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 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
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.
This is a resource on examples of Victoria Crowe’s work and this has been used with year 11 to get them to experiment with acrylic paint and gold leaf
Students ts find out about Scottish painter and write up a paragraph on her work. Questions included for Critical analysis
Artist study for GCSE and A-level - interpreting artist.
Learning a new technique and painting with gold.
Also a link to a video on using gold leaf to help with artist interpretation.
STUDENTS TO SELECT ONE OF HER WORKS FROM SLIDES
PRACTISE HER TECHNIQUES EXPLORING PAINT AND GOLD LEAF EXPERIMENTS
MAKE A PAGE In sketchbook FOR AN ARTIST STUDY ON HER WORK
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.
A set of resources developing an understanding of Cubism. Giving information on the art movement and learning to mix colours.
Making a painting, practising making a 3D sculpture using Analytical cubism and using a portrait as a subject.
Also showing how perspective was changed with Cubism.
To find out about who was Ai Weiwei and some key examples of his work and to find out what makes him one of the most famous artists in China. He is the only artist in China known to the West as he pushes boundaries, makes the authorities more aware and is an Activist.
The powerpoint gives examples of a number of his artworks to look at and is an informative powerpoint highlighting key works of Ai Wei Wei and some video clips which give a background to his life.
Learning Objective
To give students a background into art as being a statement to reform society, to see an artists who works as an activist to make statements about the corruption in the Chinese Government.
Ai Wei Wei started out as going to a Film school and he was a son of a father who was a poet. But, his father was banned from practising as a poet and Ai Wei Wei grew up in a society where he realised how important it was to use his mind and his imagination to make artworks. He realises that Chinese society prevent personal comments and censors artists.
Ai Wei Wei is so disappointed with Chinese society he leaves to go and work in the USA. He realises how artists are heavily punished and he knows he has a strong sense of criticising society. He goes to America and he cannot contribute to this society so he decides to go back to China to do his art there.
Ai Wei Wei’s work have a meaning and relate to events in society and he uses Art to change society.
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
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.
Firstly consolidating watercolour skills in this project the powerpoint then goes to look at the artist called Hundertwasser. Looking in depth at Hundertwasser, developing an Artist Study presentation after going to the computer room to find information on this artist and to analyse one picture of his work.
Students are then asked to on four separate sheets to draw out the key symbols and elements in Hundertwasser’s work. .
Students are then given pictures of buildings and asked to continue to apply his style and to make some drawings inspired by his work.
Examples of all these are given with student examples.
This project then further developed into making a clay tile after formulating an orignal own interpretation of Hundertwasser. There are plenty of student examples for you to look at.
I have also added further extension tasks on Hundertwasser and some further interesting facts about his work.
OBJECTIVES
To develop an understanding of the work of Hundertwasser by studying the elements from Hundertwasser’s work.
To copy some of Hundertwasser’s symbols with your pencil.
To draw out Hundertwasser’s Onion domes, Lollipop trees, Faces and Spirals.
To draw out a large picture of Lollipop trees of Hundertwasser and to use colour on this
To use pictures of buildings and then to imaginatively interpret one’s own version of Hundertwasser using the research ideas completed into his use of symbols
Students make up their own design of Hundertwasser in pencil and then in colour.
To make a clay tile based on the design steps above- examples of student outcomes are given.
Task 1 ‘Key Elements in the Art of Hundertwasser’
Copy out the picture given on slide 3 and label the key elements Hundertwasser uses in his work. You may use any materials you have to do this. It can be in colour or black and white with your pencil. Do this carefully.
This is a short project for students to take a photograph of a doodle they do and where they combine it with an object.
Students look at the artist Vincent Bal and there are video links to his Shadowology work.
Students are then asked to make up their own version of this by taking an object in their house and then turning this into a picture by combining this object with a doodle.
There are some short questions to answer on the work of Vincent Bal.
A presentation explaining briefly what is Pop Art with lots of examples of different artists, especially the American Pop Artists. Rauschenberg, Claes Oldenberg,
There is one slide on Super-Realism and the work of Chuck Close and the sculptor Duane Hanson.
A short detailed outline of Pop Art and Superrealism. There are key examples of artist’s works and characteristics of the art movement.
A Still-life project basic one page 5 min scheme with Dirt and Weekly plan.
See the Still-life project on TES.
This is an overview of acstill-life project which entails drawing in different media a still-life composition. Below are a list of all the lessons.
ART THEMES before modern art. What? Modern Art? and Still-life?
Composition? Rule of thirds. Organising still life. Paper prepare: Black/brown paper: newspaper/music, Draw Still-life in line.
