Title of scheme: No. of lessons: 18 Group: 1st years Development of a series of drawings based on the local environment that will inform a Van Gogh inspired Total time: 12 hours No. of pupils: 13 painting. Aims: To develop and sharpen student’s visual perception by teaching them to carefully look at their surroundings in order to relay through drawing a sense of the subject matter. To help students develop new skills and techniques in drawing by introducing various types of mark making and drawing methods. To encourage students to work in different environments and allow them to have a new sensory experience when producing art. To bring awareness to the student of the visual world and exciting possibilities concerning composition, scale, colour. To inspire the use of drawing and the imagination to create a painting that is expressive and dynamic. To show students colour mixing and painting techniques that will better inform their painting when taking into account, space depth and composition To introduce students to the drawings and paintings of Vincent Van Gogh to inspire creativity and imagination. Overall learning outcomes for the scheme: Students will: Be able to understand the importance of looking in order to create a series of drawings through the use of different materials. Have the ability to demonstrate different techniques through the creation of drawings and a finished painting. Become immersed in the sensation of drawing out of doors and learn to draw from observation and consider the importance of drawing what they see and not what they know. Learn to use different materials in a creative and exciting way. Be able to understand the purpose of considered colour mixing and brush techniques to develop a painting from drawings. Students will be informed on landscape artists and be able to discuss the artist’s work in relation to techniques and materials used, space and composition and subject matter Investigating/exploring/creating: Subject matter: Students will explore the landscape and architecture surrounding the school. Exploring/creating: Students will be set up with different viewpoints in the same location. During the project students will rotate their positions so that they get the opportunity to record different viewpoints. After the drawing section of the project they will choose the viewpoint that intrigues those most, considering space, object relationships and form. Students will be encouraged to record what they see and not what they know. They will do this by using different materials such as crayon, contè, and biro. This will allow them to experience different ways of making imagery other than the typical pencil sketch. These initial drawings are an investigation and will be discussed and critiqued by the class. This will also help other students who may not have got time to use the medium in question. Students will learn that the eye is as important to drawing as the media with which to draw. The will learn to see and imagine how objects are formed. Students will use one drawing and knowledge gained during such activities to create a painting using acrylic. This image should contain a balance in composition and yet allow for artistic licence. Students will be shown the drawings and paintings of Vincent Van Gogh as an example of how compositions can be formed using specific marks and lines. His work is also an example of how the imagination can be used in the creation of forms and colour. He has created some of the most expressive and emotive paintings and I want the students to understand and recreate this style of work. Students will explore the medium of photography and will learn how this medium will help them to evaluate their drawings and paintings. Photography will also facilitate documentation of certain viewpoints for later classes. Students will discuss their work with the group and share their experiences during the project. They will develop the ability to listen to others and become critical of their own work and that of their peers. Students will then display their final pieces in the school library and have a mini exhibition of their work which will be open to the whole school during lunchtime. Understanding/evaluating Display students work and encourage them to discuss the work as a class, being critical and helpful to aid in the student’s future development of the drawings. Taking into consideration the use of back ground, foreground and middle ground. Has the student drawn in the round and drawn the view in proportion. Is there an element of space? Is there a sense of a 3d element in the 2d drawing? What does the composition say about the view? Is there a balance, an interesting viewpoint? Get the students to consider the mark making technique, does it work? Can it be improved how can this be achieved? Students can also group evaluate the work during the painting stage paying attention to all of these areas but also focusing on brush strokes, painting techniques, the use of colour, has the student used layering, has the student avoided blocking in colour in a paint by numbers way. Encourage the students to use vocabulary relevant to drawing and painting. Evaluate the paintings with the class and find out if they find it easier or more difficult to work from their drawings when painting. Would they prefer to be outside? How have the photographs taken on location helped with their management of colour. Have the students achieved a sense of space through good observation skills? Has the student acquired the well sought after 'sharp eye' if so, where is the evidence of this? Class evaluation is very important throughout the stages of the drawing and painting process. History of art and appreciation: The drawings by the artist Vincent Van Gogh will also