<p>In the download you will receive four word documents that cover different areas of key Graphic Design subject language.</p> <p>Simply print and display.</p> <p>If you are interested in graphic project bundle please look at my other resources.</p>

<p>**Image Analysis lesson Overview **</p> <p>**This lesson takes students through; **<br /> • Biographical and background information for Paul Strand and Dorothea Lange (as a front loaded homework)<br /> • Political backgrounds to images (What is capitalism? What is communism?)<br /> • Historical information (What is Wall Street? And what happened in 1929?)<br /> • And leads into image analysis of Paul Strand’s Wall Street (1915) and Dorothea Lange’s Migrant Mother (1936)<br /> My students compete this lesson as part of their first term in year 12.</p> <p><strong>Resources you will receive are</strong><br /> • Lesson Overview<br /> • Research Questions (Homework work sheet)<br /> • PowerPoint<br /> • Strand, Wall Street analysis Teacher notes<br /> • Lange, Migrant Mother analysis Teacher notes</p> <p>If you download please review. Thank you.</p>

<p>Related Study Form and Guide – Graphic Communication</p> <p>THIS GUIDE IS WRITTEN FOR THE RELATED STUDY (OCR) BUT WORKS EQUALLY AS WELL FOR THE PERSONAL STUDY (EDEXCEL). YOU WILL JUST NEED TO CHANGE RELATED TO PERSONAL ON THE DOCUMENTS.</p> <p>This extensive bundle will lead your students through the related study via an essay format across six weeks.</p> <p>At my six form college we ask all students to complete their related study this way as we believe that essay or report writing is a key skill for both university and the work places. We find the majority of students engage well, with those few who struggle with written work being awarded in most cases a minimum of 12 out of 24 marks (OCR) as the format ensures they cover key aspects of the marking criteria.</p> <p>The format of the study is as follows;</p> <ul> <li>An Introduction</li> <li>A Historical and Contextual Overview of their topic</li> <li>Three case studies looking closely at specific artists, brands, genera’s of design etc</li> <li>A Conclusion</li> <li>A Bibliography</li> </ul> <p>Additionally there is a section between the conclusion and bibliography to be completed at the end of the practical project that links their research to their practical work.</p> <p>A note about word count: Studetns in the A*-B ra</p> <p><strong>Weekly Plan</strong><br /> My weekly structure is below so you can see how this works. You can follow this or adapt to your own year plans as needed. I complete this at the end of year 12 so the draft is completed before the summer and before students start year two.</p> <p>Week One</p> <p>Teaching/work set<br /> • Show examples of past projects and related studies.<br /> • Discuss Ideas and options.<br /> • Leave students to research and submit ideas over the next two weeks, ready to start work after the half term</p> <p>Resources (downloads)<br /> • Graphics Starting points (This is based on projects completed at my college, this can be edited / adapted to suit projects more likely to be produced wherever you teach)<br /> • Examples of Related Studies</p> <p>Week Two<br /> SUMMER HALF TERM – This gives students more time to research, change and confirm ideas.</p> <p>Week Three</p> <p>Teaching/work set<br /> • Final agreement of title and case studies<br /> • Explain the layout<br /> • Complete Case Studies One and Two<br /> • Explain the purpose of a bibliography and how to complete it</p> <p>Resources (downloads)<br /> • Related Study Layout (Give a digital copy to all students, they will use this to build their study)<br /> • Guide to writing a case study</p> <p>Week Four</p> <p>Teaching/work set<br /> • Complete Case Study three<br /> • Write the introduction</p> <p>Resource (downloads)<br /> • Guide to witting the introduction</p> <p>Week Five</p> <p>Teaching/work set<br /> • Research the Historical and Contextual Overview</p> <p>Resource (downloads)<br /> • Guide to witting the Historical and Contextual Overview</p> <p>Week Six</p> <p>Teaching/work set<br /> • Write up the Historical and Contextual Overview research<br /> • Write the conclusion</p> <p>Resource (downloads)<br /> • Guide to witting the conclusion</p> <p>HAND DRAFT IN FOR FEEDBACK</p> <p>Additional Resource (downloads)<br /> • A guide to writing the My Project section</p>

