This is a good place to start to understand what is colour and colour theory in the form of organising colours in a colour wheel. This i normally do in year seven but also go through again at GCSE - students should learn a large number of colour terms through this powerpoint. The powerpoint gives clear steps to making a colour wheel and then explains all the colour terms in depth, primary, secondary colour snd tertiary colours, with complementary and analogous colours. There are also more colour study tasks and more colour terms to understand, so it goes into more depth on different colours- including degraded colour, triads, hue, chroma, tint, tone, luminosity, lustre, neutral colours, monochrome and split contrasts. We will be learning to make a colour wheel We will be learning about colour terms We will be learning to make a colour wheel with paint, or with pencil crayons or with found objects We will be learning to combine a range of objects and arrange them in a colour wheel We will be making a drawing developing a mood by using colour There are also video clips on colour studies linked to tasks. Based on an understanding of colour there is a task to represent their own memories and feelings using colour, shape and pattern. “Try to close their eyes and remember an experience in terms of colour and form. Try to make visual notes in your sketchbooks. Make a painting which symbolises the experience let your feelings and memories come out by using different colours, shapes and patterns.’”

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.

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

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.

In this powerpoint there are key objectives: To use photographs of your school building and change them to emulate artists/photographers who show decay. To learn how to crinkle the picture up to show paper creases To blend in pictures of decay and textures into a school building photograph in the style of the artist. There is a clear definition for decay and students can use this to start there project. There are slides of a number of photographers to use for this theme and then examples of how to use Adobe Photoshop with steps to show progress in building your own outcome. The photographers are Cedric Wilson, Serj Fedulov, Paul Stokinger,Stikki Peaches, Martino Zegwaard and Armita Raafat. Students can use these photographers and there are steps to show how to achieve these effects on Adobe photoshop used by the photographers There is also a clear example on how to do an analysis of a photographer in your sketchbook To start with there is a recap on composition - how to take a photo and a reminder of the 4 Key objectives used in Photography and an explanation of what key objectives this meets. This powerpoint focuses on the assessment objective 'Develop ideas" from photographers and then how to " Explore" Adobe photoshop techniques to develop your Decay theme.

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.

Used for A-level students to develop their interest in ink-wash techniques by looking at the work of Renaissance artists. History of Art - Renaissance ink wash methods and outcomes. A discussion with loads of examples of their work and how they formed their compositions and developed their drawings. Also how to make home inks.

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.

This is a powerpoint on the theme Broken and refers to the Eastern concept of Wabi Sabi - where one sees beauty in imperfections. There are lots of examples to get students to think of broken and the meaning of this and what is beauty? Students are asked to do a mind map of broken and try to describe situations where something is broken and what the meaning is of this and question its beauty? Lots of examples of different examples of artworks to show Broken. If this was a GCSE theme students to use this as prompts to help develop ideas on the theme.

Describe what type of lines, shapes, space, colour and textures do you see in the work. Try to add one word to the element …………… For example: Wobbly Lines, Dark Colours, Rough Texture, Mathematical shapes Wide Space ‘We are learning to develop your written work looking at a work of Michael Craig Martin We are learning to make a presentation of this in a powerpoint: We are learning to show slides which should include: Artist name, and pictures of his work, We are learning to write an analysis using questions on our slides We are learning to make our own response to the work using pencils, pencil crayons and felt tips We are learning to reflect on the work of Michael Craig Martin and how he has used still-life.’ Research On the internet students find examples of the work of Michael Craig Martin Choose two images by this artist, one you like and one you do not like. Students answer the following questions and display visually: 'Why do you like the first image? Why do you not like the second image? What bit in each photo do you look at first?" Students Choose one image to analyze and to use as the basis for their own drawing – the one students are asked to copy. Students evaluate: “What do you like about this artwork? Which section do you look at first? How are you going to copy this artwork (remember its your own version it, not a perfect copy)” Plan the layout of your page first in pencil, carefully. Presentation is VERY important! Title: ‘Line, Shape & Colour – Michael Craig-Martin. Decorate your page. Next copy one of Craig-Martin’s paintings using colouring pencils.Stufents ask the following questions: What are your most favourite objects? What objects do you use all the time? Are there any objects that you can not do without? Think carefully about these questions and find 4 images of objects on the internet You may using the internet or take you own photos. Try out different viewpoints, fill the photo with the object and photograph on a plain background. We are going to try to trace off the screen or draw objects with a pencil from the screen Why do we look at things in certain ways? How can we make objects look interesting? Can you guess the objects photographed from different angles? Divide your page into four sections. Title: Line, Shape and Form/Overlapping and Composition Now in each box you are to draw in pencil the outline only of your favourite objects. Try to draw the object four times, once in each block and try to draw a different viewpoint each time Remember to…………. keep the lines neat and clean. look carefully at the shape and form of each object. fill each box with the 4 objects and presentation is important. 4. layout and the way you overlap should be different in each block Find objects at home to use in your Michael Craig Margin Interpretation or objects on the internet to copy from Take at least 4-6 objects and try to combine them together Plan out a rough sketch first………. See example

