ART YEAR 8 Scheme of Work (Theme - Natural Forms)

PLT’s USED THROUGHOUT THE SoW

Independent enquirers
 Plan and determine the focus of their own research, explorations and investigations
 Select and make informed choices about materials, techniques and processes when creating their art
works

Creative thinkers
 Generate their own ideas and explore possibilities to produce imaginative images, and artefacts
 Experiment with creative approaches to solve problems, experiment with ideas, materials, tools and
techniques.
 Explore the potential of new technologies to investigate new ways of working and to explore and
experiment effectively

Team workers
 Collaborate in pairs and /or table groups in order to work towards a common goal
 Recognise and respond to their own strengths and those of others, allocate roles and task
 Provide and respond to constructive feedback, adapting their behaviours and resolving issues to
achieve successful outcomes.
Self managers
 Take responsibility for organising their time and resources to carry out and successfully complete their
exploring and making
 Try out ideas and processes with confidence, taking and managing risks to achieve agreed outcomes
 Respond to new or changing priorities, actively embracing change and coping with new challenges.

Effective participators
 Use their creative knowledge, skills and understanding to engage with issues that affect them and
those around them
 Apply their creative practice to communicate with their peers, across cultures and other areas of the
arts.
 Address issues that they have identified for themselves, propose practical ways forward and influence
others to make a difference
 Appreciate the importance of reviewing alternatives, negotiating and balancing the diverse views of
others to achieve successful outcomes.

Reflective learners:

 Critically assess against criteria, their own performance and that of others for both process and
product
 Adapt and refine their ideas as their work progresses, identifying opportunities for further development,
setting themselves realistic goals and recognising achievements
 Carry out activities to evaluate their own strengths and weaknesses and learn from their mistakes,
making use of feedback from peers, teachers and others
 Continuously monitor their own progress, identifying criteria for success and making changes to further
their learning

LITERACY
 Pupils will develop their knowledge and ideas through use and understanding of key words and
terminology
 Pupils under take artist research (Rod Taylor Method) and investigate other sources, demonstrating
analytical and critical understanding.
 Pupils will explore relevant intentions and ideas, demonstrating an ability to reflect, review and
analyse work and progress.
 Pupils will annotate their work including their design sheets writing about how the work is linked to the
theme, as well as include the colours/textures they plan to use and the reason for their design
choice.

CURRIUCLUM AND OTHER LINKS

English: Contextual links - analysis of text and work. Comparing and contrasting skills. Use of key words.
History: links to ancient cultures which produce vessels.
 Science: investigating natural forms through magnification and exploring the scientific findings of Artist,
Karl Blossfeldt.
Maths: Links to artist whose art embraces mathematics of nature e.g. cell structures and regular pattern
formations which appear in nature. Division and measurement of grids, boxes scaling up/down of
images.
DT: working with resistant and textiles/ceramics. Planning and designing their final outcome.
ICT: use of It to research the work of artists using the internet. Adobe Photoshop manipulating images
SMSC: reflecting on own work and that of others. Celebrating the diverse work produced by Western and
Non Western cultures.

YEAR 8 THEME – Natural Forms

INFLUENCES/SOURCES

Pupils will develop ideas using primary and secondary based around the theme of Natural forms:
 Seed pods, dried fruit, shells, flowers and buds
 Cultural influences from different vessels from around the world
 Photographic resources of Artist, Kate Malone and Francis Doherty
 Photographs generated by the pupils themselves influenced by Kate Malone and Francis Doherty
 Artist /craft person Francis Doherty images and information
 3 dimensional examples of clay vessels
 Exemplar material inc. prior students work

ASSESSMENT CRITERIA

Pupils will be assessed summatively on half termly basis and at the close of the project. On-going formative
assessment will take place through pupil/teacher interaction, targets set for homework and class work. Pupils
will also take part in Assessment For Learning (AFL), where they will be introduced to set criteria for each piece
of work and self, peer and group assess according to that criteria.

