Associated Teachers’ TV programme
KS3/4 Creative Arts: Art Assessment Awarding Levels
Project Title: ‘URBAN/SUBURBAN LONDON’ Painting
& Printmaking project
Teacher
C.G/ K.B1/ J.L/ K.B2
Project length
10 WEEKS
Dates
Spring
term
Year/Group
KS3 Y9
Aims – The Big Picture: To create an A2 Painting and Mono- Print which explores the
theme of Urban & Suburban London.
Learning Objectives:
To analyse different perspectives on the theme of urban/suburban London through analysis of different artists’
work.
To experience at first hand, the way a contemporary artist approaches the theme of Urban/Suburban London.
To develop ways of looking and recording Urban/Suburban scenes through a half day drawing workshop run
by an artist whose work is concerned with the London theme.
To explore drawing skills from direct observation and visuals, developing line, tone and colour to depict mood/
space/ atmosphere.
To make reference to artists whose work reflects the theme and analyses artists use of colour and texture.
To develop compositions for paintings and prints.
To explore various painting techniques, use of colour and tone to depict space/ mood/ atmosphere.
To evaluate, adapt and refine ideas and outcomes as work progresses.
To explore mono-printing techniques.
To create preparation worksheets to show their idea development and influence of relevant artists.
Historical & Contextual:
Reference to the following artists to analyse their use of composition, colour, atmosphere and depth;
Jeanette Barnes, Leon Kossof, Lucian Freud, Michael Andrews, Frank Auerbauch, John Lessore, Bernard
Evans, Walter Sickert.
Various Artists looked up on the Tate website.
Assessment Criteria:
Ability to record observations and experiences. To understand how a variety of artists depict mood,
atmosphere, space and distance. To develop composition ideas to depict mood, atmosphere, space and
distance. To explore structure and form using line, tone, colour and texture.
Ability to discuss and evaluate artists’ paintings and pupils own work.
Ability to create an A2 painting and accompanying print depicting an urban scene reflecting the above.
National Curriculum Links:
1a,b,c, 2a,b,c, 3a,b, 4a,b,c, 5a,b,c,d
Resources
Drawing/ Painting:
Charcoal, pencils, pen/ ink, powder
paints, palettes, brushes, water
pots, & A2 sugar paper.
Mono-printing:
Newspaper, perspex / glass plates,
inks, rollers, brushes, palettes, rags,
tissue paper/ white paper/
newsprint.
Visual aids:
Photographs/ digital images of
London and suburban scenes,
buildings & people.
Health & Safety
Ensuring clear tidying up guidelines.
ICT
Internet research of artists and
urban images.
Literacy
Analysis of written and oral art work.
Numeracy
Analysis and use of different of
scale, proportion & arrangement.
Differentiation
Give weaker pupils less challenging
starting points and more able pupils
more complicated images to
analyse and reference in their work.
KEY WORDS:
URBAN, SUBURBAN, PERSPECTIVE, DEPTH OF SPACE, DISTANCE, ATMOSPHERE, TONE, LINE,
COLOUR, TEXTURE, TIME OFDAY, SEASONS & ENVIRONMENT.
Lesson plans
Session
1
Learning Objectives
To introduce different
perspectives on the theme of
urban/suburban London through
analysis of different artists’ work.
To develop analytical skills
through a worksheet designed to
focus pupils learning.
Learning Outcomes
Intro to the project and theme of
urban/suburban London.
Brainstorming – working in pairs to
discuss ideas. Pupils analyse
examples of different artist’s work,
following a worksheet designed to
focus their evaluation on the artists’
depth of space, composition,
perspective, distance and
atmosphere.
Assessment
Ability to analyse & evaluate
examples of urban life in
terms of depth of space,
perspective and
atmosphere.
1bc, 3a,4abc,5abd.
2
To develop direct observation
drawing.
To draw more quickly.
To draw using a wide range of
different marks.
To see how different artists have
painted and drawn urban
environments.
Art workshop with an artist, Jeanette
Barnes, whose work is concerned
with urban views of London. Various
drawing techniques are explored
using charcoal:
Word play, pupils draw as a response
to descriptive words, A2.
From imagination, a descriptive
passage is read and the pupils have
Ability to draw from direct
observation and
experiences.
Ability to develop and
explore ideas through
various media & resources
Ability to make a personal
response and informed
connections to the work of
Homework
Collect at least 5 Images of
contrasting scenes of
Urban/suburban life from
newspapers.
3
To develop linear drawings which
depict space, perspective and
scale.
4
To develop tonal skills to depict
atmosphere & environment.
5
To develop analysis of colour,
to depict it, A1.
Pupils draw from direct observation
through the window, working fast to
capture the feeling of the space, no
detail.
Pupils draw from images of Finchley
working fast to depict the feeling of
space, no detail.
