ART Y9 LC5 Programme 2015-2016...The module will teach students about techniques and processes, as...

The KING’S Medium Term Plan – ART Y9 LC5 Programme 2015-2016

Module Focus: Technical drawing skills - Perspective

The module will teach students about techniques and processes, as well as media experimentation. They will also learn how

to create a coursework portfolio, which will aid them for their final GCSE portfolio.

This learning cycle will meet Assessment Objectives 1 (Develop), 2 (Experiment), 3 (Record) and 4 (Present).

Week 1 will be research based. Students will source secondary research based on their chosen theme (AO1, AO4)

Week 2 will be research based, allowing students to create artist research and response pages (AO1, AO3, AO4)

Week 3 will be artist response and observational sketches from primary/ secondary sources (AO1, AO2, AO3, AO4)

Week 4 will be collage, allowing students to develop their skill with the technique (AO2&3)

Week 5 will be mono printing and poly printing, followed by digital image manipulation (AO1, AO2, AO3 & AO4.)

Week 6 will be watercolour techniques, followed by coloured pencil enhancement (AO1, AO2, AO3, AO4)

Week 7 will be mounting work in to book to show presentation skills. Students’ will also be shown how to annotate and

evaluate their work (AO3 & AO4)

Building on

prior learning

Last learning cycle, students’ explored the theme of perspective, specifically covering one and two point technical

perspective. Students’ explored a variety of media depending on their preferred way of working, including dry media, wet

media and digital media.

Future

learning

During year 10 and 11 students will produce a coursework portfolio. They have to meet specific assessment objectives

including development of ideas, experimentation with media and techniques, recording ideas and insights and presenting

work. Within this, they also need to show how their work links to artists. Therefore, this learning cycle will give them plenty

of opportunity to develop these areas.

Overarching

subject

Challenge

question

Not applicable.

Exam board

links and

assessment

information

This unit will prepare students for the OCR Fine Art coursework and exam.

Mid-term assessment:

Week 1 – Self assessment

Week 2 – Peer assessment

Week 3 – Teacher assessment


Week 5 – Peer assessment

Week 6 – Teacher assessment


Final teacher assessment for the learning cycle will be recorded on Sims.

Lines of

Enquiry

Week 1: Secondary source research and initial, creative idea development (mood boards) Week 2: Artist research and personal artist response Week 3: Artist response and observational drawing Week 4: Collage technique Week 5 Printmaking (mono and poly printing), plus digital image manipulation Week 6 Watercolour techniques, plus coloured pencil enhancement Week 7: Mounting and presenting, plus annotation and evaluations

Homework

overview

GP

breakdown

can be found

in weekly

overview.

Week 1: Take own photographs (primary research) in the style of the student’s chosen artist. To use for artist response next lesson. Week 2: Complete Artist research pages x2. This will build knowledge and skill with presentation (AO4) and recording (AO3) techniques. Produce observational sketch based on theme and artists. Week 3: Take own photographs (primary research) of student’s chosen theme (to use for collage next lesson.) Collect papers to collage with next lesson. Week 4: Take own photographs (primary research) of student’s chosen theme and collect image of artists work to use for printmaking next lesson. THESE NEED TO BE PRINTED PRIOR TO LESSON TO WORK FROM IN LESSON. Week 5: Image manipulation completion using iPad and techniques learnt in class. Bring own photograph based on chosen theme to use for watercolour next lesson. Week 6: Annotate collage, mono print, poly print and watercolour pieces using sheet provided.

Week 1

3 One hour

lessons

Hypothesis:

"You need a

lot of bad

ideas in order

to get a few

good ones."

SELF ASSESS

Line of Enquiry: Secondary source research (mood boards) and idea generation for project

Hypothesis: "You need a lot of bad ideas in order to get a few good ones."

Overview

Theme choices: Floral/leaves, footwear, jumble, time.

Monday (double lesson)

Do now: Identify the possible themes from the images displayed on the board.

Starter: View exemplar coursework projects to demonstrate what they are aiming for. Estimate the grades secured to show

quality and expectations.

