The KING’S Medium Term Plan – ART (Y8) Project 1

(12 weeks) ART

Subject

Theme

During this learning cycle students will undertake a cross-curricular project, using inspiration from biology to inspire their creations. The theme is 'invasion' and so we shall look at the way in which microbes 'invade' our bodies. Students will also be introduced to the concept of Abstract Art.

The 4 Assessment Objectives will be addressed throughout the learning cycle.

AO1 - looks at Artist research, contextual and cultural research linking into student’s own work.

AO2 - asks that students explore, experiment and refine techniques with a range of artistic materials & techniques.

AO3 - requires students to record & collect primary and secondary source material, with accompanying written evaluation notes.

AO4 - asks for a personal, imaginative and meaningful response to a theme/brief whilst making perceptive links between all elements in a final piece.

During this Learning Cycle students will answer each of the assessment objectives as follows:-

AO1 AO2 AO3 AO4

Research into the culture of Mexico; the festival ‘Day of the Dead’ will help students to develop their own ideas and try new techniques over the coming 7 weeks. Students can also find their own inspiration from Artists that have used this theme via internet research and from the Artists introduced in lessons.

Experiments with relevant materials and techniques will take place during the first LC - drawing accuracy and watercolour paint skills. Techniques demonstrated will be practiced and mastered as students develop their techniques to create a final piece.

The theme of ‘Mexican Day of the Dead’ will provide inspiration. Students will start at a to record images and sketches that are relevant to their project via observational drawings and online research. They may also collect relevant sources to work from including secondary research from magazines and products from home.

During this 12-week project students will work towards a final outcome. They will produce build up work that experiments with media and processes before producing a summative piece of work using the technique(s) of their strength.

Overarching Question:

Subject based challenge question:

Project Structure

Week 1 Week 2 Week 3 Week 4 & 5 Week 6 Week 7 - 8 Week 9 Week 10 - 11 Week 12

Baseline drawing test Tonal drawing REACH feedback and development Watercolour techniques REACH feedback and development Final piece development Midpoint teacher feedback& amendments Final piece development Completion & Evaluation

Progress

Objectives

By the end of this Learning cycle, Art students will be able to:

• Explore ideas in a range of 2D media, materials, techniques and processes.

• Understand how the work of Artists past and present can inform our own ideas and help our skills progress.

• Consider & discuss the success of each explored technique/ media, refining ideas and techniques and setting future targets.

• Understand that written communication describing thought processes of evaluation is exceptionally important and helpful in developing ideas.

• Use resources imaginatively and inventively to create own Art work, demonstrating confident understanding of the formal elements & using technical skills to manipulate materials appropriately.

Introduction and skill building - Weeks 1-6 (Assessment Objectives AO1, AO2, AO3)

Week 1

This week students will complete the baseline drawing task given in order to assess current drawing ability. Teachers will moderate ability based on craftsmanship, accuracy and observational skill resulting in students given an appropriate KGP target for the coming year. Home Learning: Create an ASPIRE page for your Art sketchbook. Link to your flight path and the where the specific ASPIRE values apply to the subject of Art. Presentation and creativity is important - add drawings, expressive fonts and colour.

Week 2

Skill based experimentation - Line, tone & textural drawing Lesson Hypothesis: Learning Intentions: Students will -

1. Work as 'real-life' Artists and Designers using a given theme or brief to inspire.

Knowledge Input

Skill practice

2. Be able to use pencils to create different grades of tone. 3. Be introduced to a range of mark-making techniques when drawing.

Learning Activities:

1. Do now – Hypothesis discussion, keywords.

2. Introduce the project & learning journey, explaining what we will learn throughout the 12 week topic. Learning intentions explained.

3. Examples of other Artists & designers that work with this style or theme. Slides of Day of the Dead images sent to whole class to use as inspiration.

4. Demonstration of the drawing techniques students will explore this lesson. AO2

5. Draw from images on iPads. Students will use a range of techniques to record the formal elements that they can see - line, tone, texture. AO2 & 3

6. Plenary - Group evaluation of selected student work from the session. Self-assessment sheet completed using success criteria.

