51ºÚÁÏ

To find out about who was Ai Weiwei and some key examples of his work and to find out what makes him one of the most famous artists in China. He is the only artist in China known to the West as he pushes boundaries, makes the authorities more aware and is an Activist. The powerpoint gives examples of a number of his artworks to look at and is an informative powerpoint highlighting key works of Ai Wei Wei and some video clips which give a background to his life. Learning Objective To give students a background into art as being a statement to reform society, to see an artists who works as an activist to make statements about the corruption in the Chinese Government. Ai Wei Wei started out as going to a Film school and he was a son of a father who was a poet. But, his father was banned from practising as a poet and Ai Wei Wei grew up in a society where he realised how important it was to use his mind and his imagination to make artworks. He realises that Chinese society prevent personal comments and censors artists. Ai Wei Wei is so disappointed with Chinese society he leaves to go and work in the USA. He realises how artists are heavily punished and he knows he has a strong sense of criticising society. He goes to America and he cannot contribute to this society so he decides to go back to China to do his art there. Ai Wei Wei’s work have a meaning and relate to events in society and he uses Art to change society.

This is a resource of examples of artists who use text in their artwork and there are some examples of artists who show movement in their work. There is also an activity to collage a set of black and white newspaper/magazine and make your own version creatively using text to show movement.

A set of 8 slides which describe the key characteristics of Dadaism and gives some examples of their works and looks at Surrealism and gives examples of some Surrealist artists. To use as worksheets in class where students can read about the movements and develop an understanding on the movements. A description of Duchamp, Man Ray, Dali, Ernst and Magritte with key examples of their work.

There are two tasks ; Making your name with zentangle patterns- there are student outcomes and sheets to support this activity. Students to work in groups making a letter to put together into a word. making a large cardboard letter and use paper craft- ~coiling and quilling to embellish Learning objective Students Learn to do lettering and patterns and to make a 3D constuction of letters Students learn to do block lettering : Every letter should be 3 blocks across and 5 letters down. The only letters that are different are M which is 4 across and 5 down and W is 5 across and 5 down. Learning to coil with paper craft students each develop their own letter working in a group. Students to choose one word in a group and to draw the letters of the word out BIG on cardboard Students Practice drawing out boldly own name using the block lettering sheets provided to support. Resources maths block paper cereal box felt tips glossy magazines pritt stick glue

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.

Used in a house competition where each House makes a different set of animals for Chinese New year in a different technique. Animals in paper art, photoghrapy manipulation of animals, Painting animals, Plastic animals and paper mache artists. Students work in groups and each group makes a different way of making a set of animals. This is a fun activity for KS 3 Art project or an after school club.

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.

This is a short project for students to take a photograph of a doodle they do and where they combine it with an object. Students look at the artist Vincent Bal and there are video links to his Shadowology work. Students are then asked to make up their own version of this by taking an object in their house and then turning this into a picture by combining this object with a doodle. There are some short questions to answer on the work of Vincent Bal.

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

Learning Objective Create a drawing using the coffee splash Ability to find a pattern or picture in an abstraction Ability to extend this into a magical creature! Presentation and explanation of piece- Giving this a title Understanding of Miro’s art and technique Understanding of Modern or contemporary art from the 1940’s STARTER ACTIVITY Look carefully at the colour photocopy on your table. Describe the shapes that you see in the picture How would you describe the mood of the picture? Why? What title would you give this picture? DO THE WORD SEARCH Main Activity TEACHER DEMONSTRATE THE PROCESS- Hand out activity sheet. Newspaper Cartridge paper A4 2B lead Pencils, Paper Cups 8 cups Cold strong coffee liquid in flask Spoons 8 spoons Students begin task: Students work on the Creative Practical Task independently. Independent assistance ensuring and supporting students to achieve the following tasks: Place some newspaper beneath your paper.   Carefully but deliberately spill some ink thinned with water, or some coffee, tea or cola(preferably diet cola as it does not contain sugar to make your drawing sticky).   Allow the liquid to run where it will, and then let it dry by dabbing this with paper-towel   Study the stains on the paper, trying to see images triggered in your mind by the stains.   Using a writing pen/pencil, begin to reinforce the envisioned images with line, perhaps adding cross-hatching to create tone or add some more shapes to create a more recognizable subject. Continue to re-inforce images until you are satisfied that the drawing is finished. Title your drawing – this is important and should be given some thought. MAKING MIRO Collage Trace your imaginery shapes and colour these in. Do a background wash and layer these magical shapes on your background. PLENARY Assessment of Competencies/Success Critieria to take place in Plenary Students swap seats and mark a partner’s work EBI or WWW on the work on their paper WASH HAND AND PACKING EQUIPMENT AWAY Students to wash hands and take responsibility for room and equipment and their own work. SHOW AND DISPLAY Students leave their magical creature work on a table. Students when leaving stand around the table and asked to describe one positive comment on the work on display What is creative about the work on Show? How can we improve any of the work on Show? Who has excelled in their work today? And Why? If we had to evaluate the outcome – what work shows creativity, imagination and, an attempt to truly achieve success in outcome today?. Dismiss class

