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|UNIT TITLE: |YEAR: |TIME SCALE: |
|Sense of Place | Year 10 | 9 weeks |
|Areas of Art, Design and Craft covered in |TERM: |STYLE OF WORK: |
|unit: | | |
| | Spring 2 and Summer | Individual |
| Painting Drawing | | |
|Print-Making Collage | | |
|Mixed Media Photography | | |
|Computer manipulation | | |
|VISUAL ELEMENTS COVERED: |Assessment Objectives Covered |
|Line Tone Colour Pattern Texture Shape|AO1, AO2, AO3 and AO4 |
|Form Space | |
| |
|Documentary photographer, screen print, acetate, |
| |
|PUPIL INFORMATION: |
|XXX |
| |
|XX |XXX |
|XXX |XXX |
|XXX |XXX |
| |
| | |
|Major contributions to cross-curricular themes: |
|Citizenship |Exploring 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 development |Speaking and listening: |
| |Speculate and wonder about |
| |Express views and feelings |
| |Consolidate ideas and understanding. |
|Numeracy |Understanding scale and proportion. |
| ICT |Use of the internet to research artists and ideas |
| |Use of Pixelmator to develop artwork |
| |Typing up of notes for some pupils. |
|ASSESSMENT OBJECTIVES |EVIDENCE IN WORK |
|Research – Images and artists | |
|Develop ideas through investigations into contextual and other sources, showing analytical understanding | |
|Studies of others’ work |All artist pages should include notes on the artist, how own ideas relate to the artist work and|
|Primary source photographs – Brighton Beach, pier, shops, street life etc. |studies that demonstrate students understanding of the work. |
|Secondary source images |Photographs from Brighton trip used to inspire work throughout the project. |
|Development within their work |Exploration of techniques used by the artist including notes. |
|Visual and written comments |Imagery sourced from books, magazines and the internet to inspire artwork. |
|Annotated drawings of selected artworks in different media | |
|Opinions and understanding of the work | |
|Links to pupils own work | |
|Experiment – Media | |
|Refine ideas through experimenting and experimenting. | |
|Exploring ideas and making selections |Variety of media used over the project e.g. pencil watercolour, photography, collage, mixed |
|Exploring different media |media, computer manipulation, line work and acrylic painting. |
|Trying out different compositions and viewpoints |Experiments and studies using a variety of media and techniques based on own photographs taken |
|Using different colour ways |on trip and secondary source images. |
|Manipulating images | |
|Demonstrate understanding of techniques and processes | |
|Try out different scales | |
|Ideas, Drawings and Explanations | |
|Record observations, experiences and ideas in forms that is appropriate to intentions. |Observational drawing from primary source during Brighton trip and secondary source on return to|
|Drawings, sketches |school. |
|Direct observational drawings |Written information recorded alongside artist pages and own work. |
|Information gathering/artists/images/objects from internet, books, galleries |Variety of medias/techniques and processes used in work. |
|Taking photographs | |
|Final piece | |
|Present a personal response, realising intentions and making informed connections with the work of others. | |
|Take ideas through to conclusion | |
|Make good quality ideas/designs showing different compositions |Personal ideas for work and own choice of materials and techniques. |
|Evidence of critical judgements | |
|Evidence of personal development |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. |
|AIMS |
|To provide opportunities for pupils to: |
|Develop observation skills when collecting information and communicating ideas |
|Develop analytical and intuitive capabilities through the appropriate use of materials, processes and techniques |
|To develop knowledge of print making processes |
|Use computer manipulation to develop an individual response |
|Adapt ideas to meet different purposes and make connections with the work of others |
|Learning outcomes: |
|By the end of the unit… |
|ALL pupils will have learned: |
|To use a theme (the British seaside) to within their work to introduce their work |
|To recognise the style of a travel/location sketching artist |
|How to produce location sketches when in the field (Brighton) |
|To work a digital camera and take a range of photographs in various places around Brighton |
|How to cut a stencil for a screen print |
|How to apply the paint/ink to a screen and make a print |
|To identify the work of Michael Craig-Martin |
|How to create an acrylic painting in the style of Michael Craig-Martin |
|How to create an acetate and college piece of work in the style of Michael Craig-Martin |
|How to add colour to an outline sketch using Pixelmator in the style of Michael Craig-Martin |
|To set up and photograph a still life following the theme of British Seaside and the work of Michael Craig-Martin |
|To record ideas for colour experiments for a final piece |
|To use the work of Michael Craig-Martin to inspire their own seaside inspired piece |
| |
|MOST pupils will have learned: |
|To collect relevant imagery linked to a given theme – the British seaside |
|To describe the work of a travel/location sketching artist |
|To analyse other artist’s work and use elements of this new understanding to inspire their own work |
|To select suitable places/locations to sketch while out in the field |
|How to select suitable locations to take photographs in the style of documentary photographer Martin Parr |
|How to identify different areas in a photograph to make a number of stencils from |
|To describe the work of Michael Craig-Martin |
|To colour match and mix acrylic paint in the style of Michael Craig-Martin |