<p><strong>Logo and Website Design Project</strong></p> <p>This five-week project takes students through;<br /> • Logo Psychology<br /> • The process of sketching ideas then translating into a digital format<br /> • Art Deco art movement (or art movement of your choice)<br /> • Website Research<br /> • Target Market research (optional, this element I remove some years and keep in others, depending on how the students are progressing)<br /> • Digital presentation sheets of their work<br /> • And evaluation writing<br /> My students compete this project at the end of their first term in year 12 and so they already have foundational Photoshop skills.</p> <p><strong>Resources you will receive are;</strong><br /> <em>For week one</em><br /> • Logo and website brief<br /> • Examples of past projects (x6, three with extension task outcomes)<br /> • Brand values starter activity<br /> • Logo design in Illustrator or Photoshop process sheet – taking ideas from sketches to final design<br /> *<br /> For week two*<br /> • How to research an art movement guide</p> <p><em>For week three</em><br /> • Critically analysing a website starter activity<br /> • Understanding your Target Market ™ and creating a Profile guide<br /> • Website template page (jpeg, TES doesn’t support PSP files, please email me should you want the PSP files WeTransfered over, <a href="mailto:dayh@hlcolleg.ac.uk" target="_blank" rel="nofollow">dayh@hlcolleg.ac.uk</a>)</p> <p><em>For week four</em><br /> • NA</p> <p><em>For week five</em><br /> • Evaluation guide</p> <ul> <li></li> </ul> <p>Additional resources*<br /> Logo analysis worksheet (I no longer use this sheet but you may find it useful and choose to add to the project so I’ve included it.)</p> <p>This can be taught after my Bauhaus project (also available via my shop).</p> <p>If you have any questions or concerns please get in touch. I’m happy to help.</p> <p>If you download please review. Thank you.</p>

<p>This pair of resources will give your students a memorable insight into the Dada movement.</p> <p>It starts with an imagination exercise which I have found to be highly effective in leading students to an understanding of the political events that lead to the movement and the personal impact of the war. It ends with four simple questions to support students translation from thought into either verbal or written feedback (as chosen by you).</p> <p>There is then a PowerPoint that covers the background in more formal detail and finally two pieces of work are analysised. Both are graphics pieces but these can be added to, changed or updated to suit your pathway if required.</p> <p>This is a complete lesson.</p> <p>If you download please review. Thanks.</p>

<p>**A three week project with substantial resources designed to **<br /> • Settle students into college and A Level life<br /> • Introduce the Principals of Design<br /> • Introduce the Bauhaus<br /> • Introduce basic Photoshop tools<br /> • Create their first graphics outcome with supporting worksheets</p> <p><strong>Bundle includes</strong></p> <ul> <li>Year plan extract</li> <li>Breif</li> <li>Bauhaus PowerPoint</li> <li>Principals of Design PowerPoint</li> <li>Jpegs files for design work</li> <li>Templates</li> <li>and more</li> </ul> <p>All support information is provided however TES does not support Photoshop files so saved as jpegs. If you want the Photoshop files, I’m happy to send them through. Just email me on <a href="mailto:dayh@hlcollege.ac.uk" target="_blank" rel="nofollow">dayh@hlcollege.ac.uk</a> and I’ll send them once I have confirmation of payment.</p> <p>Work featured in AD Magazine (NSEAD’s tri-annual publications) Issue 19, Summer 2017</p> <p>If you download please review. Thank you.</p>

<p><strong>Understanding A Level Assessment Objectives – Lesson Plan – OCR</strong></p> <p><strong>This one-lesson resource takes students through</strong><br /> • The four Assessment Objectives<br /> • The Marking Criteria<br /> • How to apply the AOs and marking criteria to a project of theirs</p> <p>My students complete this lesson at the end of term one, year 12, once they have produced a range of work, allowing them to assess their own work against expectations and standards and to prepare them for what is expected for the EST.</p> <p>The resulting worksheets can be placed on display for future reference.</p> <p><strong>Resources you will receive are</strong><br /> • Lesson Plan (as seen in the description box for this recourse)<br /> • X4 A3 sheets, one for each AO, stating the AO and giving space for students to make notes. This is the main activity.<br /> • A3 copy of the marking criteria</p> <p><strong>Resources you will need</strong><br /> • Print outs of the above<br /> • Pens/highlighters<br /> • Dictionaries or students smartphones<br /> • One personal project per student for them to assess</p> <p>**Lesson Plan **<br /> Place students into small groups, give each group one AO print out. Try to give an even number of AO sheets out. I tend to go for eight groups, or two groups for each AO.</p> <p>Ask the students to highlight the key words in their AO, then to look up the meaning/definitions of that word (using dictionaries or smartphones). These definitions should be recorded around the AO in the space outside of the cloud shape.</p> <p>Once the definitions are recorded each group should simplify their AO into layman terms in the In Summery section at the bottom.</p> <p>Starting with AO1, ask the group(s) to read out their key words, definitions and in summery explanation.</p> <p>Ask students to review their work against the marking criteria sheet (one per student). I always get them to put a line through the first two boxes saying they will produce work better than that, so we start to review in box three. Students should tick descriptors, or parts of descriptors, they feel they are achieving, moving up box-by-box until they think they cannot award themselves any more ticks (marks).</p> <p>From there they review the levels they have not reached and then write down one or two targets at the bottom of the marking criteria sheet for improvement for future projects.</p> <p>This requires teachers to lead, making suggestions to the group and 1-2-1. Students find this hard but helpful so it needs to be well lead by you.</p> <p>Repeat this process for AO2, then AO3 and AO4.</p> <p>**At the end, each AO has been readout, explained, simplified, reflected upon linked to the marking criteria and the students own work and targets set. **</p> <p>I hope you and your students find this resource helpful. If so please review. Many thanks.</p>

