This document provides information about the Year 8 Fine Art scheme at a school. It includes: - An overview of the unit which builds on skills from Year 7 and introduces students to a wider range of art study including drawing, tones, pattern-making, 3D reliefs, and experimentation. - Details on how the unit addresses the school's requirements around the "Every Child Matters" framework and "Personal Learning & Thinking Skills." - Information on assessment methods including peer assessment and grading using an art department rubric. - A lesson-by-lesson breakdown covering 16 lessons, with objectives, activities, homework, differentiation and teaching styles addressed for each. Topics include elements of art

1. S c h o o l o f R e s e a r c h S c i e n c e
Year 8 Fine Art Scheme
About the Unit
Pupils will build on the knowledge & skills gained the previous year. Basic drawing, tones, hatching as a form of mark-making, nature as a
source of inspiration, pattern-making, knowledge of art nouveau as a design style, 3D work creating reliefs, decision making and
experimentation. They will be introduced to a much wider range of study than the previous year to help broaden their knowledge,
understanding and experience of art & design
Every Child Matters (ECM) Issues
Be Healthy – N/A
Stay Safe – N/A
Enjoy and Achieve – Hopefully through the broad range of activities they will enjoy art as a pastime & see success in areas they maybe
thought previously they would not.
Make a Positive Contribution – Work (where applicable) will be displayed around the local school environment
Economic Well Being – N/A
Personal Learning & Thinking Skills (PLTS)
Independent enquirers: For pupils to learn and develop their skills base in this SoW. They will question when and where it is appropriate to use the
skills they have newly acquired and to develop them accordingly. They will research home works set and analyse information collected.
Creative Thinkers: Pupils will be given encouragement and opportunities to develop and stylise their new skills in set home works and class work.
They will learn to take ownership over their work. Appropriate questions will be asked to further develop their understanding.
Reflective Learners: Pupils will be encouraged to review and refine their work as it progresses. Opportunities will be given for peer assessment to
enhance their inquisitive persona.
Team Workers: Constructive support and feedback opportunities will be allocated during lesson times. This will allow pupils to question their own
skills and review them for possible development. Pupils will work in teams for an investigative homework project lasting a number of weeks.
Self Managers: Pupil will be working in their own sketchbooks and will be responsible of the outcomes they produce. Here, they will take risks to
further extend their knowledge of skills being taught.
Effective Participators: Pupils will be encouraged to guide and help those around them. Identifying problems and improvements will benefit the each
pupils progress in this SOW. The homework task will encourage pupils to utilise their personal skills.
Assessment
This will take a variety of forms, including peer assessment and summative/formative assessment. All projects will be graded using the Art
Dept proforma sheet that students will be familiar with & will be stuck in their books for all to see progress made.

2. L
D
ou
bl
es
Objectives
At the end of the lesson the pupils
will be able to:
Activities (Inc H&S) H/W
Extension
Differentiation Teaching
Styles
V,K,A
(examp
les)
1 • Understand expectations of the
Art dept.
• Understand how they are
awarded their levels & gain
knowledge of National Curriculum
Art & Design marking criteria.
• Understand the basic elements of
art
• Introduce ‘Art’. Run through your expectations and
rules. Organise a seating plan and mention how
work will be marked/levelled. Students to write
down equipment they are required to bring with
them – pen, pencil, coloured pencils etc. Level
sheets will be given to the students & stuck into
their books. Also, target star and the presentation
sheet stuck in.
• Ask students to pick a point on their ‘Solo
Taxonomy’ display where they feel they currently
are regarding ‘Elements of Art’
• Using ‘Elements of Art Recap’ Powerpoint and
Laminated cards to coincide with them. Students
should firstly in groups match up the statements
with the elements. Some students may also be able
to match up the example.
• Group Q&A – Run through the answers on the
board. Students can copy basic definitions in their
books.
• Observational drawing – students are to draw
rope/string (resources ready). As a class discuss
what would make a successful/interesting piece.
(Composition, selecting part of it only, colour, no
colour, accuracy, detail etc). Demonstrate good
practices – basic planning in pencil first to get
proportion etc correct. Refer them back to ‘Balance’
IMYC from year 7 to lay out their page. Lesson
spent producing drawing.
• Plenary – Elements recap. Need to answer a
question before leaving. Pick students to judge on
the Solo Taxonomy sheet where they now feel they
Higher ability
students should
be mentioning
that most of the
visual examples
use many of the
elements to
create it. Discuss
this with them –
get them to
explain
V= Studying
art
K= Group
work
A= Speaking
& Listening,
discussion

