Page 1

Loxford School of Science and Technology               Scheme of Work Unit/ModuleTitle:

Expressionist Mugs

Year:

8

Aims:

Set No.

Mixed Ability

Subject:

Art

Date Developed:

May 09

Time Span:

Autumn Term – 14 lessons. 

Review Date:

May 10

(What is it that the students will learn?  Summarise intentions).

Learn about Expressionist Art and artists such as Edward Munch. Learn how to correctly draw / proportion the face.  Develop oil pastel and paint skills  Learn 3 Dimensional clay skills.  Nc/Syllabus References:  (Specific references to NC POS, Exam or Agreed Syllabus requirements) NC key Concepts: Creativity, Competence, Cultural Understanding, Critical understanding NC Key processes: Explore and create, Understand and Evaluate,  PLTS: Independent Enquirers, Creative Thinkers, Reflective Learners, Team Workers, Self Managers,  Effective Participators. Core Activities:   Teaching & Learning Strategies: (Summarise main tasks/activities to be undertaken  (Summarise teaching & learning methods used for  by the pupils) different parts of SOW) Introduction to Expressionism Explanation and demonstration of practical activities  Observational   drawings   from   eyes,   mouths   etc  / techniques.  showing expressions Question   and   answer   to   check   prior   knowledge   /  Correct proportions of face understanding of task. Oil pastel drawings from images of expressionistic  Levelling   activities,   peer   and   self   assessment,  faces. reviewing work verbally.  Paintings based on Munch images of themselves. Range of individual, partner and group tasks. Clay ugly mugs.

Learning Outcomes:

(Knowledge, skills, techniques, concepts or understandings to be acquired &  developed.  NB:  at least one focus must be upon literacy– see * below).

Most students will:  understand expressionist art and its characteristics and be able to create own work  using oil pastels and paint which link with this style. Most will have created well constructed 3 Dimensional   clay mugs with well defined features and distorted expressions.  Some students will not have made so much progress and will: have attempted to create work based  on the Expressionist style and will have make a clay mug showing an expression.  Some   students   will   have   progressed   further   and   will:  be   able   to   complete   work   showing   good  understanding of the techniques used and will demonstrate skill in application of these. Work will be highly  finished and will show creativity and individuality.  Differentiation/Extension/Support Activities:  Suggestions for modifying materials, activities,  strategies to meet individual needs eg.SEN/EAL) Visual   examples   to   generate   ideas   and   support  weak students. Modelling of tasks to the class. Pupil   demonstrations   on   second   lesson   tasks   to  recap techniques and extend pupils. Templates   and   guidance   worksheets   for   weak  pupils. Development tasks to extend from basic skills. 

Resources: (Brief list of materials/resources used in SOW). Examples of work to be undertaken. Part drawn or outline template w/s Images relating to artists and theme studied.   

Assessment for Learning Opportunities: (Indicate the main/chosen focus of the assessment &  the  opportunities which the SOW presents for modes of assessment)

Out of lesson learning:      (Suggested activities/tasks for homework)

*Literacy / Extended Writing Development: (Specific indication of how SOW promotes literacy development  –  talk, reading & extended writing)

Main::  Basic drawing, painting, clay skills. 

Bring in an image of your face. Draw your eye by looking in a mirror Draw your mouth open looking in a mirror. Find an image based of a face showing an expression  Write   a   paragraph   about   the   art   work   you   saw   today.   Explain   your  opinions. Design a clay mug showing an expression of your choice. Write steps for making you clay mug.

Verbal discussion   about   techniques   using   and   understanding  keywords. Proof   reading   each   others   written   homework   and   partner  assessment of this. 

Teacher: written, verbal, levelling examples and discussion. Peer: strengths and weaknesses of work completed and Next steps to  improve.   Student: self assessment of work done.

E learning:  (Indicate how SOW fits into overall Key Stage Curriculum Plan – what experiences,  knowledge, skills or understandings

Cross Curricular   Links:  (Specific   indication   of   how   SOW   promotes   cross   curricular   links,     e.g. numeracy, IT, economic awareness, Every Child Matters, other subjects.)


Knowledge of artists and techniques studied. Skills of  Experiences of working in the style of others, learning new skills through practical tasks.  Understanding of skill words and art language, techniques taught and application of these in own work. 

IT: used to generate visual resources, Research tasks for homework, possibility to use for written and   design tasks also.  ECM:  al   pupils   encouraged   to   participate   in   class   discussions   and   share   ideas   /   opinions   in   safe  supportive environment.  Links with other subjects: 

Prior learning:  (Indicate how SOW fits into overall Key Stage Curriculum Plan – what experiences,  knowledge, skills or understandings have already been established)

Future learning: (Indicate how SOW fits into overall Key Stage Curriculum Plan – what will be offered later   – links & references to other SOW.)

Pupils may have preconceived ideas about face proportion and layout – challenging this and giving correct  information is important.  Pupils may have studied Expressionism in primary school so possible links with prior knowledge here. Developing from previous slab clay work into basic 3D shapes and relief.  

Further development of clay skills in year 9 into completely 3 dimensional work – Pop Art. Face proportions developed in GCSE with figure drawing and portrait. 

Learning Schedule Possible Teaching Activities Learning objectives Students should learn…

Week 1 Aims / Objectives

(Pupil tasks/activities. Ideas for starters? Ideas for plenaries?  How will this be differentiated? Possible adjustments as the  lesson develops)

Starters:

Mains:

Learning outcomes (How will the learning emerge? Key questions and assessment  points, expectations for different ability groups )

Assessment: Questioning:

Plenarys:

Starters:

(Literacy, Cross curricular links,  Practical resources, E learning,  Out of lesson learning)

Homework: Cross Curricular skills: Differentiation: 

Levelling Activities:

Week 2 Aims / Objectives

Points to note

Assessment: Questioning:

Extension:

Homework: Cross Curricular skills:


Mains:

Differentiation: Levelling Activities:

Extension:

Plenarys:

Week 3 Aims / Objectives

Starters:

Mains:

Assessment: Questioning:

Plenarys:

Starters:

Mains:

Assessment: Questioning:

Plenarys:

Starters:

Mains:

Extension:

Homework: Cross Curricular skills: Differentiation: 

Levelling Activities:

Week 5 Aims / Objectives

Cross Curricular skills: Differentiation: 

Levelling Activities:

Week 4 Aims / Objectives

Homework:

Assessment: Questioning:

Extension:

Homework: Cross Curricular skills:


Differentiation: Plenarys:

Week 6 Aims / Objectives

Starters:

Mains:

Levelling Activities:

Assessment: Questioning:

Plenarys:

Starters:

Mains:

Assessment: Questioning:

Plenarys:

Starters:

Mains:

Cross Curricular skills:

Extension:

Homework: Cross Curricular skills: Differentiation: 

Levelling Activities:

Week 8 Aims / Objectives

Homework:

Differentiation: Levelling Activities:

Week 7 Aims / Objectives

Extension:

Assessment: Questioning:

Extension:

Homework: Cross Curricular skills: Differentiation: 


Plenarys:

Levelling Activities:

Extension:

http://loxford.fluencycms.co.uk/MainFolder/Art/art-year-8-expressionist-mugs  

http://loxford.fluencycms.co.uk/MainFolder/Art/art-year-8-expressionist-mugs.doc