YEAR 10 Graphics THEME NATURAL FORMS INFLUENCES/SOURCES

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1 YEAR 10 Graphics THEME NATURAL FORMS INFLUENCES/SOURCES Pupils will develop ideas using primary and secondary images inspired by natural forms: Flora/pattern: William Morris (compulsory) Flora/landscape: TFL Kew posters Marianne North (Kew trip), Shirley Sherwood (Kew trip) Honzo Zufu and Botanical art prints from Kew Gardens Flora/fauna/CD Artists: Brandon Boyd (CD cover illustrator), Peter Saville Joy Division Fauna/landscape/poster art: Art Nouveau- Alphonse Mucha (poster), 1920s poster design: M K Mountain, Lawson Wood, Leslie Porter, V L Danvers, Mary I Wright, Tony Castle, Leslie Carr Homa Delavary and Kiko Farkas ASSESSMENT CRITERIA Pupils will be assessed on a termly basis, with an interim review of the work half termly. Pupils will be given targets quarterly. As part of the assessment criteria pupils are expected to incorporate the 4 key skills set out by the exam board. At the end of the project pupils will mark and evaluate their own work using the Edexcel assessment matrix, followed by the teachers assessment. EDEXCEL MARKING MATRIX KEY SKILLS DESCRIPTION MARKS AO1: DEVELOP IDEAS AO2: REFINE IDEAS AO3 RECORD IDEAS AO4 PRESENT IDEAS Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes Record ideas, observations and insights relevant to their intentions in visual and/or other forms Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements. 25% 25% 25% 25%

2 AIMS/OBJECTIVES To explore the main themes of the work to gain an over view of the project To gain an understanding of GCSE, the outline of the course and the marking criteria set by the exam board To gain an understanding of developing different ideas through a diversity of processes from different starting points Natural Forms To encourage pupils To develop ideas informed by contextual and other sources for the project Natural Forms Pupils will further develop observational drawing skills, review skills Pupils will be aware of the Formal Elements and how to use them effectively Pupils will experiment with different mark making techniques Pupil s gain an understanding of how previous artists have explored used line, form and tone in their work To research and analyse artists work to stimulate their own creative ideas To further gain an understanding of how to analyse and research artists work using content, form, process, and mood to structure analysis and further developing art specific vocabulary To gain an understanding and the suitability of different print processed such as polyblock and mono printing whilst exploring mark making techniques in a range of experimental mixed media. To further gain an understanding, visually exploring ideas through composition To develop ideas through the creative process evaluating work and to present a final piece To enable pupils to evaluate their own work and the work of others within the GCSE marking criteria OUTCOME By the end of the project all pupils will have incorporated the assessment criteria in their work. They will have produced a body of work that shows the use of different media and techniques. They will show development of ideas through visual work and written annotation, making connections between their work and between their own and other artists and designers work. They will all have produced a final outcome which relates to the theme Flora and Fauna and has good connections to the research work. Pupils will be introduced to the out line of GCSE course they will be shown examples of art work so they can visually gain an understanding of the course Pupils will be introduced to the theme of the project Natural Forms Pupils will mind map the topic, spider diagram, research on the internet and create visual mind maps. Pupil s will continue to refine observational drawings skills Pupils will further develop their sketchbooks creatively Pupils will gain an understanding of the formal elements Pupil s will explore the work of various artists to gain an understanding of how previous artists have explored the theme and used media Pupils will research artist s work including written analysis (form, content, process, mood) using a developed artistic vocabulary Pupils will make contextual links with their work and other artists/designers Pupils will explore a variety of media and 2D techniques Pupils will explore composition developing pieces of work inspired by the artists researched Pupils will produce a final piece based on Natural Forms Pupils will refine their final piece to create a final art work or a series of final outcomes LITERACY Pupils will develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding Research the work of others artists, cultures and art movements using the Rod Taylor formula. Pupils will explore relevant intentions and ideas, demonstrating an ability to reflect, review and analyse work and progress. Pupils will annotate their work including their plan sheets writing about how the work is linked to the theme, as well as include the media to be used and the reason for its use. CURRIUCLUM AND OTHER LINKS

3 Other subject areas- English- Contextual links - analysis of text and work. Comparing and contrasting skills. History links to Culture RS Religious identity WRL working to a brief as designers would and looking at the work of professional artists and making links to their own work. DT working with resistant and textiles materials. Planning the final out come. ICT use of It to research the work of artists using the internet. Adobe Photoshop and InDesign manipulating images SMSC reflecting on own work and that of others. Celebrating the diverse work produced by both Western and Non Western cultures. Every child matters. PLTS using a variety of methods of working within and out of class, with continual reflection and review of work and ideas embedded in the course.

