UNIT TITLE:Food

YEAR:7

TIME SCALE:One Term – 10 weeks

AREAS THE UNIT COVERS:Art Craft Design Individual / Collaborative work

AREAS THE UNIT COVERS:Art Craft Design

VISUAL ELEMENTS COVERED IN UNIT:Line Tone Pattern Texture Shape Form Colour Space

KEY WORDS/NEW VOCABPop art, viewfinder, macro, construction, sculpture and embellish

Major contributions to cross-curricular themes:Math/Numeracy: Grid drawing and measuring during cardboard construction tasks

Literary: Annotations on work, analytical writing skills, writing of evaluations of work, art and design key words learntSpeaking and Listening skills: Discussions about own, peers and other artist’s work.

AIMS – Referenced to NC To provide opportunities for pupils to:

● Produce creative work based on the theme of Food ● Develop their skills in drawing, painting, and cardboard sculpture● Evaluate and analyse their own and others artwork using suitable language● Know about artists such as Claes Oldenburg, Robin Antar and Patianne Stevenson

AIMS for the Unit GENERATING IDEASSkills of Designing & Developing Ideas

MAKINGSkills of Making Art, Craft & Design

EVALUATINGSkills of Judgement & Evaluation

KNOWLEDGEKnowledge of Process & Content

Skills - aims/expectations 1) Evidence of well-structured and detailed design work in the sketchbook.2) To be able to create design ideas for a final piece 3) To respond to the work of other artists and use this to inspire their own artwork

3) To investigate and develop skills with a range of media and techniques, pencil, acrylic paint, coloured pencil and cardboard sculpture4) To work safely when handing craft knifes and hot glue guns

5) Contribution to discussion and speaking in class about Oldenburg, Antar and Pattianne Stevenson’s work. 6) To review, think about and discuss their artwork and the work of their peers.

7) To know different ways in which cardboard can be sculptured to represent real life objects8) To be able to recognise different media, tools and techniques.

Teaching and learning activities 1) Teachers provide written feedback in the sketchbook, supported by brief verbal feedback in class.2) Using existing cake imagery to help develop design ideas for their final sculpture piece3) Analysis of each artist will be undertaken – verbal, written and visual.

3) A range of lessons where each media is demonstrated to the class and then students have the opportunity to use each media and technique to create Food themed work.4) Health and safety rules will be explained to students before using craft knifes and hot glue guns.

5) Feedback opportunities are provided In lessons – verbal and written5) Opportunities will be provided in lessons for self, peer and class critiques of art work. This may be verbal or written.

7) Creation of a over sized cake from cardboard.8) Through the lessons this term students will encounter a wide variety of medias, tools and techniques.

Assessment Criteria 1) Students will know how to use a sketchbook to aid developing

3) Students will be able to select each media and technique and know

5) All students will be able to recognise the work of Andy

7) Students will apply their gained knowledge of cardboard

ideas.2) Students will be able to create design ideas that they can then follow when at the making stage3) Using the work of Oldenburg, Antar and Pattianne Stevenson to inspire their own ideas and work.

its properties and traits. Students will show growing confidence with the media and technique. 4) Students will be able to use craft knifes and hot glue guns in a safe manner to enable them to produce good quality outcomes.

Warhol and Pattianne Stevenson6) All students will know how to provided constructive feedback.

sculpture methods when making their cake.8) Students will know each media, tool and technique used this term. They will all know the kinds of marks that can be made by each.

Evidence for assessment from:● Assessing what students create;

o Processo Outcome

● Observing - how well they work● Talking - find out what they know.

1) Sketchbook use and work will be assessed throughout the term by self, peer and teacher feedback.2) By viewing design ideas in sketchbook and looking for the link in their final piece sculpture3) By viewing students work and looking for links to artists work.

3) Student’s ability to explore and control media and technique will be assessed, via the work created in the sketchbook, by observing the student at work and from discussions with students.4) Students are to be observed whist they use craft knifes and hot glue guns. Discussions will be had with students about their knowledge of the health and safety issues surrounding craft knifes and hot glue guns.

5) Discussion with class will provided opportunity to assess students understanding. Evidence will also be provided in their artwork.6) Evidence will be provided in verbal discussion with students and via notes provided in sketchbooks.

7) Assessment will be made of pupils cardboard cake sculptures. 8) By observing students at work it will be become clear if they have understood the mark making abilities of each media. Evidence can also be found in discussions with students.

Learning outcomes:By the end of the unit…ALL pupils will have learned:

● To develop a basic understanding of the artwork by Claes Oldenburg and Robin Antar and Pattianne Stevenson ● To recognise how the work of Pattianne Stevenson’s relates to their own artwork● To explore a range of media and techniques, such as such as pencil, acrylic paint, coloured pencil and cardboard sculpture● To provide basic analysis of their own and theirs work through discussion, leading to them being able to suggest ways of improving their work.

