Ocean of Light: 1ART DEPARTMENT – SCHEME OF WORKYear: Class 1-6 Title: Art and design overview – Multi-disciplinary Term: AutumnAims and objectives 1. To get an overview, understanding and confidence of different disciplines in Art and Design and in technical skills

2. To experiment and explore a wide range of materials in 2D and 3D using appropriate media and making informed aesthetic judgments recognizing the effect of the relationship between visual and or other forms effectively3. To gain knowledge and understanding on Art and design and contemporary artists from different cultures and backgrounds4. Collaboration and group work in some disciplines in Art and Design5. Identify and problem solve in visual and tactile forms to lead to solutions in final outcomes6. Demonstrate practical, technical and expressive skills and intentions7. Present an informed response through personal evaluation, reflection and critical thinking

Equal opportunities, Special Needs support/Gifted and Talented considerations

Lower ability students may need to copy images directly and employ these for their designsG+T to use more complex resources from outset of project. Create own inspiring quote that is personal to their experiences.

ICTLiteracy - Specialist vocabulary Tone, shape, colour, form, line, shades, primary colour, secondary colour, tertiary coloursNumeracy Change of scale, patterns, proportions, motifs, designsCross Curricular links Design, geography, historyCurricular enhancementDisplay whole school – all abilities-working towards a final exhibition

WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/LEARNING INTENTIONS/differentiation

RESOURCES HOMEWORK ASSESSMENT CRITERIA

1-2 Introduction/overview to theme and various themes of art with powerpoint images and questions to discuss (10 mins).Drawing lesson. Give pupils the starter activity to get to know their strengths in art and design. (10 mins) Find different still life objects for pupils to draw (have this set up on tables).Demonstrate how to draw effectively from observation capturing accurate and realistic tones/shades etc (5 mins). Pupils to start their drawings (20 mins-40 mins). Tidying up (5 mins).

To know how to draw effectively in observation using PencilTo understand how to represent accurate and realistic tonesTo be able to vary pencil pressure to achieve tonal variety

ALL: To gain knowledge on different art disciplines and started their drawing skills and to have undesrstood how to represent accurate and realistic tones. (look at drawing powerpoint and handout).MOST: To have participated in a discussion on key question and looked at work critically.SOME (EXT): To have started another sheet of drawing-if finished.

Sketchbooks (ask pupils to buy these for next lesson)paperDrawing PencilsStill Life Objectspowerpoint

Fill a page with drawings of interesting vegetables that you have at home. The underneath of mushrooms are great, or a piece of cut broccoli or cauliflower etc. Be creative!

Homework 1.use of skills learnt in class to create accurate drawings from observation with a variety of tones.0-20 (see assessment criteria)A04: Selection and control of materials, media and processes (a) and (b) A05: personal vision and presentation.Classwork: A04 and A05

2-3 Note: have paints and paintbrushes set up. Starter: explaining the primary and secondary colours-look at handout on display-ask pupils to paint these (5 mins), {Also to show h/w to rest of classmates (5 mins)}. Reflect critically referring to assessment criteria and learning objectives on work with plenary: Have you represented tones and drawn the still life accurately? What has been successful and why? What improvements could be made? Which piece of work from your classmates do you think is very successful and effective?Write down annotations in sketchbooks (10 mins).Pupils to be introduced to key painters and techniques and to look over powerpoint and start a study of one of the painters work trying to replicate the style and work of that artist. Tell pupils about primary colour, secondary colour, tertiary colours. Pupils to fill a sheet about this (15 mins). Pupils to fill in sheet about mixing primary colours to make secondary colours..Pupils to start a study of one of the artists work (20-40 mins).Demonstrate to pupils Different colour mixing techinques for their paintings.

ALL: To have Completed sheet about primary, secondary and tertiary colours and made an informed response through personal evaluation, reflection and critical thinking about drawings.MOST: To participate in a discussion and to start their study of an artists work (look at powerpoint).SOME: To be finishing of their paintings of the artists work.

PencilPaperPaintsPaintbrushesWaterpotspowerpoint

2. Painting: Research a painter of your choice and do a small study of this artist work and write what you think is effective about the work and how the artist has used tone, colour, line and shapes to create their paintings.

Homework 2. Research and skill of replicating and understanding how an painting is made. A05 b)0-20 (see assessment criteria)Classwork: A01 gathering, recording, research and manipulation (b) recording and analyzing information from direct observation and/or other sources and personal experience. A04: Selection and control of materials, media and processes (b) Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions.

