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UNIT TITLE:YEAR:TIME SCALE:Fantastic and Strange?Year 10?10 weeksAreas of Art, Design and Craft covered in unit:TERM:STYLE OF WORK:?Painting Drawing Print-Making Digital Media Sculpture Textiles Ceramics Photography?Spring term?IndividualVISUAL ELEMENTS COVERED:Line Tone Colour Pattern Texture Shape Form Space????????????KEY NEW VOCABULARY:Anthropomorphization, Collage, Mixed Media?PUPIL INFORMATION Background EHCP (IEPs) to be taken into accountMajor contributions to cross-curricular themes:CitizenshipExploring ideas, feelings and issues, making a personal response, developing self-esteem, valuing different ideas and respect of others opinions, developing an understanding of how artworks reflect social, political and cultural values.Language developmentSpeaking and listening:Speculate and wonder about Express views and feelings Consolidate ideas and understanding.NumeracyUnderstanding scale and proportion.?ICTUse of the internet to research artists and ideasUse of Pixelmator to develop artworkTyping up of notes for some students.British ValuesSMSC (spiritual, moral, social and cultural)Looking at artwork from different cultures/countries/ backgroundsListening to the opinions and views of others in their classASSESSMENT OBJECTIVESEVIDENCE IN WORKAO1 Research – Images and artists Develop ideas through investigations into contextual and other sources, showing analytical understandingStudies of others’ workPrimary source photographs – British Library, St Pancras Station, etc visits Secondary source images Development within their workVisual and written commentsAnnotated drawings of selected artworks in different mediaOpinions and understanding of the workLinks to students own workAll artist pages should include notes on the artist, how own ideas relate to the artist work.Exploration of techniques used by the artist including notes.Photographs and Sketches from the visit used to inspire work throughout the project.Imagery sourced from books, magazines and the internet to inspire artwork.AO2 - Experiment – MediaRefine ideas through experimenting and experimenting.Exploring ideas and making selectionsExploring different mediaTrying out different compositions and viewpointsUsing different colour waysDemonstrate understanding of techniques and processesTry out different scalesVariety of media used over the project e.g. pencil, pencil crayon, pen, watercolour, watercolour pencils, acrylic and clayExperiments and studies using a variety of media and techniques.AO3 - Ideas, Annotations, Drawings and ExplanationsRecord observations, experiences and ideas in forms that is appropriate to intentions.Drawings, sketchesDirect observational drawingsInformation gathering/artists/images/objects from internet, books, galleriesTaking photographs Annotations on work and to explain ideasMind maps and mood boards to help develop ideasObservational drawings of fantastic and strange themed items, objects, structures etcGathering of visual information from visit,, the internet and other sources.Written information recorded alongside artist pages and own work.Variety of medias used in work.AO4 - Final piecePresent a personal response, realising intentions and making informed connections with the work of others.Take ideas through to conclusionMake good quality ideas/designs showing different compositionsEvidence of critical judgementsEvidence of personal developmentPersonal ideas for work and own choice of materials and techniques.Designs which draw from lead up work are realised as their final piece in clay.Discussion and notes that highlight how their work has been influenced by other artists and how this has helped spark their imagination when producing individual pieces.AIMSTo provide opportunities for students to:Develop observation skills when collecting information and communicating ideasDevelop analytical and intuitive capabilities through the appropriate use of materials, processes and techniquesUse the formal elements to create artworkGain an understanding of the many processes used in ceramicsAdapt ideas to meet different purposes and make connections with the work of othersLearning outcomes:By the end of the unit…ALL students will have learned:That a pencil can give you a wide range of mark making methodsThat to include details when drawing will give a more realistic final outcomeHow to use basic computer editing toolsThat you can achieve a wider range of colours in paint by mixing themVarious collage techniques linked to the work of Teesha Moore To focus and take photos with a DSLR cameraTo recognise the style of a selection of artist’s, designer’s or craftspeopleHow to analyse other artists work and use this to inform their own investigations and artworkThat undertaking trips out of the classroom can provide good primary source material that can inspire their own workThat using a mood board can help to inspire ideas To experiment with their ideas and develop sketches for a final pieceThe basic process of hand building in clayTo drawn upon development work to help create artwork?MOST students will have learned:How to apply a number of different marks with a pencil to achieve depth in a pencil drawingTo use with some skill the paint bucket, magic rubber and selection tools in computer editing softwareTo use a variety of paint brush thicknesses to improve their paint workA method for matching paint to an original source imageTo frame and compose photographs with a DSLR camera linked to the work of Lucas DavisonTo analyse other artist’s work and use elements of their new understanding to inspire their own workTo create primary source sketches while out of the classroom and use these to inspire further artwork developmentsTo effectively use a mood board to develop and inspire