Main:

1. Research the available themes for the project using iPad’s. Collect secondary source imagery and present on a word/

pages document, which represents the 2 themes. Must research at least 2 themes to begin with to show they have more

than one idea.

2. Students’ to research and create a mood board based on their chosen theme. They must include images of the object

within their theme (e.g. actual images of footwear styles.) To be completed on their iPad and printed for their books.

3. Introduce students’ to the artist presentation, showing them artists and breaking them down in to GP’s.

4. Students’ to choose two artists whose work they like from the presentation and create a mood board of their work. The

work must relate to their theme, e.g. Andrea Joseph footwear imagery, not irrelevant work by Joseph.

5. Show exemplar mind map pages to demonstrate the expectations in terms of creativity with this piece of work.

6. Idea generation for the project based on the 2x artists chosen. Create a mind map of ideas, which show how the artists’

will inspire your project.

HOMEWORK – DUE NEXT MONDAY’S LESSON: Take own photographs in the style of your chosen artists. See

exemplar photographs inspired by artists.

GP Success Criteria:

GP6 – Photographs are sophisticated and clearly influenced by the artist. They are of excellent quality and the composition

and viewpoint are mature and interesting.

GP5 – Photographs show links to the artist and are of very good quality. Composition is well considered.

GP4 – Photographs show some link to the artist and are good quality. Composition is partially considered.

GP3 – Photographs show little link to the artist and are lacking in quality. Composition is not considered or understood.

GP2 – Photographs have no link to the artist and are of poor quality (blurred.) Composition is not considered or understood.

Thursday (single lesson)

Do now: Self assess your progress from last lesson.

Starter: View exemplar coursework projects and mind maps to remind students what they are aiming for.

Main: Complete the mind map from last lesson.

HOMEWORK REMINDER – DUE IN NEXT MONDAY’S LESSON: Take own photographs in the style of your chosen

artists. See exemplar photographs inspired by artists.

Learning Intentions:

AO1 Develop ideas through investigations, demonstrating critical understanding of sources.

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to intentions as work progresses.

AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as

critical and reflective thinkers with enquiring minds develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products develop and refine ideas and proposals, personal outcomes or solutions with increasing independence

Weekly success criteria:

Assessment criteria/ learning outcomes:

Week 2

3 One hour

lessons

Hypothesis:

‘Imagination

is the highest

form of

research.’

Albert

Einstein.

TEACHER

ASSESS

Line of enquiry: Artist research x2 and artist response x1

Overview:

Hypothesis: ‘Imagination is the highest form of research.’ Albert Einstein.


HOMEWORK DUE – Photos in the style of the artists (to use to create artist response today.)


Do now: Hypothesis discussion. Agree or disagree. How do you inspire imagination?

Starter: Compare and contrast two-artist research and response examples o the board. Which is better? Why?

Main:

Monday P1:

1. Explain the information that needs to be included in the artist research pages.

2. Students’ to research and present two artist research pages on their chosen artists’. To be done digitally on iPads and

printed for sketchbooks.

3. Share students’ artist research on the board and critique as a class.

Monday P2:

4. Show exemplar artist response pieces from prior students work.

5. Create artist response 1.


Do now: Peer assess your partners artist research based on the success criteria (see attached sheet for success criteria) and

feedback to them verbally.

Starter: Read through the assessment criteria and decide which AO’s you could gain marks in for your artist response. Share

ideas as a class.

Main: Complete the first artist response.

TEACHER ASSESS – WWW and REACH dot target. Students’ to use the feedback to help them when creating their

second artist response.

HOMEWORK:

1. Complete Artist research pages x2. This will build knowledge and skill with presentation (AO4) and recording (AO3)

techniques.

2. Produce observational sketch based on theme and artists.


GP6 – Drawing/ sketch is sophisticated and clearly influenced by the theme and artist. Drawing is of excellent quality and the

composition and viewpoint is mature and interesting.

GP5 – Drawing/ sketch shows links to the artist and is of very good quality. Composition is well considered.

GP4 – Drawing/ sketch shows some link to the artist and is of good quality. Composition is partially considered.