3-4 Starter about line (3 mins). Pupils to finish painting’s (10 mins) and to collect all their work. Show pupils presentation on different artists who use sculpture in their artwork this to include materials and techniques as well as installation art, public art and environment art (10 mins). Discuss this and start various design’s of a sculpture for a space. Pupils to think about what shape their sculpture would be and what it would be made of (25 mins-45 mins). Pupils choose the best image to make into an A4 sheet with colour and annotations. Pupils to start their sculptures (20-40 mins). Tidying up (5 mins). If there are no materials for the sculpture: introduce collogrpah printing with string, PVA and cardboard based on a tongan design

ALL: To have started their designs of a different sculpture and to have seen the powerpoint at least 2 designs with colour.MOST: To have participated in discussion and recorded key notes down on paperSOME: To have started to make their sculpture.

PaperColouring pencilsMaterialsKnifeCutting mattsspaces

3. Create a 3D piece with found materials-either bring this in or photograph piece.

Homework 3. Creativity, originality in creating sculptural piece. A01 a) and b) A05 a)0-20 (see assessment criteria)Classwork: A02: Exploration and development of ideas a) Explore a range of visual and/or other ideas by manipulating images b) Show a development of ideas through appropriate processes.A04: a) Show exploration and experimentation and appropriate materials b)Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions.

5-6 Starter wordsearch (5-10mins). Students to finish off sculptural pieces, or pieces from paper. Use available materials to install a piece of art, or create a piece of art based on designs and techniques (15 mins). Discuss what has been successful and why and what can be improved on(10 mins). Introduce photography, on a powerpoint. Ask pupils to take their own photographs based on their interests and to print them off in their books and show to others. If there are no camera’s pupils to draw, paint or do a collage based on a photograph: introduce photomontage. Choose one to draw very accurately to be assessed this can be based on your own photograph or from the handout. Evaluate the work. (25-45 mins). Tidying up (5 mins).

ALL: To have analysed different photographs and started to take their own (if no camera’s pupils to do photom ontages and discuss work on powerpoint).MOST: Started their photomontages.SOME: To introduce paint and started another image

PencilPaperCamerasComputer room and printersNewspapersScissorsGluePaintpowerpointhandouts of different phptographers

4. Research: Find an inspiring photographer and say what you think the artists is trying to capture and if you think he has been successful and why.

Homework 4. Depth of research and annotation and analytical skills of the piece of art,0-20 (see assessment criteria)Classwork: A03 a) and b)

6-7 Starter :wordsearch (5mins). Students to finish off their photos, photomontage with different materials and to evaluate this in their sketchbooks (10 mins).Introduce Kandinsky and artists who use music to create their work. Discuss the mark making and forms of the pieces inspired by music(15 mins). Bring in different style’s of music and ask pupils to create a variety of drawings and paintings, some blind drawing others with different materials. Take one of the drawings to fill the whole page… Evaluate each piece of work with more detail…. (25-45 mins). Critically evaluate and reflect on work to see what has been successful and why and what can be improved. (10 mins) Tidying up (5 mins).

ALL: to have created a series of drawings and paintings based on different genres of musicMOST: to have created a variety of abstract mark making, details and a variety of tone in the work.SOME: to have started to annotate work

PaperPaintsBrushesPaintpotsPowerpointCD player/laptopDifferent genres of music

5. Techniques: Choose a genre/piece of music and create a piece of work based on the music and emotion. Write what piece of music it is and who and how you tried to show this in the painting

Homework 5. Use of creativity and materials to respond to a piece of music. A02 b) A04 b)0-20 (see assessment criteria)Classwork: A03 b) Ao4 a) A05 a) and b)

7-8 Pupils to choose one of the disciplines that they have excelled at the most to produce a final piece of the subject matter of their choice eg. A portrait drawing in pencil or a drawing of nature in pencil, a landscape painting in acrylic paint, Pupils to make small studies of what the final piece should look like and write about what is their favourite composition, colour, tone etc.

ALL: To have started their final pieces in their chosen materialMOST: To have finished their final pieces by the end of week 8SOME: Still finishing off final pieces, and some to have gone over precious work to improve or re-do.

Materials for their final pieces.

6. Materials: pupils to get an additional material’s that they need.

8-9 Pupils to go over previous work to re-do or improve. Pupils to add a frame to their work. Pupils to critically look at their work and the work of their classmates.

ALL: To have finished producing final piecesMOST: To have added a frame to their work.SOME:

Final pieces A05 a) and b)

10 Work through the ‘Evaluation and self-assessment sheets’. Each to complete self-assessment and review of the project.

‘Evaluation and Self-Assessment sheets’.

7. Evaluation: Produce an illustrated evaluation of all work produced, knowledge developed through the completion of this project.

Homework 7. Use of vocabulary and spellings.Staff to award NC Level for project/ end of year. A05: Personal vision and presentation.0-20 (see assessment criteria)Classwork: A05: Personal vision and presentation b)Present a informed response through personal evaluation, reflection and critical thinking.