Collaborative Visual Arts scheme for Secondary school students in the visual arts curriculum in Ireland. Prepared by Angela Clarke while on placement in Athboy Community School as part of the Professional Masters in Art & Design Education, NCAD, Dublin.

1. AC scheme – Future Perfect - A Group Mosaic Mural
Name ofstudent teacher:Angela Clarke
Title of Scheme:Future Perfect,A groupmosaicmural
Aim of Scheme:To designandcreate individual paintedpanelsthroughthe explorationof line,texture,value andcolour,andtoexplore Irelandsvision
for the future and our role inpromotingthe UN 2017 international yearsustainable tourisminrelationtosocial inclusiveness, environmental protection,
diversityandheritage.Inthe processtocreate a re-imaginedcollaborative mosaicmural thatstandsas an exampleof unitythroughdiversity.
Class size,profile anddetails:1st
, 2nd
and Transitionyearclasses
Duration of lessons:75mins
LessonNo Content Learning Outcomes Teacher tasks and
PupilsTask
Supportstudies and
Visual Aids
Evaluation/
Assessment
Procedures
1/7
23/1/17
Introduction to
sustainable
development
goals
Drawing
/Analysing from
primary source,
Pupilswill be able to :
To developanawarenessof the
sustainable developmentgoals
and to developanunderstanding
of the threatsto oceans.
To explore ideasof howtouse
oceanssustainably.
Introduce the scheme
and explainwhatisa
mosaicmural,and
that eachstudentwill
be givenindividual
panelswiththe
freedomtopaintwhat
theywanywithinthe
theme of the mural
Examplesof murals,
mosaics, andimages
createdusinga grid
90 mosaicsfor thisclass
group.Mural size
180cm X150cm =
270x(10cm x 10cm)
square individual
Why dowe have
goals?
Have they achieved
theirsetgoals?Have
successfully drawna
close upsection ?
Have theybeen
connectingwiththe

2. elementsofart To analyse praintingsaccordingto
the lines, shapes,form,
space/depth, and
style.Knowledge (cognitive
domain)
To accuratelyobserve the lines,
and colourof life underwater
throughobservational drawing.
To demonstrate anawarenessof
line andshape,howshape can
create designandpatternsin
relationtolife underwater. Skills
(psychomotor domain)
To make connectionsbetween
observational drawingsand
possible ideasfortheirpainting,
developingthe theme ‘Future
Perfect’
To engage inpreliminarywork
involvingcritical thoughtand
specificallydecidingontheirown
ideabasedonthe theme.
.Attitudes (affective domain).
subject,thenall the
paintingswill be
combinedintoone
unitedimage which
will be keptsecret
until the mural
unveiling.
Introduce the SDG life
underwater. Without
the oceans,our world
cannot functionasit
naturallyshouldand
neithercan
we. Accordingto the
UnitedNations,over
three billionpeople
dependuponmarine
and coastal
biodiversityfortheir
livelihoodoutof the
sevenbillionpeople
that inhabitthe
planet. Oceanscover
three-fourthsof the
Earth’s surface area,
Group work:
Disscussionon Causes
and effects–
primedwooden
mosaics.Examplesof
monochromaticvalue
colourgridsand
studentsworksheets.
plasticplates
StudentHandouton
SDG. Explaintheir
purpose. Explainthe
Key words and terms -
sustainably,goal,
biodiversity,ecosystem,
community,
interdependence,
heritage
Mindmapsto
brainstormlife under
water.
Examplesof imagesof
damagedoceans
aroundIrelandandthe
worlde.g.oil spills,
bleachedcoral,plastic
waste.
ideagenerationand
usingtheir
imaginations?
DISCUSS ideasfor
nextweek.
What ideasdidyou
getwhile drawing
the object.
QuestiononPB-How
isline,shape,form ,
texture,pattern and
colourused ineach
image?
How dotheyeffect
the composition of
the overall image?
What words would
describe these
images-graphic,
abstract, symbolic,
fresh, clean, modern,
smoothor textured?

