accurately paint colour wheel using watercolours. accurately paint colour wheel using watercolours.

Transcription

1 Week Beg./wk No. 1 05/09/ /09/2016 Assessment details Baseline assessment after 1 lessonsuccess criteria are accurate outline shapes, scale, size and proportion. Use of tone/colour. Composition/arrange ment. Acknowledment comment with a target and a working at level (written feedback) Accuracy of spherical shape, correct use of graduated tone, adding a shadow and contrasting textural background(cross hatch technique) Written feedback with a level Year Art SoW Lesson Outline A/O & success CRITERIA Learning Objective(s) Homework Task Notes/Resources/Equipment - Links to Literacy, Numeracy, PLTS, SMSC and CAIG. Lesson 1: Explain content of work for the year. Expectations etc. Introduce the Visual Elements then an observational Drawing. (contents of pencil case/stationary equipment) Lesson 1: Baseline Drawing Assessment. Expectations (Pupils agree and write these) and baseline assessment: drawing of the contents of their pencil case. Getting the new year 7's familiar with the Assessment Objectives ready for the future, AO3 - Recording from observation Tone- drawing of sphere using worksheet Drawing AO3 - Recording from observation. To begin to understand complexity and visual elements within drawing. Due next lesson: Key words/ Art definitions research. complete sphere drawing HWK: Written frame work provided, pupils research and complete definitions for visual elements; line, shape and form etc PLTS & SMSC Working independently to solve problems creatively Effective self managers Building up resilience and Reflective learners Developing independent enquiry The ability to identify problems and find solutions Effective communication skills to confidently express analytical understanding, feelings, & emotions. *To start to apply and understand the context of KS3 Art marking criteria via the success criteria and Assessment Objectives'. CAIG Fine Art Painter Illustrator Art Educator Art Historian 3 19/09/2016 Verbal feedback. acknowledgement of hw task submitted. Introduction to colour theory - colour wheel powerpoint and colour wheel painting worksheet accurately paint colour wheel using watercolours. To develop painting control and understanding of colour theory. Tonal drawing of shapes sheet - 2 week task NUMERACY Understanding of basic 2D &3D Geometric shapes Parallel Lines Verticals & Horizontals Verbal feedback accurately paint colour wheel using watercolours. To develop painting control and understanding of colour theory. Tonal drawing of 3D shapes sheet. 4 26/09/ /10/ /10/2016 Verbal feedback Assessment point: assessment of baseline drawing, sphere, colour wheel and mixing/blending with watercolours. Levels used. Written feedback/target and a level Students complete the colour wheel painting exercise in this lesson and complete for HW Introduction of Literacy cross curricular task based on the creative writing students have done in English. Students presented with powerpoint on examples of illustrations Students to select one example of an illustrator's work and start to copy in classdemo of drawing and painting techniques further shown - developing colour mixing and blending skills. Colour theory primary, secondary tertiary and complementary colours The colour wheel Colour mixing and blending Kandinsky artist research accuracy of copying illustration techniques and styles appropriate to their story and ability based on initial baseline drawing assessment. AO1 & AO2 Artist research and developing own ideas, developing technical skills such as colour blending and mixing. To accurately and neatly apply a variety of colours, shades, tints and tones in the correct place on the colour wheel. To understand and apply illustration techniques appropriate to my short story on 'Heroes and Heroines'. Complete colour wheel painting exercise. Using the creative writing done in English lessons - select either a character or a significant part of the story that you intend to do an illustration for. Collect any appropriate image resources that you think you will need to do your illustration. NUMERACY Understanding of basic 2D &3D Geometric shapes Parallel Lines Verticals & Horizontals Resources - print outs from the power point of the different illustration styles. Write about why you have selected the style of illustration and how it may be relevant. 7 17/10/2016 Verbal feedback Students to select one example of an illustrator's work and start/continue to copy in class- demo of drawing and painting techniques further shown - developing colour mixing and blending skills. students will have a clear idea of what they want to illustrate and also in which style. make connections between your own written work and the appropriate selection of an illustration style to develop for your own illustration. Using the creative writing done in English lessons - select either a character or a significant part of the story that you intend to do an illustration for. Collect any appropriate image resources that you think you will need to do your illustration. COMPLETE ARTISTS COPY OVER HALF TERM LITERACY Explain what you have drawn - why have you chosen the illustration? What techniques does the illustrator use? How might you develop your own illustration - what will you concentrate on? STUDENTS MAY REQUIRE PAINTS FOR HW TASK 8 31/10/2016 Half Term Written feedback Using the resources collected start to design and your illustration for your piece of creative acknowledgement of writing. Either a front cover or an illustration for hw task/research of a particular page/part of the