National curriculum – POS (condensed)

KEY SKILLS DESCRIPTION

KEY CONCEPTS  Producing imaginative images, artefacts and other outcomes that
are both original
 Exploring and experimenting with ideas, materials, tools and
techniques and processes
 Investigating, analysing, designing, making, reflecting and evaluating
effectively.
 Making informed choices about media, techniques and processes.
 Engaging with a range of images and artefacts from different
contexts, and use them to inform their work
 Understanding the role of the artist, craftsperson and designer in a
range of cultures, times and contexts.
 Exploring visual, tactile and other sensory qualities of their own and
others’ work.
 Develop ideas and intentions by working from first-hand observation,
KEY PROCESSES experience, inspiration, imagination and other sources
 Explore and develop ideas using sketchbooks, journals and other
appropriate strategies
 Use research and investigate skills appropriate to art craft and design
 Reflect and evaluate their own and others work adapting,
developing and refining their own Images and artifacts at all stages
of the creative process
 Organise and present their own material and information in
appropriate forms
 Understanding of art, craft and design processes, associated
RANGE AND CONTENT equipment and safe working practices.
 Work independently and collaboratively taking risks and different
CURRICULUM OPPORTUNITIES roles in teams
 Respond to the school’s location and local cultural influences
 Make links between art and design and other subjects and areas of
the curriculum
 AIMS/OBJECTIVES

 To develop the use of Personal Learning and Thinking skills throughout the Scheme of work.
 To gain an understanding of Banding levels and expectations of them at KS 3 and more specifically year 8
 To understand what defines a natural form and explore the theme ‘Natural forms’ throughout the course of
the project
 To develop different ideas through a range of processes from different starting points
 To creative and develop ideas through the use of photography and magnification
 To encourage pupils’ to develop ideas informed contextual and other sources
 Pupils will develop observational drawing skills, understand the importance of evaluating their work and
developing their ideas
 To developing ideas through experimentation of mark making and gain a greater understanding of texture
 Pupil’s gain an understanding of how differing artists’ and crafts people have explored and used tone,
texture, form, colour and shape in their work
 To research and analysis artists’ work to stimulate their own creative ideas and develop their use of key
words and concepts
 To gain a greater understanding of 3-D design (ceramics) and health and safety implications of using
different, potentially harmful materials and processes
 To gain a greater understanding of 3-D design (ceramics) producing a final piece, drawing on ideas they
have produced through
2-D research and design development.
 To evaluate their own work and the work of others within the given marking criteria
 To enable pupils’ to reflect on progress and set meaningful targets

OUTCOMES

 Pupils’ will be introduced to the Banding levels criteria in simplified terms so they are able to track their
progress throughout the of the project. They will be shown examples of art work so they can visually gain an
understanding of the what is expected of them
 Pupils’ will work in groups, pairs and independently to generate ideas based around the theme of the project
‘Natural forms’
 Pupils will brain storm the topic, spider diagram, research on the internet and create visual brainstorms.
 Pupils will explore vessels from a range of cultures, contexts and periods in history from western and none
western cultures
 Pupils will gain a understanding of mark making and texture by experimenting with different mark making
tools e.g. pencil, pen, chalk, pastel
 Pupils will research artist’s work including written analysis (form, content, process, mood) and begin to
develop their artistic vocabulary
 Pupil’s will explore, visually least 2 artists’ work and be able to discuss how they have used line, form, tone
colour and texture.
 Pupils will use the photographic process to produce their own primary resources and gain a greater
understanding of the magnification process and a deeper understanding artists work in a contextual setting.
 Pupil’s will produce observational drawings and refine and develop their own use of texture and tone
 Pupils will make comparisons and links with their work, the work of other artists and their peers
 Pupils will develop 2-D vessel designs showing they have considered a range of ideas, can adapt and refined
their work and complete a 3- D final outcome (ceramics) based on the theme Natural forms
 Pupils will understand and demonstrate how to use potentially harmful materials such as clay safely and
effectively
 Pupils will improve their painting skills and experiment with colour to create form, texture and detail
 Pupils will reflect on and evaluate their work and set meaningful targets at relevant intervals during the
creative process
 Pupils’ complete a range of homework with cross curricular links to supplement their learning.
 ACTION PLAN