3. Homework:
To source objects,imagesfrom
newspapersandmagazinesin
relationtotheirideaandthat they
wouldlike toincorporate into
theirpaintingandinformationfot
theirATC template.
Draw a few possiblitiesfora
paintingbasedonthe theme
worksheet
Define Goal- Whatis
the purpose of a goal?
Teacher will:
Demonstrate blind
drawing,outline,
continuousline,
contourand cross
contourdrawing.
Demonstrate drawing
the chosen object( or
enlargedsection)from
three differentangles.
Discussthe theme asa
startingpointforthe
painting,usingvisual
aidsand artist
examples.
Challenge- Goal
setting,Analytical
drawing from
observationPupils
will set goalsforthis
task.Use a clock to
time. Studentschoose
Differentation:Byusing
a range of images,some
withmore obvious
causesand effects
Worksheet-1. Listof
threatsto sort into
hierarchyof mostto
leastserious,2.
Solutions/suggestions
for sustainable ocean
use that theymatch to
the threatse.g.small
scale fishingtomatchto
large haulerfishing,
restrictionsontourist
activityat coral reefsto
match to multiple
touristboats/litter.
Pre- prepared
worksheetsforATCto
add detail –images/
examples/placenames/
nformationetcandstep
by stepguide to
accessingDIY account
Special
considerationsfor
mixedabilitygroups.
Worksheetwithpre
preparedimagesof
life underwater

4. one underwater
creature to create 5
differentdrawings.
Pupilswill OBSERVE
the chosenobject
fromthree different
angles,front,bottom
and drawingsmust
include colourstudy
observingthe objectin
a enlargedsection
close up.
Classpresentation,
pupilswill take note of
ideasandpossibilites
for the theme.
Introduce the Artist
Trading Cards for the
future lessons
Explaineachstudent
will create aATC
throughdigital
technologyusingthe
DIY pre-prepared
template designed by
teacher. Studentswill
on a computerto create
theirowndecks.
Supportstudies
My drawingof a
continiousline drawing
of a underwater
creature (samon),
Examplesof ideas
generatedfrommy
drawing– Stories,
Myths etc Example of a
finishedpaintingbased
on the theme.
Visual aids Presentation
boardsof life below
waterand
Comtemporary
artists/designers work
inspiredbylife under
water–demonstrating
theirideasanddiscuss
theirdifferent
processes and
materials. Discussthe

5. choose one living
creature to research.
Studentswill explain
whytheythinkitis
importantintermsof
the theme.Inwhat
wayare they
threatned andhow
the solutioncanhelp.
Theymust have facts
to supporttheir
decision.
interpretationof theme
Paper,drawing
materials,clocktoset
goals.
Primary objects to
make draw frome.g.
leaves,feathers,shells,
flowers,plastictoysof
life underthe wateretc
Secondary sources
Photographs,books,
imagesrelationto
Irelandsheritage and
history, maps
2/7
30/1/17
Colour theoryin
relationto overall
mosaic mural.
Introduction to
acrylic paint,
Discovery play
usingdifferent
colours and
To considerobjectswith
interestingtexture andpatternin
relationtotheirideafora painting
basedon the theme
To analyse praintingsaccordingto
the tone, dimensionform,
space/depth, colour,texture and
patternand design.
Discuss
inteterpendence,unity
throughdiversityin
relationto
ecosystems,
communitiesand
diversity,andconnect
the conceptswithour
collaborative mosaic
Worksheets:Blank
maps of the world,
informationsheets
showingfood
production.Rulers,
calculators.
Selectionof images(a
yingyang symbol,busy
ports,farmers,food
How can line be used
to define form?
In whatwayscan art
create illusions?
How can the illusion
of formbe created
throughshading
techniques ona2-D