Learning outcomes: Badge: Accuracy and shapes used are very simplistic with outlines only. Images are darkly drawn with rubbing out evident. If tone is added it is basic & haphazard. Bronze: Line drawing technique is explored. A little rubbing out may be evident. Tonal range is evident in areas – at least 2 grades seen (dark & light). Silver: Line drawing technique is well executed. Some textural marks are made. Tonal range is evident with at least 3 grades seen (dark, medium & light). Gold: Line drawing technique is very good. Textural marks are made using stippling & cross-hatching. Tonal range is evident with at least 4 grades seen (e.g. dark, medium, light & very light) and is well blended. Skull appears 3D in form. Platinum: Technique is excellent and describes 3D form. Textural marks are made using appropriate mark-making techniques. Tonal range has excellent contrast with at least 5 grades seen and is very well blended where appropriate. Creative and original elements are added to the drawing.

Week 3

REACH feedback and improvements Assessment Objective categories covered – AO1, AO2, AO3 Lesson Hypothesis: Learning Intentions: Students will -

1. Work as 'real-life' Artists and Designers using a given theme or brief to inspire. 2. Refine technique with given feedback and further practice.

Learning Activities:

1. Do now - hypothesis discussion.

REACH feedback

Development

2. Students will engage with feedback and set targets for the coming lesson. Improvements or further practice of identified techniques

will be undertaken. AO2

3. Demonstration of skills to be improved by teacher and lead learners.

4. Students will self-evaluate to ensure progress is made, teacher facilitation and further demonstrations will take place.

5. Plenary - Review own progress against targets and previous weeks’ work. Learning outcomes: Develop / Improve- Using the success criteria from the previous two weeks, plus feedback all students will work on weakest areas in order to improve drawing. Home Learning: Completion of tonal drawing (if necessary).

Week 4

Knowledge Input

Skill practice

Skill based experimentation - watercolour painting Lesson Hypothesis: Learning Intentions: Students will -

1. Work as 'real-life' Artists and Designers using a given theme or brief to inspire. 2. Explore and take risks with water-colour paint. 3. Be introduced to a range of mark-making techniques when painting.

Learning Activities: 1. Weebly quiz on techniques and keywords.

2. Demonstration of water-colour techniques to be explored. AO1 & 2

3. Students will explore water-colour techniques – wet on wet, splattering, dripping, blowing, layering, blending, solid/accuracy in paint

application. AO2

4. Students will label & evaluate each technique with written comments in books.

5. Review peers progress against success criteria discussed. Learning outcomes:

Badge: One or two techniques attempted. Water-colour paint is applied very wetly throughout showing no control during any technique tried. No mixing of colour is tried. Colour applied shows brush strokes and looks a little haphazard. No real link to images. Bronze: At least 4 techniques explored. Some techniques show control; others are less successful. Some colour mixing but basic. Silver: At least 6 techniques explored. Techniques tried show good level of control and link to virus images. Some colour mixing and blending used. Gold: At least 8 techniques explored. Techniques tried show very good level of control and link well to virus images. Some colour mixing and very good blending techniques demonstrated. Mostly independent in experimentation. Platinum: At least 10 techniques explored consistently successful. Techniques tried show excellent level of control and improvement and link very well to virus images. Colour mixing, layering of techniques and blending techniques are excellent. Independent in experimentation. Evaluation is thorough.

Skill based experimentation - watercolour painting

Week 5

Knowledge check

Skill practice

Lesson Hypothesis: Learning Intentions: Students will -

1. Work as 'real-life' Artists and Designers using a given theme or brief to inspire. 2. Explore and take risks with watercolour paint. 3. Be able to apply skills from previous weeks and build on accuracy.

Learning Activities:

1. Weebly quiz on science, techniques and keywords.

2. Demonstration of water-colour techniques to be explored. AO1 & 2

3. Students will explore water-colour techniques – wet on wet, splattering, dripping, blowing, layering, blending, solid application. AO2

4. Once techniques have been explored students will apply skills to a small scale study of a skull with ‘Day of the Dead’ style patterns.

5. Review peers progress against success criteria discussed. Learning outcomes: Badge: One or two techniques attempted. Water-colour paint is applied very wetly throughout showing no control during any technique tried. No mixing of colour is tried. Colour applied shows brush strokes and looks a little haphazard. No real link to DOTD. Bronze: At least 4 techniques explored. Some techniques show control, others are less successful. Some colour mixing but basic. Silver: At least 6 techniques explored. Techniques tried show good level of control and link to DOTD. Some colour mixing and blending used. Can apply techniques well to an image. Gold: At least 8 techniques explored. Techniques tried show very good level of control and link well to DOTD. Good colour mixing and very good blending techniques demonstrated. Mostly independent. Can apply skills with a very good standard of control. Platinum: At least 10 techniques explored. Techniques tried show excellent level of control and link very well to DOTD, with creative flair. Colour mixing, layering of techniques and blending techniques are excellent. Independent in experimentation. Control and accuracy are excellent.

