Lesson 1 7
- 1. WELCOME TO ART !
- 2. Classroom Behavior Expectations Students are expected to assist in maintain a classroom environment that is conductive to learning. Disruptive behaviour in the classroom may be classified as anything that disturbs the teacher or other students during the class period and will not be tolerated. One verbal warning will be given and if behaviour continues a sanction will be given. •YES put your hand to speak •YES share equipment and treat with care •YES participate in class discussions •YES try your best every time •YES work quietly or in silence when asked •YES complete all homework on time •YES be respectful to the teacher and eachother •NO mobile phones •NO challenges to teachers authority •NO eating or drinking in the classroom •NO excessive tardiness •NO making of offensive remarks •NO interrupting or belittling other students •NO shuffling, whistling or making other disruptive noise
- 3. Art like morality consists of drawing the line somewhere ! -G.K Chesterton Don’t be afraid to try, perfection is over rated and mistakes can be beautiful.
- 5. ART IS IN THE EYE OF THE BEHOLDER. SHIGEO FUKUDA
- 14. LESSON 1 Objectives: •To understand that there are important rules and health and safety regulations in an Art room setting and during lessons. •To consider their own prior understanding of Art as a distinctive subject. Outcomes: •To have learnt the classroom rules. •To complete a reflective interview. To complete one tonal ladder showing graduated shading.
- 15. Task 1: ‘What do you know about Art?’ worksheet. Arrange half the class sitting down with sheets of questions and then pair the others up with them, they get 2 minutes to discuss question one, then sound a buzzer and the interviewees move on to the next person. 2 minutes for question 2 etc. (Like speed dating)!!! Then spend another 10 minutes getting feedback to whole class, who can remember an interesting answer to question 1 etc. Merits for well remembered details !! Task 2: Draw out and complete a 6 box tonal ladder using a 2B pencil. Discuss type of pencil and building up of layers etc.
- 16. Plenary: ‘What did my teacher say about…? Merits for answers ! Homework: Cover your sketchbook with a timeline of art and sticky back plastic
- 17. LESSON 2 Objectives: •To provide evidence of baseline attainment. Outcomes: •A series of experimental drawing exercises. 1.Continual line 2.Blind drawing 3.Double pencil 4.Wrong hand 5.Writting excersise*
- 18. Claude Heath (British, 1964) Timeline 1983–1986 BA Philosophy, King's College London Born London, England Collection - British Museum Collection - Simmons & Simmons Collection - Eel Pie Publishing Collection - UBS AG Lives and works in London, England CONTINUOUS LINE DRAWING The line in a continuous line drawing is unbroken from the beginning to the end. The drawing implement stays in uninterrupted contact with the surface of the paper during the entire length of the drawing.
- 19. 5.Writting excersise: All students must read and re-write the following paragraph in their own words using the word bank provide. From 1886 to 1888, Van Gogh was living in Paris. It was during this time that he created many still life paintings; a lot of these were of fish or fruit, but there were several paintings he created of shoes. One of the most notable shoe paintings that Van Gogh created was A Pair of Shoes, 1886 (shown below – top left). This painting was discussed in an essay titled “The Origin of the Work of Art” by Martin Heidegger in the 1930s and has since been the subject of many debates surrounding art and life. Another reason that the shoe paintings still fascinate individuals today is that these works are also often interpreted as a study of Van Gogh’s life. In these paintings, he captures a pair or pairs of shoes on the floor most with laces untied as if they have just been taken off at the end of a long day. Unlike other still life subjects, the shoes have been to all the places and have seen all of the struggles of the owner. To many, Van Gogh’s shoes with the worn leather and tired soles represent the rough life of the artist himself and the weathered journey he has endured. In a letter to his brother Theo from August 29, 1888, Van Gogh wrote about a still life and one of the shoe paintings when stating, “I have heaps of ideas for my work, and if I go on with figure painting very industriously, I may possibly find more. But what’s the use? Sometimes I feel too feeble to fight against existing circumstances, and I should have to be cleverer and richer and younger to win. Fortunately for me, I do not hanker after victory any more, and all that I seek in painting is a way to make life bearable.” Today Van Gogh’s shoe paintings can be seen in several different museums including The Van Gogh Museum, Fogg Art Museum at Harvard University, The Baltimore Museum of Art, and The Metropolitan Museum of Art in New York. There is also one in a private collection. View Van Gogh’s shoe paintings below, and comment and share your thoughts on these works.
