Art Room Mess
UNIT TITLE:YEAR:TIME SCALE:?Altered Nature?Year 10?18 weeksAreas of Art, Design and Craft covered in unit:TERM:STYLE OF WORK:?Painting Drawing Print-Making Digital Media Sculpture Textiles Ceramics Photography?Autumn and half of Spring term?IndividualVISUAL ELEMENTS COVERED:PROGRAMME OF STUDY AREAS: Line Tone Colour Pattern Texture Shape Form Space1a,1b,1c,2a,2b,2c,3a,3b,4a,4b????????????KEY NEW VOCABULARY:?Kiln, Botanical, Abstract, kaleidoscope?PUPIL INFORMATION:XXX????????????Background EHCP (IEPs) to be taken into account?Major 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 pupils.ASSESSMENT OBJECTIVESEVIDENCE IN WORKResearch – Images and artists Develop ideas through investigations into contextual and other sources, showing analytical understandingStudies of others’ workPrimary source photographs – Kew Gardens, Sea life Centre and Natural History MuseumSecondary source images Development within their workVisual and written commentsAnnotated drawings of selected artworks in different mediaOpinions and understanding of the workLinks to pupils 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 from the Kew Gardens trip used to inspire work throughout the project.Imagery sourced from books, magazines and the internet to inspire artwork.Experiment – MediaRefine ideas through experimenting and experimenting.Exploring ideas and making selectionsExploring different mediaTrying out different compositions and viewpointsUsing different colour waysManipulating imagesDemonstrate understanding of techniques and processesTry out different scalesVariety of media used over the project e.g. pencil, pencil crayon, pen, watercolour, acrylic, textiles, digital media and clayExperiments and studies using a variety of media and techniques based on own photographs taken on trip and secondary source images.Ideas, 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 Observational drawing of plant, sea life and cells.Gathering of visual information from trip to Kew gardens, the internet and other sources.Written information recorded alongside artist pages and own work.Variety of medias used in work.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 pupils 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 art workUse digital media and develop an individual responseGain 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 pupils will have learned:That to include details when drawing will give a more realistic final outcomeThat you can achieve a wider range of colours in acrylic paint by mixing themThat a pencil can give you a wide range of mark making methodsTo recognise the style of photographer David Stallard’s workThat the macro setting on a camera is used for close up shotsThat undertaking trips out of the classroom can provide good primary source material that can inspire their own workSome of the basic tools for photo manipulation on PixelmatorThat there are a number of different techniques that can be used when working with oil pastelsThe basic process of mono-printing The recognise the style of work by textiles artist Bev HiseyThe basic process of feltingThat using an illustrated mind map can help to consolidate ideas How to analyse other artists work and use this to inform their own investigations and artworkTo experiment with their ideas and develop sketches for a final pieceSome basic ceramic hand building skills?MOST pupils will have learned:To work from primary source material can often give you more realistic drawingsA method for matching acrylic paint to an original source imageTo use a variety of paint brush thicknesses to improve their acrylic paint workHow to apply a number of different marks with a pencil to achieve depth in a pencil drawingTo analyse other artist’s work and use elements of their new understanding to inspire their own workTo effectively take a macro shot using a digital cameraTo create primary source sketches while out of the classroom and use these to inspire further artwork developmentsTo effectively utilise a number of the photo editing tools in Pixelmator to develop original artworkHow to use baby oil and oil pastels to blend and smooth colourA number of textile embellishment methods that could be used to add detail to a felted designTo effectively use a mind map to consolidate ideas That in order to progress and show refinement in their work that they must experiment with purpose and understanding of directionA number of hand building and texture creating methods in ceramics and put these in to practice on their art work?SOME pupils will have learned:How to apply fine details, tone and texture using acrylic paintTo use and apply a wide range of different mark making methods using a pencilTo 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 use a wide range of the tools in the photo editing software Pixelmator to create highly original and effective artworkHow to apply depth and tone using blending and layering of oil pastelsHow to create multicoloured mono prints A wide number of textile embellishment methods that could be used to add detail to a felted designTo skilfully and effectively use a mind map to consolidate ideas To analyse their work in depth and seek ways in which they can improve and develop their work as it progressesA wide number of hand building and texture creating methods in ceramics and been able to effectively utilise these on their art work?Week 1 – Observational DrawingObjectives for the weekOutlineWhat students will produceAssessment FOR Learning?To use tone in pencil drawingsTo develop observational drawing skillsIntroduction to the unit will be given and DIRT books handed out and explained to students.A selection of natural forms will be provided for the pupils to draw. They will divide up their page and in each section produce pencil observational drawings of the items provided. Add notes to WWW and EFI.Summer work to be completed by this date. Sketchbooks handed in and feedback given.?A range of natural form tonal drawings. Students will understand how to use tone and line with pencil.Summative notes on work to explain how the student feels about the work undertaken.