of how to use charcoal and chalk.
• Students on a planning sheet will need to develop their mark making skills to enable them to shade using tones and students will look at various ways to use line techniques to create tone: stippling, hatching, cross hatching, scumbling, contour hatching.
• Students then will look at the lighting of a 3 D form and how the shadow is thrown.
• Students will practice a tonal range on a geometric shape.

Students will then work in a group and each student to draw a geometric shape which can be put together into the fantasy figure composition based on the Surrealism Picasso figures. Examples given of the geometric standing figures of Picasso, De Chirico and Desmond Morris.

Students follow the powerpoint using chalk and charcoal and explore mark making techniques to start.

Then students look at the tonal contrasts and begin to develop a geometric shape.

Each child to do a different geometric shape and in so doing build a figure of the shapes.

Reflection and Evaluation
Activate Prior Knowledge:
Students to complete the questions on slide 2 on a large A2 sheet on what they know about a shape/form/3d. Questions on powerpoint/sheet per child.

Ask students to come to the board to write down the answers.

Ask students about charcoal and get them to explore mark-making on large sheet. Understand how to use charcoal and chalk.

Playfully begin to develop their use of line (mark-making) and tone (contrasts and lighting) by using the chalks and charcoal.

To follow teacher demonstration on the large A1 sugar paper.

Draw out the surrealism fantasy stick figure composition made up of geometric shapes and then each child will begin to start shading their form.

Final Evaluation:
What is creative about the work on Show? How can we improve any of the work on Show?
Who has excelled in their work today? And Why?
If we had to evaluate the outcome – what work shows creativity, imagination and, an attempt to truly achieve success in outcome today?.
Dismiss class