Mascalls School Department of Art _ Design SBO KS3 Scheme of Work

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Mascalls School Department of Art _ Design SBO KS3 Scheme of Work Powered By Docstoc
					Mascalls School                             Department of Art & Design                                             SBO KS3 Scheme of Work

Title       Fantasy Architecture                                    Year        9                                                      Level


Week                 Classwork (Learning Objectives, possible teaching activities, learning outcomes and points to note)

      1              Introduction to the Project - Learn about perspective drawing techniques, Presentation of Fantasy Architecture and Sculptural Forms. Still Life Drawing
     Set             of Objects that have the same characteristics as Buildings. Exploring foreground, midground and background, what elements are important in create
 Independent         the perception of perspective.
    Study
                     LO: To understand the idea of perspective.
                     LS: Visual, Auditory and Kinaesthetic.
                     AFL: Verbal formative feedback through lesson and peer assessment in plenary.
        2            Learn about the construction of forms, positive and negative space, shading and tone. Drawing from real life or images of buildings construct a series
                     of studies of the build environment in pen or charcoal.

                     LO: To understand the construction of buildings in terms of containers of space. To understand the difference between positive and negative space
                     and be able to demonstrate this in a drawing.
                     LS: Visual, Auditory and Kinaesthetic.
                     AFL: Peer assessment in plenary
      3              Explore the fundamental elements of architecture the construction of space and look at contemporary architects and artists who work within the
     Set             parameters of architectural structures. Re visit Artists and Architects from original presentation, look at how buildings have changed due to
 Independent         development in materials, Look at artists who have created imaginary or fantasy dwellings.
    Study            Students are to create their own fantasy building, using the drawing skills developed to date.

                     LO: To be able to abstract forms and think beyond the boundaries of the everyday. Experiment with improbable structures and fantastical uses.
                     LS: Visual and Kinaesthetic.
                     AFL: Peer assessment in plenary.
        4            Layering of images and abstract forms, juxtaposing inside and outside space. Speed drawing from images of the school 5 minutes each on the same
                     page overlaying constantly. Highlight interesting shapes from the finished study and draw these onto a new page. Using watercolour and one colour
                     introduce tone as a means of accenting and highlighting the forms.

                     LO: Continuation of abstraction to develop and understanding of layering and be able to think fluidly about the structures described in the drawing.
                     LS: Visual, Auditory and Kinaesthetic.
                     AFL: Verbal formative feedback through lesson and peer assessment in plenary.
      5              Start final piece. Working from the study produced in the previous lesson produce a mixed media collage or similar working with line to create and
     Set             abstract representation of architectural spaces.
 Independent
    Study            LO: To being to pull together skills learnt in the previous lessons to a final piece, Layering, line drawing, the creation of positive and negative space
                     and tone should all be employed to produce final study.
              LS: Visual and Kinaesthetic
              AFL: Verbal formative feedback through lesson and peer assessment in plenary.
    6         Continuation of Final Piece

     7        Evaluation of Project.
    Set
Independent   LO: To be able to evaluate the project using the appropriate visual language identifying strengths and weaknesses.
   Study      LS: Auditory and Kinaesthetic.
              AFL: Self assessment, written assessment according to National Curriculum levels.


    No        Homework

   1&2        Draw an exterior and an interior space 1xA4 sheet each in perspective from somewhere in your house.

   3&4        Title Page A4 Looking at 1 Architect and one Artist from list Architects: Ron Arad, Ron Herron, Zaha Hadid, Norman Foster Artists: Rachel
              Whiteread, Andrea Zittel, Absalon, Atelier Van Lieshout.
   5&6        Research Artist Designer and Architect Charles Renee Mackintosh, look at his work especially the fluid forms of his flower tiles, write a brief biography
              and evaluate 2 or his works (using the evaluating art works handout) including drawings.
    7         Make a collage of one of the spaces drawn in wk 1 using torn paper and a variety of other materials look at depth and how you can make the image
              rise off the page with texture and thicker materials
KS3: Knowledge skills and understanding

I   Exploring and developing ideas
    Pupils should be taught to:
a   Record and analyse first-hand observations, to select from experience and imagination and to explore ideas For different purposes and audiences                     *
b   Discuss and question critically, and select from a range of visual and other information for example, exhibitions, interviews with practitioners, CD-ROMs to help   *
    them develop ideas for independent work
c   Organise and present this information in different ways, including using a sketchbook                                                                               *

2   Investigating and making art, craft and design
    Pupils should be taught to
a   Investigate, combine and manipulate materials and images, taking account of purpose and audience                                                                    *
b   Apply and extend their experience of a range of materials and processes, including drawing, refining their control of tools and techniques                          *
c   Experiment with and select methods and approaches, synthesise observations, ideas and feelings, and design and make images and artefacts.                           *

3   Evaluating and developing work
    Pupils should be taught to:
a   Analyse and evaluate their own and others’ work, express opinions and make reasoned judgements                                                                      *
b   Adapt and refine their work and plan and develop this further, in the light of their own and others’ evaluations.                                                   *

4   Knowledge and understanding
    Pupils should be taught about:
a   The visual and tactile qualities of materials and processes and how these can be manipulated and matched to ideas, purposes and audiences                           *
b   Codes and conventions and how these are used to represent ideas, beliefs, and values in works of art, craft and design                                              *
c   Continuity and change in the purposes and audiences of artists, craftspeople and designers from Western Europe and the wider world (for example, differences        *
    in the roles and functions of art in contemporary life, historical periods in Western Europe, and in different cultures.

