This is a seven lesson project designed to introduce KS3 students to the formal elements of: shape, tone, form, texture and pattern. Students will be introduced to each formal element lesson by lesson, building up a large mixed media shell with: charcoal, coffee, tissue paper, biro and poly-board printing, working from observation.<br /> Each lesson has been presented as a ten minute starter activity and thirty-forty minute main exercise. The project includes reference to artists such as: Antoni Gaudi, Barbara Hepworth and Bridget Riley with space for research and or analysis homework. The project has been broken down into visual step by step help sheets and examples and can be printed as a booklet for students or used as a powerpoint to teach from. Activities are differentiated by learning outcomes as well as 'Apex' challenges for most able students. The visual step by step instructions make learning more accessible to lower level and SEN students.<br /> The layering of techniques and materials guarantees to hold the interest and engagement of KS3 students in order for them to build up and refine one piece of work over a period of time.

This resource three lessons long and introduces the idea of visual language in the context of comic book illustration. Student will create and introduce their own character with four different shots: a close up, profile, long shot and full body shot. They will then practice the use of mark making, using ink, to create tone and texture and applying ink to their comic.<br /> Each lesson consists of: a 'hook' or starter; objectives; visual instructions with differentiated learning outcomes, peer assessment and/ or self assessment and a plenary. Printable resources are at the end of the powerpoint, visual instructions and worksheets as well as artist images. These lessons refer to a range of comic artists and are an ideal follow up to learning how to draw the face and body without using reference.

How do you get KS3 students to draw in controlled conditions for 80 minutes? ...Involve chocolate.<br /> This is an ideal observational drawing assessment for KS3 students using pencil and colouring pencil, with the focus on proportion and tone. The resource can be used as a powerpoint for the assessment lesson, including: a hook/ starter question based on willpower; objectives; a clear outline of controlled conditions and four 20 minute drawing tasks. The first task is for students to draw the chocolate bar, wrapped, using tone with pencil. The second asks them to draw the chocolate bar unwrapped using tone. The third allows the students to take a bite of their chocolate and draw the bar using tone with colouring pencil and the final task allows them to eat the chocolate bar and draw the wrapper, again using tone with colouring pencil.<br /> The resource includes a ten minute self assessment and four printable step by step sheets which break down the drawing process for less able students. Each task includes differentiated learning outcomes. Marking stickers are also included on word documents separately which correspond to the learning outcomes and make marking and standardising large groups of KS3 a lot more manageable. <br /> All you need to do is get in the fun size chocolate bars. <br /> N.B. If you have many Muslim students this is not a good lesson to do during Ramadan.

This lesson is designed to introduce the use of exaggerated features in cartooning, when drawing the face. Students will look at Marvel characters, analysing how features are exaggerated to suggest character and personality. Students will follow step by step instructions to draw a chubby and a gaunt character. <br /> The lesson consists of: a 'hook' or starter; objectives; step by step instruction sheets with differentiated learning outcomes and an annotation plenary. Printable resources are at the end of the powerpoint, with step by step visual instructions and image reference sheet. This lesson is an ideal follow up to drawing a realistic face and a good way to make drawing the face and features more accessible to students of all abilities.

This lesson is designed to practice the use of drawing a body in proportion, by measuring using heads. In the context or superhero/ heroines students will design and draw a character based on a celebrity/ real person or an imagined character.<br /> The lesson consists of: a 'hook' or starter; objectives; introduction into measuring by heads; drawing the hero/ine examples with differentiated learning outcomes, peer assessment and a plenary. Printable resources are at the end of the powerpoint, with visual instructions and image reference sheet as well as guidelines for drawing sheets. There is also a homework task based on analysing the work of Roy Lichtenstein. This lesson is an ideal follow up to exercises based on drawing a body without a model.

This lesson is designed to exaggerateice the use of exaggerated features in cartooning, when drawing the face. Students will follow step by step instructions to draw a cute and a heroic character as well as learn to shade hair to give it form and texture.<br /> The lesson consists of: a 'hook' or starter; objectives; step by step instruction sheets with differentiated learning outcomes, peer assessment and an annotation plenary. Printable resources are at the end of the powerpoint, with step by step visual instructions and image reference sheet. This lesson is an ideal follow up to drawing a realistic face and a good way to make drawing the face and features more accessible to students of all abilities.

