|
Timing
|
Teaching and Learning
|
Focus the Learning - Learning Objectives: Tell students what they will learn, how it relates to their experience, the standard at which they are working and write key vocabulary on the board.
|
|
By the end of the lesson:
All students must gain knowledge and insight into the life and work of the artist Keith Haring. All students must begin to learn how to use paper to create a three dimensional form .
Most students should learn to add correct proportions and learn how a paper sculpture is constructed whilst making a response to Haring’s work.
Some students could learn to create an exciting interlocking sculpture demonstrating an imaginative interpretation of Haring’s work.
|
Extend / Reinforce the Learning:
Homework:
Write the homework on the board and ensure students have written it in their planners.
|
3
mins
|
All students write the homework and keywords in their planners:
Draw a dynamic or sporting figure from a photograph and
make another paper sculpture by using the techniques learnt in class
Keywords: Graphic style, line, continuous, bright colour, curved lines, figure, maquette, symbols, outline, sculpture, silhouette, Pop Culture, simplicity, energy.
|
Begin the Learning - Starter: Present new information using Visual, Auditory and Kinaesthetic methods.
|
10
mins
|
Starter:10 mins
Using PowerPoint discuss the work and life of Keith Haring:
Paired work: Slide 10
|
Continue the Learning – Activities: This is the main part of the lesson. Provide a variety of challenging, differentiated VAK tasks / activities, meeting the needs of all students and all abilities.
Activity / Apply / Review
New activity / Apply / Review
|
10
mins
30
mins
|
Teacher led:
Students learn how to accurately depict shapes formed by a standing figure in a variety of action poses:
Life-drawing – Fold A3 paper in four.
-
Students are asked to produce four 5 min drawings of the figure in each space, looking mainly at outline and proportion.
-
Ask four students in turn to make an action pose.
-
Students have 5 minutes to create a quick but accurate outline drawing of the figure.
AFL: Show example of a successful piece of students work, discuss why it is successful
Students begin their sculptures - Demonstration by the teacher of the technique using paper, glue and tape.
-
Students start by making a base out of a flat piece of paper in the shape of a square or circle
-
Then they trace their drawings simplifying the figure shapes in the process
-
Transfer them onto coloured paper
-
Cut around the figures in the drawings and experiment with the paper to create interlocking flat figures that combine successfully in the style of Keith Haring.
-
Students begin to create a 3D figure on their own, taken from the most successful figure drawings produced, and learn how to make a sculpture.
-
Attach to base
-
Students in pairs could combine their paper figures to make groups of sculptures.
-
They use their problem solving skills to build the sculpture.
-
They learn to make mistakes and appraise their own progress.
-
Students create a small model transferring their skills to make into a larger sculpture using stronger materials in the next lesson.
Discuss work
|
Supporting / