The song In A Gadda Da Vida inspired an exhibition of work at the Tate Gallery. This powerpoint just highlights the work at the gallery and gives examples of the Garden of Eden by different artists. There is also a link to a You Tube clip of the original song.

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.

Students will create their own open window painting after been inspired by Henri Matisse Students to write about Henri Matisse 'The open window ’ and understand what is Fauvism Easy student examples - outcomes of watercolour designs Clear step by step drawing of the windowdesigns and students left to add in own detail to make it more interesting Students gain confidence in drawing using the simplified shapes of Fauvism and practise watercolour techniques

This is a step by step drawing of a cupcake - showing how to start with basic shapes and then adding in the detail and the shading. This is part of the modern movements project where students make a cake stand with various cup cakes in different art styles linked to modern movements: Expressionism, Neo-Impressionism, Fauvism, Realism, Surrealism. It also has some slides showing how to do some mark-making exercises to build up students ability to control pencil skills and to capture detail. Students can also draw from a picture of a cup-cake or preferably have a real cup-cake in front of them to draw from. Students can also use the grid method to draw a cupcake and there is a picture of this technique to help.

Looking at briefly two chapters of the famous John Berger book ’ Ways of Seeing’ It is difficult to summarise a book of such a wealth of knowledge and such a clever way of phrasing ideas. The slide presentation gives one a sketch of two chapters. Chapter one which discusses the image versus the photo, seeing versus words and there are a few quotes from John Berger but also the link to the You tube clips. This is a good A-level presentation and then to get the students to listen to the first two chapters on video clip. Students need to question how an image has lost its meaning through the advent of the camera and begin to draw a comparison of images before the camera and after the camera. Students should also look at how the way we have reproduced the female form through the ages from Antiquity to the 21st Century and think about the meaning of what it is to be nude and what it is to be naked. John Berger has a lot of ideas on this and there are lots of phrases from his book discussing this concept and showing some examples of this in some major artworks. One can never make justice of this incredible book but the slide show does allow for discussion in the class on important concepts and understandings we have of images in our time.

German Art Historian, Heinrich Wolfflin in his “PRINCIPLES OF ART” (1915) isolated five opposing factors which he defined as the difference between High Renaissance and the Baroque style. This can further relate to the contrasts in MODERN ART MOVEMENTS There are the 5 main ways of interpreting forms with examples of the work of Heinrich Wolfflin that is: 1. painterly, linear, 2. closed, open, 3. planes and recession, 4. multiplicity, unity, 5. clearness and unclearness. Wolfflin supports a theory on ways of analysing a painting and examples of style which he formulated between the Renaissance and Baroque style and this gives a good interpretation of the differences in ways of depicting a subject. In the slide presentation examples are chosen to show the differences in style and hopefully students begin to understand the terminology used and begin to look at the ways different works are composed. The styles of Wolfflin also link to modern art movements like for example, painterly characterizes the work of Pierre Bonnard, Francis Bacon, Paul Gauguin, Vincent Van Gogh, Rembrandt or Renoir. Linear characterizes the work of Vermeer or Ingres. The Impressionists and the Abstract Expressionists tended strongly to be "painterly”, while movements such as Pop Art or photo-realism emphasize flatness and could be referred to more as linear. This also helps A-level students find their particular strengths and to make them reflect on what particular style they enjoy doing in their own work and gives them an excellent sense of vocabulary to use when analysing artworks and gives them an understanding of using art vocabulary when critically analysing their own and artist’s work. Students after reviewing the following slides on Wolfflin’s theory and discussing what the differences are in style begin to formulate their own essay on style using 2 artworks of your choice. TASK: Write an essay on two different artworks and analyse the composition and structure of the artwork in relation to the theories of style of Wolfflin. Begin to not only discuss the visual appearance of the subjects but try to relate this to the influences and background of the particular artists you choose.

