WelcomeYear 7

to

Health and Safety Rules• Bags must be tucked under your desks properly.• No running in the art room.• No chewing gum.• Be careful when using sharp instruments like Stanley knives,

scissors and lino cutters.• Wear an apron when using acrylic paints or PVA glue (You can use

your Technology aprons or buy one especially).• Homework will be set weekly and must be completed • You must have a parental signature next to completed homework.• If the fire bell goes off you must go to your form group and your

form teacher will be on hand to register you.

Please write these at the back page of your books

1st Term

• Introduction to department rules and regulations

Themes for this termTone & FormMark Making

Colour TheoryColour Collage

ArtistsVan Gogh

VacoMatisse

Lesson 1 OBJECTIVES:• To understand that there are important

rules and health and safety regulations in an Art room

• To consider your own prior understanding of Art as a subject

• To build confidence in your abilities

OUTCOMES:

•To have learnt the classroom rules

•To complete a reflective interview

•To complete an experimental drawing

Task:Working in pairs

One of you will be ‘A’ and the other will be ‘B’

‘A’ will ask ‘B’ questions from the worksheet and fill in ‘B’s answers

Then ‘B’ will do the same for ‘A’

You have 10mins to do this

Plenary

• Each pair will report back to the rest of the class as to what they have found out about their partner

What have you learnt today?Do you remember what you will be

focussing on this term?

Homework 1• Do a copy of a well known image by a

famous artist• You should stick the image (preferably in

colour) and your drawing next to it on the front of your book.

• Note down the title and who it is by in the inside cover

• Cover book in sticky back plastic (you can buy a roll of this from WH Smiths)

Lessons 2 & 3OBJECTIVES:• To begin to practise & build up on your knowledge of

basic drawing skills• How to apply tone gradually.• How to apply tone effectively to describe the form of

a shape.• To handle equipment with sensitivity

OUTCOMES• A series of carefully shaded diagrams, or ladders and

objects• A successfully shaded cube and sphere

Good “squaring up”

Task- Demo and individual task

Work on worksheets given out by your teacher1. Create 2 tonal ladders

-with a 2B pencil-with a coloured pencil

2. Add contour lines and tone to the shapes to make them look 3-D

Your teacher will demonstrate how to apply tone and contour lines to the

worksheets

Tonal range and contour

lines

Understanding Tonal Range1. Create a tonal range ‘ladder’ with a 2B/4B pencil

Lightest Darkest2. Create a tonal range ‘ladder’ with a coloured pencil

Lightest Darkest

• Remember to add more layers with your pencil to each box as you move along the ‘ladder’.

Or start at the darkest end and lift the pressure that you apply as you move along to the lightest box.

This will make a gradual/smooth transition from one box to the next.

Example of good tonal range

Examples of tonal ladders and 3D shapes

For a Merit, can a member of the class describe the tonal ladder and how you

can achieve it?

For 2 Merits, can a member of the class come to the board

and draw on these shapes the direction of the contour lines?

Drawing 3D shapesCan you see where

the light is hitting these shapes?

How can you tell?How can you achieve this yourselves?

Tonal ladders and contour linesFor a Merit, can a

member of the class describe the tonal

ladder?

For 2 Merits, can a member of the class

come to the board and draw on this image the direction of the contour

lines?

Homework 2

• Draw an object from observation at home adding detail and a full range of tone showing where the light is coming from.

Experimental Drawing

What Is It?

Continual line

• Never stops?• Pencil always touches the paper• Looks like spaghetti ?• Dark lines made by?• Light lines made by?

Wrong hand Drawing

• Can be continual.....this could help • How could it help?• All about looking closely and hand to eye

coordination

Blind drawing

• Looking at the object only• Looking through a peep hole.

1. SWAP BOOKS2. WRITE 5 ADJECTIVES TO DESCRIBE EACH DRAWING

Peer Work

Still Life…is a style of artwork. What kind of

art do you think it is?

