year 8 -tongan art scheme of work

Ocean of Light: 1ART DEPARTMENT – SCHEME OF WORK

Year: 7,8,9,10,11 Title: Tongan Art – Drawing, Collograph printing and painting Term: AutumnAims and objectives 1. Evidence in sketchbooks of the observation of a variety of Tongan Artefact’s

2. Understanding of the use of artifacts and tapa in Tongan culture3. An appreciation of the influence of Tongan art in 20thC Art (Ahota’ei’loa Toetu’u, Sopolemalama Filipe Tohi)4. Experimenting with drawing/painting techniques to create textural and patterned qualities5. Evidence of the development of ideas through experimentation, research and final outcome6. An ability to record from direct observation and personal experience with an imaginative and creative response7. Developing creativity, visual awareness and cultural understanding

Equal opportunities, Special Needs support/Gifted and Talented considerations

Lower ability students may need to copy images directly and employ these for their designsG+T to use more complex resources from outset of project. Create own inspiring quote that is personal to their experiences.

ICT Use of internet search engines to research Ahota’ei’loa Toetu’u, Sopolemalama Filipe TohiLiteracy - Specialist vocabulary Textile, Pattern, Line, Shape, Narrative, Sculpture, Symbolism, Texture, Tradition, Artefact, Tapa, Lettering, Contemporary, Autobiographical, Motif,Numeracy Change of scale, patterns, proportions, motifs, designsCross Curricular links RS, Geography, History (Tongan History)Curricular enhancement ‘Artist-in-residenceDisplay whole school – all abilities

WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/LEARNING INTENTIONS/differentiation

RESOURCES HOMEWORK ASSESSMENT CRITERIA

1-2 Introduction to theme with powerpoint images. Discussion using resource sheet of lettering, patterns, tapa. Students to select motifs to work from to create the title page ‘Tongan Art’.Secondary observations in pencil, fine liner or biro.Reading and understanding of Tongan artefact’s from various countries. Students to select one artefact and record information with illustration of object.

ALL: To gain knowledge of motif, design styles, tapa making within Tongan Art. To be familiar with an artefact.MOST: To have a variety of motif styles recorded in books to create lettering. To have participated in discussion. To have recorded information on a particular artefact.SOME: To have employed a range of drawing materials. To have recorded information in own words and illustrated with tonal drawing.

Tongan lettering Worksheets‘Tongan Art’ comprehension sheetSketchbooksBlack fine linerBirosketching pencils

1. Research: Tongan Art using the library or the internet. Draw one example and note which country it is from and what it is made of. If you can, find out what the piece was used for.

Homework 1. Depth of research. Use of drawing media. Verbal assessment from contributions to group discussion and use of vocabulary.AO1 a) and b) A04 a) and b)0-20 (see assessment criteria)Classwork: A01 a) and b)

2-3 Demonstrate wax resist technique. Students to experiment with technique using sections of imagery from Tongan resources. Experimental pieces can be glued into sketchbooks when dry If no wax students to paint a tongan design. Complete an A4 coloured pencil study of an Tongan Artefact from resources. Discuss typical materials used e.g. wood, cloths…. Demonstrate blending colours. Extension: Students to select motifs from Tongan tapa to decorate negative space around the head image.

ALL: To develop skills with wax resist technique. To record an example of an Tongan Sculpture/MOST: To complete 1x A4 page of wax experiments. To render Tongan Sculpture.SOME: To annotate wax experiments. To add tones to rendered image. To decorate negative space with textile motifs.

Brushwork paperPowder paintWax resistPostcardsPhotographsTongan imagescoloured pencilsTongan textile postcards/books

2. Drawing: Copy 3 different patterns from the ‘Tongan pattern’ worksheet in both black and white and colour.Find an inspiring quote from your culture, background or religion.

Homework 2. Rendering skills.A01 b) A03 b) A04 b). Complexity of design.0-20 (see assessment criteria)Classwork:A04 a) and b)

3-4 Class discussion regarding Sopolemalama Filipe Tohi work. Students to note thoughts and understanding in sketchbooks. Read through Tongan inspiring quote’ worksheet. Students to select a quote and explain how it has meaning to them. Students to record a colourful example of Sopolemalama Filipe Tohi work in pencil and paint.

ALL: To have selected quote. To have noted

opinions on Sopolemalama Filipe Tohi work.MOST: To have participated in discussion and record artists workSOME: To complete colourful image and create own version from personal experience.

‘Tongan inspiring quote/words of wisdom’ worksheetExamples

of Sopolemalama

Filipe Tohi workSketchbooksPaintspencilsFineliners

3. Illustration: Produce a picture to illustrate your chosen quotation/ proverb from the Tongan inspiring quotes’ worksheet. (C/WK)

Homework 3. Use of Tongan influence in illustration. Understanding of meaning in quotations.A04 a) b)0-20 (see assessment criteria)Classwork:A05 a) and b)

5-6 Students to create colour image which combines illustration from Homework 3. and previous studies of Tongan Art. Some may need to simplify design to fit constraints of an A4 page in their book. Render by using the wax resist technique to practice effect of collograph printing.