story. illustrator refining drawing and design work, developing painting skills developing composition ideas, accuracy of figure drawings and techniques of chosen illustrator and visually translating elements of their own written work. Using the key parts of their written work, including descriptions of characters,locations and emotions to visually depict - conveying emotions/descriptions in written and visual forms 8 07/11/2016 Verbal feedback drawing out/drafting illustrations Have a basic composition idea that can be refined this lesson and next lesson refining compositions work on developing composition ideas consider key words describing elements and practise depicting visually - expressions/emotions/descriptions 10 14/11/2016 Verbal feedback applying watercolour washes of paint, use of sucessfully applying colour/tone pencil crayons for layering colours and textures - teacher demo. To accurately apply well mixed colours to the appropriate section of the ilustration/use of tone if applicable. work on developing composition ideas 11 21/11/ /11/2016 Verbal feedback as above refining painting/application of colour/tone verbal feedback Finalise illustrations and have an extract of the story that goes with the image typed up. refing/finishing details To neatly apply paint within the shapes/elements drawn. To apply complexity to painting, by applying tints, tones and shades to painting. take illustrations home to work on if appropriate. take illustrations home to work on if appropriate /12/2016 Assessment point: assessment of creative writing illustrations - quality of composition, accuracy of figures/details & application of colour/tone. Written feedback with level. FINAL LESSON for any artwork yet to be completed.revisit any work still incomplete from the visual elements. Revist sketchbook work/initial compositions and improve presentation of books and research. Focus on developing literacy - by reviewing, analysisng and evaluating. EXHIBITION WEEK WITH OTHER DEPARTMENTS AND PARENTS (?? TBC??) evaluation. to evaluate all work and re vist the presentation of all sketchbook work in preparation for the exhibition/showcase.

2 14 12/12/ /01/ /01/ /01/2017 self and peer assessmnet and reflection. verbal feedback Verbal feedback. acknowledgement of hw task submitted. acknowledgement of hw task submitted. Students to write a summary about their cross curricular experiences - what worked well, what didn't etc - Student voice. If complete - set Hunterwasser or Gaudi powerpoint research. Christmas Holiday Introduction to ceramicists, sculptures and the process of clay, its properties, designing for it and its possible outcomes. Design Process & Construction of structures Buildings and structures research Drawing and development (line, tone, texture) Design for a ceramic tea pot Introduction to Hundertwasser, Stephan Wiltshire, Ben Johnson and other building inspired artists. Continued design lesson for teapot. Last Lesson on designing Teapot. Assessment: Quality of research, drawing and designs design process AO1 & AO2 Artist research and developing own ideas, developing technical skills such as structural/technical drawing and planning for a 3D outcome, in the style of a chosen artist ROL: To evaluate the process of creative writing and application of literacy to visual literacy as well as dramatic interpretation. to understand the process of designing something for a 3 dimensional outcome. To be able to successfully design for a 3D outcome, focusing on structure combining with the functionality of a teapot. to be able to successfully design for a 3D outcome, focusing on structure combining with the functionality of a teapot. Making sure the design references the artists aesthetic and has a complex well thought out colour scheme Building drawing from a photograph that they have taken. 2 weeks Hundertwasser/ Steven Wiltshire/ Ben Johnson Research and gathering research - 1 week. Analysis copy of a Hundertwasser image in colour - 2 weeks Student voice pro forma. Sketchbooks to write evaluation into. Prompt question sheets. CAIG 3D Design Plaster/Model Maker Domestic Product Designer Sculptor Fine Art Film/TV set Designer/Model Maker/Props Artist Community based Artist Silversmith/Goldsmith Landscape Designer Glass wear Designer PLTS AND SMSC Working independently to solve problems creatively Effective self managers Building up resilience and Reflective learners Developing independent enquiry The ability to identify problems and find solutions Effective communication skills to confidently express analytical understanding, feelings, & emotions. Evaluate, modify and refine work as it progresses. Opportunity to use imagination in their learning Opportunity to respond to a cultural heritage /01/2017 Verbal feedback. acknowledgement of hw task submitted. If pupils ready to move onto the sculpting and modelling aspect of the project then they can do before the half term break. AO4 - final outcome/final response to creative teapot project culminating in a final sculpture that combines the structure of a building with the practicalities of a teapot, in the style of a chosen artist to be able to use and sculpt the new material clay and begin to understand its properties. Continue Analysis of Hundertwasser's work - copy. Due next lesson (2 hour task) 19 30/01/ /02/2017 Verbal feedback. The process of ceramics to construct a tea pot acknowledgement of (Wedging, slab,coil, thumb) hw task submitted. Joining surfaces of clay Slip/slurry Firing & Glazing. Assessment point: Written feedback - quality of research, design process. Quality of initial clay construction to be able to use and sculpt the new