(1 Page in sketchbook)Questioning via group critique and one on one discussion.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 3Evidence of: Varying levels of tone usedDetail included in workCreative layout of workSummative notes ????Week 2 – Mark Making Objectives for the weekOutlineWhat students will produceAssessment FOR LearningTo use different mark making methods to create tone, pattern and shapeTo practice observational drawing skillsStudents will draw a range of sea shells and apply different mark making techniques to these.Some students may photocopy and enlarge their drawings and work back into these using the mark making methods. HW: Gather images (4+) by the photographer David Stallard.A range of different shells drawn in pencil and possibly biro or dip pen.Detail should be applied via the different mark making methods.(2 Pages in sketchbook)Questioning via group critique and one on one discussions.Homework taskDiscussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 3Evidence of: Ability to draw the basic shapesApplication of the mark making methodsConsideration of the layout of the page??Week 3 – Acrylic Paint Mixing PracticeObjectives for the weekOutlineWhat students will produceAssessment FOR Learning?To practice mixing acrylic paint and colour matching To develop acrylic painting skillsPaint over photographs of close ups of fruits and veg using acrylic paints – working on improving colour mixing with acrylic. HW: Complete a pencil mark making grid in sketchbook ready for next weeks lesson.An acrylic painting that shows the students ability to colour mix.Detail should not be lost in this process.(1 Page in sketchbook)Questioning via group critique and one on one discussions.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 3Evidence of: Ability to colour mixDetail included in workApplication of paint ????Week 4 – David Stallard InvestigationObjectives for the weekOutlineWhat students will produceAssessment FOR Learning?To understand what must be included in an artist investigation page To develop analytical writing skillsPupils are introduced to the work of David Stallard. They should present an artist investigation on this artist in their books. Instructions on how to analyse work and how to create an artist page will be given in detail in this lessons. HW: Complete artist page AND apply watercolour washes to 2 pages in sketchbook ready for Kew trip.An artist page on the photographer David Stallard.Students should include a written analysis of the artist’s work. They must also include some form of study of one of the artists pieces of work(2 Pages in sketchbook)Questioning via group critique and one on one discussions.Discussion during the slide show of the artist’s work.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Understanding of the artists workCarefully considered page layoutSuitable imagery foundUse of art and design technical languageWeek 5 – Kew Gardens Images and DrawingsObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo know how to present photographs To develop observational drawing skillsPupils are shown a range of methods for presenting their David Stallard style photographs. Photos are presented in their sketchbooks. Best 1 or 2 images are printed on photo paper and put in portfolios.Sketches from the trip are completed.Notes are to be included about the trip and an assessment of the quality of the photographs.HW: Print 3+ images of the photographer Zoe Lowers Kaleidoscope work ready for nest lesson.Photographs from Kew Gardens will be presented in books.Students will have an understanding of how to best present photographs in a sketchbook. They will also complete any unfinished sketches from the trip.Analytical notes are to be made about the students photography skills.(2 Pages in sketchbook)Questioning via group critique and one on one discussions.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Ability to consider page layoutQuality of analytical notesUse of art and design languageWeek 6 – Zoe Lower InvestigationObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo be able to analyse another artists work and use this to inspire your own work To develop skills with PixelmatorPupils are introduced to the work of Zoe Lower and they should present an artist investigation into her work in their sketchbooks.Make sure all pupils analyse using detailed sentences. Using Pixelmator students will create their own kaleidoscope work in the style of the artistHW: Cell imagery introduction pageAn artist investigation page on Zoe Lower. This investigation should include some form of analytical investigation – written notes, colour swatches, studies etc.Student will use Pixelmator to create their own kaleidoscope style image. The images used will be ones from the Kew gardens trip.(3 Pages in sketchbook)Questioning via group critique and one on one discussions.Discussion during the demonstration.Questioning during the introduction of the artist’s work via a slide show.