<p>This GCSE Art Project aims to develop and enhance the range of skills that students have been taught at KS3, enabling them to master and improve in a way that was engaging yet simple to achieve. There are some ‘essential’ art skills taught in this project, including: grid drawing, pencil drawing, pen drawing, acrylic painting, watercolor painting, poly printing and different types of research / art analysis / presentation skills.</p> <p>The theme is Pop Culture, allowing students a wide range of references to work from.</p> <p>The presentation includes lesson entry tasks / plenaries and exit tasks, examples of student work, homework tasks throughout.</p> <p>There are printable resources on slides 1-12 with the Pop Culture images I used in lessons. There is an artist research information slide that can also be printed (slide 43)</p> <p>There are 124 slides in total.</p>

<p>Describe art and culture in the Weimar Republic and Nazi Germany.<br /> Explain the similarities and differences between art and culture in the Weimar Republic and Nazi Germany.<br /> Lesson Objective: how far does degenerate art paint a picture of life in Nazi Germany?</p> <p>AQA GCSE History: Germany, 1890–1945 - Democracy and Dictatorship - The Experiences of Germans under the Nazis.</p> <p>The resources are also suitable for Edexcel, OCR, WJEC GCSE History and iGCSE History. Each lesson is fully inclusive and differentiated to challenge high-attaining students, whilst offering support to students with SEND and low-attaining students.</p> <p>The resources that I have created have helped my GCSE History classes achieve and sustain results that far exceed the national average:</p> <p>2024 P8: +0.49<br /> 2023 P8: +0.25<br /> 2022 P8: +0.87 and +0.33<br /> 2021 P8: +1.42<br /> 2020 P8: +0.47<br /> 2019 P8: +0.57</p> <p>My average P8 since 2019 is +0.63 and my GCSE History classes consistently attain the most Grade 9s in any subject and/or class at my current school of over 1300 students.</p> <p>I have worked with the examination boards for over 12 years, and I have utilised feedback from students, fellow professionals, experienced colleagues and used my own professional judgement to ensure that each resource will help you to teach quality history lessons so that each student achieves their personal best.</p> <p>I am proud to be recognised as a ‘Gold’ TES Author, a status awarded to top-rated contributors. My 5-star resources, recommended by TES, have been trusted by educators around the world and have been downloaded nearly a million times to help students achieve success.</p> <p>Copyright Protection ©</p>

<p>This clear, detailed and visually-appealing resource offers a complete reference point for students learning how to draw portraits as a part of their art and design study. This organiser has a particular focus on the inspiring work of portrait artists from different cultures.</p> <p>It contains comprehensive sections on:<br /> -Overview;<br /> -Styles and Techniques;<br /> -Significant Artists (heavily featuring Frida Kahlo, but also Elizabeth Catlett and Kehinde Wiley);<br /> -Creative Ideas and Examples;<br /> -Key Vocabulary;<br /> -Timeline of Frida Kahlo’s life.</p> <p>This resource can be adapted for all ages, but was originally designed for supporting upper KS2 children.</p> <p>The resource is designed to be printed onto A4 or A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use.</p>

<p>This resource is a complete 7-9 week KS3 unit on the planning and making of a mask. It outlines and explains how students are to follow the design process in order to make a unique and individual mask inspired by different cultures all over the world. Included are 17 ‘do now’ starter activities which assist EAL student digest key vocabulary. This project uses readily available classroom materials. The PowerPoint outlines the steps to make the mask, while introducing the design process to year 7/new students. As part of the design process, students will investigate their theme, research construction techniques; specify a list of requirements; produce a design that meets the specifications; draw annotated sketches; build their own mask and evaluate the product. This resource contains quality teacher and student examples. This resource is EAL friendly as language is clear and is used in conjunction with visual imagery.</p>

<p>These are a series of worksheets and information I have collated into a full project.</p> <p>The theme of the project is MASKS &amp; IDENTITY</p> <p>Within the project, there are a number of mini sections relating to different mask types. I have uploaded these individually (see below) as they are perfect for cover / homework / one off lessons. I will also upload the full project once I have added the finishing touches.</p> <p>Available worksheets:<br /> Artists - Cindy Sherman / Marcus Coates / Haus-Rucker-Co<br /> Cultural Map<br /> <strong>Day of the Dead</strong><br /> Drill Music<br /> Festima<br /> Filipino Dinagyang<br /> Halloween<br /> Music<br /> Superheroes<br /> Symmetry<br /> Venetian Carnival</p> <p>Each upload contains a PowerPoint and PDF. I created the resources on a MacBook and sometimes Windows PowerPoint can open the fonts and formatting slightly off, so I wanted to offer both versions! You can also edit the PowerPoint to make it suitable for the students you teach.</p> <p>Please feel free to ask any questions</p>

