SlideShare ist ein Scribd-Unternehmen logo
1 von 52
Downloaden Sie, um offline zu lesen
Identity year 10
Example of homework
My Identity Mind Map
The Human Skull
Planning out the basic lines
Step 4

Step 3

Step 2

Simple lines

Step 1
¾ View
Challenge yourself
Identity year 10
http://www.bbc.co.uk/
learningzone/clips/dra
wing-shadingtechniques-to-addtone-and-the-illusionof-threedimensions/10006.htm
l

Adding Tone….areas of
light and dark
http://www.bing.com/videos/search
?q=how+to+add+tone+to+a+drawin
g&view=detail&mid=5DE71798311B
4EFD0C345DE71798311B4EFD0C34
&first=21&FORM=NVPFVR
Homework due:
•Complete 1 pencil study of the skull
from
•Each should be A4 in size
•Include : lots of different tones and
marks
How To Draw a Self-Portrait
1. Draw a grid on to
your photo.
2. VERY LIGHTLY draw
a grid in to your
book
3. Look closely at what
is in each square.
4. Copy the contents
of each square in to
the correct blank
square in your
book.
5. Start with light lines
6. Build up tones to
give the illusion of
3D.
Homework due:
•Practise drawing a tonal self portrait using dramatic
lighting in pencil. Try holding the pencil in the
sideways hold and layering tones.
•Turn off the overhead, main lights and use a
lamp/torch at a safe distance to create dramatic
tones.
•BE SAFE LAMPS GET VERY HOT
•Obtain a clear photograph of yourself (head and
shoulders) in black & white and print in A4. You
will need this in the next lessson.
Identity year 10
FRANCIS BACON
(28 October 1909 – 28 April 1992) was an Irish-born British figurative
painter known for his bold, graphic and emotionally raw imagery.
Objective: Explore the potential of
oil pastel to distort a self portrait
Artist reference:
Francis Bacon
Francis Bacon
by Lucian Freud
Bacon's painterly but abstracted figures
typically appear isolated in glass or steel
geometrical cages set against flat,
nondescript backgrounds. He began painting
during his early 20s and worked only
sporadically until his mid-30s. Before this
time he drifted, earning his living as an
interior decorator and designer of furniture
and rugs. Later, he admitted that his career
was delayed because he had spent too long
looking for a subject that would sustain his
interest. His breakthrough came with the
1944 triptych Three Studies for Figures at
the Base of a Crucifixion, and it was this
work and his heads and figures of the late
1940s through to the mid-1950s that sealed
his reputation as a notably bleak chronicler
of the human condition.
Study for the Head of George Dyer (1966)
se oil pastel over your photograph
IVE: To show evidence that you have looked
at the artist’s technique and can reproduce it.
KEY THEME: THE SCREAM
Bacon called the image of a screaming mouth a catalyst for his work, and incorporated the
shape of the mouth when painting the chimera. Bacon's finding of the theme is examined in one
of his first surviving works, Abstraction from the Human Form. By the early 1950s it became an
obsessive concern, to the point, according to art critic and Bacon biographer Michael Peppiatt,
"it would be no exaggeration to say that, if one could really explain the origins and implications
of this scream, one would be far closer to understanding the whole art of Francis Bacon."
The inspiration for the recurring motif of screaming mouths in many Bacons of the late 1940s
and early 1950s was drawn from a number of sources, including medical text books, the works
of Matthias Grünewald[51] and photographic stills of the nurse in the Odessa Steps scene in
Sergei Eisenstein's 1925 silent The Battleship Potemkin. Bacon saw the film in 1935, and viewed
it frequently thereafter.

Still from Sergei Eisenstein's 1925 silent film
The Battleship Potemkin
Extra information
In his studio, he kept a photographic still of the scene
which showed a close-up of the nurse's head
screaming in panic and terror and with broken pincenez spectacles hanging from her blood-stained face. He
referred to the image throughout his career, using it as
a source of inspiration. One can relate this particular
image to that of Nanny Lightfoot, as she, like the
wounded nurse, wore the same oval spectacles.

Extra information
Written annotations are vital for success at GCSE
Provide detailed written answers to these questions:

•
•
•
•
•
•
•

what you have done and why you did it
how you did it, such as the media and techniques
used
why you chose a particular medium or technique
how an artwork fits in with your project
what aspects you like
how you could improve the work
what you think you will do next

•

•
•

•

Key words for Bacon annotation
•
•
•
•
•

distorted
horror
manipulate (paint and features of the face),
exposed (the flesh, the inner identity, the
painter’s innermost fears)
Oil pastel (explain how they are similar and
different to oil paint...research this yourself)

•
•
•
•
•

You must use the correct vocabulary when
annotating your work to show that you are
developing your knowledge, understanding and
skills. Key terms are:
Subject - what is shown in the artwork, such as
a portrait or a still life
Composition - how the elements of the work
are arranged, ie whether they're close together
or far apart
Foreground and background - elements that
appear to be in front or behind other aspects of
the artwork
Line - can vary in width, length, curvature,
colour or direction
Shape - describes the two-dimensional outline
Form - describes a three-dimensional object
Texture - the way surfaces look and feel, ie
rough, smooth, soft, etc
Tone - shading, from dark to light
Homework due:
•Write about Francis Bacon
Include
•Biographical information
•2 pictures of his work , with tiltes date and media
info
•Your opinion of his subject matter, style, use of
media
•Explain how it may link to your theme of identity
http://www.youtube.com/watch
?v=-MbKBMz0rv0
Walk in stimulus
Learning Objective:
To learn about Chiaroscuro in paintings – looking at
different styles and characteristics.
Learning Outcomes:
All students will be able to:
1. Identify when Chiaroscuro is used.
2. Mix a variety of paint tones.
3. Paint a self portrait creating Chiaroscuro effects.
4. Work with their peers to problem solve and analyse
(BLP: noticing, questioning, making links,
experimenting)
Chiaroscuro
What do
you know
about it ?
Chiaroscuro
What do
you know
about it ?
Chiaroscuro
What do
strong
you know
contrasts
betweenit ?
about light
and dark
Chiaroscuro
What do
you know
about it ?

Tones

strong contrasts between light and dark
Chiaroscuro
using do
What contrasts of
light to achieve a
you know
sense of volume in
about it ? threemodelling

Tones

dimensional objects

strong contrasts between light and dark
The Boy with
the Monkey
By El Greco

What is the direction of the light ?
What have they got in common?

St Peter in Prison
By Rembrandt

Christ on the Mount of Olives
By Goya 1819
Why is it appropriate to use
chiaroscuro in religious paintings?
What about these images?
Are they chiaroscuro?
http://www.youtube.com/watch
?v=3r8mxttLcT4
Painting with tones
Written annotations are vital for success at GCSE
Provide detailed written answers to these questions:

•
•
•
•
•
•
•

what you have done and why you did it
how you did it, such as the media and techniques
used
why you chose a particular medium or technique
how an artwork fits in with your project
what aspects you like
how you could improve the work
what you think you will do next

•

•
•

Key words for Chiaroscuro annotation

•

•
•
•
•
•

Distorted tonal range
Dramatic
Contrast
Density
Shadow

•

•

Caravaggio, El Greco, Rembrandt

•

Acrylic paint (explain how you created varied tones ,
and challenges or successes)...research this yourself)

