Teaching Art is a feast into a of colour, line, texture, space and shape. By encouraging a visual exploration in my learning I love developing a creative approach to learning in the classroom. By encouraging different techniques and an understanding of art I hope to help students appreciate visual learning more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.
Teaching Art is a feast into a of colour, line, texture, space and shape. By encouraging a visual exploration in my learning I love developing a creative approach to learning in the classroom. By encouraging different techniques and an understanding of art I hope to help students appreciate visual learning more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.
In this unit of work studenrs will first of all learn about Hundertwasser and his particular style and then make a clay outcome.
The powerpoints
Drawing exercise - drawing a sphere
4 Tasks to copy symbols and elements: ‘Hunderwasser exercises’
Analysing Hundertwasser and the meaning in his work
Interpretation and makinga a colourful outcome to use as a basis for clay tile: ’ Hunderwasser syymbols/elements’
Making a clay tile
This powerpoint supports learning about different drawing techniques in the classroom and using a Feather as a topic.
Feathers are not such difficult objects to draw and students can use this to explore a variety of techniques.
Student draw the feather, in pen, pencil, oil pastel and wax and crayon. Students also do an artist study and present the work of an artist who uses Feathers as their main topic.
Students learn to use a variety of techniques
Overall plan;
Presenting an artist study page: on Chris Maynard
Drawing with Oil pastel and learning various techniques to draw a Peacock feather: Sgrafitto, Tonal work, Blending
Making patterns with felt tips into a feather using zentangle patterns
Making a wax and scratch, that is, using wax crayons and oil pastel and to scratch out the feathers
Furthermore the students after exploring these techniques are asked to make their own very Dream catcher.
Students look at variety of different Dream catchers and go ahead to independently present their own.
There are examples of different dream catchers but also different wishes and needs one would want if one could wish for these things. The powerpoint shows examples of all the objects what one could need. Students soirce and collect poctures of all their needs.
Students can then put their final dream catcher together creatively and be innovative and unique about this.
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.
There are three powerpoint lessons attached - first is the resources for designing day of the song.
Second is the Artist interpretation and learning about different fabric artists.
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…
These tasks relate to understanding the key building bricks in Art: Elements of Art and the principles of design and should give you 12 weeks of tasks for students to make two booklets.
Making a booklet on the elements of art and then one on the principles of design.
Understanding these key terms helps in enabling students to write about art and if this is completed at Key Stage 3 can be a real help at GCSE and A-level
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.
A detailed set of slides showing the basic elements of art used in Art. Exploring what is a point, line and shape and giving colour theory. This is a supportive project for a Foundation course, Year 12 students to develop a deeper understanding of the principles and elements of Art.
These resources support a study on Hundertwasser.
This helps with making an artist analysis of his work, interpreting a photo you take of houses into your own style and making a coloured drawing
Secondly taking this into a clay tile.
A project with a number of resources on Self-identity to support a portrait project and a digital photo print of a face or a photography outcome. Discussions on Cindy Sherman and Frida Kahlo and what is a stereotype. Also a presentation on how to go about making a portrait drawing .
This is a unit of work for the first 12 weeks at school.
There are questions to assess the students knowledge of Art from KS2 and then a project to assess he strengths and skills of the students. This is a diagnostic project looking at the Illusionary, Spatial, Tactile, Cartographic skills of the students with tasks to do.
There is also a fun project on making a sketchbook and giving prompts to help students to be creative in the Keri Smith powerpoint.
Students learn to draw what is around them and simplify this into a basic painting
Students learn to use watercolour and explore techniques in sketchbook
Students learn about Henri Matisse and the random Fauvist use of colour
Students enjoy making a precious painting
Students learn about the basics in Art looking at the elements of Art
Developing an understanding of pattern
A good starter project on the basics in Art
One deals with making a modern figure sculpture and the other gives you a background to the development if sculpture through the ages.
Looking at the development of the figure through the ages from Neolithic to Renaissance art.
A scheme of work starting with a pencil drawing, then a monoprint and the students interpret this in different artist styles.
Asian -British artist, Chila Burman and Frida Kahlo with a variety of different portrait artists to look at.
They use the monoprint and combine this with a Pop art collage
The students then take a photograph and then do a cultural drawing in felt tips interpreting this using cultural patterns.