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Ability to consider page layoutQuality of analytical notesUse of art and design languageVisual link between students work and that of the artistsWeek 7 – Oil Pastel CellsObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo understand the techniques needed to blend and combine oil pastelsTo develop observational skillsPupils select a cell imagery and choose a section to enlarge using a viewfinder.On a piece of A3 black paper students sketch out the basic forms and shapes using pencil.After watching a demonstration they add oil pastels to show colour and detail.HW: Ceramic Artist investigation pageA cell inspired oil pastel piece.Students should understand the methods of blending and applying oil pastels.(Black A3 loose paper)Questioning via group critique and one on one discussions.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 3Evidence of: Choice of imagery and sectionDetail included in workAbility to manipulate the oil pastelsWeek 8 – Mono Printing CellsObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo understand mono-printing techniquesTo be able to use source imagery to inspire own workLesson 1: Complete oil pastel work on A3 paper. Lesson 2: Using the given imagery students are to make small mono-prints. They may also use chine collage and watercolour to add colour their work. The prints when dry are to be presented in their sketchbooks.HW: Bring in items to press into clay to make texture.A cell inspired oil pastel piece.Students should understand the methods of blending and applying oil pastels.(Black A3 loose paper)Mono-prints inspired by cell imagery. Some may draw own shapes/details and some may trace from the given imagery.Questioning via group critique and one on one discussions.Discussion during the demonstration.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 2 and 3Evidence of: Detail included in workAbility to manipulate the oil pastelsShape and detail in mono-prints link to cell imageryWeek 9 – Visiting Artist (Cell inspired ceramic 3D tiles)Objectives for the weekOutlineWhat students will produceAssessment FOR LearningTo develop ceramic hand building skills To be able to use source imagery to inspire own workVisiting artist will lead a mini workshop on creating a textural tile based on previous cell imagery research. Pupils will first draw out a tile design in their sketchbook. Mini tester circles will be cut from clay and glaze applied and when fired they are to be stuck in to books.Tile based ceramic piece will be created following the design in sketchbook. Texture and pattern will be included in students work.HW: Produce textile artist investigation page –not due until week 10A design idea sketched out in sketchbook – patterns and shapes should like to cell and microscopic patterns.A range of mini circles that have glaze applied. These will be used to help develop ideas on the colour for the final tile.A tile based ceramic piece that links to the original design idea. Texture, patterns and shapes should link to the reference imagery.Questioning via group critique and one on one discussions.Discussion during the demonstration.Design idea used as assessment to see students understanding of cell shapes and patterns.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 2, 3 and 4Evidence of: Links with cell imagery, shapes and patternsTexture included in work1 Lesson – Grow Mould Objectives for the weekOutlineWhat students will produceAssessment FOR LearningTo understand that you can gather primary source material to inspire art work Before textile pieces can be completed pupils should create bacteria and mould samples to photograph so they have some primary source material to work from (See DP for equipment/set up prior to lesson). In this lesson students will take samples. Students will take photographs of this process and use these to create a write up in their sketchbooks.Once items have grown pupils should photograph these and present in their books alongside internet sourced cell imagery and a write up.HW: Produce textile artist investigation page –not due until week 10A range of mould and bacteria grown in perti dishes. These will be photographed once something has grown and used to inspire textile work.A write up of the process will be put in students sketchbooks.(1 page in sketchbook)Questioning via group critique and one on one discussions.Discussion during the demonstration of how to write up their mould and bacteria growing process.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Clear and neatly presented write upWeek 9 – Felting cellsObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo develop knowledge of textile embellishment methodsPupils should use their source imagery and the research to help inspire their textile cell pieces. Stick down a range of imagery and use this to inspire textile mini pieces. Using techniques such as felting, sewing beads, embroidery stitches, applique, fusing film the hot tool students create a set of petri dishes.(teacher to led demos on each method).HW: complete the notes on each method.A range of small sample pieces that demonstrate each student’s ability to handle and manipulate each process/method and technique.Notes will be added next to each to show students thoughts on each method.(2 pages in sketchbook)Questioning via group critique and one on one discussions.Discussion during the demonstration of each process/method and technique.Looking at the samples will show the teacher which methods the student requires more guidance on for the future lessons.