•
•
•
•

You must use the correct vocabulary when
annotating your work to show that you are
developing your knowledge, understanding and
skills. Key terms are:
Subject - what is shown in the artwork, such as
a portrait or a still life
Composition - how the elements of the work
are arranged, ie whether they're close together
or far apart
Foreground and background - elements that
appear to be in front or behind other aspects of
the artwork
Line - can vary in width, length, curvature,
colour or direction
Shape - describes the two-dimensional outline
Form - describes a three-dimensional object
Texture - the way surfaces look and feel, ie
rough, smooth, soft, etc
Tone - shading, from dark to light
Homework
• Take 5 chiaroscuro photographs each
from a different angle and with a
different emotion. Print these out in
black and white and stick in to your
books.
• Due in Friday 18th Oct
• Lunch time help available today
Mono printing
Homework
• Complete the mono print annotations and re
do your print if necessary.
Written annotations are vital for success at GCSE
Provide detailed written answers to these questions:
•
what you have done and why you did it
•
how you did it, such as the media and techniques used
•
why you chose a particular medium or technique
•
how an artwork fits in with your project
•
what aspects you like
•
how you could improve the work
•
what you think you will do next
Key words for Monoprint annotation .
Include these in your answers
•
It is a print process
•
linear (has lines)
•
Contrast Tonal
(has varied values of light, medium , dark)
•
Layers ( has layers of drawn information)
•
Mark making (all the lines /tones you draw)
Extension work
Include images (including titles, dates etc) of artists work that
uses this media (monoprint) Make sure the images you
include ARE ACTUAL MONIPRINTS not drawings or other
media
Examples: Georg Baselitz, Tracey Emin, Rembrandt, Degas

•

•
•

•

•
•
•
•
•

You must use the correct vocabulary when
annotating your work to show that you are
developing your knowledge, understanding and
skills. Key terms are:
Subject - what is shown in the artwork, such as
a portrait or a still life
Composition - how the elements of the work
are arranged, ie whether they're close together
or far apart
Foreground and background - elements that
appear to be in front or behind other aspects of
the artwork
Line - can vary in width, length, curvature,
colour or direction
Shape - describes the two-dimensional outline
Form - describes a three-dimensional object
Texture - the way surfaces look and feel, ie
rough, smooth, soft, etc
Tone - shading, from dark to light
How to Analyse a Piece of Art
Part 1
Describe the piece by conducting an analysis. Use the following questions and make
notes (visual and written) using a visual vocabulary.
Content
What genre does the painting belong to?
What is the subject matter?
What is happening in the piece?
Is the subject matter based on direct observation memory or imagination?
Is the subject matter exaggerated, distorted or abstracted?
Does the work have meaning is it obvious or is it hidden?
Visual Qualities
Describe the composition in terms of the visual elements- line, tone, shape, form,
colour, pattern, texture, space, and size
Is there a dominant colour?
Is there a distinct shape to the composition?
Is there a sense of movement or stillness?
How has the artist arranged the elements and what is the effect of the arrangement?
How does the composition fit the subject?
What questions emerge?
How to Analyse a Piece of Art
Part 2

Process
How has the work been created (materials, techniques, tools)?
Have these techniques been used for a particular reason? (Mood, atmosphere)
What stages do you think the artist went through to create the work?
How do you think the artist worked?
Mood
Does the painting suggest a mood feeling sensation or atmosphere to you?
What qualities in the piece convey this?
Suggest any similarities relating to your own experiences?
Context
Make connections with other works of art and the time in which the work was created.
Does the work fit into any specific movement?
Does the piece support any ideal? Was it made for a specific purpose?
What is the artist trying to say?
How is the work displayed? Are there any related pieces around it?
Use descriptive language to articulate their thoughts. Your work should be a piece of
prose supported by illustrations.
Art-Writing frame for a critical study
When writing about a piece of art follow the following steps - Description, analysis, interpretation and evaluation.

Structure
Describe
Describe what
you see in the
painting.
Imagine that you
are describing
the artwork to
someone who
cannot see it
(someone over
the telephone)

What to write
Artist’s name
Title of painting
Date of the piece of work (if known)
What is the subject matter of the
picture? e.g. landscape(see
Vocabulary)
What movement/tradition/culture
is it from?
Write down your first impression of
the piece of work. This might
change once you understand more
about it.
What do you think the picture is
about? Beauty? Nature? Emotions?
Power? Prestige? History? Money?
Faith?

Useful starters
The piece of art I have chosen to
write about is called.............
It was completed by……………. in
…………….
It comes from the
movement/culture of... (eg.
Surrealism, impressionism)
I think the work portrays …...........
In the picture/piece of artwork I
can see......
I think the artist is trying to say
that...

Useful Vocabulary

Adverbs
Adverbs
typically
Subject matter: landscape,
answer
still-life, figures, portrait,
questions such
fantasy, abstract, impressionist,
as how?, in
pattern, religious, seascape,
what way?,
surreal, symbolic
when?, where?,
suggests, conveys, conjures up, and to what
recalls, recreates, when looked extent?. Use
the list here
at closely, from a distance
throughout
your work so
your work is
interesting to
read
Analyse
Start to describe
in detail what
you see in the
picture.
Try to write
about how the
artist has
achieved certain
effects. Use the
art vocabulary
for highest
marks.
Look at how the
elements of art
are used
•Analyse
(continued)

In the foreground/middleWhat is in the foreground, middle- ground, background there is....
The focal point is......
ground and background?
The piece is
What medium has the artist used?
painted/drawn/constructed
(see vocabulary in last column)
from....
Why have they chosen this
This piece is made out of...
material?
The technique of ......has been
How and where has line been used used.
The artist may have
(if at all)?
used......to/because.....
What do you think the texture is
The lines used in the piece are......
like?
The texture appears to be ....
What types of brushstrokes/marks Therefore the piece looks.......
or techniques have been used
The
marks/textures/brushstrokes
What pattern has been used (if
that have been used are...
any)?
What shapes/form have been used? The patterns are.....
They create an .......... effect
How and where has the artist
The shapes/form in the work.....
shown light and dark tones?
The tone in the painting/piece
How and where have they used
is.....
colour?
Colours are....
The use of colours make the
What are the main colours used?
work look/make me feel......

Foreground, background,
middle-ground, arrangement,
composition, focal point. Eye
line, proportion, scale
Media: Oil paint, Chalk, Pencil,
Watercolour, Acrylic paint,
drawing printmaking,
sculpture, wash, impasto,
scraffito, glaze, digital media,
collage,
Lines: fluent, confident, rough,
bold, powerful, geometric, light,
free, flowing, scribble, broken,
rounded, angular, delicate,
Strong, Smooth, heavy, obvious,
exaggerated, small, large,
curved, Cross-hatching,
Texture/pattern: Thick, soft,
coarse, fine, smooth, shiny,
rough, jiggered, splatter, flat,
matt, simple, symmetric,
repeat, uniform, stencil
Shape/form: sculpted, sharp,
uniform, repeat, symmetric,
angular, geometric
Tone: Bright, Dark, faded,
smooth, Harsh, contrasting,
intense, sombre, strong,
powerful, grey, gradation, haze,
shadow, highlight
Colours: Soft, subtle, pastel,
tonal, bright, pure, bold, murky,
radiant, contrasting,
harmonious, warm, cold, dull,
gloomy, vibrant, vivid, intense,

So
so that
to
in order to
because
since
Also
Besides
Comparatively
Consequently
Interpret
Your reaction
Try to figure out
what the artwork
is about. All
artworks are
about something.
Some are colour,
subject matter,
social or cultural
issues. Some are
not as easy to see
what the artist
was thinking.
Evaluate/
Conclusion
Come to a
conclusion about
the artwork
based on what
you have found
out and your
interpretations,

What is the theme or subject of the
work.
What mood or emotions does it
communicate
What is the work about, what do
you think it means
Why do you think the artist created
it

I think the story behind this
piece is....
I think the artist wanted us to
feel/think.....
I think the artist is trying to say
that....
The piece of work makes me
think of......
The work makes me ……….
because ……………….