ALL: To create Tongan-influenced Collograph design.MOST:To identify areas for wax/blocking out.SOME:To paint in own choice of colour influenced by the students experience of Tongan Art pieces.

PencilWaxImagery in sketchbooks

4. Research: Find an example of a piece of work by Ahota’ei’loa Toetu’u that was influenced by Tongan Art. Stick this into your book and note how you think he has been influenced.

Homework 4. Depth of research and annotation. Complexity of design. Controlled use of wax resist technique.0-20 (see assessment criteria).Classwork :A02 b) A03 b)

http://www.tautai.org/sopolemalama-filipe-tohi/







7-8 Demonstrate Collograph technique, students to take note of Health and Safety points in the backs of their books.

ALL: To produce Collograph design.MOST: To use string, PVA on card in a controlled way.SOME: To develop design with reference to Picasso research.

PaperCardStringPVAnewspaper

5. Techniques: Write step-by-step instructions on how to create and use the collograph. Underline keywords and art vocabulary.

Homework 5. Use of vocabulary and spellings. A05 a)

0-20 (see assessment criteria)Classwork: AO2 b) A03 a) A04 a) and b)

8-9 Students to produce their final design with card, PVA and string on paper. Pupils to create an A3 final piece based on the design’s of Tongan art

ALL: To have started to create their final designs based on Tongan artMOST: To have nearly finished by end of week 9SOME: To have finished by end of week 9 and then started to evaluate their work.

CardboardStringPaper-A4 and A3

6. Materials: find any additional materials you would need for your work.

9-10 Students to frame their work and critically look at the work of their classmates.

ALL: To have framed their work using a different coloured sheet of paper.MOST: To have a critically shared their thoughts on their work and the work of their classmates.SOME: To have started their evaluation sheet and to look over Tongan Flowers and to capture/draw these accurately.

Paper to frame work

11+ Work through the ‘Evaluation and self-assessment sheets’. Each to complete self-assessment and review of the project.EXT: :Pupils to add any finishing details/accuracy to their previous work-ore re-do any work to make better.

‘Evaluation and Self-Assessment sheets’.

7. Evaluation: Produce an illustrated evaluation of the work produced, knowledge developed through the completion of this project.

Homework 7. Use of vocabulary and spellings.Staff to award NC Level for project/ end of year.0-20 (see assessment criteria)A05 a) and b)Classwork:A05 a) and b)

Exten Employing Sopolemalama Filipe Tohi -technique of decorating ‘found objects in African pattern/mask

- Scrap materialsPowder paint

- Originality of work and appropriate use of media.

NCL: Artists Discuss/describe work of artists and designers and how work is produced to meet needs

NCL: Materials Record responses using a range of art materials and techniques

NCL: Research Collect ideas and make judgements to develop your art work

NCL: Technique Communicate ideas and techniques for project work

NCL: Making Choose, make and modify artwork for different uses, to meet the needs identified.

NCL: Vocabulary Discuss ideas using art terms


Ocean of Light: 1ART DEPARTMENT – SCHEME OF WORKYear: 7,8,9,10,11 Title: Art and design overview – Multi-disciplinary Term: AutumnAims and objectives 1. To get an overview, understanding and confidence of different disciplines in Art and Design and in technical skills

2. To experiment and explore a wide range of materials in 2D and 3D using appropriate media and making informed aesthetic judgments recognizing the effect of the relationship between visual and or other forms effectively3. To gain knowledge and understanding on Art and design and contemporary artists from different cultures and backgrounds4. Collaboration and group work in some disciplines in Art and Design5. Identify and problem solve in visual and tactile forms to lead to solutions in final outcomes6. Demonstrate practical, technical and expressive skills and intentions7. Present an informed response through personal evaluation, reflection and critical thinking



ICTLiteracy - Specialist vocabulary Tone, shape, colour, form, line, shades, primary colour, secondary colour, tertiary coloursNumeracy Change of scale, patterns, proportions, motifs, designsCross Curricular links Design, geography, historyCurricular enhancementDisplay whole school – all abilities-working towards a final exhibition



1-2 Introduction/overview to theme and various themes of art with powerpoint images and questions to discuss (10 mins).Drawing lesson. Give pupils the starter activity to get to know their strengths in art and design. (10 mins) Find different still life objects for pupils to draw (have this set up on tables).Demonstrate how to draw effectively from observation capturing accurate and realistic tones/shades etc (5 mins). Pupils to start their drawings (20 mins-40 mins). Tidying up (5 mins).

To know how draw effectively in observation in PencilTo understand how to represent accurate and realistic tonesTo be able to vary pencil pressure to achieve tonal variety

ALL: To gain knowledge on different art disciplines and started their drawing skills and to have undesrstood how to represent accurate and realistic tones. (look at drawing powerpoint).MOST: To have participated in a discussion on key question and looked at work critically.SOME (EXT): To have started another sheet of drawing-if finished.

