Year 8 -Tongan Art Scheme Of Work

Ocean of Light: ART DEPARTMENT – SCHEME OF WORK
Year: 7,8,9,10,11 Title: Tongan Art – Drawing, Collograph printing and painting Term: Autumn
Aims and objectives 1. Ev idence in sketchbooks of the observ ation of a v ariety of Tongan Artef act’s
2. Understanding of the use of artif acts and tapa in Tongan culture
3. An appreciation of the inf luence of Tongan art in 20thC Art (Ahota’ei’loaToetu’u, Sopolemalama FilipeTohi)
4. Experimenting with drawing/painting techniques to create textural and patterned qualities
5. Ev idence of the dev elopment of ideas through experimentation, research and f inal outcome
6. An ability to record f rom direct observ ation and personal experience with an imaginativ e and creativ e response
7. Dev eloping creativ ity , visual awareness and cultural understanding
Equal opportunities, Special Needs
support/Gifted and Talented
considerations
Lower ability students may need to copy images directly and employ these f or their designs
G+T to use more complex resources f rom outset of project. Create own inspiring quote that is personal to their experiences.
ICT Use of internet search engines to research Ahota’ei’loaToetu’u, Sopolemalama FilipeTohi
Literacy - Specialist vocabulary Textile, Pattern, Line, Shape, Narrativ e, Sculpture, Sy mbolism, Texture, Tradition, Artef act, Tapa, Lettering, Contemporary , Autobiographical, Motif ,
Numeracy Change of scale, patterns, proportions, motif s, designs
Cross Curricular links RS, Geography , History (Tongan History )
Curricular enhancement ‘Artist-in-residence
Display whole school – all abilities
WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/LEARNING
INTENTIONS/differentiation
RESOURCES HOMEWORK ASSESSMENT CRITERIA
1-2 Introduction to theme with powerpoint images. Discussion
using resource sheet of lettering, patterns, tapa. Students to
select motif s to work f rom to create the title page ‘Tongan
Art’.
Secondary observ ations in pencil, f ine liner or biro.
Reading and understanding of Tongan artef act’s f rom
v arious countries. Students to select one artef act and record
inf ormation with illustration of object.
ALL: To gain knowledge of motif , design sty les, tapa
making within Tongan Art. To be f amiliar with an
artef act.
MOST: To hav e a v ariety of motif styles recorded in
books to create lettering. To hav e participated in
discussion. To hav e recorded inf ormation on a
particular artef act.
SOME: To hav e employ ed a range of drawing
materials. To hav e recorded inf ormation in own
words and illustrated with tonal drawing.
Tongan lettering
Worksheets
‘Tongan Art’
comprehension sheet
Sketchbooks
Black f ine liner
Biro
sketching pencils
1. Research: Tongan Art using the
library or the internet. Draw one
example and note which country it
is f rom and what it is made of . If
y ou can, f ind out what the piece
was used f or.
Homework 1. Depth of
research. Use of drawing
media. Verbal assessment
f rom contributions to group
discussion and use of
v ocabulary .AO1 a) and b) A04
a) and b)
0-20 (see assessment criteria)
Classwork: A01 a) and b)
2-3 Demonstrate wax resist technique. Students to experiment
with technique using sections of imagery f rom Tongan
resources. Experimental pieces can be glued into
sketchbooks when dry If no wax students to paint a tongan
design. Complete an A4 coloured pencil study of an Tongan
Artef act f rom resources. Discuss typical materials used e.g.
wood, cloths…. Demonstrate blending colours. Extension:
Students to select motif s f rom Tongan tapa to decorate
negativ e space around the head image.
ALL: To dev elop skills with wax resist technique. To
record an example of an Tongan Sculpture/
MOST: To complete 1x A4 page of wax
experiments. To render Tongan Sculpture.
SOME: To annotate wax experiments. To add tones
to rendered image. To decorate negativ e space with
textile motif s.
Brushwork paper
Powder paint
Wax resist
Postcards
Photographs
Tongan images
coloured pencils
Tongan textile
postcards/books
2. Drawing: Copy 3 dif f erent
patterns f rom the ‘Tongan pattern’
worksheet in both black and white
and colour.Find an inspiring quote
f rom y our culture, background or
religion.
Homework 2. Rendering
skills.A01 b) A03 b) A04 b).
Complexity of design.
Classwork:A04 a) and b)
3-4 Class discussion regarding Sopolemalama Filipe Tohi
work. Students to note thoughts and understanding in
sketchbooks. Read through Tongan inspiring quote’
worksheet. Students to select a quote and explain how it has
meaning to them. Students to record a colourf ul example of
SopolemalamaFilipe Tohi work in pencil and paint.
ALL: To hav e selected quote. To hav e noted
opinions on Sopolemalama FilipeTohi work.
MOST: To hav e participated in discussion and
record artists work
SOME: To complete colourf ul image and create own
v ersion f rom personal experience.
‘Tongan inspiring
quote/words of
wisdom’ worksheet
Examples
of Sopolemalama
Filipe Tohi work
Sketchbooks
Paints
pencils
Fineliners
3. Illustration: Produce a picture
to illustrate y our chosen quotation/
prov erb f rom the Tongan inspiring
quotes’ worksheet. (C/WK)
Homework 3. Use of Tongan
inf luence in illustration.
Understanding of meaning in
quotations.A04 a) b)
5-6 Students to create colour image which combines illustration
f rom Homework 3. and prev ious studies of Tongan Art.
Some may need to simplif y design to f it constraints of an A4
page in their book. Render by using the wax resist technique
to practice ef f ect of collograph printing.
ALL: To create Tongan-inf luenced Collograph
design.
MOST:To identif y areas f or wax/blocking out.
SOME:To paint in own choice of colour inf luenced
by the students experience of Tongan Art pieces.
Pencil
Wax
Imagery in
sketchbooks
4. Research: Find an example of a
piece of work by Ahota’ei’loa
Toetu’uthat was inf luenced by
Tongan Art. Stick this into y our
book and note how y ou think he
has been inf luenced.
research and annotation.
Complexity of design.
Controlled use of wax resist
technique.
0-20 (see assessment criteria).
Classwork :A02 b) A03 b)