This is a standardisation test for KS 3 testing drawing skills. You will need to as a teacher to resource the following for students: Year 7 Thick rope tied up, Year 8 Piece of fabric square with a peg or/and ribbon or a paintbrush to replace peg, Year 9 Xmas baubels or large spoons that have a reflection. This did not cost too much to put together for a yearly assessment. Year 7: Rope drawing - looking at the ability to create volume with tone and then to add in the pattern lines of the rope texture with the volume effect. Some students are able to capture good line patterns showing good design skills and line qualities. More able students are able to capture the volume. Year 8: Peg/large paintbrush and Fabric drawing - This is an exercise in capturing the volume, pattern and shading and accurate perspective drawing of the peg. Some students are able to show this more accurately and can show good tonal variations and the illusion of the 3D form in the peg and the brush. The lovely use of colour in the fabric supports students with strong design skills and pattern Year 9: Self identity drawing a portrait in a spoon or a bauble supports a theme on Self identity in year 9 and students can re-fine their skills in drawing themselves carefully in a bauble. Looking at volume and accurate tonal shading to draw a sphere with the distorted self portrait. Students enjoy capturing themselves having learnt about portrait drawing they can begin to excel in trying to create an illusion of themselves.

This is for your Year 10 GCSE group and gives a summary of the GCSE course in two sheets. It is a very helpful sheet summarising each objective and the requirements and the amount of pages that are needed in your sketchbook. There is also the writing framework required for artist analysis - objective one. There is also a brief outline of the principles of design and what students need to look for. Also there are helpful questions to help students evaluate their outcomes. A must for GCSE Art and Design!!

Pictures W Wading birds, Water boatmen B Bladderwrack seaweed, Basking shark, barnacles, badger A Anenomes (beadlet) abalones F Foxgloves, fox L Limpets Z Zooplankton N Nettles J Jellyfish H Herring gull S Sparrows, Sparrow Hawk, Starlings, Short-eared Owl I Iris Y Yellow wagtail, yellow horned poppy D Dolphins X oXe eye daisy M Mussels, Marram grass K Kite (black) C Cockles, Carrion crow, Chaffinch, common Newt, Common Starfish, Common Blenny, Common Shore Crab O Oystercatchers W Walney Geranium flower or similar TheIslandIsland shape filled with different wildlife T Toads (natterjack) V Viper’s bugloss Q Quercus (oak) R Razor shells, Redshank, Rays, Red Admiral butterflies, Rock Goby Robin U Umbellifer (Cow parsley) G Grey seal P Pipe Fish, Pelican’s foot shells, Peregrine Falcons, Painted Lady Butterflies.

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.

Students learn about the Art history styles or a set of Artists and develop a project which has all of these styles in a final outcome. Different themes can be chosen as a subject which then includes all these modern art styles. In this slide presentation - there are examples of final outcomes: A ‘Still-life bowl’ with different fruit in different styles An ‘Interior of a Room’ with areas of the room in different styles and A ‘Cake Stand’ with cupcakes in different styles. IN THIS POWERRPOINT THE THEME IS FRUIT AND EXAMPLES GIVEN IN EACH STYLE. THE OUTCOME IS A BOWL OF FRUIT. In all of these the students combine all the styles to form a display of fruit. The powerpoint gives an outline of a number of art movements, Futurism, De Stijl, Pop Art, German Expressionism, Cubism, Surrealism, Fauvism and students are asked to do a different style each week with a different technique and develop an outcome. Some of the possible outcomes are a Bowl of Fruit, an Interior of a room or a Stand of Cup Cakes. In each of these examples students use a different technique and style to make up their final. Students can work in groups to put this together as a final presentation or can work individually to create their final outcome. An excellent project and scheme of work for year 8 where students learn a number of skills but also learn about the Art movements and gain a deeper understanding of the story and history of Art. The presentation gives a detailed background to each style with artist examples and each week these styles can be discussed with the class. The key characteristics of each of the movements are carefully explained so that students gain an understanding of the movement.

This is a Modern Movements Art project. There are a set of powerpoints for each movement. Students make cupcakes in different Modern Movement Styles. This Powerpoint is on the FAuvism Style where students use bright colours of paint at random to capture their cupcake. The students first of all try to understand what is the Fauvism style and look at some examples and then try capture this style in a cup cake to make a cake stand in the end. Your Learning Objective was: To draw a detail of a Fauvist artwork To describe the style of Fauvism using key words. To write down when Fauvism occurred and who were the famous Fauvist artists To draw your own Fauvist style cup-cake using bright spontaneous colours of paint and bold outlines