This is lesson 4 in the portrait project. Students firstly do a pencil shading of their face using the grid technique and learn how to draw different parts of the face carefully. Secondly students do a monoprint and this is in lesson 2 portrait project and they use their photograph to trace off into the ink to make the monopring. Thirdly students then collage into the monoprint and use Paolozzi as an artist and collage into the monoprint. In this powerpoint the student use one of their photographs and draw into the photocopy. Students look at the artist Chila Burman and look at the way she interprets her Asian and British identity. Students need to think about their own identity and the way they are going to collage into their own photo-copy. Students use felt tips and draw into the photocopies making patterns and try to interpret cultural patterns in bright colours. Your Learning Objective was: To study an example of CHILA BURMAN n your book and describe what you see Students to find out about CHILA BURMAN and begin to understand her Asian and British identity. Students to use their photograph and develop the bright colours and cultural identity in the portrait. To use cultural patterns and to create a self identity photo portrait. SUCCESS CRITERIA Cultural awareness of our differences Understanding of different styles and using digital photography creatively with patterns Appreciation of own patterns and self-identity Collaging: Photographs of everyday items, patterns, favourite clothes, magazine text, Newspaper highlights, paint textures and close up of photos of household items: objects that show own culture and self-identity

A short presentation highlighting the key facts and characteristics of the German Expressionism. There are references to a number of artists, Edvard Munch, Oskar Kokoschka, Max Beckmann, Erich Heckel, Karl Schmidt-Rotluf, August Macke, Emil Nolde, Otto Mueller. Expressionism was made up of Der Brucke Art movement and Der Blaue Reiter - there are also examples of these artists linked to Expressionism. Der Blaue Reiter is Frans Marck and Wassily Kandinsky. Key examples given with notes about the movement to be used as worksheets for students.

The powerpoint gives key questions to ask under the theme of Self-identity and shows some examples of interpreting oneself in different styles - Picasso, Van Gogh, Gainsborough and Chila Burman. There are questions to use to make an artist study on chosen artist.There is a further brainstorm on what one could make as a final idea which would embody my identity and examples of student’s work.

This is a slide presentation which explain how to make a fold out sketchbook and then gives tasks in each of the folds to do to make a creative sketchbook. Students will need to follow the slides and be selective what they would like to do in each of their 16 blocks of their A2 paper. The slide presentation has a lesson plan, a set of notes which need to be copied for the lesson and some collage sheets which need to be copied for students. It is a good year 9 project and can link to Self-identity project or used for GCSE to make a small drawing sketchbook to pull out in their sketchbook. Students enjoy making this interesting special fold out little booklet. Lesson Objective: 1.Discover what it is to be creative and how to apply this by following the prompts on the slides. 2. Make a fold out sketchbook - by following the instructions. 3. Use ideas, thoughts, pictures and prompts to be creative, examples given on the slides. 4.Use collage and drawing techniques- examples shown in slides. 5. Learn about Keri Smith as a contemporary illustrator and Guerrilla artist and her ideas to prompt creativity Some CREATIVE ACTIVITIES - Good homework project tasks as well to set. Make a SMALL ART JOURNAL based on KERI SMITH’s "Wreck my Journal’ YOU COULD TRY complete A RECTANGLE OF YOUR A2 SHEET EACH DAY These are some of the tasks… Draw something interesting Draw what makes me feel ‘calm’ Draw what is a ‘happy place’ and write words that make you happy Draw the people I meet on a day Frame collage and draw in the space a drawing Do Zentangles (DOODLES) Make visual thoughts – a ‘thought garden’ - draw in the collage of grass Paste the ‘Blue frame’ and draw a beautiful scene in the frame Draw on a shopping label, date and paste this. Paste the television picture and then draw a picture in the TV. Draw over the wall-paper (graffiti) Paste the picture of the window frame and draw in the window Draw to the sound of music and something that is loud. Draw the family and friends I meet Draw my hand and write down in the hand everything I touch for the day Draw a pencil on a crushed piece of paper (Crush it) and paste this in Transform the stone texture picture and turn it into something else. …see other activities HAVE FUN! AND ENJOY BEING CREATIVE Lesson Outcome Create a drawing booklet to take home for the summer Show the ability to use ideas, pictures, thoughts to generate a drawing Show an ability to collage and to combine this with drawings. Presentation of drawing ideas in the booklet Understanding of layering and juxtaposing concepts to generate ideas Exercising and opening the mind to new ideas like Keri Smith. Lesson Resources A2 white cartridge paper Pencil Eraser and sharpeners Pritt stick Scissors Evaluation: - see fin Discuss students have achieved? Review creativity?