7-8 Demonstrate Collograph technique, students to take note of
Health and Saf ety points in the backs of their books.
ALL: To produce Collograph design.
MOST: To use string, PVA on card in a controlled
way .
SOME: To dev elop design with ref erence to Picasso
research.
Paper
Card
String
PVA
newspaper
5. Techniques: Write step-by -step
instructions on how to create and
use the collograph. Underline
key words and art v ocabulary .
Homework 5. Use of
v ocabulary and spellings. A05
a)
Classwork: AO2 b) A03 a)
A04 a) and b)
8-9 Students to produce their f inal design with card, PVA and
string on paper. Pupils to create an A3 f inal piece based on
the design’s of Tongan art
ALL: To hav e started to create their f inal designs
based on Tongan art
MOST: To hav e nearly f inished by end of week 9
SOME: To hav e f inished by end of week 9 and then
started to ev aluate their work.
Cardboard
String
Paper-A4 and A3
6. Materials: f ind any additional
materials y ou would need f or y our
work.
9-10 Students to f rame their work and critically look at the work of
their classmates.
ALL: To hav e f ramed their work using a dif f erent
coloured sheet of paper.
MOST: To hav e a critically shared their thoughts on
their work and the work of their classmates.
SOME: To hav e started their ev aluation sheet and to
look ov er Tongan Flowers and to capture/draw
these accurately .
Paper to f rame work
11+ Work through the ‘Ev aluation and self -assessment sheets’. Each to complete self -assessment and rev iew of the
project.
EXT: :Pupils to add any f inishing details/accuracy to
their prev ious work-ore re-do any work to make
better.
‘Ev aluation and Self -
Assessment sheets’.
7. Evaluation: Produce an
illustrated ev aluation of the work
produced, knowledge dev eloped
through the completion of this
project.
Homework 7. Use of
v ocabulary and spellings.
Staf f to award NC Lev el f or
project/ end of y ear.
A05 a) and b)
Exten Employ ing Sopolemalama Filipe Tohi -technique of
decorating ‘f ound objects in Af rican pattern/mask
- Scrap materials
Powder paint
- 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

Year: 7,8,9,10,11 Title: Art and design overview – Multi-disciplinary Term: Autumn
Aims and objectives 1. To get an ov erv iew, understanding and conf idence of dif f erent disciplines in Art and Design and in technical skills
2. To experiment and explore a wide range of materials in 2D and 3D using appropriate media and making inf ormed aesthetic judgments recognizing the ef f ect of the
relationship between v isual and or other f orms ef fectively
3. To gain knowledge and understanding on Art and design and contemporary artists f rom dif ferent cultures and backgrounds
4. Collaboration and group work in some disciplines in Art and Design
5. Identif y and problem solv e in v isual and tactile f orms to lead to solutions in f inal outcomes
6. Demonstrate practical, technical and expressiv e skills and intentions
7. Present an inf ormed response through personal ev aluation, ref lection and critical thinking
considerations
ICT
Literacy - Specialist vocabulary Tone, shape, colour, f orm, line, shades, primary colour, secondary colour, tertiary colours
Cross Curricular links Design, geography , history
Curricular enhancement
Display whole school – all abilities-working towards a f inal exhibition
1-2 Introduction/ov erv iew to theme and v arious themes of art
with powerpoint images and questions to discuss (10 mins).
Drawing lesson. Giv e pupils the starter activ ity to get to know
their strengths in art and design. (10 mins) Find dif f erent still
lif e objects f or pupils to draw (hav e this set up on
tables).Demonstrate how to draw ef f ectively from
observ ation capturing accurate and realistic tones/shades
etc (5 mins). Pupils to start their drawings (20 mins-40 mins).
Tidy ing up (5 mins).
To know how draw effectively in observation
in Pencil
To understand howto represent accurate and
realistic tones
To be able to vary pencil pressure to achieve
tonal variety
ALL: To gain knowledge on dif f erent art disciplines
and started their drawing skills and to hav e
undesrstood how to represent accurate and realistic
tones. (look at drawing powerpoint).
MOST: To hav e participated in a discussion on key
question and looked at work critically .
SOME (EXT): To hav e started another sheet of
drawing-if f inished.
Sketchbooks (ask
pupils to buy
these for next
lesson)
paper
Drawing Pencils
Still Life Objects
powerpoint
Fill a page with drawings
of interesting vegetables
that you have at home. The
underneath of mushrooms
are great, or a piece of cut
broccoli or cauliflower etc.
Be creative!
Homework 1.use of skills
learnt in class to create
accurate drawings f rom
observ ation with a v ariety of
tones.
A04: Selection and control of
materials, media and
processes (a) and (b) A05:
personal v ision and
presentation.
Classwork: A04 and A05