Sketchbooks (ask pupils to buy these for next lesson)paperDrawing PencilsStill Life Objectspowerpoint

Fill a page with drawings of interesting vegetables that you have at home. The underneath of mushrooms are great, or a piece of cut broccoli or cauliflower etc. Be creative!

Homework 1.use of skills learnt in class to create accurate drawings from observation with a variety of tones.0-20 (see assessment criteria)A04: Selection and control of materials, media and processes (a) and (b) A05: personal vision and presentation.Classwork: A04 and A05

2-3 Note: have paints and paintbrushes set up. Starter: explaining the primary and secondary colours-look at handout on display-ask pupils to paint these (5 mins), {Also to show h/w to rest of classmates (5 mins)}. Reflect critically referring to assessment criteria and learning objectives on work with plenary: Have you represented tones and drawn the still life accurately? What has been successful and why? What improvements could be made? Which piece of work from your classmates do you think is very successful and effective?Write down annotations in sketchbooks (10 mins).Pupils to be introduced to key painters and techniques and to look over powerpoint and start a study of one of the painters work trying to replicate the style and work of that artist. Tell pupils about primary colour, secondary colour, tertiary colours. Pupils to fill a sheet about this (15 mins). Pupils to fill in sheet about mixing primary colours to make secondary colours..Pupils to start a study of one of the artists work (20-40 mins).

ALL: To have Completed sheet about primary, secondary and tertiary colours and made an informed response through personal evaluation, reflection and critical thinking about drawings.MOST: To participate in a discussion and to start their study of an artists work (look at powerpoint).SOME: To be finishing of their paintings of the artists work.

PencilPaperPaintsPaintbrushesWaterpotspowerpoint

2. Painting: Research a painter of your choice and do a small study of this artist work and write what you think is effective about the work and how the artist has used tone, colour, line and shapes to create their paintings.

Homework 2. Research and skill of replicating and understanding how an painting is made. A05 b)0-20 (see assessment criteria)Classwork: A01 gathering, recording, research and manipulation (b) recording and analyzing information from direct observation and/or other sources and personal experience. A04: Selection and control of materials, media and processes (b) Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions.

3-4 Starter about line (3 mins). Pupils to finish painting’s (10 mins) and to collect all their work. Show pupils presentation on different artists who use sculpture in their artwork this to include materials and techniques as well as installation art, public art and environment art (10 mins). Discuss this and start various design’s of a sculpture for a space. Pupils to think about what shape their sculpture would be and what it would be made of (25 mins-45 mins). Pupils choose the best image to make into an A4 sheet with colour and annotations. Pupils to start their sculptures (20-40 mins). Tidying up (5 mins). If there are no materials for the sculpture: introduce collogrpah printing with string, PVA and cardboard based on a tongan design

ALL: To have started their designs of a different sculpture and to have seen the powerpoint at least 2 designs with colour.MOST: To have participated in discussion and recorded key notes down on paperSOME: To have started to make their sculpture.

PaperColouring pencilsMaterialsKnifeCutting mattsspaces

3. Create a 3D piece with found materials-either bring this in or photograph piece.

Homework 3. Creativity, originality in creating sculptural piece. A01 a) and b) A05 a)0-20 (see assessment criteria)Classwork: A02: Exploration and development of ideas a) Explore a range of visual and/or other ideas by manipulating images b) Show a development of ideas through appropriate processes.A04: a) Show exploration and experimentation and appropriate materials b)Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions.

5-6 Starter wordsearch (5-10mins). Students to finish off sculptural pieces, or pieces from paper. Use available materials to install a piece of art, or create a piece of art based on designs and techniques (15 mins). Discuss what has been successful and why and what can be improved on(10 mins). Introduce photography, on a powerpoint. Ask pupils to take their own photographs based on their interests and to print them off in their books and show to others. If there are no camera’s pupils to draw, paint or do a collage based on a photograph: introduce photomontage. Choose one to draw very accurately to be assessed this can be based on your own photograph or from the handout. Evaluate the work. (25-45 mins). Tidying up (5 mins).

ALL: To have analysed different photographs and started to take their own (if no camera’s pupils to do photom ontages and discuss work on powerpoint).MOST: Started their photomontages.SOME: To introduce paint and started another image

PencilPaperCamerasComputer room and printersNewspapersScissorsGluePaintpowerpointhandouts of different phptographers

4. Research: Find an inspiring photographer and say what you think the artists is trying to capture and if you think he has been successful and why.

Homework 4. Depth of research and annotation and analytical skills of the piece of art,0-20 (see assessment criteria)Classwork: A03 a) and b)

6-7 Starter:wordsearch (5mins). Students to finish off their photos, photomontage with different materials and to evaluate this in their sketchbooks (10 mins).Introduce Kandinsky and artists who use music to create their work. Discuss the mark making and forms of the pieces inspired by music(15 mins). Bring in different style’s of music and ask pupils to create a variety of drawings and paintings, some blind drawing others with different materials. Take one of the drawings to fill the whole page… Evaluate each piece of work with more detail…. (25-45 mins). Critically evaluate and reflect on work to see what has been successful and why and what can be improved. (10 mins) Tidying up (5 mins).

