web viewdevelop observational drawing skills through continuous ... students will collaborate to...

STAGE 1: DP UNIT PLANNER – Art> Year 7> Unit 1> OrganicYear: 7 SUBJECT: Art TEACHER(S): SS, CR and CC

UNIT TITLE: Natural Forms DURATION OF UNIT: 6 weeks

UNIT OVERVIEW: (reference objective and object number in your subject guide)ASSESSMENT OBJECTIVE(S):

Introduction to Visual Elements through the theme of Natural Forms.Students will develop 2D fine art skills and art specific analytical skills.

Syllabus References:Range and Content: 3a, b, c, d.Curriculum opportunities: 4a, b, d, e, f, gKey Concepts: 1.1 a, b, c. 1.2 a, b. 1.3 a, b. 1.4 a, b, c, d.Key Processes: 2.1 a, b, c, d, e. 2.2 a, b, c, d, e, f.

UNIT INQUIRY QUESTION(S): ATL SKILLS: (Subject skills that are the focus within this unit)

What are visual elements?How can visual elements be applied?

- Communication Skills- visual, written, spoken.- Social Skills- Group critiques, collaborative tasks, 1:1 reflections.- Self-Management Skills- independent homework projects,

responsibility for equipment and materials, awareness of pace.- Research Skills- Artist research and analysis, collect and select

images, experimentation.- Thinking Skills- Analytical investigation, evaluation, idea generation,

reasoning.

TOK CONNECTION: CAS CONNECTION:

Ways of Knowing- Emotion, Reason, Sense Perception, Language

How do we judge which colour would be most successful to use?

Creative- Introducing basic visual skills that can be applied to all creative making processes.

Action.

Service.

1- Organic

Week Learning ObjectivesStudents will:

Teaching Activities Assessment Resources Connections

1 Know that artists use Visual Elements and start to develop an understanding of them.

Develop their understanding of ‘Line’

Develop observational drawing skills through continuous line drawings using pen.

Introduce project and explain the formal elements, focusing especially on line as the first element. Visual examples on the PPT.

Provide students with images or actual natural forms (ideally fruit and/or vegetables) for them to produce studies using only line.

Differentiation- all students will be able to create a simple line drawing, most will be able to use a continuous line and some will be able to represent tones, textures and details using a continuous line.

Peer assessment https://

uk.pinterest.com/shelleywood83/7-organic/

Assessment Booklets.

Powerpoint- on Sharepoint or http://www.mrsswainsartclass.com/resources.html

Pens, sketchbooks.

Biology- looking at structure of organic forms.

Literacy- peer assessment

2 Develop an understanding of ‘colour’

Develop knowledge of basic colour theory.

Explain the colour wheel and how to use it. Using water colours or coloured pencils, students practice making secondary colours, harmonious and tertiary colours

Differentiation- all students will be able to fill in the colour theory sheet with guidance, most will be able to fill it in independently and some will be able to experiment with colour using the knowledge that they have learned.

Self -assessment

Colour wheel templates

Colour Pencils / Watercolours

Powerpoint


Oracy / Literacy- a lot of new words- sound them out as a class and encourage use of art specific words during discussions.

Year 7 Unit 1 Fine Art

About this unitIn this unit, students will be introduced to the formal elements and will investigate the term ‘drawing’ and the many forms it takes. Students will develop their observational drawing skills using primary sources as their inspiration, e.g. fruit and vegetables. They will explore through various drawing activities interesting shapes and textures found in nature and develop these skills further by experimenting with a variety of 2D materials.Students will research relevant artists to further deepen their understanding of natural forms as source of inspiration. From this unit students should have a variety of studies in their books, which will then act as stimulus for their next art projects where they will explore typography and form through sculpture.

