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literacy through illustration

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Natasha Churchill

on 24 October 2013

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Transcript of literacy through illustration

Illustration Project- Year 8- Miss Swann
Design & Technology
Learning Outcome:
The aim of this lesson is to
create a title
page in your
sketchbook based on
the work of Jon
Burgerman - using
appropriate
materials,
techniques and
processes.
Introduction to
Jon Burgerman
Learning Objective:
Today we are learning
how to provide
reasoned evaluations of
the purpose and meaning
of our work.
Evaluations
Keywords:
Doodle
Loose
gadhifamaa
Style
akkaataa
Display
agarsiisuu
Process
adeemsa

Select
filuu
Layout
teessuma

Enlarge
dabaluu
Modify
fooyyessuu
Spontaneous
Automatic
ofuma
(response)
Doodling!
Learning Objective:

To Know-
what cultural references are
To Understand-
how culture can influence an artist's work
Cultural Influence
Learning Objective:

To be able to
- be confident in experimenting with various materials and techniques.
To Understand
-

how design/art work is created using various techniques and..
To Know
- the importance of looking closely into how other artists produce their work to get ideas for our own.
Techniques and Media
Learning Objective:
Today we are learning
how to accept creative
risks and explore ideas
independently and
inventively.
Surfaces
Learning Objective:

To be able to-
be confident in using our skills with different techniques and mediums in our work.
To Understand-
the importance of being patient and resilient (PLTs/ SMSC skills) when using new materials (e.g. air drying clay)
To Know-
how to use resources imaginatively to
develop, design and make work.
3D versions of characters
Success Criteria:
Connec
t:-

Must:
Should:
Could:

Write down 2 good ideas that you can see and haven't thought about.

Activate:-
Must:

Should:

Could: (Lead Learners)


Progress line- where are you? Why?

Demonstration 1:
Must:
Should:
Could:

Mini plenary: Spy and WIG (What I Gained)

Demonstration 2:

Must:
Should:
Could:

Evaluate:
Progress line- how have you progressed this lesson?
Must:
How and why have you progressed?
Should:
How could I improve- one target.
Could:
Use level descriptions in book to be specific with your target.
War Poetry
Learning Objective:
Today we are learning
how to apply our
knowledge to realise our
intentions.
Design Ideas
Learning Objective:
Today we are learning
how to apply our
knowledge to realise our
intentions.
Final Design
Learning Objective:
Today we are learning
how to use resources
imaginatively to
develop, design and
make work.
Final Piece
Learning Objective:
Today we are learning
how to accept creative
risks and explore ideas
independently and
inventively.
Sharing our work
Personal Learning and Thinking Skills
Importance

'Working in stimulating contexts that provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues... They apply their creative thinking and learn to innovate.'
Design & Technology- National Curriculum
1.1 Designing and making

a. Understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world.

1.2 Cultural understanding

a. Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.
b. Exploring how products contribute to lifestyle and consumer choices

b. Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.
c. Exploring and experimenting with ideas, materials, technologies and techniques.

1.4 Critical evaluation

a. Analysing existing products and solutions to inform designing and making.
b. Evaluating the needs of users and the context in which products are used to inform designing and making.
c. Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions
1.3 Creativity
LEVEL DESCRIPTORS

Level 1

Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people's work in simple terms and describe how a product works.
Level 2

Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future.
Level 3

Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements.
Level 4

Pupils generate ideas by collecting and using information. They take users’ views about aesthetic and technical issues into account as they respond to briefs. They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. They apply their knowledge and understanding of materials, ingredients and components, and work with them with some accuracy, paying attention to quality of finish and to function. They use some ideas from others’ designing to inform their own work. They produce step-by-step plans and then select and work with a range of tools and equipment. They identify what is working well and what could be improved to overcome technical problems. They reflect on their designs as they develop, recognising the significance of knowledge and previous experience.
Level 5
Pupils develop ideas by drawing on and using various sources of information. They clarify their ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions. They respond to briefs showing understanding of how culture and society are reflected in familiar products when developing and communicating their own ideas. They show that they are aware of constraints as they apply knowledge and understanding of materials, ingredients and techniques. They use understanding of others’ designing as they develop their work. They work from their own detailed plans, modifying them where appropriate. They work with a range of tools, materials, ingredients, equipment, components and processes with some precision. They check their work as it develops, solve technical problems and show some evidence of creativity as they modify their approach in the light of progress. They test and evaluate their products, showing that they understand the situations in which the products will function.
Level 6

Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products as they develop and model ideas. They respond creatively to briefs, exploring and testing their design thinking. They develop detailed criteria for their products and use these to explore proposals. They apply their knowledge and understanding by responding to several aspects of the problem. They recognise the significance of others’ designing and modify their approaches accordingly. They produce plans that outline alternative methods of making progress. They work with a range of tools, materials, ingredients, equipment, components and processes, showing that they understand their characteristics. They check their work as it develops and solve technical problems by modifying their approach in the light of progress. They evaluate how effectively they have used information sources, using the results of their research to inform their judgements when developing products. They evaluate their products as they are being used, and identify ways of improving them.
Level 7

Pupils use a wide range of appropriate sources of information when developing and modelling ideas. They investigate form, function and production processes as they respond creatively to briefs. They apply their knowledge and understanding, recognising the different needs of a range of users, and search for trends and patterns in existing solutions as they develop fully realistic products. They use their understanding of others’ designing to inform their own as they communicate creative ideas. They produce plans that predict the time needed to carry out the main stages of making products. They work with a range of tools, materials, ingredients, equipment, components and processes, taking full account of their characteristics. They adapt their methods of manufacture to changing circumstances as they solve technical problems, providing a sound explanation for any change from the design proposal. They select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of this evaluation to improve their performance.
Level 8

Pupils use a range of strategies to fully develop and model appropriate ideas, responding to information they have identified. They identify conflicting demands on a product and respond creatively to briefs, suggesting ways forward and explaining how their ideas address these demands. When applying knowledge they make decisions on materials, ingredients and techniques based on their understanding of physical properties and working characteristics. They use their understanding of others’ designing by reinterpreting and applying learning in new contexts. They organise their work so that they can carry out processes accurately and consistently, and use tools, equipment, materials, ingredients and components with precision. They use accurate testing to inform their judgements when solving technical problems. They identify a broad range of criteria for evaluating their products, clearly relating their findings to environmental, ethical, and social and cultural dimensions.
Exceptional performance

