Teacher: AT Date: 5/1/10 Period: 1 2 3 4 5 6 7 8 9 10Class Code: If setted,

Set: out of: NOR:

Present:Other Adults Present:

Yes

Status: Art teacher SW

Room: ST1

Subject: Year 7Observational drawings in different media and viewpoints

Topic:Visual Skills

Literacy (Key Words):

(copy the ones marked red into vocab sheet in books)

*Observation: drawing from life

*Form: The shape and structure of an object.eg. a pot, shoe, table

*Line: A thin continuous line using pen or biro

*Shape: An outline of many objects we see…eg. table, figure

*Formal elements: include line, tone, texture, shape, colour and form.

*Annotation: notes to review the work-what has been achieved, how and why?

*Positive and negative space

*Detailed image

*Sketching

*Shading

Viewpoints

Promoting Creativity/ Use of Multiple Learning styles (VAK):

Creativity: Visual Recording: Learners will be encouraged to think about to create a series of timed observational drawings in different media’s and from different viewpoints based on different sport equipment in still life/natural form.Visual: Learner’s will have the opportunity to see images of different detailed observational drawing showing positive and negative space and key words.Auditory: Learners be asked questions to help them think about how to create their observational drawing and to include all the key words.Kinaesthetic: Learners will be required to draw a series of timed observations using key words and in different media.

Assessment opportunities:

AFLSelf Assessment :Peer evaluation: 4 students pick students work who they believe is the most successful and also areas of improvement using appropriate technical language.

PLTS:Reflective learners: 3B: Set goals with success criteria for their development and work.

Links with SMSC (spiritual, moral, social, cultural)/Citizenship:

Social: Contribution to group discussion/ Listening skills

Rewards Criteria:

Gold slip 1: Excellent detail

Gold slip 2: Excellent use of media

Gold slip 3: Excellent contributions(based on 3B PLTS

Resources: (Including Health and Safety Issues)

-Sketchbooks

-A really detailed drawing also showing key words

-biros

-Pencils

-Pastels

-Colouring pencils

-rulers

-Trainers/shells

-Starter envelopes with words and images

Context of this Lesson (Summary of groups’ learning over past 3 weeks):This is the students first lesson on the Visual skills unit that introduces learners to foundation level Art skills and critical study. It will include: research, use of media, making, artists research and evaluating and developing at NC level 4. The theme is based on the London Olympics 2012.They have completed title pages and discussed key information about the Olympics.

Students with Identified SEN/Gifted and Talented/EAL:Name Identification Reason Differentiation strategies to support

student

Planning for Beginning of Lesson (Overview and prior learning):5 Looking at completed h/w as a group

Timing Learning Objectives: by the end of the lesson pupils will…UNDERSTAND about positive and negative spaceKNOW how to use basic media for sketching and shadingBE ABLE TO produce a highly detailed 3-D image showing form

Timing Aims/Learning Outcomes: by the end of the lesson...All will have created a number of timed, observation drawings from sport equipment based still life/natural form in sketching pencil and pen. As well as to complete a number of drawings and viewpoints on one page and working towards a larger highly detailed drawing on A4 page. This will be produced in a range of media and focusing on positive and negative space.Some will still be working on their highly detailed drawing based on a series of sketches from different viewpoints

Timing Home Learning (H/W):Take in books to mark for next time I see them

Following Monday (2 weeks time)

Planning for Main Body of Lesson:

5

10

10

5

2-5

5

10

10

2-5

10

15-20

5-7

Look at competed h/w as a group to cover sketchbooks: ask them to look at their own tables…. Then a few students to share back what they have done on each table: which images they have chosen and why.

Starter: Have a series of images and have sub-headings of-Detailed: form, line and shape are clear-Positive and negative space-Shading/sketching-different mediaStudents are to work in groups and to think about which image goes under which title to help them think about how to re-create the key words.Feedback what groups have said: have the 4 headings: ask them to put hand up for each group and show them each image write down the image and how many votes per each image.

Mention aims of the day: ask pupil to read key words and define themAfter reading key words ask them to write these words(in red)-on their vocab pages and define each word: show image below to help them remember it.

To refer back to key images and key words to capture in their drawings

Spilt the page into 2: using a ruler: bring out their trainers or shoes to draw/have a box of shells for those who don’t have their trainersUsing pencil to drawn-sketch: focusing on details in the first box in silenceUsing pencil and pen to draw out: focusing on positive and negative space and detail

AFL: peer assessment: each student to walk around and see what each has done. Chose 4 to come to the front and chose one that has been successful and say why and what else can be improved

A new page spilt into 2

Draw in colouring pencils the shoes/shell in a different viewpointChange viewpoint now using pastels and colouring pencils(all in silence-like an exam)

1 A4 highly detailed drawing: using different media’s

Recap what they have all learnt today. Some pupils to hold up their highly detailed drawings so far.Tidying up, gold slips and register

gp

Gp/ind

gp

Ind

GP

ind

Ind

gp

Planning for End of Lesson Review:

Timing Plenary & links to future learning Gp/Pair/Ind

Evaluation:

Teaching

Learning

Detailed: form, line and shape are clearPositive and negative spaceShading/sketchingDifferent media

X4 images 10 times for each group (cut out)

X4 bigger images in board(labeled 1,2,3 and 4) with subheadingEg:Detailed different media positive/negativImage 1: 0Image 2: 9 (hands up)Image 3: 2 (hands up)

Image to show the formal elements: