artroommess.files.wordpress.com€¦ · Web viewTo identify key characteristics of Calder and Byran’s art work. Basic wire working skills when creating a Calder inspired portrait

UNIT TITLE: Line and Portrait

YEAR: 9

TIME SCALE: One Term – 13 weeks

AREAS THE UNIT COVERS: Art Craft Design

Individual / Collaborative work

VISUAL ELEMENTS COVERED IN UNIT:

Line Tone Pattern Texture Shape Form Colour Space

KEY WORDS/NEW VOCAB

Observational, Proportions, contour, overlap, geometric.

Major contributions to cross-curricular themes:

Literary: Annotations on work, analytical writing skills, writing of evaluations of work and, art and design key words learnt

Speaking and Listening skills: Discussions about own, peers and other artist’s work.

SMSC and BVs: Looking at artwork from different cultures/countries/ backgrounds. Listening to the opinions and views of others in their class

AO1 DEVELOPING IDEAS

Skills of Designing & Developing Ideas

AO2 REFINING AND EXPERIMENTING

Skills of experimenting and exploring ideas

AO3 RECORDING IDEAS

Skills of recording ideas, observations and insights

AO4 PRESENTING RESPONSES

Skills of presenting a personal and

meaningful response

Skills - aims/expectations

1) To investigate the portrait work of Calder and Bryan.

2) Show an understanding of Calder and Bryan’s work when developing and creating own portrait pieces.

3) To be able to explain how the work of Calder and Bryan has inspired their outcomes.

3) To independently select, experiment and use a range of tools and materials to create their wire and geometric drawing portraits.

4) Improve proficiency in wire modelling skills.

5) Reflect on their work and express areas of strength, improvement and be able to explain how that improvement will be undertaken.

6) Analyse the work of their peers and be able to express these thoughts verbally.

7) To create a wire self portrait and geometric drawing that shows students own ideas and direction.

Teaching and learning activities

1) By providing writing frames to support students in creating their written analysis.

2) Students create wire and geometric drawing self portraits, showing links to the artist’s studied styles.

3) Using annotations, notes and through discussion with students it will be clear how they have used the artists work to inspire their outcomes.

3) Different methods of making will be demonstrated to the whole class thus enabling students to select those they personally wish to work with..

4) Lessons wire techniques will be taught. Demonstrations will be given throughout the unit.

5) Opportunities will be provided in lessons for self refection of artwork. This may be verbal or written.

6) During lessons and at plenary time will be made for students to review and discuss the work created.

7) The teacher will give guidance on the tasks but it is up to students to take their art work in their own desired direction and to explore the various techniques demonstrated to them.

Assessment Criteria

1) Students will present a personal and reflective written analysis.

2) There will be a clear link between students work and the work of the studied artists.

3) Students will be able to express, either verbally or through written notes how the work of the artist's has inspired their work.

3) Students will confidently be able to select the tools and materials they need to make their outcomes.

4) Students wire skills will improve over the course of the unit. Their work will show progression with these skills.

5) Students will be able to explain how to improve their work.

6) Students will be able to provide constructive and thoughtful analysis of the work of others.

7) Students must have reflected to the artists work studied but then have shown their own ideas and input in their ‘final’ pieces.

Evidence for assessment from:

· Assessing what students create;

· Process

· Outcome

· Observing - how well they work

· Talking - find out what they know.

1) The teacher will assess the quality of the written analysis.

2) The teacher will be able to observe the links shown in students work.

3) Evidence of students understanding will be assessed via discussions in class, artist investigation pages and through studying the outcomes students produce.

3) The teacher will observe each student at work and watch their ability to handle the selected items.

4) By observing students at work over the term the teacher will be able to gather an understanding of the students progress.

5) Evidence will be provided in verbal discussion with students and via notes provided in sketchbooks.

6) By listening to student feedback in lesson and during the plenary the teacher will gather evidence of students ability to analyse others work.

7) The teacher will assess the outcomes that students create to ascertain their level of independence and reflection.

Learning outcomes:

By the end of the unit…

ALL students will have learned:

· What a continuous line drawing is

· To identify key characteristics of Calder and Byran’s art work

· Basic wire working skills when creating a Calder inspired portrait piece of work

· Basic line drawing and hatching methods when creating a Byran inspired portrait piece of work

MOST students will have learned:

· How to create a pattern from a continuous line drawing

· To make links between other artist’s work and their own practice

· A wide variety of wire working techniques which are used to create a Calder inspired portrait piece of work

· A variety of line and hatching techniques when creating a Byran inspired portrait piece of work

SOME students will have learned:

· To consider colour schemes and the links between this and subject matter

· To use other artists work/style, such as Calder and Byran to inspire their own design and ideas

· To experiment and explore given media, tools, techniques and processes that have been introduced to them and develop their own ways of working

· To be flexible when working and take other’s views and opinions into account when adapting and modifying 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 OUTLINES

Lesson

Objectives

Outline

What students will produce

Assessment (FOR and OF)

LSA / SEND / IEP functions

Lesson 1

Continuous line drawings

Today I am: producing Continuous line drawings of faces

So that I can: practice drawing from observation

I know I’ve got it when: my page is full of lines drawings of faces

Introduction to the unit and the way work will be marked (like GCSE using DIRT feedback style). Discuss and show examples of continuous line drawings.

Demonstration of how to produce continuous line drawings of faces. Teacher sources images will be available to work from; plus students are able to source their own using their Chromebooks.

Students source/select the images they wish to work from.

Fill page with continuous line drawings of various faces.

