Teaching Art is a feast into a of colour, line, texture, space and shape. By encouraging a visual exploration in my learning I love developing a creative approach to learning in the classroom. By encouraging different techniques and an understanding of art I hope to help students appreciate visual learning more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.
Teaching Art is a feast into a of colour, line, texture, space and shape. By encouraging a visual exploration in my learning I love developing a creative approach to learning in the classroom. By encouraging different techniques and an understanding of art I hope to help students appreciate visual learning more. I hope you enjoy my uploads and can use them. Please contact me if you require any further information.
To understand what the elements of art are: line, shape, colour, texture, space,value and tone and where PATTERNS appear in nature.To learn about different terms in pattern making and how to make a repeat designTo make a page of patterns, combining cultural patterns and everyday patterns
Create a title on your page called ‘Pattern’
Describe the word pattern using keywords- looking at examples of patterns and how one makes a pattern
Students are asked to list 3 areas where pattern can be recognised in everyday life. There is an understanding also in slidesto explain what the elements of art are, line, colour , shape and how to make patterns
Students are asked to research the internet pictures that show different words relating to patterns
students are given tasks to make a display slide on a Powerpoint showing the following patterns.
Students research the names below and find an example of this type of pattern online - then save a copy of the picture.
Students make their own powerpoint on PATTERN and write out the words below of different patterns and paste an example of this pattern ,on a piece of paper to draw your own pattern for each.
Flowery pattern
Geometrical pattern
Variegated pattern
Organic pattern
5.Linear Pattern
Symmetrical pattern
Radial balance pattern
Informal balance pattern
Check pattern
Animal pattern
Paisley pattern
Chevron pattern.
Basketweave pattern
Repeat pattern
A sculptural project or life drawing project inspired by the famous British artist, the drawings of Henri Moore.
Looking at the ink wash drawings of Henry Moore in detail his presentation shows loads of examples of the way he sketched his body shapes and looks at the way he simplified the bodies into organic shapes.
This is a good presentation to show KS3 how to simplify and to distort drawings of different poses into organic shapes. This can be used for KS3 making abstract body sculptures and shows how to reduce, simplify, re-arrange and to distort drawings into a pleasing harmonious shape.
It can also be used for A-level students doing life drawing and giving ways to explore different wax resist techniques with ink washes.
There are loads of pictures of Henri Moore’s Drawings and hopefully will inspire outcomes and enable students to develop some confidence when drawing figures.
This presentation can be bought with the Life drawing presentation.
Examples of paintings of different viewpoints of famous paintings from the Early Renaissance, to Max Beckmann and Anthony Green - looking at composition and different ways of looking at a subject.
Students given examplesof nature pictures and to create a repeat pattern from a pencil drawing of these pictures Pictures of nature for students to draw from and then how to make a repeat unit from this drawing
Showing how to make a mirror repeat, half-drop repeat, straight repeat and diagonal repeat.
Resources needed: Tracing paper, pencils, calico fabric cut in squares, ink rollers, waterproof inks,
Step by step breakdown of design and printing processes
Guidelines on how to use polyprint. Students make a repeat pattern on fabric and then sew this into a cushion
There are lots of student examples to support
Examples of student work
Success Criteria
Simplifying drawing into a line pattern and making a repeat unit,
Choosing a colour combination for repeat unit and drawing out the unit on fabric
Carefully rolling out the colours and layering the print from light to dark.
Strong contrasts of colour
Careful accurate layering of colours.
Success Criteria-
Develop a range of textural paint techniques
Experiment with blending colours
Experiment by layering and combining different techniques
Create a water colour exploration page to show variety of techniques.
Make a page of experiments following the list below.
Try to explore each technique.
When complete cut these into square shapes and display this neatly in your sketchbook.
Heading: Watercolour experiments
A Graded wash warm colour to cold colour
B. SGRAFITTO-scratch paper wash over with watercolour
C. DRIPPING TECHNIQUE
D. WET IN WET- drop another colour of waterscolour into a wet wash
E. GRADED WASH light to dark
F. CLING FILM-put over wet wash and let dry
G TRANSPARENT washes of colour overlapping each other
H. OPAQUE to transparent
I. USING BLOCK OUT TO CREATE WHITE shapes
J. FLAT WASH
K LAYERING OF PAINT details
L. SPLATTER TECHNIQUE
M. Wet paint and drop salt
N. Use a dry brus over colour
O. Use masking tape to block out areas
P Stippling with watercolour
The powerpoint gives an example for each technique
There is also an exercise to match the correct picture with technique and an answer page.