ALL: to have created a series of drawings and paintings based on different genres of musicMOST: to have created a variety of abstract mark making, details and a variety of tone in the work.SOME: to have started to annotate work

PaperPaintsBrushesPaintpotsPowerpointCD player/laptopDifferent genres of music

5. Techniques: Choose a genre/piece of music and create a piece of work based on the music and emotion. Write what piece of music it is and who and how you tried to show this in the painting

Homework 5. Use of creativity and materials to respond to a piece of music. A02 b) A04 b)0-20 (see assessment criteria)Classwork: A03 b) Ao4 a) A05 a) and b)

7-8 Pupils to choose one of the disciplines that they have excelled at the most to produce a final piece of the subject matter of their choice eg. A portrait drawing in pencil or a drawing of nature in pencil, a landscape painting in acrylic paint, Pupils to make small studies of what the final piece should look like and write about what is their favourite composition, colour, tone etc.

ALL: To have started their final pieces in their chosen materialMOST: To have finished their final pieces by the end of week 8SOME: Still finishing off final pieces, and some to have gone over precious work to improve or re-do.

Materials for their final pieces.

6. Materials: pupils to get an additional material’s that they need.

8-9 Pupils to go over previous work to re-do or improve. Pupils to add a frame to their work. Pupils to critically look at their work and the work of their classmates.

ALL: To have finished producing final piecesMOST: To have added a frame to their work.SOME:

Final pieces A05 a) and b)

10 Work through the ‘Evaluation and self-assessment sheets’. Each to complete self-assessment and review of the project.


7. Evaluation: Produce an illustrated evaluation of all work produced, knowledge developed through the completion of this project.

Homework 7. Use of vocabulary and spellings.Staff to award NC Level for project/ end of year. A05: Personal vision and presentation.0-20 (see assessment criteria)Classwork: A05: Personal vision and presentation b)Present a informed response through personal evaluation, reflection and critical thinking.

Ocean of Light: 1ART DEPARTMENT – SCHEME OF WORK-Primary School

Class: 1-6 Title: Culture and understanding – Drawing, painting, printing Term: 3Aims and objectives 1. Evidence in sketchbooks of the observation of a variety of Tongan Artefact’s

2. Understanding of the use of artifacts and tapa in Tongan culture3. An appreciation of the influence of Tongan art in 20thC Art (Ahota’ei’loa Toetu’u, Sopolemalama Filipe Tohi)4. Experimenting with drawing/painting techniques to create textural and patterned qualities5. Evidence of the development of ideas through experimentation, research and final outcome6. An ability to record from direct observation and personal experience with an imaginative and creative response7. Developing creativity, visual awareness and cultural understanding8. An understanding and appreciation of different art forms from different cultures and backgrounds



ICT Use of internet search engines to research Ahota’ei’loa Toetu’u, Sopolemalama Filipe TohiLiteracy - Specialist vocabulary Textile, Pattern, Line, Shape, Narrative, Sculpture, Symbolism, Texture, Tradition, Artefact, Tapa, Lettering, Contemporary, Autobiographical, Motif,Numeracy Change of scale, patterns, proportions, motifs, designsCross Curricular links RS, Geography, History (Tongan History)Curricular enhancementDisplay whole school – all abilities




RESOURCES

1-2 Introduction to theme with powerpoint images. Discussion using resource sheet of lettering, patterns, tapa .Students to select motifs to work from to create the title page ‘Tongan Art’.Secondary observations in pencil, fine liner or biro.Reading and understanding of Tongan artefact’s from various countries. Students to select one artefact and record information with illustration of object.

Starter activity: pupils to draw from observation the different objects in the table, to learn how to observe and to draw out shapes with accuracy, detail and shading.

Class 1-2: To gain knowledge of motif, design styles, tapa making within Tongan Art. To be familiar with an artifact and know how to draw an artifact-from handout.Class3-4: To have a variety of motif styles recorded in books to create lettering. To have participated in discussion. To have recorded information on a particular artifact.Class 5-6: To have employed a range of drawing materials. To have recorded information in own words and illustrated with tonal drawing.


2-3 Demonstrate wax resist technique. Students to experiment with technique using sections of imagery from Tongan resources. Experimental pieces can be glued into sketchbooks when dry If no wax students to paint a tongan design. Complete an A4 coloured pencil study of an Tongan Artefact from resources. Discuss typical materials used e.g. wood, cloths…. Demonstrate blending colours. Extension: Students to select motifs from Tongan tapa to decorate negative space around the head image.

Starter activity: Pupils to draw image upside down-copying the lines and shapes, to learn how to see and draw

Class 1-2: To develop skills with wax resist technique. To record an example of an Tongan SculptureClass 3-4: To complete 1x A4 page of wax experiments. To render Tongan Sculpture.Class 5-6 To develop accuracy using wax resist technique. To annotate wax experiments. To add tones to rendered image. To decorate negative space with textile motifs.