MOST pupils will have learned:● To use the work of other artists and cultures to influence and improve their own ideas based the artwork by Claes Oldenburg and Robin Antar and Pattianne Stevenson ● To investigate and manipulate and develop a knowledge of various materials, techniques and processes, such as pencil, acrylic paint, coloured pencil and cardboard sculpture● To be able to adapt and refine their artworks through self-analysis and peer evaluations.

SOME pupils will have learned:● To consider the ideas and methods used by Claes Oldenburg and Robin Antar and Pattianne Stevenson and apply this knowledge to their own work● To extend and develop their knowledge of a wide range of medias, techniques, such as pencil, acrylic paint, coloured pencil and cardboard sculpture● To be able to recognise some characteristics of Claes Oldenburg and Robin Antar and Pattianne Stevenson work● To compare and comment on the artwork of Claes Oldenburg and Robin Antar and Pattianne Stevenson considering the context in which their artwork was made● How to discuss both their artwork and their peers, considering through discussions and notes how to adapt and refine their work.

Dedicated Improvement Reflection Time

During the term opportunities should be identified for DIRT. This may take the form of students responding to teacher comments on class work and homework, students responding to peer comments or students responding to areas they have personally identified as needing refinement or improvement. DIRT could take place as a starter activity, a whole

lesson, a homework task or as plenary activity (see the DIRT presentation in the Creative Arts Handbook for more information on this).

LESSON OVERVIEWSLesson Objectives Outline What pupils will

produceExample Image Assessment (FOR

and OF)LSA / SEND / IEP functions

Lesson 1:Pencil drawing

Today I am: creating a pencil drawing of junk food

So that I can: use line, space and proportion when working with pencil.

I know I’ve got it when: my drawing looks like the original image and is detailed.

Starter: PP on new unit showing the range of artists and styles of art works the pupils will be working with – questions via teacher

Main:Draw a section of the still life using a viewfinder. This should be just pencil outlines to start with. Demonstration of adding tone to work. Some may add tone to work if time allows.

EXTENSION/G&T: Add tone to their drawingSEN: Photograph of the still life taken and student can work from this or trace main outlines using light box

Plenary: Class critique of work produced.

Set HW:Explain Takeaway homework sheet. Stick in front of book.Select an item off the Food Takeaway Homework sheet.

HW: Pencil drawing of packaging found at home.

A line drawing of junk food and packaging.

Some might have added tone to their work.

Assessment FOR learning● Questioning during

PP● Questioning during

demo● One to one

discussions on technique knowledge

Key Focus for assessment OF learning● Good use of space.● Accurate proportions.● Correct use of tone and

shade.

LSA to encourage lower ability students to use a photograph as this may be easier for these students.

Encourage all students to follow the steps carefully.

Help students to see the basic shapes of the food items.

Lesson Objectives Outline What pupils will produce

Example Image Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 2:Macro packaging painting

Today I am: drawing close ups of food packaging

Starter: Observational drawing skills recap game

Main:

A series of paintings which show close ups of food packaging.

Assessment FOR learning● Questioning during HW

discussion.● Questioning during

LSA to encourage lower ability students to use the green chilli drawing sheet.

So that I can: practice my observational drawing and acrylic paint mixing skills

I know I’ve got it when: I have applied acrylic paint to my work and it matches the colours on my image

Draw out at least 4 squares in sketchbook. Using the hand outs draw close ups of the sweets and food packaging. If time allows add colour to the pencil outlines.

EXTENSION/G&T: Encouraged to use complex sheetsSEN: Simpler images will be provided

Plenary: Self evaluate against criteria given to pupils.

Set HW:Set up a small still life at home using food items and paint with watercolours.

starter and demo● One to one discussions

on technique knowledge.

Key Focus for assessment OF learning● Accurate proportions.● Suitable colours used.● Neat application of

paint.

Help all to see the basic shapes in each image

Encourage students to think carefully for plenary answers – full sentences to be used.

Lesson Objectives Outline What pupils will produce

Example Image Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 3 and 4:Patianne Stevenson Artist page

I am: presenting an artist investigation in Patianne Stevenson

So that I can: understand how to analyse artists and present this in my sketchbook

I know I’ve got it when: I have included all the points listed on the board in my sketchbook.

Starters:Introduce the artist’s work to the class and question students and in lesson 4 review understanding

Main:Create an investigation page on the artist given. The students should include the following in their work:● The artist’s names● Images of the artist’s work● A written analysis ● A study of the artists work in students own

choice of media

G&T: Higher thinking analytical prompt questions used in written workSEN: Simpler set of prompt questions used

Plenary: Class feedback and give own views on artist’s work and style.

Set HW:Investigate the work of Oldenburg or Antar

An artist information page that contains:The artists nameAn analysis of the workImages of the artists workA study produced by the student

Assessment FOR learning● Questioning during

viewing of artists work.● Questioning during

demo● One to one / group

discussions on technique knowledge.