GP3 – Drawing/ sketch shows little link to the artist and is lacking in quality. Composition is not considered or understood.

GP2 – Drawing/ sketch has no link to the artist and is of poor quality. Composition is not considered or understood.






develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures

Weekly Success Criteria:

GP6: Craftsmanship of artist research is excellently constructed and presentation is creative and immaculate. Knowledge and understanding of artist work is clearly evident within written work and has been analysed very well. Full sentences are used and art specific language has been integrated fluidly within the written work. GP5: Craftsmanship of artist research is well constructed and presentation has been considered. Knowledge and understanding of artist work is evident within written work through some analysis. Full sentences are used and some art specific language has been included. GP4: Craftsmanship and presentation of artist research is basic. Knowledge and understanding of artist work is basic, stating facts and a little generic personal opinion (‘I like it because it is brightly coloured.’) Generic, non descript words are repeatedly used, such as, nice, effective, individual, one of a kind… Full sentences are not used as questions have been written and answered instead. Art specific language is used a couple of times. GP3: Craftsmanship and presentation of artist work is minimal and not considered in terms of aesthetics. Knowledge and understanding of artist work is minimal, stating a few facts and one brief, generic opinion. Full sentences are not used as questions have been written and answered instead. Art specific language is not used, or is used incorrectly. GP2: Craftsmanship and presentation of work is poor and not considered.

Knowledge and understanding of artist work is poor, stating one fact and a generic opinion, which doesn’t give any personal feelings regarding the work. Questions have not been written but have been answered, not in full sentences. Art specific language is not attempted. Please see attached sheet for generic art GP success criteria. Learning Outcomes: Please see attached sheet for assessment criteria and learning outcomes.

Week 3

3 One hour

lessons

Hypothesis:

‘The biggest

mistake you

could ever

make is being

too afraid to

make one.’

PEER ASSESS

Line of enquiry: Artist response number 2 and observational sketches

Hypothesis: ‘The biggest mistake you could ever make is being too afraid to make one.’

Overview:



Do now: Hypothesis discussion. Agree or disagree? Meaning behind the quote?

Starter: View the ladder level grid and read the GP section for your predicted grade, or above if you are challenging yourself.

Have this information in mind when you are creating your second artist response.

Main:

1. Complete your second artist response.

Plenary:

Peer assess your partners second artist response. Have they addressed the REACH dot target from the teacher? Have they

improved?

HOMEWORK –

1. Take own photographs (primary research) of student’s chosen theme (to use for collage next lesson.)

2. Collect and bring in papers to collage with next lesson.









Do now: Get out your image to draw from today and add a grid to help you to achieve better accuracy when drawing.

Starter: View exemplar GCSE observational sketches to inspire your page composition and presentation.

Main: Decide on your choice of media and create an observational sketch or series of sketches using pen, pencil or coloured

pencils. You may wish to lay some collaged papers in the background to draw on top of…

HOLIDAY HOMEWORK:

Produce an A4 page of good quality observational sketches, using a range of dry media.


GP6 – Drawing/ sketch is sophisticated and clearly influenced by the theme and artist. Drawing is of excellent quality and the

composition and viewpoint is mature and interesting.

GP5 – Drawing/ sketch shows links to the artist and is of very good quality. Composition is well considered.

GP4 – Drawing/ sketch shows some link to the artist and is of good quality. Composition is partially considered.

GP3 – Drawing/ sketch shows little link to the artist and is lacking in quality. Composition is not considered or understood.

GP2 – Drawing/ sketch has no link to the artist and is of poor quality. Composition is not considered or understood.






develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products become con dent in taking risks and learn from experience when exploring and experimenting with ideas, processes, media,

materials and techniques develop cri cal understanding through investigative, analytical, experimental, practical, technical and expressive skills

Weekly Success Criteria:

GP6:

Craftsmanship - Drawings are sophisticated and of excellent quality.

Creativity - Composition and viewpoint is mature and interesting. Mixed media may have been used (and used very well) in

the background to aid aesthetics.

