Students will create their own open window painting after been inspired by Henri Matisse Students to write about Henri Matisse 'The open window ’ and understand what is Fauvism Easy student examples - outcomes of watercolour designs Clear step by step drawing of the windowdesigns and students left to add in own detail to make it more interesting Students gain confidence in drawing using the simplified shapes of Fauvism and practise watercolour techniques

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.

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.

A project for KS3 possible Year 8 looking at Surrealism and the ‘psycho-automatism’ of the artists. Students develop a FANTASY LANDSCAPE for their own paintings out of ink blobs dropped onto their paper and out of random scribbles. Students learn to use these abstract shapes creatively in a composition and are able to thus learn how to shade with paint from light to dark to create a 3D effect of form. The emphasis is on getting students to understand what is chiaro=scuro through the light and dark modelling of abstract shapes. The abstract shapes help them understand that there is no wrong and helps them focus on getting the 3D modelling right. The students need to make a wash for a background with watercolour - using perhaps a sponge. The emphasis is on creating a sense of space with a horizon line and students have to compose their blob/scribble shapes in this infinite space to create a sense of depth on a flat surface. Students need to repeat the shapes and arrange them in different sizes. Students also need to create a sense of interest in the painting. Their surreal shapes are repeated and they are able to change the scale of their forms to develop their fantasy landscape. The second task is to do a black and white pen drawing of their painting, this develops mark-making skills and patterning. This is also a technical exercise where students have to then transform their painting into a black and white pen rendering. This powerpoint has examples of student’s work which helps to support the development of these activities.

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.

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.

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 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?

Looking at the work of Peter Blake- there is a page of information and questions on his work. There are examples of his alphabet artworks and cover designs for Famous Music artists. Students are inspired by his work of collage, photography and free drawing style. Task 1. Students make their own Pop art alphabet style and this links to Graphics and students can look at Pop art letter styles. Task 2 Students are asked to find their own popular things linked to each letter of the alphabet. Students are asked to make their own alphabet using the similar ideas as Peter Blake, but to focus on trying to create a favourite thing for each of letter of the alphabet. Students then put these ideas on an A4 or A3 paper. There are examples of different alphabets and student examples of final outcome. Task 4 Students play with letters and take one letter and make this in various different designs This is a Graphics exercise and students learn to play with one letter and styles. Task 3 Students put a collage together in the style of Peter Blake. Students should use lettering/ graphics and link this to their own favourite things and then make a collage of this in a 26cm square shape. students can use pictures from magazines , comics and newspaper and cut out and collage. Task 5 Students should creatively now make their own album design. There are formats for the CD covers to use as a template. Presentation gives examples for inspiration of Peter Blake’s alphabet designs and album covers and looks at some of his famous Album cover designs. Students need to make their own CD cover of their favourite musician. Students to use a variety of media for final task.

Students learn about the Art history styles or a set of Artists and develop a project which has all of these styles in a final outcome. Different themes can be chosen as a subject which then includes all these modern art styles. In this slide presentation - there are examples of final outcomes: A ‘Still-life bowl’ with different fruit in different styles An ‘Interior of a Room’ with areas of the room in different styles and A ‘Cake Stand’ with cupcakes in different styles. IN THIS POWERRPOINT THE THEME IS FRUIT AND EXAMPLES GIVEN IN EACH STYLE. THE OUTCOME IS A BOWL OF FRUIT. In all of these the students combine all the styles to form a display of fruit. The powerpoint gives an outline of a number of art movements, Futurism, De Stijl, Pop Art, German Expressionism, Cubism, Surrealism, Fauvism and students are asked to do a different style each week with a different technique and develop an outcome. Some of the possible outcomes are a Bowl of Fruit, an Interior of a room or a Stand of Cup Cakes. In each of these examples students use a different technique and style to make up their final. Students can work in groups to put this together as a final presentation or can work individually to create their final outcome. An excellent project and scheme of work for year 8 where students learn a number of skills but also learn about the Art movements and gain a deeper understanding of the story and history of Art. The presentation gives a detailed background to each style with artist examples and each week these styles can be discussed with the class. The key characteristics of each of the movements are carefully explained so that students gain an understanding of the movement.

Aim to make a small A5 booklet ‘A Beastie Booklet’ and to draw various gargoyles in different techniques and to evaluate their pages. Aim to make a sculpture in clay of one of the their beastie designs. The powerpoint also allows students to look at Monster inc and Lisandro Demarchi and to design their own creative beastie or medieval creature. The powerpoint gives you lots of pictures of gargoyles and examples of student work and refers to different techniques students can do. It also gives a list what should be in the booklet. There is also an instruction sheet with video links to make a clay pinch pot and how to join this to make animal shapes. Finally there are examples of students display of their sculptures and booklets.

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.

Exercises, activities to develop an understanding of shape and a wide variety of tasks to experiment with the dynamics of shape. Looking at energy points, different typeface shapes, negative and positive shapes, symmetry patterns, repeat patterns, NOTAN, designing with geometric and organic shapes, drawing shapes to different smells, using music to capture shapes, looking at the meaning of words to capture shapes and the play with tangram shapes. This can be used with A-level students to inspire, GCSE students for starters and Key Stage 3 to develop a foundation knowledge of the basic element ‘shape’. There are also a number of different artists like David Bomberg, Joan Miro, Stuart Davis, Escher, Lisa Milroy and Henri Matisse - artists who use a simplified shape in their work and students can interpret there own ideas from these artists. There are lots of exercises and different tasks to experiment with shapes.

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.

This is a few slides of portrait drawings and to use as a starter activity where students can analyse the marks, lines and textures used to capture the portrait. Students in pairs look at the lines used in the portraits and quickly analyse and describe the quality of the marks and what effect this has on the drawing. A good way to find meaning in the marks and to get the mood of a drawing.

This is one sheet that summarises the main assessment objectives of the GCSE Art and Design course

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