6. painting
techniques
Tonal and colour
studiesand
samples
To explore value andcolourin
relationtotheirmosaic.
Knowledge (cognitive domain)
To be aware of how the illusionof
formand depthcan be created
throughshadingtechniques
To knowthe componentpartsof
value shadedformstoinclude
higlights,reflectedlight.core of
shadowandcast shadow
To observe howline,shape and
value can be usedto define
pattern,texture andform. Skills
(psychomotor domain)
To examine the possibilitiesof
objectsbasedonthe theme as
structuresin a drawing,andto be
able to translate their
observationsof one objectinto
realisticallyshadeddrawing.
To describe whatconstitutesa
mural. Discusshow
people,places,money
and the environments
are all linkedtogether,
and howwe all
dependuponeach
other.Discussthe
placementof each
studentspaintingand
assignstudentsmosaic
and gridnumber
dependingon
studentsareaof
research.
Group work activity –
Connections.Martin
LutherKingquote- “
Before youfinish
eatingbreakfastthis
morning,you’ve
dependedonmore
than half the world”
Studentsbrainstorm
breakfastfoods,using
blankworldmaps and
foodinformation
websetc) stuck up
aroundthe classroom.
workby artistas an
example thathelps
explain3-Dillusionand
discussbrieflyits
purpose inart
Mural Supportingstudy
artists- Balthasarvan
derAst (c.1593 -
1657)Shells,Joris
Hoefnagel-Insects,
Audubon- Birds,Log
Hawg-Fish,EdwinHenry
Landseer- BigAnimals,
RobertFuber-Fruitand
flowers,
AlbrechtDürer -
SmallAnimals
Differentation:colour
grid to match.
Worksheet:
surface
How can tone be
usedto shiftthe
viewerseye around
the composition?
What otherwayscan
we improve The
composition?
Evaluate pupilsideas
- are the ideas
relvanttothe topic
Evaluate drawingson
howwell they
exploredvalueand
observedtheir
objects

7. painting.
To developgeneral andartistic
knowledge forartmaking,
Attitudes (affective domain).
Homework:
Continue todevelopone drawing
withthe introductionof tone with
the use of the sample tonal scale.
Teacherwill take note of each
studentsfinal choice of life under
water
sheets,studentswill
calculate foodmiles
for theirbreakfastand
considerwhatis
producednearby?
Discusslocal products-
Honey,vegetablesand
dairyproductsetc.
Feedbackideastothe
class. Will thisbe
substainable forthe
future?
Teacher task-
Demonstrate howto
create a value gridin
one colour.
Demonstrate drawing
the objectin Contour
line andexplainthe
reasonsforthis.
Demonstrate howto
introduce tonal value
inone colour to the
drawing.Demonstrate
differentpainting
Thumbnail sketchs to
explore the
charactersiticsof their
featuredlife under
water.
Value tonal scales
Examplesthat
demonstrate highlights,
reflectedlight,core of
shadow, cast shadows
Examplesthatconvey
realismanddiscusshow
it isachieved

8. techniques,blending,
wet-on-wet,dry
brush.
Explainthe illusionof
depthinrelationto
the mural.Pupils
practice shadingusing
a varietyof
techniques.Pupilswill
thenproceedtodo a
tonal coloursamples.
Brainstormpossible
ideasGroupdiscussion
3/7
1/2/17
Introduction to
composition,
principlesof
design
Creatinga
painting
To analyse the examplesof
supportingartistsworkintermsof
line,shape,value,colour,pattern
and texture. Knowledge
(cognitive domain)
To generate arange of ideas
throughbrainstorming.
To make a Value gridusingline to
Introduce the students
to the final design
process. Discusshow
differenttexturesare
createdand howto
builduplayers using
paint,calledglazing.
Firstshow two outline
designlayoutsmade in
Value tonal scalesusing
a varietyof techniques:
hatching,crosshatching,
stippling.
Examplesthat
demonstrate highlights,
reflectedlight,core of
shadow, cast shadows
Group discussion
lookingateach
othersdesigns,
considerwhichwork
bestfor a collagaph
design.
Considerthe most
effectiveuse of the
patternfor theirfinal

9. five shadesand textures.
To visuallydevelopthemfurther
throughthumbnails
To have visuallyrecordedarange
of differentideas. Skills
(psychomotor domain)
To make connectionsbetween
theirpreviousdrawingsandideas
suitable forapainting.
To create a final designlayout
usingline andvalue inmixed
mediatoindicate form pattern
and texture before startingfinal
painting. Attitudes (affective
domain).
advance. Demonstrate
howto start painting
theirdesignsusingthe
value gridwithat least
5 differentshadesand
texture samplesas
examples.Discuss
whichcoloursshould
be appliedfirst.
Brainstormingand
ideagenerationin
groupsof four. Discuss
the ideascollectively.
Pupilswill start
applyingbase colour
to theirmosaic
paintingsKeepingin
minddifferentcolour
theory and techniques
that theyproducedon
samplesbefore
startingon final
artwork.
Homework:
Examplesthatconvey
realismanddiscusshow
it isachieved
Presentationboards
Mural Supportingstudy
artists- Balthasarvan
derAst (c.1593 -
1657)Shells,Joris
Hoefnagel-Insects,
Audubon- Birds,Log
Hawg-Fish,EdwinHenry
Landseer- BigAnimals,
RobertFuber-Fruitand
flowers,
AlbrechtDürer -
SmallAnimals
Worksheets-thumbnail
sketches
Mixedmedia- markers,
pens,colouredpencils,
crayons,chalk,pastels
design
Who has usedthe
board gamesmost
imaginatively?
Can I reconise any
designs thatuse the
line,shape,form,
patternor coloursof
the board games?
Have theycollected
a range of art
materialsathome
such as markers,gel
/feltpens,colouring
pencils,wax crayons,
watercolourpaints.

