There is one powerpoints - this focuses on the St. George images and on Marc Chagall. In the project students use their imagination and to draw dragons and St. George’s battle. Students look at the Stained Glass artist Marc Chagall and then make up their St. George story on paper to transfer to black paper. There are instructions and worksheets. Students will need to use a stanley knife and safety working with blades is imperative for this project. Students need to have very simple designs and stylise their drawings into basic shapes. Therebis also a section om using a computer to make a symmetry pattern. WEEKLY Plan Two lessons weekly 7 weeks to 1/2To look at examples of St George and the Dragon and to draw out one’s own St. George and Dragon picture. 1/2. To look at examples of Stained Glass windows and look at the artist Marc Chagall. 3/4 To simplify the designs of St. George and the Dragon into thick lines and shapes to transfer onto black paper with chalk. 5 /6 To trace designs onto black paper shapes and begin to cut the negative shapes around the lines. To simplify these lines one can take the students to a computer room and do a basic symmetry pattern and lay this over their drawing and students begin to simplify the shapes into geometric forms. 7 / 8.- To make up a sheet of tissue paper on plastic paper to put behind the black paper cut out. Tear or cut the tissue paper into shapes at random and just lay this down on plastic with PVA glue. When this is dry the tissue paper will peel off the plastic. 11 / 12 – To continue to draw into black paper and put together. 13 – Evaluation of project To design a picture of St. George and the dragon’ on paper using resources in the first powerpoint. To refine the details of the designs into simple outlines-Teachers could photocopy and enlarge details to help students. To look at the Stained Glass artist Marc Chagall (second powerpoint) and to think how they could use his style in their work To transfer designs to black paper and to cut the negative shapes around the lines using the stanley knife. To make a sheet of coloured paper on a plastic sheet using PVA glue and tissue paper.

Pictures W Wading birds, Water boatmen B Bladderwrack seaweed, Basking shark, barnacles, badger A Anenomes (beadlet) abalones F Foxgloves, fox L Limpets Z Zooplankton N Nettles J Jellyfish H Herring gull S Sparrows, Sparrow Hawk, Starlings, Short-eared Owl I Iris Y Yellow wagtail, yellow horned poppy D Dolphins X oXe eye daisy M Mussels, Marram grass K Kite (black) C Cockles, Carrion crow, Chaffinch, common Newt, Common Starfish, Common Blenny, Common Shore Crab O Oystercatchers W Walney Geranium flower or similar TheIslandIsland shape filled with different wildlife T Toads (natterjack) V Viper’s bugloss Q Quercus (oak) R Razor shells, Redshank, Rays, Red Admiral butterflies, Rock Goby Robin U Umbellifer (Cow parsley) G Grey seal P Pipe Fish, Pelican’s foot shells, Peregrine Falcons, Painted Lady Butterflies.

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.

Lots of examples of Lowry's work and his early drawings and the effect of the Industrial revolution on his work. Students should come to understand his work through the selection of work on the presentation and can do their own version of Lowry working on white painted card or use for GCSE artist for a theme on Architecture. There is also the famous song 'Matchstick Men and Matchstick Cats and Dogs' by Brian and Michael linked to the presentation. Students get an insight into this prolific artist of the working class in Manchester and begin to understand the effects of the Industrial Revolution in the North.

This gives a brief outline of what is Post-impressionism and a detailed description of each of the artists, Van Gogh, Cezanne and Guaguin and how they changed the way we look at the world. Each of these artists were key influencers for the 20th Century art movements - Expressionism, Cubism and Fauvism. The slides explain how each artist interpreted their subject. It has a good set of examples of each art movement and gives a description on how the art movement came about and what its characteristics are. It also highlights the work of the Fauvist artists and explains what this movement was about.