Pupils seek out information to help their design thinking. They recognise how products contribute to lifestyle and choices of a variety of client groups as they develop and model ideas in an innovative way. Responding creatively to briefs, they are discriminating in their selection and use of information sources to support their work. They interpret and apply knowledge and understanding creatively in new design contexts and communicate ideas in new or unexpected ways. They use understanding of others’ designing in innovative ways. They work with tools, equipment, materials, ingredients and components to a high degree of precision. They make products that are reliable and robust and that fully meet the quality requirements given in the design proposal. They reflect critically and effectively throughout designing and making processes
Process and evaluate information in investigations,
planning what to do and how to do it. Take informed
and well-reasoned decisions and recognise different
beliefs and attitudes.
Evidence:
• Use of Project Booklet to plan and carry out research -
appreciation that poor research will effect standard of
practical work.
• Annotations in sketchbooks - analysing and evaluating
pieces of artwork and ideas.
• Pages in sketchbook looking at historical and cultural
context of the work being studied.
• Create an original conclusion, final piece, and provide
well reasoned annotations explaining the work.
Independent Enquirers
Creative Thinkers
Think creatively by generating and exploring ideas,
making original connections. Try different ways to
tackle problems. Work with others to find imaginative
solutions and outcomes of value.
Evidence:
• Use of sketchbook to record own ideas in response to
research
• Development of ideas into a ‘quality’ final piece.
• Annotations in sketchbook showing links between own
work and that of others.
• Development of a variety of ideas that are adapted and
refined in response to evaluations and feedback.
• Workshops offering use of a variety of techniques -
adaptation of own ideas in response to these sessions.
Reflective Learners
Evaluate strengths and limitations, set realistic goals
with success criteria. Monitor own performance and
progress, inviting feedback from others and making
changes to further learning.
Evidence:
• Regular use of self and peer evaluations - sheets
attached to relevant piece of work.
• Writing of own success criteria during lessons.
• Reviewing of ideas and using evaluations to help
develop ideas into a final piece.
• Response to verbal feedback from teacher during
lessons.
Team Workers
Work confidently with others, adapt to different
contexts and take responsibility for themselves. Listen
and take account of different views. Form collaborative
relationships, resolving issues to meet agreed
outcomes.
Evidence:
• Reach agreement with teacher over final piece.
• Adaptation behaviour and practice during workshops
and lessons.
• Fairness and consideration for others shown in
classroom practice and general behaviour.
• Use of Project Booklet to take responsibility for own
work and progress.
• Write reasoned and constructive feedback on peer
evaluation sheets.
Self Managers
Organise themselves, showing personal responsibility,
initiative, creativity and enterprise with a commitment to learning and self-improvement. Actively embracechange, respond positively to new priorities, cope with challenges and look for opportunities.
Evidence:
• Use of Project Booklet to effectively organise own time and plan/carry out own research.
• Taking of creative risks when using materials and
creating original ideas.
• Respond to evaluations, feedback and criticism
positively and adapt/refine work where asked to do so.
• Ask for help and feedback when required - use this to help develop practical work
Effective Participators
Actively engage with issues that affect them and those
around them. Play a full part in the life of school by
taking responsible action to bring improvements for
others as well as themselves
Learning Objective:
Today we are learning
how to take creative
risks when exploring,
experimenting and
responding to ideas
Keywords:
Style
• Content
• Form
• Process
• Mood
• Loose
• Distinctive
• Contemporary
• Influence
Success Criteria:
• Good use of formal
elements.
• Clear Burgerman
influence.
• Fills the page.
• Clear title.
Learning Objective:
Today we are learning
how to select images to
demonstrate our research
into the work of
an artist.
Today we will produce:
Pupils create a double
page spread in their
book.
Fill the page.
Burgerman Formal Elements
(
process, style,

layout,
enlarge
)
• Include some of
their own doodles and
enlarge sections from
some and add colour in
Burgerman’s style. (Influence)
Homework:
Research John Burgerman- bring in pictures, information, own studies- Due in: Next lesson
Success Criteria:
Read-Remember-Recall (Must, should, could)
Keywords:
(white=Oromo)
Culture (Cultural)
Qarooma
Society (Social)
Waldaa
Purpose
Karoora
Peers
Walqixa
Genre
Akkaataa
Learning Outcomes:
All: 4c/b
Identify and comment on cultural references in a piece of art work
Most: 4b/a
Describe the use of cultural references and explain why/how they influence an artist
Some:5c-a
Compare the effects of culture in art work
Success Criteria:
Pupils write own
success criteria in
lesson for tasks (use learning objectives)

Must:
Could:
Should:
Homework:
What is 'doodling'? Collect some examples of Doodles and create some of your own. What are you thinking about/feeling when you are doodling?
The

Big

Picture!

Keywords:
Technique
(toftaa)
ALL
• Process
(adeemsa)


Media

(sabaa himaa)
MOST
• Material
(meeshaa)
• Evaluation SOME
(xinxilanii laaluu)
• Health & Safety
(fayyaa) (nagayummaa)
Success Criteria:
Connec
t:-
Look at my images- what techniques have I used? Text in.
Must:
Text in one medium used.
Should:
Text in more than one medium/technique used.
Could:
Comment on why I might have used a particular technique (for what effect?)

Write down 2 good ideas that you can see and haven't thought about.

Activate:-
Look at the images on the board. What techniques/ materials can you see? Write on a post it.
Must:
Write a technique or material that you can see.
Should:
Start thinking about the content of the images and look closely at the process. How has it been created? Why in that way?
Could: (Lead Learners)
Use past and present keyword to comment on the work- Contemporary? Mood? Layout? etc (starting to evaluate).

Progress line- where are you? Why?

Demonstration 1:
Start creating your

own techniques double page spread.
Must:
Should:
Could:
Start creating your own techniques/ experiments.

