WESTWOOD LANGUAGE COLLEGE FOR GIRLSDEPARTMENT LESSON PLAN KS4

Year 10 - Spring Term Lesson 1 Thursday 25th Feb (AT) Lesson 2 Monday 1st March (AT) Lesson 3 Tuesday 2nd March (DS)Resources Sketchbooks

Drawing PencilsStill Life Objects

SketchbooksColoured PencilsStill Life Objects

Sketchbooks RulersPencilsPerfume/Make-up Packaging and Boxes

Key Words Pencil Coloured Pencil One and Two–Point PerspectiveLearning Objectives (shared) To know how draw effectively in Pencil

To understand how to represent accurate and realistic tonesTo be able to vary pencil pressure to achieve tonal variety

To know how to draw effectively in coloured pencilsTo understand how to represent realistic and accurate tones and shadingTo be able to mix, blend and overlay colours effectively

To know how to effectively use one-point perspectiveTo understand how to use two-point perspectiveTo be able to draw a realistic make-up or perfume box using perspective in the lettering as well as the outer shapes

Input (starter activity) ( 7-10 mins)

Show a powerpoint of objectives for the lesson.Demonstration of drawing in pencil and show own exemplar work. Identify starting points and tips. Make sure students spend time looking at the objects and capturing the detail, tones, shadow’s and reflections.

Show a powerpoint of objectives for the lesson Demonstration of drawing in coloured pencil and show own exemplar work in teachers sketchbook. Identify starting points and tips. Make sure students spend time looking at the still life and blend the different colours to make different tones using cross-hatching and over-laying techniques.

Study the images on the powerpoint and identify which are one and which are two point perspective. Be able to explain how and why.Discuss objectives for the lesson and check understanding of them.

Process (Main Activity)Understanding and demonstration of lesson

Stop, review and consolidate as appropriate

(35-40 mins)

Students to spend 10 mins drawing from one still life object drawing, focusing on the outlines of the object and capturing the form and tonal variety. Students then spend 15-20 mins on another still life object, making sure to capture the form and detail of the object, focusing on varying pencil pressure.Make sure that students are really focusing on capturing realistically the objects they have chosen to draw.

Students to spend 10 mins drawing from one still life object making sure they are representing realistic and accurate tones in shading. Then a further 15-20 mins on a more detailed drawing of a still life object, focusing on effectively blending and overlaying colours.Mention how they can choose complementary colours in their drawings. Make sure that students are really focusing on capturing realistically the objects they have chosen to draw and using the correct techniques for the work.

Students to draw a vanishing point at the top of the page. Label it VP. Write a key at the side explaining VP = vanishing point. Demonstration on board.Draw your first make-up/perfume box using one point perspective. Explain parallel lines and how to add lettering in perspective.Demonstration of two point perspective.Draw a different box on the next page using two- point perspective.

Assessment Opportunities Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at endHomework 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!

Find a contextual reference: an artist who draws using coloured pencil and captures detail and accuracy in still life. Make an artist research page.

http://www.artic.edu/aic/education/sciarttech/2d1.htmlExplore this site and read up about perspective. Making drawings and annotations to show what you have understood and learnt.

Plenary and Evaluation(Links to future learning) (10 mins)

Gather around a table to see each others work and ask questions (5 mins) 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

Gather around a table to see each others work and ask questions (5 mins) 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

Gather around large table with sketchbooks spread out. What have you learnt this lesson? How will what you learnt about perspective help you to complete your still life drawings? What still needs improving in your work? Have you met the objectives for the lesson? Write annotations in sketchbooks to

Jjca03 lesson plan proforma 05/06

WESTWOOD LANGUAGE COLLEGE FOR GIRLSsuccessful and effective?Write down annotations in sketchbooks(5mins)

successful and effective?Write down annotations in sketchbooks(5mins)

summarise the above questions

Year 10 - Spring Term Lesson 4 Thursday 4th March (AT) Lesson 5 Monday 8th March (DS) Lesson 6 Thursday 11th March (AT)Resources Sketchbooks Fixative

CharcoalStill Life Objects

SketchbooksBlack BiroStill Life Objects

SketchbooksOil PastelsStill Life Objects

Key Words Charcoal Biro and Cross Hatch Oil PastelLearning Objectives (shared) To know how to draw accurately using charcoal

To understand how to represent accurate tones and shadingTo be able to represent highlights using an eraser

To understand cross-hatchingTo know how to create a cross-hatch tonal ladderTo be able to build up a 3 dimensional image using cross-hatch

To know how to draw accurately in oil pastels.To understand how to represent tones and use different colours effectivelyTo be able to complete a series of drawings in the time given.