Peer review of work at various points.

Lower ability – simple images should be selected or the light box may be used to help trace imagery

G&T/Higher Ability – encouraged to add a wider range of detail to their faces.

Continuous line drawings of faces.

Assessment FOR learning

· Questioning during demo

· One to one discussions

· Questioning during plenary

Assessment OF learning

· Continuous lines used

· Detail applied

· Layout of the pattern - interesting composition

· Guide students in their selection of imagery, helping them to select the correct level of difficulty to match their skills

· Give guidance on how to trace an image

· Give guidance on pattern layout

Lesson

Objectives

Outline




Lesson 2 and 3

Portrait Pattern

Today I am: creating a pattern formed from a portrait drawing

So that I can: explore the use of line, colour and space in my work

I know I’ve got it when: my pattern fills the page and has colour applied

Teacher to demonstrate how to trace a face and to use this tracing to create an overlapping pattern. Students complete tracings and begin to fill a page with their line patterns.

Demo how to apply colour using various media - watercolour pencils, watercolour or pencil crayons. Students apply colour to their work.

An overlapping pattern of faces.

Colour applied using various media.


· Starter activity

· Questioning during feedback

· Discussions with students throughout the lesson


· Understanding of space and line

· Use and skill of media used to apply colour

· Support students when tracing their patterns

· Support students with applying colour - keeping it neat and inside the lines

· Support the class in the clean up of equipment

· Assist with the plenary task - prompt students of ideas

Lesson

Objectives

Outline




Lesson 4 and 5

Alexander Calder research

Today I am: researching the wire portrait work of Alexander Calder

So that I can: use the artists work to inspire my own work

I know I’ve got it when: I have a written notes analysing the artists work

Get feedback from groups on the art work

Discuss how to write an analysis of an artists work – using prompt questions. Students write up and present an analysis of the artist’s work.

At various points in the lesson teacher to highlight key students work that shows good practice and successful work.

Extension task - create pencil line self portrait drawing

Lower ability – Simpler questions and sentence starters available

G&T/Higher Ability – higher order questions must be answered

An artist investigation page on the artist.

It must include:

· A written analysis

· A title (the artists name)

· A copy of the artists artwork in pen/pencil


· Questioning during starter

· Questioning during demonstration

· One to one / group discussions on technique


· Understanding of the artists work

· Quality of the notes made

· During starter help to tease out ideas/ answers

· Start with green level of analysis questions

· Use sentence starters to complete task

· Key words may need to be spelt

· Sketch the simpler sections of the artists work

Lesson

Objectives

Outline




Lessons 6, 7 and 8

Wire portraits

Today I am: making a Calder style portrait

So that I can: explore creating portraits using wire

I know I’ve got it when: I have a wire portrait created.

What can you tell me about working with wire? - assess students prior learning and level of knowledge.

In the first lesson demo how to use wire to create the basic face shape and then demo how to twist wire to connect and join wire. Students create a self portrait in wire.

As lessons progress assess any areas of difficulty and demo ways to overcome these.

Teacher to highlight key students work and create a discussion with students – reflect on success criteria

Recap key techniques to remember when working in wire

Lower ability – use of photo to ‘trace’ outlines in wire

G&T/Higher Ability – encouraged to use a variety of wire thicknesses to add detail to design

A wire self portrait in the style of Alexander Calder.


· Answers from starter and plenary

· Questioning during demo to class



· Ability to manipulate wire

· Likeness to student

· Links to Calder’s work

· Support students with manipulating the wire

· Prompt with ideas during starter and plenary

Lesson

Objectives

Outline




Lesson 9 and 10

Josh Byran investigation

Today I am: researching the geometric portrait work of Josh Byran

So that I can: use the artists work to inspire my own work

I know I’ve got it when: I have a written notes analysing the artists work

Get feedback from groups on the art work.

Recap how to write an analysis of an artists work – using prompt questions. Students write up and present an analysis of the artist’s work.


Extension task - create a famous face portrait in the style of the artist.

Lower ability – Simpler questions and sentence starters available

G&T/Higher Ability – higher order questions must be answered

An artist investigation page on the artist.

It must include:

· A written analysis

· A title (the artists name)

· A copy of the artists artwork in pen


· Questioning during starter

· Questioning during demonstration



· Understanding of the artists work

· Quality of the notes made

· During starter help to tease out ideas/ answers

· Start with green level of analysis questions

· Use sentence starters to complete task

· Key words may need to be spelt

· Sketch the simpler sections of the artists work

Lesson

Objectives

Outline




Lesson 11, 12 and 13

Geometric self portrait

Today I am: creating a geometric self portrait

So that I can: explore a new drawing technique

I know I’ve got it when: my work shows links to the work of Josh Byran

Demonstrate how to use a photograph and tracing paper to create the line work of students geometric portraits. Students start with lines only and progress to adding colour or tone using mark making if needed. Final drawings are photocopied onto cartridge paper when complete.


Lower ability – line work only expected

G&T/Higher Ability – colour/tone to be applied

A geometric style self portrait.


· Answers from starters

· Questioning during demos to class

· One to one / group discussions on techniques and methods


· Link to the work of Josh Bryan

· Line quality

· Level of detail included

· Use of colour/tone

· Give guidance on where to place line work

· Support with the technique of working from a photo on to tracing paper

· Support with using a ruler and fineliner/pencil

Documents

artroommess.files.wordpress.com€¦ · Web viewTo identify key characteristics of Calder and Byran’s art work. Basic wire working skills when creating a Calder inspired portrait