Scheme for 1st year art class

1. AC 1st Yr scheme – healthy eating posters
Name ofstudent teacher:Angela Clarke
Class : 1st yr
Title of Scheme:GO FOR COLOUR–Healthy eating posters
Aim of Scheme:To designandcreate a posterthroughthe explorationof drawing,typography,layoutand symmetrybasedonthe theme of healthy
eating.
Class size,profile anddetails:mixedability,26 pupils,1 withSNA
Duration of lessons:80mins (Monday Periods8and9)
LessonNo Content Learning Outcomes Teacher tasks and Pupils
Task
Supportstudies and
Visual Aids
Evaluation/
Assessment
Procedures
1/9
16/11/15
Drawing
/Analysingfruit
and vegetables
from primary
source
Pupilswill be able to :
Accuratelyobserve the linesand
colourwithin the fruitand
vegetablesthrough observational
drawing.
Demonstrate anawarenessof line
and shape,howshape can create
Introduce the fruitand
vegetablesasobjects
whichcan be viewed
fromdifferentanglesand
explore viewsfrom
differentcutsegments.
Demonstrate continuous
Example of fruitand
vegetable drawings,
continousline and
coloursectionclose
up.Examplesof
ideasgenerated
fromdrawingthe
Have theyobserved
the fruitor vegetable
fromall angles.
Have they
successfullycutitup
intosegments?Have
theybeen

2. formin relationtothe fruitand
vegetables.
Make connectionsbetweenthe
fruitand vegetablesandpossible
ideasfordevelopingthe theme
GO FOR COLOUR.
Homework ,Draw a few
possiblitiesforaposterbasedon
the theme GO FOR COLOUR.
line drawing(coloured
chalkon blackpaper).
Demonstrate drawingthe
chosenfruitor vegetable
( or segments) fromthree
differentangles. Discuss
the theme of fruitand
vegetablesasa starting
pointforthe theme GO
FOR COLOUR, usingvisual
aidsand artistexamples.
PupilsTask,
Pupilswill chose one
fruitor vegetable
Pupilswill OBSERVEthe
chosenfruitor vegetable
fromthree different
angles,front,bottomand
inside cutsegment…they
will dothe same in
continuousline andthen
finallyone colourstudy
observingthe objectina
sectionclose up.
As theydraw,pupilswill
take note of ideasand
possibilitesforthe
fruitand vegetables.
SupportStudies:
Powerpointof
artists/designers
work– Observation
drawingsbyAndy
Wahol,Colourby
HelenDardik,Wendy
Kendall,Susan
Driscoll,and
MarimekkoDesign
demonstrating
interpretationof
fruitand vegetables
indifferentwaysas
basedon the theme
GO FOR COLOUR
connectingwiththe
ideagenerationand
usingtheir
imaginations?
DISCUSS ideasfor
nextweek.
What ideasdidyou
getwhile drawing
the fruitor
vegetable.
QuestiononPP-How
isline,shape,form
and colourused in
each image?
How dotheyeffect
the composition of
the overall image?
What words would
describe these
images-graphic,
abstract,
symbolic,fresh,clean,
modern,smoothor

3. theme. textured?
Special
considerationsfor
mixedabilitygroups.
Worksheetwithpre
preparedfruitand
vegetable drawings.
2/9
Date
23/11/15
Tonal studiesof
fruit and
vegetables
To understandhowline canbe
usedto define form
To understandhowthe illusionof
formand depthcan be created
throughshadingtechniques
To knowthe componentpartsof
value shadedformstoinclude
higlights,reflectedlight.core of
shadowandcast shadow
To be able totranslate their
observationsof one objectinto
realisticallyshadeddrawings.
Demonstrate Contour
drawing on one object
Demonstrate howto
introduce tonal value to
the drawing.
Demonstrate stippling,
hatching,andcross
hatching.
Demonstrate the illusion
of depth
Brainstormpossible
meaningsof illusion.
Examplesof Images
showingthe
difference between
geometricand
organicshapes
Bookof workby
Japanese artist
Masao Saito as an
example thathelps
explain3-Dillusion
and discussbrieflyits
purpose inart
Worksheet
How can line be used
to define form?
In whatwayscan art
creat illusions?
How can the illusion
of formbe created
throughshading
techniques ona2-D
surface
How can tone be
usedto shiftthe
viewerseye around