ideas That in order to progress and show refinement in their work that they must experiment with purpose and understanding of directionHow to plan out ideas for artwork using design sheetsTo apply various handbuilding and embellishment methods to clay work?SOME students will have learned:To use and apply a wide range of different mark making methods using a pencilTo use with skill and ease a wide range of computer editing toolsHow to apply fine details, tone and texture using paintTo skillful compose and shoot a range of photos using a DSLR camera, linked to the work of Lucas DavisonTo look in depth at other artists, designers and crafts peoples work and use this new understanding to directly improve and impact on their own ideas and artworkTo create highly skilled primary observation studies that go on to directly influence their artwork developmentsTo skillfully and effectively use a mood board to develop and inspire ideas To analyse their work in depth and seek ways in which they can improve and develop their work as it progressesHow to develop own creative and imaginative ideas for artwork that is linked to a themeTo apply with skill a range of hand building and embellishment methods/techniques in clay1 – Emma Gale Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Emma GaleTo investigate mixed media techniques linked to the work of Emma GaleSTARTER:Introduction to the unit will be given.Introduce the work of Emma Gale - key questions asked to the classACTIVITIES:Present an artist investigation on Emma Gale. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students gather a source image of an animal and sketch out the basic outlines, then add various mixed media in the style of Emma Gale.PLENARIES:Discuss students analysis of Emma Gale’s workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Emma Gale - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedVarying levels of tone used with pencilAccurate proportions of chosen animalCreative use of the mixed mediaSummative notes LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaDifferent animals will require different skill levels to draw – guide students in their choicesRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Simpler animals to draw suggestedDemonstrations on technique/s givenGridded or tracing may be usedKeywords providedPrompt questions for written workChallenge:More complex animals selectedMore complex media/techniques may be used2 - Yago Partal Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Yago PartalTo investigate digital collage techniques linked to the work of Yago PartalSTARTER:Introduce the work of Yago Partal - key questions asked to the classACTIVITIES:Present an artist investigation on Yago Partal. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students photograph themselves and then using secondary source images of animals digitally edit these into the image.EXTENSION:Students use magazine models and secondary source images of animals to create fantasy creatures.PLENARIES:Discuss students analysis of Yago Partal’s workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Yargo Partal - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1, 2 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedClear and well composed photographsSkill shown with PixelmatorSummative notes LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Key websites suggested for secondary source imageryDemonstrations on technique/s givenTools on Pixelmator sheet providedKeywords providedPrompt questions for written workChallenge:More complex tools on Pixelmator used3 - Audrey Flack Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Audrey FlackTo investigate photography techniques linked to the work of Audrey FlackTo explore a variety of pencil crayon techniques.STARTER:Introduce the work of Audrey Flack - key questions asked to the classACTIVITIES:Present an artist investigation on Audrey Flack. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students set up a still life themed on Alice in Wonderland (students will be asked in the previous lesson to source items from home that may be useful, the rest provided by the school - cakes, teacups, teapots, playing cards, red roses etc). Students take a number of photographs using Flack’s work as inspiration for composition. Contact sheet and best photographs are presented. Student selects one photo to draw and then add colour to using colouring pencils.EXTENSION:Students uses watercolour to create another study from one of their photographs.PLENARIES:Discuss students analysis of Audrey Flack’s workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Audrey Flack - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1, 2 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedConsideration of the composition in photosAccurate proportions in sketchTone used with colouring pencilsSummative notes LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Demonstrations on technique/s givenLess complex photo selected to work with in colouring pencilLight box may be used to help trace the outlinesKeywords providedPrompt questions for written workChallenge:More detailed photo selected to work with in colour pencil4 - Teesha Moore Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Teesha MooreTo investigate collage, paint and embellishment techniques linked to the work of Teesha MooreSTARTER:Introduce the work of Teesha Moore - key questions asked to the classACTIVITIES:Present an artist investigation on Teesha Moore. