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UNIT TITLE: YEAR: TIME SCALE:

Fantastic and Strange Year 10 10 weeks

Areas of Art, Design and Craft covered in unit: TERM: STYLE OF WORK:

Painting Drawing Print-Making Digital

Media Sculpture Textiles Ceramics Photography

Spring term Individual

VISUAL ELEMENTS COVERED:

Line Tone Colour Pattern Texture Shape Form Space

KEY NEW VOCABULARY:

Anthropomorphization, Collage, Mixed Media

PUPIL INFORMATION

Background EHCP (IEPs) to be taken into account

Major contributions to cross-curricular themes:Citizenship Exploring ideas, feelings and issues, making a personal response, developing self-esteem, valuing different ideas and respect of others opinions, developing an understanding of how

artworks reflect social, political and cultural values.Language development

Speaking and listening:Speculate and wonder aboutExpress views and feelingsConsolidate ideas and understanding.

Numeracy Understanding scale and proportion.

ICT Use of the internet to research artists and ideasUse of Pixelmator to develop artworkTyping up of notes for some students.

British ValuesSMSC (spiritual, moral, social and cultural)

Looking at artwork from different cultures/countries/ backgroundsListening to the opinions and views of others in their class

ASSESSMENT OBJECTIVES EVIDENCE IN WORKAO1 Research – Images and artists

Develop ideas through investigations into contextual and other sources, showing analytical understanding

▪ Studies of others’ work▪ Primary source photographs – British Library, St Pancras Station, etc visits▪ Secondary source images▪ Development within their work▪ Visual and written comments▪ Annotated drawings of selected artworks in different media▪ Opinions and understanding of the work▪ Links to students own work

All artist pages should include notes on the artist, how own ideas relate to the artist work.

Exploration of techniques used by the artist including notes.

Photographs and Sketches from the visit used to inspire work throughout the project.

Imagery sourced from books, magazines and the internet to inspire artwork.

AO2 - Experiment – Media

Refine ideas through experimenting and experimenting.

▪ Exploring ideas and making selections▪ Exploring different media▪ Trying out different compositions and viewpoints▪ Using different colour ways▪ Demonstrate understanding of techniques and processes

Variety of media used over the project e.g. pencil, pencil crayon, pen, watercolour, watercolour pencils, acrylic and clay

Experiments and studies using a variety of media and techniques.

▪ Try out different scalesAO3 - Ideas, Annotations, Drawings and Explanations

Record observations, experiences and ideas in forms that is appropriate to intentions.

▪ Drawings, sketches▪ Direct observational drawings▪ Information gathering/artists/images/objects from internet, books, galleries▪ Taking photographs▪ Annotations on work and to explain ideas▪ Mind maps and mood boards to help develop ideas

Observational drawings of fantastic and strange themed items, objects, structures etc

Gathering of visual information from visit,, the internet and other sources.

Written information recorded alongside artist pages and own work.

Variety of medias used in work.

AO4 - Final piece

Present a personal response, realising intentions and making informed connections with the work of others.

▪ Take ideas through to conclusion▪ Make good quality ideas/designs showing different compositions▪ Evidence of critical judgements▪ Evidence of personal development

Personal ideas for work and own choice of materials and techniques.

Designs which draw from lead up work are realised as their final piece in clay.

Discussion and notes that highlight how their work has been influenced by other artists and how this has helped spark their imagination when producing individual pieces.