3. are – shows progress.
2 • • Starter: Elements of art Q & A. Show them a picture
on the board and get students to show how the
artist has used the elements to produce it.
• Students are to continue with drawing the
rope/string from last lesson. What are the problems
with ‘still-life’ and observational drawing? Things
move/change. How can we as artists control this? –
photography? Work with speed?
• Students continue with drawings (teacher-assessed
time needed)
• As a group, begin to peer assess work, using some
of the criteria the class mentioned the previous
lesson. Mention that art is not ‘right’ or ‘wrong’ and
that personal opinion plays a large part. However,
getting the basic elements/skills correct makes a
drawing look right. Students to complete for
homework if not already. They are to then produce
their own FB (Feedback) and FF (Feedforward) to
try and improve their work.
3 • • Use ‘Ropes’ Powerpoint and run through the
questions with students. Discuss how the
appearance is different from an observational
drawing – this is more of a graphic. Explain to
students that their next brief is to do a ‘stylised’
version of the rope on A5 paper/card. They are to fill
Complete
graphic of rope
for homework

4. the space given to them, They need to use
inspiration from the rope – either by producing a
graphic knot, a ‘clip-art’ style graphic, an inter-
twining graphic etc. Not really using tone/shade.
This should also feature colour – discuss and show
different techniques for flat colour e.g. coloured
paper, markers etc. Students complete for
homework
4 • Improve skills of representing
texture
• Improve understanding of scale.
• To use tone and shade to create
form in an object
• Starter: Draw 3 circles on the board in pen – ask
how we can give them form – make them 3D.
Students demonstrate using the marker. Try a
cone, a ball and a flat object.
• Use the Powerpoint ‘Mark Making’.
• Get the students to discuss what the marks look
like on the slides and then try their own using only a
pen or sharp, hard pencil as per slide show.
Discuss techniques.
• Show the students the brief and the examples
shown – discuss good and bad points as a class
and how the artist has produced texture and an
interesting scale.
• Students are to sketch ideas for their everyday
object building/bridge etc in their books. They can
use their skills from their observational drawings to
draw their pencil sharpener, a drinks bottle etc
before coming up with ideas for their creatures.
•
5 • Understand the use of patterns in
every-day design
• Understand the use of research to
help inspire original art
• Ask students to name places where patterns may
be found – wallpaper, jumpers, computer game
backgrounds, tiles, rugs etc. Show them the
powerpoint presentation on patterns on objects.
• Look at a range of patterns by artists/used in
advertising. Explain that we are to produce a
pattern based on the shapes collected previously.
• Students draw an accurate 10cm square and cut it
out – use scrap paper to stress importance of
Bring-in an
object or photo
of an object that
uses patterns to
stick into their
books.
More able to add
lots of fine detail
into their
drawings
V= Studying
patterns
K=
Measuring,
cutting,
drawing
A= Listening,
discussion

5. recycling.
• Using shapes produced and/or images from nature,
they are to draw in pencil a range of images. It
needs to be quite busy, nice fine detail and NOT at
the edges, only in the middle part. Show ‘Kid Acne’
for a nice ‘folk art’ style on P.C.
• Then go over with a fine line pen. The paper is then
cut in half and flipped so the left side is on the right.
This is then taped as accurate as possible on the
back. It’s then cut again, this time the other way,
flipped and taped together on the back as
accurately as possible.
• In the middle space, more images are filled in. All
pencil marks erased and name on the back. Recap
use of patterns in design.
6 • Understand the term ‘tiled
pattern’.
• Understand the use of colour-
ways
• Improve skills in producing
detailed, decorative patterns
• Recap the work from last time – ask what they think
may happen by cutting up their pictures and taping
in this way.
• The designs should be photocopied 12 times (for
A3 or 6 for A4).
• The students should realise that they fit together in
a repeated pattern. They are to stick them onto a
plain sheet and align. This can be then photocopied
again to make a flat sheet.
• Using the original un-photocopied sheet, students
are to try out colour-ways – try a few colour-
schemes using colouring pencils. These should be
stuck into their book and annotated accordingly.
Once chosen, the pattern should be coloured using
pencils.
Complete the
colour
application at
home
V= Studying
patterns,
lining up
K=
Measuring,
cutting,
colouring
A= Listening,
discussion
7 • Understand the variety of
ways of constructing a pattern
design.
• Be aware of the use of tracing
paper & light-box as a tool to
assist designing.
• Understand the benefit of
• Ask the students what other ways a pattern can be
formed? – repeated, rotated, reflected etc – show
examples
• Using a small sheet of paper – no bigger than
10cm, students are to directly trace objects from
their mood-boards, cuttings etc – demonstrate how
to use tracing paper/light box.
More-able to use
a protractor/angle
measurer to
experiment with
alternative angles
and different
points of rotation
V= Studying
patterns
K= Tracing,
drawing,
cutting
A= Listening,
discussion