What the unit covers

Art Craft Design 2-D 3-D Individual work Collaborative work

Line Tone Colour Pattern Texture Shape Form Space

Homework Project As an introduction to drawing techniques and a bit of fun, you will be given an “alternative drawing” list to complete. You can do the drawings in any order and it is up to you how many you do in a week, but be sure not to leave it until the last minute else you will run out of time! Be imaginative and creative!

http://www.mrsswainsartclass.com/resources.html



https://uk.pinterest.com/shelleywood83/7-organic/



3 Develop understanding of ‘shape’ and ‘tone’

Develop observational drawing skills.

Develop skills in pencil rendering.

Students are to create pencil tonal studies of natural forms by first identifying and recording basic shapes, then adding detail, and finally identifying and recording tonal values.

Differentiation- all students will be able to create a simple tonal study using a secondary source, most will be able to create a refined study observing the objects first-hand and some will be able to accurately record fine details and subtle changes in tone.

Teacher formative Assessment

Fruit / VegDrawing materialsExemplarsPowerpoint.Assessment Booklets.

4 Develop an understanding of Karl Blossfeldt’s work.

Reinforce their current learning of the visual elements.

(Choice of artist is at teacher’s discretion)

Students will analyse the work of Karl Blossfeldt using the writing framework in their assessment booklets.

Students should be encouraged to identify the main visual elements evident in artist’s work.

Differentiation- all students will be able to follow the EAL guided framework, most will be able to follow the standard framework and some will be able to use art critical vocabulary in their analysis.

Teacher formative Assessment

Powerpoint.Assessment Booklets.

Literacy- written analysis using framework / guidance. Critical vocabulary available and encouraged.ICT- analysis presented digitally.

5 Develop understanding of ‘texture’ and ‘pattern’

Develop skills in mark-making and recording

Develop an understanding of Ernst Haeckel’s work.

Students will create a texture board, taking sections of pattern from Haeckel’s work.

Choice of materials are at the teacher’s discretion.

Differentiation- all students will be able to make marks, most will record marks accurately and some will record complex marks and textures.

Self Assessment Drawing

materialsAssessment BookletsPowerpoint

6 Develop understanding of ‘form’

Develop an understanding of Peter Randall Page’s work.

Develop evaluation skills

Students will create an observational study of the form of a walnut.

Inspired by Randall Page, they will use white pencil / chalk on black paper. To capture the intricate 3D form of the nut.

Differentiation- all students will be able to show light, most will represent form through tone and some will record complex changes in form.

Students will evaluate all of the work and learning from this project using the framework in their assessment booklets.

SelfAssessment

SummativeAssessment

Target Setting

Drawing materialsAssessment BookletsPowerpoint

Literacy- written evaluation. Frameworks and critical vocab.

STAGE 3: UNIT REFLECTION – Art> Year 7> Unit 1> Natural Forms

UNIT TITLE: Organic

WHAT WORKED WELLList the portions of the unit (content, assessment, planning, connections) that were successful.

WHAT DID NOT WORK WELLList the portions of the unit (content, assessment, planning, connections) that were not as successful as hoped.

NOTES/CHANGES/SUGGESTIONSList any notes, suggestions, or considerations for future teaching of this unit.

2015/16- Observational Studies were a great starting point to quickly baseline students’ levels. Also useful to show

quick progress made for Parents Evening.

Good to have different skills each lesson. Students learnt a lot of basic art techniques, knowledge and vocabulary.

2016/17- The homework booklet we introduced this year worked much

better.

Better emphasis on drawing skills, as well as knowledge of the

elements.

2015/16- Group work is a challenge in the small rooms. Attempted larger scale work but the logistics and lack of space became frustrating. This will definitely

limit the scale etc next time.

The drawing homework was too open too soon. They need more structure and

boundaries so…

Because there was changes to the PPT, resources etc as we went

along, the SOW didn’t quite follow the same timeframe / details, so...

…we’ll produce a booklet (like the Year 9 one)- this should improve the

quality of the homework.

...we have updated the SOW in Spring 2017, so that the MTP, the

PPT (which act as our STP) and the SOW all correlate.