3-4 Class discussion regarding Sopolemalama Filipe Tohi work. Students to note thoughts and understanding in sketchbooks. Read through Tongan inspiring quote’ worksheet. Students to select a quote and explain how it has meaning to them. Students to record a colourful example of Sopolemalama Filipe Tohi work in pencil and paint.

Starter activity: pupils to complete word searches about art equipment

Class 1-2: To have selected quote. To have noted

opinions on Sopolemalama Filipe Tohi work and drawn a small study of his work.Class 3-4: To have participated in discussion and record artists work with accuracy and detail5-6: To complete colorful image inspired by artist work and create own version from personal experience.


of Sopolemalama


5-6 Students to create a colour image which combines illustration of tongan quote and previous studies of Tongan Art. Some may need to simplify design to fit constraints of an A4 page in their book.Students to look at the work’s of aboriginal art and Aztec art-discuss how the art was made and to be able to recreate pieces of art in the style of these artworks.

Starter activity: Pupils to learn about primary colour’s, secondary colours, tertiary colours and to paint the colours out

Class 1-2 To create Tongan-influenced design/illustration showing accuracy, detail and a control of materials and colour.Pupils to create work in the style of aboriginal art and Aztec art. Have handouts and simplified shapes for class 1-2.Class 3-4: To create Tongan-influenced design/illustration showing accuracy, detail and a control of materials and colour Pupils to create work in the style of aboriginal art and Aztec art.Class 5-6: To paint in own choice of colour influenced by the students experience of Tongan Art pieces. Pupils to create work in the style of aboriginal art and Aztec art.

PencilWaxImagery in sketchbooksTongan art handout






7-8 Pupils to look at art from Chinese, Japanese, European backgrounds—discuss handouts and history of some of the pieces of art and re-create parts of the handouts using accuracy, detail and a variety of materials.

Starter activity: Wordsearch about art galleries

Class 1-2: Pupils to have understood some of the techniques and history of art from different cultures and backgrounds and recreated work in the style of these art works from different backgrounds with an effective control of materialsClass 3-4: Pupils to have understood some of the techniques and history of art from different cultures and backgrounds and recreated work in the style of these art works from different backgrounds with an effective control of materialsClass 5-6: Pupils to have understood some of the techniques and history of art from different cultures and backgrounds and recreated work in the style of these art works from different backgrounds with an effective control of materials.

PaperColouring pencilsCrayonsTissue paperpaints

8-9 Students to use skills they have learnt from drawing, design and looking over/recreating works from different cultures to produce final piece—selecting one of the skills/disciplines and material’s to create final piece.

Class 1-2: To have started to create their final designs based on one of the cultures and backgrounds of work with accuracy, tone, control and a variety of materialsClass 2-3: To have started to create their final designs based on one of the cultures and backgrounds of work with accuracy, tone, control and a variety of materialsClass 3-4: To have started to create their final designs based on one of the cultures and backgrounds of work with accuracy, tone, control and a variety of materials

PencilsPaintsBrushesPotsCrayons

9-10 Students to frame their work and critically look at the work of their classmates. Students to reflect and evaluate their work to say what has been successful and what can be improved.

Look over Tongan resources on different flowers and pupils to select their favourite to draw with accuracy, tone and detail—demonstrate how to draw the flower.

Class 1-2: To have framed their work using a different coloured sheet’s of paper snd a colourful border.Class 3-4: To have critically shared their thoughts on their work and the work of their classmates.Class 5-6: To have started their evaluation sheet and to look over Tongan Flowers and to capture/draw these accurately.

Paper to frame workPencilsTongan flower handout

11+ Work through the ‘Evaluation and self-assessment sheets’. Each to complete self-assessment and review of the project.EXT: :Pupils to add any finishing details/accuracy to their previous work-ore re-do any work to make better.


.

Exten Employing Sopolemalama Filipe Tohi -technique of decorating

- Scrap materialsPowder paint

- .

NCL: Artists Discuss/describe work of artists and designers and how work is produced to meet needs

NCL: Materials Record responses using a range of art materials and techniques

NCL: Research Collect ideas and make judgements to develop your art work

NCL: Technique Communicate ideas and techniques for project work

NCL: Making Choose, make and modify artwork for different uses, to meet the needs identified.

NCL: Vocabulary Discuss ideas using art terms


Ocean of Light: 1ART DEPARTMENT – SCHEME OF WORK

Year: Form 1-3 Title: Art history/art from different cultures/spiritual concepts and realities

Term: 3

Aims and objectives 1. To understand and discuss different spiritual concepts and to produce visual pieces with creativity2. Students will be able to explore and experiment with a different range of materials to express these spiritual concepts3. Students will be able to analyze and evaluate different spiritual themes and think about how these apply to their own lives and the lives of others4. Students will explore the works of artists who have been inspired by music in their artwork5.Students will create a range of pieces based on and exploration, discussion and analysis of different works of art from different backgrounds and cultures6. Students will be able to explore art from different cultures and backgrounds and gain an understanding of how the artist has developed their work7.Students will be able to understand abstract art/expressionism, pointillism, impressionism and create works of art based on different art movements


Lower ability students may need to copy images directly and employ these for their designsG+T to use more complex resources from outset of project.