Mini plenary: Spy and WIG (What I Gained)

Demonstration 2:

Continue with experiments.
Must:
Should:
Could:

Evaluate:
Progress line- how have you progressed this lesson?
Must:
How and why have you progressed?
Should:
How could I improve- one target.
Could:
Use level descriptions in book to be specific with your target.
Keywords:
Style
• Loose
• Distinctive
• Influence
• Process
• Media
• Technique
• Enlarge
• Develop
Today we will produce:
Pupils create a variety
of small scale works on
a range of surfaces.
• They stick these into
their sketchbook and
evaluate their successes
and failures.
• They explore a variety
of techniques.
Success Criteria:
Pupils write their own
success criteria based
on the surface they are
using.
Keywords:
3D
• Develop

All
• Model
• Experiment

Most
• Adapt
• Refine

Some
Success Criteria:
• Look at examples of
Burgerman’s work.
• Clear influence of
Burgerman’s style
.
• Experiments with use of
colours.
Use of a variety of tools.
• Experiments with scale.
Learning Objective:
To be able to
- be confident in using our skills with different techniques and mediums in our work.
To Understand
-

how to use techniques and mediums to illustrate the emotion and atmosphere of the poem.
To Know
- how artists/designers have PLTs:
Independent thinkers- own work
Effective Participators- group feedback
Creative Thinkers- own work
Self Managers- checking own progress
Reflective Thinkers- looking at Miss Swann's comments on work and responding.been commissioned (paid) to produce propaganda images.PLTs:
Independent thinkers- own work
Effective Participators- group feedback
Creative Thinkers- own work
Self Managers- checking own progress
Reflective Thinkers- looking at Miss Swann's comments on work and responding.
Keywords:
Symbol
(mallattoo)
•Description

ALL
(ibsa)
•Emotion
(gadda)
•Environment
(naannoo)

•Atmosphere

MOST
(Surround- itta naannawa)

•Literacy
(Writing- barreessuu)
•Propaganda SOME
(to Influence- dhibbaa)
Dulce et Decorum Est

Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned out backs,
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots,
But limped on, blood-shod. All went lame, all blind;
Drunk with fatigue; deaf even to the hoots
Of gas-shells dropping softly behind.

Gas! GAS! Quick, boys!--An ecstasy of fumbling
Fitting the clumsy helmets just in time,
But someone still was yelling out and stumbling
And flound'ring like a man in fire or lime.--
Dim through the misty panes and thick green light,
As under a green sea, I saw him drowning.

In all my dreams before my helpless sight
He plunges at me, guttering, choking, drowning.

If in some smothering dreams, you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin,
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs
Bitter as the cud
Of vile, incurable sores on innocent tongues,--
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.


Wilfred Owen

Some:
The Last Laugh

'Oh! Jesus Christ! I'm hit,' he said; and died.
Whether he vainly cursed or prayed indeed,
The Bullets chirped-In vain, vain, vain!
Machine-guns chuckled,-Tut-tut! Tut-tut!
And the Big Gun guffawed.

Another sighed,-'O Mother, -Mother, - Dad!'
Then smiled at nothing, childlike, being dead.
And the lofty Shrapnel-cloud
Leisurely gestured,-Fool!
And the splinters spat, and tittered.

'My Love!' one moaned. Love-languid seemed his mood,
Till slowly lowered, his whole faced kissed the mud.
And the Bayonets' long teeth grinned;
Rabbles of Shells hooted and groaned;
And the Gas hissed.


Wilfred Owen
Most:
The Victim

Some one mentioned the 'Holocaust' the old Jewish man said 'no'
Such word i do not wish to hear that happened years ago
Then he slowly folded up his sleeve and numbers etched in blue
Told of the sufferings he'd known and all he had been through.

A silence fell o'er one and all across the club room floor
And in his presence 'Holocaust' not mentioned any more
We had amongst us in the flesh one who had lived through hell
But i wish that he could have spoke of sufferings he could tell.

Don't mention 'Holocaust' to me with one wave of his hand
A silence fell o'er one and all how could we understand?
The agony he had been through, the torture and the pain
We did not mention 'Holocaust' no not to him again.

