Talk about ending the year in style year 8!
Students selected a profession based on their interests and skills: Printmaker, artist or sculptor.
They then split into teams and selected a creative director and sub team leader. This job role encouraged the development of the qualities such as self-discipline, self-confidence and independence whilst creating a working team in which all members care for each other as professionals.
These leaders got together and had discussions with their team members about high Tea. Then collaborated to come up with a class theme. This theme was then sold by the creative director to their team members, who then had to plan their time and produce a product for the whole class high Tea.
They worked on an individual outcome but team work was key to the success of the overall class outcome. Creative directors managed their teams. Differentiated when necessary and quality assured products. They led the demonstrations, and dedicated time out of class to become an expert in their skilled area.
They were supported by the sub team leader who helped with management of the group, health and safety, time management and reporting to myself as their project leader and client.
Such maturity was shown throughout this project and the energy in the classroom was incredible.
A lot of preparation paid off as students collaborated, thought critically and showcased their creativity. Groups were curious learners and really showed me that they can work well, respecting their class members as young professionals. Amazing!
I noticed a lot of students struggling with presentation and layout of their sketchbook. I thought this lesson would be a great way to talk through balance and harmony using scale and colour.
this term we have gone back to the flipped classroom. Students got a title of UAE to work with and they have all created designs and working towards a final outcome.
Murals nearly complete
Building on work we have done in both KS2 and KS3 students have been set a contextual referencing task. I wanted to continue with the student led learning within my classroom so this took a lot of preparation to scaffold this to produce outcomes that were high quality, creative, Reflective and that included our 5 C's - Collaboration, critical thinking, curiosity, creativity and communication. Students started off with a task to identify their own success criteria through group critique sessions of exemplar work. They then used these as a marker to base quality and presentation. They also understood the amount of depth that was needed when researching their artist.
Following this we then had a group task where each member was given a job and this was supported by the elected team leader. I was really impressed with how well students did this task and the standard of work was really high.
During this starter activity we used critical thinking skills to create a radial design using only postit notes. Students had 10 minutes to make a symmetrical radial design.
Students looked at Mandalas to add a design to their colour wheels. We focused on understanding how to make a radial design. Following this we extended our colour theory by creating tints, tones and shades using coloured pencils.
Adding tints, tones and shades
After creating our radial design mandala we then used white, grey and black pencil crayon to add tints, tones and shades to our designs.
To introduce us to radial design we did a postit note challenge. Students had 6 minutes to create a radial design using only postit notes. From this we worked out the best method to create symmetry in a radial design. We then applied this to create our mandala designs.
We create our mandala designs and then added tints, tones and shades using a black, white and grey pencil crayon.
Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.