10. texture/pattern
worksheet
etc
4/7
6/2/17
Developmentof
paintings
To make connectionbetweenthe
previoussamplesand drawing
studiesandrealizationfortheir
ownfinal artwork. Knowledge
(cognitive domain)
To apply the techniquesusedin
acrylicpainting. Skills
(psychomotor domain)
To have usedtheirimaginationsto
lookfornewways of interpreting
idease.g.lookingforpatterns,
overlaying,repeating,reversing,
Interlockingorsimplifing
elements.
To criticallyevaluate theirown
workto date throughdiscussion
and to be able to lookat their
designideastosee whatneedsto
be addedto improve theirdesign.
Attitudes (affective domain).
Discusswithstudents
the painting process
and techniques from
previouslessonand
reviewworktodate.
Remindstudentshow
to mix mediuminto
the acrlic paint.
Dempnstrate
scumbling,suggest
that studentsThinkof
the technique as
rubbingthe lastlittle
bitsof paintfromthe
brushonto the
painting,leaving
behindfragmentsof
color. Demonstrate by
handthe stepbystep
approach to building
layersof value.Discuss
howdifferent
Mural Supportingstudy
artists- Balthasarvan
derAst (c.1593 -
1657)Shells,Joris
Hoefnagel-Insects,
Audubon- Birds,Log
Hawg-Fish,EdwinHenry
Landseer- BigAnimals,
RobertFuber-Fruitand
flowers,
AlbrechtDürer -
SmallAnimals
Materials- paint
medium,brushes,
newspaper, paper,
plates.
Seconderysource visual
aidsfor themto lookat:
Photosof texture,prints
etc.
Designboardshowing
Who has generated
the widestrange of
texturesand
patterns?
Who has usedthe
objectsmost
imaginatively?
Can yousee any
ideasinpresentation
boardsthat would
helpintheirdesigns?
Compare the use the
line,shapesand
coloursor the
texturesand
patternsinthe
paintingsandthatof
the boards.
Have theycollected
a range of art
materialsathome

11. Homework
Puiplswill bringany imagesor
objectsthatthe wouldlike to
incorporate intotheirpaintings.
Thumbnail sketchesand
compositional studiesexploring
ideasfornextmosaicpainting
techniquesproduce a
range of textures.
Insteadof fullymixing
the two colours,
suggestjustgiving
thema brief mix with
the brush.Thenuse
the partiallymixed
coloursto paint.You’ll
geta fascinating
minglingof coloursas
youapplythe paintto
your painting.
Pupil task To continue
to experimentwitha
varietyof colour
layoutskeepingin
minddifferentthe
techniquesthatthey
producedonsamples
before continuingon
final
artwork.Brainstorming
and ideagenerationin
groupsof four. Discuss
stagesof poster
development
such as leaves,
shells,stonesetc?
Have they
considered posible
planlayoutsforthe
paintings?
Who has exploreda
theme andsourced
imagery?

12. the ideascollectively.
Studentswill choose
fromtheircollected
samplesandprevious
examples the most
suitable examplesfor
improvingtheirfinal
artworkand to help
guide themasthey
painttheirmosaic.
Focuson how value
can create form,depth
and texture.
5/7
6/2/17
Study of pattern
Finalisingthe
surface of
painting
To Identifythe typesof textures
and patternsinan artworkusing
correct vocabulary.
To be aware how mediacan be
manipulatedandcombinedto
create tones,formpatternsand
texture andcan enable realisation
of theirdesign. Knowledge
(cognitive domain)
To make connections between the
Usingpresentation
boardsobserve the
texture andpatterns
inthe supporting
studyartist
AlbrechtDürer
Analysis– Albrecht
Dürer “Rhinoceros”
1515 - (HigherOrder
questions) Ask
studentstodescribe
Presentationboardson
AlbrechtDürer
Mural Supportingstudy
artists- Balthasarvan
derAst (c.1593 -
1657)Shells,Joris
Hoefnagel-Insects,
Audubon- Birds,Log
Hawg-Fish,EdwinHenry
Landseer- BigAnimals,
RobertFuber-Fruitand
Questionson
supportingartist-
How doesan artist
choose a particular
shape to represent
an object?
Why wouldanartist
wantto add texture,
patternand/or
rhythmto worksof
art?
How dopeople use