STAGE 1: DP UNIT PLANNER – Art> Year 7> Unit 2> Natural TypographyYear: 7 SUBJECT: Art TEACHER(S): SS, CR and CC

UNIT TITLE: Natural Typography DURATION OF UNIT: 6 weeks


Introduction to handmade Graphic Design- working to a brief. Independent work with collective outcomes (typeface).Introduction to design analysis and evaluation.



What is the difference between fine art and graphic design?

What is the difference between a font, a typeface and typography?




reasoning.



What makes a good explanation of what the difference is between fine art

Creative- Basic typographic design skills.

Service.- UN Sustainable Knowledge Goal- 15- Life on Land. Students will

and design? collaborate to produce a word / slogan using their designed typography to promote the “Life on Land” goal and targets.

Year 7 T2 Fine Art

2- Natural Typography



Teaching Activities Assessment Resources

1-2 Know what ‘typography,’ a ‘typeface’ and a ‘font’ are.

Develop skills in graphic communication.

Develop recording and designing skills.

Introduce the meanings of ‘typography,’ a ‘typeface’ and a ‘font’

Using a printed font underneath layout paper, students will create their own typeface using natural forms as their inspiration.

Differentiation- all students will be able to create a typeface, most will be able to create a coherent typeface linking to natural forms and some will be able to create an innovative and complex typeface with a sophisticated use of natural forms imagery.

To refine and manipulate the typeface further, students can use Adobe Illustrator to live trace their work, then Adobe Photoshop to rearrange, copy and paste letters to create words and phrases.

Self Assessment

Teacher formative assessment

https://www.pinterest.com/shelleywood83/7-natural-typography/


Adobe Photoshop and Illustrator

Oracy- discussion based task. Encourage art specific vocab and critique etiquette.

ICT




3 Develop understanding of Tajima’s typography “FORM”

Develop analytical skills

Develop literacy skills Develop

understanding of critical vocab.

Students will analyse the work of Tajima using the writing framework in their assessment booklets.

Students should be encouraged to identify the main visual elements evident in artist’s work.

Differentiation- all students will be able to follow the EAL guided framework, most will be able to follow the standard framework and some will be able to use art critical vocabulary in their analysis.

Artist examples

Assessment Booklets.https://www.pinterest.com/shelleywood83/7-natural-typography/

Literacy- analysis.

4-6 Know what ‘pointillism’ is.

Develop skills in graphic communication.

Develop recording and designing skills.

Using a printed letter underneath layout paper, students will create their own illustrated letter in the style of Tajima using natural forms as their inspiration.

Students could also consider creating the letter through utilizing the negative space like Van Halem. (This also saves a lot of time)

The lettering and natural forms are sketched lightly before the “dots” are added to suggest tone and form.

Differentiation- all students will be able to create an illustrated letter using pointilism, most will be able to suggest tone and form and some will be able to refine their pointillism technique to create subtle changes in tone and texture.


UN Sustainable Goals (15)- https://sustainabledevelopment.un.org/sdg15

Student examples-http://www.mrsswainsartclass.com/year-7-natural-forms.html

Community Cohesion- working to a brief for the benefit of the school community.Cross-curricular with many departments- using visuals to create typefaces to be used in the school.PSHCE / Geography- UN Goal- Life on Land

http://www.mrsswainsartclass.com/year-7-natural-forms.html

http://www.mrsswainsartclass.com/year-7-natural-forms.html

https://sustainabledevelopment.un.org/sdg15





STAGE 3: UNIT REFLECTION – Art> Year 7> Unit 2> Natural Typography

UNIT TITLE: Natural Typography




2015/16- Excellent SOW! Our favourite of the year. Fantastic for classroom management as it is a very clean

outcome that encourages a very quiet and calm working atmosphere.

Excellent skills developed.

Students enjoy it as it produces very effective outcomes through patience

and perseverance rather than a demand for talent.

Homework produced excellent results too.

