Objective: To be able to research an artist visually and through written work. Learning Outcomes: All students will be able to visually research the artist and explain what they think about the image (level 4) Most students will be able to draw using shape successfully and use paint neatly and within the lines. Information will include keywords and descriptive writing (level 5) Some students will be able to manipulate paint to show detailed elements of the artists work. Descriptive writing will explain what the artists does and why and also include own thoughts and ideas on what you can do next. (level 6) Tasks to be on the page 1, Create a title 2, create a collaged background using the artists images. 4, Artist information and images. Write your information in your own words 5, Own description of the artists work (explain it as if you were describing it to a blind person) Criteri a -Exploring and developing -Annotation and evaluation PLT s Independent learner Creative thinker Maths Being numerate: Problem solving, reasoning and decision making Shape, space and measures- composition, space, balance English- Annotation Selecting and retrieving information Spelling, punctuation and grammar Presenting information appropriately

Choose an artist Choose between William Morris and Eugene Grasset and answer the questions below 1.Describe the image of your choice using one of the following Keywords; Line, Tone, Pattern, Colour 2.Explain what you liked about the image and why you choose it. Compare it with the other artist. 3.Use your imagination and think of some art ideas based on the artists’ images and themes- what could you do or design? PEEL IT- Point, Evidence, Explain, Link Make your Point, Evidence it in the artwork, Explain what it is and how it is used then Link it back to the artists’ images

PEEL IT- Point, Evidence, Explain, Link Make your Point Evidence it in the artwork Explain what it is and how it is used Then Link it back to the artists’ images Use connectives such as : although, except, whereas, alternatively, unlike, likewise, equally in particular, similarly for example, including, especially, in the same way Outcomes All students will be able to research the artists and explain what you think about the image using keywords such as colour and line(level 4) Most students will be able to write about the artist using a variety of keywords and connectives to extend sentences and explanations. They will not only explain the work individually but compare all the pieces of work. (level 5) Some students will be able use descriptive writing to explain what the artists does and why, also they will include own thoughts and ideas when comparing the artists work. (level 6) Art Keywords: LineToneColourShape FormTexturePattern Use art vocabulary like: Line-Bold, Thick, Thin, Wavy, Curvy, Harsh, Broken, Continuous, Furry Shape- Circle, Square, Big, Small, Organic, Basic, Irregular, 2D, Precise, Sharpe Forms- Sphere, Box, Cylinder, 3D, Pyramid, Depth, Natural, Scale, Proportion Colour- Bright, Dull Vibrant, Pastel, Shade, Tint, Harmonious, Soft, Warm, Cool, Deep, Primary, Secondary, Intense Texture- Soft, Smooth, Spiky, Sharp, Rough, Bumpy, Coarse, Matt, Shiny, Thick, Thin, Wash Tone - Light, Dark, Gradation, Gradually, Slowly, Shade, Tints Signposts for listing several points: Firstly To start with To begin with My first point Secondly Next Furthermore In addition Thirdly Adding to this Also Further to this Moreover I would also like to make the point that One could also consider Finally To end with To finish Lastly To sum up In conclusion

Artist pages A4 sketchbook page 1st Image of artists’ work from the internet 2nd Image of artists’ work from the internet Artist information and description of the work in your own words Painting of the artists’ work