Web viewPainting Drawing Print-Making Digital Media Sculpture Textiles Ceramics Photography Autumn and half of Spring term Individual. VISUAL ELEMENTS COVERED: PROGRAMME OF

UNIT TITLE: YEAR: TIME SCALE:

Altered Nature Year 10 18 weeksAreas of Art, Design and Craft covered in

unit:TERM: STYLE OF WORK:

Painting Drawing Print-Making Digital

Media Sculpture Textiles Ceramics

Photography

Autumn and half of Spring term Individual

VISUAL ELEMENTS COVERED: PROGRAMME OF STUDY AREAS:

Line Tone Colour Pattern Texture Shape Form Space

1a,1b,1c,2a,2b,2c,3a,3b,4a,4b

KEY NEW VOCABULARY: Kiln, Botanical, Abstract, kaleidoscope

PUPIL INFORMATION:XXX

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 pupils.

ASSESSMENT OBJECTIVES EVIDENCE IN WORKResearch – Images and artists

Develop ideas through investigations into contextual and other sources, showing

analytical understanding

Studies of others’ work Primary source photographs – Kew Gardens,

Sea life Centre and Natural History Museum

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 from the Kew Gardens trip used to inspire work

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 pupils own work

throughout the project.

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

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 Manipulating images Demonstrate understanding of techniques

and processes Try out different scales

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

Experiments and studies using a variety of media and techniques based on own photographs taken on trip and secondary source images.

Ideas, 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

Observational drawing of plant, sea life and cells.

Gathering of visual information from trip to Kew gardens, the internet and other sources.

Written information recorded alongside artist pages and own work.

Variety of medias used in work.

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 pupils 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 art work Use digital media and develop an individual response 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 pupils will have learned: That to include details when drawing will give a more realistic final outcome That you can achieve a wider range of colours in acrylic paint by mixing them That a pencil can give you a wide range of mark making methods To recognise the style of photographer David Stallard’s work That the macro setting on a camera is used for close up shots That undertaking trips out of the classroom can provide good primary source material that can

inspire their own work Some of the basic tools for photo manipulation on Pixelmator That there are a number of different techniques that can be used when working with oil pastels The basic process of mono-printing The recognise the style of work by textiles artist Bev Hisey The basic process of felting That using an illustrated mind map can help to consolidate ideas How to analyse other artists work and use this to inform their own investigations and artwork To experiment with their ideas and develop sketches for a final piece Some basic ceramic hand building skills

MOST pupils will have learned: To work from primary source material can often give you more realistic drawings A method for matching acrylic paint to an original source image To use a variety of paint brush thicknesses to improve their acrylic paint work How to apply a number of different marks with a pencil to achieve depth in a pencil drawing To analyse other artist’s work and use elements of their new understanding to inspire their own work To effectively take a macro shot using a digital camera To create primary source sketches while out of the classroom and use these to inspire further

artwork developments To effectively utilise a number of the photo editing tools in Pixelmator to develop original artwork How to use baby oil and oil pastels to blend and smooth colour A number of textile embellishment methods that could be used to add detail to a felted design To effectively use a mind map to consolidate ideas That in order to progress and show refinement in their work that they must experiment with purpose

and understanding of direction A number of hand building and texture creating methods in ceramics and put these in to practice on

their art work

SOME pupils will have learned: How to apply fine details, tone and texture using acrylic paint To use and apply a wide range of different mark making methods using a pencil 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 use a wide range of the tools in the photo editing software Pixelmator to create highly original

and effective artwork How to apply depth and tone using blending and layering of oil pastels How to create multicoloured mono prints A wide number of textile embellishment methods that could be used to add detail to a felted design To skilfully and effectively use a mind map to consolidate ideas To analyse their work in depth and seek ways in which they can improve and develop their work as it

progresses A wide number of hand building and texture creating methods in ceramics and been able to

effectively utilise these on their art work

Week 1 – Observational Drawing

Objectives for the week Outline What students will produce Assessment FOR Learning

To use tone in pencil drawings

To develop observational drawing skills

Introduction to the unit will be given and DIRT books handed out and explained to students.

