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.

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.

This is the final part of a series of Still-life lessons where students do drawings in different techniques and then make a mod-roc outcome. In this powerpoint the students go to a computer room and do a presentation on the artist LOUISE NEVELSON and then make a mod-roc outcome. Steps are showing how to make the mod-roc relief and criteria for success with this medium. Students then evaluate their mod-roc outcome by doing a tonal drawing of this and reflect on the outcome Computer room research: Louise Nevelson - students write and answer the questions and resource information on this artist. After making the mod-roc students evaluate their mod-roc outcome and do a drawing of your outcome and as a group discuss how they will as a group present their own work like Louise Nevelson. Learning Objectives: To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique To build a mod –roc outcome looking at relief techniques To in a group build your Modroc into a standing tower with the rest of the group. Do a study of the artist Louise Nevelson and present her work by doing an artist study of her work. Complete the project by doing an evaluation of their mod-roc relief sculpture and do a pencil drawing of this

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.

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…

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.

Students are developing an understanding of tonal values and 3D forms and looking at markmaking, and a range of tones and depth of tones. • Students reflect on what is a shape, and how to turn this into a 3D form and look at ways to do this with some key vocabulary terms. • Develop an understanding of how to use charcoal and chalk. • Students on a planning sheet will need to develop their mark making skills to enable them to shade using tones and students will look at various ways to use line techniques to create tone: stippling, hatching, cross hatching, scumbling, contour hatching. • Students then will look at the lighting of a 3 D form and how the shadow is thrown. • Students will practice a tonal range on a geometric shape. Students will then work in a group and each student to draw a geometric shape which can be put together into the fantasy figure composition based on the Surrealism Picasso figures. Examples given of the geometric standing figures of Picasso, De Chirico and Desmond Morris. Students follow the powerpoint using chalk and charcoal and explore mark making techniques to start. Then students look at the tonal contrasts and begin to develop a geometric shape. Each child to do a different geometric shape and in so doing build a figure of the shapes. Reflection and Evaluation Activate Prior Knowledge: Students to complete the questions on slide 2 on a large A2 sheet on what they know about a shape/form/3d. Questions on powerpoint/sheet per child. Ask students to come to the board to write down the answers. Ask students about charcoal and get them to explore mark-making on large sheet. Understand how to use charcoal and chalk. Playfully begin to develop their use of line (mark-making) and tone (contrasts and lighting) by using the chalks and charcoal. To follow teacher demonstration on the large A1 sugar paper. Draw out the surrealism fantasy stick figure composition made up of geometric shapes and then each child will begin to start shading their form. Final Evaluation: 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

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.

A history of art powerpoint showing key sculptural examples from the early Paleolithic sculpture to the work of Michelangelo showing all the key developments in form to show more realism. There are lots of notes to provoke discussion in the class on the different sculptures. Various comparative tasks can be given to develop students ability to analyse the sculptural forms. This also tells the story of art and the development of sculptural form in Art and how art develops through the ages from Paleleolithic, Egyptian, Greek - Archaic, Classical, Hellenistic Art and Gothic Art following with Early Renaissance and the work of Donatello to the work of Michelangelo in Late Renaissance. Students learn about key sculptures to develop their knowledge of art and begin to understand how sculptural form developed. There is a beginning of understanding how the first sculpture was a small fertility form - the Venus of Willendorf and how this was used to empower people and how this then develops to capture the emotion and pathos in the work of Mary Magdalene by Donatello. Many comparisons can be drawn and it enables students to see the development of form and so understand the history of art.

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…….

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.