4 ACTION PLAN Each stage represents a weeks work, stages can be extended or shorten depending on differentiation of pupils and teacher preference Introduction to Graphics: STAGE 1 PLTS: CT, IE, RL a. Pupils will be introduced to the theme: Natural Forms b. Pupils will be aware of the structure of the course, with a brief overview of the assessment criteria c. Pupils will produce a visual and textual mind map of the theme of Natural Forms Find image to create a montage of images to support the project Natural Forms Stage 2: PLTS: RL, CT, EP Pupils will experiment with the following techniques over the course of two lessons: Pupils will be introduced to use words that support the theme Natural Forms - organic, plants, living etc Pupils will experiment with mark making to create words which that support Natural forms themes - EG Leaf the word written made out of leaves a. Experimenting with materials to work on Sticking on paper A02 b. Scrunching, dampen and ironing Tearing ripping and sticking paper A02 c. Hole punching A02 d. Marbling A02 e. Oil pastel / tracing paper/ iron A02 f. Oil pastel, black and scratching A02 g. Batik drawing with wax A02 Present all experimental work creatively in book, annotate to explain processes, what has been successful and identify areas for improvement. A02 Stage 3: PLTS: IE, CT, RL a) Pupils will produce observational drawings of plants and Natural Forms AO3 b) Pupils will experiment with different media on their observational drawing AO2 c) Pen and ink, pencil, cross hatching, Acrylic paint Pupils will produce observational drawing in sketchbooks exploring different mark making, cross hatching, pen and tone annotate drawings to explain technique ACTION PLAN Continuing into the Natural Forms theme: Stage 4: a. Pupils will manipulate images in Photoshop b. Pupils will scan images and photograph images produced and manipulate work using Photoshop c. Pupils will experiment with font and adding it to the image to create flowers and plants made up of letters d. Pupils will print and annotate to explain experimentation of work A02 A03 Stage 5 a. Pupils will produce studies of work produced in Photoshop AO2

5 b. Pupils will produce painting using images created from Photoshop A02 c. Pupils will annotate work and link work to show development of ideas Stage 6 PLTS: CT, IE, EP, RL a. Pupils will be introduced to the TFL Kew artists and poster advertising Kew gardens work of Marianne North and Shirley Sherwood and consider how they have used form and tone effectively AO1 b. Pupils will be introduced to William Morris patterns and layouts (repeat, rotate, drop-down, over-layed). c. Pupils will write explanations of the key terms PATTERN in their books. d. Pupils will be introduced to I Honzo Zufu and botanical art Kew Gardens e. William Morris and layouts of the patterns, how it links to Natural Forms and the successful qualities of their design. A02 f. Pupils will produce artist research using Rob Taylor research A02 g. Pupils will produce studies of details of the artists work h. Pupils will select two artists two research A02 To create a double page in their sketch book to support the written research Pupils will set targets and have a quarterly evaluation with teacher to identify areas for improvement Stage 7 PLTS: CT, IE, EP, RL a. Pupils will be introduced to: POSTER ART A01 a. Pupils will produce studies for ideas for their own Kew Garden Poster AO1 b. Pupils will be introduced to William Morris patterns and layouts (repeat, rotate, drop-down, over-layed). c. Pupils will write explanations of the key terms PATTERN in their books. d. Pupils will be introduced to In Design to crop their Honzo Zufu and botanical art Kew Gardens down to create or William Morris. e. William Morris and layouts of the patterns, how it links to Natural Forms and the successful qualities of their design. b. Pupils will be shown poster Artists and will reflect on their responses and write an analysis on the similarities and differences between the artists work (Art Nouveau: Alphonse Mucha, 1920s poster design: M K Mountain, Lawson Wood, Leslie Porter, V L Danvers, Mary I Wright, Tony Castle, Leslie Carr). A01 Pupils will select own artist to research Stage 8 PLTS: CT, IE a. Pupils are introduced to poly block printing of sections of work inspired by the artists researched AO3 b. Pupils will produce poly block prints inspired by the artists researched ACTION PLAN Annotate sketchbook and cut and stick prints into sketchbooks Stage 9 a. Pupils will look at the work silhouette artists Tim Noble and Sue Webster and Banksy. A01 b. Pupils will create their own silhouette image or stencil that is inspired from Natural forms A03 c. Pupils will experiment with over lapping images mark making using inks and was and batik A03/2 Pupils will produce and create silhouettes in their sketchbooks linking inspiration from different artists AO1 Stage 10:

6 PLTS: TW, CT, EP a. Pupils will be introduced to silkscreen printing. A02 b. Pupils prepare screens using landscape/flora images from earlier work. c. Pupils print their silkscreen images referencing POSTER ART colours. d. Pupils annotate the traditional poster art process of silkscreen printing in their books. e. Pupils will create collage images combining their landscape/flora screen prints with their fauna mono prints to create a poster image that references the POSTER ART that they studied. A01 f. Pupils will work into their collaged silkscreen/mono print collages with watercolour paint, pen and pastels to refine the finish of the collage/s Pupils make sure all work is up to date. Stage 11: Pupils will mount their practice prints and annotate their work in their book, analysing the positive and negative areas and explaining how they achieved their quality outcome. Pupils will evaluate their silkscreen/mono print collage using a writing frame. Stage 12 Year 11 PLTS: RL, CT, IE d. Pupils are introduced to CD art e. Pupils will discuss in groups and mind-map on sheets of paper: What is CD art? How does the art style reflect the mood and type of music that the CD might have? What materials are used in CD art? f. Pupils will be shown CD artists and will reflect on their responses and write an analysis on the similarities and differences between the artists work (Brandon Boyd-Incubus, Peter Saville Joy Division) Pupils produce a drawing in the style of Brandon Boyd or Peter Saville using a choice of their own media next to their classwork. Targets evaluated and estimated grades given for body work ACTION PLAN Stage 13 PLTS: CT, IE a. Pupils will produce four thumbnail designs in LINE based on the images produced up until this point to make a CD cover. b. Pupils will annotate their references on the design sheets and apply the accurate media to the work to show the techniques and colours being used. c. Pupils will select between the designs the most effective and scan the work in they need to create that design on Photoshop. Pupils research different CD art and write a short double page analysis on the different CD art on at least 4 CD covers. Stage 14 PLTS: CT, IE, RL, SM a. Pupils will create their CD cover using mixed-media. Stage 15 (extension) PLTS: CT, IE a. Pupils will produce four thumbnail designs in LINE based on the images produced up until this point to make a CD face referencing the CD cover. b. Pupils will annotate their references on the design sheets and apply the accurate media to the work to show the techniques and colours being used. c. Pupils will select between the designs the most effective and scan the work in they need to create that design on

7 Photoshop. Pupils make sure all work is up to date. Stage 16 (extension) PLTS: CT, IE, RL, SM a. Pupils will create their CD cover on Photoshop. Stage 17 (extension) PLTS: CT, IE a. Pupils will produce four thumbnail designs in LINE based on the images produced up until this point to make an electronic thumbnail CD design (logo that is used to sell or view when you select music to listen to), referencing the CD cover and CD face. b. Pupils will annotate their references on the design sheets and apply the accurate media to the work to show the techniques and colours being used. c. Pupils will select between the designs the most effective and scan the work in they need to create that design on Photoshop. Stage 18 (extension) PLTS: CT, IE, RL, SM a. Pupils will create their electronic thumbnail CD design on Photoshop. ACTION PLAN DIFFERENTIATED AND EXTENTION WORK All pupils will follow the same schemes of work, the work will be differentiated as follows:- Pupils with poor drawing skills All pupils will produce observational drawings those struggling with drawing will concentrate on drawing parts or selected areas and will focus on presenting moods and working with photographs to manipulate ideas from their identity boxes Pupils will be encouraged to use more secondary sources to help them with tones and shades. Those pupils who find it difficult to control colour and working with wet media, will only use dry media such as pastels, colour pencils etc, or use water colour and use colour pencils on top to add detail, tone and clean up fuzzy lines. Pupils who find it difficult to produce accurate detailed drawings will produce more preparatory work using craft based media and techniques. When pupils are developing plans for the final piece they will abstract their final out come, therefore their weak drawing skills (tone and fine detail) will not be so obvious. Evaluate work through annotations, and a basic evaluation which will be more descriptive. GTS Pupils GTS pupils will be expected to produce fluent detailed observational drawings from both primary and secondary sources. Pupils will be expected to consistently annotate and evaluate their work in progress, and show clear evidence of the reflection through producing good quality work. Pupils will be expected to use a wider range of media fluently to produce their work.

8 Pupils will be expected to produce more detailed plans with the incorporation of the media to be used (Actual), not just through annotated notes. Pupils will use mixed media in their final outcome with fluency. Pupils will be expected to develop work completed in class through imaginative and original additional outcomes produced at home. To produce a detail fluent account of their work through an evaluation commenting on what went well, what went badly and how the work can be improved if the project was carried out again.