4. To developgeneral andartistic
knowledge forartmaking
Homework:
Continue todevelopone drawing
withthe introductionof tone with
the use of the sample tonal scale.
Group dissussion.
Pupilspractice shading
usinga varietyof
techniques.
Pupilswill thenproceed
to do a tonal drawing.
Value tonal scales
usinga varietyof
techniques:
hatching,
crosshatching,
stippling.
Examplesthat
demonstrate
highlights, reflected
light,core of
shadow, cast
shadows(howmany
lightsources?),
chiaroscuro,and
tenebrism- lookat
Caravaggio.
Examplesthat
conveyrealismand
discusshowitis
achieved
Examplestoexplain
how lightsources
affectobjectse.g.
observe the curved
the composition?
What otherwayscan
we improve The
composition?
Evaluate pupilsideas
and reactionsthat
theymade for
homeworkonthe
choice of their 4
personal symbolic
objects- are the
ideasrelvanttothe
topicof symbolicstill
life andto the works
selectedforanalysis
Evaluate drawingson
howwell they
exploredand
observedtheir
objects

5. nature of shadows
on roundedforms.
3/9
30/11/15
Wax resist
paintingsof fruit
and vegetables
To observe the different line,
shape,form,patternand colours
infruitand vegetables fromall
angles.
To create a multi-colourdesignof
the fruitand vegetables inthe
crayon- resisttechnique.
To experience watercolourandits
blendingand flowingproperties.
To considerwax resisttechnique
for final designposter.
Demonstrate howmake a
wax resistpaintingby
colourninginabout75%
of the drawingwithwax
crayons( pressingdown
hard),paintone colourall
overwax drawing. ( the
areas withwax are
protected,areaswithno
wax soak upthe paintlike
a sponge)
Demonstrate whatwill
happenif youdon’tpress
hard.
Pupilswill make crayon-
resistpaintingsas
demonstrated,observing
the line ,shape,form,
pattern and colourof the
fruitand vegetables from
differentanglesand
My example
drawings
Crayons,pre-mixed
watercolourpaint
,brishes.
Group discussion
lookingateach
othersdesigns,
considerwhichwork
bestfor a poster
design.
Considerthe most
effectiveuse of the
wax resisttechnique
for theirfinal poster
design
Have theyobserved
the objectsfromall
angles?
What ideasdidthey
getwhile drawing
the objects.
Who has used the
wax resisttechnique
mostimaginatively?

6. lookinginside. Can I see any
paintingsthatuse
the line,shape,form,
patternor coloursof
the fruitand
vegetables?
4/9
18/01/16
Analytical drawing
Designprocess
To generate arange of ideas
throughbrainstorming.
To visuallydevelop themfurther
throughthumbnails.
To examine the possibilitiesof
fruitand vegetablesasstructures
indrawing,andto make
connectionsbeteentheirprevious
drawingsandideassuitable fora
poster.
To have used theirimaginationsto
lookfornewways of interpreting
idease.g.lookingforpatterns,
overlaying,repeating,reversing,
Interlockingorsimplifing
elements.
Introduce the studentsto
the designprocess.
Brainstormingandidea
generationingroupsof
four.
Usinga powerpointand
blackboard gatheras
manyideasas possible.
Discussthe ideas
collectively.
Pupil task
Studentsdrawoutthree
designideasfortheir
chosenposterdesign
theme,usingtheir
imaginationsandtheir
Powerpointof
designposters.
Seconderysource
visual aidsforthem
to lookat: Photosof
fruitand vegetables,
illustrationsof fruit
and vegetables,and
books.
Sketchpad and
pencil.
Who has generated
the widestrange of
ideas.
Who has usedthe
fruitand vegetables
mostimaginatively.
Can yousee any
ideasinPPdesign
postersthatwould
helpintheirdesigns?
Compare the use the
LINE,SHAPE,COLOUR
or the FORM inthe
postersandthat of
the fruitand
vegetables.
What art materials
mightbe bestused

7. To have visuallyrecordedarange
of differentideas.
previousdrawingstohelp
them.
Usingsketchesandnotes
considerthe ideasfrom
more than one angle and
considercolourand
differentmaterialsand
howtheymay be used.
to interpretthe
ideas?
Have theycollected
a range of art
materialsathome
such as markers, gel
/feltpens,colouring
pencils,wax crayons,
watercolourpaints.
Have they
considered posible
planlayoutsforthe
healthyeating
poster.
5/9
25/01/16
Developmentof
Typography
To effectivelydevelopthe layout
of the posterdesignfurtherby
addingtypography.
Studentstobe aware of the
developmentandconstructionof
typography withthe use of a grid
withinthe designprocess.
Make connectionsbetweenthe
Introduce the studentsto
Typography.
Demonstrate by
hand,creatingletters
usinga grid.
Demonstrate howto
transferlettersusing
outline withtracing
Powerpointof the
typographyof Helen
Dardik.
Show Typographyin
differentways and
layouts.
Designboard
showingstagesof
QuestionsonPP-
Doesthisposter
have a message?
How doesthe
Typographyeffect
the message?How
are we meantto
readthis poster?
Rate the elementsin
orderof importance-