2-3 Note: hav e paints and paintbrushes set up. Starter:
explaining the primary and secondary colours-look at
handout on display -ask pupils to paint these (5 mins), {Also
to show h/w to rest of classmates (5 mins)}. Ref lect critically
ref erring to assessment criteria and learning objectiv es on
work with plenary : Have yourepresentedtones anddrawn
the still life accurately? What has been successful and
why? What improvements couldbe made? Whichpiece of
work from your classmates do youthink is verysuccessful
andeffective?
Write down annotations in sketchbooks (10 mins).
Pupils to be introducedto key painters andtechniques and
to look over powerpoint andstart a study of one ofthe
painters worktryingto replicate the styleandwork of that
artist. Tell pupils about primarycolour, secondarycolour,
tertiary colours. Pupils to fill a sheet about this (15mins).
Pupils to fill in sheet about mixingprimarycolours to
make secondarycolours..Pupils tostart a study of one of
the artists work (20-40mins).
ALL: To hav e Completed sheet about primary ,
secondary and tertiary colours and made an
inf ormed response through personal ev aluation,
ref lection and critical thinking about drawings.
MOST: To participate in a discussion and to start
their study of an artists work (look at powerpoint).
SOME: To be f inishing of their paintings of the
artists work.
Pencil
Paper
Paints
Paintbrushes
Waterpots
powerpoint
2. Painting: Research a painter of
y our choice and do a small study of
this artist work and write what y ou
think is ef f ective about the work
and how the artist has used tone,
colour, line and shapes to create
their paintings.
Homework 2. Research and
skill of replicating and
understanding how an painting
is made. A05 b)
Classwork: A01gathering,
recording, research and
manipulation(b) recording
andanalyzinginformation
from direct observation
and/or other sources and
personal experience. A04:
Selection andcontrol of
materials, media and
processes (b) Select and
control appropriatemedia and
processes, demonstrating
practical,technical and
expressive skills and
intentions.
3-4 Starter about line (3 mins). Pupils to f inish painting’s (10
mins) and to collect all their work. Show pupils presentation
on dif f erent artists who use sculpture in their artwork this to
include materials and techniques as well as installation art,
public art and env ironment art (10 mins). Discuss this and
start v arious design’s of a sculpture f or a space. Pupils to
think about what shape their sculpture would be and what it
would be made of (25 mins-45 mins). Pupils choose the best
image to make into an A4 sheet with colour and annotations.
Pupils to start their sculptures (20-40 mins). Tidy ing up (5
mins). If there are no materials f or the sculpture: introduce
collogrpah printing with string, PVA and cardboard based on
a tongan design
ALL: To hav e started their designs of a dif f erent
sculpture and to hav e seen the powerpoint at least 2
designs with colour.
recorded key notes down on paper
SOME: To hav e started to make their sculpture.
Paper
Colouring pencils
Materials
Knif e
Cutting matts
spaces
3. Create a 3D piece with found
materials-either bring this in or
photograph piece.
Homework 3. Creativ ity ,
originality in creating sculptural
piece. A01 a) and b) A05 a)
Classwork: A02: Exploration
and dev elopment of ideas a)
Explore a range of v isual
and/or other ideas by
manipulating images b) Show
a dev elopment of ideas
through appropriate processes.
A04: a) Show exploration and
experimentation and
appropriate materials b)Select
and control appropriate media
and processes, demonstrating
practical, technical and
expressiv e skills and
intentions.
5-6 Starter wordsearch (5-10mins). Students to f inish of f
sculptural pieces, or pieces f rom paper. Use av ailable
materials to install a piece of art, or create a piece of art
based on designs and techniques (15 mins). Discuss what
has been successf ul and why and what can be improv ed
on(10 mins). Introduce photography , on a powerpoint. Ask
pupils to take their own photographs based on their interests
and to print them of f in their books and show to others. If
there are no camera’s pupils to draw, paint or do a collage
based on a photograph: introduce photomontage. Choose
one to draw v ery accurately to be assessed this can be
based on y our own photograph or f rom the handout.
Ev aluate the work. (25-45 mins). Tidy ing up (5 mins).
ALL: To hav e analy sed dif f erent photographs and
started to take their own (if no camera’s pupils to do
photom ontages and discuss work on powerpoint).
MOST: Started their photomontages.
SOME: To introduce paint and started another
image
Pencil
Paper
Cameras
Computer room and
printers
Newspapers
Scissors
Glue
Paint
powerpoint
handouts of dif f erent
phptographers
4. Research: Find an inspiring
photographer and say what y ou
think the artists is try ing to capture
and if y ou think he has been
successf ul and why .
research and annotation and
analy tical skills of the piece of
art,
Classwork: A03 a) and b)