My heart went to that Jewish man who sought no sympathy
He wanted to block out his past as a bad memory
Don't mention 'Holocaust' to me and little else he said
But i could picture living soul whose thoughts were with the dead.

That night i did not sleep too well i had recurring dream
I watched the hungry slowly die, i heard the tortured scream
I saw a gray haired jewish man the sorrow on his face
And i was in another time a dark and a sadder place.

I woke and when i went to sleep the dream returned to me
Of Jewish man with tragic past who sought no sympathy
I see a young man in his prime with a hunger wasted frame
With numbers branded on his hand 'they'd robbed him of his name'.

Some one mentioned the 'Holocaust' the old jewish man said 'no'
Such word i do not wish to hear that happened years ago
Then he slowly folded up his sleeve and numbers etched in blue
Told of the sufferings he'd known and all he had been through.

Francis Duggan
All:
Memoirs & Diaries - A Letter Home From A U.S. Serviceman in Paris, 11 November 1918
11 November 1918

Dear Folks:

Arrived here last night, and was on the street today when the armistice with Germany was signed. Anyone who was not here can never be told, or imagine the happiness of the people here. They cheered and cried and laughed and then started all over again.

Immediately a parade was started on the Rue De Italiennes and has been going on ever since. In the parade were hundreds of thousands of soldiers from the U.S., England, Canada, France, Australia, Italy and the colonies. Each soldier had his arms full of French girls, some crying, others laughing; each girl had to kiss every soldier before she would let him pass.

The streets are crowded and all traffic held up. There are some things, such as this, that never will be reproduced if the world lives a million years. They have taken movies of the crowds, but you can't get sound nor the expression on the people's faces, by watching the pictures.

There is no where on earth I would rather be today than just where I am. Home would be nice, and is next, but Paris and France is Free after four years and 3 months of war. And oh, such a war! The hearts of these French people have simply bursted with joy. I have had many an old French couple come up to Major Merrill and me and throw their arms about us, cry like children, saying, "You grand Americans; you have done this for us."

It is impossible to buy a flag in Paris today. Everyone has one it seems and the old streets are one solid mass of colors from all the allied nations. Paris, that grand old city that has been dark for so long, is now all lighted up. Listen - my window is open - and somewhere there has been an American band assembled. They are playing My Country 'Tis of Thee.

Folks! It's wonderful! So full of feeling and meaning.

Thank God, thank God, the was is over. I can imagine all the world is happy. But no where on earth is there a demonstration as here in Paris. I only hope the soldiers who died for this cause are looking down upon the world today. It was a grand thing to die for. The whole world owes this moment of real joy to the heroes who are not here to help enjoy it.

I cannot write any more.

Lovingly, your boy, Chas
All:
Today we will produce:
A3 pages in their book
showing the
development of a final
design - with
appropriate and
relevant notes.
• An A3 page looking at
the variety of surfaces
they can use to create
their final piece.
Keywords:
Design
• Develop
• Creativity
• Surface
• Individuality
• Found Objects
• Context
• Purpose
Success Criteria:
Variety of final ideas.
• Explore 2D and 3D
options.
• Clear link with research
and own drawings.
• Appropriate use of
colour, line, shape and
form.
Keywords:
Resources
• Imagination
• Experiment
• Develop
• Evaluation
• Judgement
• Creativity
• Purpose
Today we will produce:
An A3 page that shows
a clear plan of their final
piece - including any
techniques that they will
be using.
• An explanation of the
purpose and meaning of
their work.
Success Criteria:
Clear development of
idea.
• Influence of research
into style of artist.
• Think about a variety of
media/processes
• Choosing appropriate
materials/techniques.
Keywords:
Quality
• Process
• Meaning
• Title
• Independence
• Critical Understanding
Today we will produce:
A ‘quality’ final piece
that shows clear artist
influence and a good
use of a variety of techniques
and media
Success Criteria:
Well presented and
made piece of work.
• Taken obvious care and
attention when
producing work.
• Own success criteria
written during
development of final
piece.
Keywords:
Use
• Development
• Creativity
• Adapt
• Realising Intentions
Today we will produce:
A postcard of their final
piece - with explanation
and title on the back.
• A range of ideas of how
their design can be
used or adapted for
other uses.
Success Criteria:
Explore arrange of
options for how your
design can be used.
• Quality postcard with
clear explanation on
reverse.
Keywords:
Reasoned
• Critical
• Analyse
• Meaning
• Purpose
• Confidence
• Questioning
Today we will produce:
A written evaluation -
they will read this when
recording in Crazytalk.
• A Podcast that contains
all evaluations.
• Page in sketchbook
about why we have
evaluated in this way.
Success Criteria:
Pupils discuss
evaluating and come up
with their own ideas of a
successful evaluation.
B
elief
A
spiration
A
chievement
R
espect