material clay and begin to understand its properties. to be able to further understand; create, use and sculpt the new material clay and begin to understand its properties. To produce a second polar opposite teapot design to show a wider level of creative thinking, produced on paper using dry materials such as crayon - 2 weeks Continue to produce a second polar opposite teapot design to show a wider level of creative thinking, produced on paper using dry materials such as crayon - 2 weeks/ 2 hour task Literacy Explain what you have drawn/designed How have you adapted your design(s) and why? Which media have you used? Describe the formal elements of your work What is successful about your work? How could you improve your work? How does this work help you with your project? Explain how the Artists work relates to your project Add your own thoughts and opinions about the work 21 13/02/ /02/2017 Verbal feedback. The process of ceramics to construct a tea pot acknowledgement of (Wedging, slab,coil, thumb) hw task submitted. Joining surfaces of clay Slip/slurry Firing & Glazing. Verbal feedback. acknowledgement of hw task submitted. Half Term Teapot construction to be able to use and sculpt the new material clay and begin to understand its properties. Pupils to be given ceramicist research task, to fact find about any ceramicist and present in a artistic way, and produce one detailed full colour copy of his/her work - 1 week homework task. Clarice Cliff/ Grayson Perry? Include a small drawn copy of their work. Drawing of a famous building in the style of Steven Wiltshire (pen drawing/ biro) - 2 week task Literacy Explain what you have drawn/designed How have you adapted your design(s) and why? Which media have you used? Describe the formal elements of your work What is successful about your work? How could you improve your work? How does this work help you with your project? Explain how the Artists work relates to your project Add your own thoughts and opinions about the work 23 06/03/2017 Verbal feedback. acknowledgement of hw task submitted. Teapot construction Continue Building in the style of Steven Wiltshire - hand in next lesson /03/2016 Verbal feedback. acknowledgement of hw task submitted. Teapot construction Observational drawing of teapot and mug/ cup/ bottle/ drinking utensil. (2 week task) 25 20/03/2017 Verbal feedback. acknowledgement of hw task submitted. Teapot construction - left out to dry once complete Continue with observational drawing of teapot and mug/ cup/ bottle/ drinking utensil. (2 hour task due next lesson) 26 27/03/2017 Assessment point:written feedback- quality of research, design process. Quality of final clay construction -Written feedback with level. Portraiture Introduction to the history and purpose of portraiture and the different styles adopted by different artists. Proportions Facial features Drawing self portrait Assessment: Quality of artists response. Quality of initial self portrait studies (accuracy of features and proportions) AO3 - Drawing portraits from primary source. The student opposite - no input from teacher at all 1/2hour portrait - after delivery of PowerPoint introducing portraiture. to understand how to draw a portrait from a primary source to the best of your ability Split person portrait, pupils are to find a celebrity/friend/family member image from the internet or out of a magazine, cut it in half and draw the missing half. As complex as possible. firing of teapots throughout this half term, painting and glazing. Making sure all teapots are complete by the end of this half term.

3 27 03/04/2017 Verbal feedback. acknowledgement of hw task submitted. demonstration of portraiture by class teacher, rules of halves, facial proportions tonal portrait. Students to begin a new portrait of a classmate, preferably the same student using the lessons taught during the demo. Improvement should be vast and obvious. AO3 - primary source recording/drawing skills to be able to show an understanding of facial proportions, rules of halves and an improved portrait since the demonstration Complete split person portrait, pupils are to find a celebrity/friend/family member image from the internet or out of a magazine, cut it in half and draw the missing half. As complex as possible. Hand in next lesson. PLTS & SMSC Working independently to solve problems creatively Effective self managers Building up resilience and Reflective learners Developing independent enquiry The ability to identify problems and find solutions Effective communication skills to confidently express analytical understanding, feelings, & emotions. Evaluate, modify and refine work as it progresses. Opportunity to use imagination in their learning Easter holidays 28 24/04/ /05/2017 self and peer assessment opportunity. Verbal feedback Verbal feedback. Self and peer assessmnent blind contour drawing session. Students to feel their own face and features with one hand and draw what they feel with the other 15minute drawing. Once complete they are to develop it further with colour representing their mood and a black pen outline for definition. from the PowerPoint shown at the start of the project students are to pick a level appropriate artist to do a copy of, produced in the accurate medium. AO3 - primary source recording/drawing skills, learning to let go of how 'things should look' AO1 - artist responses in appropriate material. to be able to let go and not be too precious about your work. To truly see and feel the face, responding to that and developing it further. Pupils choose a level appropriate portraiture artist, from this they are to do a research task, to fact find, present