Week 6

REACH feedback

Development

REACH feedback and improvements Assessment Objective categories covered – AO1, AO2, AO3 Lesson Hypothesis: Learning Intentions: Students will -

1. Work as 'real-life' Artists and Designers using a given theme or brief to inspire. 2. Explore and take risks with water-colour paint. 3. Refine technique with given feedback and further practice.

Learning Activities:

1. Do now - hypothesis discussion.

2. Students will engage with feedback and set targets for the coming lesson. Improvements or further practice of identified techniques will be undertaken. AO2

3. Students will self-evaluate to ensure progress is made, teacher facilitation and further demonstrations will take place.

4. Plenary - Review own progress against targets and previous weeks work.

Learning outcomes: Develop / Improve: Using the success criteria from the previous two weeks plus feedback all students will work on weakest areas in order to improve.

Final piece - weeks 7 - 12 (Assessment Objective - AO4)

Week 7 - 11

Final piece development Lesson Hypotheses: Week 7: ‘ Week 8: Week 9: Week 10: Week 11: Learning Activities:

Development

Final

piece(s) draft and

completion

1. Do now - respond and discuss hypothesis.

2. Lesson Starter - students will discuss exemplar work identifying WWW & BBB before starting main activity.

3. Main activity - Students will develop a final design/art work using the techniques practiced in past weeks. All will create an individual response and gain further one to one tuition and demonstrations as needed. Students will develop independence and work towards mastery of techniques. Students will be encouraged to work to their strengths –options of using strong technical drawing skill or producing an imaginative / more creative outcome. They will use the theme and images imaginatively and use mixed-media if they so wish.

4. Plenary - Progress check at the end of each session with targets set for next lesson by self, peers or teacher.

Learning outcomes for final piece: Badge: Minimal realisation of intentions. Limited ability to present a final piece/response. Simple connections made from build-up work. Bronze: A basic realisation of intentions. Obvious and predictable connections made from build-up work to final piece. Silver: Good outcome. Accuracy is achieved in areas but shows some inconsistencies. Some ideas and outcomes are creative. Good understanding and refinement of technique demonstrated. Gold: Strong outcome. Accuracy is well achieved but shows areas of inconsistencies. Creative ideas and outcomes. Very good understanding and refinement of technique. Platinum: Confident outcomes. Accuracy is highly achieved and consistent throughout. Sophisticated and imaginative ideas and outcomes. Excellent understanding and techniques demonstrate.

Week 12

Evaluate project

Analyse and evaluate final piece Lesson Hypothesis: 'Art is never complete, only abandoned' Learning Intentions: Students will-

1. Learn how to reflect on own performance. 2. Identify areas for improvement when creating artwork.

Learning Activities:

1. Do now - Weebly quiz.

2. Group critique of artwork created.

3. Students finish any work outstanding.

4. Main activity - students to write an in-depth evaluation of the project and their own performance throughout.

5. Plenary - Feedback as a class.

Learning outcomes for evaluation: Badge: Student describes the process they have undergone in this project. Some spelling mistakes, no use of key words. Bronze: Student describes and identifies successful areas of their work. Silver: Student identifies strengths and weaknesses of the work they have produced with some simple suggestions on how they may improve. Gold: Student analyses the project very well, suggests where and how they may improve next time. Platinum: Student is thorough in evaluation. They have in depth & creative ideas on how to improve their technique. Key word vocabulary is strong and used fluently. Learning outcomes for final piece: Badge: Minimal realisation of intentions. Limited ability to present a final piece/response. Simple connections made from build-up work. Bronze: A basic realisation of intentions. Obvious and predictable connections made from build up work to final piece. Silver: Good outcome. Accuracy is achieved in areas but shows some inconsistencies. Some ideas and outcomes are creative. Good understanding and refinement of technique demonstrated. Gold: Strong outcome. Accuracy is well achieved but shows areas of inconsistencies. Creative ideas and outcomes. Very good understanding and refinement of technique. Platinum: Confident outcomes. Accuracy is highly achieved and consistent throughout. Sophisticated and imaginative ideas and outcomes. Excellent understanding and techniques demonstrate.

End of learning cycle teacher assessment / marking.