Still Life

Today’s learning intentions:…understand how artists select subjects for their paintings.…be able to critically evaluate the work of artists.…know how to create an effective still life composition.

Still Life Mixed MediaProject Overview

2. Create a composition of fruit and photograph

3. Create a tonal drawing of your fruit in pencil

4. Choose a section of your photograph

5. Add colour and using colouring pencils

Still life is simply a painting or drawing of objects = the subject matter is inanimate objects rather than

living things, such as in portraits.

What are the subject matters in these paintings? Which is a still life?

Sometimes still life paintings are groups of natural objects: food, flowers, fruits, vegetables for example.

Sometimes they are paintings of groups of objects made by people, for example: cooking pots, bottles, clothing,

household objects

When you paint or draw a still life, you will see things your own way; one person might be

fascinated by the detail … another might notice the shapes more … and another person might

be more interested in the colours.

Shape …… Negative space

Colour

Realistic Detail

Hidden meaning

2. As a group create a composition using the still life objects on your desk and photograph them

Once you have taken the photograph of your objects you will make a copy of the still life

in your sketchbooks. Make sure you fill an A4 page.

Homework 3

• Place three household objects on the table in front of you and draw them.

• Use a range of tone and contour lines to create 3-D shapes.

• Use what you have learnt in class• Fill the page, don’t draw too small.

See examples on next slide

Adding shading and tone to your still life drawing:

http://www.youtube.com/watch?v=bKKff0TXJR0

4. Choose a section of your photograph

1.Using a view finder select one area of your photograph

(include at least 3 different objects)

2.Copy that area into your sketchbook pretending that the corners of your viewfinder are the corners of your page (fill

up the whole A4 page)3.Add colour and tone using

colouring pencils.

Van Gogh

You can use this link to learn about Van Gogh's life through his paintings using the lyrics of this song, listen

carefully for clues about his life…..

http://www.youtube.com/watch?v=dipFMJckZOM

How many portraits can you see in this film clip? What do you notice about Van Gogh's

changing state?

http://www.edutube.org/video/van-gogh-self-portraits

Van Gogh Mark Making

• Look at the next few slides and discuss the mark making that Van Gogh makes in his work

1.How many different marks can you see?2.What do you notice about the marks?

different thicknesses straight lines curvy lines

dots cross-hatching

Vincent Van Gogh

How many different marks can you see?What do you notice about the marks and

amount of colours?

How many different marks can you see?

What do you notice about the marks and amount of colours? Van Gogh

Van Gogh Mark MakingObjectives:• To relate the work you are doing to the work of

another artist.• To experiment with different media, (dipping pen or

biro)• To be expressive in your approach, looking at mark

making and texture.

Outcomes:• To have a sheet of completed mark making

examples, which are accurate and well drawn.

Task 1- Mark-making

• Use sheet provided by your teacher to add a range of different marks to each box

• Complete at least 8 boxes

• You will be using these ideas for the next piece of work and your homework

Line and Mark-Making

Look back at Van Gogh’s work. This will help you with ideas for filling in the boxes.

You can use different media, like a biro or ink pen See pupil examples on next slide

Examples of Pupils’ work

Homework 4

• a) Complete all the boxes with different mark-making skills

• b) Draw a still-life that you have set up yourself (objects, fruit) and apply these different marks to it.

• The more able to use a greater range of marks and have a more complex drawing describing the form and texture of the fruit.

Vincent Van Gogh

Learning objectives

• To learn how to use different mark making techniques to create a drawing.

• To learn some facts about the artist Van Gogh

• To use the squaring up process to produce an accurate copy.

Starter

• On the board I have drawn 4 boxes.

• I would like 4 volunteers to come to the board and fill a box with a different a mark making technique. (one at a time)

• These are some of the marks you maybe using to create your Van Gogh drawing.

