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Pattern Project Overview (14-Week GCSE Photography Unit) This comprehensive 14-week unit for Year 10 GCSE Photography focuses on exploring patterns through a variety of photographic techniques and styles. Each lesson is structured with step-by-step tasks, research, and practical experimentation to guide students through their creative journey. Key Examples of What’s Included: Research & Analysis: Students investigate the works of key photographers like Horst P. Horst, André Kertész, and Andy Goldsworthy, learning how to analyse and be inspired by their styles. Photography Techniques: Lessons cover experimenting with shadow photography, cyanotype printing, and close-up nature photography. Students are encouraged to capture creative and dynamic compositions. Photo Editing: Editing lessons focus on manipulating photos to combine different photographer styles, such as creating kaleidoscope effects or blending elements in Photoshop. Sketchbook Work: Students document their process in sketchbooks, including research, contact sheets, and annotated photographs, with a focus on reflection and evaluation. This unit is perfect for GCSE Photography teachers looking for a well-structured, resource-rich scheme of work that nurtures both technical and creative skills.

This detailed unit for Year 10 GCSE Photography introduces students to the world of photograms and cyanotype printing. Spanning three weeks, the unit includes research, hands-on experimentation, and evidence presentation, helping students develop both their technical photography skills and creative expression. Key Features: Week 1: Investigate (Research & Inspiration) Students dive into the history and process of creating photograms and cyanotypes. Through research tasks, they explore inspiring examples and gather ideas for their upcoming practical work. Homework includes taking self-portraits, laying the foundation for their cyanotype experiments. Week 2: Experiment & Create (Hands-on Cyanotype Creation) In the second week, students put their learning into practice, creating experimental cyanotypes. They experiment with different materials and compositions, learning to control exposure and develop photograms. The week concludes with portraiture exercises, where students transform their photographs into cyanotypes. Week 3: Evidence (Evaluation & Presentation) In the final week, students present their cyanotype prints and evaluate the process. They annotate their sketchbooks with technical details and reflections on their work, discussing successes and challenges. This critical evaluation helps them prepare for future photography projects. This unit is designed to engage students through a mix of theoretical research and practical application, culminating in a personal portfolio that demonstrates their understanding of alternative photography processes. Perfect for GCSE Photography teachers seeking a creative and comprehensive introduction to cyanotype and photogram techniques!

This introductory unit to GCSE Photography offers a comprehensive, engaging start for Year 10 students. Spanning the first three weeks of the course, it introduces key concepts, outlines assessment methods, and immerses students in practical tasks, including the exciting ‘Photo Safari’ project. Key Features: Clear Course Breakdown: Students explore the structure of GCSE Photography, understanding how both their coursework (60%) and externally set task (40%) will be assessed. Interactive Learning: The Photo Safari project encourages students to capture images inspired by a guided brief, fostering creativity while honing compositional skills. Assessment Tools: Students learn to produce evidence for their work through annotated contact sheets and reflective notes, all presented creatively in a sketchbook. Practical Skills Development: The unit includes step-by-step guides on how to evaluate, critique, and improve photography, with detailed instructions on creating contact sheets using Adobe Photoshop. Perfect for GCSE teachers looking to set the foundation for their students’ success, this unit blends technical skills with artistic exploration. Complete with engaging tasks and structured outcomes, it sets students up for a successful journey through GCSE Photography.

The “Who Am I?” unit for Year 7 Art provides an engaging introduction to a variety of artists from different times, places, and cultures. It encourages students to draw connections between the artwork they study and their own experiences and identities. The unit fosters creative exploration through the use of different media, such as painting, sculpture, and collage, while developing students’ analytical and practical skills. Each lesson focuses on a different artist, including Peter Blake, Vincent van Gogh, Alberto Giacometti, and Alexander Calder, with worksheets and structured guidance to support students’ art analysis. Key features of the unit include: Artistic Exploration: Students are introduced to a range of artistic styles, from Blake’s pop art to Calder’s sculptures, through practical activities like drawing, collage, and sculpture-making. Art Media and Techniques: The unit encourages students to experiment with a variety of materials—such as wire, oil pastels, and watercolours—reflecting the techniques of the featured artists. Art Analysis Skills: Worksheets guide students through the process of analysing artwork, helping them observe and reflect on elements such as lines, shapes, colours, and composition. Students will develop their ability to describe, evaluate, and interpret art. Personal Connections: The unit encourages students to relate to the artwork by creating self-portraits and other pieces inspired by the artists, helping them explore the concept of identity in art. Diverse Perspectives: Students explore the work of artists from various periods and styles, broadening their understanding of global artistic expression. This comprehensive unit is an excellent introduction to secondary art, designed to inspire creativity whilst grounding students in essential art analysis skills.