GP5:

Craftsmanship – Drawings are very good quality.

Creativity - Composition is well considered to make the artwork visually appealing. Mixed media may have been attempted

in the background to aid aesthetics.

GP4:

Craftsmanship – Drawings are of good quality.

Creativity - Composition is partially considered. Mixed media may have been attempted.

GP3:

Craftsmanship – Drawings are lacking in quality. Some errors have been made in terms of accuracy and proportion.

Creativity - Composition is not considered or understood.

GP2:

Drawings are of poor quality, with many errors made with accuracy and proportion.

Creativity - Composition is not considered or understood.

Please see attached sheet for success criteria.

Learning Outcomes:

Please see attached sheet for assessment criteria and learning outcomes.

Week 4

3 One hour

lessons

Hypothesis:

‘Collage is a

good way to

demonstrate

Line of enquiry: Collage technique

Hypothesis: ‘Collage is a good way to demonstrate our understanding of the elements of art; such as form, texture and

colour’

Overview:



our

understandin

g of the

elements of

art; such as

form, texture

and colour’

SELF ASSESS

Do now: Lay our holiday homework on one table to view as a class. Feedback on page composition, drawing quality and

creativity. Can you use the ladder level to identify GP?

Starter: View and critique examples of paper collage art from artists and students to better understand the media. Discuss

with your partner how you will use collage within your own project today.

Main:

1. Collage demonstration…

- Similar shades of colour to create tone.

- Size of paper used to collage can be varied.

- Outline in black?

2. Create collage from primary photograph.

Plenary: Agree or disagree with the hypothesis? Why? Demonstrate your knowledge and understanding through your

answer.


Do now: Self assess your collage so far (WWW & BBB.)

Starter: Recap on exemplar paper collage work to refresh understanding, ready for finishing personal collages today.

Main: Complete collage.

Plenary: View ladder level to assess the achieved GP for the collage. HOMEWORK:

Take own photographs (primary research) of student’s chosen theme and collect image of artists work to use for printmaking next lesson. THESE NEED TO BE PRINTED PRIOR TO LESSON TO WORK FROM IN LESSON. GP Success Criteria:












become con dent in taking risks and learn from experience when exploring and experimenting with ideas, processes, media,

materials and techniques develop and re ne ideas and proposals, personal outcomes or solutions with increasing independence acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and

technologies with purpose and intent

Weekly Success Criteria

Please see attached sheet for success criteria.

Learning outcomes:

Please see attached sheet for assessment criteria and learning outcomes.

Week 5

3 One hour

lessons

Hypothesis:

‘Printmaking

is a different

way to

showcase

your drawing

ability.’

PEER ASSESS

Line of enquiry: Mono printing, poly printing and digital manipulation

Hypothesis: ‘Printmaking is a different way to showcase your drawing ability.’

Overview:



Monday P1:

Do now: View the examples of printmaking art on the board and critique them as a class. Discuss how they might have been

made, demonstrating an understanding of the various printmaking techniques.

Starter: Watch the mono print demonstration to learn how to use this technique.

Main:

Create mono print from primary photograph.

Monday P2:

Main:

1. Watch poly print demonstration to learn how to use the technique.

2. Create poly print from primary photograph.

Plenary: Agree or disagree with the hypothesis? Why? Demonstrate your knowledge and understanding through your

answer.


Do now: View exemplar digital manipulations to give students’ ideas for their own work in class today.

Main:

Create digital manipulations of printmaking work.

Save these on to one A4 page and print for sketchbook.

Plenary: Peer assess your partners printmaking. Give them a WWW comment and GP based on the ladder level. Give them a

BBB comment. HOMEWORK: Image manipulation completion using iPad and techniques learnt in class. Bring own photograph based on chosen theme to use for watercolour next lesson. GP Success Criteria:

GP6 – Image manipulation is executed excellently, showing fine control of the media. It demonstrates very clear knowledge

and understanding of the programme (brushes/ pixelmator.) Work has clearly taken time to produce, due to the fine detail

achieved.