|To select suitable sections of an artist’s work to create studies that will enable a deeper understanding of that artist’s work |
|To creatively set up and photograph a still life following the theme of British Seaside and the work of Michael Craig-Martin |
|How to record ideas for colour experiments for a final piece using pencil studies and detailed notes |
|To fully explore the work of Michael Craig-Martin to inspire their own seaside inspired piece |
|SOME pupils will have learned: |
|To creatively present relevant imagery and sketches/paintings for an introduction page based on the theme of the British Seaside |
|To look in depth at other artist’s work and use this new understanding to directly improve and impact on their own ideas and artwork |
|To identify highly suitable place/locations/objects to sketch while out in the field that result in detailed and competent sketches |
|To take a wide range of highly skilful photographs that clearly link to the work of documentary photographer Martin Parr |
|To make a successful multi layered print using the screen printing method |
|To analytically view the work of Michael Craig-Martin |
|To create detailed and skilful studies of the work of Michael Craig-Martin that show a deep understanding of this artist’s style |
|To creatively and skilfully photograph a still life following the theme of British Seaside and the work of Michael Craig-Martin |
|To consider various colour combinations that match the style of Michael Craig-Martin and the theme of British Seaside |
|To fully explore the work of Michael Craig-Martin to inspire their own skilfully produced seaside inspired piece. |
|Week 1 – Introduction Page |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: creating an introduction page for the | |An introduction page that shows |Questioning via group critique and one-on-one discussion. |
|new project |Introduction to the unit will be given. |students abilities to use a | |
| | |variety of media. |Discussion during the demonstration for creating and using a grid. |
|So that I can: practice my observational |Present an introduction page to the new seaside based project. | | |
|drawing skills | |Students will demonstrate their |Assessment of work so far using the success criteria lists given out. |
| |Page/s should include: |understanding of the unit theme | |
|I know I’ve got it when: my page is decorated|The title - Sense of Place |through this first page in their |Review of work during plenaries. |
|with a seaside theme and shows of my drawing |Imagery that relates to the British sea side |sketchbook. | |
|skills |A variety of mediums (tonal pencil, watercolour, acrylic paint, watercolour | | |
| |pencils....) | | |
| | | | |
| |EXSTENSION | | |
| |Find an image that sums up British Seaside life and produce a gridded TONAL | | |
| |pencil drawing (filling a side of A4). | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 3 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and printed for|
| | |evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Different media used |
| | |Creative layout of work |
| | |If started – tonal drawing has a variety of tones & follows the grid |
| | |accurately. |
| | | |
| | | |
|Week 2 – Location Sketching Artists |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: investigating a location sketching | | |Questioning via group critique and one-on-one discussions. |
|artist |Investigate one of the given location sketching artists. The page/s must |An in depth investigation of ONE | |
| |include the following: |artist given. Students must |Discussion during the demonstration |
|So that I can: understand some of the |The artists name |complete each of the bullet | |
|techniques and methods they use and apply|A selection of high quality images of their work |pointed areas within their work. |Assessment of work so far using the success criteria lists given out. |
|this to my own work |Analysis of the work (using the sheet in your DIRT book) | | |
| |A study of one of the artist’s work OR a section of in a suitable media. | |Review of work during plenaries. |
|I know I’ve got it when: I have included | | | |
|all the bullet points in the list |EXSTENSION | | |
| |Create own interpretation of their work - For example you could do a study of| | |
| |your bedroom, your garden, your dinner etc. in the same style as the artist | | |
| |you have looked at. | | |
| | | | |
| |HOMEWORK | | |
| |Complete the investigation work. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 1 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and printed for |
| | |evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Each bullet point completed |
| | |An understanding of the methods used by the selected artist |
| | |Consideration of the layout of the page |
| | | |
| |
| |
| |
|Week 3 – Martin Parr Investigation |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
| | |An in depth investigation of the |Questioning via group critique and one-on-one discussions. |
|I am: working on presenting my |Present an investigation into Martin Parr, the photographer in their |work of Martin Parr. Students | |
|investigation on Martin Parr |sketchbook. Use the checklist to ensure they have all the essential |must complete each of the bullet |Discussion during the demonstration |
| |elements included. |pointed areas within their work. | |
|So that I can: understand more | | |Assessment of work so far using the success criteria lists given |
|about his style of photography |• The artists name | |out. |
|and use this when in Brighton |• A selection of high quality images of their work | | |
| |• Analysis of one photograph by Martin Parr (using the sheet in your DIRT| |Review of work during plenaries. |