I have also added a few other portrait powerpoints to use in the project.
Projects to develop an understanding of the basic elements and the use of pattern.
Also developing a printing project using a repeat pattern.
Developing an understanding of William Morris
Also looking at Japanese concept of pattern and the use of Notans
Lesson Objective
A detailed presentation to understand the theory of colour and this 56 SLIDE PRESENTATION gives a complex set of slides on Colour,
Looking at 'What is Colour theory?' AND Colour as light OR COLOUR as pigment and then giving example of sheets to use for a colour wheel.
This then goes into detailed descriptions with examples of TERMS: primary, secondary, intermediary, tertiary but also colour VOCABULARY like HUE, TONAL VALUE, CHROMA, INTENSITY, MONOCHROME, ACHROMATIC, NEUTRAL, DEGRADED colours, COMPLEMENTARY colours, ANALOGOUS colours, TEMPERATURE of colour and LOCAL AND REFLECTED and OPTICAL colour.
It also then looks at where Colour Theory came from - early examples of colour wheel by Goethe and then JOHANNES ITTEN and his colour theories on how colour creates SPACE and goes through how to use colour by contrasting size, texture and value to create this SPACE.
This is for A-level and for Key Stage 3 and 4 to develop an in depth understanding of what is colour. There are tasks to develop in the presentation to develop colour skills.
SOME TASKS: Painting a coloured design to a performance, developing colourful paintings to music, developing tonal values and there are sheets to use for a colour wheel study.
There is also a reference to the PSYCHOLOGICAL meaning of colour
Examples of Colour Theory Terms and artworks that link to the Terms with tasks for students to find different artworks and to analyse and discuss examples of artworks looking at the mood and how colour enhances this.
Use this with A-level students to develop their vocabulary and knowledge of theory of art and how colour interacts. This is a good research study for students to add to their sketchbooks.
These are important skills for Key Stage 3
There powerpoints aim to develop the following skills below and in so doing develop confidence in drawing
Line exercises with blind, contour, gestural drawing skills
Upside down drawing -how to copy
Sphere drawing - teaching tonal drawing
Drawing to create an impact with pattern and different techniques - feather drawing
Portrait drawing - looking at proportions in a face drawing
Fun- confident line combining a photo in drawing
Students make a cupcake in each of the modern movement styles and make a cake stand at the end of the project. This is a set of powerpoints for each movern movement, Surrealism, Cubism, Expressionism, Neo-impressionism, Fauvism and Realism. It is a set of 8 lessons and then there is the Scheme of Work for the project.
For each of the movements students learn a different technique:
Surrealism- Splash Chance watercolour imaginary creature out of this to add to cupcake.
Cubism - geometrical shapes to shade light to dark to create angular cupcake over a collage made of newspaper. Realism - Tonal realistic shading to capture 3D form.
Expressionism-Black and white polyprint to capture the agitated marks of artists. Neo-Impressionism - using a stippling technique with paintbrush to capture fine mark-making.
Fauvism- random use of arbitrary colour to capture the bright spontaneity of paint marks.
At the end of the project students then choose a party theme and independently decorate their party plate with the cupcakes on this.
A group of different A-level Art projects and tasks to develop
Information to absorb about Art - On Style and Principles and Elements
Examples of student work
Drawing exercises linked to contextual skills
Good for introduction to course.
Academic theorists to use like John Berger and H Wolfflin to encourage discussion and a deeper understanding.
year 7
Diagnostic for year 7
Celtic letters
Paper mache plants
Clay Gargoyles
year 8
Cubism
Making Insects - paper craft
Modern Movements - collage and paint
Surrealism - painting project
A support for teaching GCSE art
A number of powerpoints on individual artists to use as part of Developing ideas for Assessment Objective One.
Learning skills in Art
Acrylic painting with card - Viera Da silva
painting layers and using Gold - Victoria Crowe
Photocopy drawing with Chila Burman
Klimt patterns
Transfer medium with Robert Rauschenberg
Tim Burton drawings and fantasy art
Printing with Angie Mitchell relief prints
Figure drawing and simplification using Henry Moore
City street painting with Lowry
Peter Blake graphic CD cover
Photography of Cindy Sherman
All of these tasks will build skills for GCSE final project
Starting in year 9 and year 10 begire students choose own topic to develop