6. CAD • They are then to produce a reflection pattern,
rotation (with different axis of rotation) and
repeated. Give them the option of photocopying if
needed.
• Discuss the use of CAD for this.
• Colour added to each one – try different media –
paint, collage, markers etc
8 • Understand the variety of
ways of constructing a pattern
design.
• Gain skills in using a variety of
media to add colour to
artwork.
• Complete pattern making. Students are to comment
on their work and their thoughts on the different
colour applications.
• Share class-ideas and have open discussion.
Patterns
completed at
home if
incomplete
V= Studying
patterns
K=
Measuring,
cutting
A= Listening,
discussion
9 • Gain an understanding of the
concept of using underlay
grids to help in their work.
• Improve experimentation
techniques.
• Show students computer graphics – pixel art/icon
graphics to demonstrate the use of squares/shapes
to produce pictures.
• Students are to produce a shape on patterned
paper (isometric & squared). They are to base it on
their nature drawings but make square/triangular.
Ideas are to be stuck into their books. Repeat.
More-able to
research what a
favicon is.
V= Studying
patterns
K=
Measuring,
cutting
A= Listening,
discussion
10 • Gain an understanding of the
concept of using underlay
grids to help in their work.
• Gain an understanding of the
work of M.C. Escher
• Understand the need to
develop ideas
• Show students Escher pattern examples from the
Powerpoint. Explain that they are to produce a
‘modern’ take on this using space invaders.
• Using the squared paper, they are to design 3 or 4
space invader/alien characters using a minimum
number of squares possible. These are to then be
stuck in their books.
• Share students’ ideas with others. If access to the
computer room, students are to draw their ideas on
2D design. If not, the teacher is to use Craft Robo.
Squares can be pre-drawn. Students then drag
them on the screen to ‘make’ their characters. They
are then cut using the vinyl-cutter on coloured card.
• While this is being done, students produce their
background on black paper – planets, stars etc –
free choice (pastels, flick paint for stars etc).
More able to try
and create an
alien that can
tessellate
V= Studying
work of
Escher
K= Use of
CAD
A= Listening,
discussion

7. • When cut out, students are to arrange onto their
sheet.
11 • Understand the use of
CAD/CAM in modern artwork
• Continue with the space-invaders work Produce a
space-ship and
‘laser-beams’
firing into the
sky
V= Studying
patterns
K= Drawing
A= Listening,
discussion
12 • Gain an understanding of
patterns used in religious
symbology and a range of
cultures
• Islamic art patterns – show powerpoint. Get the
students to answer the questions that are given.
• Students are to produce a pattern for their art which
will then be repeated and rotated – calligraphic
lines from a flower profile, their name etc can all be
used to inspire...
• Use calligraphic pens if available, to begin ideas.
(MS Paint is good for this as it has a calligraphy
brush). Or, a small bit of card dipped in paint.
• Students are to produce a range of ideas to stick
into their books and annotate them accordingly
Bring with them
next lesson, a
mood board
based on a
theme of their
choice – cars,
technology,
beach etc.
Printed photos,
stuck-on
images, text etc
Produce
alternative
shapes on the
card – curved,
zig-zag, what
effect do these
give?
V= Own
artwork
K= Drawing &
writing
A= Speaking
to peers
13 • Improve their experimentation
techniques
• Gain an understanding of
critical analysis
• Gain a further understanding
of pattern formation
• Students’ own pattern production- give them a large
piece of paper and they are to produce a pattern
using whichever method they want, also using any
inspiration – cars, water, technology etc... Tell them
to think about how to finish the pattern – dissolve at
the end, get smaller, change colour etc?
• Recap the method of sketching shapes
out/designing them first before rushing into it –
ASSESSMENT PIECE.
V= Own
artwork
K= Drawing &
adding colour
A=
Discussion
with peers
staff
14 • Improve their experimentation
techniques
• Gain an understanding of
critical analysis
• Gain a further understanding
of pattern formation
• Improve skills of independent
working.
• Continue pattern assessment V= Own
artwork
K= Drawing &
writing
A= Following
instructions