2016/17- Adapting the task to work with the negative space not only

provided a further refinement to the outcome but also sped up the process as

there was less space to fill with dots.

2015/16- As digital work is now limited (only one suite of Macs and many student laptops don’t have Adobe

Creative Suite) most students didn’t manage to refine digitally…

We still didn’t manage to get to a digital outcome. However, we have since

discovered Pixlr- a digital version of photoshop. Although we wouldn’t be

able to create refined digital images as easily as we would with Illustrator, we

would at least be able to scan the letters in and have students agjust the contrast etc and reposition them to create words

and phrases...

…SOWs will now focus on handmade graphic design as the primary

outcome and digital work will be planned according to timetables-

poss. alongside handmade work to alleviate the conjestion on the Macs.

...experiment with Pixlr- see what can be achieved and create a tutorial.

Differentiated teacher example showed how the technique could be used at 3

different levels- simple tones, gradients and complex tones to show form.

STAGE 1: DP UNIT PLANNER – Art> Year 7> Unit 3> Organic CeramicYear: 7 SUBJECT: Art TEACHER(S): SS, CR and CC

UNIT TITLE: Organic Ceramic DURATION OF UNIT: 6 weeks


Following from the previous studies of organic forms and / or fish, students will now experiment with clay methods, design and create a ceramic vessel based on these forms.



Where is the skill or artistic value in this method of print-making?




reasoning.



How do we know how to use clay? Where can you gain this knowledge from? (teacher, peers, internet, videos, tutorials, resources, experimentation.)What is the most valuable source of knowledge?

Creative- Experimentation. Ceramic skills. 3D design skills.

Action.

Service.

7AR Organic Ceramic



1 Develop understanding of a range of ceramicists’ work e.g. Terry Hogan, Fanella Elms and Katherine Dube.

Develop analytical skills Develop literacy skills

Develop understanding of critical vocab.

Students will analyse the work of at least two ceramicists using the writing framework in their assessment booklets.

Students will be taught how to compare artworks using venn diagrams or tables.

Students should be encouraged to identify the main visual elements evident in artist’s work and start to think about what the purpose or meaning of the work is.

Differentiation- all students will be able to

Teacher formative assessment.

Artist examples


https://www.pinterest.com/shelleywood83/7-

Literacy- analysis, critical vocab.


About this unitIn this unit, students will build on their understanding of the formal elements and 3D making skills. They will investigate what is meant by an organic form to create their own abstracted sculpture in clay. They will explore through drawing activities interesting shapes and textures found in nature and develop these skills further by building maquettes; learning how to transform a drawing from a 2d to a 3d form. Students will research relevant artists to further deepen their understanding of natural forms as source of inspiration, as well as learning ‘what makes an effective sculpture?’ Students will be exposed to a wide variety of media and learn various clay building techniques as well as glazing to enhance the aesthetic quality of their final sculpture.




Homework Project You are to create a collage depicting a sea creature. Look at examples of collages and study how tone and texture is created. Consider gradients of colour and whether it would be more appropriate to tear or cut the coloured paper.

https://www.pinterest.com/shelleywood83/7-organic-ceramic/


follow the EAL guided framework, most will be able to follow the standard framework and some will be able to use art critical vocabulary in their analysis.

organic-ceramic/

2 Develop experimentation skills.

Develop 3D making and ceramic skills.

Develop mark-making skills.

Understand the properties of clay.

Teacher demo- how to create texture, relief (negative and positive), how to build, how to use score and slip.

Students will be encourages to experiment without realization, i.e. to remove the pressure or fear of failure, the work produced will be recycled- not fired.

Inquiry based conversations about the properties of clay should be encouraged.

Self -assessment

ClayClay tools

Science- properties of clay- natural material, what is it? Where does it come from? Etc.

3 Develop 3D design skills. Develop recording skills. Understand the purpose

of a maquette and the process of producing one.

Teacher / student example of design- outcome could be tile, sculpture, vessel, plate etc.