13. previous drawings and possible
ideas for developing further the
theme
To effectivelydevelopthe
paintingsfurtherbyadding
finishingtouches if required.
To effectivelymake afinisheda
finishedmosaicpainting. Skills
(psychomotor domain)
To knowhow to selectsuitable
mediafrompreviousstudiesand
secondarysources fortheir
mosaicpaintings basedonthe
theme ‘Future Perfect’. Attitudes
(affective domain).
.
the differenttypesof
linesyousee inthis
artwork.(Describe)
Why are some parts
emptyof line and
otherparts full of line?
(Analysis) Whatdo
youthinkthe
rhinoceroswouldfeel
like if youtouchedit?
Why?(Interpretation)
What do youthink
people thoughtabout
thisimage inthe year
1515? (Interpretation)
Teachers task:
Demonstrate howto
add extravalue for
shadingor add
highlightsusinglighter
tonesto a unfinished
painting.Demonstrate
how to add extra
texture orpatterns
usinga small brush.
flowers,
AlbrechtDürer -
SmallAnimals
A range of colours to
make a painting
Acrlic/polymergloss
medium/varnishtoseal
painting
Full scale mural board
showinggridnumbers.
Considertheme,design
and function
Vocabulary: Free-form
shape Geometricshape
Outline,straightZigzag
CurvedCurledDotted
ThickThin Smooth
RoughSolidBroken
Motif Patternreal
texture rhythmvisual
texture
art to expandtheir
knowledge of the
worldaroundthem?
How doimages
influenceourviews
of the world?
Evaluate the
effectivenessof an
image or imagesto
influenceideas,
feelings,and
behaviorsof specific
audiences.
Questionthemon
the paintingprocess-
Whichstepsgo first?
What considerations
are important?
Questionsfor
demonstration Does
thismural have a
message?Howdoes
the differentimages
effectthe overall

14. Pupilstask: Remind
studentsthatobjects
are representedby
shapes(free formor
geometric) Lines,
shapesandcolours
repeatedcreate
patterns
The studentswill add
free-formand
geometricshapes to
create patternsand
texture.Pupilsare to
be encurgedto choose
colourvaluesthatsuit
theirplate. Students
will make amosaic
paintingbasedonthe
theme.
Remindstudentshow
to positionandkeep
all surfacescleanand
well ordered.
(Introduce the
studentstothe
image?Howare we
meantto readthis
mural?Will the
mural be successful?
Have theymade
gooduse of the
primaryand
secondarysources?

15. processof sealinga
painting.Demonstrate
by handthe stepby
stepapproach to
buildinglayersof
varnish.)Onlyif time
availible.
Divide intogroups.
Discusseachothers
designsideas,consider
as a group howit can
be improved,
possibilitiesforcolour
and where there will
be problemsandhow
theycan be overcome.
6/7
8/2/17
Finalisingthe
surface of
painting
Due to SA2 Exams
nextweeklesson
7 was add into
todays lesson.
To analyse the painting‘The Hare’
by supportingstudyartist
AlbrechtDürerusingcorrect
vocabulary.
To be aware howmediacan be
manipulatedandcombinedto
create tones,formpatternsand
texture andcan enable realisation
Usingpresentation
boardsobserve the
texture andpatterns
inthe supporting
studyartist
AlbrechtDürer
Analysisof paintings–
AlbrechtDürer(Higher
Presentationboardson
AlbrechtDürer
Mural Supportingstudy
artists- Balthasarvan
derAst (c.1593 -
1657)Shells,Joris
Hoefnagel-Insects,
Audubon- Birds,Log
Questionson
supportingartist-
Why wouldanartist
wantto add texture,
patternand/or
rhythmto worksof
art?
How dopeople use
art to expandtheir