AIMSTo provide opportunities for students to:● Develop observation skills when collecting information and communicating ideas● Develop analytical and intuitive capabilities through the appropriate use of materials, processes and techniques● Use the formal elements to create artwork● Gain an understanding of the many processes used in ceramics● Adapt ideas to meet different purposes and make connections with the work of others

Learning outcomes:

By the end of the unit…ALL students will have learned:● That a pencil can give you a wide range of mark making methods● That to include details when drawing will give a more realistic final outcome● How to use basic computer editing tools● That you can achieve a wider range of colours in paint by mixing them● Various collage techniques linked to the work of Teesha Moore● To focus and take photos with a DSLR camera● To recognise the style of a selection of artist’s, designer’s or craftspeople● How to analyse other artists work and use this to inform their own investigations and artwork● That undertaking trips out of the classroom can provide good primary source material that can inspire their own work● That using a mood board can help to inspire ideas● To experiment with their ideas and develop sketches for a final piece● The basic process of hand building in clay● To drawn upon development work to help create artwork

MOST students will have learned:● How to apply a number of different marks with a pencil to achieve depth in a pencil drawing● To use with some skill the paint bucket, magic rubber and selection tools in computer editing software● To use a variety of paint brush thicknesses to improve their paint work● A method for matching paint to an original source image● To frame and compose photographs with a DSLR camera linked to the work of Lucas Davison● To analyse other artist’s work and use elements of their new understanding to inspire their own work● To create primary source sketches while out of the classroom and use these to inspire further artwork developments● To effectively use a mood board to develop and inspire ideas● That in order to progress and show refinement in their work that they must experiment with purpose and understanding of direction● How to plan out ideas for artwork using design sheets● To apply various handbuilding and embellishment methods to clay work

SOME students will have learned:

● To use and apply a wide range of different mark making methods using a pencil● To use with skill and ease a wide range of computer editing tools● How to apply fine details, tone and texture using paint● To skillful compose and shoot a range of photos using a DSLR camera, linked to the work of Lucas Davison● To look in depth at other artists, designers and crafts peoples work and use this new understanding to directly improve and impact on their own ideas and artwork● To create highly skilled primary observation studies that go on to directly influence their artwork developments● To skillfully and effectively use a mood board to develop and inspire ideas● To analyse their work in depth and seek ways in which they can improve and develop their work as it progresses● How to develop own creative and imaginative ideas for artwork that is linked to a theme● To apply with skill a range of hand building and embellishment methods/techniques in clay

1 – Emma Gale Investigations and PiecesObjective Outline What students will produce Assessment FOR Learning

To develop analytical skills linked to the work of Emma Gale

To investigate mixed media techniques linked to the work of Emma Gale

STARTER:1. Introduction to the unit will be given.2. Introduce the work of Emma Gale - key

questions asked to the class

ACTIVITIES:Present an artist investigation on Emma Gale. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:

- Title- Images of the artist’s work- Written notes/annotations about the work- A study of the work OR students own

interpretation

For the study:Students gather a source image of an animal and sketch out the basic outlines, then add various mixed media in the style of Emma Gale.

PLENARIES:1. Discuss students analysis of Emma Gale’s work2. Discuss the skills used and students evaluation

of the work created and skill level.

An investigation into the work of Emma Gale - this will include a written analysis, a suitably presented background and a study in the style of.

Summative notes on work to explain how the student feels about the piece undertaken.

During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.

Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.

Plenary activity assist the teacher in ascertaining students level.

Assessment OF Learning

Work counts towards Assessment Objective 1 and 3

Evidence of:● Analytical notes● Investigation page shows a layout linked to

artist’s work OR is neatly presented● Varying levels of tone used with pencil● Accurate proportions of chosen animal● Creative use of the mixed media● Summative notes

LSA functions/EHCP links/Other information Differentiation

● Gather resources for student/s● Support in class when needed – identifying when students require additional input/guidance● Ensuring student/s knows how to complete the set work once task has been explained● Mini demonstrations given 1:1 to students of media● Different animals will require different skill levels to draw – guide students in their choices● Refer back to board for task and clues on what to do● Encourage to write in detail and at length● Refer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal

elements/key words/describing words/expanding their analysis of the work

Support:Simpler animals to draw suggestedDemonstrations on technique/s givenGridded or tracing may be usedKeywords providedPrompt questions for written work

Challenge:More complex animals selected

● Assist with keywords and spellings● Repeat instructions once task has been set to check understanding

More complex media/techniques may be used

2 - Yago Partal Investigations and PiecesObjective Outline What students will produce Assessment FOR Learning

To develop analytical skills linked to the work of Yago Partal

To investigate digital collage techniques linked to the work of Yago Partal

STARTER:Introduce the work of Yago Partal - key questions asked to the class

ACTIVITIES:Present an artist investigation on Yago Partal. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:

- Title- Images of the artist’s work- Written notes/annotations about the work- A study of the work OR students own

interpretation

For the study:Students photograph themselves and then using secondary source images of animals digitally edit these into the image.