Input (starter activity) ( 7-10 mins)

Show a powerpoint of objectives for the lesson.Demonstration of drawing in charcoal and show own exemplar work. Identify starting points and tips. Make sure students spend time looking at the objects and capturing the detail, shadow’s and reflections.

Quick demo on board of cross hatch and how to complete a tonal ladder.Draw a six segment tonal ladder at the top/edge of your sketchbook page and fill in from light to dark. Number each step as they get darker.

Show a powerpoint of objectives for the lesson.Demonstration of drawing in oil pastel and show own exemplar work. Identify starting points and tips. Make sure students spend time looking at the objects and capturing the detail, shadow’s and intelligent use of colour, starting with the darkest shades and working their way to the lightest ones.

Process (Main Activity)Understanding and demonstration of lesson

Stop, review and consolidate as appropriate

(35-40 mins)

Students to spend 10 mins drawing from one still life object drawing, focusing on the outlines of the object and capturing accurate tones and shading. As well as to start to represent highlights using an eraser.Students then spend 15-20 mins on another still life object, making sure to capture the form and detail of the object, focusing on the highlights using an eraser.Make sure that students are really focusing on capturing realistically the objects they have chosen to draw.

Choose a section of the still life and draw lightly in biro (ignore mistakes as they will be covered by cross-hatch later in the lesson)Plan the entire composition in basic shapes across your page before adding any detail or cross hatch.Begin to build up tone using the marks and layers used in the tonal ladders, gradually getting closer together as darker.Plenary mid way through the lesson, then return to own work to make improvements and complete work.

Students to spend 10 mins drawing from one still life object drawing, focusing on the outlines of the object and capturing accurate tones and shading. As well as to start to think about how to use different colours effectively.Students then spend 15-20 mins on another still life object, making sure to capture the form, detail, tones and colour of the still life object accurately. Mention working from dark to light in pastels.Make sure that students are really focusing on capturing realistically the objects they have chosen to draw.

Assessment Opportunities Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique in middle

Continual verbal feedback. Group critique at end

Homework None set Set up a still life composition of your make-up, perfume bottles, jewellery or wash stuff and draw using black biro and cross hatch.

Find a contextual reference: An artist who draws using oil pastel and captures detail and accuracy in still life. Create an artist research page. (Gauguin/Cezanne?)

Plenary and Evaluation(Links to future learning) (10 mins)

Gather around a table to see each others work and ask questions (5 mins) Have you represented tones and drawn the still life accurately? What has been successful and why? What improvements could be made? Which other piece

Mid way through the lesson, leave work out and move around room to look at others work. Identify strengths and weaknesses and areas for improvements. Back in own seats, apply improvements and complete work. Annotate to

Gather around a table to see each others work and ask questions (5 mins) 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

Jjca03 lesson plan proforma 05/06

WESTWOOD LANGUAGE COLLEGE FOR GIRLSof work do you think is very successful and effective? Annote sketchbooks

explain task, what you have learnt, how you have met the objectives etc.

you think is very successful and effective?Write down annotations in sketchbooks (5 mins)

Year 10 - Spring Term Lesson 7 Monday 15th March (AT) Lesson 8 Tuesday 16th March (DS)

Lesson 9 Thursday 18th

March (AT)Resources Still Life Objects Paper

Magazines/NewspapersPVA & Glue SpreadersScissors

SketchbooksGraphiteViewfindersStill Life Objects

PaperInkDrawing PensStill Life Objects/Pine Cones

Key Words Collage Graphite, Viewfinders Ink and PenLearning Objectives (shared) To know how to create effective collages

To understand the use of layering in innovative collagesTo be able to positively critique your work and the work of others

To know how to use graphite effectivelyTo understand how to use a viewfinderTo be able to annotate your own intentions and outcomes

To know how to draw creatively in ink and penTo understand how to represent detail and accuracyTo be able to create a series of dynamic drawings

Input (starter activity) ( 7-10 mins)

Show a powerpoint of objectives for the lesson.Demonstration of how to make a collage and show own exemplar work. Identify starting points and tips. Make sure students spend time looking at the objects and capturing the detail and shapes using newspapers and magazines.