These three lessons are designed to introduce one point perspective, practicing landscape drawing and painting in the style of an artist.<br /> Students will use a simple technique to be introduced to perspective before building up a landscape working from a photo.<br /> Students will look at the work of Claude Monet and David Hockney as inspiration for their use of colour, building tone and texture with acrylic. They will then go on to look at the printing techniques of Angie Lewin to add detail to the foreground of their landscape using soft foam.<br /> Each lesson consists of: a 'hook' or starter; objectives; an introduction slide into an artist or theory; step by step instruction sheets with differentiated learning outcomes; a peer assessment or self evaluation and a plenary. Printable resources are at the end of the powerpoint, with step by step visual instructions, image references and a homework task.

This is a Christmas card making task that can also be related to Cubism and painting with hues, tints and shades.<br /> A step by step sheet with visual examples leads the students through the task: drawing out their shapes and painting inside the boxes. This resource also includes a slide of higher order plenary questions.

This is an introductory lesson into GCSE Art &amp; Design (Edexcel) for students who are just starting GCSE and to the project Natural Forms. It includes: Visual examples of A01-A04; GCSE expectations; possible assessments for the first term; Materials list; Course outline, Natural Forms artists and assessment criteria for A01 and A03 tasks for the first term.<br /> The rest of the lesson is dedicated to observational drawing: still life fruit and vegetables. Students will use charcoal, coffee and white chalk to draw the still life using gestural mark making, texture and tone. they will also practice blind contour drawing and record their still life with photography to present on one sheet as their first possible assessment/ baseline assessment piece.<br /> The lesson includes: a starter; objectives; visual instructions; differentiated learning outcomes; key words and a plenary. All you need is the fruit and vegetables.

This is a help sheet designed to support new photographers analyse and write about photography. The sheet leads students through questions which they can use as the basis for their analysis: starting by describing an image; before reflecting on making methods and the use of formal elements and finally speculating about the meaning of the image and the mood that it creates. <br /> For students who struggle with writing there are sentence staters that correspond to the questions on the back of the sheet, including key words and technical terms written in bold.

<p>This set of three lessons introduces the work of Brazilian artist, Beatriz Milhazes and could be used as artist research for the project: Natural Forms. The practical activities in these lessons can easily be stretched across six lessons or even more depending on your student’s ability to refine and develop these techniques. Students are introduced to the artist via an interview created by the James Cohan Gallery and available on Youtube. Students then produce their first response drawing from one of Milhazes paintings, scaling up to fit their page. They then finish the lesson writing an analysis on one piece by the artist. The second lesson begins by creating a colour pallet for Milhazes piece using acrylic and then going on to use this pallet to paint their response from the previous lesson. The final lesson leads students to experiment with Milhazes transfer techniques. Students draw flower silhouettes onto a circle before transferring them onto plastic and painting them with acrylic. When this is dry it is painted with PVA glue and transferred to a canvas or sketchbook page. This process is modeled by Milhazes in the interview and is supported by a step by step visual instruction sheet.</p> <p>Each lesson consists of: a starter; objectives; step by step instruction sheets with differentiated learning outcomes, and a plenary, as well as annotation sentence starters and key words. The three lessons also include opportunity for peer assessment and analysis with a printable analysis help sheet. At the end of the powerpoint there are step by step visual instructions and further printable resources. There is also a suggested homework slide where students complete further research into the artist in order to develop their artist page further.</p>

<p>This pair of lessons is designed to introduce a Portraiture project. The first lesson presents students with a variety of different artist’s portraits which they use to create a title page. The second lesson leads students to create a self-portrait, working from a mirror or a photo and building tone with pencil.<br /> Both lessons include: starters, objectives, differentiated learning outcomes and a plenary. There is a homework, peer assessment and step by step visual instructions for the self-portrait.</p>

This a 50-60 minute lesson designed to introduce primary, secondary and tertiary colours. Students will learn how to mix primary poster paint or acrylic to create secondary and tertiary colours and complete a colour wheel.<br /> This resource can be used as a power-point and includes a starter or 'hook' activity, objectives, differentiated learning outcomes, self assessment and a plenary. The last three slides consist of printable step by step sheets which can be printed back to back as well as a blank colour wheel. This is ideal for KS3 students early experiences of colour mixing and your understanding of their skill and understanding of colour and painting.