What the Unit           Art          *       Line      *        Texture       *        Painting        *        Digital Media                     Individual Work           *
Covers:                 Craft                Tone      *        Shape         *        Collage         *        Sculpture                         Collaborative Work
(?= opportunity         Design       *       Colour    *        Form          *        Printmaking              Other techniques                  2-D                       *
for inclusion)                               Pattern   *        Space         *                                 Drawing 2D skills         *       3-D

Subject Area            Human                Environ   *        Flora and              Events                   Fantastic and Strange     *       The Abstract
                        Figure               ments              Fauna
About the Unit:                                                                         Expectations: At the end of this unit all students will:
This unit is deigned to further develop observational drawing skills and to extend      - Have a basic understanding of perspective
students’ experience of materials and processes. They learn to draw from life and       - Understand the difference between positive and negative space as an       artistic
secondary sources using perspective and positive and negative space as a drawing        principle.
aid and technique, developing overall spatial awareness.                                - Use layering and pattern making skills.
                                                                                        - Developed basic watercolour painting techniques
                                                                                        - Understand tonal values.
Students learn about the role that constructed space and the build environment          - Developed skills in collage, understanding the use of texture and surface
plays in the contemporary cultural landscape from architecture to fine art. They will   design.
begin to understand spatial design, composition and layering and see how these          Most students will:
techniques are employed in the creation of art and architecture. They are required      - A developed series of perspective studies.
to analyse and evaluate their own and others’ work, focusing on the visual elements     - Employ the creation of negative space in composition.
pattern, texture and composition.                                                       - Developed a range of layering techniques.
                                                                                        - Produced a watercolour study using both perspective and tonal variation as a
                                                                                        tool for pattern.
                                                                                        - Produced a relief collage, with texture and tone.
Where the unit fits in:
The unit fits into the Year 9 scheme of work which is based around Fantasy.             Some students will have progressed further and will:
 It builds upon previous drawing skills and introduces new drawing techniques and       - Be able to critically consider composition, layering and pattern.
collage.                                                                                - Developed an understanding of spatial awareness and utilised this in the
                                                                                        production of all studies.
                                                                                        - Used other mediums and drawing techniques in the composition of the relief
                                                                                        collage.
                                                                                        - Researched and employed some of the techniques used by the artists/architects
                                                                                        in their work.



Prior Learning                                            Opportunities for out of school learning:.                 Opportunities for future Learning:
                                                          The homework tasks are designed to support class           The knowledge and skills learnt through this unit will
                                                          work and to develop research and presentation skills.      be developed in forthcoming projects and the visual
                                                                                                                     elements focused on will create a foundation for all
                                                                                                                     future art work and will give valuable observational
                                                                                                                     skills relevant to other subjects.
Resources:                                                  Teaching Strategy:                                       Differentiation Strategies:
Slide presentation of architectural and sculptural ideas.   Each lesson will be structured with starter, main        The main teaching activities will be directed at all of
Slide presentation handout                                  activities and plenary. Lessons will recap on previous   the class, with extension activities given to more able
Pencils                                                     learning and will involve class discussions as well as   students and to those that work quickly. These include
Rubbers                                                     directed questioning.                                    further exploration into spatial awareness trying to
Sketchbooks                                                                                                          incorporate techniques used the design of buildings &
Watercolours                                                To break up long lessons, self and peer evaluation       sculpture in their own work, as well as more
Canvas                                                      activities will be used to review work.                  encouragement to refine and develop skills and
Selection of Mixed Media                                                                                             techniques.
String.                                                     Most lessons will involve a teacher led demonstration
                                                            and will feature examples of work.                       Extra support will be given to less able students, for
                                                                                                                     example simplifying forms down to basic shapes in
                                                            The unit will be reviewed throughout its development     order to make perspective drawing easier to
                                                            and changes made if necessary.                           understand

                                                                                                                     Students are encouraged to support each other and to
                                                                                                                     share skills and knowledge.


Opportunities to Develop ICT Capability:                                                 Opportunities to Develop Social, Life and Key Skills
Research: the main component of ICT is Internet research for homework in order to        Communication skills are developed through class discussions.
explore the work of the chosen artists/architects. There is potential for further        Research and presentation skills are developed through homework tasks and class
development i.e. allowing students to photograph the school architecture instead of      work.
providing images (looking at positive and negative spaces foreground, midground
and background).


Literacy:                                                                                Numeracy:
Students are required to read and present written information.

Health and Safety:
Warnings must be given to students when scissors, PVA glue and the collected resources for collage. Allergies should be considered before every task and in relation to
student records.

				
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posted:2/18/2011
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