We had international day at school, and I was focussing on New Zealand.<br /> This is an introduction into New Zealand culture, and in particular Maori art and traditions. I used it for KS2 but it could easily be adapted for younger or older students<br /> It it designed to be used for an art lessons, focussing on the repeating patterns and design (kowhaiwhai)

<p><strong>Year 4 - A Different Culture - Art Unit Plan and Resources</strong><br /> .<br /> In this Year 4 unit plan, pupils will investigate works of art from a specific culture (e.g. India, Africa, Caribbean, Mexico etc.)<br /> .<br /> **Pupils’ will be taught to: **<br /> .</p> <ul> <li>collect visual and other information to help them develop their ideas, including using a sketchbook.</li> <li>record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes.**</li> <li>question and make thoughtful observations about starting points and select ideas to use in their work.</li> <li>investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work.</li> <li>apply their experience of materials and processes, including drawing, developing their control of tools and techniques.</li> <li>use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts.</li> <li>develop work into final product.</li> <li>review what they and others have done and say what they think and feel about it.</li> <li>extend work into another medium.<br /> .<br /> <strong>2 pages</strong><br /> <strong>Fully editable<br /> Resource pack included - Indian art projects and work samples</strong></li> </ul>

An art scheme of work, for upper KS2, based around cultural diversity in tribes of people around the world. Chdn use batik, aboriginal symbols and T Shirt decorating.<br /> <br /> We finished the topic, with a sleepover in school - with the children setting up camp in the field, and displaying all of their learning in and around their tents. We then invited the rest of the school and parents to come and share with us. We served foods and listened to music from the different cultural groups. Geography has been uploaded in a separate unit.<br /> <br /> Please leave feedback.

AWF Storybooks, Cultural Cooking, Craftwork for a Cause, Cultural Exhibition, Sharing Shoeboxes, Sharing Stories, A Day in the Life, Weekly Questions, Game exchange, Show and Tell Worldwide, My Favourite Toy, Organise a Fair, Cultural Cooking, Fair Trade Morning/Day/Week, Sharing Stories, Create your own Wordsearch, Nature Trails, Fin Shot Recognition Game, Class Fundraising, Weekly Questions...

<p>This is a six week art unit, with the objectives of:<br /> Compare the work of artists from different cultures and make comments on this work,<br /> Use shading to show light and shadow (tornado)<br /> Use a range of brushes to create shape and lines with paint (volcano)<br /> Weave with paper then wool based on a colour palette (earthquakes and wildfires)<br /> Create a piece of pen art following Katsushika Hokusai’s the Great Wave (tsunamis)</p> <p>This includes examples of work and a title page for books.</p> <p>Miss CLT</p>

The koru is a popular symbol in New Zealand. Here is a set of 4 different templates that can be used in a variety of ways …. you decide!<br /> <br /> The 4 Templates: <br /> ♦ Plain (koru only)<br /> ♦ Radiating lines behind koru<br /> ♦ Patchwork lines behind koru<br /> ♦ Radiating lines with patterns behind koru<br /> <br /> Ideas: <br /> ♦ Draw patterns in the background spaces. <br /> ♦ Write words in the background spaces (eg ‘all about me’). <br /> ♦ Colour using warm/cool colours.<br /> ♦ Colour using blending/shading.<br /> <br /> **********************************************************************<br /> <br /> © Suzanne Welch Teaching Resources

<p>Includes 34 page Power point including defining what pattern is with examples and looking at different types of repeats.</p> <p>Links pattern in nature with different types of print within African culture. Focuses on Adrinka symbols and African wax print fabric and explores the meanings behind them.</p> <p>Printables with templates for titles and reference sheets.</p> <p>Links to 2 short videos exploring Adrinka Symbols and the artist Yinka Shonibare</p> <p><strong>Three activities include;</strong></p> <ul> <li>An Adrinka symbol inspired cut motif collage exploring different repeats.</li> <li>Artists research page looking at Yinka Shonibare</li> <li>Final A3 poly tile print</li> </ul> <p>Ideal to link to observational drawings of patterns in nature such as shells.</p>

In this lesson, students are introduced to the meaning of cultural misappropriation and intellectual property. They then use this knowledge to debate and discuss the various attendant issues, before writing a speech expressing their own point of view.