Each stage can be extended or shorten depending on differentiation of pupils and teacher preference

Stage 1 Introduction and brainstorming

Stage 2 Making links with artist and experimenting with media. Exploring texture and drawing from
observation
Stage 3 Research
Stage 4 Designing
Stage 5 Making
Stage 6 Adorning and adding pattern, texture, incise and relief
Stage 7 Decorating, painting and evaluating

STAGE 1- Introduction to project and brain storming ideas

Pupils will be introduced to the theme Natural Forms and the project aims. Emphasis will be placed on the
performance in year 7 and what levels they are expected to be working towards in Year 8. In this stage they
will all:
 Make an art folder
 Record necessary levels information and create a table to track their progress
 Understand the aims and outcomes of the project
 They will produce a written/visual brainstorm and then categorise examples to show clear
understanding of the project theme.

Homework for this stage will be focused on collating images and resources to help them with the initial stages
of the project and understanding the theme. Pupils will be expected to collect images, present and create a
montage title page. Pupils will also be expected to create observational drawings from natural forms using
tone.

Differentiation:

F band and HATS

 Will be expected to record information neatly, accurately and quickly.
 Pupils will be expected to generate more sophisticated level of creative ideas for spider diagram.
 Pupils should aim to find natural forms which comfortably link to all categories.
 Pupils will draw from observation demonstrating a greater level of accuracy, tone and detail.

H band
 Higher ability pupils as above. All others will be supplied with resources sheets aimed at their ability with
an expectation that they will accurate record shape, detail and tone

S band
 Will focus on band levels 1 – 3 and assistance given with drawing out tables and copying relevant
information
 Will be given images of different natural forms which they will cut out and categorise on the spider
gram.
 Pupils who complete this can then give their own written examples of natural forms and assist others in
remaining time.
 For their title page they will be expected to use resource sheets to work from and simplified range of
images with a greater focus on colour and pattern

Stage 2- Introduction to texture and different media

During this stage pupils will be introduced to a variety of media, keywords, texture and mark making. Pupils
will be expected to create a range of observational studies.

 Pupils will spend time understanding what texture is and how to create their own textures using a variety
of media including chalk pastel, pencil, and fine-liner pen.
 The sheet of textures they produce will demonstrate their understanding of textures and their
understanding of correct use of media by relating certain media to certain textures e.g. softly smudged
chalk for ‘fluffy’ or hard pointed pen lines for ‘spiky’.
 Pupils will be encourages to blend and add texture to chalk / charcoal studies on colour sugar paper.

Differentiation:

F band and HATS

 All drawing should be accurate in scale and shape. Pupils will be able to explain the difference
between tone and shading and show at least 6 levels of tone in their work and show a greater level of
detail.
 Pupils should be able to read criteria and correctly identify which band level they are working at.
 Pupils will be expected to present a more accurate and articulate level of information when analysing
artwork and work effectively as a team, able to prioritise and share tasks.
 Pupils will be expected to show a more in-depth analysis of art work and be able to relate artwork to
their feelings and opinions with more articulate explanations.

H band:
 Elements form F Band listed above and will be expected to source correct information and work
effectively as a team.
 Pupils will be given word examples to produce as textures through mark making and then produce their
own.
 Create a range of textures and be able to describe those textures in discussion and literacy.
 Pupils will be able to use accurate descriptions of texture and tone and be able discuss in groups.

S Band
 Given visual examples including descriptions to re create and then inspire their own textures. Sentence
starters/writing frame to be given to assist for review.
 Pupils will be given tonal sort cards to place in an order then try to re create them in their sketchbooks.
Pupils should select a smaller more simplified area of their photograph to work on and aim to achieve 3
levels of neatly applied tone (dark, middle and light) and no ‘scribbling’.
 Pupils should focus on applying tone neatly and then move on to texture
 Sentence structures and writing frames given for written part of the task. TA and Classroom teacher to
offer assistance to groups to help them collate their findings. Give higher ability pupils ‘process’ and
‘mood’ categories to research and present.
 Lower ability pupils to present and research more basic, ‘content' and ‘form’ categories.