8. typography ,previousdrawings
and possible ideasfordeveloping
the theme GO FOR COLOUR
To knowhow to selectsuitable
imagesfrompreviousdrawings
for posterdesignbasedonthe
theme.
Homework:
Draw a few furtherpossibilitiesfor
the lettersGO FORCOLOUR based
on the theme,consideringtheir
chosendrawings.Usingthe grid,
approach eachletterindividually.
paper. How to position
and rub downimage
withinthe chosendesign
layout.
Demonstrate howto
colourusinga varietyof
media.
Pupilstask
Studentswill choose from
previousdrawings the
mostsuitable towork
withtypography
Studentswill Drawupa
fewpossibilitesforletters
GO FOR COLOUR usinga
grid,approachingeach
letterindividualy,based
on the theme.
posterdevelopment.
Considertheme,
designand function
of posters.
Pictures,words,
Symbols?Wasthe
designersuccessful?
Have theymade
gooduse of the grid?
Divide intogroups.
Discusseachothers
posterdesignsideas,
considerasa group
howit can be
improved,
possibilitiesfor
colourand where
there will be
problemsandhow
theycan be
overcome.

9. 6/9 Developmentof
design
Studentstobe aware of the
developmentandconstructionof
typographyandthe use carbon
paperas a waytransfaringof
imageswithinthe designprocess.
Demonstrate by
hand,creatingletters
usingcarbon paper
ShowTypographyin
differentwaysand
layouts.
Designboard
showingstagesof
posterdevelopment.
Have theymade
gooduse of the
carbon paper?
8/9
01/02/16
Production offinal
designartwork.
To create posterlayout samples
keepinginmindthe varietyof art
materialstheyhave exploredand
the range of techniquessuchas
blending,wax resistandover
layingof colours.
To be aware howmixedmedia
can be manipulatedandcombined
to create tones,formand texture.
To criticallyevaluate theirown
workto date throughdiscussion
and to be able to lookat their
posterdesignideastosee what
needstobe addedto improve
Firstshow two outline
designlayoutsmade in
advance.
Demonstrate howtostart
the colourprocess.
Focuson whichmedia
shouldbe usedfirstand
howthe can create form,
colourand texture.
Demonstrate techniques
such as blending,wax
resist,andoverlayingof
Showexamplesof
twofinisheddesigns.
Pooledartmaterials
broughtin bypupils
and teacher.
Frog tape for
borders.
Considerthe use of
differentart
materialsinpupils
samplesanddiscuss
whichmightbe most
effectiveintheir
posterdesign.
Questionthemon
the designprocess-
Whichstepsgo first?
What considerations
are important?
Get studentstolook
at each othersposter

10. theirdesign.
.
colours.
PupilsTask.
To experimentwitha
varietyof designlayouts
keepinginminddifferent
mediaandtechniques
that theyproduced on
samplesbefore starting
on final artwork.
To draw up final poster
afterchoosingfinal
designlayout
To start to add colour
usingthe prefered
methodsdemonstrated
at the start of class
designsanddiscuss
inpairs.
Who has considered
waysto develop
theirdesign,through
colouror texture?

11. 8/9 Final Poster
design
To effectivelydevelopthe layout
of the posterdesignfurtherby
addingtypographyandimages
together.
Studentswill be able toeffectively
transferoutine of typographyand
outline of the final image of the
chosendrawingsforthe finished
artwork.
PupilsTask
Studentsdrawouttwo
designlayouts fortheir
chosenposterdesign
theme,usingtheir
imaginationsandtheir
previousdrawingstohelp
them.
To Transferchosen
typegraphyandimagesto
final artwork.
Pooledartmaterials
broughtin bypupils
and teacher
Designboard
showingstagesof
posterdevelopment
Considerthe use of
differentart
materialsinpupils
samplesanddiscuss
whichmightbe most
effectiveintheir
posterdesign.
Discusseachothers
posterdesignsideas,
considerasa group
howit can be
improved,
possibilitiesfor
colourand where
there will be
problemsandhow
theycan be
overcome.

12. 9/9
08/02/16
Colouringof final
designartwork.
Finalisingof
details.
To be aware of differentmedia
that can enable realisationof their
design.
Realisingof the design.
Considerthe finishingand
presentationof the final poster
design.
Group critique lookingat
the designpostersonthe
wall seeingwhatis
neededforendeffect.
Pupil Task; Finishposters.
Studentspresenttheir
posters,givingaaccount
of the process to
date,ideadevelopment,
use of art materialsand
realsationof ideas.
Pooledartmaterials
broughtin bypupils
and myself.
Showwaysto add
elementssuchas
colourcontrast,
texture ,out-line etc
if required.
Final group critique
Each pupil mustbe
evaluate according
to research
drawings,abilityto
brainstorm,
develomentof ideas,
final composition
and the executionof
the final poster
designincolour.