Art

YEAR 8
Term 1: Pop ART
Key Learning Objectives · Learn how to develop ideas through Pop Art investigations, demonstrating critical understanding of sources.

· Learn how to refine work by exploring poster ideas and experimenting with appropriate 2D media, materials, techniques and processes.

· Learn how to record ideas and observations and develop a clear journey as your work progresses.

 

Key Activities / Homework This unit introduces learners to a variety of critical study/contextual references with a focus on the style and techniques used in POPART and poster making. It is designed to enable them to further explore 2D skills including observational drawing, painting, collage and composition. Learners will be introduced to typography and print making

HWK:

· Pop Art mind map exploring personal icons.

· Make a visual mood board of your ‘Icons

· Render ’exhibition building with Pop Art images

 

Assessments Formative teacher, self and peer assessment using WWW/EBI on feedback cards.

EBI Progress checks on feedback cards.

Summative assessment sheets using GCSE criteria and reporting on mastery.

Suggest reading & support materials www.tate.org.uk/context-comment/video/tate-kids-presents-pop-art

www.ducksters.com › History › Art History

https://www.pinterest.com/lucidelmn/pop-art-posters

Term 2: The Unseen
Key Learning Objectives Use a range of techniques, media and surfaces to record your observations as a basis for exploring your ideas.

Analyse and evaluate your own work, and that of others.

 

 

Key Activities / Homework To explore surface design by looking at artists including Alison Willoughby, your environment and textiles techniques. You will investigate different textile media and techniques including OBSERVATIONAL DRAWING, PAINTING, COLLAGE, PRINT , FROTTAGE, WEAVING, HAND EMBROIDERY, STITCH AND BURN, HOT GLUE STENCILLING.

Through these investigations you will create a final piece based on the title ‘The Unseen’

 

HOMEWORK:

1. Complete a fact file on Alison Willoughby

2. Complete fact file on ONE artist/designer (from the list provided, you may use the template provided if you wish)

3. Extended HWK: Produce a 3D interpretation of your artist/designer.

 

Assessments Formative teacher, self and peer assessment using WWW/EBI on feedback cards.

EBI Progress checks on feedback cards.

Summative assessment sheets using GCSE criteria and reporting on mastery.

Suggest reading & support materials

 

 

http://www.robinandluciennedayfoundation.org/

http://designmuseum.org/design/robin-lucienne-day

http://www.scandinavia-design.fr/histoire-marimekko-history_en.html

https://www.marimekko.com/

Term 3: Guerrilla Art
Key Learning Objectives TBC
Key Activities / Homework TBC
Assessments Formative teacher, self and peer assessment using WWW/EBI on feedback cards.

EBI Progress checks on feedback cards.

Summative assessment sheets using GCSE criteria and reporting on mastery.

Suggest reading & support materials www.newsworks.org/…/nw-philly-parents/34545-guerilla-art-for-kids

https://kids.tate.org.uk/games/street-art

www.redtedart.com/kids-get-arty-exploring-street-artbanksy