A selection of natural forms will be provided for the pupils to draw. They will divide up their page and in each section produce pencil observational drawings of the items provided.

Add notes to WWW and EFI.

Summer work to be completed by this date. Sketchbooks handed in and feedback given.

A range of natural form tonal drawings.

Students will understand how to use tone and line with pencil.

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

(1 Page in sketchbook)

Questioning via group critique and one on one discussion.

Discussion during the demonstration.

SEND identifier LSA functions Assessment OF Learning

Work counts towards Assessment Objective 3

Evidence of: Varying levels of tone used Detail included in work Creative layout of work Summative notes

Week 2 – Mark Making


To use different mark making methods to create tone, pattern and shape

To practice observational drawing skills

Students will draw a range of sea shells and apply different mark making techniques to these.

Some students may photocopy and enlarge their drawings and work back into these using the mark making methods.

HW: Gather images (4+) by the photographer David Stallard.

A range of different shells drawn in pencil and possibly biro or dip pen.

Detail should be applied via the different mark making methods.

(2 Pages in sketchbook)

Questioning via group critique and one on one discussions.

Homework task




Evidence of: Ability to draw the basic shapes Application of the mark making methods Consideration of the layout of the page

Week 3 – Acrylic Paint Mixing Practice


To practice mixing acrylic paint and colour matching

To develop acrylic painting skills

Paint over photographs of close ups of fruits and veg using acrylic paints – working on improving colour mixing with acrylic.

HW: Complete a pencil mark making grid in sketchbook ready for next weeks lesson.

An acrylic painting that shows the students ability to colour mix.

Detail should not be lost in this process.

(1 Page in sketchbook)





Evidence of: Ability to colour mix Detail included in work Application of paint

Week 4 – David Stallard Investigation


To understand what must be included in an artist investigation page

To develop analytical writing skills

Pupils are introduced to the work of David Stallard.

They should present an artist investigation on this artist in their books.

Instructions on how to analyse work and how to create an artist page will be given in detail in this lessons.

HW: Complete artist page AND apply watercolour washes to 2 pages in sketchbook ready for Kew trip.

An artist page on the photographer David Stallard.

Students should include a written analysis of the artist’s work.

They must also include some form of study of one of the artists pieces of work



Discussion during the slide show of the artist’s work.



Work counts towards Assessment Objective 1 and 3

Evidence of: Understanding of the artists work Carefully considered page layout Suitable imagery found Use of art and design technical language

Week 5 – Kew Gardens Images and Drawings


To know how to present photographs

To develop observational drawing skills

Pupils are shown a range of methods for presenting their David Stallard style photographs.

Photos are presented in their sketchbooks. Best 1 or 2 images are printed on photo paper and put in portfolios.

Sketches from the trip are completed.

Notes are to be included about the trip and an assessment of the quality of the photographs.

HW: Print 3+ images of the photographer Zoe Lowers Kaleidoscope work ready for nest lesson.

Photographs from Kew Gardens will be presented in books.

Students will have an understanding of how to best present photographs in a sketchbook.

They will also complete any unfinished sketches from the trip.

Analytical notes are to be made about the students photography skills.




SEND identifier LSA functions Assessment OF LearningWork counts towards Assessment Objective 1 and 3

Evidence of: Ability to consider page layout Quality of analytical notes Use of art and design language

Week 6 – Zoe Lower Investigation


To be able to analyse another artists work and use this to inspire your own work

To develop skills with Pixelmator

Pupils are introduced to the work of Zoe Lower and they should present an artist investigation into her work in their sketchbooks.

Make sure all pupils analyse using detailed sentences.

Using Pixelmator students will create their own kaleidoscope work in the style of the artist

HW: Cell imagery introduction page

An artist investigation page on Zoe Lower.

This investigation should include some form of analytical investigation – written notes, colour swatches, studies etc.

Student will use Pixelmator to create their own kaleidoscope style image. The images used will be ones from the Kew gardens trip.