16. Finalisingthe
surface of
painting
Assemblingmural
of theirdesign. Knowledge
(cognitive domain)
To make connections between the
previous drawings and possible
ideas for developing further the
theme
To effectivelydevelopthe
paintingsfurtherbyadding
finishingtouchesif required.
To effectivelymake afinisheda
finishedmosaicpainting. Skills
(psychomotor domain)
To knowhowto selectsuitable
mediafrompreviousstudiesand
secondarysourcesfortheir
mosaicpaintingsbasedonthe
theme ‘Future Perfect’.
To communicate theirexperiences
and ideas. Attitudes (affective
domain).
Orderquestions)
Young Hare -1502
watercolour,an
observational art
masterpiece.Some
suggestthathe first
sketchedwildhares
and thenfilledinthe
fur detailsusinga
deadspecimen,others
believethathe
captureda hare and
keptit inhis
workshop.
Askstudentsto
describe the different
typesof linesyousee
inthisartwork.
(Describe) Whyisthe
lightcomingfromthe
leftside?(Analysis)
What do youthinkthe
Hare wouldfeel like if
youtouchedit?
Why?(Interpretation)
What do youthink
Hawg-Fish,EdwinHenry
Landseer- BigAnimals,
RobertFuber-Fruitand
flowers,
AlbrechtDürer -
SmallAnimals
A range of colours to
make a painting
Acrlic/polymergloss
medium/varnishtoseal
painting
Final gridplan,blue-tac-
full scale mural board
showinggridnumbers.
Considertheme,design
and function
Vocabulary: Free-form
shape Geometricshape
Outline, straightZigzag
CurvedCurledDotted
ThickThin Smooth
RoughSolidBroken
knowledge of the
worldaroundthem?
How doimages
influenceourviews
of the world?
Evaluate the
effectivenessof an
image or imagesto
influenceideas,
feelings,and
behaviorsof specific
audiences.
Questionthemon
the paintingprocess-
Whichstepsgo first?
What considerations
are importantwhen
paintingwithacyrlic
paint?
Questionsfor
demonstrationDoes
thismural have a
message?Howdoes
the differentimages
effectthe overall

17. people thoughtabout
thisimage inthe year
1502? (Interpretation)
Pupilstask: The
studentswill continue
to finishmosaic
paintingsusing
drawings,thumbnail
sketchesandvalue
gridsfrom previous
lessons. Pupilsare to
be encurgedto choose
colourvaluesthatsuit
theirplate.Students
will make amosaic
paintingbasedonthe
theme.
Divide intogroups.
Discusshoe to
assemble the mural,,
considerasa group
howit can be
improved,possibilities
for colourand where
there will be problems
and howtheycan be
Motif Patternreal
texture rhythmvisual
texture
image?Howare we
meantto readthis
mural?Will the
mural be successful?
Have theyusedthe
value gridsto
achieve arange of
tones,shadesand
tints?
Have theymade
gooduse of the
primaryand
secondarysources?

18. overcome.
6/7
15/2/17
Finalisingthe
surface of
painting
Assemblingmural
Presentationof
mural
This lessoncan
not take place dur
to SA2 exams
To be aware of the development
and constructionof a mosaic
paintingaspart of a grid mural
and itcan standsas an example of
unitythroughdiversity..
Knowledge (cognitive domain)
To be able toeffectivelymake a
mosaicpaintingbyapplying
media,techniquesandprocesses.
. Skills (psychomotor domain)
To Displayartwork and to reflect
uponand assessthe
characteristicsandmeritsof their
workand the work of others
To communicate theirexperiences
and ideas. Attitudes (affective
domain).
Demonstrate howto
signpaintings
Pupil Task; Students
presenttheirmosaics,
givinga accountof the
creative processto
date,idea
development,use of
art materialsand
techniques,and
realsationof ideas.
Studentswill place
theirfinishedartwork
into the re-imagined
collaborative mosaic
mural that standsas
an example of unity
throughdiversity
Final gridplan, blue-tac Final group critique
Each pupil mustbe
evaluate according
to research
drawings,abilityto
brainstorm,
develomentof ideas,
final composition
and the executionof
the final printdesign
incolour. Have
pupilseffectively
interpretedthe
theme intotheir
designsandutilized
the mediumand
formof printmaking
to bestsuittheir
imagesand
expression.