Stage 3 Research

Pupils will be required to research the work of Kate Malone and Francis Doherty. Pupils will analyse and be
able to identify key elements of the work shown and discuss. Pupils will be expected to list similarities and
differences between each artist’s piece of work. Pupils will then create a detailed tonal study of one of the
artist’s work using colour and tone.

 To further develop the work for the project, pupils will look at the work of artists and designers which
have worked on the same theme using natural forms as inspiration in their work. They may employ the
techniques used by these artists in their own work.
 Pupils will first of all be introduced to Kate Malone (21st Century artist) then, later Francis Doherty (21st
Century artist), who both used natural forms in their own work and are both 3-D sculptors.
 They will draw links with the artists’ work and understand the relevance of studying 3-D ceramic artists
during this project.
 Pupils will be given an opportunity to discuss the work and their feelings towards it, as well as critically
analysing artist work using the Rod Taylor method:

o Content - subject and ideas shown

o Form - composition and arrangement

o Process - how it is made - the materials, process, techniques used

o Mood/impact - what pupils think about the work and the effect on them
 Pupils will create an observational study using Kate Malone or Francis Doherty as an influence. Pupils will
practice their skills using proportion, texture and tone to complete.

Differentiation:

F band and HATS

 Pupils will research the role natural forms play in the relation to the environment. Will be able to identify
the influence in each artists work and use key words to describe each artwork verbally and in written
form.
 Pupils will also be able to compare and contrast the work by both artists (who are similar) and be able
to identify key similarities and clear differences.
 Pupils will be expected to present a more accurate and articulate level of information when analysing
artwork and work effectively as a team, able to prioritise and share tasks. Pupils will be expected to
show a more in-depth analysis of art work and be able to relate artwork to their feelings and opinions
with more articulate explanations.
 Pupils will create a detailed study of the work by Kate Malone or Francis Doherty using proportion, form,
tone and texture accurately. Some pupils will be encouraged to use a range of media such as chalk /
charcoal and blending, colour pencil and tone and shadow. Pupils will work accurately and add depth
to their image.

H Band
 Pupils will use a wide range of keywords and able to describe each artwork shown.
 Pupils will be expected to source correct information and work effectively as a team.
 Pupils will be given word examples to produce as textures through mark making and then produce their
own.
 Pupils will be able to create a detailed observational piece based on Kate Malone or Francis Doherty
and identify key elements in their work. Pupils work will show tone, texture and shading using colour
pencil.

S Band
 Given visual examples including descriptions to re-create and then inspire their own textures. Sentence
starters/writing frame to be given to assist for review.
 Pupils will be given tonal sort cards to place in an order then try to re-create them in their sketchbooks.
 Pupils should select a smaller more simplified area of their photograph to work on and aim to achieve 3
levels of neatly applied tone (dark, middle and light) and no ‘scribbling’. Pupils should focus on
applying tone neatly and then move on to texture
 Sentence structures and writing frames given for written part of the task. TA and Classroom teacher to
offer assistance to groups to help them collate their findings. Give higher ability pupils ‘process’ and
‘mood’ categories to research and present. Lower ability pupils to present and research more basic,
‘content' and ‘form’ categories.

Stage 4 Designing the vessel

In this stage pupils will work to pull together their preparatory work to create their own vessel designs with a
focus on texture, pattern and detail of natural forms. Pupils will refer to previous research, artist research and
home learning images for reference as well as visuals provided.

 Pupils will collate and review all the visual resources they have collated and developed so far, these will
be from their own drawing, mark making exercises, photographs, artist research and secondary
resources.
 Their aim will be to produce two designs and then one final design which they will review, evaluate and
then modified.
 The design process will be broken down into stages. They will begin by developing a desired shape for
the vessel; this may come from a combination of their vessels from around the world, organic shapes
drawn from observation and shapes used by artists that appear in nature.
 The next stage will be identifying and applying the contrasting areas of texture they will develop on their
design. Pupils will be expected to do at least 3 different, surface textures and add example areas of
colour to all three designs.
 Pupils will explain their ideas through annotation, using key words they have learnt through other stages.
Identify and describe their intended textures including their inspiration and what colours they will use.
Pupils will also identify areas for improvement and make sure they address this through targets for their
 final design.

