1. Year 9 Project 1 ‘Objects’ Useful Resources; Pop Art; http://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htmhttp://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htm Cubism; http://www.tate.org.uk/learn/online-resources/glossary/c/cubismhttp://www.tate.org.uk/learn/online-resources/glossary/c/cubism Photorealism; http://photorealism.com/artists/http://photorealism.com/artists/ Year 9 Project 1 ‘Objects’ Useful Resources; Pop Art; http://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htmhttp://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htm Cubism; http://www.tate.org.uk/learn/online-resources/glossary/c/cubismhttp://www.tate.org.uk/learn/online-resources/glossary/c/cubism Photorealism; http://photorealism.com/artists/http://photorealism.com/artists/ Name; Form; Assessment; Year 9 Project 1 ‘Objects’ Useful Resources; Pop Art; http://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htmhttp://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htm Cubism; http://www.tate.org.uk/learn/online-resources/glossary/c/cubismhttp://www.tate.org.uk/learn/online-resources/glossary/c/cubism Photorealism; http://photorealism.com/artists/http://photorealism.com/artists/ Year 9 Project 1 ‘Objects’ Useful Resources; Pop Art; http://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htmhttp://arthistory.about.com/od/modernarthistory/a/Pop-Art-Art-History-101-Basics.htm Cubism; http://www.tate.org.uk/learn/online-resources/glossary/c/cubismhttp://www.tate.org.uk/learn/online-resources/glossary/c/cubism Photorealism; http://photorealism.com/artists/http://photorealism.com/artists/ Name; Form; Assessment;

2. Year 9 Project 1; Objects Autumn term 2014 By the End… Learning Gains Developed drawing style through improved observation. Practical understanding for working from Primary Sources. Understanding of how to manage and complete an outcome independently. To appreciate the process of a project to allow for increased independence in future projects. Improved working knowledge of the colour wheel and selected media. Improved appreciation of art, artists and styles responding to similar themes. Improved understanding of their own artist style and potentially its strengths/limitations. Confidence in responding to GCSE style projects. Confidence in formulating individual ideas. Improved use of perspective, scale and form. Expectations of working within a strict time frame. LO To make appropriate use of the formal elements. To demonstrate skills and technique in their approach to observational drawing. To use different approaches to recording images, such as observation, analysis, expression and imagination. To make appropriate use of the formal elements. To demonstrate skills and technique in their approach to observational drawing. To develop and apply practical and technical skills, acting with increasing independence and use resources effectively. To be able to find out about things in order to gain inspiration and information in response to the project theme. To learn how historical artists from different cultures have contributed to continuity and change in society. To develop skills to explore and create work by exploring relevant resources. To be able to generate ideas through single or combined methods, e.g. mind- mapping,spider charts, word association, group discussions etc. To be able to find out about things in order to gain inspiration and information in response to the project theme. To develop knowledge, understanding and the capability to evaluate how knowledge and understanding of others can develop, extend and inform your own work. To develop and use technical knowledge and skills to manipulate the qualities of materials, processes. To make appropriate use of the formal elements. To be able to find out about things in order to gain inspiration and information in response to the project theme. To apply knowledge and skills to achieve tasks, produce outcomes of a good quality and review the success of outcomes. To adapt and refine the selection of techniques, equipment and processes in response to the results of experimentation, sampling, tutor or peer feedback. To learn how to organise, select band communicate ideas. To present work in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies. To be able to generate ideas through single or combined methods, e.g. mind-mapping, spider charts, word association, group discussions etc. To plan own use of time to ensure sufficient time allowed for production of outcomes. To make appropriate use of the formal elements. To present work in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies. To apply knowledge and skills to achieve tasks, produce outcomes of a good qualityand review the success of outcomes. To learn to evaluate their own work and that of others, reflecting on their own view of its purpose and meaning. To show how knowledge and understanding of the work of others can develop and extend thinking and inform your work. To present work in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies. To adapt and refine the selection of techniques, equipment and processes in response to the results of experimentati on, sampling, tutor or peer feedback. SC Appropriately selected ‘AO I can statements’ including attitude to learning and behaviour - standard onwards Time Scale1 Week 1 Weeks2 Weeks1 Week 3 Weeks2 Weeks Task/Focus (Suggestions) Introduction to Project Mind Mapping Teacher Led Observational Drawing Activities Focus; Pace, looking/observing, mark making, detail, scale, aspects of perspective. Using a selection of media Building Confidence B and W Student Led Selecting Objects for Still Life Considering artist Examples Focus; Planning and Constructing a Drawing Working accurately with more time Producing a well informed outcome Choice of Media Photo Objects Make notes on drawing(colour etc) Introduction to styles; Pop Art Cubism Photo Realism Analysis/Compari son ‘Snap Shot Studies’ Focus; View Finders Close Ups Artist Influence ‘Snap Shot Studies’ Continued…Respo nding to key features of artist influences to produce 3 individual samples. Samples will be ‘abstracts from original ‘object’ studies. Teacher Led Demonstrating use of media, techniques, colour wheel, (sharp expectations linking to grid/student levels) Pop Art—Trace and Transfer Collage(Easy) Cubism—muted colours, limited palette and graded tone paint.(Medium) Photo Realism— accuracy of colour and technique - paint.(Hard) Assessment Week Review Feedback Peer Assessment Chart Progress on grid Make choices for the next step; planning an outcome. Set outcome deadline Patching Up Gaps Outcome; Planning Planning and Constructing Composition Sampling colours/techniqu esA4 (ish) Producing planned outcome in exam style conditions. Deadline 3.11.14 Outcome; EvaluationSelf Assessment Outcome; Digital Manipulation To photograph outcome Add to and Manipulate Suggestions; Can you combine 2 styles or all 3? Pop Art— Change the colours Cubism— distort your outcome Realism— incorporate other photos? Required Evidence Project Mind Map 1 x A3 sheet ‘Snap Drawings’ Use of 3 media Use of Formal Elements 1 x A3 Drawing of Object Art Movement Analysis Starting some samples 3 samples, one responding to each movement Assessment GridTasks for Homework Annotated plan Outcome even if unfinished Project Evaluation 1 or 2 additional digital outcomes AssessmentInitialOngoing Formative To provide feedback that will influence outcome choices/determi ne intervention required. OngoingSelfAssessment Resources Project Documents, Paper, Biro, Charcoal etc. Still Life Objects Art History Resources Collage Paint Art Movement Examples Paint Swatches Assessment Docs PaperPrevious Work Assessment GridsIPads Home LearningTo bring in a object of their choice/of interest Complete Drawing To select one of the 3 movements and produce an A3 investigation. Patch Up gaps Intervention InterventionsCo mplete Outcome (optional) Interventions