|I know I’ve got it when: all of|book) | | |
|the checklist is completed. |• A contact sheet showing all of the images taken from the shoot - | | |
| |annotated | | |
| |• A selection of images presented from the shoot | | |
| | | | |
| |HOMEWORK: Using the DIRT book and handouts complete/ improve/ revise the | | |
| |work undertaken so far. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 3 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | |Evidence of: |
| | |Each bullet point completed |
| | |An understanding of the photographic method used by Martin Parr |
| | |Consideration of the layout of the page |
| | | |
| |
| |
| |
|Visit to Brighton – Photography and Drawing focus (parred with Travel and Tourism Group) |
|Objectives for the visit |Outline |What students will produce |Assessment FOR Learning |
|To apply the techniques and methods | | | |
|investigated in the work of various |Students are taken on a visit to Brighton to undertake |Pen/pencil in the styles of various | |
|location sketching artists and the |primary observational drawing and photographs. |travel/location artists. | |
|photographer Martin Parr. | | | |
| |Students have investigated the work of various |Photographs in the style of Martin | |
| |travel/location sketching artists and Martin Parr. They |Parr. | |
| |will be aiming to use this investigation work to inspire| | |
| |their own work. | | |
| | | | |
| |Locations used will be: | | |
| |Brighton Pier | | |
| |The Lanes | | |
| |Brighton Pavilion | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 1 and 3 |
| | | |
| | |Evidence of: |
| | |Understanding of the artists techniques/processes |
| | |A range of suitable images taken |
| | |A range of sketches undertaken at various locations |
| | | |
| |
|Week 4 – Secondary Source Sketching/applying colour |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: refining my location sketches from | |Completed sketches from the trip and |Questioning via group critique and one-on-one discussions. |
|the Brighton visit |Sketches are finished from the visit to Brighton and |colour will be applied to a selection| |
| |studies are undertaken from the imagery taken on the |of the sketches, in the style of |Discussion during the demonstration |
|So that I can: make them appear more |trip. |their chosen artist. | |
|finalised and completed |Colour is applied in to some of the sketches in a | |Assessment of work so far using the success criteria lists given out.|
| |similar way to the artist selected. |Notes are to be made about the visit | |
|I know I’ve got it when: they link in |Notes are to be included about the trip. |and the quality of the sketches | |
|visual quality to the work of the location |HW: Print 3+ images of work of Michael Craig Martin’s |undertaken. |Review of work during plenaries. |
|artist I have selected to investigate. |work ready for future lessons. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 1 and 3 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Ability to consider page layout |
| | |Application of colour |
| | |Level of detail in sketches |
| | |Link to artist’s work evident |
| | |Quality of notes |
| | | |
|Week 5 – Screen Prints from Brighton Visit |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: creating a screen print using a| | |Questioning via group critique and one-on-one discussions. |
|photo from the Brighton visit |Students select one image from their photographs that they feel will work |A screen print based on one photograph | |
| |as a screen print (examples shown before hand). |from the Brighton visit. |Discussion during the demonstration |
|So that I can: explore this technique| | | |
| |Students block out different sections on your given photographs using the |Some students will have only one or two |Assessment of work so far using the success criteria lists given out. |
|I know I’ve got it when: I have at |marker pens. Taking some newsprint, they trace off the first stencil. Using|colours printed. While others may have | |
|least a one colour print successfully|a cutting board, knife and safety ruler they cut out the first stencil. |4+. |Review of work during plenaries. |
|made. |Using a screen printing bed students arrange their papers. Then pull the | | |
| |squeegee down towards themselves. | | |
| | | | |
| |While prints are drying the next stencil is decided on and cut. | | |
| | | | |
| |HOMEWORK: | | |
| |Review the prints made and write out notes analysing their work. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 3 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and printed for|
| | |evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Thoughtful stencils cut |
| | |Level of detail used in stencils |
| | |In write up use of language and level of detail used |
| | |Quality of the final screen prints. |
| | | |
|Week 6 – Michael Craig-Martin Investigation |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: presenting an investigation of | | |Questioning via group critique and one-on-one discussions. |
|Michael Craig-Martin’s artwork |Investigate the work of Michael Craig-Martin. |An in depth investigation of the work | |
| | |of Michael Craig-Martin. |Discussion during the demonstration |
|So that I can: understand more about this |The page/s must include the following: | | |
|artist’s style of working |• The artists name |Students must complete each of the |Assessment of work so far using the success criteria lists given |
| |• A selection of high quality images of their work |bullet pointed areas within their work.|out. |
|I know I’ve got it when: I have completed |• Analysis of the work (using the sheet in your DIRT book) | | |