Introduce the term ‘maquette’, discuss the different materials that can be used and what is the purpose of a maquette.

Students to make a maquette of their final piece, either working individually or in groups and each group could be given a different material to make their maquette with e.g. soap, cardboard, paper, wire and tissue paper etc.

Document the maquette process creatively in their book, either they take photos of the process to illustrate their notes or thumbnail sketches etc.

Take a photo of their maquette and present in sketch book with annotations labeling and explaining how they could achieve it using clay, also they should analyse which techniques will be most useful for their design and why.

Ext- make links back to artists’ work- SIMS / DIFFS

Formative assessmentPeer-assessment

Materials for maquetteSketchbooksDrawing mediaProcess handout

Assessment Booklets.https://www.pinterest.com/shelleywood83/7-organic-ceramic/

Maths- Maquettes, scale, proportion.

ICT- digital photography for documentation.

Literacy- annotations, comparison.

4-5 Develop skills in 3D making, ceramics and glazing.

Teacher Demo- Clay Routines and Method. Students start building the shape of their

sculpture from clay, using slip and score and slab (depending on what suits their design best)

Students add texture to their sculpture Students take a photo of their sculpture so

far and experiment with different colour

SelfFormativePeerSummative Assessment

Process handoutAssessment Booklets.https://www.pinterest.com/shelleywood83/7-

Chemistry- glazes and reactions.








variations on photo shop. Or make thumbnail sketches and use water colour or pencil to experiment with colour

Finally, students will enhance their sculpture further by adding colour through glazing (they can use their homework to inform their final colour choice(s)

Give their sculpture a ‘title’ (look at other artist titles for inspiration)

Differentiation- all students will create a sculpture that demonstrates elements of texture and form. most will be able to translate the inspiration from Natural Forms into ceramics and some will be able to compose different textural qualities to achieve balance.

organic-ceramic/

6 Develop evaluation skills. Students to organize, collaborate and document their work in their sketchbooks.

Written evaluation of project.(This can be started whilst the clay is being fired and completed when its out of the kiln.)

SelfFormativeSummativeAssessment

Assessment Booklets- teacher, self, peer, evaluation and target setting.


STAGE 3: UNIT REFLECTION – Art> Year 7> Unit 3> Organic Ceramic

UNIT TITLE: Organic Ceramic




2015/16- Great intro into ceramics- good use of basic skills.

The outcomes produced worked well for the large year 7 classes- especially the

plates which were easy to store.

Great outcomes- great for esteem, enthusiasm etc. Work was used for FOD

2015/16- Timing- Project was delivered during the second half of term 2, which

is our busiest time (exams, uploads, events) and whilst the teaching of it was

very calm, we realized it put an enormous strain on the use of the kiln as

the Year 11 and 13 classes were of course prioritized…

...we’ll shift the project to earlier in the year. Poss. Just after Christmas.

Then the firing etc will be done before the exam work needs to be done.



auction too.

2016/17-A range of outcomes were created- some classes created tile reliefs

other classes created coil pots. The flexibility to change the outcome works

well to keep it interesting for the teacher!

The homework was better since using more clear examples and specific

instructions.

Some of the homework was questionable (maybe not delivered

appropriately?)…

2016/17- Some of the glazes were a bit “icky”- mainly due to the better colours not being replenished and some poor

combinations...

… use the design board template- very straight forward and easy to follow.

...take note for next year- keep it simple!

STAGE 1: DP UNIT PLANNER – Art> Year 7> Unit 4> Fish PrintsYear: 7 SUBJECT: Art TEACHER(S): SS, CR and CC

UNIT TITLE: Fish Prints DURATION OF UNIT: 6 weeks


Experimentation with a range of printing methods, including Gyotaku- printing with actual fish. Students will explore the cultural relevance of this method.


ATL SKILLS: (Subject skills that are the focus within this unit)

UNIT INQUIRY QUESTION(S):

Where is the skill or artistic value in this method of print-making?




reasoning.