EXTENSION:Students use magazine models and secondary source images of animals to create fantasy creatures.

PLENARIES:1. Discuss students analysis of Yago Partal’s work2. Discuss the skills used and students evaluation

of the work created and skill level.

An investigation into the work of Yargo Partal - this will include a written analysis, a suitably presented background and a study in the style of.






Work counts towards Assessment Objective 1, 2 and 3


artist’s work OR is neatly presented● Clear and well composed photographs● Skill shown with Pixelmator● Summative notes


● Gather resources for student/s● Support in class when needed – identifying when students require additional input/guidance● Ensuring student/s knows how to complete the set work once task has been explained● Mini demonstrations given 1:1 to students of media● Refer back to board for task and clues on what to do● Encourage to write in detail and at length● Refer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal

elements/key words/describing words/expanding their analysis of the work● Assist with keywords and spellings● Repeat instructions once task has been set to check understanding● Prompt for ideas during plenary

Support:Key websites suggested for secondary source imageryDemonstrations on technique/s givenTools on Pixelmator sheet providedKeywords providedPrompt questions for written work

Challenge:More complex tools on Pixelmator used

3 - Audrey Flack Investigations and PiecesObjective Outline What students will

produce Assessment FOR Learning

To develop analytical skills linked to the work of Audrey Flack

To investigate photography techniques linked to the work of Audrey Flack

To explore a variety of pencil crayon techniques.

STARTER:Introduce the work of Audrey Flack - key questions asked to the class

ACTIVITIES:Present an artist investigation on Audrey Flack. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:

- Title- Images of the artist’s work- Written notes/annotations about the work- A study of the work OR students own interpretation

For the study:Students set up a still life themed on Alice in Wonderland (students will be asked in the previous lesson to source items from home that may be useful, the rest provided by the school - cakes, teacups, teapots, playing cards, red roses etc). Students take a number of photographs using Flack’s work as inspiration for composition. Contact sheet and best photographs are presented. Student selects one photo to draw and then add colour to using colouring pencils.

EXTENSION:Students uses watercolour to create another study from one of

An investigation into the work of Audrey Flack - this will include a written analysis, a suitably presented background and a study in the style of.








artist’s work OR is neatly presented● Consideration of the composition in photos● Accurate proportions in sketch● Tone used with colouring pencils

their photographs.

PLENARIES:● Discuss students analysis of Audrey Flack’s work

● Summative notes




Support:Demonstrations on technique/s givenLess complex photo selected to work with in colouring pencilLight box may be used to help trace the outlinesKeywords providedPrompt questions for written work

Challenge:More detailed photo selected to work with in colour pencil

4 - Teesha Moore Investigations and PiecesObjective Outline What students will


To develop analytical skills linked to the work of Teesha Moore

To investigate collage, paint and embellishment techniques linked to the work of Teesha Moore

STARTER:Introduce the work of Teesha Moore - key questions asked to the class

ACTIVITIES:Present an artist investigation on Teesha Moore. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:


For the study:

An investigation into the work of Teesha Moore - this will include a written analysis, a suitably presented background and a study in the style of.





Work counts towards Assessment Objective 1, 2 and

Students decide on a story, fairy tale fable that you would like to theme their piece on and select a paragraph/section from the story to use, They gather imagery that links to that passage and then create a decorated page using various embellishment methods like Teesha Moore (various ones will be demonstrated to the class).