Questioning during the introduction of the artist’s work via a slide show.

SEND identifier LSA functions Assessment OF LearningWork counts towards Assessment Objective 1 and 3

Evidence of: Ability to consider page layout Quality of analytical notes Use of art and design language Visual link between students work and that of the artists

Week 7 – Oil Pastel Cells


To understand the techniques needed to blend and combine oil pastels

To develop observational skills

Pupils select a cell imagery and choose a section to enlarge using a viewfinder.

On a piece of A3 black paper students sketch out the basic forms and shapes using pencil.

After watching a demonstration they add oil pastels to show colour and detail.

HW: Ceramic Artist investigation page

A cell inspired oil pastel piece.

Students should understand the methods of blending and applying oil pastels.

(Black A3 loose paper)





Evidence of: Choice of imagery and section Detail included in work Ability to manipulate the oil pastels

Week 8 – Mono Printing Cells


To understand mono-printing techniques

To be able to use source imagery to inspire own work

Lesson 1: Complete oil pastel work on A3 paper.

Lesson 2: Using the given imagery students are to make small mono-prints. They may also use chine collage and watercolour to add colour their work.

The prints when dry are to be presented in their sketchbooks.

HW: Bring in items to press into clay to make texture.

A cell inspired oil pastel piece.

Students should understand the methods of blending and applying oil pastels.

(Black A3 loose paper)

Mono-prints inspired by cell imagery. Some may draw own shapes/details and some may trace from the given imagery.





Evidence of: Detail included in work Ability to manipulate the oil pastels Shape and detail in mono-prints link to cell

imagery

Week 9 – Visiting Artist (Cell inspired ceramic 3D tiles)


To develop ceramic hand building skills

To be able to use source imagery to inspire own work

Visiting artist will lead a mini workshop on creating a textural tile based on previous cell imagery research.

Pupils will first draw out a tile design in their sketchbook.

Mini tester circles will be cut from clay and glaze applied and when fired they are to be stuck in to books.

Tile based ceramic piece will be created following the design in sketchbook. Texture and pattern will be included in students work.

HW: Produce textile artist investigation page –not due until week 10

A design idea sketched out in sketchbook – patterns and shapes should like to cell and microscopic patterns.

A range of mini circles that have glaze applied. These will be used to help develop ideas on the colour for the final tile.

A tile based ceramic piece that links to the original design idea. Texture, patterns and shapes should link to the reference imagery.



Design idea used as assessment to see students understanding of cell shapes and patterns.

SEND identifier LSA functions Assessment OF LearningWork counts towards Assessment Objective 2, 3 and 4

Evidence of: Links with cell imagery, shapes and patterns

Texture included in work

1 Lesson – Grow Mould


To understand that you can gather primary source material to inspire art work

Before textile pieces can be completed pupils should create bacteria and mould samples to photograph so they have some primary source material to work from (See DP for equipment/set up prior to lesson).

In this lesson students will take samples. Students will take photographs of this process and use these to create a write up in their sketchbooks.

Once items have grown pupils should photograph these and present in their books alongside internet sourced cell imagery and a write up.

HW: Produce textile artist investigation page –not due until week 10

A range of mould and bacteria grown in perti dishes. These will be photographed once something has grown and used to inspire textile work.

A write up of the process will be put in students sketchbooks.

(1 page in sketchbook)


Discussion during the demonstration of how to write up their mould and bacteria growing process.



Evidence of: Clear and neatly presented write up

Week 9 – Felting cells


To develop knowledge of textile embellishment methods

Pupils should use their source imagery and the research to help inspire their textile cell pieces.

Stick down a range of imagery and use this to inspire textile mini pieces.

Using techniques such as felting, sewing beads, embroidery stitches, applique, fusing film the hot tool students create a set of petri dishes.

(teacher to led demos on each method).

HW: complete the notes on each method.

A range of small sample pieces that demonstrate each student’s ability to handle and manipulate each process/method and technique.

Notes will be added next to each to show students thoughts on each method.

