There are plenty of examples of Andy Goldsworthy on the slides and examples of other peoples work doing land art. Students will also need to identify various examples of materials used in Goldsworthy’s work. Students will also need to complete an analysis of one example of one of Goldsworthy’s work: Penpont in Cairn. There are questions to answer on this work. Also there is a project task for students to make their own land art outcome and examples to be inspired from.

To understand what the elements of art are: line, shape, colour, texture, space,value and tone and where PATTERNS appear in nature.To learn about different terms in pattern making and how to make a repeat designTo make a page of patterns, combining cultural patterns and everyday patterns Create a title on your page called ‘Pattern’ Describe the word pattern using keywords- looking at examples of patterns and how one makes a pattern Students are asked to list 3 areas where pattern can be recognised in everyday life. There is an understanding also in slidesto explain what the elements of art are, line, colour , shape and how to make patterns Students are asked to research the internet pictures that show different words relating to patterns students are given tasks to make a display slide on a Powerpoint showing the following patterns. Students research the names below and find an example of this type of pattern online - then save a copy of the picture. Students make their own powerpoint on PATTERN and write out the words below of different patterns and paste an example of this pattern ,on a piece of paper to draw your own pattern for each. Flowery pattern Geometrical pattern Variegated pattern Organic pattern 5.Linear Pattern Symmetrical pattern Radial balance pattern Informal balance pattern Check pattern Animal pattern Paisley pattern Chevron pattern. Basketweave pattern Repeat pattern

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.

Year 10 Art - a set of slides to give an overall course program for GCSE. Working through all the objectives - Develop, Explore, Record and Present Under each objective a list of tasks with reflection sheet to write up progress as students work through the key areas of the course. This is a scheme of work for students to use.

This is a lesson for self identity project after students complete the scaling up of their face in pencil. Using a photocopy students then do a mono-print of their face and later interpret this into an artist style. There are also some links to You tube clips of different ways to do the mono-print. To do a set of three monoprints using one’s photograph to draw with To do 1. a line drawing of one’s portrait carefully following the detail of portrait. Use one’s fingers to create some tonal areas To do 2. a line drawing of ones portrait and then in the ghost print to draw into this surface and to print this To do 3 a line drawing of a portrait but to lay a stencil on your ink block before you do the print.

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.

• Learning Objectives To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • To investigate and interpret a variety of selected artists and discuss their sense of style and markmaking • To study drawings with reference to their visual literacy and the formal elements (tone, texture, colour, line, form). • To discover the different mark making skills of a number of different artists. • To research, investigate and develop ideas in a personal way on an A2 sheet. To develop a visual work of practical responses with annotations. In this task students are to analyse the drawing styles of particular artists and begin to interpret these different artist’s styles in drawings of their own. Students use the formal elements to analyse the artists and develop drawings using their own subject as a response with annotations. • Students draw the hand/feet or a subject of their choice in particular signatures of a selection of artists. • To reflect on examples of copies of drawings of different artists and illustrators and analyse the formal elements: shapes, tone, form, lines, texture, and marks. • Try to use different drawing techniques as highlighted by the masters. This is a good start to critical contextual analysis and gets students to look at a number of artists and develops their visual analysis skills . Students to end with an A2 or A1 drawing sheet showing their subject in various styles.

In the first part of the powerpoint students are asked to listen to pieces of music and to formulate slogans from them. Students then are asked to do a critical analysis of the work of Banksy by selecting one of his works and answering questions. After this students are asked to copy a picture of Banksy and then make their own collage of his work using magazines and newspapers. The theme of their poster is on the pandemic. We will be learning: To create a poster collage in the style of Banksy that describes the pandemic occurring and linking this to the UK To use magazines, newspapers and pictures and to make a collage of these to create a poster. To make a slogan, drawing the lettering or finding letters in magazies or newspaper. Success Criteria Your poster must include the following: A key phrase or work linked to the pandemic Two image that links to what is happening in the UK or something that is key in the NEWS. It should have graffitti style lettering and pencil work Accurate shape outline Good use of negative space Link between font style and theme Clear placements/readable

Students to be given a strip of paper and fold this into 8 sections. On the end two folds students make a front cover. There is a You tube video link to this project. In the six sections in the middle of the fold out paper there are 6 tasks for each of the elements of art. Line, Shape, Colour, Texture, Space and Value. Students on the one side of the fold out write information about the element and on the other side students are to do a drawing of the element as a creative response to each element This is a fun project and the outcomes are successful.

Students make a fold out booklet of each of the principles. Video clip on how to make a booklet and then to make each fold on each principle. This powerpoint gives a slide for each principle and students need to make each side of the booklet as creative as they can. One side is the explanation of each principle and the other side one’s own interpretation. The powerpoint has examples of artwork of each principle to help students to develop their own ideas. Sheets are copied and students follow making a booklet where one side of the booklet is to give information and definitions on the principles and the other side of the booklet is the student’s own interpretation of the principle. There are prompts given on each slide explaining what is required for students to write on each principle and examples of what is expected for the student to gather some notes on each principle.

We will be learning about Ben Heine and how he uses Drawings and Photography Complete the questions attached: Heading: Ben Heine Create your own version of Ben Hearn. IDEA 1 DOING A DRAWING IN A PHOTOGRAPH Steps for success Take a photograph and load this up on a Powerpoint. Do a drawing to add to this photograph. Load this up on the powerpoint over the photograph. Remove backgrounds. Look at the examples of Pencil and Camera on slide 2 and 3. You could try make it quirky, personal or relate to your situation. It must not be an exact copy of the photograph but be combined in an original quirky way. You may add in interesting ideas that change the photograph IDEA 2 TAKING A PHOTO GRAPH AND ADDING IN CIRCLES KEYS FOR SUCCESS Take a photograph and DRAW over the photograph all the circles like the examples of Digital Circlism Try to use your own photograph Make it as unique as you can. You could try make it quirky, personal and could relate to your situation.

An art study that shows the development of the Modern era in Art from Neo-Classicism, Romanticism, Realism with examples of different artists It is a detailed slide study with notes on each artist and key examples of artists work and a brief description of each. It shows how Impressionism came about with clear examples of what this is about. It is good to use to give students an introduction to how Modern Art developed and enables them to see the development towards the modern era.

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.

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.

Tasks to develop drawing skills and giving examples and exercises to develop line qualities in drawings. Looking at various types of lines and ways of drawing with artists examples this is a great project for year 12/13 -AS and A-level class to develop confidence and skills in sketchbooks. A good way to build skills in art. Gives a variety of tasks and inspiration with a wealth of different lines to use. Using different types of lines to draw with like, contour lines, pattern lines, expressive lines, structural and modelling lines, diagrammatic lines planning and plotting lines and with examples to support the learning. There are lots of little exercises to develop confidence in drawing with lines.

Use the Singh Twins to inspire a collage on Self-identity Year 9 project at KS3. Students make a collage of their own photographs and favourite things. Transfer this and trace to a coloured washed background and paint in shapes and add in the fine pen line work to give detail.

Some key words used in Art with definitions to use as Starters in lessons

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.

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