<p>A guide taking your students through writing critical and contextaul studies at A Level but suitable for GCSE too.</p> <p>x 3 variations for</p> <ul> <li>Fine Art</li> <li>Photography</li> <li>Graphics.</li> </ul> <p>Tailored for each pathway for example references to the principals of design and target market for graphics students.</p> <p>Students taking more than one pathway can work between them seeing both the common themes and points of divergence. Illustrations make each sheet clearly identifiable.</p> <p>PLUS - UPDATE<br /> I’ve added to my Photography sheet and so added it to the downloads. It has more tips on gaining higher marks. I use the simpler format in year 12 and then up-date to the more detailed version in year 13 to help students reach a higher standard in year two of their GCE.</p>

<p>A4 sheets explaining the following</p> <ul> <li>Depth of Field and Aperture</li> <li>Pushing a Film</li> <li>Split grade printing</li> <li>Test Strips</li> <li>Film Speed</li> </ul>

<p>Four full pages (A4, word, easy to edit/add to) of subject language. As well as the same resource in Publisher ready presented so you can simply print it off.</p> <p>This can be used from KS1 through to A Level as words can be removed to simplify the resource for lower years. I use this with A Level students.</p> <p>An example of the file is as follows;</p> <p>ABSTRACT:<br /> Abstract art is art that does not attempt to represent an accurate depiction of a visual realistic but instead use shapes, colours, forms and gestural marks to achieve its effects</p> <p>ASYMMETRICAL:<br /> Something which is unbalanced or has unequally proportioned elements. The opposite to symmetrical.</p> <p>ATMOSPHERE:<br /> The pervading tone or mood of a place, situation, or creative work</p> <p>BALANCE:<br /> This deals with the visual harmony within a piece of work</p> <p>COLOUR:</p> <p>Primary Colours red, blue, yellow<br /> Secondary Colours green, orange, purple<br /> Complementary Colours blue/orange, red/green, yellow/purple<br /> Harmonic colours Colours that are next to each other on the colour wheel</p> <p>Warm Colours those which have a lot of red, orange<br /> and yellow in them<br /> Cold Colours those which have a lot of blue, grey,<br /> white in them</p> <p>Tint is when WHITE is added to a colour i.e.<br /> white added to red to create pink<br /> Shade is when a dark colour such as<br /> BLACK/DARK BLUE etc, has been<br /> added to a colour to darken it</p> <p>Monochrome An image using only white and one colour (usually black)<br /> Saturation How bright a colour appears (the low the saturation the duller the colour, the lowest saturation is black and white), a related term could be neon<br /> Muted Grayed, dulled or desaturated</p> <p>Some related subject language could be; bold, bright, vibrant, dull, subtle, contrasting, earthy, natural.</p>

<p>An A4 sheet that can be used to analysis logo design.</p> <p>I use this with Graphics Design students but would also work well for Business Students.</p>

<p>These two sheets can be used to help improve the subject language of art students with a simple spot and swap approach.</p> <p>One sheet is filled in and can be placed in course books for easy reference.</p> <p>The other has blanks which I use as part of a lesson to get students to consider how they might improve their vocabulary.</p> <p>I use this with A Level students but would work equally as well at GCES.</p> <p>I hope you find it useful.</p> <p>IF YOU DOWNLOAD PLEASE REVIEW. THANK YOU.</p>

<p>An annotation and evaluation guide that complement each other, building on the idea of matching images with instructions so that the stages are embedded into a students way of working.</p> <p>A simple step-by-step approach to writing inspired by Peps Mccrea’s Memorable Teaching book.</p> <p>PLEASE REVIEW IF YOU DOWNLOAD. Thanks.</p>

<p>This A4 sheet has a number of useful points students can use when checking word before submission.</p> <p>Helpful in reducing excess word count and general waffle.</p> <p>I hope you find it helpful.</p> <p>IF YOU DOWNLOAD PLEASE REVIEW. THANK YOU.</p>