6-7 Starter:wordsearch (5mins). Students to f inish of f their
photos, photomontage with dif f erent materials and to
ev aluate this in their sketchbooks (10 mins).
Introduce Kandinsky and artists who use music to create
their work. Discuss the mark making and f orms of the pieces
inspired by music(15 mins). Bring in dif f erent sty le’s of music
and ask pupils to create a v ariety of drawings and paintings,
some blind drawing others with dif f erent materials. Take one
of the drawings to f ill the whole page… Ev aluate each piece
of work with more detail…. (25-45 mins). Critically ev aluate
and ref lect on work to see what has been successf ul and
why and what can be improv ed. (10 mins) Tidy ing up (5
mins).
ALL: to hav e created a series of drawings and
paintings based on dif f erent genres of music
MOST: to hav e created a v ariety of abstract mark
making, details and a v ariety of tone in the work.
SOME: to hav e started to annotate work
Paper
Paints
Brushes
Paintpots
Powerpoint
CD play er/laptop
Dif f erent genres of
music
5. Techniques: Choose a
genre/piece of music and create a
piece of work based on the music
and emotion. Write what piece of
music it is and who and how y ou
tried to show this in the painting
Homework 5. Use of creativ ity
and materials to respond to a
piece of music. A02 b) A04 b)
Classwork: A03 b) Ao4 a) A05
a) and b)
7-8 Pupils to choose one of the disciplines that they hav e
excelled at the most to produce a f inal piece of the subject
matter of their choice eg. A portrait drawing in pencil or a
drawing of nature in pencil, a landscape painting in acry lic
paint, Pupils to make small studies of what the f inal piece
should look like and write about what is their f av ourite
composition, colour, tone etc.
ALL: To hav e started their f inal pieces in their
chosen material
MOST: To hav e f inished their f inal pieces by the end
of week 8
SOME: Still f inishing of f f inal pieces, and some to
hav e gone ov er precious work to improv e or re-do.
Materials f or their f inal
pieces.
6. Materials: pupils to get an
additional material’s that they
need.
8-9 Pupils to go ov er prev ious work to re-do or improv e. Pupils to
add a f rame to their work. Pupils to critically look at their
work and the work of their classmates.
ALL: To hav e f inished producing f inal pieces
MOST: To hav e added a f rame to their work.
SOME:
Final pieces A05 a) and b)
10 Work through the ‘Ev aluation and self -assessment sheets’. Each to complete self -assessment and rev iew of the
project.
7. Evaluation: Produce an
illustrated ev aluation of all work
produced, knowledge dev eloped
through the completion of this
project.
Homework 7. Use of
v ocabulary and spellings.
Staf f to award NC Lev el f or
project/ end of y ear. A05:
Personal v ision and
presentation.
Classwork: A05: Personal
v ision and presentation
b)Present a inf ormed
response through personal
ev aluation, ref lection and
critical thinking.

Ocean of Light: ART DEPARTMENT – SCHEME OF WORK-Primary School
Class: 1-6 Title: Culture and understanding – Drawing, painting, printing Term: 3
Aims and objectives 1. Ev idence in sketchbooks of the observ ation of a v ariety of Tongan Artef act’s
2. Understanding of the use of artif acts and tapa in Tongan culture
3. An appreciation of the inf luence of Tongan art in 20thC Art (Ahota’ei’loaToetu’u, Sopolemalama FilipeTohi)
4. Experimenting with drawing/painting techniques to create textural and patterned qualities
5. Ev idence of the dev elopment of ideas through experimentation, research and f inal outcome
6. An ability to record f rom direct observ ation and personal experience with an imaginativ e and creativ e response
7. Dev eloping creativ ity , v isual awareness and cultural understanding
8. An understanding and appreciation of dif f erent art f orms from different cultures and backgrounds
considerations
ICT Use of internet search engines to research Ahota’ei’loaToetu’u, Sopolemalama FilipeTohi
Literacy - Specialist vocabulary Textile, Pattern, Line, Shape, Narrativ e, Sculpture, Sy mbolism, Texture, Tradition, Artef act, Tapa, Lettering, Contemporary , Autobiographical, Motif ,
Cross Curricular links RS, Geography , History (Tongan History )
Curricular enhancement
RESOURCES
using resource sheet of lettering, patterns, tapa .Students to
Art’.
Starter activity: pupils to draw f rom observ ation the dif f erent
objects in the table, to learn how to observ e and to draw out
shapes with accuracy , detail and shading.
Class 1-2: To gain knowledge of motif , design
sty les, tapa making within Tongan Art. To be f amiliar
with an artif act and know how to draw an artif act-
f rom handout.
Class3-4: To hav e a v ariety of motif styles recorded
in books to create lettering. To hav e participated in
particular artif act.
Class 5-6: To hav e employ ed a range of drawing
Tongan lettering
Worksheets
‘Tongan Art’
comprehension sheet
Sketchbooks
Black f ine liner
Biro
sketching pencils
Artef act f rom resources. Discuss typical materials used e.g.
wood, cloths…. Demonstrate blending colours. Extension:
Students to select motif s f rom Tongan tapa to decorate
negativ e space around the head image.
Starter activ ity: Pupils to draw image upside down-copy ing
the lines and shapes, to learn how to see and draw
Class 1-2: To dev elop skills with wax resist
technique. To record an example of an Tongan
Sculpture
Class 3-4: To complete 1x A4 page of wax
Class 5-6 To dev elop accuracy using wax resist
technique. To annotate wax experiments. To add
tones to rendered image. To decorate negativ e
space with textile motif s.
Brushwork paper
Powder paint
Wax resist
Postcards
Photographs
Tongan images
coloured pencils
Tongan textile
postcards/books
SopolemalamaFilipe Tohi work in pencil and paint.
Starter activity: pupils to complete word searches about art
equipment
Class 1-2: To hav e selected quote. To hav e noted
opinions on Sopolemalama FilipeTohi work and
drawn a small study of his work.
Class 3-4: To hav e participated in discussion and
record artists work with accuracy and detail
5-6: To complete colorf ul image inspired by artist
work and create own v ersion f rom personal
experience.
‘Tongan inspiring
quote/words of
wisdom’ worksheet
Examples
of Sopolemalama
Filipe Tohi work
Sketchbooks
Paints
pencils
Fineliners