Have your thoughts or feelings
about the art work changed? How
and why?
What do you think/feel about the
picture?
Why do you like it or dislike it?
How could the artist have improved
or made it different?
What have you learned from the
piece of work that you might apply
to your own

I chose to write about this piece
of work because.....
I like/dislike this work
because……
What works in this piece is...
I have been inspired by this piece
of work to

see, feel, think, imagine,
suggests, evokes, conveys,
conjure up, recreates, observes,
reflects, recalls, reminds me of,
Happy, sad, sombre, alive,
atmospheric, depressing,
disturbing, exciting, expressive,
fresh, humorous, imposing,
nostalgic

Further
Elsewhere
However
In addition
In comparison
In contrast
Instead
Next
Rather
Similar
Then
Therefore
The information you need:
1. Background information Who made the image or artefact?
What is it called?
Where does it come from?
What tradition/movement/culture does it belong to?
1. What can you see?
Is the image realistic or abstract?
Describe accurately what you see.
1. What materials, processes and techniques have
been used?
Materials: oil paint, collage, wood…
Processes: painting, drawing, printmaking, sculpture,
digital media
Techniques: cross-hatching, wash, impasto, scraffito,
glaze…
1. Meaning, mood and feeling.
What do you think it is about?
Does it have a story?
Can you find out what the maker thought about when
making this?
1. How have the different elements of art been
used to create different
effects/moods/feelings?
How have the following been used Texture, shape, form, space, line, tone, colour,
composition, objects, symbols, focal point, pattern…
1. What do you think of it?
What do you like about it? Why?
What don’t you like about it? Why?
Why did you choose to write about it?
What might you like to ask the artist/ maker?
How might you take ideas to use in your own work?

Sentences you could use:
The piece of art I have chosen to write about is called…
The artist/designer who made/painted this piece is…
He/she lives/lived and works/worked in…
It comes from the tradition/ movement/ culture of… (e.g. Chinese art,

surrealism)

In the picture I can see…/The sculpture looks like…
In the background/middle ground/foreground there is…
The piece is painted in…/drawn in…constructed from…
/This piece is made out of…
Materials have been used to create a powerful effect by…
The technique of…has been used
The artist may have used…
The picture/sculpture makes me think of…
I think the story behind the piece is…
It makes me feel…/I think the viewer of the piece would feel…/I think the artist
wanted us to feel…
I think that the artist is trying to say that…
Colours are…soft and subtle? pastel and tonal? bright and bold? The use of
colour makes me feel …
Lines and shapes are…rhythmic? chaotic?
Colour/tone/line has been used effectively to create a…mood
The composition/form/structure is … and …
The artist has used…to…
The painting/piece makes me feel…because of the…
I chose to write about this piece because…
Before I started looking closely at this piece I thought…
Now I have looked more closely I think that…
What I particularly like about this piece is…This is because…What works well in
this piece is the…
I like everything in this piece except…This is because…
I would like to ask the artist/maker…why they chose…/what they were thinking
about when…/who inspired them.
I have been inspired by this work to experiment with..
Comparing the Work of Others to Identify the Similarities and Contrasts
Name of Artist
Movement
Influenced by
Influenced whom
Audience
Narrative
Composition

How does it embody the
theme of identity?

Extra category of your
choice
Idea Development
Write up journey to your final idea.
How has experimentation with media, recording of ideas ( 1st and 2nd hand drawing, mind mapping and photography) and analysis of the work of other’s
influenced your final outcome?

AO1

AO2

AO3
Experimentation Log
Write in detail about your media experiments. Include successes, areas for improvement and how this will influence your next step.
First Hand Observational Drawing Instructions
1. Set up a still life using contrasting objects of interest. Place the still life beside a natural light
source to get the best play of reflected light.
2. Draw the basic contours of the still life shapes lightly in pencil in your sketchbook to form your
composition. This rough sketch is now ready to add tonal shading.
3. Observe the play of light and dark on the surfaces of the still life objects and notice the light
and dark contrasts before applying tone to your study.
4 .Use a good range of drawing pencils from 2H to 8B to be able to maximize the tonal quality of
your pencil studies. The darkest grade of pencil to create the darkest tones is the 8B. The lightest
tone can be achieved by using a grade 2H pencil. Use an eraser or the white of paper to show
areas of reflected light.
5 .Shade in the darkest areas in your drawing by using an 8B and shade in exactly the shape of
the shadow you see in the still life. Note where your lightest areas are and, with your 2H pencil,
shade around an area of white reflected light. Work in the mid- and graduating tones from dark
to light areas to add a range of tonal qualities to the drawing.
6. Use a range of shading techniques to create different effects. Hatching is where you shade
with a series of lines in one direction, whereas cross-hatching is where you draw a second series
of lines over the first section of hatching but in the opposite direction to create a box-like effect.
Stippling is using a series of dots in close proximity to create shading and texture. Squiggling is
the process of creating random squiggled marks to suggest pattern.
Read more: http://www.ehow.com/how_7679365_draw-using-pencil-art-gcse.html#ixzz2qe8wXA1J
Week

1

Introduction
&
Stimulus.

Inform students to outline to
this unit & outcomes.
Discuss the theme & show
how artists over the years
have addressed this.
Observe structure of the
head.
Use of PowerPoint History of
& drawing techniques.
Dept skull and A3
worksheets of skull studies.
A4/A3 sketchbooks.
Powerpoint.
Studies of Human skull using
line proportion & Tone in
pencil.

Activity

Homework

Complete 3 studies of the
skull. Various viewpoints.

A0’s

A03

2
Proportions of the
face.
Demonstration.
Pencils & mirrors.

3

4

Tone
Looking at how
artists have
represented Tone
in the face/
Charcoal studies.
Demo on using
charcoal & putty
rubber techniques.
.

Studying sections of
face & facial
features.
Links artist’s
techniques &
media.
.

Distortion.
Make reference to
artists, such as
Escher. Jenny
Saville. Francis
Bacon.
Monotone & 1
colour pencil.
A3 size.

Links to
Photomontage
scanning original
drawings, use of
Photoshop.
Refer to work of D.
Hockney.

Students to observe
own faces and use
quality of line to
show shape form &
structure.

On A2 cartridge
paper students to
produce own
version from photo
of all or part of
their face

Students to draw
eyes, ears etc from
artists visual using
appropriate media
& techniques. Use
Tone & colour.

By looking into
concave/convex
mirrors or reflective
objects draw a self
portrait using 1
colour pencil.

Practise a self
portrait using
dramatic lighting in
pencil & tone.
Obtain a clear picture
of self in Black &
white.

¾ view of own face
in charcoal.

Expressive Self!
Produce an A3 Self
portrait of an
expressive portrait.
Work from a clear
photo.

Using students own
photographs &
imagery construct a
photomontage self
portrait.
Higher ability
students could
manipulate the
images using
Photoshop
techniques.
Continue above.
Research on
Hockney’s
photomontages.

A03

A03

A03

5

.Practise for
homework –
Kettles, irons etc.

6

A03/1

A03/1

Week

7

8

Interim
Assessment

9

10

11

12

13

14

Introduction
&
Stimulus.

Gallery visit.
Visit to the NPG .

Ceramic workshop.

Interim Evaluation
Sheet

Lino Printing
Demonstration to
cover H & S
issues.
1 & 2 colour
prints – printing
on different
surfaces/ quality
of paper.

Project brief set.
Students to be
introduced to 4
20thCentury/
Contemporary
artists work.
( Attached
brief)

Research &
planning.

Developing ideas

Developing
ideas &
refining
final
outcome.

Final
outcome
Timed test of
5 hours + 5
hours of
lesson time.

Activity

Students to gather
drawing research
etc and postcards
for use back in
school.

Students to explore
the work of
Giacometti &
construct a series of
small heads to be
positioned on long
poles.
Demonstration
given on techniques
to employ

Students are to reflect
on progress so far.
Students to fill in an
evaluation sheet in
relation to assessment
objectives.
Teacher & Pupil to
address issues &
targets for next area of
coursework.

