Olly Moss/ Dick Bruna Olly Moss Dick Bruna Objective: To be able to show you can explore and develop ideas based on an artist using paper cut outs and/or collage to manipulate images showing skill and accuracy. Learning Outcomes: All students will be able to visually research the artist/ designer and explain what you think about the image Most students will be able to create images using cut outs using shape successfully and use materials so that they suit the artists style. Information will include keywords and descriptive writing Some students will be able to manipulate materials 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. IL- complete an artist page on one of the artists. Task- to complete a ‘cut out’ showing exploration and a different idea on how to manipulate an image. 1. Tracing paper to trace and simplify one of your photographs 2. The image is to show the idea for a book called ‘disjointed’ 3. Trace onto coloured paper or collage materials 4. Create a cut out image 5. Complete the image and develop an artist page on either Saul Bass or Dick Bruna Curriculum Strands: -Exploring and developing PLTS Reflective learner Independent learner Creative thinker Lit- Annotation, Spelling, punctuation and grammar, information appropriately Num- Being numerate: Problem solving, reasoning and decision making, Shape, space and measures, composition, space, balance

LINE TONE COLOUR PATTERN SHAPE FORM TEXTURE Task1, Explain the images on then right using the keywords above. Try and use descriptive words. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________ Task 2: Collect your own images of the artists’ work. This task does not rely on you creating a whole artist page but you can extend the learning by doing the tasks below. When completing an artist page should include: 1.A title that reflects the project or artist 2.Printed images 3.Drawn/ painted images 4.Own thoughts and ideas 5.Relate the work to the project title 6.Compare to other artists 7.Explain what you could do in relation to the artists ideas Olly Moss

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, unlike, likewise, equally, in particular, Similarly, for example, including, especially, alternatively, 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 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. 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. Art Keywords: Line Tone Colour Shape Form Texture Pattern 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 Writing frames for listing several points: The artist I have studied is………….. I like his work because…………… The formal elements he has used are………… The colour is …………………. The Line is …………… The shapes are ……………….. I would like to complete work based on this artist and to do this I will have to…………… This task does not rely on you creating a whole artist page but you can extend the learning by doing the tasks below. When completing an artist page should include: 1.A title that reflects the project or artist 2.Printed images 3.Drawn/ painted images 4.Description of the work 5.Own thoughts and ideas 6.Relate the work to the project title 7.Compare to other artists 8.Explain what you could do in relation to the artists ideas 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

LINE TONE COLOUR PATTERN SHAPE FORM TEXTURE Task1, Explain the images on then right using the keywords above. Try and use descriptive words. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________ Task 2: Collect your own images of the artists’ work. This task does not rely on you creating a whole artist page but you can extend the learning by doing the tasks below. When completing an artist page should include: 1.A title that reflects the project or artist 2.Printed images 3.Drawn/ painted images 4.Own thoughts and ideas 5.Relate the work to the project title 6.Compare to other artists 7.Explain what you could do in relation to the artists ideas Dick Bruna

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, unlike, likewise, equally, in particular, Similarly, for example, including, especially, alternatively, 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 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. 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. Art Keywords: Line Tone Colour Shape Form Texture Pattern 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 Writing frames for listing several points: The artist I have studied is………….. I like his work because…………… The formal elements he has used are………… The colour is …………………. The Line is …………… The shapes are ……………….. I would like to complete work based on this artist and to do this I will have to…………… This task does not rely on you creating a whole artist page but you can extend the learning by doing the tasks below. When completing an artist page should include: 1.A title that reflects the project or artist 2.Printed images 3.Drawn/ painted images 4.Description of the work 5.Own thoughts and ideas 6.Relate the work to the project title 7.Compare to other artists 8.Explain what you could do in relation to the artists ideas 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