Does a direct print from an object provide more knowledge about the subject matter than a free-hand sketch / drawing?

How about a photograph? Even in the era of Photoshop?

Creative- Print-making skills.

Service. UN Sustainable Goal- 14- Life Below Water. Highlight issues with the fishing industries and the impact on marine life. Because of this, we will use alternative printing methods rather than gyotaku.



1-2 Develop observational skills

Develop ink and wash skills

Understand the process and history of gyotaku

Demonstrate to the class how to sketch a fish then students, observing the fish images provided, fill their a4 page with various fish drawings. Emphasis on accurate shape/form.

Reflect as a group. Peer assess WWW/EBI

Look at Chinese and Japanese koi fish water colour paintings and iconic artists e.g. Hokusai. Students to recreate this style in their own water colour painting

Research and analyse Gyotaku fish printing. Link with the UN Sustainable Goal- 14- Life Below Water. Highlight issues with the fishing industries and the impact on marine life. Because of this, we will use alternative printing methods rather than gyotaku.

Differentiation- all students will record the shapes and details of the fish, most will record texture and tone and some will take risks and combine techniques.

Formative assessmentPeer assessment

InternetFish handoutsChinese brush painting materials, Water colour, Pen/pencils, Printing materials, Variety of paper

http://www.pinterest.com/marierose788/teach-fish-prints/

https://www.pinterest.com/shelleywood83/7-fishy-business-o/

UN Sustainable Goals (14)-https://sustainabledevelopment.un.org/sdg14


History and Geography- traditional Chinese painting methods and Japanese Gyotaku.

PSHCE / Geography/ Biology- UN Goal- Life Below Water

3-4 Develop printing skills.

Looking at artist J. Vincent Scarpace fish paintings for inspiration, students record line, pattern and texture through various printing workshops.

Suggested printing workshops – mono printing using pastel/ink, collagrpah using various materials

Students design their own fish, using the work in their book, collected resources, handout and teacher pinterest board for inspiration

Write up the process of the printing methods

Artist analysis of J. Vincent Scarpace

Finish fish design

Formative assessmentSelf -assessment

Printing materialsJ.Vincent handout sheetsPencils/pens




ICT- research, information gathering and digital presentation.











STAGE 3: UNIT REFLECTION – Art> Year 7> Unit 4> Fish Prints

UNIT TITLE: Fish Prints.




2015/16- Second time through this project. Still works well. Produces great outcomes. Students learn fundamentals

of printmaking.

2016/17- This time we didn’t use Gyotaku (no real fish) and it still

provided excellent outcomes, although maybel the excitement of Gyotaku was

missing?

The layered work of April Wilson worked well as the task is automatically

“chunked” making it ideal for Year 7, especially the boys.

2015/16- It might be time to call it a day on the use of actual fish. It seems

wasteful? …

Some of the homework handed in weren’t to the standard that we would

have expected…

2016/17- Undecided about the use of real fish? Works well without as a SOW

but Gyotaku is such a unique experience (especially living in Asia) that maybe it

should come back?

...maybe just use monoprinting techniques and wax resist?

… ensure homework is delivered and explained thoroughly with clear

examples.

Add design element- use prints to repeat and create patterns. Use to cover front cover of sketchbooks.



STAGE 1: DP UNIT PLANNER – Art> Year 7> Unit 5> Growing GarmentsYear: 7 SUBJECT: Art TEACHER(S): SS, CR and CC

UNIT TITLE: Growing Garments DURATION OF UNIT: 10 weeks


The design process for this project, took place as the homework task in the previous project. During this project the focus is on refining those 3D designs, experimentation and creating a hat or shoe(s) using paper / wire methods.



Where is the boundary between fashion and art? Differences / Sims.




reasoning.



How do we decide whether a piece is fashion or art? How do we find that knowledge?

Creative- Design skills. 3D making skills.

Action.

Service.

7AR Growing Garments



1 Develop analysis skills. Understand growth,

nature and its representation in design.