This is a project about design and can be used to gain a deeper understamding how positive and negative shapes work. This is about black and white designs using the Notan technique. This is the balancing of light and dark shapes using a Japanese idea of design. What is Notan? is the first part of poweerpoint where students develop an understanding of how to use light and dark shapes. Activity Objective: To make Notan compositions and learn about balancing light and dark shapes to make a composition. Looking at Design artists who use Notan: Marimeko, Escher, William Morris To understand what is the meaning of ‘NOTAN’ and art termsTo develop your own Notan design in your bookTo understand how various designers use the concept of Notan in their work. Task 1 USING A SQUARE OF COLOURED PAPER or black paper to start 2.DRAW shapes in from the edges of each side of the square. Draw in from edges 3.CUT OUT SHAPES FROM THE EDGES AND PASTE IN A MIRROR REFLECTION Task 2 Try add a second layer of shapes in your design into the mirror reflection and reflect this back into design Watch the video clip from 0.5 - see link in powerpoint Terms in Art to define Symmetrical Asymmetrical Notan Balance Harmony Positive and Negative shapes

This tasks help to assess abilities and specific skills in Art. This helps to establish a Baseline Assessment for Art after having completed all these exercises. This should take 10-12 lessons. Please work through each exercise carefully. The aim of this diagnostic assessment is to look at specific skills used in art. This diagnostic study is to try to assess different skills in Art. The tasks given are for the different learning/skills in art and it allows the pupils to explore these. There are tasks given for each area of learning. Areas of learning with task: ILLUSIONISTIC learner: draw illusionistically, blind drawing and upside down drawing exercises. CARTOGRAPHIC learner: draw a personal logo (black and white pattern)(use on art books as a name tag). TACTILE learner: Looking at Van Gogh, Gustav Klimt, Chris Ofili and Hundertwasser’ portrait works, their use of lines, shapes, colours and textures. Pupils will choose one of these artists to develop in a tactile way using re-cycled materials. SPATIAL learner: drawing with wire and string, assess whether good at sculptural form. Furthermore, assess the students ability to write ANALYTICALLY and to critically analyse a painting… The pupils will also need to self assess and evaluate their outcomes. At the end of this exercise we would be able to assess pupils strengths and weaknesses in art at KS 3 and there are many opportunities in the presentation for evaluation. How to create an illusionistic space and to draw from first hand observation using blind drawing skills, contour line drawing, upside-down drawing and mark-making. Focus on how to shade using dark and light tones with pencil and biro pens and focus on mark-making. 3 a To critically analyse other artist’s styles and techniques and select and question critically, making reasoned choices when developing work from observation. 3 b. Explore tactile qualities and select a range of materials to interpret a style of an artist. Develop a portrait using tactile materials. Investigate how to express ideas using design skills and design processes and the formal elements like line, colour and flat shapes with patterns Exploring drawing with a 3D structure and looking at shape and line with construction of wire developing spatial recognition. Analysing an artwork and investigating the formal elements used in an artwork. Reflect on and evaluate one’s own and others’ work, adapting and refining the outcomes. Presentation should also be assessed at the end of these exercises. Students should also always write a heading and the lesson objective clearly at the top of each page. There are clear evaluation sheets and assessment opportunities in the unit of work. All tasks are presented with Lesson Objective and clear practical tasks.

This is a project for A-level students starting with looking at Geometric Abstraction and the use of the colour ‘White’ in the work of modern abstract artists. This will help students to develop their own personal theme. This is a good starting theme for A-level students or IB students and gives them a process or idea to start with in order to develop their own personal outcome. It gives some examples to prompt the students to start thinking of: What is Abstraction, Conceptual Art, Cubism Abstraction and Geometric Art? Students are asked to research various artists who show Geometric abstraction and ‘white’ from the Islamic artists to Kasimer Malevich (Suprematism), Wassily Kandinsky and Piet Mondrian. The project continues giving the A-level students some practical tasks to develop the idea of how to paint a ‘white’ object. There are also examples of some contemporary artists who use geometric abstract shapes and abstraction in nature. Students should be asked to find their own artists they like who use Geometric abstraction and white. Students then explore artists who have used white and look at how they use white in a textural way. Students can look at Robert Rauschenberg. Ben Nicholson and Barbara Hepworth. Students choose one artist and make a booklet exploring their analysis of the artists and the way they use white, but also an experimental booklet showing how to show ‘white’ textual surfaces. Students also take photographs of objects which are ‘white’ to develop further using different media and then subsequently to develop their own final piece based on their own personal research into the subject ’ white’ and ‘geometric abstraction’. Examples of student’s work is given to help students explore various media to develop their own personal ‘white’ outcome. There are also examples of final pieces of A-level students who tried to paint something white showing how they used pastel colours in their finals to develop their outcomes.

This is a set of Three Key Stage summary sheets with evaluation sheets for all the projects. It sets out the project details - three projects per year group. year 7, year 8 and year 9: Year 7 Unit 1. Diagnostic- Styles Construction Unit 2. Hundertwasser Clay tile Unit 3. Modern Movements-mixed media Year 8 Unit 1. Go – Wild fabric Unit 2. Drawing and mod-roc Unit 3 Paper coiling and Zentangle design Year 9 Unit 1. Portrait Unit 2. Surrealism Unit 3. Painting Each slide describes the skills in each project and helps with students making a final evaluation of their work and target setting. Some of these topics are presented in other powerpoints of mine on TES.

Making something out of the resources you have at home. This gives a visual list of resources you can use at home to draw with, paint with and make 3D forms with. Good for GCSE students and above for they need to explore a number of techniques for assessment objective. There are videos to motivate and to demonstrte and there are examples of different types of art you can do. Think of some ideas for making art out of cardboard, recycled containers, toilet rolls, toilet paper, old books, magazines, old clothes, wool, ear buds, toothpicks, straws, stones/plants. It also suggests you could also on your phone make a piece of artwork using a photo and an app or draw on your phone. This is to inspire and students to decide what you are going to make…….

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.