The document provides information about designing postcards from different historical eras as well as questions to guide students in their analysis and design process. Students will analyze postcard designs from the Victorian, Roman, Renaissance, Medieval, and modern eras. They will then experiment with designs using a variety of materials and techniques before completing a final postcard design reflecting themes from modern times. Peer and self-evaluation will assess students' understanding of effective postcard design.

1. Postcards from different Eras:
Victorian:
1
2

2. Roman:
3
4

3. Renaissance:
5
Medieval:
6

4. Modern day postcards:
7
8

5. Postcards withtext:
9
10

6. Postcardabout different countries:
11
12

7. Questionsheet to help to think about
these designs:
1) Which postcard is the most eye catching and why?
2) Which postcard has the most dynamicdesign and why?
3) What can you say about the following in the postcards:
a) Line:
b) Tone:
c) Colour:
d) Texture:
e) Key images:
d) Text:
4) What are best parts of each postcard and why?
5) How could you use all the best parts in one postcard?
6) What materials could you use and why?
7) What are the most striking image’s in postcard 1-6?
1-
2-
3-
4-
5-
6-

8. 8) Can you list some key themes or a story behind post card’s 4-9?
4-
5-
6-
7-
8-
9-
9) What are the most versatile and effective materials used in all the postcards?
10) a) Which materials do you think would be best to convey the mood and message on
your postcard?
b) Why have you chosen these materials?
c) Would you use text to convey a message: if so what would you include.
11) a) Which images would you use to convey the mood and message in your postcard ?
b) Why have you chosen these images?

9. Evaluationsheet: finisheddesigns:
1) What has been the most successful part of your finished postcard and why?
2) What could be added or improved if you did the postcard again?
3) a)Name 3 of the most striking and dynamic parts in your postcard
b )Why do you think they are striking and dynamic?
4) Name 3 areas of improvements and how you would improve it
5) Did you experiment with a range of materials, if so which was the most successful
and why?
6) Did designing different styles of postcards help you with yourfinal design, if so
how did this process of designing help?
7) What could you have done differently in your final postcard design?

10. Key words Word search on DESIGN:
m d n t y t o i i s i t o a g m e f f g o l
r a y o d e h y a h n p d e a r u o h n t l
n r t n i w h s r a n n s e u i r o m r a o
e a o e a t o e r p e t n t s m h e s t p d
g n o a r m a b h e l p x d e i a b m t t r
w n i p e i i i c p e e t e s n g r o t o i
r h i r e v a c r r t n c s i h a n a t c e
t u w h d a g l s a l e o n a t u o y a l i
e s o w c t f p s d v i g o g r a d u s t m
d m u l s t e w i e s d n i a k t f n t o e
r t h a o c a i h f c t n e l o f n l e a n
i e e v t c h c a t m o s p h e r e o i h f
o a m i e c c a e s h i s h e c u o o c d s
s h v i a s l o a y a e h o c u d b m r d n
e e t g m b t k c l e e n o t i r v i c u n
a n i y l d s a e h c o m p o s i t i o n o
n d a c p y s t h i s t o r y d u e t b f t
e s f y t i h a r t p l b y e t d j e e b m
e v i t c e f f e a e a s o s b f o c e n o
o i h n e s l s t a c l t i u e l y t a c o
n e e p e i e c c j e t u f s h o f n b t d
d e e t o s r m t l n i b e e a o o a i c i
Words Used
eyecatching, composition, perspective, atmosphere, effective, materials, variation, contrast,
abstract, dynamic, texture, vibrant, history, meaning, Design, layout, colour, shape, form,
line, tone, mood,