Students to be
shown the
German
Expressionists
woodcuts as
inspiration.
Develop ideas
towards a Lino
design. The
whole or part of
the face.

.PowerPoint

.Students to

shown on
relevant artists
work. Possible
outcomes.
Handout with
tasks and
deadlines to be
read through.

work
independently
on project brief.

Enhancing
research &
responding to 4
postcards on the
theme of Identity.

Complete Gallery
follow up work
ready for marking.

Mount & display
of final prints.

Working
through first
task in handout.

As Above

A02

A03

A03

Homework

A0’s

A01

A02

AO’s 1 – 2 & 3

End of year
examination
piece.
( 10 hours in
total)

Students to
self assess.
Teacher
assessment &
feedback
given.

A01

A02

All A0’S
GCSE Interim Evaluation Sheet.
Name :
Unit :

Form :

Assessment Objective Criteria
A01

Develop their ideas through investigations informed by
contextual and other sources, demonstrating analytical and
cultural understanding.

A02

Refine their ideas through experimenting and selecting
appropriate resources, media, materials, techniques and
processes.

A02

Record ideas, observations and insights relevant to their
intentions in visual and/or other forms.

A04

Present a personal informed and meaningful response
demonstrating analytical and critical understanding, realising
intentions and, where appropriate, making connections
between visual, written, oral or other elements.

Date:
Project title:

Evidence

Weitere ähnliche Inhalte

Was ist angesagt?

Year 9 Natural Forms boards
Year 9  Natural Forms boardsYear 9  Natural Forms boards
Year 9 Natural Forms boardsmissfmay
 
Yr 10 gcse graphics letter design
Yr 10 gcse graphics letter designYr 10 gcse graphics letter design
Yr 10 gcse graphics letter designmissfcmay
 
Abstract art
Abstract artAbstract art
Abstract arttianen
 
Introduction To Portrait Painting Presentation
Introduction To Portrait Painting PresentationIntroduction To Portrait Painting Presentation
Introduction To Portrait Painting PresentationFrank Curkovic
 
Still life painting Arts
Still life painting ArtsStill life painting Arts
Still life painting Artspam00077
 
Mola Art
Mola ArtMola Art
Mola ArtPFriel
 
Chapter 12 value
Chapter 12 valueChapter 12 value
Chapter 12 valueTracie King
 
Surrealist Dreamscapes
Surrealist DreamscapesSurrealist Dreamscapes
Surrealist DreamscapesGrace Moppett
 
Value: form in light
Value: form in lightValue: form in light
Value: form in lightcjoyce104
 
Art critique worksheet
Art critique worksheetArt critique worksheet
Art critique worksheetNatalie Hurd
 
Y11 Order Disorder Artist Inspiration
Y11 Order Disorder Artist InspirationY11 Order Disorder Artist Inspiration
Y11 Order Disorder Artist Inspirationmrfarago
 
Chapter 13 color
Chapter 13 colorChapter 13 color
Chapter 13 colorTracie King
 
Kehinde Wiley Graphite Portrait
Kehinde Wiley Graphite PortraitKehinde Wiley Graphite Portrait
Kehinde Wiley Graphite PortraitJoe Turek
 
Chapter 3 emphasis and focal point
Chapter 3 emphasis and focal pointChapter 3 emphasis and focal point
Chapter 3 emphasis and focal pointTracie King
 
Pointillism Painting Project
Pointillism Painting ProjectPointillism Painting Project
Pointillism Painting ProjectLaura Johnson
 

Was ist angesagt? (20)

Year 9 Natural Forms boards
Year 9  Natural Forms boardsYear 9  Natural Forms boards
Year 9 Natural Forms boards
 
Yr 10 gcse graphics letter design
Yr 10 gcse graphics letter designYr 10 gcse graphics letter design
Yr 10 gcse graphics letter design
 
Abstract art
Abstract artAbstract art
Abstract art
 
Introduction To Portrait Painting Presentation
Introduction To Portrait Painting PresentationIntroduction To Portrait Painting Presentation
Introduction To Portrait Painting Presentation
 
Fragments lessons 1 6
Fragments lessons 1 6Fragments lessons 1 6
Fragments lessons 1 6
 
Picasso and Cubism
Picasso and CubismPicasso and Cubism
Picasso and Cubism
 
Still life painting Arts
Still life painting ArtsStill life painting Arts
Still life painting Arts
 
Mola Art
Mola ArtMola Art
Mola Art
 
Chapter 12 value
Chapter 12 valueChapter 12 value
Chapter 12 value
 
Surrealist Dreamscapes
Surrealist DreamscapesSurrealist Dreamscapes
Surrealist Dreamscapes
 
Value: form in light
Value: form in lightValue: form in light
Value: form in light
 
Art critique worksheet
Art critique worksheetArt critique worksheet
Art critique worksheet
 
Japanese notans
Japanese notansJapanese notans
Japanese notans
 
Y11 Order Disorder Artist Inspiration
Y11 Order Disorder Artist InspirationY11 Order Disorder Artist Inspiration
Y11 Order Disorder Artist Inspiration
 
Chapter 7 line
Chapter 7 lineChapter 7 line
Chapter 7 line
 
Chapter 13 color
Chapter 13 colorChapter 13 color
Chapter 13 color
 
Kehinde Wiley Graphite Portrait
Kehinde Wiley Graphite PortraitKehinde Wiley Graphite Portrait
Kehinde Wiley Graphite Portrait
 
Chapter 3 emphasis and focal point
Chapter 3 emphasis and focal pointChapter 3 emphasis and focal point
Chapter 3 emphasis and focal point
 
Pointillism Painting Project
Pointillism Painting ProjectPointillism Painting Project
Pointillism Painting Project
 
3d art
3d art3d art
3d art
 

Andere mochten auch

Identity in art presentation
Identity in art presentationIdentity in art presentation
Identity in art presentationmem5503
 
Conceptual self portraits
Conceptual self portraitsConceptual self portraits
Conceptual self portraitsJenna Goeringer
 
Surfaces wk 1 4
Surfaces wk 1   4Surfaces wk 1   4
Surfaces wk 1 4gmoustaka
 
Chiaroscuro Presentation Ppt
Chiaroscuro Presentation PptChiaroscuro Presentation Ppt
Chiaroscuro Presentation PptMohamed El Telt
 
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...Paige Vitulli
 
Portraiture upload
Portraiture uploadPortraiture upload
Portraiture uploadnichsara
 
Year 8 extended research project portraiture
Year 8 extended research project  portraitureYear 8 extended research project  portraiture
Year 8 extended research project portraitureMelanie Powell
 
Homework sheets
Homework sheetsHomework sheets
Homework sheetsacary1309
 
Identity and self
Identity and selfIdentity and self
Identity and selfgmoustaka
 
Session 1 overview music and art
Session 1 overview music and artSession 1 overview music and art
Session 1 overview music and artS Marley
 
A2 Art Exam- Flaws, Perfections Ideals or Comprimises
A2 Art Exam- Flaws, Perfections Ideals or ComprimisesA2 Art Exam- Flaws, Perfections Ideals or Comprimises
A2 Art Exam- Flaws, Perfections Ideals or ComprimisesMelanie Powell
 
Identity construction power point
Identity construction power pointIdentity construction power point
Identity construction power pointcomedykid
 
Exploring the Portrait/Self-Portrait: Course Overview
Exploring the Portrait/Self-Portrait: Course OverviewExploring the Portrait/Self-Portrait: Course Overview
Exploring the Portrait/Self-Portrait: Course Overviewglennhirsch
 

Andere mochten auch (20)

Identity in art presentation
Identity in art presentationIdentity in art presentation
Identity in art presentation
 
Art and identity
Art and identityArt and identity
Art and identity
 
Conceptual self portraits
Conceptual self portraitsConceptual self portraits
Conceptual self portraits
 
Portrait identity
Portrait identityPortrait identity
Portrait identity
 
Surfaces wk 1 4
Surfaces wk 1   4Surfaces wk 1   4
Surfaces wk 1 4
 
Chiaroscuro Presentation Ppt
Chiaroscuro Presentation PptChiaroscuro Presentation Ppt
Chiaroscuro Presentation Ppt
 
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...
 