<p>This lesson introduces the work of Karl Blossfeldt and could be used as artist research for the project: Natural Forms. Students can be introduced to the artist via a video clip made by The Whitechapel Gallery where the curator, Kirsty Ogg gives a brief summary of Blossfledt’s work in the context of the exhibition. Students then work in table groups to photograph natural forms in the style of Blossfeldt. The lesson then continues to focus on observational drawing using negative space, contour and tonal techniques to draw from natural forms.<br /> The lesson consists of: a ‘challenge’ or starter; objectives; three drawing tasks with visual examples and differentiated learning outcomes, as well as annotation sentence starters, key words and a plenary. This lesson could easily be stretched across two or three lessons in order for students to create a research page on the artist and could be developed further with more in depth research for homework.</p>

This lesson is ideal for putting you and your students in a festive mood, while considering the importance of craft as a tradition at Christmas time.<br /> Students can use coloured and recycled paper to create simple but individual tree decorations. The resource includes: a hook or starter, objectives and visual step by step tasks for creating their decoration which are differentiated through learning outcome as well as a most able 'challenge'. It also includes a plenary, step by step printable sheets and simple templates for the decoration. The lesson also references the paper Illustrator Rob Ryan and the Fashion Designer: Stella McCartney.

This is a lesson designed to introduce tints and practice colour mixing to create a Georgia O'Keefe painted response. Students will use two colours and white to mix a range of secondary, tertiary and tints to build tone in Georgia O'Keefe's flower. <br /> The lesson includes: a starter or 'hook' question; objectives; differentiated learning criteria; an oil pastel extension; an 'apex' challenge for most able students; pre-drawn printable flowers for lower level students and step by step painting and colour mixing help sheet which can be printed back to back. It can be used over a double lesson or would easily stretch to two lessons.

This lesson is designed to introduce shades when working with colour and use them in combination with tints to build tone. Students will use oil pastels (one colour, black and white) to work carefully from one of Karl Blossfeldt's flower images.<br /> The lesson consists of: a 'hook' or starter; objectives; an introduction slide into Karl Blossfeldt; step by step instruction sheets with differentiated learning outcomes; a peer assessment and a plenary. Printable resource sheets are at the end of the powerpoint. This resource is ideal to introduce the early use of tone when working with colour.

This a three lesson power-point based on the photographic series: Living Jewells by Poul Beckmann. It is designed to lead new GCSE students through the process of artist research, analysis and response, covering A01 &amp; A02 criteria. Students are lead through a written analysis as well as practical colour analysis with oil pastels. Students can follow step by step instructions to draw insects from observation, using oil pastel/ chalk pastel and/or ink.<br /> The lessons consists of: a starter challenge; objectives; step by step instruction sheets with differentiated learning outcomes, analysis questions as well as examples of answers and ‘Apex’ challenges for the most able. The lessons would fit nicely into the context of Natural Forms. Ideally these lessons can be taught with the use of taxidermy insects incased in acrylic resin, however students could work from photos.

This lesson is designed to practice the use of blending colour to create tone. Students will draw a leaf, working from observation and will use oil pastel to blend primary, secondary, tertiary colours and tints to create rich colour, shadow and light.<br /> The lesson includes: a 'hook' or starter activity; objectives; step by step instructions including differentiated learning outcomes; a self evaluation and plenary. The lesson also refers to the work of Georgia O'Keefe and can be used as a follow up or preliminary lesson to studying her work.

This lesson is an introduction into Damien Hirst’s insect mandalas. It is designed to lead new GCSE students through the process of artist research, analysis and response, covering A01 &amp; A02 criteria. Students are lead through a painted response of one of Hirst’s butterflies using acrylic. The lesson consists of: a starter challenge; objectives; step by step instruction sheets with differentiated learning outcomes as well as annotation sentence starters, ‘Apex’ challenges for the most able and a plenary. There are printable resources at the end of the power-point. This lesson would fit well into the context of Natural Forms.