be discussed with reference to simplicity, mark making, subject matter, space, observation. ICT: Use the digital projector to show imagery of certain landscape artists, Use digital cameras as a method of recording where students are sitting and different viewpoints to be chosen. Key words/phrases: Landscape, drawing, outdoors, observing, space, line, form, construction, colour, depth, ground, proportion, documenting, painting, media. Materials: Cartridge paper, brown paper, pencil, eraser, pencil sharpener, ruler, graphite, contè, crayons, biros, colouring pencils, watercolour pencils, acrylic paint, canvas, brushes, water holders, rags. palettes, camera, printer, drawing boards. Safety precautions: Make sure you know where all students are at all times and have a good map drawn of the positions they are sitting when working outdoors, make sure they are seated in a safe area away from danger and cannot fall down a hill or into a hole. Inform the students on strict cleaning requirements when using materials and paints in the classroom. Remind the students that acrylic paint will not wash out of their uniform so they have to extra careful when painting. Have a strict discussion with students about safety precautions when working outdoors in the school ground and inform them that classroom rules still apply when they are working outside. Differentiation: Create a plan which outlines everything that will be covered and the time allocated to each task. For students who develop difficulties, one must simplify the brief so that each student had the opportunity for success. For students who are excelling, one must develop the brief to accommodate their speed at achieving the task. Get these students’ to further develop their ideas. Teaching Learning strategies: Demonstrating: Hang visual aids on the classroom wall encouraging students to look at the work of other artists to gain inspiration on mark making and different techniques and material. Hang visuals from drawing books with information on types of paper, different mark making techniques, types of marks and examples of drawings made from different materials such as contè, crayon, pastel biro, and types of mixed media such as pen and wash. Hang photographs on the wall of the different viewpoints the students have chosen. These can be looked at further when class evaluations or single one to one discussions are taking place. Before starting the drawing experience, draw their attention to the idea of space and always having a foreground, middle ground and back ground in their drawings. Make them aware space by pointing out simple examples in the classroom of faraway and nearby objects. Encourage the students to make drawing using different materials and also on different surfaces such as brown paper or tough handmade paper. Encourage students to try out different mark making techniques in their sketchbooks for homework. This encourages them to be creative and think outside of using pencil and paper to create drawings. Demonstrate some painting techniques and ask students to share some techniques they may have used with the class. Give a good thorough demonstration on mixing paint paying particular attention to advising the students to mix enough paint and have enough of the colour they need at the ready. Ask students to participate in a colour mixing activity in pairs. Students will experiment with applying thick paint, watery washes and making different shades of one colour. Advise students to experiment applying paint with different implements such as knives, cotton buds, cloth, wooden objects etc. in their sketchbooks. Students will complete worksheets and lots of experimentation activities for homework throughout the scheme. Use the internet as a resource to look up painters that may interest them and use some YouTube tutorials to show techniques. The students will also be shown short YouTube clips on painters at work. Introducing students to the world of the artist’s studio. Timeline: Week 1: Introduction to the scheme. A fully informed description of what the students will be doing for the 6 week block. Discussing different types of drawings and different mediums that may be used. Discuss the work of Vincent Van Gogh in relation to space, colour, form, atmosphere etc. Explore the idea of perspective and proportion using pencils to measure objects in relation to each other. Practice mark making. Begin studies of outdoor spaces. Photograph the spaces and keep a record of where students were sitting. Week 2 Continue making drawings based on local environments. Photograph the spaces and keep a record of where students were sitting. Week 3 Complete 3-4 drawings of their subject matter on a4- a3 paper using two different types of drawing mediums and grounds. Practise colour mixing techniques and activities. Learning different techniques and trying a few small swatches to practise techniques in student’s sketchbook. Making an informed decision on techniques that will be used in the final painting. Show work by famous painters discussing their work. Show some you tube video tutorials and encourage students to look at some tutorials at home. Week 4 Working inside the classroom from final drawings. Starting to map out how they will start the painting. Begin the final painting on chosen ground. Show more work by painters. Discuss progress. Week 5 Students should be well underway with their final painting. Have regular class discussions on the work. Week 6 Students will finish their paintings and bring together all of their drawings paintings .Class critique will take place and an exhibition in the school library open to all of the students and staff in the school for one lunch time on the final Friday.
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