5-6 Students to create a colour image which combines
illustration of tongan quote and prev ious studies of Tongan
Art. Some may need to simplif y design to f it constraints of an
A4 page in their book.
Students to look at the work’s of aboriginal art and Aztec art-
discuss how the art was made and to be able to recreate
pieces of art in the sty le of these artworks.
Starter activity: Pupils to learn about primary colour’s,
secondary colours, tertiary colours and to paint the colours
out
Class 1-2 To create Tongan-inf luenced
design/illustration showing accuracy , detail and a
control of materials and colour.
Pupils to create work in the sty le of aboriginal art
and Aztec art. Hav e handouts and simplif ied shapes
f or class 1-2.
Class 3-4: To create Tongan-inf luenced
design/illustration showing accuracy , detail and a
control of materials and colour Pupils to create work
in the sty le of aboriginal art and Aztec art.
Class 5-6: To paint in own choice of colour
inf luenced by the students experience of Tongan Art
pieces. Pupils to create work in the sty le of
aboriginal art and Aztec art.
Pencil
Wax
Imagery in
sketchbooks
Tongan art handout
7-8 Pupils to look at art f rom Chinese, Japanese, European
backgrounds—discuss handouts and history of some of the
pieces of art and re-create parts of the handouts using
accuracy , detail and a v ariety of materials.
Starter activity: Wordsearch about art galleries
Class 1-2: Pupils to hav e understood some of the
techniques and history of art f rom dif f erent cultures
and backgrounds and recreated work in the sty le of
these art works f rom dif f erent backgrounds with an
ef f ectiv e control of materials
ef f ectiv e control of materials
ef f ectiv e control of materials.
Paper
Colouring pencils
Cray ons
Tissue paper
paints
8-9 Students to use skills they hav e learnt f rom drawing, design
and looking ov er/recreating works f rom dif f erent cultures to
produce f inal piece—selecting one of the skills/disciplines
and material’s to create f inal piece.
Class 1-2: To hav e started to create their f inal
designs based on one of the cultures and
backgrounds of work with accuracy , tone, control
and a v ariety of materials
Pencils
Paints
Brushes
Pots
Cray ons
9-10 Students to f rame their work and critically look at the work of
their classmates. Students to ref lect and ev aluate their work
to say what has been successf ul and what can be improv ed.
Look ov er Tongan resources on dif f erent f lowers and pupils
to select their f av ourite to draw with accuracy , tone and
detail—demonstrate how to draw the f lower.
Class 1-2: To hav e f ramed their work using a
dif f erent coloured sheet’s of paper snd a colourf ul
border.
Class 3-4: To hav e critically shared their thoughts on
their work and the work of their classmates.
Class 5-6: To hav e started their ev aluation sheet
and to look ov er Tongan Flowers and to
capture/draw these accurately .
Paper to f rame work
Pencils
Tongan f lower
handout
11+ Work through the ‘Ev aluation and self -assessment sheets’. Each to complete self -assessment and rev iew of the
project.
EXT: :Pupils to add any f inishing details/accuracy to
their prev ious work-ore re-do any work to make
better.
.
Exten Employ ing Sopolemalama Filipe Tohi -technique of
decorating
- Scrap materials
Powder paint
- .

NCL: Artists Discuss/describe
work of artists and designers
and how work is produced to
meet needs
NCL: Materials Record responses
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
identified.
NCL: Vocabulary Discuss ideas
using art terms

Year: Form 1-3 Title: Art history/art from different cultures/spiritual concepts and
realities
Term: 3
Aims and objectives 1. To understand and discuss different spiritual concepts and to produce visual pieces with creativity
2. Students will be able to explore and experiment with a dif f erent range of materials to express these spiritual concepts
3. Students will be able to analy ze and ev aluate dif f erent spiritual themes and think about how these apply to their own liv es and the liv es of others
4. Students will explore the works of artists who hav e been inspired by music in their artwork
5.Students will create a range of pieces based on and exploration, discussion and analy sis of dif ferent works of art f rom dif ferent backgrounds and cultures
6. Students will be able to explore art f rom dif f erent cultures and backgrounds and gain an understanding of how the artist has dev eloped their work
7.Students will be able to understand abstract art/expressionism, pointillism, impressionism and create works of art based on dif f erent art mov ements
considerations
G+T to use more complex resources f rom outset of project.
ICT Use of internet search engines to research….
Literacy - Specialist vocabulary Nobility , capacity , higher and lower nature, abstract expressionism, impressionism, pointillism,
Numeracy
Cross Curricular links RS, Geography , History , English, music
Curricular enhancement ‘Artist-in-residence’