Your image for today’s lesson

Van Gogh Facts• Van Gogh was Born on the 30th of march 1853 in Holland. He died in

1890 aged only 37 years from a self inflicted gun wound.• He began working for an art dealer in 1869 and was transferred to

work in England.• He did not begin painting until his late twenties• He created over 2000 art works• During his life time he only sold one painting. He used to give his

paintings away as payment for art materials • Some of his Most famous art works consist of Starry night, Sun flowers• He was a post impressionist artist, his style consisted of harsh brush

strokes and bold bright colour. • Van Gogh Suffered from mental illness and anxiety.

Remember these facts as you will be tested on them at the end of the lesson

Today's lesson

• You will be creating a copy of Van Gogh’s self portrait.

• You will use the squaring up process to create an accurate copy.

• You will use mark making techniques to do this.

• You will do this work in your sketch book.

Use the Squaring

up process to create

an accurate

copy

Your teacher

will explain

how to fill in each section.

Van Gogh quiz

You will receive a Merit if you can answer:

• How old was Van Gogh when he died?• Name one of his most famous art works?• How many art works did he create?• What was his artistic style like?

Can you remember the Van Gogh’s Facts?

Homework 5

• Learning how to research • An interview with Van Gogh –produce a

series of questions(roughly about ten) and find the answers using Google/You tube etc

• More able to compose 15-20 questions and use a wider range of sources and vocabulary.

Van Gogh Mark Making• Objectives:• To relate the work they are doing to the

work of another artist.• To experiment with different media, (dipping

pen or biro)• To be expressive in their approach, looking at

mark making and texture.

• Outcomes:• An accurate and completed copy of the Van

Gogh drawing

Task 2- Van Gogh self portrait

How many different marks can you

see?

Look carefully atthe thickness of themarks and wherethe dark tones are.Notice how VanGogh follows thecontours of theFace.

Task 2Look at Van Gogh’s portrait from the previous slide

which has been completed with an ink pen.

• Do a copy of this in pencil first in one full page in your book leaving the background blank

(Next lesson you will be using paint in thesame way as Van Gogh to complete thebackground of this piece)

See examples on next slide

Year 7’s work from last year

Extension task• Use the sheet provided to

paint Van Gogh’s ‘Starry Night’.

• Your teacher will put up the colour version onto the interactive white board

(next slide)• Remember to use mark

making skills and a variety of colours

• Example

Year 7’s work from last year

Homework 6

• Looking in a mirror draw a picture of one of your eyes to fill the page completely. Show shading and tone on the drawing by adding at least 4-6 different types of mark making. Use a pencil unless you are feeling really confident, in which case, use a black pen.

See examples on next slide

Examples of Pupils’ homework

Homework 7

• Research on the internet or in library books and find another example of a drawing by Van Gogh, which uses similar mark making techniques.

• Stick it into sketchbook and label with name of artist and title of image

• Do a copy of it or part of it.• Write your own opinion on his work

See examples on next slide

Examples of Pupils’ homework

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Colour Theory

ObjectiveTo learn about colour theory and its application when making Art

Pupils’ work

By the end of your lesson your work should look something like this.

Primary colours

Red Blue Yellow

Copy these boxes into your books

Secondary colours

+

+

+

=

=

=

To make the secondary colours all you need are 2 of the primary colours

Copy these boxes into your books

Complementary Colours

RED

BLUE

YELLOW

GREEN

ORANGE

PURPLE

Copy these boxes into your books

The colours which are opposite each other on the colour wheel, are

the complimentary colours.

Fill in the colour wheel

Make sure with the person next to you that you have the colours in the correct place.

Copy this into your books using a compass or something circular

‘Portrait of Madame Matisse (with Green Stripe’) by Henri Matisse

Pupil Task

1.In table groups identify in a written list (on the white boards) the colours Matisse used in this painting.

2.Then in pairs write the ‘recipe’ for colour in your list. Top tip- each colour needs at least 3 colour ingredients to make it.

