YEAR 10 TEXTILES THEME Textiles around the world HEALTH AND HEALING INFLUENCES/SOURCES Pupils will develop ideas using primary and secondary images inspired by health and healing: Health and healing objects and forms. Artists: Karen Kamemnzky, Misty Mawn, Henry Moore, Joan Miro, Alexander Calder, Lucienne Day, Mary White, Alice Kettle, Erja Hirva, Ehalill Halliste, Laura Bissonnet, Joanna Kinnersley Taylor, Kerr Gabowski, Ulla Gustavsson for Virtuelli Design Studio. ASSESSMENT CRITERIA Pupils will be assessed on a termly basis. Pupils will be given targets regularly with marking of coursework. 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.
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 Health and Healing To encourage pupils To develop ideas informed by contextual and other sources for the project Health and Healing 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 and 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, analyse and further develop their art specific vocabulary To gain an understanding of printing, machine embroidery, relief and mark making and to experiment with mixed media, mark making techniques To further gain an understanding, visually exploring ideas through composition To develop explore and refine ideas through the creative process and the use of media To develop ideas through the creative process evaluating work and to present a final piece suitable to its context and brief. 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 Health and Healing and has good connections to the research work. Pupils will be introduced to the outline of the 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 Health and Healing 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 and folders 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. Pupils will explore a variety of media and 2D and 3D techniques Pupils will explore composition developing pieces of work inspired by the artists researched Pupils will have explored and refined ideas through the experimentation of media Pupils will produce a final piece based on Health and Healing 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 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 resistant and textiles materials. Planning the final out come. ICT use of It to research the work of artists using the internet. Adobe Photoshop 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.
ACTION PLAN Each stage represents a weeks work, stages can be extended or shorten depending on differentiation of pupils and teacher preference Stage 1 Pupils will analyse the GCSE marking criteria to gain an understanding of the requirements of the syllabus A01 A02 A03 A04 Pupils will produce spider diagrams to access different ideas and approaches to the brief Pupils will be introduced to artists work who have explored this theme Pupils will design double page montages on the theme textiles around the world:health and Healing and bags which will be the outcome of the project. The montages should explore culture and on one of the following categories: China (acupuncture, herbs, foods, Qigong), Thailand (thai massages and pressure points), Africa (herbs, spiritual symbols and art), India (herbs, Ayurveda). Pictures can include the following: herbs, herbal teas and packaging, body organs, body cells, bones, body maps showing pressure points and massage remedies. Stage 2 Pupils will produce observational drawings of herbs, herbal teas (packaging) and bones exploring the use of line Pupils will experiment with different lines and mark making techniques to gain further an understanding of how to realise form on paper using line Pupils will experiment with mono prints to further understand different mark making techniques and to produce images Pupils will be introduced to the artist Henri Moore to demonstrate the power of mark making to the mood of work using pencil, pen, ink, chalk and charcoal. Research an artist who has used similar images linking to Health and Healing Research the artist Lucienne Day Pupils will produce line drawings from their montage over collaged block coloured backgrounds in the style of Lucienne Day. Stage 3: Pupils will produce observational drawing of still life using oil pastels and white spirit Pupils will further understanding of how to create form by tone mark making and colour Pupils will start to paint using acrylic paints Pupils will develop small compositions of 2/3 objects arranging the object to choose the still life they are drawing Pupils will produce tonal drawings of herbs and bones only using shading Pupils will produce small compositions of different herbs, herbal teas (packaging) and bones
ACTION PLAN Stage 4 PLTS: CT, IE, EP, RL Pupils will produce critical studies of these artists work in terms of content, mood, form and process Pupils will employ techniques, which they have seen used by different artists Pupils will watch a short video to gain a full understanding of his work Pupils will select an image of his work and copy it Pupils will research the artist s work Henri Moore and Alice Kettle Stage 5 Pupils will be introduced to the textile artist Alice Kettle Pupils will be introduced to machine embroidery and working in light relief using appliqué, wadding and stitch, peel and fold techniques. Pupils will build up various images of herbs, body cells and bones in light relief Pupils will then experiment with the texture of these images Annotate and explain using drawing how to create a relief effect using machine embroidery Produce a hand embroidery relief image in sketch book Stage 6 Pupils will research the artist Karen Kamenzky ( cells and blood vessels inspired textiles) Pupils will complete studies of her work in fabric using, silk, appliqué, wadding machine and hand embroidery Pupils using the Rod Taylor format and will analyse the artwork of Karen Kamenzky Pupils will watch a documentary on Karen Kamenzky To write a critical analysis of the work of one or more of the artists from the suggested art list using the Rod Taylor format, and linking the work to their own classwork. Stage 7 Pupils will be introduced to further printing techniques of lino printing. Pupils will explore colour - printing on different colour fabrics (cotton, silk, calico) Colour of the printing ink, two tone prints Pupils will experiment with the scratch and tear technique to experiment with the surface quality. Annotate print techniques using drawings in sketchbook with samples. Pupils will explain the link in the colour, material, texture and line linking to the artists Henry Moore and Lucienne Day.
ACTION PLAN Stage 8 Pupil s will be introduced to contemporary textile artists/designers who produce contemporary illustration and pattern. Pupils will research the work and draw a section of the work onto fabric using appropriate materials and techniques. Pupils will produce their own textile sample inspired and influenced bt an artist/designer of their choice ( guided by teacher imput) Pupils will research the work of their contemporary textile artist in their sketchbook and do small mixed media drawing studies. Pupils will present their work in sketchbook with clear colour theme and decorative presentation relevant to the artist Stage 9 Pupils will complete 3 bag designs making sure that their work covering A01, A02, A03. Students will indicate types of stitch technique and annotate their influences. Students will indicate through annotation what fabrics, they will use, colour and textures ( base choice of calico, cotton, polyester silk, netting, felt) Annotate and refine composition Targets re evaluated and estimated grades given for body work Stage 10 Pupils will work on their final mixed media bag Pupils will evaluate the success of their outcome and comment on further improvements if they were to do the project again. ACTION PLAN DIFFERENTIATED AND EXTENTION WORK All pupils will follow the same schemes of work, the work will be differentiated as follows:- Pupils with weak 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. Pupils who find using the machine embroidery hard to control will use more hand embroidery to add detail. Pupils who find wadding and peel and fold techniques for relief difficult will use flat appliqué materials using bonded fabrics (non fray-able materials). 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 their reflection through producing good quality work. Pupils will be expected to explore the work of a wider range of cultures and artist Pupils will be expected to use a wider range of media fluently to produce their work. 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 could be improved if the project was carried out again.