1-2 Drawing Skills/artists styles/art history: Draw out the shells using
accuracy, detail, a variety of tones and viewpoints.
Choose a medium to control and experiment: colour pencils, paints,
pastels and draw out one of the objects in this artist style as well as
create an artist page about that artist.
Choose from the following styles: impressionism, pointillism, abstract
expressionism.
Write up some key points in your own words about the following art
movements: impressionism, pointillism, abstract expressionism.
Experimenting with representing the four seasons:
How would you represent each season in different shapes/abstract
shapes?
Task: Represent each season using different shapes and mediums.
A03 a) and b) A04 a) and b)
Look at the work of the artists: Rothko, Pollock and Kandinsky—how
could you use their styles to represent each season: summer, winter,
autumn, spring. Choose one of the artist’s work and style to create a
work using their technique and process.
Is it in changing the colours? Changing the forms? Do the marks,
shapes and colour’s that a certain artist uses, immediately suggest a
certain season to you? Evaluate your response as you go along.
Artist Research page A05 a) and b) A04 a) and b) :
-Cy Twombly ‘Quattro Staggioni’. how have they represented each
season? Complete an artist research page on the artists work-
commenting on how their style creates an image to represent a
season,
-Gustav Klimt, Pattern, Shape, decoration. Complete an artist
research page on Klimt and explore how his image, shapes and
patterns can be altered to depict different seasons.
.
All: To dev elop drawing skills and be able to create
works of art in dif f erent styles
Some: To hav e started to create pieces in the sty le
of dif f erent artists
Most: students to hav e created an artist page about
the dif f erent artist’s style.
All: to know the how to explore how to represent the
dif f erent season in dif f erent f orms using a v ariety of
f orms, shapes and colour’s
Most: To hav e created more than one piece
representing dif f erent seasons
Some: To hav e ev aluated responses on the work
All: To hav e explored the work of key artists work
and be able to ev aluate the work and create an artist
research page on the artist’s work.
Most: To hav e created at least one artist research
page
Some: To hav e drawn their own interpretation of the
artist work
Paper
Pencils
Shells
Handouts on key
artists
Colour pencils
Paints
Pots
Brushes
1.Choose y our f av orite season to
represent using a medium of y our
choice

2-3 Colour and emotions/mood/experimenting with different media:
-What do different colour’s represent and how can colours be used to
show emotion…:
-What does red represent? What about blue? Green? Yellow? Put
each colour down on one side of the page and write down different
words that could describe each emotion… How could you use colour’s
to show emotion. Choose an emotion to paint out on a piece of
paper…read through the handout… (write this out) and paint out using
a colour this emotion. Choose 2 conflicting emotions and create a
mood board to communicate these emotions visually. For each
emotion use a combination of collage, drawings in colour, words and
images. Annotate each one. A02 a) and b) A04 a) and b) Look at the
work of Wassily Kandinsky.
Choose one of the seasons and artists styleyou like
to create a larger final piece of theartist work. A02
a) and b) A04 a) and b) A05a) Use a variety of
media.
All: To hav e explored how dif f erent colors can
conv ey emotion
Most: To hav e chosen dif f erent emotions to
represent v isually
Some: To hav e done a study of the artist work
Kandinsky
All: To hav e created a f inal piece depicting the
dif f erent seasons
Most: To hav e used a v ariety of media to create f inal
piece
Some:
2. Complete artist research page and
make sure to comment on how the artist
has used colour, shape, movement,
emotion and imagery to convey a sense
of the seasons. How are their styles
different? Which do you think is most
successful in depicting the seasons?
What is your opinion on each artist?
What style do you feel comfortable
working in?
3. Create as many different shapes as
you can think to represent different
seasons and different spiritual qualities
such as kindness, respect, generosity,
happiness.