Portraiture upload
Portraiture uploadPortraiture upload
Portraiture upload
 
Year 8 extended research project portraiture
Year 8 extended research project  portraitureYear 8 extended research project  portraiture
Year 8 extended research project portraiture
 
Homework sheets
Homework sheetsHomework sheets
Homework sheets
 
Altering an object
Altering an objectAltering an object
Altering an object
 
Identity and self
Identity and selfIdentity and self
Identity and self
 
Flaws etc
Flaws etcFlaws etc
Flaws etc
 
Session 1 overview music and art
Session 1 overview music and artSession 1 overview music and art
Session 1 overview music and art
 
A2 Art Exam- Flaws, Perfections Ideals or Comprimises
A2 Art Exam- Flaws, Perfections Ideals or ComprimisesA2 Art Exam- Flaws, Perfections Ideals or Comprimises
A2 Art Exam- Flaws, Perfections Ideals or Comprimises
 
Identity
IdentityIdentity
Identity
 
Chiaroscuro
ChiaroscuroChiaroscuro
Chiaroscuro
 
Identity construction power point
Identity construction power pointIdentity construction power point
Identity construction power point
 
Portrait Art
Portrait ArtPortrait Art
Portrait Art
 
Exploring the Portrait/Self-Portrait: Course Overview
Exploring the Portrait/Self-Portrait: Course OverviewExploring the Portrait/Self-Portrait: Course Overview
Exploring the Portrait/Self-Portrait: Course Overview
 

Ähnlich wie Identity year 10

7 Elements of Art
7 Elements of Art7 Elements of Art
7 Elements of ArtJANEBUI5
 
Object viewpoints 2016_b_nathan_new
Object viewpoints 2016_b_nathan_newObject viewpoints 2016_b_nathan_new
Object viewpoints 2016_b_nathan_newMelanie Powell
 
Technology Themed Mixed Media Collage using Photoshop
Technology Themed Mixed Media Collage using PhotoshopTechnology Themed Mixed Media Collage using Photoshop
Technology Themed Mixed Media Collage using PhotoshopGrace Moppett
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fomLukeHeadland3
 
Printing and mounting for exam
Printing and mounting for examPrinting and mounting for exam
Printing and mounting for examJaskirt Boora
 
Pop art powerpoint
Pop art powerpointPop art powerpoint
Pop art powerpointKaiTodd
 
induction project 2019
induction project 2019 induction project 2019
induction project 2019 JamesSykes17
 
induction project 2019 s
induction project 2019 sinduction project 2019 s
induction project 2019 sJamesSykes17
 
Yr 5 poster design slide show 1
Yr 5 poster design slide show 1Yr 5 poster design slide show 1
Yr 5 poster design slide show 1JulietteWegdam1
 
induction project 2019
induction project 2019induction project 2019
induction project 2019JamesSykes17
 
nduction project 2019
nduction project 2019nduction project 2019
nduction project 2019JamesSykes17
 
Peter max finished
Peter max finishedPeter max finished
Peter max finishedNatalie Hurd
 
Pop art pp updated 2
Pop art pp updated 2Pop art pp updated 2
Pop art pp updated 2KaiTodd
 
Pop art pp updated
Pop art pp updatedPop art pp updated
Pop art pp updatedKaiTodd
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fomjackoystoncollegewor
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fomjackoystoncollegewor
 

Ähnlich wie Identity year 10 (20)

Zp term 1
Zp term 1Zp term 1
Zp term 1
 
7 Elements of Art
7 Elements of Art7 Elements of Art
7 Elements of Art
 
Object viewpoints 2016_b_nathan_new
Object viewpoints 2016_b_nathan_newObject viewpoints 2016_b_nathan_new
Object viewpoints 2016_b_nathan_new
 
Technology Themed Mixed Media Collage using Photoshop
Technology Themed Mixed Media Collage using PhotoshopTechnology Themed Mixed Media Collage using Photoshop
Technology Themed Mixed Media Collage using Photoshop
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fom
 
Printing and mounting for exam
Printing and mounting for examPrinting and mounting for exam
Printing and mounting for exam
 
Pop art powerpoint
Pop art powerpointPop art powerpoint
Pop art powerpoint
 
induction project 2019
induction project 2019 induction project 2019
induction project 2019
 
induction project 2019 s
induction project 2019 sinduction project 2019 s
induction project 2019 s
 
Induction
InductionInduction
Induction
 
Yr 5 poster design slide show 1
Yr 5 poster design slide show 1Yr 5 poster design slide show 1
Yr 5 poster design slide show 1
 
induction project 2019
induction project 2019induction project 2019
induction project 2019
 
nduction project 2019
nduction project 2019nduction project 2019
nduction project 2019
 
Peter max finished
Peter max finishedPeter max finished
Peter max finished
 
Imaginary Spaces
Imaginary SpacesImaginary Spaces
Imaginary Spaces
 
Pop art
Pop art Pop art
Pop art
 
Pop art pp updated 2
Pop art pp updated 2Pop art pp updated 2
Pop art pp updated 2
 
Pop art pp updated
Pop art pp updatedPop art pp updated
Pop art pp updated
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fom
 
Cmp induction project 2019 student fom
Cmp induction project 2019 student fomCmp induction project 2019 student fom
Cmp induction project 2019 student fom
 

Mehr von gmoustaka

Max power point
Max power pointMax power point
Max power pointgmoustaka
 
Year13examunit
Year13examunitYear13examunit
Year13examunitgmoustaka
 
Year12examunit
Year12examunitYear12examunit
Year12examunitgmoustaka
 
Presentationfgfgh
PresentationfgfghPresentationfgfgh
Presentationfgfghgmoustaka
 
Photography pressy
Photography pressyPhotography pressy
Photography pressygmoustaka
 
Gerhard richter
Gerhard richterGerhard richter
Gerhard richtergmoustaka
 
Hans belmer powerpoint
Hans belmer powerpointHans belmer powerpoint
Hans belmer powerpointgmoustaka
 
Urban landscape -_introduction[1]
Urban landscape -_introduction[1]Urban landscape -_introduction[1]
Urban landscape -_introduction[1]gmoustaka
 
Portraitphotography
PortraitphotographyPortraitphotography
Portraitphotographygmoustaka
 
Photographyintro
PhotographyintroPhotographyintro
Photographyintrogmoustaka
 
Compositioon rules
Compositioon rulesCompositioon rules
Compositioon rulesgmoustaka
 
As coursework
As courseworkAs coursework
As courseworkgmoustaka
 
Experimentation
ExperimentationExperimentation
Experimentationgmoustaka
 
Photography presentation2
Photography presentation2Photography presentation2
Photography presentation2gmoustaka
 
15th june christo powerpoint malt and hops
15th june  christo powerpoint malt and hops15th june  christo powerpoint malt and hops
15th june christo powerpoint malt and hopsgmoustaka
 
Photography presentation2
Photography presentation2Photography presentation2
Photography presentation2gmoustaka
 

Mehr von gmoustaka (20)