EXTENSION:Students selects another passage and creates a page in the style


3


artist’s work OR is neatly presented● Page links in design and theme to the chosen

story● Detail added to the page using various

embellishment techniques● Summative notes




Support:Key imagery pre-printed linked to students chosen themeDemonstrations on technique/s givenKeywords providedPrompt questions for written work

Challenge:More complex embellishment methods selected

5 - Lucas Davison Investigations and PiecesObjective Outline What students will


To develop analytical skills linked to the work of Lucas Davison

To investigate

STARTER:Introduce the work of Lucas Davison - key questions asked to the class

ACTIVITIES:Present an artist investigation on TLucas Davison. Instructions on how to analyse work and how to create an artist page will be given

An investigation into the work of Lucas Davison - this will



photographic and collage techniques linked to the work of Lucas Davison

in detail. Investigation pages should include the following:- Title- Images of the artist’s work- Written notes/annotations about the work- A study of the work OR students own interpretation

For the study:Students take a selection of photos around the school site that show windows, doors, roof, walls, architectural details etc (they will also for homework email in photos taken at home/their street) They then present these in a contact sheet in their sketchbook. Using Pixelmator students rearrange the photos into a fantastic building.

EXTENSION:Students can print some of their images and then rearrange them with found buildings/imagery.

PLENARIES:● Discuss students analysis of ucas Davison ’s work● Discuss the skills used and students evaluation of the work

created and skill level.

include a written analysis, a suitably presented background and a study in the style of.








embellishment techniques● Summative notes





Challenge:More complex embellishment methods selected

6 - Los Carpinteros Investigations and PiecesObjective Outline What students will


To develop analytical skills linked to the work of Los Carpinteros

To investigate pen, ink and wash techniques linked to the work of Los Carpinteros

STARTER:Introduce the work of Los Carpinteros - key questions asked to the class

ACTIVITIES:Present an artist investigation on Los Carpinteros. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:


For the study:Students take photos of local buildings and then select their favorite one to draw out in pencil. They then add geometric shapes and forms to the building in the style of Los Carpinteros. The media used should be pen, ink and wash.

EXTENSION:Students can produce a digital version of their work using Pixelmator. Drawing the shapes on using the pen and fill tools.

PLENARIES:● Discuss students analysis of Los Carpinteros work● Discuss the skills used and students evaluation of the work

created and skill level.

An investigation into the work of Los Carpinteros - this will include a written analysis, a suitably presented background and a study in the style of.










embellishment techniques● Summative notes● Study shows links to the work of the selected

artists





Challenge:More complex geometric shapes created (3D style)

7 - Exhibition write up and presentation of sketchesObjective Outline What students will


To gather first hand observational drawings and photos linked to the theme of fantastic and strange.

To develop sketchbook presentation skills.

Visit to the British Library to see the Harry Potter: A history of magic exhibition and a photographic and sketching session at St Pancras Station.

(In subsequent years the visit location could be changed to the V&A museum/Natural History Museum/ Science Museum - depending on what exhibitions are currently running)

STARTER: Ask the class what they think should be included in their presentation of the visit. Expand on their answers and then give a short demonstration to help students see how they can present their research.

ACTIVITIES:Present research from the visit in students sketchbooks. They must include the following:

- Title (names of the places visited)- Photographs taken on the visit- Sketches- Notes summarising the visit and what was seen etc.

Students should be encouraged to consider the presentation/layout/style of the page when presenting their work.

EXTENSION:Students can create additional studies in different media from their photos/the guidebook etc.

PLENARIES:● Discuss students presentations and hold a mini critique

A presentation of the exhibition and visit to London.

Summative notes on the visit should be included as well as first hand observational drawings and photos.