This comprehensive handbook is designed for students in Years 12 and 13, preparing for the IB Visual Arts course. It covers all essential aspects of the IB Visual Arts curriculum, from understanding formal elements to structuring critical analysis, and offers clear guidance on how to succeed in the course. Key features include: Formal Elements and Analysis: Detailed explanations of line, shape, form, tone, texture, space, pattern, and colour, helping students critically analyze and create artwork. Process Portfolio: Guidance on documenting the artistic journey, including media experimentation and development of ideas, as well as reflections on artists and techniques. Comparative Study: Instructions for comparing the works of different artists from various cultural contexts, with an emphasis on analytical depth. Exhibition and Curatorial Rationale: Tips for selecting artworks and writing a rationale that explains the decisions behind the final exhibition. Assessment Breakdown: Clear outlines of how students are graded in their Comparative Study, Process Portfolio, and Exhibition, ensuring transparency in expectations. Artist Resources: A curated list of famous artists for inspiration, with links to galleries and research sources. This handbook is a valuable resource for IB Visual Arts students, offering practical guidance and inspiration for both their creative and analytical work. It is an essential tool for students aiming to excel in their coursework and final assessments.

This extensive handbook is tailored for KS4 students in Years 10 and 11 who are studying GCSE Photography. It serves as a comprehensive guide, covering all key elements required for success in the course. Key features include: Formal Elements of Photography: Detailed exploration of line, shape, tone, texture, space, pattern, and colour, with clear explanations of how these elements apply to photography. Photograph Analysis: Guidance on how to critically analyse a photograph, from understanding composition and lighting to evaluating mood and meaning. Sketchbook Work: Step-by-step advice on how to annotate your sketchbook, including writing about photographers’ work, planning photoshoots, and presenting your final photographs. Famous Photographers: A curated list of inspiring photographers, along with useful links for further research and exploration. Assessment Guidelines: Clear breakdowns of assessment objectives (AOs) and how students are graded on their coursework and externally set tasks. Practical Tips: Techniques for photoshoot planning, annotating contact sheets, and presenting work in a sketchbook with creativity and precision. This handbook is an invaluable resource for both students and teachers, providing structure, inspiration, and a clear roadmap for GCSE Photography success.

This comprehensive handbook is designed for KS3 students (Years 7-9) and serves as a complete guide to Visual Arts education. It covers essential art concepts, techniques, and processes, focusing on developing students’ creativity and critical thinking. The resource is structured around the formal elements of art, including line, shape, form, tone, texture, space, pattern, and colour. Key sections include: An introduction to different types of art, craft, design, and media. Guidance on evaluating, reflecting on, and assessing art. An overview of assessment criteria, self-assessment, and reflection methods. Contextual sources, art movements, and styles from ancient to modern. Interactive content such as suggested websites, YouTube channels, and activities. This handbook is an excellent resource for teachers and students, providing clear, structured content to support visual arts learning, with plenty of practical tips and examples. Perfect for classroom use or independent learning.

Week 1: Course Introduction & Exquisite Corpse This presentation introduces the course and explores the theme of chance in art, focusing on Dadaism and Surrealism. Key activities include an Exquisite Corpse game, group critiques, and the examination of chance-based artworks. The presentation also sets up assessment expectations regarding Comparative Study, Process Portfolio, and Exhibition. Week 2 & 3: Chance in Art Visual Mindmap This presentation involves the creation of a visual mind map. Students explore how chance influences art, referencing different art movements and artists. Assessment focuses on creating a mind map with artistic and contextual information, printed images, and personal responses, along with colour studies and original ideas. Week 4 & 5: Salvador Dali Artist Research This presentation focuses on Salvador Dali, guiding students to develop technical skills and create an Artist Investigation Sheet. Students are expected to analyze Dali’s work and produce personal responses using primary sources. Week 6: FCCPM Analysis The focus of this presentation is the FCCPM (Formal, Content, Context, Process, Materials) framework for artwork analysis. Students will analyze Dali’s “The Persistence of Memory” in depth, create related colour studies, and explore connections to other artists. Week 7 & 8: Ian McKeever Artist Research This unit introduces Ian McKeever’s work, with students creating another Artist Investigation Sheet similar to the Dali task. The goal is to develop an understanding of visual elements through practical work in mediums such as acrylic and collage. Weeks 9 & 10: Creating an Outcome In this final stage, students apply their research and experimentation to create an artwork inspired by both Dali and McKeever. The emphasis is on combining chance-based artistic methods to produce an “exquisite corpse” collage, reflecting the dream-like qualities of Dali’s work. These resources cover the key aspects of visual analysis, practical techniques, and reflection on the role of chance in art. The sequence guides students through research, practical creation, and critical analysis.