|each bullet point from the given list. | | |Review of work during plenaries. |
| |EXSTENSION | | |
| |Create own interpretation of their work - For example you could do a study of a| | |
| |collection of objects from your bedroom or home. | | |
| | | | |
| |HOMEWORK | | |
| |Create a pen/outline study of one piece of work by MCM OR a section – this is | | |
| |to be scanned and used in the upcoming lessons. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | | |
| | |Work counts towards Assessment Objective 1 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Each bullet point completed |
| | |An understanding of the work created by MCM |
| | |Consideration of the layout of the page |
| | | |
|Week 7 – Michael Craig-Martin Studies |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: creating pieces of art work in the style of Michael | | | |
|Craig-Martin |Students are to create a range of Michael Craig Martin |A range of Michael Craig Martin studies using| |
| |style pieces using the following methods: |various media, such as Acrylci paint, collage|Questioning via group critique and one-on-one discussions. |
|So that I can: understand more about this artist’s style |* Acrylic Paint |and computer manipulation. | |
|of working |* Acetate outlines and paper collage | |Discussion during the demonstration |
| |* The computer using Pixelmator (drop fill) |Analytical notes provided to explain the | |
|I know I’ve got it when: I have a collage piece, acrylic | |outcomes. |Assessment of work so far using the success criteria lists given |
|painting and a computer manipulated piece in the style of |Students must present their work in their sketchbooks and | |out. |
|Michael Craig-Martin. |and analyse it using the handout given (How to analyse my | | |
| |work). | |Review of work during plenaries. |
| | | | |
| |HOMEWORK | | |
| |Complete the write up for each study using the relevant | | |
| |handout in your DIRT book. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | | |
| | |Work counts towards Assessment Objective 1 and 3 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Ability to manipulate the media (skill levels) |
| | |Level of detail included in work |
| | |Quality of the analysis |
| | |Links to the artist’s work |
| | | |
|Week 8 – Michael Craig-Martin Still Life Photos |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: setting up and photographing a still life in the |Students will take a range of photographs of British seaside| |Questioning via group critique and one-on-one discussions. |
|style of Michael Craig-Martin based around the British |items in a still life set up. |A range of photographs taken using the | |
|Seaside. |These should be presented in their sketchbooks, along side a|theme of British Seaside. |Discussion during the demonstration. |
| |contact sheet and annotated. | | |
|So that I can: use these photographs to create a piece of |The best image is to be selected the outlines drawn a number|These are presented in sketchbooks and |Assessment of work so far using the success criteria lists given |
|work in a similar style to the work of Michael |of times and coloured in various colour combinations to show|notes given in relation to links to the |out. |
|Craig-Martin |ideas for their final piece. |artist (MCM) and overall quality. | |
| |HOMEWORK: | |Review of work during plenaries. |
|I know I’ve got it when: I have presented my photographs |Complete the work from the lesson. |Sketches created to show possible ideas for| |
|and provided annotations and sketches to demonstrate my | |the colour combinations for the final | |
|ideas to the viewer. | |piece. | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 2, 3 and 4 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | |Evidence of: |
| | |Links to the work of MCM in photos and colour combinations |
| | |Quality of photographs taken |
| | |Level of detail in analytical notes made |
| | |Considered colour combinations |
| | | |
|Week 9 – Michael Craig-Martin inspired final piece |
|Objectives for the week |Outline |What students will produce |Assessment FOR Learning |
|I am: creating a piece of artwork in the style of Michael | | |Questioning via group critique and one-on-one discussions. |
|Craig Martin |Students should have chosen a still life image to |A final piece that links to the work of Michael | |
| |work with for their final piece. |Craig-Martin and the theme of British Seaside. |Discussion during the demonstration. |
|So that I can: demonstrate my skills with my chosen media | | | |
|and show my understanding of the artists work |They must draw/trace the outlines of this on to A3 |Students will have selected the media they felt most|Assessment of work so far using the success criteria lists given |
| |paper and then select which method they wish to work|comfortable with/media they had the most skills with|out. |
|I know I’ve got it when: I have a final piece/s that are |with (acrylic paint, collage or computer |to complete their work. | |
|of a high quality. |manipulation). | |Review of work during plenaries. |
| | |An evaluation of the project will be written out in | |
| |HOMEWORK: |their sketchbooks. | |
| |Complete an evaluation of the project. | | |
|SEND identifier |LSA functions |Assessment OF Learning |
| | |Work counts towards Assessment Objective 4 |
| | | |
| | |ALL/MOST/SOME is given to students via PP slides in lessons and |
| | |printed for evaluation in DIRT books |
| | | |
| | |Evidence of: |
| | |Ability to manipulate each process/method and technique. |
| | |Link between textile pieces and the source imagery. |
| | |Notes provided next to each sample piece. |
| | | |
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