3 Exploring pencil mark-making techniques. Pencil tonal study of geometric shapes
4 Pop Art discussions – To make a 2D coloured flat shape area of composition
5 Explore with Oil pastel: Using oil pastel detail
6 and 7 Exploring pen mark-making techniques. To draw over a Cubism Collage using a biro pen
8 Exploring Charcoal techniques Drawing on black paper using white chalk/charcoal.
Research Artist study on Robert Raushenberg library
10 – Evaluation of still-life drawing project
11, 12 and 13 Mod roc Relief
14. Evaluation
This powerpoint is about drawing in charcoal and white chalk on black paper. Students collage a black piece of paper on their paper and then draw a part of their still-life using this technique.
The overall Learning Objectives are:
To develop my understanding of Art and pre-modern art and the meaning of a Still-life drawing.
To develop my observational drawing skills.
To create a Still-life drawing learning to draw carefully from observation with a viewfinder
To learn how to compose a composition using the rule of thirds and developing an understanding of the Golden Mean AND COMPOSITION PRINCIPLES
To develop a further understanding of Pop Art and do a flat colour paper shape detail in your drawing.
To develop my knowledge of the elements of art: lines, shape and form
To develop techniques in different media in my drawing and to explore markmaking of pen, pencil, oil pastel and charcoal.
To practise my observational drawing skills in the following techniques: oil pastel, drawing with a bro pen, using chalk and charcoal
To develop my knowledge of Robert Raushenberg (Pop Art) and practise drawing over a light printed surface with pencil.
To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique
This is part of the self-identity project. Students firstly do a mindmap questioning and finding out about their own personal identity.
Students then do a monoprint and then use cultural images to collage into their monoprint portrait.
Then after this there is an extension to this project where students use Chila Burman and draw out a large body and in a group collage into this using tattoo patterns and symbols.
The Learning Objectives for this task is:
To develop into monoprinting cultural symbols and patterns.
Brief study of Chila Burman and looking at her collage work.
Cultural awareness of our differences and create interesting patterns and textures and symbols of our culture.
Understanding of different styles
Looking at a brief understaning of Tattoo art.
Appreciation of own patterns and self-identity
Collaging: Photographs of everyday items, patterns, favourite clothes, pictures of household items, objects that show own culture and self-identity
In this powerpoint there is cultural information on the symbolism of the peacock in Indian Art and a look at the peacock dance.
Students make a peacock feather drawing looking at a few essential oil pastel techniques: sgrafitto, layering, blending, stippling.
Students then are asked to evaluate this outcome and then as a whole class the second project on the powerpoint is that each student is now asked to make a peacock feather which could then be added to a drawing of the body of the peacock.
Resources given to support this.This could be completed in any medium, pen work or watercolour or oil pastel.
There are examples of different large peacock outcomes in different media and the teacher will need to decide how she would like to do this.
Learning Objective
Create a drawing using the coffee splash
Ability to find a pattern or picture in an abstraction
Ability to extend this into a magical creature!
Presentation and explanation of piece- Giving this a title
Understanding of Miro’s art and technique
Understanding of Modern or contemporary art from the 1940’s
STARTER ACTIVITY
Look carefully at the colour photocopy on your table.
Describe the shapes that you see in the picture
How would you describe the mood of the picture? Why?
What title would you give this picture?
DO THE WORD SEARCH
Main Activity
TEACHER DEMONSTRATE THE PROCESS- Hand out activity sheet. Newspaper
Cartridge paper A4
2B lead Pencils, Paper Cups 8 cups
Cold strong coffee liquid in flask
Spoons 8 spoons
Students begin task: Students work on the Creative Practical Task independently. Independent assistance ensuring and supporting students to achieve the following tasks:
Place some newspaper beneath your paper.
Carefully but deliberately spill some ink thinned with water, or some coffee, tea or cola(preferably diet cola as it does not contain sugar to make your drawing sticky).
Allow the liquid to run where it will, and then let it dry by dabbing this with paper-towel
Study the stains on the paper, trying to see images triggered in your mind by the stains.
Using a writing pen/pencil, begin to reinforce the envisioned images with line, perhaps adding cross-hatching to create tone or add some more shapes to create a more recognizable subject.
Continue to re-inforce images until you are satisfied that the drawing is finished.
Title your drawing – this is important and should be given some thought.
MAKING MIRO Collage
Trace your imaginery shapes and colour these in.
Do a background wash and layer these magical shapes on your background.
PLENARY
Assessment of Competencies/Success Critieria to take place in Plenary
Students swap seats and mark a partner’s work
EBI or WWW on the work on their paper
WASH HAND AND PACKING EQUIPMENT AWAY
Students to wash hands and take responsibility for room and equipment and their own work.
SHOW AND DISPLAY
Students leave their magical creature work on a table.
Students when leaving stand around the table and asked to describe one positive comment on the work on display
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
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.
see powerpoint of song '12 days of xmas ’ for resources
see powerpoint Artist interpretation and learning about different fabric artists.
see powerpoint on stitchung techniques
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…
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