3-4 Introduction to theme with PowerPoint images. Discussion about the
media-choose a news story and talk about the positive and negative
forces of society—choose an image /story to portray from the news.
Ask questions: What does this say about society—what forces of
society would you want to be part of? What positive things can you do
for society? Talk about natural disasters-portray this in an image with
graphic design text or collage to portray the positive and negative
forces of society—think about your presentation, layout, recording from
observation and selection of materials to present your ideas creatively.
What is our true reality? Look over hidden words-discuss this (in pairs
or in groups)--- and create a piece of work based on this based on this
quote as well as the assessment criteria of A02 a) and A03 a):
” O Son of Being! Thou are My lamp and My light is in thee. Get thou from
it thy radiance and seek none other than Me For I have created thee rich
and have bountifully shed My favor upon thee.”
“O Son of Spirit! Noble have I created thee, yet thou hast abased thyself.
Rise then unto that for which thou wast created.”
Think about images related to our nobility and higher nature, our
capacities, talents.-draw images to represent each of these concepts.
Discuss them in pairs and draw out images for each of these.
Quotation 2: “O Son of spirit! I created thee rich, why dost thou
bring thyself down to poverty? Noble I made thee, wherewith dost
thou abase thyself? Out of the essence of knowledge I gave thee
being, why sleekest thou enlightenment from anyone beside Me?
Out of the of clay of love I molded thee, how dost thou busy
thyself with another? Turn they sight unto thyself, that thou
mayest find Me standing within thee, mighty, powerful and self-
subsisting.”
How does alcohol/drugs/things of the lower nature effect our
consciousness?
Form 1: Think about different super hero’s, people have had a good
qualities and character—different stories of inspiring individuals and
think about their positive powers that they have shown—their positive
qualities---
Read over lesson one of spirit of faith. Discuss the reflections and think
about how to present this in a visual way-linking back to the
assessment criteria: A01 a) A02 a) A04 a)
In which of the following instances are we shining with the light of
knowledge? When we are ( Draw one of these shining with the light of
knowledge):
-exploring nature
-teaching the Faith
-holding on to superstition
-creating a workof art
-spreading rumours
-playing music
-Teaching prayers to children.
In which of the following instances are we shedding the light of love? When
we are:
*helping a friend in difficulty
*helping estranged friends get backtogether
*feeling hurt by someone’s criticism
smiling
*speaking kindly
*expecting love and attention from others
*preferring others before ourselves
In which of the following instances are we shining with the light of a good
character? When we are:
*being polite
*being considerate
*being dishonest
*being joyful
*being arrogant
*being truthful
*being self-centered
***Capacities-what are you talents and capacities-how can they be used f or the
betterment of the world--?
ALL: Identif y some positive and negativ e f orces of
society
MOST: Talk about our true reality
SOME: Analy se the negativ e and positiv e f orces in
society .
ALL: Identif y aspects of their higher nature
MOST: Giv e examples of higher nature
SOME: Explain the dif f erent between higher and
lower nature of man compared to animals.
Newspapers
Quotes
4. Research: Find a newspaper
article/paper about the positive
and or negative influences of
society.
5. O friends! Be not careless of
the virtues with which ye have
been endowed,neither be
neglectful of your highdestiny.
Suffer not your labors to be
wasted throughthe vain
imaginations whichcertain hearts
have devised.Ye are the stars of
the heaven of understanding, the
breeze that stirreth at the break of
day, the soft-flowingwaters upon
which must depend the very life of
all men, the letters inscribed upon
His sacred scroll. Memorize and
artistically present this quotation
next lesson.

4-5
Reflections: We cannot fully comprehend the powers and abilities
that are within us, but we can see their results. For example,
through the power oflove, we can overcome hate, build
friendships, cooperate and achieve unity. Give examples of what
we can achieve with the following powers and abilities: *The
power of imagination *The ability to serve humanity *The ability
to discover the laws ofthe universe *The power ofspeech *The
force of a good character *The power of understanding *The
power of memory. Discuss these quotes in pairs and share
back thoughts on these quotes. Draw an image to represent
the f ollowing quotes: A02 a) and b)
”When a thought of war comes oppose it by a stronger
thought of peace a thought of hatred must be destroyed
by a more powerful thought of love.”
“Do not be content with showing friendship in words
alone, let your heart burn with loving kindness for all
who may cross your path.”
“The utterance of God is a lamp, whose light is these
words: Ye are the fruits of one tree, and the leaves of
one branch. Deal ye one with another with the utmost
love and harmony, with friendliness and fellowship. He
Who is the Daystar of Truth beareth Me witness! So
powerful is the light of unity that it can illuminate the
whole earth. The One true God, He Who knoweth all
things, Himself testifieth to the truth of these words.”
(Baha'u'llah, Epistle to the Son of the Wolf, p. 13)
“All men have been created tocarry forward an ever-
advancingcivilization…”
Reflections:
We are like young trees. The bounty ofGod is like the rain.
Through the bounties ofGod we are able to grow, flourish and give
forth the fruits of goodly deeds and praiseworthy character. Decide
which ofthe following will attract the bounties ofGod:
-Praying daily
-Reading the Word ofGod
-Teaching the Faith
-Being lazy
-Studying diligently
-Working hard
-Desiring to have things we don’t need
-Imploring God for the ability to serve humanity
Desires can begood or bad. Decide which of the following areacceptable:
The desire to gain more knowledge in order to feel superior to others
The desire to gain more knowledge in order to help thepeople of the world
The desire to become more compassionate
The desire to become more just
The desire to have more and more wealth for oneself
The desire to become more generous
The desire to share the teachings of Bahá’u’lláh with more and more people
The desire to beexcellent in everything one does
ALL: Can recognize the Powers of human v irtues
MOST: Discuss the ef f ects of human v irtues on
others
SOME: Apply and analy se human v irtues.
ALL: Purpose behind our creation
MOST: To know how to act with our higher nature
SOME: To apply the teachings of our higher nature
to the transf ormation of society
‘paper
Pencil
Coloring pencils
Paint
Pots
Paintbrushes
8..Pick one of the powers of human
v irtues eg. Kindness, lov e,
determination, generosity and write
a speech about what it is and what
y ou can achiev e with it. Or f ind a
story of someone who has shown
that power.
9.Research:
Start to plan a serv ice project f or
the community . What are the
needs of the community ?
10.Techniques:
Make a poster about one of the
quotations from this week’s
class to present visually to the
class. A02 a) and b) A03 a) and
b)