This is a Modern Movements Art project. There are a set of powerpoints for each movement. Students make cupcakes in different Modern Movement Styles. This Powerpoint is on the FAuvism Style where students use bright colours of paint at random to capture their cupcake. The students first of all try to understand what is the Fauvism style and look at some examples and then try capture this style in a cup cake to make a cake stand in the end. Your Learning Objective was: To draw a detail of a Fauvist artwork To describe the style of Fauvism using key words. To write down when Fauvism occurred and who were the famous Fauvist artists To draw your own Fauvist style cup-cake using bright spontaneous colours of paint and bold outlines

This is a project on Modern Art Movements. There are a set of powerpoints online relating to this project. The aim is to ,make different objects in separate modern movement styles The task is to make a cup-cake in differnt modern movements and then to make a cake stand with all the different cup-cakes. This powerpoint is on making a pop art style cup cake using the flat colours, bright and outlined style of Pop Art. The students first try to understand the style in their books and then make the cup cake. See the other powerpoints for this cup-cake project: on the different Modern Art movements : - Cubism, Surrealism, Expressionism, Neo-impressionism These are the learning objectives for the project: To draw a detail of a Pop Art work To describe the style of Pop Art using key words. To write down when Pop art occurred and who were the famous pop artists To draw your own Pop Art style cup-cake To trace this into coloured paper and make a paper art collage of a cup cake.

This is a Modern Art Movements project where the students make different cup-cakes in the different Art modern movement Styles and then make a cupcake stand with all the different cakes in the different styles displayed. This is a powerpoint on the relief printing of Expressionist movement. The students use a polyprint block and make their own cupcake in this expressionist style and roll ink. The students first need to understand the style of the project and learn what the specific characteristics of Expressionism is: -the harsh agitated lines -angular marks and the -dark bright intense colour or just black and white woodcut prints of the Expressionist artists. This is part of a project of Modern movements where students do all the different styles: Neo-impressionism, Surrealism, Cubism -etc. See the other powerpoints. Learning Objectives: To draw a detail of an Expressionist work or use the worksheets to colour in on Expressinism and in so doing develop an understanding of this ‘ism’ Worksheet to print off to describe the work ‘The Scream’ by Edvard Munch To describe the style of Expressionism using key words. To use the poloyprint and to make your own Expressionist black and white print of your cupcake in the style of the Expressionists.

This is part of a unit of work called Modern Movements - using cup cakes. This is the first lesson where students explore looking at what are the themes in historical art and how this relates to Modern Art This first powerpoint explores what is Art and looks at the various subjects of the past master paintings: Still-life, Landscape and Portraits. Students make a circular collage of examples of themes in Art.

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.

Two slides - can be used as a Starter for students to match terms in art and definitions.

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.

This is a full unit of work on Still life. It starts with an appreciation of what was before there was Modern Art and students draw a mindmap in their book. There is a wealth of pictures of still-life objects to draw from so teachers can just copy the slides for students to work from. Students will need to do a mark-making exercise in pencil and pen and complete two drawings of the objects. Students then look at how to use chalk and charcoal on black paper and do a study of Still-life in the Dutch era by looking at the ‘vanitas still-life’s’ and do a skull drawing using the chalk and charcoal. Students will also need to practice markmaking in this technique. Students then go on to look at Pop Art and what happened with the development of photography and the influence of this consumer style on the art world. There is a study of Pop Art and students will be able to have an opportunity to look at what makes up Pop Art. The students need to make up a Pop art style, coloured collage in coloured paper or use felt tips to create an object in Pop art style. There is on this powerpoint a wealth of objects for students to draw from and this can be printed off for students. Finally students put this together into a finished still life arrangement and there are lots of student examples for you to use. I hope you enjoy this project.

A poster to put up in the class to help with what behaviour is expected in an art class

The objectives To find out about what you have learnt at primary school in Art To understand what the elements of art are: line, shape, colour, texture, space, pattern and tone are and to make a creative display page of these words in your books on an A4 page There are questions to assess what was achieved in Primary school There is also a short general knowledge task Basic Visual Information on Elements of art Finally a presentation on the Elements of art Success Criteria 1.Create an interesting display on an A4 or A3 page 2.Creatively arrange the elements 3.Write out the names of the elements clearly and display the word visually 4.Choose a variety of colours and different marks to display the element Visually show patterns for the elements or draw a picture you like to show for the element of art