Evidence of:● Investigation page shows a layout linked to

theme of visit OR is neatly presented● Summative notes● Studies shows consideration of

proportions/scale/detail etc● Photographs show consideration of composition

and framing


● Gather resources for student/s● Support in class when needed – identifying when students require additional input/guidance● Ensuring student/s knows how to complete the set work once task has been explained

Support:Key imagery pre-printed for those who did not attend the visitDemonstrations on technique/s given

● Mini demonstrations given 1:1 to students of media● Refer back to board for task and clues on what to do● Encourage to write in detail and at length● Refer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal

elements/keywords/describing words/expanding their analysis of the work● Assist with keywords and spellings

Keywords providedPrompt questions for written work

Challenge:More complex design/theme to page

8 - Introduction to ceramic brief and mood boardsObjective Outline What students will


To understand how to begin to gather ideas linked to a given brief.

To know what a mood board is.

Brief - A new homewares shop wants a range of tea light holders based on the following themes:

● Stories and fables● Mythical creatures● Magic● Fantastic buildings

STARTER: Ask the class what they think a mood board is? Gather ideas and feedback from the class. Show some examples and discuss elements that should/could included.

Introduce the brief to the class and get them to consider which theme they wish to develop a mood board for.

ACTIVITIES:Create a mood board linked to students chosen theme. Students must include:

- The theme written out- Imagery linked to theme- Colour swatches linked to theme- Sketches linked to chosen theme

Students should be encouraged to consider the presentation/layout/style of the page.

PLENARIES:● Discuss students presentations and hold a mini critique

A presentation of the exhibition and visit to London.

Summative notes on the visit should be included as well as first hand observational drawings and photos.






Evidence of:● Mood board clearly shows theme selected● Strong overall layout/design/concept● Studies shows consideration of

proportions/scale/detail etc



elements/keywords/describing words/expanding their analysis of the work● Assist with keywords and spellings● Repeat instructions once task has been set to check understanding● Prompt for ideas during plenary

Support:Some key imagery pre-printedDemonstrations on technique/s givenKeywords/spellings provided

Challenge:More complex design/theme expectedGreater number or more complex studies presented

9 - Design Ideas Objective Outline What students will


To develop ideas for a ceramic tea light/ lantern

STARTER: Demonstrate how to develop a range of ideas for students ceramic pieces.

ACTIVITIES:Create a range of design ideas for ceramic pieces. Students must include:

- Sketches of designs (range of media can be used)- Colour indications- Annotations to help explain ideas

Students should be encouraged to consider the

A range of design ideas drawn out, which includes indications of colour





presentation/layout/style of the page.

PLENARIES:● Discuss students ideas and hold a mini critiques

and annotations.


Evidence of:● Designs clearly show selected theme● Strong overall layout/design/concept● Studies shows consideration of

proportions/scale/detail etc




Support:Some key imagery pre-printed - students encouraged to use moodboardsDemonstrations on technique/s givenKeywords/spellings provided

Challenge:More complex design/theme expectedGreater number or more complex studies presented

10 - Ceramic WorkObjective Outline What students will


To use hand building skills to create a ceramic tea light/lantern

STARTERS:● Demonstrate how to create a range of base shapes● Demonstrate a range of embellishment

methods/techniques● Demonstrate glaze/oxides methods/techniques

ACTIVITIES:Students select their favorite design idea from the previous lesson and begin to form this in clay using hand building methods. Once A competed ceramic




dry and fired students apply finishing method (glaze/oxides etc).

While work is drying students should write up their making process (photographs taken at key stages of their making process and stuck in books).

PLENARIES:● Discuss students work and hild mini critiques leading to

targets for next lessons.

piece linked to students chosen theme.

A write up of the making process.



Evidence of:● Piece shows links to design idea in sketchbook● Quality of overall piece● Skill level in techniques used● Notes provided on the making process.




Support:Demonstrations of key techniques/processes etcKeywords/spellings provided

Challenge:More complex design/theme expectedDetailed and analytical notes provided on the write up

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artroommess.files.wordpress.com€¦ · Web viewUsing different colour ways ... Expand on their answers and then give a short demonstration to help students see ... Show some examples