ICT Use of internet search engines to research….Literacy - Specialist vocabulary Nobility, capacity, higher and lower nature, abstract expressionism, impressionism, pointillism,NumeracyCross Curricular links RS, Geography, History , English, musicCurricular enhancement ‘Artist-in-residence’Display whole school – all abilities

1-2 Drawing Skills/artists styles/art history: Draw out the shells using accuracy, detail, a variety of tones and viewpoints.Choose a medium to control and experiment: colour pencils, paints, pastels and draw out one of the objects in this artist style as well as create an artist page about that artist.Choose from the following styles: impressionism, pointillism, abstract expressionism.Write up some key points in your own words about the following art movements: impressionism, pointillism, abstract expressionism.

Experimenting with representing the four seasons:How would you represent each season in different shapes/abstract shapes?Task: Represent each season using different shapes and mediums. A03 a) and b) A04 a) and b)Look at the work of the artists: Rothko, Pollock and Kandinsky—how could you use their styles to represent each season: summer, winter, autumn, spring. Choose one of the artist’s work and style to create a work using their technique and process.Is it in changing the colours? Changing the forms? Do the marks, shapes and colour’s that a certain artist uses, immediately suggest a certain season to you? Evaluate your response as you go along.

Artist Research page A05 a) and b) A04 a) and b) :-Cy Twombly ‘Quattro Staggioni’. how have they represented each season? Complete an artist research page on the artists work-commenting on how their style creates an image to represent a season,-Gustav Klimt, Pattern, Shape, decoration. Complete an artist research page on Klimt and explore how his image, shapes and patterns can be altered to depict different seasons.

.

All: To develop drawing skills and be able to create works of art in different stylesSome: To have started to create pieces in the style of different artistsMost: students to have created an artist page about the different artist’s style.

All: to know the how to explore how to represent the different season in different forms using a variety of forms, shapes and colour’sMost: To have created more than one piece representing different seasonsSome: To have evaluated responses on the work

All: To have explored the work of key artists work and be able to evaluate the work and create an artist research page on the artist’s work.Most: To have created at least one artist research pageSome: To have drawn their own interpretation of the artist work

PaperPencilsShellsHandouts on key artistsColour pencilsPaintsPotsBrushes

1.Choose your favorite season to represent using a medium of your choice

2-3 Colour and emotions/mood/experimenting with different media:-What do different colour’s represent and how can colours be used to show emotion…:-What does red represent? What about blue? Green? Yellow? Put each colour down on one side of the page and write down different words that could describe each emotion… How could you use colour’s to show emotion. Choose an emotion to paint out on a piece of paper…read through the handout… (write this out) and paint out using a colour this emotion. Choose 2 conflicting emotions and create a mood board to communicate these emotions visually. For each emotion use a combination of collage, drawings in colour, words and images. Annotate each one. A02 a) and b) A04 a) and b) Look at the work of Wassily Kandinsky.

Choose one of the seasons and artists style you like to create a larger final piece of the artist work. A02 a) and b) A04 a) and b) A05a) Use a variety of media.

All: To have explored how different colors can convey emotionMost: To have chosen different emotions to represent visuallySome: To have done a study of the artist work Kandinsky

All: To have created a final piece depicting the different seasonsMost: To have used a variety of media to create final pieceSome:

2. Complete artist research page and make sure to comment on how the artist has used colour, shape, movement, emotion and imagery to convey a sense of the seasons. How are their styles different? Which do you think is most successful in depicting the seasons? What is your opinion on each artist? What style do you feel comfortable working in?3. Create as many different shapes as you can think to represent different seasons and different spiritual qualities such as kindness, respect, generosity, happiness.

3-4 Introduction to theme with PowerPoint images. Discussion about the media-choose a news story and talk about the positive and negative forces of society—choose an image /story to portray from the news. Ask questions: What does this say about society—what forces of society would you want to be part of? What positive things can you do for society? Talk about natural disasters-portray this in an image with graphic design text or collage to portray the positive and negative forces of society—think about your presentation, layout, recording from observation and selection of materials to present your ideas creatively.What is our true reality? Look over hidden words-discuss this (in pairs or in groups)--- and create a piece of work based on this based on this quote as well as the assessment criteria of A02 a) and A03 a):

” O Son of Being! Thou are My lamp and My light is in thee. Get thou from it thy radiance and seek none other than Me For I have created thee rich and have bountifully shed My favor upon thee.”

“O Son of Spirit! Noble have I created thee, yet thou hast abased thyself. Rise then unto that for which thou wast created.”

Think about images related to our nobility and higher nature, our capacities, talents.-draw images to represent each of these concepts. Discuss them in pairs and draw out images for each of these.Quotation 2: “O Son of spirit! I created thee rich, why dost thou bring thyself down to poverty? Noble I made thee, wherewith dost thou abase thyself? Out of the essence of knowledge I gave thee being, why sleekest thou enlightenment from anyone beside Me? Out of the of clay of love I molded thee, how dost thou busy thyself with another? Turn they sight unto thyself, that thou mayest find Me standing within thee, mighty, powerful and self-subsisting.”How does alcohol/drugs/things of the lower nature effect our consciousness?

