SUBJECT ART MEDIA PAINT & COLLAGE YEAR 7 DURATION TERM 1

TOPIC TITLE ME, MYSELF AND I THEME PORTRAITURE ARTIST(S) SARAH RAPHAEL

OVERVIEW Students will explore their personal identity as a starting point. They will create images that reflect their ideas of themselves,
working from observation, memory and imagination. They will develop skills using traditional materials and processes and have
the opportunity to combine this with digital media.

Learning Outcome Activities Resources Vocabulary Assessment

 To discuss and question
critically a range of visual
and other information to
help them develop ideas for
independent work.
 To understand about codes
and conventions and how
these are used to represent
ideas, beliefs and values in
self-portraits.
 To select from a range of
visual and other information
to help develop ideas for
independent work.
 To organise and present
information in different
ways, including using a
sketchbook.
 To record and analyse first-
hand observations. To select
from experience and
imagination and to explore
ideas.
 To investigate, combine and
manipulate materials and
images, taking account of
purpose and audience.
 Discuss/Review with the students the basic For practical work:  Portrait By the end of this unit
make-up of the face. Divide it into  Photographs.  Grid students will be able to
proportions.  Drawing and Painting  Line  Explore ideas and collect
 Look closely at how eyes, noses, mouths materials.  Tone visual and other
and ears are drawn.  Drawing Stumps  Shadow information on the
 Photographs taken for future work.  Photocopier  Drawing Stump theme of identity to
 Prepare the paper for portrait drawing, 4cm  Collage Equipment  Shade help them develop their
by 4 cm grid on A3 paper – demonstrate.  Ink  Blend work.
 Demonstrate using the grid system to draw  Glue  Represent  Use their knowledge
a measured portrait from the photograph.  Black Pens  Collage and understanding of
 Build up the shading systematically, Examples of Art, Craft and  Wash materials and processes,
demonstrating each step. Complete the combining organising
Design:  Layout
shading as a serious study.  Art work by: visual and tactile
 Less able students may use a ‘cut out’ grid Sarah Raphael qualities to
to help focus on working area. communicate ideas and
 Discuss with the students the ideas of feelings about their
representing themselves to others. How identity.
would they like to be seen by others?  Compare and comment
What powerful messages would they wish on ideas, methods and
to communicate? Ask them how they approach used in their
might represent themselves, eg in words, own and other people’s
in images, a combination of both? Other self-portrait work, and
ways? relate these to the
 How can students tell the viewer about context in which the
themselves? work was made.
 Collect artefacts that tell the story of who  Adapt and improve their
they are, where they’ve been and what they work to realise their
hope to achieve. own intentions.
 Look at and discuss the work of Sarah
Raphael. Small images combined to make
one large image.

S. Corben/Year 7/Term 1/2010-2011

 Learning Outcome
 To apply and extend their
experience of a range of
materials and processes,
refining their control of tools
and techniques.
 To adapt and refine their
work and plan and develop
this further, in the light of
their own and others’
evaluations.
 To analyse and evaluate
others’ work, express
opinions and make reasoned
judgements.
 To learn about continuity
and change in the purposes
and audiences of artists.
S. Corben/Year 7/Term 1/2010-2011
Activities Resources Vocabulary Assessment
 Show students how to extend their ideas http://www.artyfactory.com/  Ask and answer
about making images using collage and portraits/drawing techniques questions using
mixed media techniques. Ask them to re- /pencil_shading.htm appropriate
organise this material and combine it with terminology.
other images and text to create an image of  Compare and comment
self. on ideas, methods and
 Ask the students to use these visual ideas approaches used in
and other information they collect to create images of self.
the other half of their portrait as a collage.  Select and experiment
At each stage, review the work with the with ideas, materials
students and analyse how effectively they and information to
are using methods and approaches to represent themself.
create their images of self.  Organise and present
 Which work is making effective use of work to indicate how
composition? How well have they combined ideas are being
and over-laid images or used words or developed.
different media? Have they symbolised  Manipulate materials
personal interests? Have they created and techniques to
images that have visual impact? Have they compose images and
powerfully projected a sense of themselves express ideas about
to others? their identity.
 Identify with the students parts that need  Apply their experience
to be modified and ways of doing this to of materials and
improve the work. techniques, using colour
 Ask the students to share information and and texture to create an
discuss ideas about others’ work. Discuss expressive image of self.
the advantages and disadvantages of  Check the progress of
different methods of working. their work at each stage
 Complete collage on the other side of the and identify what needs
portrait using emotional colours to to be modified and how
represent the shading. improvements can be
Ask the students to analyse how they have made.
used visual and tactile qualities in their  Compare different
work. Encourage students to ask questions ideas, methods and
giving relevant evidence or reasons. approaches in the work
of others.