Artroommess.files.wordpress.com



UNIT TITLE: Line and PortraitYEAR: 9TIME SCALE: One Term – 13 weeksAREAS THE UNIT COVERS: Art Craft DesignIndividual / Collaborative workVISUAL ELEMENTS COVERED IN UNIT:Line Tone Pattern Texture Shape Form Colour SpaceKEY WORDS/NEW VOCABObservational, Proportions, contour, overlap, geometric.Major contributions to cross-curricular themes:Literary: Annotations on work, analytical writing skills, writing of evaluations of work and, art and design key words learntSpeaking and Listening skills: Discussions about own, peers and other artist’s work.SMSC and BVs: Looking at artwork from different cultures/countries/ backgrounds. Listening to the opinions and views of others in their classAO1 DEVELOPING IDEASSkills of Designing & Developing IdeasAO2 REFINING AND EXPERIMENTINGSkills of experimenting and exploring ideasAO3 RECORDING IDEASSkills of recording ideas, observations and insightsAO4 PRESENTING RESPONSESSkills of presenting a personal andmeaningful responseSkills - aims/expectations1) To investigate the portrait work of Calder and Bryan. 2) Show an understanding of Calder and Bryan’s work when developing and creating own portrait pieces.3) To be able to explain how the work of Calder and Bryan has inspired their outcomes. 3) To independently select, experiment and use a range of tools and materials to create their wire and geometric drawing portraits.4) Improve proficiency in wire modelling skills.5) Reflect on their work and express areas of strength, improvement and be able to explain how that improvement will be undertaken. 6) Analyse the work of their peers and be able to express these thoughts verbally.7) To create a wire self portrait and geometric drawing that shows students own ideas and direction.Teaching and learning activities1) By providing writing frames to support students in creating their written analysis.2) Students create wire and geometric drawing self portraits, showing links to the artist’s studied styles.3) Using annotations, notes and through discussion with students it will be clear how they have used the artists work to inspire their outcomes. 3) Different methods of making will be demonstrated to the whole class thus enabling students to select those they personally wish to work with..4) Lessons wire techniques will be taught. Demonstrations will be given throughout the unit.5) Opportunities will be provided in lessons for self refection of artwork. This may be verbal or written.6) During lessons and at plenary time will be made for students to review and discuss the work created. 7) The teacher will give guidance on the tasks but it is up to students to take their art work in their own desired direction and to explore the various techniques demonstrated to them. Assessment Criteria1) Students will present a personal and reflective written analysis.2) There will be a clear link between students work and the work of the studied artists. 3) Students will be able to express, either verbally or through written notes how the work of the artist's has inspired their work.3) Students will confidently be able to select the tools and materials they need to make their outcomes. 4) Students wire skills will improve over the course of the unit. Their work will show progression with these skills.5) Students will be able to explain how to improve their work. 6) Students will be able to provide constructive and thoughtful analysis of the work of others.7) Students must have reflected to the artists work studied but then have shown their own ideas and input in their ‘final’ pieces.Evidence for assessment from:Assessing what students create;ProcessOutcomeObserving - how well they workTalking - find out what they know.1) The teacher will assess the quality of the written analysis.2) The teacher will be able to observe the links shown in students work.3) Evidence of students understanding will be assessed via discussions in class, artist investigation pages and through studying the outcomes students produce.3) The teacher will observe each student at work and watch their ability to handle the selected items.4) By observing students at work over the term the teacher will be able to gather an understanding of the students progress.5) Evidence will be provided in verbal discussion with students and via notes provided in sketchbooks.6) By listening to student feedback in lesson and during the plenary the teacher will gather evidence of students ability to analyse others work.7) The teacher will assess the outcomes that students create to ascertain their level of independence and reflection.Learning outcomes:By the end of the unit…ALL students will have learned:What a continuous line drawing isTo identify key characteristics of Calder and Byran’s art workBasic wire working skills when creating a Calder inspired portrait piece of workBasic line drawing and hatching methods when creating a Byran inspired portrait piece of workMOST students will have learned:How to create a pattern from a continuous line drawing To make links between other artist’s work and their own practiceA wide variety of wire working techniques which are used to create a Calder inspired portrait piece of workA variety of line and hatching techniques when creating a Byran inspired portrait piece of workSOME students will have learned:To consider colour schemes and the links between this and subject matter To use other artists work/style, such as Calder and Byran to inspire their own design and ideasTo experiment and explore given media, tools, techniques and processes that have been introduced to them and develop their own ways of workingTo be flexible when working and take other’s views and opinions into account when adapting and modifying their work.Dedicated Improvement Reflection TimeDuring the term opportunities should be identified for DIRT. This may take the form of students responding to teacher comments on class work and homework, students responding to peer comments or students responding to areas they have personally identified as needing refinement or improvement. DIRT could take place as a starter activity, a whole lesson, a homework task or as plenary activity (see the DIRT presentation in the Creative Arts Handbook for more information on this) LESSON OUTLINESLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLesson 1Continuous line drawingsToday I am: producing Continuous line drawings of facesSo that I can: practice drawing from observation I know I’ve got it when: my page is full of lines drawings of facesIntroduction to the unit and the way work will be marked (like GCSE using DIRT feedback style). Discuss and show examples of continuous line drawings.Demonstration of how to produce continuous line drawings of faces. Teacher sources images will be available to work from; plus students are able to source their own using their Chromebooks. Students source/select the images they wish to work from.Fill page with