Form 1: Think about different super hero’s, people have had a good qualities and character—different stories of inspiring individuals and think about their positive powers that they have shown—their positive qualities---

Read over lesson one of spirit of faith. Discuss the reflections and think about how to present this in a visual way-linking back to the assessment criteria: A01 a) A02 a) A04 a)In which of the following instances are we shining with the light of knowledge? When we are ( Draw one of these shining with the light of knowledge):-exploring nature-teaching the Faith-holding on to superstition-creating a work of art-spreading rumours-playing music-Teaching prayers to children.In which of the following instances are we shedding the light of love? When we are:*helping a friend in difficulty*helping estranged friends get back together*feeling hurt by someone’s criticismsmiling*speaking kindly*expecting love and attention from others*preferring others before ourselvesIn which of the following instances are we shining with the light of a good character? When we are:*being polite*being considerate*being dishonest*being joyful*being arrogant*being truthful*being self-centered***Capacities-what are you talents and capacities-how can they be used for the betterment of the world--?

ALL: Identify some positive and negative forces of societyMOST: Talk about our true realitySOME: Analyse the negative and positive forces in society.

ALL: Identify aspects of their higher natureMOST: Give examples of higher natureSOME: Explain the different between higher and lower nature of man compared to animals.

NewspapersQuotes

4. Research: Find a newspaper article/paper about the positive and or negative influences of society. 5. O friends! Be not careless of the virtues with which ye have been endowed, neither be neglectful of your high destiny. Suffer not your labors to be wasted through the vain imaginations which certain hearts have devised. Ye are the stars of the heaven of understanding, the breeze that stirreth at the break of day, the soft-flowing waters upon which must depend the very life of all men, the letters inscribed upon His sacred scroll. Memorize and artistically present this quotation next lesson.

Anisa Tahzib, 07/14/11,

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4-5

Reflections: We cannot fully comprehend the powers and abilities that are within us, but we can see their results. For example, through the power of love, we can overcome hate, build friendships, cooperate and achieve unity. Give examples of what we can achieve with the following powers and abilities: *The power of imagination *The ability to serve humanity *The ability to discover the laws of the universe *The power of speech *The force of a good character *The power of understanding *The power of memory. Discuss these quotes in pairs and share back thoughts on these quotes. Draw an image to represent the following quotes: A02 a) and b)

”When a thought of war comes oppose it by a stronger thought of peace a thought of hatred must be destroyed by a more powerful thought of love.”

“Do not be content with showing friendship in words alone, let your heart burn with loving kindness for all who may cross your path.”

“The utterance of God is a lamp, whose light is these words: Ye are the fruits of one tree, and the leaves of one branch. Deal ye one with another with the utmost love and harmony, with friendliness and fellowship. He Who is the Daystar of Truth beareth Me witness! So powerful is the light of unity that it can illuminate the whole earth. The One true God, He Who knoweth all things, Himself testifieth to the truth of these words.” (Baha'u'llah, Epistle to the Son of the Wolf, p. 13)“All men have been created to carry forward an ever-advancing civilization…”Reflections:We are like young trees. The bounty of God is like the rain. Through the bounties of God we are able to grow, flourish and give forth the fruits of goodly deeds and praiseworthy character. Decide which of the following will attract the bounties of God:

-Praying daily-Reading the Word of God-Teaching the Faith-Being lazy-Studying diligently-Working hard-Desiring to have things we don’t need-Imploring God for the ability to serve humanity

Desires can be good or bad. Decide which of the following are acceptable:The desire to gain more knowledge in order to feel superior to othersThe desire to gain more knowledge in order to help the people of the worldThe desire to become more compassionateThe desire to become more justThe desire to have more and more wealth for oneselfThe desire to become more generousThe desire to share the teachings of Bahá’u’lláh with more and more peopleThe desire to be excellent in everything one does

ALL: Can recognize the Powers of human virtuesMOST: Discuss the effects of human virtues on othersSOME: Apply and analyse human virtues.

ALL: Purpose behind our creationMOST: To know how to act with our higher natureSOME: To apply the teachings of our higher nature to the transformation of society

‘paperPencilColoring pencilsPaintPotsPaintbrushes

8..Pick one of the powers of human virtues eg. Kindness, love, determination, generosity and write a speech about what it is and what you can achieve with it. Or find a story of someone who has shown that power.

9.Research:Start to plan a service project for the community. What are the needs of the community?

10.Techniques:Make a poster about one of the quotations from this week’s class to present visually to the class. A02 a) and b) A03 a) and b)

5-6

Pupils to explore work from different cultures and backgrounds, art from China, Japan, Europe, Tonga. Furthermore, pupils will learn about some of the history of these works of art and explore a range of art from artefacts to paintings. Pupils will analyse these pieces and say what they think is successful about the work and why, what could be improved if they were to do the pieces again and the process they used to create the work. Pupils to think about different layouts and formats to show art from different cultures/backgrounds. To furthermore think about themes to do with unity and diversity, layout, presentation, vision, text, a range of materials etc

ALL: To have gained an appreciation of art from different cultures and backgrounds and creatively thought about to present this artistically using a variety of materials.MOST: To have analyzed the pieces of work and said what they think is successful about the work and what can be improved.SOME: To have created a variety of pieces to show how to represent art from different cultures and backgrounds.