Demonstration on how to use a viewfinder (one eye closed, straight arm to maintain equal distance etc) and the cropped images that can be achieved. Images on board to illustrate.

Show a powerpoint of objectives for the lesson.Demonstration of drawing in ink and pen, show them what I made earlier. Identify starting points and tips. Make sure students spend time looking at the objects and capturing the detail, shadow’s and tones.

Process (Main Activity)Understanding and demonstration of lesson

Stop, review and consolidate as appropriate

(35-40 mins)

Students spend 5-10mins finding and ripping out different colours and shades from newspapers and magazines for their collages.Students spend 10 mins composing one collage, looking at the still life object to get inspiration for form, colours and composition.Students spend 10 layering and selecting the colours effectively as well as creating an innovative composition/layout. They will spend the remaining 10 mins sticking down their collage and adding any further details.

Spend 15 minutes drawing the full still life on your table, ensuring that the entire composition fits on your page. Add detail and tone using the graphite roughly and quickly.Draw a box on the next page of your sketchbook and use the viewfinder to focus on one small section of the still life composition. Enlarge this to fill the box and add detail and tone again using the graphite roughly and quickly.

Students to spend 10 mins drawing from one still life object, focusing on the outlines of the object and capturing accurate tones and detail.Students then spend 15-20 mins on another still life object drawing, making sure to capture the form, detail, tones of the still life object accurately. Make sure that students are really focusing on capturing realistically the objects they have chosen to draw.

Assessment Opportunities Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end.Homework Create an effective artist research page on Max

Ernst’s frottage collages.Create a double page of frottage rubbings of different textures, and exploratory mark-making. Try rubbing over lace, tyres, patterned fabrics etc

Take into consideration feedback from lesson and set targets for improvement for next lesson

Plenary and Evaluation(Links to future learning) (10 mins)

Gather around a table to see each others work and ask questions (5 mins) 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

Gather around large table with prints spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Which are the more successful pieces of work and why? How could you improve your own work? Write annotations in sketchbooks to summarise the above questions

Gather around a table to see each others work and ask questions (5 mins) 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?

Jjca03 lesson plan proforma 05/06

WESTWOOD LANGUAGE COLLEGE FOR GIRLSis very successful and effective?Write down annotations in sketchbooks (5 mins)

Write down annotations in sketchbooks (5 mins)

Year 10 - Spring Term Lesson 10 Monday 22nd

March (DS)Lesson 11 Thursday 25th March (AT)

Lesson 12 Monday 29th

March (DS)Resources Paper

Polystyrene SquaresBirosStill Life Objects

SketchbooksFinelinersStill Life Objects

Cardboard Squares PencilsPVA & Glue SpreadersStringStill Life Objects

Key Words Poly Printing, Positive/Negative Shapes Continuous Line Collagraph Boards, Positive/Negative ShapesLearning Objectives (shared) To know the difference between positive and

negative shapesTo understand how a print image will be reversed when printedTo be able to indent only the negative shapes

To know how to use a fineliner accurately to capture detail and depthTo understand how to create a continuous line drawing.

To know the difference between positive and negative shapesTo understand the difference between poly-printing and collagraph printingTo be able to represent your image in string

Input (starter activity) ( 7-10 mins)

Demonstrate use of rollers, how much ink to apply, noise of ink when rolled effectively and how to print from polystyrene. Question reasons throughout.

Show a powerpoint of objectives for the lesson.Demonstration of drawing in continuous line and show own exemplar work. Identify starting points and tips. Show them a demonstration on youtube of a continuous line drawing. Make sure students spend time looking at the objects and capturing the detail, shadow’s and reflections.

In 8 minutes, draw a section of the still life to fill one of the cardboard squares. You only need outlines, no detail and no tone.Make sure your name and an ‘up’ arrow is on the back of the cardboard.

Process (Main Activity)Understanding and demonstration of lesson

Stop, review and consolidate as appropriate

(35-40 mins)

Draw a detailed section of the still life onto the polystyrene very lightly.Press in the negative (white) areas and leave the positive (black) areas sticking up. Think MARK-MAKING!Do this very carefully as you should not break or tear the polystyrene.Print in black, and a colour and if time overlay print on tissue paper collage.