- 20. Plenary: Using the art vocabulary word bank in their sketchbooks select an adjective to write on another pupils drawing. Homework: Observational drawing of the contents of your school bag using only continual line.
- 21. LESSON 3 Objectives: To understand how mark making has been used to convey meaning Outcomes: Hand print with mark making frame.
- 22. Mark Making Mark making is a term used to describe the different lines, patterns, and textures we create in an artwork. It applies to any art material we use on any surface, not only paint on canvas or pencil on paper. A dot made with a pencil, a line created with a pen, a swirl painted with a brush, these are all types of mark making.
- 23. Mark Making Mark making is a term used to describe the different lines, patterns, and textures we create in an artwork. It applies to any art material we use on any surface, not only paint on canvas or pencil on paper. A dot made with a pencil, a line created with a pen, a swirl painted with a brush, these are all types of mark making.
- 24. Starter: Fill in the mark making grid with your pencil! How many different marks can you make ???
- 25. Prehistoric Art 35,000 B.C.E. to 1,500 B.C.E.
- 26. The Beginning of Art Prehistory- before writing.
- 27. Who were the artists? • Cro-Magnon peoples from 30,000 BCE are currently known as the world’s first artists. • They lived in caves when it was cold. • Hunted animals for food, clothing, tools, and shelter.
- 28. The First Discovery… • In the autumn of 1879, Spanish nobleman and amateur archeologist Marcelino Sanz de Sautuloa and his young daughter, Maria, set out to explore a cave in the hillside of Altamira, not far from the family estate in northern Spain. As a gentleman scholar, De Sautuola took a serious interest in finding out more about the prehistoric past.
- 29. Little Maria was small enough to see into the narrow opening of the cave in their backyard. What she saw changed history…
- 30. Making history… • Maria had just become the first modern human to set eyes on the first gallery of prehistoric paintings ever to be discovered.
- 32. Cave paintings • Cave Paintings are found all over the world. Western Europe, primarily Southern France and Northern Spain, are rich with caves containing Stone Age wall paintings.
- 33. The Art • Rock paintings have been found to include line drawings in charcoal and red ochre, painted images, and negative images, which are formed by painting the rock area around an object, such as a hand.
- 34. How were they made? • These Paleolithic artists made paint out of natural substances such as red and yellow earth, different colored minerals, and black charcoal. They would grind these into a powder and mix with water (scientists have found cave water works really well for this).
- 36. Lascaux Caves 15,000-13,000BCE Researchers think that this horse was part of a magic hunting ritual. They believe that the artists threw spears at the horse because there are marks on the walls of the cave.
- 37. Task 2: Create a boarder on one A4 sheet in their book using mark making techniques from the starter activity. Task3: In the centre of the page with the frame place your hand palm down firmly flat on the page. Using an oil pastel colour of your choice colour in the negative space around your hand and lift.
- 38. Homework: Revisit PowerPoint on weebly and complete prehistoric mark making grid and if incomplete Van Gogh paragraph.
- 39. Task 4: On the next clear page in your sketchbooks produce an A4 copy of the cave painting provided. Remember to add detail and colour.
- 40. Homework: Complete cave painting and add colour.
- 41. LESSON 4 Objectives: To gain an understanding of the practice function and aesthetic of Egyptian art. Faith and society Outcomes: Context box Paragraph Peer profile drawing from observation
- 42. Starter: Prior learning cloud. Powerpoint on Egyptian art and context box.