Introduction to Growing Garments Group investigation/ research task- Katsuya

Kamo Suggestion - In groups of 5, give each group

a different headpiece created by Katsuya Kamo. Each group must research the piece and the designer, finding examples of how their work links to natural forms. Create large scale group mindmaps with thumbnail sketches to document their research.

Group presentations and discussion on their findings.

Differentiation- all students will comment on the work of Kamo, most will be able to analyse the work using the framework as guidance and some will be able to hypothesize ideas and questions regarding the work.

Formative assessmentPeer assessment

InternetLarge paper for note-taking.

https://www.pinterest.com/shelleywood83/7-growing-headgear/


Literacy- written analysis. Frameworks and critical vocab.

Oracy- discussion and presentation.

Media- Mag layout / program.

2 Improve Idea development skills

Understand how to use thumbnail sketches

Understand how to create maquettes and experiments.

Introduce the concept of thumbnail sketches Students to consider their own garment in

light of their mood board (last term’s homework task) and the designers’ work.

Produce a series of creative thumbnail sketches to design their garment using a range of materials to illustrate ideas – e.g. wax and watercolour, pen & ink etc.

Formative assessmentSelf -assessment

Drawing materialsArtist examplesTeacher exampleAssessment Booklets.

Design and Technology- Textiles.

3-6 Develop realization skills to produce an outcome

Teacher demonstration of a range / selection of construction methods- wire, textiles, paper

SelfFormative Process handout Maths-

measurements.

About this unitIn this unit, students will extend their skills into 3D making and design. They will investigate garment design and mood-boarding as an independent homework project during the previous unit. During that task students will create a creative design board that will inform the hat / shoe that they will create. Students will continue to explore the theme of organic forms and take inspiration from their previous projects, as well as from other craftspeople and designers. It may be appropriate for students to work collaboratively on this project, either on the same outcome or on a collection of





Homework Project You are to research and analyse the millinery work of Philip Treacy. Find out lots of information and use the framework to analyse at least one of his designs. You are to present your research and analysis as a magazine page. Look at lots of examples of fashion magazine layouts for inspiration.




from a design. folding, paper rods, etc. Students to select / are guided towards most

appropriate method. Focus on Health and Safety when using 3D

methods and materials. Students to document the method / process

using a flow chart. Differentiation- all students will create a

sculptural headpiece using construction methods, most will be able to translate the inspiration from Natural Forms into their 3D design and some will be able to compose different textural qualities and scale of form to achieve balance.

PeerAssessment Assessment

Booklets.https://www.pinterest.com/shelleywood83/7-growing-headgear/

6 Develop evaluation and appreciation skills.

Students to orchestrate a photo shoot for their garment. They will need to choose the setting, possible models, lighting and atmosphere.

Teacher demonstration of simple enhancement techniques on Photoshop, to refine the final photographs.

Students can then explore the techniques. Written evaluation of project.

SelfFormativeSummativeAssessment

Digital cameras.Photoshop.

Assessment Booklets- teacher, self, peer, evaluation and target setting.


ICT- Digital photography / Photoshop.




STAGE 3: UNIT REFLECTION – Art> Year 7> Unit 5> Growing Garments

UNIT TITLE: Growing Garments.




2016- Design element is great. Good to have a design based project.

Better outcomes than expected… … The SOW is open ended in terms of materials and we considered a few

different direction. However, all groups used white paper and double sided tape. Using paper manipulations meant that

the task was clean and strong aesthetics were quite easy to achieve…

2016/17- Because this was the last project this year and due to the

impacted teaching time of Term 3- exam weeks, house events, sports day,

challenge week and building work- the project was rushed. The outcomes were still successful but not as refined as last

year...

…keep SOW open, but note, paper manipulations are a good choice!

...beware of the the last project!!! Time moves quicker than any other

time of the year! :-/

web viewdevelop observational drawing skills through continuous ... students will collaborate to...

Documents