5-6
Pupils to explore work fromdifferent cultures and backgrounds, art
from China, Japan, Europe, Tonga. Furthermore, pupils will learn
about some of the history ofthese works ofart and explore a range
of art from artefacts to paintings. Pupils will analyse these pieces
and say what they think is successful about the work and why,
what could be improved ifthey were to do the pieces again and the
process they used to create the work. Pupils to think about different
layouts and formats to show art from different
cultures/backgrounds. To furthermore think about themes to do
with unity and diversity, layout, presentation, vision, text, a range
of materials etc
ALL: To hav e gained an appreciation of art f rom
dif f erent cultures and backgrounds and creativ ely
thought about to present this artistically using a
v ariety of materials.
MOST: To hav e analy zed the pieces of work and
said what they think is successf ul about the work
and what can be improv ed.
SOME: To hav e created a v ariety of pieces to show
how to represent art f rom dif ferent cultures and
backgrounds.
Handouts of art f rom
dif f erent cultures and
backgrounds
Paints
Colouring pencils
Pastels
Ink
Cray ons
6-7
Pupils to develop ideas they started in weeks 5-6 and think about
how they can present creatively art fromdifferent cultures and
background using a variety ofmaterials and presentation. Pupils to
think about presentation, layout, development ofideas, Pupils to
evaluate their work and say what they think is successful about the
work and what could be improved and how. Pupils to think about
a story/poemto do with their own culture or background and
illustrate this as accurately and detailed as they can. Pupils to think
of someone who has been an inspiration to themin their lives or
who they find inspirational in society and to write why they are
inspirational in their lives. Show pupils examples ofdifferent
inspirational people. Still life painting workshops. Sewing their
designs ofdifferent cultures. Introduce pupils to manga art. As well
as Chinese Peasant painting Cartoon strips. Pupils to look over the
series of images and design a piece of work for a particular
space—Choose an image or images that they like--thinking about
the different cultures and who would view the work----and what
images you would choose to show a particular theme. Pupils to
evaluate the work using hand out and present this in group for
assessment. Assessment criteria: Group work, collaboration,
critical analysis ofwork, presentation, quality ofimage and
presentation,
ALL: To hav e dev eloped the ideas they hav e started
to think about in weeks 5-6 and to think about how
MOST: To hav e used a v ariety of materials to create
their work
SOME: To hav e critically ref lected on the v arious
pieces of work they hav e created.
Handouts f rom
dif f erent cultures
Paints
Inks
Colouring pencils
using resource sheet of lettering, patterns, tapa. Students to
Art’.
ALL: To gain knowledge of motif , design sty les, tapa
making within Tongan Art. To be f amiliar with an
artef act.
MOST: To hav e a v ariety of motif styles recorded in
books to create lettering. To hav e participated in
particular artef act.
SOME: To hav e employ ed a range of drawing
Tongan lettering
Worksheets
‘Tongan Art’
comprehension sheet
Sketchbooks
Black f ine liner
Biro
sketching pencils

Artef act f rom resources. A02 a) and b) A03 a) and b).
Discuss ty pical materials used e.g. wood, cloths….
Demonstrate blending colours. Extension: Students to select
motif s f rom Tongan tapa to decorate negativ e space around
the head image.
ALL: To dev elop skills with wax resist technique. To
record an example of an Tongan Sculpture/
MOST: To complete 1x A4 page of wax
SOME: To annotate wax experiments. To add tones
to rendered image. To decorate negativ e space with
textile motif s.
Brushwork paper
Powder paint
Wax resist
Postcards
Photographs
Tongan images
coloured pencils
Tongan textile
postcards/books
9. Drawing: Copy 3 dif f erent
patterns f rom the ‘Tongan pattern’
worksheet in both black and white
and colour. Find an inspiring quote
f rom y our culture, background or
religion.
SopolemalamaFilipe Tohi work in pencil and paint. A04 a)
and b) and A05 a)
Students to create colour image which combines illustration
f rom Homework 3. and prev ious studies of Tongan Art.
Some may need to simplif y design to f it constraints of an A4
page in their book. Render by using the wax resist technique
to practice ef f ect of collograph printing.
ALL: To hav e selected quote. To hav e noted
opinions on Sopolemalama FilipeTohi work.
record artists work
SOME: To complete colourf ul image and create own
v ersion f rom personal experience.
ALL: To create Tongan-inf luenced Collograph
design.
MOST :To identif y areas f or wax/blocking out.
SOME :To paint in own choice of colour inf luenced
by the students experience of Tongan Art pieces.
‘Tongan inspiring
quote/words of
wisdom’ worksheet
Examples
of Sopolemalama
Filipe Tohi work
Sketchbooks
Paints
pencils
Fineliners
Pencil
Wax
Imagery in
sketchbooks
10. Illustration: Produce a picture
to illustrate y our chosen quotation/
prov erb f rom the Tongan inspiring
quotes’ worksheet. (C/WK)
Homework 3. Use of Tongan
inf luence in illustration.
Understanding of meaning in
quotations.A04 a) b)
11+ Work through the ‘Ev aluation and self -assessment sheets’. ‘Ev aluation and Self -
Exten - - Originality of work and
appropriate use of media.
Artists Discuss/describe work of
artists and designers and how
work is produced to meet needs
Materials Record responses
and techniques
Research Collect ideas and make
judgments to develop your art
work
Technique Communicate ideas
and techniques for project work
Making Choose, make and
identified.
Vocabulary Discuss ideas using
art terms

Year 8 -Tongan Art Scheme Of Work

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