Students to draw 4 still life object drawings, 4 mins each (12 mins all together), focusing on the outlines of the object and capturing accurate detail and depth.Students then spend 15-20 mins on another still life object drawing, making sure to capture the form and detail of the object accurately on a whole page.Make sure that students are really focusing on capturing realistically the objects they have chosen to draw.

Show exemplar work and explain how to create a collagraph board, paying particular attention to the use of glue and string and the importance of NOT overlapping string at any point. Apply glue to the image using a glue spreader and cut strings to the lengths required to build up the image. You can represent tone with string hatching if required. This MUST be completed during the lesson as the glue needs to dry before printing next lesson!

Assessment Opportunities Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end

Homework http://www.artsconnected.org/toolkit/create_types_line.cfmExplore the site and print what you have labelled (1, 2 and 3 and your own composition). Stick in sketchbooks and annotate to explain the tasks and

Draw a pair of your own lace up shoes or trainers using continuous line

None set

Jjca03 lesson plan proforma 05/06

WESTWOOD LANGUAGE COLLEGE FOR GIRLSwhat you have learnt.

Plenary and Evaluation(Links to future learning) (10 mins)

Gather around large table with prints spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Write annotations in sketchbooks to summarise the above questions

Gather around large table with drawings spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Write annotations in sketchbooks to summarise the above questions

Gather around large table with prints spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Write annotations in sketchbooks to summarise the above questions

Year 10 - Spring Term Lesson 13 Tuesday 30th

March (DS)Lesson 14 Thursday 1st April (DS)

Resources Collagraph BoardsPaperPrinting InkRollersPalettes

Wax Pots Wax CandlesWax Paintbrushes Newsprint PaperFabric Block PaintsFabric Dye PaintbrushesStill Life Objects

Key Words Collagraph Printing Batik, Wax ResistLearning Objectives (shared) To understand the effects of too much or too

little ink or overlapped stringTo be able to create a repeat rotational print

To know how to simplify observationals for batikTo understand the effects of wax resistTo be able to create an effective batik piece

Input (starter activity) ( 7-10 mins)

Demonstration on the board about how to create a repeat rotational pattern using the arrows on the back of the boards.

Using clear wax candles pressed hard onto newsprint paper, draw a section of the stilllife in 2 minutes, add cross hatched tone. Paint with block paints. Explain wax resist.

Process (Main Activity)Understanding and demonstration of lesson

Stop, review and consolidate as appropriate

(35-40 mins)

Students to print at least one full repeat rotation (turning the boards 90 degrees each time – using the arrow as a guidleine), a second if there is space on the paper.

Plenary mid way through lesson once prints are completed (30mins in) Gather around large table with prints spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Write annotations in sketchbooks to summarise the above questions

Use the rest of the lesson to go through sketchbooks and ensure that all work is labelled with the materials used, time spent and annotations/evaluations

On the fabric, draw your image very lightly in pencil. Use the batik paintbrushes ONLY to paint the image in wax over the pencil marks. The fabric should go transparent if you have used the wax thick and fast enough from the pot. If it sits on the top of the fabric and looks white it has dried before application and the ink will run underneath it. It will only form a seal and resist the dye if its applied straight from the pot and turns the fabric clear (and sticks it to the table)Use fabric dyes to paint the image.Iron between two sheets of newspaper until no more wax is soaked up onto the paper.Trim initial wax candle resist test piece and stick in books. Annotate to explain what you did and how it helped you to learn about wax resist.

Assessment Opportunities Continual verbal feedback. Group critique at end Continual verbal feedback. Group critique at end

Homework None set Submerge cutlery and cups etc under water in the kitchen sink and leave the tap running so the water

Jjca03 lesson plan proforma 05/06

WESTWOOD LANGUAGE COLLEGE FOR GIRLSdistorts the shapes. Take a digital photo and draw from the image. Capture all the distortion.

Plenary and Evaluation(Links to future learning) (10 mins)

Mid way through the lesson. Gather around large table with batik work spread out. What have you learnt this lesson? Have you met the objectives for the lesson? Write annotations in sketchbooks to summarise the above questions

Jjca03 lesson plan proforma 05/06