At this stage, pupils will be researching vessels from other cultures, researching different patterns, shapes and
uses for vessels around the world. Pupils will draw from primary and secondary resources to help develop ideas
for this stage of the project. Pupils will understand and indicate incise and relief aspects on their designs, show
annotation and influence.

Differentiation

F band and HATS

 Pupils will be expected to produce more detailed design sheets showing clever and creative links to
their preparatory work. They will show a greater degree of annotation explaining their ideas and
correct use of key words and terminology.
 Pupils will also show significantly developed and refined ideas. Designs should accurately show areas of
colour, tone and texture.
 Pupils will be expected to indicate incise and relief aspects as well as key influences from natural forms
and artists’ work.

H band

 Pupils will be expected to show some good development in their design sheets and annotate their ideas
and be able to identify areas for development.
 Designs should show consideration to their preparatory work and they will be able to explain their links
with artist and other cultures.
 Work will show visual incise and relief aspects on designs.
 Designs will look 3-D with the application of tone and shadow.

S band

 Pupils will be given sentence starters and work banks for annotations.
 Pupils will create smaller drawing and focus on developing and refining their ideas.
 Guide sheets and assistance provided to basic vessel shapes for students to copy.
 Pattern and texture examples provided as reference.

STAGES 5: Making

Pupils will learn how to use clay safely and responsibly. Simple pinch pot techniques will be shown and how to
create the basic structure of their clay vessel. Pupils will be shown how to join two pinch pots together ready to
finish and decorate the following lesson. Pupils will be shown how to use clay safely and how to clear away
clay and tools.

 For the fifth stage of the project pupils will need to select their final design to create and produce a
final clay vessel for this project.
 Pupils will begin by making a basic thumb pot and then extend it with coiling to suit their design. Pupils
will refer to their design work to create the shape and texture they developed in their final plans using
specific clay tools
 Pupils will understand health and safety implications when using clay.
 Pupils will focus on the form, shape and stability of their clay vessel in this lesson.
 Pupils will join both pinch pots together and store clay safely to continue in stage 6.

Home work for this stage will be write a step by step guide describing the processes they went through to
create their final pinch pot from getting a lump of clay to transforming it into a pot with decoration.
HATS: Include neatly drawn images showing what you did for each stage with annotations under each image.
Extension: Some may need to revise and improve existing homework.

Differentiation

F band and HATS

 Pupils will extend their basic pinch pots to show more sophisticated techniques such as coiling.
 Pupils will be expected to create a more sophisticated analysis of the work they have produced and
easily identify their areas of development.
H band

 Pupils should show good control of tools and materials including clay and paint for decoration.
 Pupils may show enough ability to extend their design through coiling.
 Pupils will identify areas for development with the help of peer assessment and self assessment

S band

 Pupils will make basic pinch pots and focus of accurate texture, form and structure.
 Will understand key art terms linked to literacy.
 Pupils will be able to self-assess their work in terms of www / ebi.

STAGES 6: Making and decorating

Finishing clay vessel and adding decoration, incise and relief aspects. Pupils will personalise their vessels in
relation to their designs by manipulating the shape and the surface of the clay. Using clay tools and discussing
health and safety. Discussion of kiln process and how clay pots are fired to create finished vessel ready to
paint next lesson.

 Before applying their textures pupils will experiment with different tools and techniques on a clay
surface before applying them to their final outcome.
 Pupils will apply a range of techniques to create texture, incise and relief aspects and joining clay
together (some pupils may wish to add leaves, berries and other adornments).
 Pupils will finish all aspects of construction in this lesson. Vessels should stand securely and be joined
properly.
 Clear links to nature, artists and texture should be visible.
 Vessels will take time to dry out and be fired so pupils will spend this time recapping and evaluating
their work so far.