Key Focus for assessment OF learning● Appropriate analysis.● Neat presentation.● Consideration of layout.

LSA to encourage students to answer at least the green chilli questions on the prompt sheet.

Give advice on the layout of the work on pages in sketchbook.

Encourage students to write in full sentences.

Key words and sentence starters to be provided by the LSA.

Lesson Objectives Outline What pupils will produce

Example Image Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 5:Cake design

Today I am: developing design ideas for my 3D cardboard sculpture

So that I can: plan my 3D work for the following weeks

I know I’ve got it when: I have drawn out at least one design that could be made from cardboard

Starter: Patianne Stevenson images and key words game

Main:Students sketch out at least one design idea for their 3D cake sculptures. They must consider how they might make each element with cardboard and add notes to their designs.

G&T: Try creating a more complex base cake shape SEN: Simpler cake slice to trace will be provided

Plenary: Two stars and a Wish self analysis

HW: Make a biscuit out of cardboard.

At least one cake design sketched out in their sketchbook. This should have notes provided via annotations to explain how each element is to be made.

Assessment FOR learning● Questioning during

demo● One to one / group

discussions on technique knowledge.

● Two stars and a wish analysis

Key Focus for assessment OF learning● Detail included with

pen● The colours selected● Neat shapes cut out.

LSA to refer students to the example cakes and give ideas for designs.

Key words and spellings to be given for the annotations.

During the plenary students will need assistance with developing sentences for their work.

Lesson Objectives Outline What pupils will produce

Example Image Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 6:Construction of base and toppings

Today I am: making my base shape from cardboard

So that I can: practice my cardboard 3D modelling skills

I know I’ve got it when: I have my cake base shape constructed and it resembles my original plan drawing

Starter:Demo making the base shape to class – cover Health and Safety issues when using craft knives and glue guns

Main:Class work on constructing basic form from corrugated cardboard. Pre cut shapes can be provided for students to use for their base shapes to reduce times. The base shape should be covered in paper Mache to help make the structures more solid.

G&T: Will be working from a more complex planSEN: Will be working from a simpler plan – templates will be on hand for base shape construction

Plenary: Whole class discussion of the process.

HW: Tonal pencil drawing of a cake or biscuit form primary or secondary source.

An oversized cake base from made from cardboard

Assessment FOR learning● Questioning during

starter ● Questioning during

demo● One to one / group

discussions on technique knowledge.

Key Focus for assessment OF learning● A well constructed

basic form.

LSA may need help to some students hold together the the base form when using the glue gun.

Watch carefully when handling the hot glue guns.

Help students to get the right amount of paste on their newspaper – watch for silliness.

Lesson Objectives Outline What pupils will Example Image Assessment (FOR LSA / SEND / IEP functions

produce and OF)

Lesson 7 and 8:Adding cardboard details

Today I am: adding details to my cake base form

So that I can: practice my cardboard 3D modelling skills

I know I’ve got it when: I have followed my plan and applied details to my base form

Starters:Demonstration of adding detail, such as icing and jam using the materials on offer – questioning during this time. Remind of H&S issues when working with glue guns and craft knives.

Main:Apply details to the base shape using the materials on hand. A worksheet will be on hand to remind students of the different items they may use to decorate their cake.

G&T: Will be working from a more complex planSEN: Will be working from a simpler plan – templates will be on hand for base shape construction

Plenary: View work and class critique.

HW: Doughnut in watercolourHW: DIRT to be completed from teacher marking comments

Details added to the cake base shape using cardboard and string etc

Assessment FOR learning● Questioning during

demo● One to one / group

discussions on technique knowledge.

Key Focus for assessment OF learning● A range of detail added

effectively.● Attention to detail.

LSA may need to help students to cut out details from the thicker cardboard

Watch carefully when handling the hot glue guns or craft knifes

Remind all to look at their original plan and follow it carefully.

Lesson Objectives Outline What pupils will produce

Example Image Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 9 and 10:Making x3Applying acrylic paint to work

Today I am: adding colour to work cake sculpture

So that I can: practice my acrylic painting skills and make my work stand out

I know I’ve got it when: I have followed my plan and applied colours to my work.

Starter:Demonstration of colour mixing and applying paint to work and in second lesson

Main:PUPIL ACTIVITYApply paint to work – following the plan in sketchbook. Colours should be mixed rather than using straight from the tub to gain a wider range of colours. Different sizes of brushes should be discussed with students.

G&T: Will be working from a more complex planSEN: Will be working from a simpler plan

Plenary: View work and class critique.

Set HW:Complete an evaluation of the terms work

A acrylic painted cake sculpture

Assessment FOR learning● Questioning during

demo● One to one / group

discussions on technique knowledge.

Key Focus for assessment OF learning● Application of paint● Attention to detail● Colour mixing

LSA may need help to mix suitable colours.

Watch to ensure students are using the correct amounts – water to paint ratio etc

Supervise the washing up of paintbrushes and clearing away of equipment.