Max power point
Max power pointMax power point
Max power point
 
Year13examunit
Year13examunitYear13examunit
Year13examunit
 
Year12examunit
Year12examunitYear12examunit
Year12examunit
 
Presentationfgfgh
PresentationfgfghPresentationfgfgh
Presentationfgfgh
 
Photography pressy
Photography pressyPhotography pressy
Photography pressy
 
Lesson 1 7
Lesson 1  7Lesson 1  7
Lesson 1 7
 
Egyptian
EgyptianEgyptian
Egyptian
 
Gerhard richter
Gerhard richterGerhard richter
Gerhard richter
 
Hans belmer powerpoint
Hans belmer powerpointHans belmer powerpoint
Hans belmer powerpoint
 
Urban landscape -_introduction[1]
Urban landscape -_introduction[1]Urban landscape -_introduction[1]
Urban landscape -_introduction[1]
 
Portraitphotography
PortraitphotographyPortraitphotography
Portraitphotography
 
Photographyintro
PhotographyintroPhotographyintro
Photographyintro
 
Fstop
FstopFstop
Fstop
 
Compositioon rules
Compositioon rulesCompositioon rules
Compositioon rules
 
As coursework
As courseworkAs coursework
As coursework
 
Experimentation
ExperimentationExperimentation
Experimentation
 
Photography presentation2
Photography presentation2Photography presentation2
Photography presentation2
 
15th june christo powerpoint malt and hops
15th june  christo powerpoint malt and hops15th june  christo powerpoint malt and hops
15th june christo powerpoint malt and hops
 
Photography presentation2
Photography presentation2Photography presentation2
Photography presentation2
 
Frida kahlo
Frida kahloFrida kahlo
Frida kahlo
 

Kürzlich hochgeladen

CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 

Kürzlich hochgeladen (20)

CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 

Identity year 10

  • 2. Example of homework My Identity Mind Map
  • 4. Planning out the basic lines
  • 5. Step 4 Step 3 Step 2 Simple lines Step 1
  • 10. Homework due: •Complete 1 pencil study of the skull from •Each should be A4 in size •Include : lots of different tones and marks
  • 11. How To Draw a Self-Portrait
  • 12. 1. Draw a grid on to your photo. 2. VERY LIGHTLY draw a grid in to your book 3. Look closely at what is in each square. 4. Copy the contents of each square in to the correct blank square in your book. 5. Start with light lines 6. Build up tones to give the illusion of 3D.
  • 13. Homework due: •Practise drawing a tonal self portrait using dramatic lighting in pencil. Try holding the pencil in the sideways hold and layering tones. •Turn off the overhead, main lights and use a lamp/torch at a safe distance to create dramatic tones. •BE SAFE LAMPS GET VERY HOT •Obtain a clear photograph of yourself (head and shoulders) in black & white and print in A4. You will need this in the next lessson.
  • 15. FRANCIS BACON (28 October 1909 – 28 April 1992) was an Irish-born British figurative painter known for his bold, graphic and emotionally raw imagery.
  • 16. Objective: Explore the potential of oil pastel to distort a self portrait Artist reference: Francis Bacon
  • 18. Bacon's painterly but abstracted figures typically appear isolated in glass or steel geometrical cages set against flat, nondescript backgrounds. He began painting during his early 20s and worked only sporadically until his mid-30s. Before this time he drifted, earning his living as an interior decorator and designer of furniture and rugs. Later, he admitted that his career was delayed because he had spent too long looking for a subject that would sustain his interest. His breakthrough came with the 1944 triptych Three Studies for Figures at the Base of a Crucifixion, and it was this work and his heads and figures of the late 1940s through to the mid-1950s that sealed his reputation as a notably bleak chronicler of the human condition. Study for the Head of George Dyer (1966)
  • 19. se oil pastel over your photograph IVE: To show evidence that you have looked at the artist’s technique and can reproduce it.
  • 20. KEY THEME: THE SCREAM Bacon called the image of a screaming mouth a catalyst for his work, and incorporated the shape of the mouth when painting the chimera. Bacon's finding of the theme is examined in one of his first surviving works, Abstraction from the Human Form. By the early 1950s it became an obsessive concern, to the point, according to art critic and Bacon biographer Michael Peppiatt, "it would be no exaggeration to say that, if one could really explain the origins and implications of this scream, one would be far closer to understanding the whole art of Francis Bacon." The inspiration for the recurring motif of screaming mouths in many Bacons of the late 1940s and early 1950s was drawn from a number of sources, including medical text books, the works of Matthias Grünewald[51] and photographic stills of the nurse in the Odessa Steps scene in Sergei Eisenstein's 1925 silent The Battleship Potemkin. Bacon saw the film in 1935, and viewed it frequently thereafter. Still from Sergei Eisenstein's 1925 silent film The Battleship Potemkin
  • 21. Extra information In his studio, he kept a photographic still of the scene which showed a close-up of the nurse's head screaming in panic and terror and with broken pincenez spectacles hanging from her blood-stained face. He referred to the image throughout his career, using it as a source of inspiration. One can relate this particular image to that of Nanny Lightfoot, as she, like the wounded nurse, wore the same oval spectacles. Extra information
  • 22. Written annotations are vital for success at GCSE Provide detailed written answers to these questions: • • • • • • • what you have done and why you did it how you did it, such as the media and techniques used why you chose a particular medium or technique how an artwork fits in with your project what aspects you like how you could improve the work what you think you will do next • • • • Key words for Bacon annotation • • • • • distorted horror manipulate (paint and features of the face), exposed (the flesh, the inner identity, the painter’s innermost fears) Oil pastel (explain how they are similar and different to oil paint...research this yourself) • • • • • You must use the correct vocabulary when annotating your work to show that you are developing your knowledge, understanding and skills. Key terms are: Subject - what is shown in the artwork, such as a portrait or a still life Composition - how the elements of the work are arranged, ie whether they're close together or far apart Foreground and background - elements that appear to be in front or behind other aspects of the artwork Line - can vary in width, length, curvature, colour or direction Shape - describes the two-dimensional outline Form - describes a three-dimensional object Texture - the way surfaces look and feel, ie rough, smooth, soft, etc Tone - shading, from dark to light
  • 23. Homework due: •Write about Francis Bacon Include •Biographical information •2 pictures of his work , with tiltes date and media info •Your opinion of his subject matter, style, use of media •Explain how it may link to your theme of identity
  • 25. Learning Objective: To learn about Chiaroscuro in paintings – looking at different styles and characteristics. Learning Outcomes: All students will be able to: 1. Identify when Chiaroscuro is used. 2. Mix a variety of paint tones. 3. Paint a self portrait creating Chiaroscuro effects. 4. Work with their peers to problem solve and analyse (BLP: noticing, questioning, making links, experimenting)
  • 29. Chiaroscuro What do you know about it ? Tones strong contrasts between light and dark
  • 30. Chiaroscuro using do What contrasts of light to achieve a you know sense of volume in about it ? threemodelling Tones dimensional objects strong contrasts between light and dark
  • 31. The Boy with the Monkey By El Greco What is the direction of the light ?
  • 32. What have they got in common? St Peter in Prison By Rembrandt Christ on the Mount of Olives By Goya 1819
  • 33. Why is it appropriate to use chiaroscuro in religious paintings?
  • 34. What about these images? Are they chiaroscuro?
  • 36. Written annotations are vital for success at GCSE Provide detailed written answers to these questions: • • • • • • • what you have done and why you did it how you did it, such as the media and techniques used why you chose a particular medium or technique how an artwork fits in with your project what aspects you like how you could improve the work what you think you will do next • • • Key words for Chiaroscuro annotation • • • • • • Distorted tonal range Dramatic Contrast Density Shadow • • Caravaggio, El Greco, Rembrandt • Acrylic paint (explain how you created varied tones , and challenges or successes)...research this yourself) • • • • You must use the correct vocabulary when annotating your work to show that you are developing your knowledge, understanding and skills. Key terms are: Subject - what is shown in the artwork, such as a portrait or a still life Composition - how the elements of the work are arranged, ie whether they're close together or far apart Foreground and background - elements that appear to be in front or behind other aspects of the artwork Line - can vary in width, length, curvature, colour or direction Shape - describes the two-dimensional outline Form - describes a three-dimensional object Texture - the way surfaces look and feel, ie rough, smooth, soft, etc Tone - shading, from dark to light
  • 37. Homework • Take 5 chiaroscuro photographs each from a different angle and with a different emotion. Print these out in black and white and stick in to your books. • Due in Friday 18th Oct • Lunch time help available today
  • 39. Homework • Complete the mono print annotations and re do your print if necessary.
  • 40. Written annotations are vital for success at GCSE Provide detailed written answers to these questions: • what you have done and why you did it • how you did it, such as the media and techniques used • why you chose a particular medium or technique • how an artwork fits in with your project • what aspects you like • how you could improve the work • what you think you will do next Key words for Monoprint annotation . Include these in your answers • It is a print process • linear (has lines) • Contrast Tonal (has varied values of light, medium , dark) • Layers ( has layers of drawn information) • Mark making (all the lines /tones you draw) Extension work Include images (including titles, dates etc) of artists work that uses this media (monoprint) Make sure the images you include ARE ACTUAL MONIPRINTS not drawings or other media Examples: Georg Baselitz, Tracey Emin, Rembrandt, Degas • • • • • • • • • You must use the correct vocabulary when annotating your work to show that you are developing your knowledge, understanding and skills. Key terms are: Subject - what is shown in the artwork, such as a portrait or a still life Composition - how the elements of the work are arranged, ie whether they're close together or far apart Foreground and background - elements that appear to be in front or behind other aspects of the artwork Line - can vary in width, length, curvature, colour or direction Shape - describes the two-dimensional outline Form - describes a three-dimensional object Texture - the way surfaces look and feel, ie rough, smooth, soft, etc Tone - shading, from dark to light
  • 41. How to Analyse a Piece of Art Part 1 Describe the piece by conducting an analysis. Use the following questions and make notes (visual and written) using a visual vocabulary. Content What genre does the painting belong to? What is the subject matter? What is happening in the piece? Is the subject matter based on direct observation memory or imagination? Is the subject matter exaggerated, distorted or abstracted? Does the work have meaning is it obvious or is it hidden? Visual Qualities Describe the composition in terms of the visual elements- line, tone, shape, form, colour, pattern, texture, space, and size Is there a dominant colour? Is there a distinct shape to the composition? Is there a sense of movement or stillness? How has the artist arranged the elements and what is the effect of the arrangement? How does the composition fit the subject? What questions emerge?
  • 42. How to Analyse a Piece of Art Part 2 Process How has the work been created (materials, techniques, tools)? Have these techniques been used for a particular reason? (Mood, atmosphere) What stages do you think the artist went through to create the work? How do you think the artist worked? Mood Does the painting suggest a mood feeling sensation or atmosphere to you? What qualities in the piece convey this? Suggest any similarities relating to your own experiences? Context Make connections with other works of art and the time in which the work was created. Does the work fit into any specific movement? Does the piece support any ideal? Was it made for a specific purpose? What is the artist trying to say? How is the work displayed? Are there any related pieces around it? Use descriptive language to articulate their thoughts. Your work should be a piece of prose supported by illustrations.
  • 43. Art-Writing frame for a critical study When writing about a piece of art follow the following steps - Description, analysis, interpretation and evaluation. Structure Describe Describe what you see in the painting. Imagine that you are describing the artwork to someone who cannot see it (someone over the telephone) What to write Artist’s name Title of painting Date of the piece of work (if known) What is the subject matter of the picture? e.g. landscape(see Vocabulary) What movement/tradition/culture is it from? Write down your first impression of the piece of work. This might change once you understand more about it. What do you think the picture is about? Beauty? Nature? Emotions? Power? Prestige? History? Money? Faith? Useful starters The piece of art I have chosen to write about is called............. It was completed by……………. in ……………. It comes from the movement/culture of... (eg. Surrealism, impressionism) I think the work portrays …........... In the picture/piece of artwork I can see...... I think the artist is trying to say that... Useful Vocabulary Adverbs Adverbs typically Subject matter: landscape, answer still-life, figures, portrait, questions such fantasy, abstract, impressionist, as how?, in pattern, religious, seascape, what way?, surreal, symbolic when?, where?, suggests, conveys, conjures up, and to what recalls, recreates, when looked extent?. Use the list here at closely, from a distance throughout your work so your work is interesting to read