This is a key stage 3 project where students do a polyprint on fabric using printing inks. This is a short 6 week project but could be developed to incorporate embellishments and sewing skills to fabric. I did this with year 8 and it took 6 weeks. Student enjoyed the outcome and it could have been made into a cushion for each student but we made a class fabric wall hanging. (There is a second Powerpoint in a Bundle which has all the pictures used for students to work from - A-Z of nature pictures)
Artists used: Angie Mitchell and Ernst Haeckel
Resources required
Polyprint blocks
Printing ink
Rollers
Tables to roll out on
Fabric square per child
Paper for test prints
Research sheet for drawings and artist research.
Project schedule 6 weeks
The resources for the students to work from. Each student chooses what they would like to draw.
The steps to take while making the print and examples of student’s outcome.
Students begin by researching Angie Mitchell and Ernst Haeckel and make up a sheet with these two artists and their drawings. The drawings they do of one of the pictures of the slide pictures of animals and bits of nature from A-Z. Students choose which animal or fish or plant they would like to draw. Students spend time doing a detailed drawing and design a border pattern for this work in black and white.
Success criteria of drawings
To use fine lines and to capture quality detail
To concentrate on negative and positive shapes
To develop a border pattern from nature around the drawing
To try to layer up your drawing with foreground and background shapes
The students drawings are then photo-copied and transferred to the polyprint block. Students use the photocopy to press through onto polyboard. The students are given a square and a strip of polyprintboard . Students first of all experiment printing on paper with their design and border. Students can do a black and white print or do a polyprint print of two colours overlaying their inks.
The slide presentation gives you also opportunities for reflection and evaluation of outcome at the end.
I have presented my artists in my book
I have compared the works of 2 nature artists
I have written a short paragraph on the style of artists
I have a careful line drawing of my subject
I have created my own artwork based on my research of subject colour
I have a plan for my print design and have written about relief printing
I have tested working with polyprints
Student outcome is a wall-hanging and we sewed all the students outcomes together to make a fabric collage of squares.
This is a very successful drawing lesson to build confidence with drawing. It can be used at any level as skills are on invaluable. It can be stretched over two lessons.
I have a shoe box of little ornaments wrapped in fabric and tied up with tape that I use for this lesson and over the years this is one of my favourite lessons.
I finally tried to make a powerpoint and hope you enjoy !
There is a drawing starter exercise
Then the fun begins
Objectives
To explore observational drawing techniques: blind drawing and contour drawing
To investigate how to capture techniques (markmaking) when drawing
To build confidence in capturing a form with line by using different styles when drawing: gestural drawing and pattern drawing
To develop a design from observational details
There are 17 drawings to make … and each slide gives you the instruction and an example of drawing
Resources
A3 cartridge
sharp 2B pencil
small objects to draw wrapped to start
oil pastel each
Fine-liner each
ruler
pencil rayons
small bit of tracing paper cut in squares ( size of unit for repeat)
starting with the following
. TOUCH DRAWING
Draw through TOUCH ONLY
Feel the object under a cloth draw the object – and try to imagine the shape, texture, and form
Try to draw and outline only.
2 minutes
BLIND DRAWING
Draw with CONTINUOUS LINE and BLINDLY 3 min
Draw the object and draw blindly. DO NOT LOOK AT YOUR PAPER as you draw.
Instead imagine your pencil as a contour ( an ant crawling on the object) exploring all the edges, outlines, shapes, textures and details of the object.
2 minutes…
Follow the slides
There are pictures of student examples.
Success criteria
The line and markmaking quality is MORE important than accuracy
This gives students a realisation that drawing is about lines and marks.
To explain various printing techniques - like relief printing, mono-printing and silkscreening. Slides showing a history of printmaking, from Early letterpress, to Japanese, Picasso, Expressionism and Andy Warhol. Students to be shown how printmaking developed in visuals.
There are various historical examples to show the early print works and how they developed.
Also linking to projects for students to get ideas to develop their own work.
Each printing technique has You Tube clips with specific tasks in the presentation.
Student tasks - to write a definition for each style of print. Students to make a presentation in books.
Heading in book
Stick in your prints when they are totally dry
What is … printing?
What types of . _____are there? E.g additive, subtractive?
Give an example a print artist.
Describe your print process. Did you find it difficult or easy.?
Do you like the quality of your printing?
There is a detailed explanation of each of these three types of printing for students to copy and very informative to support printing techniques.
Good for KS 3 but also at GCSE.
Projects to develop an understanding of the basic elements and the use of pattern.
Also developing a printing project using a repeat pattern.
Developing an understanding of William Morris
Also looking at Japanese concept of pattern and the use of Notans
This is part of a set of HUNDERTWASSER POWERPOINTS.
In this powerpoint the students use their design they made for their tiles and make a tile in clay in the style of Hundertwasser.
In this powerpoint there are examples of how to roll and make the tile with key clay steps to follow and include in tile.
There are student outcomes to look at while using key skills in making of a tile.