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students decide on a story, fairy tale fable that you would like to theme their piece on and select a paragraph/section from the story to use, They gather imagery that links to that passage and then create a decorated page using various embellishment methods like Teesha Moore (various ones will be demonstrated to the class).EXTENSION:Students selects another passage and creates a page in the style of Teesha Moore but this time digitally.PLENARIES:Discuss students analysis of Teesha Moore’s workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Teesha Moore - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1, 2 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedPage links in design and theme to the chosen storyDetail added to the page using various embellishment techniquesSummative notes LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Key imagery pre-printed linked to students chosen themeDemonstrations on technique/s givenKeywords providedPrompt questions for written workChallenge:More complex embellishment methods selected5 - Lucas Davison Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Lucas DavisonTo investigate photographic and collage techniques linked to the work of Lucas DavisonSTARTER:Introduce the work of Lucas Davison - key questions asked to the classACTIVITIES:Present an artist investigation on TLucas Davison. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students take a selection of photos around the school site that show windows, doors, roof, walls, architectural details etc (they will also for homework email in photos taken at home/their street) They then present these in a contact sheet in their sketchbook. Using Pixelmator students rearrange the photos into a fantastic building. EXTENSION:Students can print some of their images and then rearrange them with found buildings/imagery.PLENARIES:Discuss students analysis of ucas Davison ’s workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Lucas Davison - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1, 2 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedPage links in design and theme to the chosen storyDetail added to the page using various embellishment techniquesSummative notes LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Key imagery pre-printed linked to students chosen themeDemonstrations on technique/s givenKeywords providedPrompt questions for written workChallenge:More complex embellishment methods selected6 - Los Carpinteros Investigations and PiecesObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop analytical skills linked to the work of Los CarpinterosTo investigate pen, ink and wash techniques linked to the work of Los CarpinterosSTARTER:Introduce the work of Los Carpinteros - key questions asked to the classACTIVITIES:Present an artist investigation on Los Carpinteros. Instructions on how to analyse work and how to create an artist page will be given in detail. Investigation pages should include the following:TitleImages of the artist’s workWritten notes/annotations about the workA study of the work OR students own interpretation For the study:Students take photos of local buildings and then select their favorite one to draw out in pencil. They then add geometric shapes and forms to the building in the style of Los Carpinteros. The media used should be pen, ink and wash.EXTENSION:Students can produce a digital version of their work using Pixelmator. Drawing the shapes on using the pen and fill tools.PLENARIES:Discuss students analysis of Los Carpinteros workDiscuss the skills used and students evaluation of the work created and skill level.?An investigation into the work of Los Carpinteros - this will include a written analysis, a suitably presented background and a study in the style of. Summative notes on work to explain how the student feels about the piece undertaken.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1, 2 and 3Evidence of: Analytical notes Investigation page shows a layout linked to artist’s work OR is neatly presentedPage links in design and theme to the chosen storyDetail added to the page using various embellishment techniquesSummative notes Study shows links to the work of the selected artistsLSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/key words/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Key imagery pre-printed linked to students chosen themeDemonstrations on technique/s givenKeywords providedPrompt questions for written workChallenge:More complex geometric shapes created (3D style)7 - Exhibition write up and presentation of sketchesObjectiveOutlineWhat students will produceAssessment FOR LearningTo gather first hand observational drawings and photos linked to the theme of fantastic and strange.To develop sketchbook presentation skills.Visit to the British Library to see the Harry Potter: A history of magic exhibition and a photographic and sketching session at St Pancras Station. (In subsequent years the visit location could be changed to the V&A museum/Natural History Museum/ Science Museum - depending on what exhibitions are currently running)STARTER: Ask the class what they think should be included in their presentation of the visit. Expand on their answers and then give a short demonstration to help students see how they can present their research. ACTIVITIES:Present research from the visit in students sketchbooks. They must include the following:Title (names of the places visited)Photographs taken on the visitSketches Notes summarising the visit and what was seen etc.Students should be encouraged to consider the presentation/layout/style of the page when presenting their work.EXTENSION:Students can create additional studies in different media from their photos/the guidebook etc.PLENARIES:Discuss students presentations and hold a mini critique ?A presentation of the exhibition and visit to London.Summative notes on the visit should be included as well as first hand observational drawings and photos.