This document outlines a scheme of work for a Year 7 art class focusing on assemblage art. Over the course of 12 weeks, students will collect personal ephemera to create an assemblage box conveying a personal narrative. They will study artists like Joseph Cornell and develop drawing, painting, printmaking, and collage skills to represent different areas of their assemblage at an enlarged scale. Students will create poly prints, collagraphs, and a final composite artwork incorporating these techniques. The scheme provides differentiation for abilities and aims to develop students' technical skills, creative exploration of materials, and understanding of assemblage as an art form.

1. ART DEPARTMENT – SCHEME OF WORK
Year: 7 Title: Ephemera - Assemblage Term: Autumn
Aims and objectives 1. To collect ephemera which has a personal narrative. (Memories, growing up, habitat, culture, religion, background)
2. Understand ideas relating to assemblage and composition.
3. To record and analyse first-hand observations. (Drawing, painting, photomontage)
4. To manipulate materials and images, taking account of purpose and audience (printmaking, photography and clay)
5. To adapt and refine their work, through evaluation
6. Evidence of the development of ideas through experimentation, research and final outcome
Equal opportunities, Special Needs
support/G and T considerations
Lower ability students may need to concentrate on an area of detail for each task.
G+T to use more complex resources from outset of project/ varied use of tools and materials.
ICT Use of digital camera to record imagery, creative software and print out from computer. Use of internet search engines to research examples of self-portraits
Literacy - Specialist vocabulary Ephemera, Narrative and story telling, Assemblage, Composition, Materials, Techniques, Tone, Texture, Linear, form.
Numeracy Change of scale, proportion
Cross Curricular links Citizenship, History, RS, English language
Curricular enhancement Visit to Pitt Rivers Museum, Oxford
Display Classroom/ whole school – all abilities.
WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/ LEARNING INTENTIONS RESOURCES HOMEWORK ASSESSMENT CRITERIA
1-2 Introduce Ephemera theme and group brainstorm: collected
personal objects, printed papers like tickets/programs, saved
wrapping paper, wall paper from home, buttons, souvenirs,
postcards, birthday cards, old jewellery, family photographs,
holiday snaps, hobbies, memories, keep sakes, old purses,
keys, broken watches…anything that conveys or gives visual
clues about you, your life and culture/religion. (Items that
represent you, communicate to others something about your
life, visually and symbolically.)
Show work of Joseph Cornell’s assemblage boxes. (And any
other relevant artists like Kurt Schwitters)
Students to spend time arranging items carefully in the box
to make interesting assembled compositions. They may like
to organize the box like a museum case and write little tags
with dates or descriptions. Students to list and write about
their choice of items in their sketchbooks. (What they
represent, hobbies, habitat, culture, memories)
ALL: To understand different ways of conveying a
personal narrative through objects
MOST: To make an interesting and well presented
boxed assemblage that displays an understanding
of ephemera.
SOME: To write about their personal choice of
objects that conveys a personal narrative.
Joseph Cornell visuals
Sketchbooks
Ephemera
Box
1. Primary Research: Students to
collect a small box of ephemera
that conveys a personal narrative.
Homework 1. Appropriate
selection and depth of
research. Understanding and
use of vocabulary.
Understanding demonstrated
through commentary.
3-4 Drawing skills workshop: students to make 1: Contour
drawing 2: Linear drawing
3: Tonal drawing of whole assemblage. (B+W)
Painting skills Workshop:
Students to use a viewfinder and to select an interesting area
to enlarge. 1: Draw out the selected area enlarging the scale
to fit page. 2: Using powder paint colour match and on the
enlarged page detailed painting. 3: Start a photomontage
collage of the same section using magazine cuttings,
wrappers ect. (Students may make use of digital cameras
and photocopiers to add into photomontage).
Show example of Richard Hamilton’s photomontage work.
ALL: To improve drawing and painting skills.
MOST: To complete observation studies.
SOME: To annotate studies using keywords and art
vocabulary.
Boxed assemblage
Sketchbooks
Sketching pencils
Rubbers
Rulers
View finders
Powder Paints
Collage material
Glue
2. Critical study: Students to
undertake artist’s research Joseph
Cornell or Kurt Schwitters. Make a
fully annotated page in their
sketchbooks with illustrations and
personal ideas/comments about
the artists work.
Homework 2. Quality of
presentation and breadth of
research, use of art
vocabulary.
5-6 Printmaking workshop: Introduce students to Poly Prints
based on enlargements of assemblage. Students to make a
one /two colour poly print based on earlier tonal study in
sketchbook. Prints to be used in a final piece.
Students to write a step-by-step guide to Poly Printing.
ALL: To show a refinement of drawing skills in
creating the print block.
MOST: To show an understanding of positive and
negative space through use of colour/tone.
SOME: To show a competent use of print
composition and registration.
Poly blocks
Sketchbooks
A3 paper
Rollers
Printing inks
Newspaper.
3. Collage: Student’s to finish any
class activity including drawing and
painting studies. Students to make
own photomontage of box in
sketchbooks. Students to annotate
studies.
Homework 3. Detail and
technical ability employed in
studies. Creativity and use of
materials involved in collage

2. 7-8 Embossing and collagraph tiles. Blind embossing printed
from wire/string collagraphs based on sections of the box.
ALL: To show a refinement of drawing skills in
creating the print block.
MOST: To show an understanding of print process.
SOME: To show a competent use of print
composition and registration.
Card
Wire
String
Glue
Paper
4. Step-by-Step Instructions to
Poly Printing: In a page in your
sketchbook write a fully annotated
and illustrated set of instructions
explaining how you made your
Poly Prints.
Homework 4. Quality of
presentation, depth of
instructions and use of art
vocabulary.
9-10 Make a final A2 piece using the poly prints, collagraphs and
painting and drawing sections.
All: To create a final piece that shows
experimentation with a range of 2d techniques.
Most: To show development in painting, drawing
and print skills.
Some: To add areas of detail to the final piece.
A2 Paper
Mixed
5.Illustrated story: In a page of
your sketchbook write about the
objects you have chosen to put
into your box. Write about why they
represent you, for example if you
have a photograph in your box
write about when it was taken and
who is in it. Make illustrations of
your chosen objects.
Homework 5. Quality of
presentation and use of
description.
11+ Complete an Evaluation and Self-Assessment via ‘End of
Unit Profile’.
Each to complete self-assessment, review and
evaluate knowledge, skills and understanding
gained during term and target set for continuation
next term.
‘End of Unit profile. 6. Evaluation: Produce a detailed
evaluation of the work produced,
Knowledge developed through the
completion of this project.
Homework 6. Use of
vocabulary and spellings.
Staff to award NC Level for
project/ end of term.
Extend Scan/ take digital photographs of work. Manipulate
using photoshop.
ICT ART CLUB Originality of work and
appropriate use of media.
NCL: Artists: Discuss/describe
work of artists and designers
and how work is produced to
meet needs
NCL: Materials: Record
responses using a range of art
materials and techniques
NCL: Research: Collect ideas and
make judgements to develop
your art work
NCL: Technique: Communicate
ideas and techniques for project
work
NCL: Making: Choose, make and
modify artwork for different
uses, to meet the needs
identified.
NCL: Vocabulary: Discuss ideas
using art terms