Home work for this stage will be write a step by step guide describing the processes they went through to
create their final pinch pot from getting a lump of clay to transforming it into a pot with decoration.
HATS: Include neatly drawn images showing what you did for each stage with annotations under each image.
Extension: Some may need to revise and improve existing homework.

Differentiation:

F band and HATS

 Pupils should show fluent control over materials and be able to accurately apply incise and relief
aspects to their vessel to create intricate designs inspired by nature and / or Kate Malone and Francis
Doherty.
 Final clay vessel will be finished to a high standard for drying and firing.
 Work will be well constructed and stand, with both halves joined without a visible seam or altering the
structure.
 Clear links to nature and texture will be visible.
 Pupils will use a combination of embossing and scoring techniques.
 Clear links to design sheets.

H Band

 Pupils will attempt incise and relief aspects in their pinch pot.
 Pupils will be able to apply design to their work.
 Links to the theme (Natural Forms) and artists will be visible.
 Links to original design sheet and intentions.

S Band

 Pupils will use imprinting techniques using tools.

 Attempts at texture and pattern.
 Natural elements applied to pinch pot.
 Pupils will be able to make links between their work and design sheets either through questioning,
 discussion and elements of their finished pinch pot.

STAGE 7: Decorating, painting and evaluating

Clay vessels will be fired and ready to decorate.

Pupils will spend this lesson decorating and finishing their final fired pot. Pupils will refer to their original design
sheets and make links to artists. Pupils will be shown how to paint pot using water colour or powder paints with
a layering effect (base, main areas, details and decoration). Final evaluation of project and reflection on
progress, targets and band levels.

 Pupils will look at all of their work and identify areas for improvement set targets and begin improving
work.
 When vessels have been fired pupils will apply colour and or any painted decoration from work they
have collated throughout the project.
 A final project evaluation will be completed for pupils to discuss and reflect on the work they have
produced and action plans for improvement.
 Peer and self-assessment.

F Band and HATS

 Pupils will be able to neatly and accurately paint their vessel using mixed colours and layering
techniques.
 Using a wide range of colours and tones.
 Colour will be close to original design sheets and applied neatly.
 Tonal aspects and texture will be also emulated by the use of applied techniques and colour.
 Pupils will varnish their finished pot.
 Pupils could re-design their vessel with written improvements and annotation.
 Pupils should be able to discuss their work using key words and terminology.
 Be able to evaluate their work fluently and discuss areas to improve. Analyse areas that have worked
well and be encouraged to explore ways they could further the project.
 Pupils introduced to GCSE way of thinking and explore what risks they could have taken, how they
could extend their clay work what other elements they could include.
 Review of band levels and assessment criteria.
 Pupils will be able to identify areas to improve and how they can exceed their band level during the
following project.

H Band

 Pupils will decorate pot using mixed colours and applying detail.
 Layering paint techniques to be applied.
 Pupils will use a range of colours and varnish their final pot.
 Pupils will create a final evaluation of project and be able to identify strengths and weaknesses.
 Pupils will be able to use keywords and analyse how to improve their work.
 Pupils will evaluate their work according to original intentions, project overview and final outcome.
 Peer and self-assessments to be completed and review of band levels and how to improve. Pupils will
be able to identify areas to progress for following project.

S Band

 Pupils will paint using limited range of colour. Will cover the whole area without gaps.
 Pupils will be given writing frames for written evaluation and a word bank of key words and terms.
 Pupils may need extra support for class teacher and TA to identify areas for development.
 Pupils to discuss what they did well and what they could improve in pairs.
 Comparing work and design sheets.
 Pupils to create a self-assessment and peer-assessment using www / ebi.
 Given visual examples including descriptions to assist review.
 Sentence structures and writing frames given for written part of the task.
 TA and Classroom teacher to offer assistance to help pupils.
 Pupils will be able to identify areas to progress for following project and aware of their current level and
how to reach their next level.