3. Then by yourself use oil pastels fill in the oil pastel experiments and recipes sheet. Top tip- try layering, smudging, scratching

4. Now using a light coloured oil pastel draw out a very simple outline of the painting. Top tip peach or yellow are good colours to chose.

5. Now use oil pastels to ‘colour in’ the background colours one area at a time.Remember to use layering , smudging and scratching.Top tip start with the lilac section, then do the orange section then the green.

6. Now you can use the oil pastels to add colour to the face, the dress and finally the hair.

Oil Pastel Experiments and Recipes Sheet.1.Colour in the final colour first

2.Then colour in the 3 ingredient colours that are needed to make the final colour

Homework 8

• Research Matisse’s collages and create a PowerPoint presentation on these works. Include some images and information. (When he made them, how and why they were made).

• You can work in pairs• It is very important that you also add your own

opinions to his work• You will present these to the class at some stage

Artists• Vaco Matisse

See Vaco PowerPoint

Can someone describe Vaco’s work?What sort of colours does he use?

For the next part of your project your subject matter and colours will be based on Vaco’s work

Vaco

PaintingObjectives• To learn about colour theory and its

application when making Art• To experiment with different media (paints)

Outcomes• A completed painting made in bright primary

colours and secondary colours

Task • You will receive an image of a sea creature from

your teacher.

• On this you will use water colours to paint in a similar way to Vaco

• How will you do this?• Your teacher will demonstrate how to paint

slowly and carefully

Examples of successful paintings

What is collage?

Collage is the art of sticking pieces of paper, photographs, pictures, bits of newspaper ,ribbons and/or bows in different colours, Pictures or images from magazines, pieces of other artwork, old clothing or fabric, comics, food labels

It can be used in many forms to produce very different out comes. Here are a few below.

Matisse

Matisse

A few facts on collage

• The word collage comes from the French word coller which means to glue.

• Collage techniques can be traced as far back as 200BC, When paper was first invented in China.

• Collage became a distinctive part of modern art in the early 20th century.

• It has been used by many artists (e.g. Matisse Picasso and Peter Blake) from many different Art movements including Surrealism, Dadaism and Pop art. (all classed as modern art)

Matisse

Matisse

Complimentary Colour Collages

Orange and Blue Red and Green

You will use the collage process of Matisse where he folded paper and cut shapes of the same size.

He also used the ‘wastage’ from the cut outs to create these.

Homework 9

• Bring in a selection of coloured paper and different ‘hues’ of the same colour.

• What does ‘hue’ mean?

• This paper will be used for the collage that you will produce in the next few lessons.

Objectives:• To learn about colour theory and its

application when making Art• To experiment with different media, (collage)• To relate their work to the work of Artists.

Outcomes:• A complimentary colour collage of a sea

creature in it’s surroundings.

Collages

Sea life collage• Look at Vaco’s work which is based on Sea Life.Task• Draw a sea creature of your choice• Use coloured paper to create a collage in the

same way as Matisse• The subject matter (fish, crab, shark) should be

completed in different shades of one primary colour and the background in different shades of its complimentary colour (secondary colour)

See examples on next slide

Pupils’ work

Homework 10

• Bring in a colour image of one of your favourite Matisse pieces of work

• Make sure it really is a Matisse piece by going onto a gallery website.

• Chose one of his bold colourful pieces preferably a collage

Matisse WorkTask 1• Find the next double page in your book• Draw a copy of your favourite Matisse

image on one side• Add colour with coloured pencils. Be very

careful when using this media. (Do not scribble and always make sure your

pencil is sharp!)

Matisse workTask 2• On the next page re-draw this image filling the

whole page but drawing just the out line

• Now use coloured paper to create a collage of the image

Pupils’ work

TasksGo to the next clean double page spread in

your book1.Create a copy of one of Matisse’s work and apply colour carefully with coloured

pencils. Fill the first full page.2.Produce a collage of the same piece on

the next page