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Pro forma Scheme Plan

Title of Scheme: Still life painting


examining paintings from
impression to contemporary and
creating a painting in the style of
David Hockey
No. of Lessons:
10 x doubles
Total Time: : 11hours
Group: 28 Colaiste Mhuire Co- Ed
No. of Pupils: 2
th
years
Aims:
To help pupils to:
Develop skills in the observation of everyday manmade objects
Learn to represent a 3d object in 2d form
Develop the relevant vocabulary to describe the elements in the object they are exploring.
Develop drawing skills through preliminary sketches and practicing elements within their chosen
object with an emphasis on line, shape, tone and form.
Develop an awareness of space and dept for example foreground, background, light and dark
Create a still life composition of their objects
Overall Learning Outcomes for the Scheme:
On completion pupils should be able to:
Demonstrate a knowledge of observation and drawings skills through a process of preliminary
drawings which support a finished piece
Recreate a 3d object in 2d form working to the scale of their chosen object.
Examine, discuss and identity key elements of their chosen object using artistic vocabulary
Demonstrate knowledge of line, tone shade and form though preliminary works to support their
knowledge towards a creation of their finish piece
Demonstrate awareness of space and dept in their preliminary works and show an understanding of this
by using foreground and background in their finished piece.
Create a still life composition of their objects

Investigating/Exploring/Creating (include illustrations, especially your own work):

Investigate
Students will investigate artists i.e. Vincent Van Gogh, Cezanne David Hockey(collage)
looking at colour shape tone brushstrokes and subject matter. Students will investigate their
object through a series of preliminary line, tone, and pencil drawings to support their process
of observational drawing.

.
Students will explore and investigate colour to gain a greater understanding of the colour wheel,
mixing colour, the primary colours, the secondary colours and the tertiary colours. This will give the
students a greater understanding of colour and colour mixing in advance of their creative process.

Primary Colours: Red, yellow and blue
In traditional colour theory (used in paint and pigments), primary colours are the 3 pigment colours
that cannot be mixed or formed by any combination of other colours. All other colours are derived
from these 3 hues.
Secondary Colours: Green, orange and purple
These are the colours formed by mixing the primary colours.

Tertiary Colours: Yellow-orange, red-orange, red-purple, blue-purple, blue-green & yellow-green
These are the colours formed by mixing a primary and a secondary colour. That's why the hue is a two
word name, such as blue-green, red-violet, and yellow-orange.

Explore
Students will explore light shape proportion colour and will explore David Hockeys styles of
painting and collages. Also his use of block colours. Midtones look closely and examine the
objects and to know what a good composition is and how to correctly compose a still life.
Explore angles using a viewfinder. Students will explore their chosen object through
observational drawing by looking at different angles, perspectives, light and shadows.
Students will investigated different tonal qualities that help make a form look three
dimensional on a two dimensional surface. Observing scale by paying close attention to their
object the way it is position in front of them by looking foreground and background.



Creating
Students will begin creating preliminary drawings and painting. Firstly they will use a
bamboo stick to create a painting to loosen them up before creating a midtone colour study
(black, grey, white). Then they will create a painting of a section using a viewfinder they will
make and create a composition that is visually interesting. Make a composition which
conveys space and form by incorporating line and tonal qualities to represent a three
dimensional object in two dimensional forms.


My exploration of still life


ART history critical and contextual studies
Here are some of the paintings I will introduce to the students to broaden their awareness and
knowledge of David Hockey, Vangogh , Picasso Carravaggio, Matisse








Fruit and Spotted Floor 1988, oil on canvas 24 x 24 in The Chair 1985, oil on canvas 48x 36 in









ICT: PowerPoint Laptop printer projector, you tube , internet, digital media (photography) and camera


Key words/phrases: Drawing, Impressionism, Van Gogh, David Hockey block colour, colour, vibrant,
primitive, shape, pencil, line, tone, shape, texture, form , light, darks, cold and warm

Teaching/Learning Strategies:

Introduce students to artists who have created paintings with vivid brush strokes,
colour and blocks of colour with emphasis on shape and line by showing them
imagery, videos, and having a discussion in class about the different artists and their
styles.
Distribute visual aid on imagery to help students to get some ideas to encourage
them to be more creative and help with their initial creative process.
Demonstrate the use of line and colour for example tone, colour mix and shading techniques.
Facilitate visual aid for students to reference during their creative process.
Demonstrate how to compose a correct composition using a viewfinder
Demonstrate how to represent a 3d object in to 2d form by showing them and by doing a brief
drawing and handing out visuals to aid their process.
Demonstrate how to compose a still life composition by carefully considering shapes height
width and light and discuss these key requirements whilst arranging my objects on a table
Discuss with students at various stages of the scheme to see what is working and
what is not working using students work as an example. I will use an a example of
each students work both successful and unsuccessful
Conclude the scheme by displaying students work allowing students to view the work
of their peers I will do this by placing students work around the art room and allowing
students to walk around and view their peers work.



Materials: Camera , Pencils, Ruler Masking tape, drawing boards, scissors, scalpel, glue newspaper,
coloured card brown paper, wool, stick, ear buds, brushes, jars, acrylic paint,A6- a1(2)
Safety Precaution:
Students to follow art cleaning rules and must return material to storage
Students must follow guidelines for using scissors scalpel and paint
Be careful when handling equipment (digital)
No running in classroom, etc.


Differentiation: Adjust scheme to suit individual students learning abilities. For the less able students I will
reduce the amount of detail required for them to incorporate into their piece. For those with stronger abilities I
will encourage them to add extra detail. Visual aids will be used to reinforce all students learning throughout
this scheme. Students who are finding the task difficult will be paired alongside a more competent
student: Adjust scheme to suit individual students learning abilities. For the weaker students I will
reduce the amount of detail required for them to incorporate into their piece facilitating them to look
at line. For those with stronger abilities I will encourage them to add extra detail in terms of their use
of line, tone and colour. Visual aids will be use to reinforce all students learning throughout this
scheme.




Timeline/Sequence of Lessons:
Week 1 (140mins) Introduce students to images and artists, have a discussion on ideas on what
theyre going to create, their approach and methods demonstrate some of the techniques and all
students will begin working on their bamboo stick pieces PowerPoint presentation discuss artist
prompt discussions with carefully planned questions. Demonstrate colour mixing(wheel), set up
composition arrange objects, midtone colour studies.
Week 2 (140 mins) continue working on their midtone colour studies students will be looking at visual
aid and will be deciding which composition they will be using in their piece and will continue their
making process.
Week 3 (140mins) Discussing with students what is working and not by displaying students work
(Section) as an example. Repeat demonstration on how to correctly mix colours. discuss key
elements such as lights darks shape and tonal qualities and begin working on final piece
Week 4.(140mins) Discuss thoughts, ideas, developments, progress and areas for development
introduce worksheet on artists to students to access how much information they remember and
continuation of painting.
Week 5 (140mins) Continue and complete process and students will be displaying their finished
piece in their classroom review and discuss the work


Assessment Rubric: Year Group 2
nd
years