Uploaded byAngela Clarke
Ac Scheme - Future Perfect
The document outlines an educational scheme titled 'Future Perfect,' aimed at students creating a collaborative mosaic mural while exploring sustainable development goals related to oceans. Through various art techniques, the project emphasizes the importance of creativity, environmental awareness, and social inclusiveness. It includes lesson plans detailing objectives such as understanding marine biodiversity and the role of art in promoting themes of unity and sustainability.
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Ac Scheme - Future Perfect
- 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 analysepraintingsaccordingto 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 relationtotheirideaandthatthey 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 tocreate 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 creatureto 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 Toexplore 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 knowledgeforartmaking, 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 practiceshadingusing 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. Tovisuallydevelopthemfurther 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 previoussamplesanddrawing 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 objectsthatthewouldlike 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 examplesthe 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 andpossible 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(freeformor 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 handthestepby 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 intheyear 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 nottake 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.