This is a lesson for year 7 who are learning to shade and to create a 3D form. This is the start of a Scheme of work (Powerpoint one) where students draw a pebble and then eventually make a tile in the shape of their pebble and design a relief surface based on Hundertwasser. There are three powerpoints on Tes in a bundle linked to this unit of work or you can use it as a drawing exercise to learn to shade 3D forms. This is a short example showing different steps to get a 3D sphere form and using tonal values to develop this form. There are exercises on markmaking and how to create a tonal value. There are the main breakdown of what is needed in a sphere in tones: Light, light grey, middle grey, dark grey and black with reflected light. There are examples of showing how to shade in the direction of the form. Learning Objective was: To create a presentation on an A3 sheet of your observation drawing studies showing volume drawing of pebble To learn to draw 3D geometric shapes and firstly practise mark making and a range of tones in media: charcoal. To develop observational drawing techniques. This follows with Powerpoint Two and Three where students then begin to : Present preparatory work on a page and to plan a design for clay tile. Develop painting style like Hundertwasser (study the style of this artist) and use watercolours and understand what is a style in Art. To complete a clay tile and paint design on tile.

This is a GCSE coursework project on a theme called ‘Surfaces’ giving you loads of ideas to develop with your students. It deals with developing ideas to gain confidence with different media and to develop sketchbook skills. It is about the process of developing the Examboard Assessment Objectives AO1- Develop ideas from artists and AO2 Exploring different media for coursework. It gives a set of observational photographs to work from for Assessment Objective 3 - AO3. It gives you different artists to look at to gather resources on and students will be able to use these as artist studies and begin to explore these artists techniques and do studies in their book. This if for Assessment Objective 1 and students can gain ideas on ways to develop their skills in techniques through these artists and in so doing ‘Develop ideas’. There are further sets of techniques for Assessment Objective 2 and one can explore, experiment with ideas for developing ‘creativity’ in your classroom. That is, exploring a number of different media and showing how one can take risks with the media in order to create an interesting effect. There are slides giving you a set of techniques to use - explaining how to use media in creative ways. These techiques link with the list of artists given on slides to start with. The experimental techniques are: =white paint printing, =wax and scratch, =distressing surfaces, =dripping paint, scraping paint, =using sgrafitto, =cardboard collaging =layering digital manipulations with collage =using fabric and sewing into surfaces. Emphasis here is that students should play and take risks and experiment with different materials and begin to layer and be able to draw on different surfaces. It is a fun set of techniques at GCSE and/or A-level with students using their own resource material and developing their confidence and fluency with making creative experiments. Students can develop their own responses using the techniques. There are questions so that students can write a final evaluation. After this set of work students should be confident and independent enough to find their own photographs and to develop their own idea for a final piece for Assessment Objective 4.

This is a very successful drawing lesson to build confidence with drawing. It can be used at any level as skills are on invaluable. It can be stretched over two lessons. I have a shoe box of little ornaments wrapped in fabric and tied up with tape that I use for this lesson and over the years this is one of my favourite lessons. I finally tried to make a powerpoint and hope you enjoy ! There is a drawing starter exercise Then the fun begins Objectives To explore observational drawing techniques: blind drawing and contour drawing To investigate how to capture techniques (markmaking) when drawing To build confidence in capturing a form with line by using different styles when drawing: gestural drawing and pattern drawing To develop a design from observational details There are 17 drawings to make … and each slide gives you the instruction and an example of drawing Resources A3 cartridge sharp 2B pencil small objects to draw wrapped to start oil pastel each Fine-liner each ruler pencil rayons small bit of tracing paper cut in squares ( size of unit for repeat) starting with the following . TOUCH DRAWING Draw through TOUCH ONLY Feel the object under a cloth draw the object – and try to imagine the shape, texture, and form Try to draw and outline only. 2 minutes BLIND DRAWING Draw with CONTINUOUS LINE and BLINDLY 3 min Draw the object and draw blindly. DO NOT LOOK AT YOUR PAPER as you draw. Instead imagine your pencil as a contour ( an ant crawling on the object) exploring all the edges, outlines, shapes, textures and details of the object. 2 minutes… Follow the slides There are pictures of student examples. Success criteria The line and markmaking quality is MORE important than accuracy This gives students a realisation that drawing is about lines and marks.