All
Most
Some
Key Word
Illustration
This is Quentin Blakes interpretation of Mr & Mrs Twit!

Does your Mr Twit look similar?
The Twits
Mr Twit was one of these very hairy-faced men. The whole of his face except for his forehead, his eyes, and his nose, was covered with thick hair. The stuff even sprouted in revolting tufts out of his nostrils and ear-holes. Mr Twit felt that this hairiness made him look terrifically wise and grand. But in truth he was neither of these things. Mr Twit was a twit. He was born a twit, and now at the age of sixty he was a bigger twit than ever. The hair on Mr Twit’s face didn’t grow smooth and matted as it does on most hairy-faced men. It grew in spikes that stuck out straight like the bristles of a nailbrush. And how often did Mr Twit wash this nail-brushy face of his? The answer is NEVER, not even on Sundays. if you peered deep into the moustachy bristles sticking out over his upper lip, you would probably see much larger objects that had escaped the wipe of his hand, things that had been there for months and months, like a piece of maggoty green cheese or a mouldy old cornflake or even the slimy tail of a tinned sardine.
Hairy Faced Men
Put your key words and features in this box
Image Table
In small groups pick out the key words and features that describe Mr Twit.
What kinds of images do they make you think of?
Introduction to different types of lines
Key Word
Illustration
Quentin Blake used the story to imagine and then draw the characters
Illustrations
To introduce an artist through a drawing
task

We are going to be looking at the Illustrator Quentin Blake and explore his drawing style.

To broaden our knowledge of the process
illustrators take to create an image.

We are going to use an extract of a Roald Dahl story to create our own interpretation of a character.
Key Word
Illustration
Aims
Key Word
Illustration
Which Artist have we been looking at?

What type of art does he make?

How does he create his images?
Quiz!!
Extract

Mr Twit was one of these very hairy-faced men. The whole of his face except for his forehead, his eyes, and his nose, was covered with thick hair. The stuff even sprouted in revolting tufts out of his nostrils and ear-holes.
Mr Twit felt that this hairiness made him look terrifically wise and grand. But in truth he was neither of these things. Mr Twit was a twit. He was born a twit, and now at the age of sixty he was a bigger twit than ever.
The hair on Mr Twit’s face didn’t grow smooth and matted as it does on most hairy-faced men. It grew in spikes that stuck out straight like the bristles of a nailbrush.
And how often did Mr Twit wash this nailbrushy face of his?
The answer is NEVER, not even on Sundays.

if you peered deep into the moustachy bristles sticking out over his upper lip, you would probably see much larger objects that had escaped the wipe of his hand, things that had been there for months and months, like a piece of maggoty green cheese or a mouldy old cornflake or even the slimy tail of a tinned sardine.
Key Word
Illustration
http://www.quentinblake.com/illustrators/action_10minutes.htm
l
This is Quentin Blake he is an Illustrator, you may have seen his illustrations if you have read a Roald Dahl Book

He often starts his drawings by reading the story then using his imagination drawing his image of the characters in quick lines with ink.

After he has drawn his lines he then
adds watercolour to add in the details

This is all done very quickly.
Quentin Blake
All



Most

Some
All

4c/4b


Most
4b/4a

Some
5c/5b
jon burgerman is a contemporary artist. he is from nottingham.
Can you make a sentence out of a 'most' keyword to show that you understand what the word means?
Choose a 'Some' keyword. How is that word
relevant to the work of Jon Burgerman?
All:
Questioning:
Most:
Some:
Learning Outcomes (success criteria)= Levels = GCSE Grades
Most:
How does an artist's culture influence their work? Give an example.
All:
What is wrong with this sentence?
jon burgerman is influenced by his culture and he is inspired by other artists like picasso and this means he has a modern stile
Some:
From the image studied today, compare which is more influenced by culture- Picasso's work or Burgerman's work. Why?
Questioning:
Learning Outcomes:

All 4c/b:
Produce a double page of experiments using the techniques demonstrated.