(2 pages in sketchbook)


Discussion during the demonstration of each process/method and technique.

Looking at the samples will show the teacher which methods the student requires more guidance on for the future lessons.



Evidence of: Ability to manipulate each process/method

and technique. Link between textile pieces and the source

imagery. Notes provided next to each sample piece.

Week 10 – Thinking Page


To consolidate ideas using a decorated mind map. Introduce working toward making a

ceramic final piece.

Pupils must now decide on an area to peruse for their ceramic final piece. They may select from the following areas: Flowers/Seeds/Plant life OR Cells and Bacteria.

On the page they should note down the list of artists that are on offer to research and a small thumbnail image for each AND they should note down any further areas that they want to research, such as seed pods, shells, human cells etc.

A decorated mind map that shows students thoughts on where they would like to undertake more research.

They should focus on one area and undertake more research on other artists.

This work will help students to consolidate their ideas before moving on.

(1 page in sketchbook)

Questioning via group critique and one on one discussions during the lesson.

Questioning via group and one on one discussions during the introduction.

Discussion during the demonstration of how to layout the page and what needs to be included.

HW: work on highlighted items on teacher feedback form



Evidence of: Clear layout Notes on further research to be undertaken

Week 11, 12 and 13 – Own Artist Research


To research a variety of artists and designers.

To use research to inspire future art work

List of artist will have been given to pupils and they should select at least 2 artists to investigate in their sketchbooks.

They should ensure that the following is always included in their work: Artist name (title) Written analysis/ visual analysis Images of the artist’s work Copy of work or selection of work/

pupils own interpretation of work

HW: continue with artist research work

At least 2 artists investigated.

Students may use notes to analyse the artists work but they may also use a visual analysis – such as colour swatches, pattern replication and shapes identification.



Discussion during the demonstration on the elements that are required on and artist investigation page.



Evidence of: All key elements listed included Understanding of artists work

Week 14 and 15 – Further Research


To identify further areas of research to develop ideas

Discuss further research areas with whole class.

Pupils should present any additional research they have carried out in their sketchbook.

This might include images found on the net, pencil studies, small paintings etc.

HW: Continue with research work.

Areas of interest identified and research presented in sketchbook.

Notes should be included on work to help explain thoughts and ideas.



Discussion during the beginning of the lesson to ascertain thoughts and ideas from students.



Evidence of: Suitable research undertaken Link to previous work

Week 16 – Design Ideas


To use research to inspire design ideas.

Show examples of work that students may be inspired by.

Demonstration will be given on how to layout ideas and show swatches.

Pupils should draw on all of their previous work and produce at least 3 different design ideas in their sketchbook for their final

3+ design ideas for a ceramic final piece based on their previous research.

Swatches of colours and texture are shown.

Notes should be present to explain how each element of the design would be created.


Questioning via group and one on one discussions during the starter slide show.


Discussion during the demonstration of how to set out the design ideas.

ceramic piece.

They may use any media to complete these. Colours available for the glazes are in books from previous lessons work.

HW: Complete design ideas in full.



Evidence of: Detailed design ideas Suitable colours used – link to glaze swatches and

methods of application Link to previous work Notes that explain more details about work

Week 17 and 18 – Making sculpture in clay


To use a design idea and previous work to aid final piece making

To extend and expand on ceramic skills

Using their final design and referring to their test pieces pupils should create their ceramic piece.

Once fired they should apply glaze.

A ceramic form that draws on pupils work from this unit.

Once bisque fired students will apply glaze.


Discussion during the making of the two pinch pots base form.

Watching of students during the lesson and advice given individually.

While work is drying they may begin work on the next unit.

HW: Complete any unfinished work from unit.



Evidence of: Use of design idea – link clear Ability to manipulate ceramics tools and

techniques to match design idea

Documents

Web viewPainting Drawing Print-Making Digital Media Sculpture Textiles Ceramics Photography Autumn and half of Spring term Individual. VISUAL ELEMENTS COVERED: PROGRAMME OF