In this video from The Asian Art Museum join artists Art Jones and Xaviera Simmons along with smARTpower Program Manager Elizabeth Grady in a discussion about their Asia-based projects and the role of contemporary artists in cultural diplomatic efforts.

Understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change, Sustainable development, Word Search, Create a nature trail, Fin Shot Recognition, Calculating Carbon emissions, Organise an Enterprise Fair, Alternate lifestyles, Respecting the differences between people, Create shoeboxes, Creative writing opportunities, A Day in the Life of, Explore different cultures through artistic means, Jewellery Making, Challenging Stereotypes, Reflect critically...

<p>These are a series of worksheets and information I have collated into a full project.</p> <p>The theme of the project is MASKS &amp; IDENTITY</p> <p>Within the project, there are a number of mini sections relating to different mask types. I have uploaded these individually (see below) as they are perfect for cover / homework / one off lessons. I will also upload the full project once I have added the finishing touches.</p> <p>Available worksheets:<br /> Artists - Cindy Sherman / Marcus Coates / Haus-Rucker-Co<br /> Cultural Map<br /> Day of the Dead<br /> Drill Music<br /> Festima<br /> Filipino Dinagyang<br /> Halloween<br /> Music<br /> Superheroes<br /> Symmetry<br /> <strong>Venetian Carnival</strong></p> <p>Each upload contains a PowerPoint and PDF. I created the resources on a MacBook and sometimes Windows PowerPoint can open the fonts and formatting slightly off, so I wanted to offer both versions! You can also edit the PowerPoint to make it suitable for the students you teach.</p> <p>Please feel free to ask any questions</p>

<p>This 7 minute video lesson demonstrates to students how they can take a significant image linked to their own cultural identity and develop an exciting piece of artwork from it. The commentary discusses how an individual’s cultural identity is completely personal to them, and can include their nationality, heritage, preferences and interests.</p> <p>The art activity develops drawing skills and encourages consideration of pattern, shape and colour.</p> <p>Ideal for students aged 11 to 18.</p>

<p>These are a series of worksheets and information I have collated into a full project.</p> <p>The theme of the project is MASKS &amp; IDENTITY</p> <p>Within the project, there are a number of mini sections relating to different mask types. I have uploaded these individually (see below) as they are perfect for cover / homework / one off lessons. I will also upload the full project once I have added the finishing touches.</p> <p>Available worksheets:<br /> Artists - Cindy Sherman / Marcus Coates / Haus-Rucker-Co<br /> Cultural Map<br /> Day of the Dead<br /> Drill Music<br /> Festima<br /> Filipino Dinagyang<br /> <strong>Halloween</strong><br /> Music<br /> Superheroes<br /> Symmetry<br /> Venetian Carnival</p> <p>Each upload contains a PowerPoint and PDF. I created the resources on a MacBook and sometimes Windows PowerPoint can open the fonts and formatting slightly off, so I wanted to offer both versions! You can also edit the PowerPoint to make it suitable for the students you teach.</p> <p>Please feel free to ask any questions</p>

<ul> <li> <p>Art Scheme of work for theme of ‘Mexican day of the dead’ .</p> </li> <li> <p>The scheme is aimed at keystage 3 but could be adapted for both keystage 2/4.</p> </li> <li> <p>Scheme includes cultural starter and ‘do it now’ recall tasks</p> </li> <li> <p>There are 3 drawing tasks included in this SOW with resources to assist the teaching</p> </li> <li> <p>1st drawing task is an experimental ink and pattern drawing</p> </li> <li> <p>2nd is focusing on line and tone (full skull) observational study</p> </li> <li> <p>3rd is combining tone and observation to create a personal response.</p> </li> <li> <p>All tasks have coloured step by step photographs to show process</p> </li> </ul>

<p>Are you going on a class trip to a Museum or Art Gallery?<br /> Are you a Teacher who needs a resource to explain artefacts, artists, places etc to your class?</p> <p>Did you know, Google Arts &amp; Culture explains this all very clearly.</p> <p>In this resource I take you through the many sections of Google Arts &amp; Culture app.<br /> You can use this resource to display in class and explain the app to your students. So, when they attend trips to Museums or Art Galleries, they know what to expect from the app.</p> <p>The app is a very useful companion to have during a class trip. The app will inform students on what artefact they are looking at and more contextual information. As a result, students should feel confident on class trips as this will enhance their learning experience.</p> <p>If you find this resource useful, please leave a review.</p>