continuous line drawings of various faces.Peer review of work at various points.Lower ability – simple images should be selected or the light box may be used to help trace imageryG&T/Higher Ability – encouraged to add a wider range of detail to their faces.Continuous line drawings of faces.Assessment FOR learningQuestioning during demoOne to one discussionsQuestioning during plenaryAssessment OF learningContinuous lines usedDetail appliedLayout of the pattern - interesting compositionGuide students in their selection of imagery, helping them to select the correct level of difficulty to match their skillsGive guidance on how to trace an imageGive guidance on pattern layoutLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLesson 2 and 3Portrait PatternToday I am: creating a pattern formed from a portrait drawingSo that I can: explore the use of line, colour and space in my workI know I’ve got it when: my pattern fills the page and has colour appliedTeacher to demonstrate how to trace a face and to use this tracing to create an overlapping pattern. Students complete tracings and begin to fill a page with their line patterns.Demo how to apply colour using various media - watercolour pencils, watercolour or pencil crayons. Students apply colour to their work.An overlapping pattern of faces.Colour applied using various media.Assessment FOR learningStarter activityQuestioning during feedbackDiscussions with students throughout the lessonAssessment OF learningUnderstanding of space and lineUse and skill of media used to apply colourSupport students when tracing their patternsSupport students with applying colour - keeping it neat and inside the linesSupport the class in the clean up of equipmentAssist with the plenary task - prompt students of ideasLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLesson 4 and 5Alexander Calder researchToday I am: researching the wire portrait work of Alexander CalderSo that I can: use the artists work to inspire my own workI know I’ve got it when: I have a written notes analysing the artists workGet feedback from groups on the art workDiscuss how to write an analysis of an artists work – using prompt questions. Students write up and present an analysis of the artist’s work.At various points in the lesson teacher to highlight key students work that shows good practice and successful work.Extension task - create pencil line self portrait drawing Lower ability – Simpler questions and sentence starters available G&T/Higher Ability – higher order questions must be answered An artist investigation page on the artist.It must include:A written analysisA title (the artists name)A copy of the artists artwork in pen/pencilAssessment FOR learningQuestioning during starterQuestioning during demonstrationOne to one / group discussions on techniqueAssessment OF learningUnderstanding of the artists workQuality of the notes madeDuring starter help to tease out ideas/ answersStart with green level of analysis questionsUse sentence starters to complete taskKey words may need to be speltSketch the simpler sections of the artists workLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLessons 6, 7 and 8Wire portraitsToday I am: making a Calder style portraitSo that I can: explore creating portraits using wireI know I’ve got it when: I have a wire portrait created.What can you tell me about working with wire? - assess students prior learning and level of knowledge.In the first lesson demo how to use wire to create the basic face shape and then demo how to twist wire to connect and join wire. Students create a self portrait in wire. As lessons progress assess any areas of difficulty and demo ways to overcome these.Teacher to highlight key students work and create a discussion with students – reflect on success criteriaRecap key techniques to remember when working in wire Lower ability – use of photo to ‘trace’ outlines in wireG&T/Higher Ability – encouraged to use a variety of wire thicknesses to add detail to designA wire self portrait in the style of Alexander Calder.Assessment FOR learningAnswers from starter and plenaryQuestioning during demo to classOne to one / group discussions on techniqueAssessment OF learningAbility to manipulate wireLikeness to studentLinks to Calder’s workSupport students with manipulating the wirePrompt with ideas during starter and plenaryLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLesson 9 and 10Josh Byran investigationToday I am: researching the geometric portrait work of Josh ByranSo that I can: use the artists work to inspire my own workI know I’ve got it when: I have a written notes analysing the artists workGet feedback from groups on the art work.Recap how to write an analysis of an artists work – using prompt questions. Students write up and present an analysis of the artist’s work.At various points in the lesson teacher to highlight key students work that shows good practice and successful work.Extension task - create a famous face portrait in the style of the artist.Lower ability – Simpler questions and sentence starters available G&T/Higher Ability – higher order questions must be answered An artist investigation page on the artist.It must include:A written analysisA title (the artists name)A copy of the artists artwork in penAssessment FOR learningQuestioning during starterQuestioning during demonstrationOne to one / group discussions on techniqueAssessment OF learningUnderstanding of the artists workQuality of the notes madeDuring starter help to tease out ideas/ answersStart with green level of analysis questionsUse sentence starters to complete taskKey words may need to be speltSketch the simpler sections of the artists workLessonObjectives OutlineWhat students will produceAssessment (FOR and OF)LSA / SEND / IEP functionsLesson 11, 12 and 13Geometric self portraitToday I am: creating a geometric self portraitSo that I can: explore a new drawing technique I know I’ve got it when: my work shows links to the work of Josh ByranDemonstrate how to use a photograph and tracing paper to create the line work of students geometric portraits. Students start with lines only and progress to adding colour or tone using mark making if needed. Final drawings are photocopied onto cartridge paper when complete.At various points in the lesson teacher to highlight key students work that shows good practice and successful work.Lower ability – line work only expectedG&T/Higher Ability – colour/tone to be appliedA geometric style self portrait.Assessment FOR learningAnswers from startersQuestioning during demos to classOne to one / group discussions on techniques and methodsAssessment OF learningLink to the work of Josh BryanLine qualityLevel of detail includedUse of colour/toneGive guidance on where to place line workSupport with the technique of working from a photo on to tracing paperSupport with using a ruler and fineliner/pencil ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download