8. • •
15 • Be aware of modern graphic
design typography
• Knowledge of serif & sans
serif fonts & be able to identify
them
• Understand the concept of
fonts changing the mood of a
word.
• Use the ‘urban calligraphy’ powerpoint. Students
are to use the serif & sans serif worksheets to help
them make notes on the basics of typography.
• Students are to stick the examples (another sheet)
of calligraphy into their books and try to explain
what (if anything) they like about them.
• Show students how to do a 6-line name. Draw 2
feint lines across a landscape piece of paper,
approx. 3 fingers space in-between. Then draw 4
lines in-between those, any spacing – uneven is
better. Divide all these lines up into as many letters
in their name. Then use these to form basic letter
shapes – the way the lines lie affects the formation
of the letters. Add colour
There are 2
differentiated
sheets
V= Seeing
others’ work
K= Drawing &
writing
A= Opinions
16 • Understand the term
‘constraints’
• Improve skills in producing
letter shapes
• Improve decorative skills
techniques
• Starter – On the board, write an instruction such as
‘put your left hand on your head for a sweet’ but
very distorted – so it’s hard to distinguish the
letters.
• Explain that letters have certain ‘constraints’ –
certain things they have to have to make them
understandable, but we can push these boundaries
to the limit to make for more interesting designs.
• Using the squared worksheet, students are to
produce a range of letters in different styles. Get
them to do the letters in their name. Stick to English
as Arabic may not be understood by the teacher.
• When complete, using the ‘decorative techniques’
worksheet, show them a range of techniques to add
interest to their letters – sparkle, paint drip, over-
spray, shadow, 3D etc
More able may
wish to produce
Arabic formations
also. Get them to
research Calligrams
V= Drawing
K= Drawing &
writing
A=
Discussion

9. 17 • Improve their decorate skills
• Understand the term
‘calligraphy’
• Students are to continue their decorative
techniques sheet.
• They are then to use their letter shapes and their
favourite decorative technique to produce their
name ‘tag’ in their sketch books. They should
practice before their final one. To help, get them to
write their name quickly, but lightly and then go
over it to make ‘wide lines’ They could also try
using a flat piece of card dipped in paint to get the
calligraphy effect.
More able to try in
paint also or add a
background.
V= Making
letter shapes
K= Drawing &
writing
A=
Discussion
18 • Improve independent creative
thinking
• Continue natural item study, producing different
versions & representations of the object.
Complete the
study and
representation
of the natural
object
V= Image
selection
K= Painting,
drawing,
collage work
A=
Discussion
19 • Improve basic drawing skills
• Improve evaluation
techniques & skills
• Develop drawing plants from life – strategies and
drawing techniques – using a pencil. Students start
with faint outlines and build up shapes, tones and
textures.
• Mention that this is an extension and development
from earlier work
• Show Art Nouveau art work, discuss formal
qualities used. Touch on historical and contextual
information. Students copy an Art Nouveau artefact
using coloured pencil. Students describe art work
using art specific vocabulary. Plenary.
V= Drawing
from
observation
K= Drawing
A= Speaking
& listening

10. 20 • Knowledge of a ‘relief’
• Improve practical skills
• Explanation and demonstration of task – to use
homework and observational drawings to make a
low relief of natural forms (plants, etc) using string,
cardboard, twisted paper, papier-mache, etc.
Students to spend this lesson drawing out design
first in pencil onto A3 cardboard.
• Explanation and demonstration of papier-mache,
building up a low relief on top of pencil drawings (on
Cardboard) Teaching points – use of papier-mache,
use of curved lines, use of pattern and repeated
forms. Plenary.
V=
Observation
work
K= Making a
relief
A= Speaking
& listening
21 • Knowledge of a ‘relief’
• Improve practical skills
• Continuation of above task. Teaching points – use
of papier-mache, use of curved lines, use of pattern
and repeated forms. Plenary.
22 • Understand the art movement
of ‘Art Nouveau’
• Understand the effect colour
has on a picture/sculpture &
how it alters the mood
• Demonstration – adding colour to relief with either
paints or pastels – students may want to
experiment first. They should plan the colour
scheme they will use in their workbooks referring to
colour copies of Art Nouveau artefacts. Plenary.
V= Colour
selection
K= Painting
A=
Discussion
23 • Improve practical skills
• Understand the importance of
evaluation
• Completion of above task. Teaching points – use of
colour and materials to decorate surface and
enforce surface relief, use of papier-mache, use of
curved lines, use of pattern and repeated forms.
Plenary session – what have you learnt?
V= Colour
selection
K= Painting
A=
Discussion
Social Emotional Aspects of
Learning:
• Working with others
• Organising themselves – selecting equipment, tidying etc

11. Cross Curricular
Dimensions:
Identity & Cultural Diversity
Healthy Lifestyles
Community Participation
Enterprise
Global Dimension & Sustainable
Development
Technology & the Media
Creative & Critical Thinking
• Links below
Functional Skills:
Maths, Eng, ICT
• Maths – use of geometric shapes, angles of rotation
• English – Evaluation of work, selection of words to explain moods, thoughts etc. Use of typography in
literature to change moods
• ICT – Research with internet, CAD, CAM