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Investigation page shows a layout linked to theme of visit OR is neatly presentedSummative notes Studies shows consideration of proportions/scale/detail etcPhotographs show consideration of composition and framingLSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/keywords/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Key imagery pre-printed for those who did not attend the visitDemonstrations on technique/s givenKeywords providedPrompt questions for written workChallenge:More complex design/theme to page expected Greater number or more complex studies presented8 - Introduction to ceramic brief and mood boardsObjectiveOutlineWhat students will produceAssessment FOR LearningTo understand how to begin to gather ideas linked to a given brief.To know what a mood board is.Brief - A new homewares shop wants a range of tea light holders based on the following themes:Stories and fablesMythical creatures MagicFantastic buildingsSTARTER: Ask the class what they think a mood board is? Gather ideas and feedback from the class. Show some examples and discuss elements that should/could included.Introduce the brief to the class and get them to consider which theme they wish to develop a mood board for.ACTIVITIES:Create a mood board linked to students chosen theme. Students must include:The theme written outImagery linked to themeColour swatches linked to themeSketches linked to chosen themeStudents should be encouraged to consider the presentation/layout/style of the page.PLENARIES:Discuss students presentations and hold a mini critique ?A presentation of the exhibition and visit to London.Summative notes on the visit should be included as well as first hand observational drawings and photos.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Mood board clearly shows theme selectedStrong overall layout/design/conceptStudies shows consideration of proportions/scale/detail etcLSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/keywords/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Some key imagery pre-printed Demonstrations on technique/s givenKeywords/spellings providedChallenge:More complex design/theme expected Greater number or more complex studies presented9 - Design Ideas ObjectiveOutlineWhat students will produceAssessment FOR LearningTo develop ideas for a ceramic tea light/ lanternSTARTER: Demonstrate how to develop a range of ideas for students ceramic pieces. ACTIVITIES:Create a range of design ideas for ceramic pieces. Students must include:Sketches of designs (range of media can be used)Colour indicationsAnnotations to help explain ideasStudents should be encouraged to consider the presentation/layout/style of the page.PLENARIES:Discuss students ideas and hold a mini critiques?A range of design ideas drawn out, which includes indications of colour and annotations.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 2 and 3Evidence of: Designs clearly show selected theme Strong overall layout/design/conceptStudies shows consideration of proportions/scale/detail etcLSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/keywords/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Some key imagery pre-printed - students encouraged to use moodboards Demonstrations on technique/s givenKeywords/spellings providedChallenge:More complex design/theme expected Greater number or more complex studies presented10 - Ceramic WorkObjectiveOutlineWhat students will produceAssessment FOR LearningTo use hand building skills to create a ceramic tea light/lantern STARTERS: Demonstrate how to create a range of base shapesDemonstrate a range of embellishment methods/techniquesDemonstrate glaze/oxides methods/techniquesACTIVITIES:Students select their favorite design idea from the previous lesson and begin to form this in clay using hand building methods. Once dry and fired students apply finishing method (glaze/oxides etc).While work is drying students should write up their making process (photographs taken at key stages of their making process and stuck in books).PLENARIES:Discuss students work and hild mini critiques leading to targets for next lessons.?A competed ceramic piece linked to students chosen theme.A write up of the making process.?During the lesson questions will be fielded to students to ascertain their understanding and to identify where further guidance may be needed.Throughout the lesson students will be feeding back ideas and their thoughts and the teacher should use this to guide and assist students in progressing their work and understanding of the task.Plenary activity assist the teacher in ascertaining students level.Assessment OF LearningWork counts towards Assessment Objective 3 and 4Evidence of: Piece shows links to design idea in sketchbookQuality of overall pieceSkill level in techniques usedNotes provided on the making process.LSA functions/EHCP links/Other informationDifferentiation Gather resources for student/sSupport in class when needed – identifying when students require additional input/guidanceEnsuring student/s knows how to complete the set work once task has been explainedMini demonstrations given 1:1 to students of mediaRefer back to board for task and clues on what to doEncourage to write in detail and at lengthRefer students to the handout on how to annotate their work – giving ideas on sentence structure and the formal elements/keywords/describing words/expanding their analysis of the workAssist with keywords and spellingsRepeat instructions once task has been set to check understandingPrompt for ideas during plenarySupport:Demonstrations of key techniques/processes etcKeywords/spellings providedChallenge:More complex design/theme expected Detailed and analytical notes provided on the write up ................
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