in a artistic way, and produce one detailed full colour/tone copy of his/her work - 2 week homework task. Must be a different piece of work than the one from studying in class. to be able to use the teachings Continue previous homework of portraiture, rules of halves task and hand in next lesson. and facial proportions to produce an accurate copy of chosen artists portrait in correct medium. Literacy Explain what you have drawn/designed/painted/constructed. How have you adapted your design(s) and why? Which media have you used? Describe the formal elements of your work What is successful about your work? How could you improve your work? How does this work help you with your project? Explain how the Artists work relates to your project Add your own thoughts and opinions about the work 30 08/05/ /05/ /05/2017 Verbal feedback. acknowledgement of hw task submitted. Assessment point: Quality of decoration and final construction of tea pot/ceramic structure. In addidtion - assessment of initial portrait work.formative written feedback - target for improvement and a level Verbal feedback. acknowledgement of hw task submitted. Painting and glazing teapots Painting and glazing teapots Painting and glazing teapots to refine any minor more intricate details before allowing the clay to dry and then by fired. To be able to independently choose what method of finish you want, either glazing or painting/gluing. to accurately glaze or paint/glue/varnish fired teapot design. Tonal portrait homework - section of famous portrait (Escher?) - 2 weeks Tonal portrait homework - section of famous portrait (Escher?) - 2 hour task due next lesson Free Choice Drawing Due after Hols - 2 hour task 33 05/06/2017 Verbal feedback. acknowledgement of hw task submitted. Whitsuntide Half Term AO1 - artist responses in appropriate material. AO1 - artist responses in appropriate material. to apply more complex colour or tone to artist copy, looking at tints, tones and shades, Drawing of a celebrity as a caricature - 2 week task (colour) 34 12/06/ /06/ /06/2017 Verbal feedback. acknowledgement of hw task submitted. Verbal feedback. acknowledgement of hw task submitted. Verbal feedback. acknowledgement of hw task submitted. AO1 - artist responses in appropriate material. Grid enlargement technique Scale and proportion Final response in media appropriate to chosen artist using either a mirror or photograph as a source point - final piece is a self portrait. Assessment: Quality and accuracy of painted self portrait. Accuracy and link to artists. Final piece to be produced on A3 or A2 paper gridded up or not, student preference (teacher led - if teacher feel student should grid enlarge then they must) AO1 - artist responses in appropriate material. AO4 - final outcome/final response to portraiture project culminating in a final piece that must be a self portrait either from a mirror or photo, clearly show a link to a chosen artist and be produced in that appropriate material. to complete artist copy with black outlines (if necessary) and final details. To be able to produce a self portrait in the style of my chosen artist, in the artist's material and making sure all previous portraiture teachings remain at the forefront of my mind. To be able to block in facial features and all outlines with accuracy. Pupils are to continue to produce a full colour caricature of a celebrity, family member or friend using crayons, over sized head and features and a black pen for outlines and extra shadows/details. Observational drawing of their reflection in a spoon/ mirror/ makeup mirror/ other shiny surface - still life containing their reflection. 2 week task. Observational drawing of their reflection in a spoon/ mirror/ makeup mirror/ other shiny surface - still life containing their reflection. 2 hour task due next lesson. CAIG Graphics Commercial Designer Packaging/Point of sale Computer Graphics/CAD Typographer Advertising Printer Illustrator Animator Sign Writer Photographer Fine Art Painter Sculptor Mural artist Community based Artist Occupational therapy Illustrator Art Educator Art Historian Gallery Curator 37 03/07/2017 Verbal feedback. Self and peer assessmnent planning features, getting all proportions correct, considering composition, background elements? to peer assess/ self assess and teacher feedback, half way through final piece, a milestone feedback session. Students to respond and react to feedback in green pen. if students ready to transition to development of portrait with tone or colour they may if teacher feel appropriate. to be able to block in facial features and all outlines with accuracy. Drawing of themself as a manga character - full colour. Put the character into a scene (relevant to their intentions)- 2weeks

4 38 10/07/2017 Assessment point: Summative written feedback of all portrait class work, research and home work on portraiture project with final end of year level achieved. once outline drawing is in place students are to either begin tone or start blocking in the light/flat colours before adding more complex details To be able to use the Continue drawing of themself appropriate material to begin to as a manga character - full apply colour or tone to my colour. Put the character into portrait. a scene (relevant to their intentions)- 2 hour task due next lesson /07/ days disaggregated application of more complex details looking at how the artist produced their work in the correct medium. To be able to use the Free Choice Drawing - 2 hour appropriate material to task due next lesson. continue to apply colour or tone to my portrait.

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