11. The Ravensbourne School
Lesson Planning Proforma
Teacher: AT Date: 5/1/10 Period: 1 2 3 4 5 6 7 8 9 10
Class Code: If setted, Set: out of: NOR:
Present:
Other Adults
Present:
Yes
Status: Art
teacher KS
Room: D3
Subject: Year 8
Designing postcards from
different Eras
Topic:
Star Skills
Literacy (Key Words):
*Design
*Analyse
*Dynamic
*Vibrant
*Different Eras:
-Victorian
-Medieval
-Renaissance
-Roman
*Composition/layout
Promoting Creativity/ Use of
Multiple Learning styles (VAK):
Creativity: Visual Recording:
Learners will be encouraged to think
about how to create a dynamic
postcard ‘s based on inspiration from
postcards from different Era’s and
questions to help them to think about
how to best go about their designs.
Visual: Learner’s will have the
opportunity to see images of different
postcard designs from different eras,
cultures and backgrounds.
Auditory: Learners be asked
questions to help them think about
how to create their postcards.
Kinaesthetic: Learners will be
required to experiment with and
create their own postcards.

12. Assessment opportunities:
AFL
Self Assessment : Peer evaluation: Learners to look at
each others work : chose 4 students to ask what has been
successful and what can be improved as well as to
complete the self evaluation sheet at the end.
PLTS:
Links with SMSC (spiritual, moral,
social, cultural)/Citizenship:
Social: Contribution to group
discussion/ Listening skills
Rewards Criteria:
Resources: (Including Health and Safety Issues):
-Word search: for starter
-A3/A4 paper (30 sheets)
-Question sheet (27 copies)
-Evaluation sheet (27 copies)
-Images printed for 1 between 2 (15 copies)
-Biros
-Pencils
-Pastels
-Colouring pencils
-Rulers
-Tissue paper
-PVA
-Card: A5
-Watercolours, pots and paintbrushes
Context of this Lesson (Summary of groups’ learning over past 3 weeks):

13. This is the first lesson for the star skills which focuses on helping the students to develop further
skills, qualities and attitudes that contribute to their education. These cover such skills as social,
thinking skills, being reflective, self manager etc . There are many more skills being developed as
a result of having star skills. The one in Art and Design particularly focuses on developing their
design abilities through a range of different design tasks that could include; research, problem
solving, working as a group, logo design amongst many others.
Students with Identified SEN/Gifted and Talented/EAL:
Name Identification Reason Differentiation strategies to support
student
Planning for Beginning of Lesson (Overview and prior learning):
5
Timing Learning Objectives: by the end of the lesson pupils will…
UNDERSTAND how to analyse and design a postcard
KNOW how to use materials effectively in design and know about postcards from
different Era’s
BE ABLE TO create a dynamic postcard design
Timing Aims/Learning Outcomes: by the end of the lesson...
All should have analysed and answered questions about postcards from different
eras(using all the images) as well as made a series of designs in different
media’s/materials and finished their final postcard design.
Timing Home Learning (H/W):
Planning for main body of the lesson:

14. 10
5
15
10
5
5
15
10
10
15
Word search on key words, design, to complete in pairs
Explain the aims of the day and key words (as stated above).
Make sure each student has a question sheet to help them to
think about the 12 designs as well as a coloured photocopy of
the 12 different postcard designs from different eras and
cultures to be completed individually.
Share back what some of the students have written down for
their questions and answers.
To think about themes that relate to this modern day topics
as a group(write on board suggestions made from the whole
group) : such as information in the media, adverts, news,
their neighbourhoods. Refer to key words.
Students to do a brainstorm on lined paper
Students should start to plan out 6 possible postcard designs
(A4 plain paper) that symbolize something about this modern
era. As well as to think about which materials to use. Refer to
key words.
AFL: Students to walk around and see what each student has
started to design: chose 4 to come to the front to pick which
one has been the most successful and why and what can be
improved.
Students to either carry on with their design’s or to start their
final postcard design on A5 card/paper.
To add colours/different materials: using watercolours,
pastels, colouring pencil, tissue paper etc
Please note: this can be carried on after lunch if needed and
there is a final project evaluation to be completed individually
at the beginning of period 5 and 6
pairs
gp
ind
gp
gp
pairs
ind
gp/ind
ind
ind

15. Planning for End of Lesson Review:
Timing Plenary & links to future learning Gp/Pair/Ind