Examples of paintings of different viewpoints of famous paintings from the Early Renaissance, to Max Beckmann and Anthony Green - looking at composition and different ways of looking at a subject.

To explain various printing techniques - like relief printing, mono-printing and silkscreening. Slides showing a history of printmaking, from Early letterpress, to Japanese, Picasso, Expressionism and Andy Warhol. Students to be shown how printmaking developed in visuals. There are various historical examples to show the early print works and how they developed. Also linking to projects for students to get ideas to develop their own work. Each printing technique has You Tube clips with specific tasks in the presentation. Student tasks - to write a definition for each style of print. Students to make a presentation in books. Heading in book Stick in your prints when they are totally dry What is … printing? What types of . _____are there? E.g additive, subtractive? Give an example a print artist. Describe your print process. Did you find it difficult or easy.? Do you like the quality of your printing? There is a detailed explanation of each of these three types of printing for students to copy and very informative to support printing techniques. Good for KS 3 but also at GCSE.

This is part of a set of HUNDERTWASSER POWERPOINTS. In this powerpoint the students use their design they made for their tiles and make a tile in clay in the style of Hundertwasser. In this powerpoint there are examples of how to roll and make the tile with key clay steps to follow and include in tile. There are student outcomes to look at while using key skills in making of a tile. Students paint these with acrylic paints and varnish with PVA glue or a Varnish gloss when dry.

This is a powerpoint of some of Rauschenberg’s work so that GCSE students can explore transfer techniques while making an artist study of his work. There are examples of how to do the transfer technique but also helpful question sheets for analysis of the artist for GCSE objective - ‘Develop ideas…’. Lots of examples of Raushenberg are given and each child should be given one of his work to copy. Students should then make their own Rauschenberg example using their own project topic and own photograph and practice the transfer technique and paint washes of Rauschenberg. There is a detailed critical analysis - lots of questions for students to make a comprehensive artist study in their books.

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.

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.

**Self -Identity portrait project. ** This is lesson 1 where students take their own photo and then start to do a drawing of parts of the face. There are examples of face details and then there is an example of how to scale this up. There is a homework biro drawing task. (In the Bundle there are other lessons to follow up on this drawing of task, where students have to interpret their face in various artist styles and culturally interpret their own identity. ) Lesson objectives Objectives To draw the proportions of the face in your book To do a photo-shoot and take a photo to use for your portrait drawing where you scale up this picture. To consolidate how to draw parts of the face. To do a pencil tonal value To practise mark-making with a pen Through out the whole scheme the project **success criterias **are: To learn about the proportions of the face To practise drawing various parts of the face To draw a portrait drawing using the grid technique To look at various examples of portrait drawings To develop a tonal grid and to understand the light and dark planes in a face. To understand how to do a grid drawing

A free 5 min Scheme for a portrait project.

There are a number if pictures resourced that relate to the song ‘12 days of Xmas’ Lyrics On the first day of Christmas My true love sent to me A partridge in a pear tree On the second day of Christmas My true love sent to me Two turtle-doves And a partridge in a pear tree On the third day of Christmas My true love sent to me Three French hens Two turtle-doves And a partridge in a pear tree On the fourth day of Christmas My true love sent to me Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the fifth day of Christmas My true love sent to me Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the sixth day of Christmas My true love sent to me Six geese a laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the seventh day of Christmas My true love sent to me Seven swans a swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the eighth day of Christmas My true love sent to me Eight maids a milking Seven swans a swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the ninth day of Christmas My true love sent to me Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the tenth day of Christmas My true love sent to me Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the 11th day of Christmas My true love sent to me I sent 11 pipers piping Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree On the 12th day of Christmas My true love sent to me 12 drummers drumming Eleven pipers piping Ten lords a-leaping Nine ladies dancing Eight maids a-milking Seven swans a-swimming Six geese a-laying Five golden rings (five golden rings) Four calling birds Three French hens Two turtle-doves And a partridge in a pear tree And a partridge in a pear tree

Just a slide to help with students making a moodboard in a projecr