This is a project where students are asked to choose an artist to study their style. Student’s question and develop an understanding of What is a style? Outcome of this project is that students in year 7 do their own portrait interpretation using the artists and create a mixed media collage based on the selected artist. There is an exploration on using a variety of media. Students develop their own skills exploring how to make their own portrait in the style of the artist. Students use a photocopy of a photograph of themselves to work from. There is an emphasis on experimentation and students can bring in found textures to collage. Students use the four artists to make a copy of the four artists styles in a grid on a page: Hundertwasser, Klimt, Ofili and Van Gogh. TASK 1 The first part of the project is the Artist Research in 4 grids. One for each artist. Students in the grid discuss the characteristics of each artist’s use of line, colour, shape and texture. There is an individual slide on each artist which highlights with close up pictures showing the markmaking of each artist. Teacher to go through each slide of each artist and copy the pictures as an example for students to work from. Students write out the name in each gird, how each artist has a different way of using their marks and then in the grid copies a detail of the artist’s work. This is completed in pencil crayons. Students can also use an object and interpret this in styles - there is an example Students also brainstorm words to describe the artist. Students also describes the use of elements in each work. Students also discuss the main characteristics of the artist and how they have used their line, colour, shape, texture and how the artist has composed the picture (that is, put it together). This should take 2 lessons - with students completing the work for homework TASK 2 Once students have analysed this they can go on to make their own portrait by choosing one of the artists. There are lots of examples of students work in this powerpoint to give examples of how to go about this project. Students to be given a photocopy picture of themselves to work from This should take 3 lessons in class. Objectives: Use of found textures, collage materials and paint to interpret a style looking at the way the student experimented with the use of materials to create the style Explore media creatively when interpreting artist. Develop vocabulary and to understand the different ways of using lines, shapes and colours and students begin to analyse the artworks critically describing each work. To begin to understand that each artist has their own way of interpreting their subject and each person has the own way of making their own style To analyse and interpret four different artist’s styles and begin to make a personal response to one of these artists. To complete a self- portrait in the style of an artist.

This is a slide of lots of different images of pictures of portraits and figures. The next slide is of the vocabulary list and words to match with the pictures. Print the pictures out on a sheet of A3 and get students to match the visual and words. This is for any age group and relates to a topic on portraiture.

The powerpoint first of all gives you some techniques to use with paper and students to make a sample board of the techniques. Homework task: Zentangle …see powerpoint example Students then go on to draw out an insect and there are symmetry templates for you to use to develop insects. There are also lots of different resources and pictures of insects to use. Further task is then to build the paper craft techniques on the pen drawing and to make your relief paper insect. There are examples of different paper techniques and samples to develop. **Learning Objectives ** Using the topic given insects/birds the aim is to develop their paper art skills and to begin to make an insect. Also, to use skill of symmetry and practise drawing skills and to build a 2D relief insect using paper creatively. • To learn how to do various paper art techniques and develop ability to manipulate paper. • To explore a number of different paper craft activities, there are slide examples of techniques. coiling paper folding paper spiraling paper layering paper scoring paper embossing paper twisting paper rolling paper curling paper. • To EXPLAIN HOW TO carefully draw out insects using the symmetry insects as a guideline. • To cut out the shapes of insect drawing carefully • To explore paper techniques. **Resources ** Large square of re-cycled paper to paste the paper sample techniques on Glue – pritt stick and pots of glue Pencils, Scissors Magazine paper to use to make insects, Pens to draw with Tracing paper to help with symmetry drawing **ACTIVITY OBJECTIVES ** To make a sample board of different effects one can achieve when using paper as an art form. To develop a range of skills to use when working with paper artists and craftsman To learn to coil, scratch, spiral, fold, bend, cut and lift, twist, emboss, layer, cut, roll and manipulate paper To learn about different paper artists and craftsmen who work with paper as an art form. To learn to use paper and to craft various shapes and folds To learn to build a paper insect using the paper craft techniques, that is, to fold, score, layer, cut, emboss and coil a paper insect To do homework task: Zentangle insect. Examples of artists on the Powerpoint to help you to build a 3D paper sculpture with techniques Also various templates to help you to draw an insect - especially to develop your ability to use symmetry.

This is a source to show students various art styles and examples of artists who do interesting portraits. It starts with Frida Kahlo and then goes through all the important portrait artists like Rembrandt, Frans Hals, Van Gogh, Picasso and then takes through a number of other artists with interesting styles, Hundertwasser, Gary Hume, Chila Burman, Sonya Boyce, Leger, Picabia, Dali and much more. To be used as presentation to introduce students to artists who paint portraits in different styles. Could be printed out as laminated sheets for students to see different portraits.

Firstly consolidating watercolour skills in this project the powerpoint then goes to look at the artist called Hundertwasser. Looking in depth at Hundertwasser, developing an Artist Study presentation after going to the computer room to find information on this artist and to analyse one picture of his work. Students are then asked to on four separate sheets to draw out the key symbols and elements in Hundertwasser’s work. . Students are then given pictures of buildings and asked to continue to apply his style and to make some drawings inspired by his work. Examples of all these are given with student examples. This project then further developed into making a clay tile after formulating an orignal own interpretation of Hundertwasser. There are plenty of student examples for you to look at. I have also added further extension tasks on Hundertwasser and some further interesting facts about his work. OBJECTIVES To develop an understanding of the work of Hundertwasser by studying the elements from Hundertwasser’s work. To copy some of Hundertwasser’s symbols with your pencil. To draw out Hundertwasser’s Onion domes, Lollipop trees, Faces and Spirals. To draw out a large picture of Lollipop trees of Hundertwasser and to use colour on this To use pictures of buildings and then to imaginatively interpret one’s own version of Hundertwasser using the research ideas completed into his use of symbols Students make up their own design of Hundertwasser in pencil and then in colour. To make a clay tile based on the design steps above- examples of student outcomes are given. Task 1 ‘Key Elements in the Art of Hundertwasser’ Copy out the picture given on slide 3 and label the key elements Hundertwasser uses in his work. You may use any materials you have to do this. It can be in colour or black and white with your pencil. Do this carefully.