GP5 – Image manipulation is executed very well, showing good control of the media. It demonstrates good knowledge and

understanding of the programme. Work has taken time to produce, due to the detail achieved.

GP4 – Image manipulation is executed well, with most of the work showing control of media. It demonstrates good

knowledge and understanding of the programme but with some inaccuracies in the craftsmanship. Work could have been

better if more time was spent to achieve accuracy throughout.

GP3 – Image manipulation is basic, possibly showing a lack of control with the media. It demonstrates some understanding of

the programmes. Work appears rushed and inaccurate.

GP2 – Image manipulation is very basic, showing minimal skill with the media. It demonstrates a lack of understanding of the

programmes. Work shows many inaccuracies, appears rushed and incomplete.






acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and

technologies with purpose and intent develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in

the creative and cultural industries

Weekly Success Criteria

Please see attached sheet for success criteria. Learning outcomes: Please see attached sheet for assessment criteria and learning outcomes.

Week 6

3 One hour

lessons per

week.

Line of Enquiry: Watercolour techniques Hypothesis: ‘I had to create an equivalent for what I felt I was looking at – not copy it’ Georgia O’Keeffe.

Overview:



TEACHER

ASSESS at

end of

Monday,

ready for

students to

act upon and

improve next

Monday.

Monday P1:

Do now: View examples of watercolour techniques and page composition on the board. Discuss as a class which are

successful and why, as well as which ones you personally like and might explore.

Starter: Watch watercolour demonstration using a variety of materials with watercolour (wax, dripping, splattering etc.)

Main: Create an A4 page of experimental watercolour samples. Explore what you can achieve with the media and try out

your own ideas as well as ideas from the demonstration. This page will be used as a background to draw on in Thursday’s

lesson.

Monday P2:

Main:

1. View exemplar watercolour art work and decide how you plan to use the media in your project. For example, draw

your image and use watercolour techniques to colour it in. Or, use watercolour for a background and coloured pencils/

mixed media on top?

2. Create a watercolour piece of art from one of your primary photos.

Plenary: Write on a post-it note WWW and BBB for your watercolour piece so far. Stick this in your book to remind you

where your weaknesses are. This will help you to focus on this next lesson.


Do now: Timed drawings (challenges displayed on the board.)

Main:

1. Show exemplar imagery of watercolour samples with drawings on top.

2. Use your A4 page from last lesson as the basis for your small-scale drawings today.

HOMEWORK:

Annotate collage, mono print, poly print and watercolour pieces using sheet provided.


GP6 – Excellent, extended explanations of work, showing very clear understanding of students’ own strengths and areas for

improvement. Sentences flow well and art specific language has been integrated with ease.

GP5 – Very good explanations of work, showing good understanding of students’ own strengths and areas for improvement.

Sentences include some art specific language.

GP4 – Good explanations of work, showing an understanding of students’ own strengths and areas for improvement. The

odd piece of art specific language has been included.

GP3 – Explanations of work are basic. Student has a little understanding of own strengths and areas for improvement but has

not communicated them well. No art specific language has been used.

GP2 – Explanations of work are minimal and not written in full sentences. Student shows no understanding of own strengths

or areas for improvement. No art specific language has been used.






Weekly Success Criteria: Please see attached sheet for success criteria.

Learning Outcomes: Please see attached sheet for assessment criteria and learning outcomes.

Week 7

3 one hour

lessons per

week

Hypothesis:

‘You can

improve

artwork by

working in to

the piece and

adding more

detail.’

TEACHER

FEEDBACK

GIVEN

Line of Enquiry: Hypothesis: ‘You can improve artwork by working in to the piece and adding more detail.’

Overview:


Do now: Read your teacher feedback (WWW comment and Dot improvement target) and make sure you understand how to

improve your watercolour work.

Main: Watercolour improvements made to work.

Plenary: Have improvements been addressed?






Weekly Success Criteria: Please see attached sheet for success criteria. Learning Outcomes: Please see attached sheet for assessment criteria and learning outcomes.

ART Y9 LC5 Programme 2015-2016...The module will teach students about techniques and processes, as...

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