Pupils re-cap on outcomes from the
workshop working in pairs they
analyse what they achieved at the
workshop.
Pupils organised in 4s and are given
a specific artist as a focus for the
project. They discuss how the artist
has shown space, perspective and
scale.
They select a scene of urban
/suburban London from their
homework, in the genre of their artist,
and create an A2 line drawing from
the image.
Pupils show and discuss H/W
selecting good examples and sharing
knowledge about the best way to
achieve linear depictions of space.
Pupils are shown examples of tonal
depictions of urban/suburban London
and discuss how artists use tone to
depict atmosphere and environment.
Pupils look at the effect of light, times
of day and weather conditions. Using
charcoal pupils add tone to their line
drawings.
Re-cap on last lesson; Look at how
others.
1abc,2abc, 3ab, 4abc,
5abcd.
Ability to analyse and
evaluate other artists’ work
and show an understanding
of context through their
selection of images and
drawing.
Ability to draw using line to
depict space and mood.
1abc, 2abc, 3a, 4ab, 5abcd
Select a space seen
through a window in your
home. Make a line
drawing from direct
observation. Vary your
line to depict space.
Ability to analyse and
evaluate other artists’ use of
light through students’ use
of tone.
Ability to review and modify
ideas and processes. To
explore charcoal media to
develop tone.
1abc, 2abc, 3ab, 4ab,
5abcd.
Ability to analyse and
Working from the same
evaluate other artists’ use of
colour and texture to depict
mood and atmosphere.
Ability to understand colour
mixing.
Ability to apply colour
following the style of an
artist.
1abc, 2abc, 3ab, 4ab, 5abcd
Ability to develop their ideas
for a final painting and
mono-print.
Making informed
connections to their artist.
Making a personal response
in light of this influence in
the construction of their
painting.
1abc, 2abc, 3ab, 4ab, 5abcd
view point make
adjustments to improve
your drawing and then
apply colour to depict the
time of day you are
working in.
Ability to develop their ideas
in mono-printing techniques.
Ability to develop their ideas
through painting.
Making informed
connections to their artist.
Making a personal response
in light of this influence.
1abc, 2abc, 3ab, 4ab, 5abcd
Class analysis of H/W. Looking at
Ability to develop their ideas
ways to reflect your artists’ techniques in mono-printing techniques.
in your work. Pupils apply colour to
Ability to develop their ideas
and texture to images making clear
through painting.
reference to their artist.
Making informed
Make a study of your
artists’ use of colour and
mood, working in mixed
media.
colour mixing and texture in
paintings.
To explore painting techniques
and colour application.
artists have used tone, colour and
texture create mood and atmosphere.
In pairs pupils are given a painting
and colour swatches of paint samples
and analyse the ”recipe” for its colour.
Pupils paint a section from their
painting trying out their colour mixing
“recipes”, A3 in size.
6
To develop compositional
arrangements for painting.
To explore mono-printing
techniques.
7
To explore mono-printing
techniques.
To explore colour mixing and
paint application to depict space,
mood and atmosphere of their
specific locations.
Pupils develop 3 A5 compositions to
lead into an A2 painting, using
drawings and visuals of London.
Each pupil uses their given artist to
consider mood, paint techniques
etc… Pupils select their most
successful composition idea and
begin sketching out the A2
composition using charcoal.
Teacher demonstrates mono-printing
process.
4 pupils begin mono-printing.
4 different pupils begin mono-printing.
Pupils begin painting their A2
compositions, making clear reference
to their given artists, colour mixing
and paint application to show space,
mood, atmosphere.
8
To explore mono-printing
techniques.
To explore colour mixing and
paint application to depict space,
moos and atmosphere of their
specific locations.
4 new pupils begin mono printing.
9
To explore mono-printing
techniques.
To explore colour mixing and
paint application to depict space,
moos and atmosphere of their
specific locations.
To review and refine ideas as
work develops.
4 new pupils begin mono printing.
Class analysis of paintings so far.
Pupils discuss good examples of
paint application, texture and tone to
depict specific environments.
Completion of painting.
10
To evaluate outcomes and
present work on preparation
sheets to reflect idea
development.
Pupils present work onto A2 paper
prep. sheets to support the
development of ideas and show
understanding of how their painting
and mono-print relate to their given
artists.
connections to their artist.
Making a personal response
in light of this influence.
1abc, 2abc, 3ab, 4ab, 5abcd
Ability to develop their ideas Assessment spiders.
in mono-printing techniques.
Ability to develop their ideas
through painting.
Making informed
connections to their artist.
Making a personal response
in light of this influence.
Ability to complete a
painting and mono print.
1abc, 2abc, 3ab, 4ab, 5abcd
Ability to use Photoshop to
illustrate presentation skills.
Realising intentions and
making and showing
informed connections to
influencing artist through
their presentations of ideas.
1bc, 2ac, 3a, 4b, 5cd.