Students paint these with acrylic paints and varnish with PVA glue or a Varnish gloss when dry.
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
This is lesson 4 in the portrait project.
Students firstly do a pencil shading of their face using the grid technique and learn how to draw different parts of the face carefully.
Secondly students do a monoprint and this is in lesson 2 portrait project and they use their photograph to trace off into the ink to make the monopring.
Thirdly students then collage into the monoprint and use Paolozzi as an artist and collage into the monoprint.
In this powerpoint the student use one of their photographs and draw into the photocopy. Students look at the artist Chila Burman and look at the way she interprets her Asian and British identity. Students need to think about their own identity and the way they are going to collage into their own photo-copy.
Students use felt tips and draw into the photocopies making patterns and try to interpret cultural patterns in bright colours.
Your Learning Objective was:
To study an example of CHILA BURMAN n your book and describe what you see
Students to find out about CHILA BURMAN and begin to understand her Asian and British identity.
Students to use their photograph and develop the bright colours and cultural identity in the portrait.
To use cultural patterns and to create a self identity photo portrait.
SUCCESS CRITERIA
Cultural awareness of our differences
Understanding of different styles and using digital photography creatively with patterns
Appreciation of own patterns and self-identity
Collaging: Photographs of everyday items, patterns, favourite clothes, magazine text, Newspaper highlights, paint textures and close up of photos of household items: objects that show own culture and self-identity
A short presentation highlighting the key facts and characteristics of the German Expressionism.
There are references to a number of artists, Edvard Munch, Oskar Kokoschka, Max Beckmann, Erich Heckel, Karl Schmidt-Rotluf, August Macke, Emil Nolde, Otto Mueller.
Expressionism was made up of Der Brucke Art movement and Der Blaue Reiter - there are also examples of these artists linked to Expressionism.
Der Blaue Reiter is Frans Marck and Wassily Kandinsky.
Key examples given with notes about the movement to be used as worksheets for students.
This is a powerpoint of some of Rauschenberg’s work so that GCSE students can explore transfer techniques while making an artist study of his work.
There are examples of how to do the transfer technique but also helpful question sheets for analysis of the artist for GCSE objective - ‘Develop ideas…’.
Lots of examples of Raushenberg are given and each child should be given one of his work to copy.
Students should then make their own Rauschenberg example using their own project topic and own photograph and practice the transfer technique and paint washes of Rauschenberg.
There is a detailed critical analysis - lots of questions for students to make a comprehensive artist study in their books.
The powerpoint gives key questions to ask under the theme of Self-identity and shows some examples of interpreting oneself in different styles - Picasso, Van Gogh, Gainsborough and Chila Burman. There are questions to use to make an artist study on chosen artist.There is a further brainstorm on what one could make as a final idea which would embody my identity and examples of student’s work.
The powerpoint consists of the following:
Students will learn about Wassily Kandinsky and his abstract Art and be able to make their own version of Kandinsky while listening to four pieces of music.
Task 1: Describing artwork tasks (slide2)
Task 2: Answer questions on Kandinsky (slide 3)
Task 3: Listening to music and interpreting this (slide 4)
Divide your paper into 4 blocks as seen in the example and in your blocks you need to draw what you interpret while listening to the four pieces of music.
Listen to the You Tube tracks of music - one at a time. While listening to the music in each block while you listen to the music you need to draw what the music makes you feel. (Copy the http address into search to hear music)
That is, you need to Interpret the music by drawing shapes, colours, textures, lines, forms, images and what you feel the music represents.
An visual reference to architectural features with reference to Classical Greek and Roman architectural features in Artworks, various building ornaments and different buildings.
There are lots of artists who have use classical architecture in their own art. Also lots of examples of artists and reference to examples of John Piper and his paintings on classical architecture and students could develop their watercolour techniques copying this artist. But there are a number of different artists to use to inspire students to develop their own technique.
Also, developing the style of John Piper in different techniques: for eg. wax painting, water-colour techniques.
**The resource includes: **
Examples of architectural artists
Examples of a student work collages of architecture Examples of student work of combining buildings into a collage
Resource sheets of architectural photographs of churches to use for studies
Resource sheets of different buildings ornamentations to use in collage
.
**Learning Objectives **
To develop a Classical Greek and Roman element in one’s work of art at KS3, KS 4 - GCSE Art and A-level Art
To study various examples of how artists have used these classical architectural elements in their works of Art
A look at various contemporary artists and how they have used the Classical elements and architectural features
To develop a collage combining photographs, painting and pen work.
Choose one of the artists and copy their style and collect examples of their work to use in your collage.
Take photographs of buildings in your local environment and use this in your collage.
A summary of objectives and the requirements for students to continue to do homework based on these. A few lists of homework ideas and a summary of what is required.