3. SC Appropriately selected ‘AO I can statements’ including attitude to learning and behaviour - standard onwards Time Scale1 Week 1 Weeks2 Weeks1 Week 3 Weeks2 Weeks Task/Focus (Suggestions) Introduction to Project Mind Mapping Teacher Led Observational Drawing Activities Focus; Pace, looking/observing, mark making, detail, scale, aspects of perspective. Using a selection of media Building Confidence B and W Student Led Selecting Objects for Still Life Considering artist Examples Focus; Planning and Constructing a Drawing Working accurately with more time Producing a well informed outcome Choice of Media Photo Objects Make notes on drawing(colour etc) Introduction to styles; Pop Art Cubism Photo Realism Analysis/Compari son ‘Snap Shot Studies’ Focus; View Finders Close Ups Artist Influence ‘Snap Shot Studies’ Continued…Respo nding to key features of artist influences to produce 3 individual samples. Samples will be ‘abstracts from original ‘object’ studies. Teacher Led Demonstrating use of media, techniques, colour wheel, (sharp expectations linking to grid/student levels) Pop Art—Trace and Transfer Collage(Easy) Cubism—muted colours, limited palette and graded tone paint.(Medium) Photo Realism— accuracy of colour and technique - paint.(Hard) Assessment Week Review Feedback Peer Assessment Chart Progress on grid Make choices for the next step; planning an outcome. Set outcome deadline Patching Up Gaps Outcome; Planning Planning and Constructing Composition Sampling colours/techniqu esA4 (ish) Producing planned outcome in exam style conditions. Deadline 3.11.14 Outcome; EvaluationSelf Assessment Outcome; Digital Manipulation To photograph outcome Add to and Manipulate Suggestions; Can you combine 2 styles or all 3? Pop Art— Change the colours Cubism— distort your outcome Realism— incorporate other photos?

4. Required Evidence Project Mind Map 1 x A3 sheet ‘Snap Drawings’ Use of 3 media Use of Formal Elements 1 x A3 Drawing of Object Art Movement Analysis Starting some samples 3 samples, one responding to each movement Assessment GridTasks for Homework Annotated plan Outcome even if unfinished Project Evaluation 1 or 2 additional digital outcomes AssessmentInitialOngoing Formative To provide feedback that will influence outcome choices/determi ne intervention required. OngoingSelfAssessment Resources Project Documents, Paper, Biro, Charcoal etc. Still Life Objects Art History Resources Collage Paint Art Movement Examples Paint Swatches Assessment Docs PaperPrevious Work Assessment GridsIPads Home LearningTo bring in a object of their choice/of interest Complete Drawing To select one of the 3 movements and produce an A3 investigation. Patch Up gaps Intervention Interventions Complete Outcome (optional) Interventions