Art Class scheme - St. Peter's College, Dunboyne, Co. Meath

1. St. Peter’s College, Dunboyne,
2nd Year (Mixed Ability 24 Pupils) 40mins per week (Tuesday)
Focus on the eye
Angela Clarke,
PME 1 SP Assessment Block One
Monday 11th Jan 2016

2. Aim of the Scheme
To create a self –portrait Collage through the exploration of drawing
and colour based on individual observation of the eye.
Key Areas:
1. To engage in research, investigation and creativity
2. To apply their learning through life drawing studies and collage
3. To gather and synthesise information and material for collage
4. To work independently and/or in pairs and as part of a team
5. To engage in dialogue with their teacher and their peers
6. To reflect on themselves and their fellow students in a positive
way
7. To evaluate their own learning as individuals and in
collaboration with their peers

3. Support Study:
My collage
1. To identify and describe objects
used as images in my collage.
2. To analyse my collage artwork
according to the tone, dimension
form, space/depth, colour, texture
and symbolism.
3. To make connection between my
collage examples and possible
ideas for their own collages.

4. Visual aid:
Artist samples
1. To describe Portrait paintings which focus
on the eye; explain the imagery and reason
behind their construction
2. Formally analyse the portrait painting
according to the medium, tone, colours and
texture, if any.
3. Make connections between the portrait
paintings and the artists who painted them.
4. List a number of features of portrait
paintings that focus on the eye.
Zhang Xiaogang, Chinese, born 1958

5. Visual aid: Lesson 1
1. To describe portrait paintings which focus on the eye, explain the imagery and reason behind their construction.
2. To formally analyse the portrait painting according to the medium, tone, colour and texture.
3. To make connections between the portrait paintings and the artists who paint them.

6. Student’s work: Lesson 1
Eyes drawn from observation, using mirrors

7. Visual aid: Lesson 2
1. To describe portrait paintings which focus on the eye, explain the imagery and reason behind their construction.
2. To formally analyse the portrait painting according to the medium, tone, colour and texture.
3. To make connections between the portrait paintings and the artists who paint them.

8. Student’s work: Lesson 2
Eyes drawn from observation, using mirrors

9. Value worksheet
Visual aid: Worksheets
Shape and form worksheet Describing wheel worksheet

10. Visual aid: Lesson 3
1. To analyse and describe images of the eye.
2. To formally analyse the images according to the medium, tone, colour and texture.
3. To make connections between the images and possible ideas for their own collage.

11. Student’s work: Lesson 3
Eyes drawn from observation, using mirrors

12. Visual aid: Lesson 4
1. To describe portrait paintings which focus on the eye, explain the imagery and reason behind their construction.
2. To formally analyse the portrait painting according to the medium, tone, colour and texture.
3. To make connections between the portrait paintings and the artists who paint them.

13. Support Study: Lesson 4
1. To identify and describe objects used as images in my collage.
2. To analyse my collage artwork according to tone, dimension, form, space/depth, colour, texture and symbolism.
3. To make connections between my collage examples and possible ideas for their own collages.

14. Student’s work: Lesson 4
Eyes drawn from observation, using mirrors
– watercolour pencils/markers on watercolour paper

15. Visual aid: Lesson 5
1. To describe portrait paintings which focus on the eye, explain the imagery and reason behind their construction.
2. To formally analyse the portrait painting according to the medium, tone, colour and texture.
3. To make connections between the portrait paintings and the artists who paint them.

16. Visual aid: Worksheets
Mindmap
Thumbnail sketches
Artist worksheet

17. Successful aspects of the project:
1. The pupils engaged well with the project and produced artwork of a high standard.
2. The pupils enjoyed learning new techniques, especially the watercolour pencils and
markers technique on watercolour paper.
3. One very successful aspect of the project was the artist presentation boards, where
students were able to compare and contrast artists from different countries whose work
reflected on the eye.
Things to improve on:
1. Given time it would have been better if students had done their own research on artists
who focus on the eye.
2. Over time, as I evaluate the student’s abilities, I will be able to time the stages
appropriately.
3. Incorporating their preliminary drawings in to a notebook or on a board would be better
for students to see the development of their work.
Evaluation