Handouts of art from different cultures and backgroundsPaintsColouring pencilsPastelsInkCrayons

6-7

Pupils to develop ideas they started in weeks 5-6 and think about how they can present creatively art from different cultures and background using a variety of materials and presentation. Pupils to think about presentation, layout, development of ideas, Pupils to evaluate their work and say what they think is successful about the work and what could be improved and how. Pupils to think about a story/poem to do with their own culture or background and illustrate this as accurately and detailed as they can. Pupils to think of someone who has been an inspiration to them in their lives or who they find inspirational in society and to write why they are inspirational in their lives. Show pupils examples of different inspirational people. Still life painting workshops. Sewing their designs of different cultures. Introduce pupils to manga art. As well as Chinese Peasant painting Cartoon strips. Pupils to look over the series of images and design a piece of work for a particular space—Choose an image or images that they like--thinking about the different cultures and who would view the work----and what images you would choose to show a particular theme. Pupils to evaluate the work using hand out and present this in group for assessment. Assessment criteria: Group work, collaboration, critical analysis of work, presentation, quality of image and presentation,

ALL: To have developed the ideas they have started to think about in weeks 5-6 and to think about howMOST: To have used a variety of materials to create their workSOME: To have critically reflected on the various pieces of work they have created.

Handouts from different culturesPaintsInksColouring pencils

7-8 Introduction to theme with powerpoint images. Discussion using resource sheet of lettering, patterns, tapa. Students to select motifs to work from to create the title page ‘Tongan Art’.Secondary observations in pencil, fine liner or biro.Reading and understanding of Tongan artefact’s from various countries. Students to select one artefact and record information with illustration of object.

ALL: To gain knowledge of motif, design styles, tapa making within Tongan Art. To be familiar with an artefact.MOST: To have a variety of motif styles recorded in books to create lettering. To have participated in discussion. To have recorded information on a particular artefact.SOME: To have employed a range of drawing materials. To have recorded information in own words and illustrated with tonal drawing.


8-9 Demonstrate wax resist technique. Students to experiment with technique using sections of imagery from Tongan resources. Experimental pieces can be glued into sketchbooks when dry If no wax students to paint a tongan design. Complete an A4 coloured pencil study of an Tongan Artefact from resources. A02 a) and b) A03 a) and b). Discuss typical materials used e.g. wood, cloths…. Demonstrate blending colours. Extension: Students to select motifs from Tongan tapa to decorate negative space around the head image.

ALL: To develop skills with wax resist technique. To record an example of an Tongan Sculpture/MOST: To complete 1x A4 page of wax experiments. To render Tongan Sculpture.SOME: To annotate wax experiments. To add tones to rendered image. To decorate negative space with textile motifs.


9. Drawing: Copy 3 different patterns from the ‘Tongan pattern’ worksheet in both black and white and colour. Find an inspiring quote from your culture, background or religion.

9-10 Class discussion regarding Sopolemalama Filipe Tohi work. Students to note thoughts and understanding in sketchbooks. Read through Tongan inspiring quote’ worksheet. Students to select a quote and explain how it has meaning to them. Students to record a colourful example of Sopolemalama Filipe Tohi work in pencil and paint. A04 a) and b) and A05 a)

Students to create colour image which combines illustration from Homework 3. and previous studies of Tongan Art. Some may need to simplify design to fit constraints of an A4 page in their book. Render by using the wax resist technique to practice effect of collograph printing.

ALL: To have selected quote. To have noted

opinions on Sopolemalama Filipe Tohi work.MOST: To have participated in discussion and record artists workSOME: To complete colourful image and create own version from personal experience.

ALL: To create Tongan-influenced Collograph design.MOST :To identify areas for wax/blocking out.SOME :To paint in own choice of colour influenced by the students experience of Tongan Art pieces.


of Sopolemalama


PencilWaxImagery in sketchbooks

10. Illustration: Produce a picture to illustrate your chosen quotation/ proverb from the Tongan inspiring quotes’ worksheet. (C/WK)

Homework 3. Use of Tongan influence in illustration. Understanding of meaning in quotations.A04 a) b)0-20 (see assessment criteria)Classwork:A05 a) and b)

11+ Work through the ‘Evaluation and self-assessment sheets’. ‘Evaluation and Self-Assessment sheets’.

Exten - - Originality of work and appropriate use of media.

Artists Discuss/describe work of artists and designers and how work is produced to meet needs

Materials Record responses using a range of art materials and techniques

Research Collect ideas and make judgments to develop your art work

Technique Communicate ideas and techniques for project work

Making Choose, make and modify artwork for different uses, to meet the needs identified.

Vocabulary Discuss ideas using art terms






year 8 -tongan art scheme of work

Education