- 43. Ancient Egyptian Art • The art of the ancient Egyptians is about 5000 years old and developed between 3000BC and 200AD. • Artworks are highly stylised, organised and followed strict rules and conventions. Symbols, including colours and hieroglyphics, were used to tell the story of the artwork.
- 44. Ancient Egyptian Art • Hieroglyphics is a method of writing with pictures. • A scribe is someone who is trained to read and write hieroglyphics
- 45. Ancient Egyptian Art • Artworks took the forms of painting and sculpture. • In 2D works, objects, figures and symbols were depicted as clearly outlined, flat shapes. • In 3D sculptures, figures of importance were shown in basic poses with their left foot forward
- 46. Ancient Egyptian Art • Images of the human figure combined profile views (side view) of the head and legs with frontal views of the eyes and shoulders • It was also conventional for people of high status to be depicted as larger than people of low status
- 47. Ancient Egyptian Art • Every colour had a particular meaning and was used for a reason • Black was the colour of the night and the underworld, but also, the colour of the fertile soil of the Nile • Blue was the colour of the sky and the water • Gold was the colour of the sun and the skin of the gods • Green was the colour of vegetation
- 48. Ancient Egyptian Art • In ancient Egypt it was fashionable for both Men and Women to wear make-up • People did not realise though, that the lead-based paints they were using were actually poisonous!
- 49. Ancient Egyptian Art - Alphabet
- 50. Task 1: Write a paragraph about Egyptian art in your own words. Task2: Peer profile portraits from observation. Plenary: Progress box. Homework: Using Egyptian hieroglyphics sheet write your own name in your sketchbook and add colour.
- 51. LESSON 5,6 & 7 Objectives: To gain an understanding of elementary water colour technique. Outcomes: Water colour painting of Egyptian wall painting.
- 52. Starter: Egyptian key word hangman. Prior learning cloud. Colour matching and recipe worksheet exercise.
- 53. Colour Theory Objective To learn about colour theory and its application when making Art
- 54. Pupils’ work By the end of your lesson your work should look something like this.
- 55. Primary colours
- 56. Primary colours Red Blue Yellow Copy these boxes into your books
- 57. BOOKS IN THE AIR !
- 59. Secondary colours + + + = = = To make the secondary colours all you need are 2 of the primary colours
- 60. Secondary colours + + + = = = To make the secondary colours all you need are 2 of the primary colours
- 61. Secondary colours + + + = = = To make the secondary colours all you need are 2 of the primary colours
- 62. Secondary colours + + + = = = To make the secondary colours all you need are 2 of the primary colours Copy these boxes into your books
- 63. BOOKS IN THE AIR !
- 65. The colours which are opposite each other on the colour wheel, are the complementary colours.
- 67. Complement A complement (with an e) is something that enhances something else or goes well with it. (For example, ‘Cranberry sauce is a complement for turkey’.) VS Compliment A compliment (with an I ) is an expression of praise. Complimentary (For Example, ‘My compliments to the chef for such a wonderful starter’)
- 68. Complement A complement (with an e) is something that enhances something else or goes well with it. (For example, ‘Cranberry sauce is a complement for turkey’.) VS Compliment A compliment (with an I ) is an expression of praise. (For Example, ‘My compliments to the chef for such a wonderful starter’)
- 69. Complementary Colours RED BLUE YELLOW GREEN ORANGE PURPLE Copy these boxes into your books
- 70. BOOKS IN THE AIR !
- 71. Fill in the colour wheel Copy this into your books using a compass or something circular Make sure with the person next to you that you have the colours in the correct place.
- 72. BOOKS IN THE AIR !
- 73. Starter: Without looking in your book complete this colour matching and recipe worksheet exercise.
- 74. Task: From close observation accurately copy an Egyptian wall painting.
- 75. Plenary: Progress box. Homework: Collage 5 separate athletes in action.
- 76. Task: From close observation accurately copy an Egyptian wall painting and complete in watercolour.