  • 44. Analyse Start to describe in detail what you see in the picture. Try to write about how the artist has achieved certain effects. Use the art vocabulary for highest marks. Look at how the elements of art are used •Analyse (continued) In the foreground/middleWhat is in the foreground, middle- ground, background there is.... The focal point is...... ground and background? The piece is What medium has the artist used? painted/drawn/constructed (see vocabulary in last column) from.... Why have they chosen this This piece is made out of... material? The technique of ......has been How and where has line been used used. The artist may have (if at all)? used......to/because..... What do you think the texture is The lines used in the piece are...... like? The texture appears to be .... What types of brushstrokes/marks Therefore the piece looks....... or techniques have been used The marks/textures/brushstrokes What pattern has been used (if that have been used are... any)? What shapes/form have been used? The patterns are..... They create an .......... effect How and where has the artist The shapes/form in the work..... shown light and dark tones? The tone in the painting/piece How and where have they used is..... colour? Colours are.... The use of colours make the What are the main colours used? work look/make me feel...... Foreground, background, middle-ground, arrangement, composition, focal point. Eye line, proportion, scale Media: Oil paint, Chalk, Pencil, Watercolour, Acrylic paint, drawing printmaking, sculpture, wash, impasto, scraffito, glaze, digital media, collage, Lines: fluent, confident, rough, bold, powerful, geometric, light, free, flowing, scribble, broken, rounded, angular, delicate, Strong, Smooth, heavy, obvious, exaggerated, small, large, curved, Cross-hatching, Texture/pattern: Thick, soft, coarse, fine, smooth, shiny, rough, jiggered, splatter, flat, matt, simple, symmetric, repeat, uniform, stencil Shape/form: sculpted, sharp, uniform, repeat, symmetric, angular, geometric Tone: Bright, Dark, faded, smooth, Harsh, contrasting, intense, sombre, strong, powerful, grey, gradation, haze, shadow, highlight Colours: Soft, subtle, pastel, tonal, bright, pure, bold, murky, radiant, contrasting, harmonious, warm, cold, dull, gloomy, vibrant, vivid, intense, So so that to in order to because since Also Besides Comparatively Consequently
  • 45. Interpret Your reaction Try to figure out what the artwork is about. All artworks are about something. Some are colour, subject matter, social or cultural issues. Some are not as easy to see what the artist was thinking. Evaluate/ Conclusion Come to a conclusion about the artwork based on what you have found out and your interpretations, What is the theme or subject of the work. What mood or emotions does it communicate What is the work about, what do you think it means Why do you think the artist created it I think the story behind this piece is.... I think the artist wanted us to feel/think..... I think the artist is trying to say that.... The piece of work makes me think of...... The work makes me ………. because ………………. Have your thoughts or feelings about the art work changed? How and why? What do you think/feel about the picture? Why do you like it or dislike it? How could the artist have improved or made it different? What have you learned from the piece of work that you might apply to your own I chose to write about this piece of work because..... I like/dislike this work because…… What works in this piece is... I have been inspired by this piece of work to see, feel, think, imagine, suggests, evokes, conveys, conjure up, recreates, observes, reflects, recalls, reminds me of, Happy, sad, sombre, alive, atmospheric, depressing, disturbing, exciting, expressive, fresh, humorous, imposing, nostalgic Further Elsewhere However In addition In comparison In contrast Instead Next Rather Similar Then Therefore
  • 46. The information you need: 1. Background information Who made the image or artefact? What is it called? Where does it come from? What tradition/movement/culture does it belong to? 1. What can you see? Is the image realistic or abstract? Describe accurately what you see. 1. What materials, processes and techniques have been used? Materials: oil paint, collage, wood… Processes: painting, drawing, printmaking, sculpture, digital media Techniques: cross-hatching, wash, impasto, scraffito, glaze… 1. Meaning, mood and feeling. What do you think it is about? Does it have a story? Can you find out what the maker thought about when making this? 1. How have the different elements of art been used to create different effects/moods/feelings? How have the following been used Texture, shape, form, space, line, tone, colour, composition, objects, symbols, focal point, pattern… 1. What do you think of it? What do you like about it? Why? What don’t you like about it? Why? Why did you choose to write about it? What might you like to ask the artist/ maker? How might you take ideas to use in your own work? Sentences you could use: The piece of art I have chosen to write about is called… The artist/designer who made/painted this piece is… He/she lives/lived and works/worked in… It comes from the tradition/ movement/ culture of… (e.g. Chinese art, surrealism) In the picture I can see…/The sculpture looks like… In the background/middle ground/foreground there is… The piece is painted in…/drawn in…constructed from… /This piece is made out of… Materials have been used to create a powerful effect by… The technique of…has been used The artist may have used… The picture/sculpture makes me think of… I think the story behind the piece is… It makes me feel…/I think the viewer of the piece would feel…/I think the artist wanted us to feel… I think that the artist is trying to say that… Colours are…soft and subtle? pastel and tonal? bright and bold? The use of colour makes me feel … Lines and shapes are…rhythmic? chaotic? Colour/tone/line has been used effectively to create a…mood The composition/form/structure is … and … The artist has used…to… The painting/piece makes me feel…because of the… I chose to write about this piece because… Before I started looking closely at this piece I thought… Now I have looked more closely I think that… What I particularly like about this piece is…This is because…What works well in this piece is the… I like everything in this piece except…This is because… I would like to ask the artist/maker…why they chose…/what they were thinking about when…/who inspired them. I have been inspired by this work to experiment with..
  • 47. Comparing the Work of Others to Identify the Similarities and Contrasts Name of Artist Movement Influenced by Influenced whom Audience Narrative Composition How does it embody the theme of identity? Extra category of your choice
  • 48. Idea Development Write up journey to your final idea. How has experimentation with media, recording of ideas ( 1st and 2nd hand drawing, mind mapping and photography) and analysis of the work of other’s influenced your final outcome? AO1 AO2 AO3
  • 49. Experimentation Log Write in detail about your media experiments. Include successes, areas for improvement and how this will influence your next step.
  • 50. First Hand Observational Drawing Instructions 1. Set up a still life using contrasting objects of interest. Place the still life beside a natural light source to get the best play of reflected light. 2. Draw the basic contours of the still life shapes lightly in pencil in your sketchbook to form your composition. This rough sketch is now ready to add tonal shading. 3. Observe the play of light and dark on the surfaces of the still life objects and notice the light and dark contrasts before applying tone to your study. 4 .Use a good range of drawing pencils from 2H to 8B to be able to maximize the tonal quality of your pencil studies. The darkest grade of pencil to create the darkest tones is the 8B. The lightest tone can be achieved by using a grade 2H pencil. Use an eraser or the white of paper to show areas of reflected light. 5 .Shade in the darkest areas in your drawing by using an 8B and shade in exactly the shape of the shadow you see in the still life. Note where your lightest areas are and, with your 2H pencil, shade around an area of white reflected light. Work in the mid- and graduating tones from dark to light areas to add a range of tonal qualities to the drawing. 6. Use a range of shading techniques to create different effects. Hatching is where you shade with a series of lines in one direction, whereas cross-hatching is where you draw a second series of lines over the first section of hatching but in the opposite direction to create a box-like effect. Stippling is using a series of dots in close proximity to create shading and texture. Squiggling is the process of creating random squiggled marks to suggest pattern. Read more: http://www.ehow.com/how_7679365_draw-using-pencil-art-gcse.html#ixzz2qe8wXA1J
  • 51. Week 1 Introduction & Stimulus. Inform students to outline to this unit & outcomes. Discuss the theme & show how artists over the years have addressed this. Observe structure of the head. Use of PowerPoint History of & drawing techniques. Dept skull and A3 worksheets of skull studies. A4/A3 sketchbooks. Powerpoint. Studies of Human skull using line proportion & Tone in pencil. Activity Homework Complete 3 studies of the skull. Various viewpoints. A0’s A03 2 Proportions of the face. Demonstration. Pencils & mirrors. 3 4 Tone Looking at how artists have represented Tone in the face/ Charcoal studies. Demo on using charcoal & putty rubber techniques. . Studying sections of face & facial features. Links artist’s techniques & media. . Distortion. Make reference to artists, such as Escher. Jenny Saville. Francis Bacon. Monotone & 1 colour pencil. A3 size. Links to Photomontage scanning original drawings, use of Photoshop. Refer to work of D. Hockney. Students to observe own faces and use quality of line to show shape form & structure. On A2 cartridge paper students to produce own version from photo of all or part of their face Students to draw eyes, ears etc from artists visual using appropriate media & techniques. Use Tone & colour. By looking into concave/convex mirrors or reflective objects draw a self portrait using 1 colour pencil. Practise a self portrait using dramatic lighting in pencil & tone. Obtain a clear picture of self in Black & white. ¾ view of own face in charcoal. Expressive Self! Produce an A3 Self portrait of an expressive portrait. Work from a clear photo. Using students own photographs & imagery construct a photomontage self portrait. Higher ability students could manipulate the images using Photoshop techniques. Continue above. Research on Hockney’s photomontages. A03 A03 A03 5 .Practise for homework – Kettles, irons etc. 6 A03/1 A03/1 Week 7 8 Interim Assessment 9 10 11 12 13 14 Introduction & Stimulus. Gallery visit. Visit to the NPG . Ceramic workshop. Interim Evaluation Sheet Lino Printing Demonstration to cover H & S issues. 1 & 2 colour prints – printing on different surfaces/ quality of paper. Project brief set. Students to be introduced to 4 20thCentury/ Contemporary artists work. ( Attached brief) Research & planning. Developing ideas Developing ideas & refining final outcome. Final outcome Timed test of 5 hours + 5 hours of lesson time. Activity Students to gather drawing research etc and postcards for use back in school. Students to explore the work of Giacometti & construct a series of small heads to be positioned on long poles. Demonstration given on techniques to employ Students are to reflect on progress so far. Students to fill in an evaluation sheet in relation to assessment objectives. Teacher & Pupil to address issues & targets for next area of coursework. Students to be shown the German Expressionists woodcuts as inspiration. Develop ideas towards a Lino design. The whole or part of the face. .PowerPoint .Students to shown on relevant artists work. Possible outcomes. Handout with tasks and deadlines to be read through. work independently on project brief. Enhancing research & responding to 4 postcards on the theme of Identity. Complete Gallery follow up work ready for marking. Mount & display of final prints. Working through first task in handout. As Above A02 A03 A03 Homework A0’s A01 A02 AO’s 1 – 2 & 3 End of year examination piece. ( 10 hours in total) Students to self assess. Teacher assessment & feedback given. A01 A02 All A0’S
  • 52. GCSE Interim Evaluation Sheet. Name : Unit : Form : Assessment Objective Criteria A01 Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. A02 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. A02 Record ideas, observations and insights relevant to their intentions in visual and/or other forms. A04 Present a personal informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements. Date: Project title: Evidence