A mandala drawing - showing basic steps - to build a patterned line drawing. In this task the students are asked to draw 4 rings using any object they have at home to make the circular rings. Students are then given clear instructions on how to break up the circle and are given examples of patterns to follow. There is also a very good video clip which gives clear guidelines. At the end of the making of the Mandala students are asked to do research into the Mandala and to find out what makes up a mandala. There are questions for students to answer.

Students are to first of all look at the artist Gregg Segal and analyse his work and then take a photograph in the style of this artist. There are two tasks to this project: Task 1: Read the text and complete the questions on the artist Gregg Segal Task 2 Make a photograph in the style of Gregg Segal Steps for Success: Make it original and interesting, your animal, dog, space and all the things that make you during quarantine. You do not have to show your face. Develop an understanding of Gregg Segal and answer the questions.

A Still-life project basic one page 5 min scheme with Dirt and Weekly plan. See the Still-life project on TES. This is an overview of acstill-life project which entails drawing in different media a still-life composition. Below are a list of all the lessons. ART THEMES before modern art. What? Modern Art? and Still-life? Composition? Rule of thirds. Organising still life. Paper prepare: Black/brown paper: newspaper/music, Draw Still-life in line. 3 Exploring pencil mark-making techniques. Pencil tonal study of geometric shapes 4 Pop Art discussions – To make a 2D coloured flat shape area of composition 5 Explore with Oil pastel: Using oil pastel detail 6 and 7 Exploring pen mark-making techniques. To draw over a Cubism Collage using a biro pen 8 Exploring Charcoal techniques Drawing on black paper using white chalk/charcoal. Research Artist study on Robert Raushenberg library 10 – Evaluation of still-life drawing project 11, 12 and 13 Mod roc Relief 14. Evaluation This powerpoint is about drawing in charcoal and white chalk on black paper. Students collage a black piece of paper on their paper and then draw a part of their still-life using this technique. The overall Learning Objectives are: To develop my understanding of Art and pre-modern art and the meaning of a Still-life drawing. To develop my observational drawing skills. To create a Still-life drawing learning to draw carefully from observation with a viewfinder To learn how to compose a composition using the rule of thirds and developing an understanding of the Golden Mean AND COMPOSITION PRINCIPLES To develop a further understanding of Pop Art and do a flat colour paper shape detail in your drawing. To develop my knowledge of the elements of art: lines, shape and form To develop techniques in different media in my drawing and to explore markmaking of pen, pencil, oil pastel and charcoal. To practise my observational drawing skills in the following techniques: oil pastel, drawing with a bro pen, using chalk and charcoal To develop my knowledge of Robert Raushenberg (Pop Art) and practise drawing over a light printed surface with pencil. To explore developing a relief surface of an area of my still -life drawing and develop this in mod roc technique

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 part of the self-identity project. Students firstly do a mindmap questioning and finding out about their own personal identity. Students then do a monoprint and then use cultural images to collage into their monoprint portrait. Then after this there is an extension to this project where students use Chila Burman and draw out a large body and in a group collage into this using tattoo patterns and symbols. The Learning Objectives for this task is: To develop into monoprinting cultural symbols and patterns. Brief study of Chila Burman and looking at her collage work. Cultural awareness of our differences and create interesting patterns and textures and symbols of our culture. Understanding of different styles Looking at a brief understaning of Tattoo art. Appreciation of own patterns and self-identity Collaging: Photographs of everyday items, patterns, favourite clothes, pictures of household items, objects that show own culture and self-identity

This links to Modern movement project and has activities for starters and a list of activities to take place weekly. It has a Glossary with it for the project. it has an evaluation for project. Also resources for students to understand the movements. There is a separate bundle for the whole project- with all the schemes for each movement with starter activities. But, the outcomes are successful and students enjoy learning about the art movements and making cup-cakes in the various art styles. WEEKLY 1 Discuss Art themes 2 Realistic drawing of a cup-cake and shading skills in book 3 Pop Art – To make a 2D relief cup cake using paper cut shapes 4 To draw a cake/biscuit e using the Cubism Collage and capturing geometric shapes light to dark 5 Continuation of drawing of biscuit/cake but doing this in Paint now and capture bright colours- Fauvism 6 Expressionism Doing a polyprint of cup-cake drawing in print and rolling ink 7Doing a Neo-impressionist cake drawing 8 and 9 Surrealism outcome –adding magical creature to cake Presentation of cupcake stands Evaluation of project

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