Most 4b/a:
annotate your work describing the techniques and materials used. Use Keywords.

Some 5c-a:
Start to experiment with your own techniques using combinations of the materials provided. Annotate your work using keywords and comment on Jon Burgerman's techniques in more detail.
PLTs:
Independent thinkers-
own work
Effective Participators
- group feedback
Creative Thinkers-
own work
Self Managers-
checking own progress
Reflective Thinkers
- looking at Miss Swann's comments on work and responding.
Questioning:
All
Most
Some
S
piritual
M
oral
S
ocial
C
ultural

SMSC aspects=
How do artists express
themselves?
What do they use?
Why do they do this?
How could you express
how you are feeling today
through Art?
What mediums/
techniques would you use?
Learning Outcomes:
All 4c/b:
Produce an Acrylic illustration of your war poem.

Most 4b/a:
think carefully about

the techniques and materials you use and what kind of emotion/atmosphere you are trying to create. Consider the Keywords.

Some 5c-a:
Consider your own techniques using combinations of the materials provided to purposefully create a particular atmosphere/emotion in your work. Include keywords/quotes from the poem.
PLTs:
Independent thinkers-
own work
Effective Participators
- group feedback
Creative Thinkers-
own work
Self Managers-
checking own progress
Reflective Thinkers
- looking at Miss Swann's comments on work and responding.
SMSC aspects:
-Why is it important to
understand why artists
produce work in a particular way? (hint- influence)
-Why must we think about this today?
-How can this affect our lives? (hint- advertisement/ our beliefs/understanding)
Questioning:
All
Most
Some
PLTs:
Independent thinkers-
own work
Effective Participators
- group feedback
Creative Thinkers-
own work
Self Managers-
checking own progress
Reflective Thinkers
- looking at Miss Swann's comments on work and responding.
Learning Outcomes:
All 4c/b:
Produce a small scale model of one of the characters you have created in the past weeks, inspired by Jon Burgerman.

Most 4b/a:
think carefully about

the formal elements of Jon Burgerman's work and how to include those in your model. Consider the Keywords.

Some 5c-a:
Consider your technique to purposefully create a particular atmosphere/emotion of your character in your work. Adapt and refine your work where necessary. Use past keywords/ themes to help you.
SMSC aspects:
-Why is it important to have the following life skills?:
Patience
Resilience
Confidence
-Give examples of when you would need to use these skills in real life.
Questioning:
All
Most
Some
Success Criteria:
Connect:-
Look at the SMSC questions. .
Must:
Text in an answer for one word.
Should
: Text in an answer for at least 2 words.
Could:
Text in an example of when you would use these skills in real life.

Write down 2 good ideas that you can see and haven't thought about.

Activate
:- Look at my Jon Burgerman inspired 3D model.
Must
: Think about the techniques and material that you can see.
Should
: Start thinking about the content of the sculpture and look closely at the process. How has it been created? Why in that way?
Could
: (Lead Learners) Use past and present keyword to comment on the work- Contemporary? Mood? Layout? etc (starting to evaluate).

Progress line- where are you? Why?

Demonstration 1
: Start creating your own 3D model.
Must:
Create a small scale model of a Jon Burgerman inspired character.
Should
: Have a clear Jon Burgerman influence
Could:
Think about the emotion/personality of your character (especially if it is one from your war poem).

Mini plenary: Spy and WIG (What I Gained)

Demonstration 2
: Continue with models.
Must
: Reflect on progress so far and refine (change and make better) your work where necessary.


Evaluate:
Progress line- how have you progressed this lesson?
Must
: How and why have you progressed?
Should:
How could I improve- one target.
Could
: Use level descriptions in book to be specific with your target.
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