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 2 and 3Evidence of: Ability to manipulate each process/method and technique.Link between textile pieces and the source imagery.Notes provided next to each sample piece.Week 10 – Thinking PageObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo consolidate ideas using a decorated mind map.Introduce working toward making a ceramic final piece.Pupils must now decide on an area to peruse for their ceramic final piece. They may select from the following areas: Flowers/Seeds/Plant life OR Cells and Bacteria.On the page they should note down the list of artists that are on offer to research and a small thumbnail image for each AND they should note down any further areas that they want to research, such as seed pods, shells, human cells etc.HW: work on highlighted items on teacher feedback formA decorated mind map that shows students thoughts on where they would like to undertake more research.They should focus on one area and undertake more research on other artists.This work will help students to consolidate their ideas before moving on.(1 page in sketchbook)Questioning via group critique and one on one discussions during the lesson.Questioning via group and one on one discussions during the introduction.Discussion during the demonstration of how to layout the page and what needs to be included.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 3Evidence of: Clear layoutNotes on further research to be undertakenWeek 11, 12 and 13 – Own Artist ResearchObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo research a variety of artists and designers.To use research to inspire future art workList of artist will have been given to pupils and they should select at least 2 artists to investigate in their sketchbooks. They should ensure that the following is always included in their work:Artist name (title)Written analysis/ visual analysisImages of the artist’s workCopy of work or selection of work/ pupils own interpretation of workHW: continue with artist research workAt least 2 artists investigated. Students may use notes to analyse the artists work but they may also use a visual analysis – such as colour swatches, pattern replication and shapes identification.(4 pages in sketchbook)Questioning via group critique and one on one discussions during the lesson.Discussion during the demonstration on the elements that are required on and artist investigation page.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: All key elements listed includedUnderstanding of artists workWeek 14 and 15 – Further Research Objectives for the weekOutlineWhat students will produceAssessment FOR LearningTo identify further areas of research to develop ideas Discuss further research areas with whole class.Pupils should present any additional research they have carried out in their sketchbook. This might include images found on the net, pencil studies, small paintings etc. HW: Continue with research work.Areas of interest identified and research presented in sketchbook.Notes should be included on work to help explain thoughts and ideas.(2 pages in sketchbook)Questioning via group critique and one on one discussions during the lesson.Discussion during the beginning of the lesson to ascertain thoughts and ideas from students.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 1 and 3Evidence of: Suitable research undertakenLink to previous workWeek 16 – Design IdeasObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo use research to inspire design ideas. Show examples of work that students may be inspired by.Demonstration will be given on how to layout ideas and show swatches.Pupils should draw on all of their previous work and produce at least 3 different design ideas in their sketchbook for their final ceramic piece. They may use any media to complete these. Colours available for the glazes are in books from previous lessons work.HW: Complete design ideas in full.3+ design ideas for a ceramic final piece based on their previous research. Swatches of colours and texture are shown.Notes should be present to explain how each element of the design would be created.(2 pages in sketchbook)Questioning via group and one on one discussions during the starter slide show.Questioning via group critique and one on one discussions during the lesson.Discussion during the demonstration of how to set out the design ideas.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 2 and 3Evidence of: Detailed design ideasSuitable colours used – link to glaze swatches and methods of applicationLink to previous workNotes that explain more details about workWeek 17 and 18 – Making sculpture in clayObjectives for the weekOutlineWhat students will produceAssessment FOR LearningTo use a design idea and previous work to aid final piece makingTo extend and expand on ceramic skillsUsing their final design and referring to their test pieces pupils should create their ceramic piece. Once fired they should apply glaze. While work is drying they may begin work on the next unit.HW: Complete any unfinished work from unit.A ceramic form that draws on pupils work from this unit.Once bisque fired students will apply glaze. Questioning via group critique and one on one discussions during the lesson.Discussion during the making of the two pinch pots base form. Watching of students during the lesson and advice given individually.SEND identifier LSA functionsAssessment OF LearningWork counts towards Assessment Objective 4Evidence of: Use of design idea – link clearAbility to manipulate ceramics tools and techniques to match design idea ................
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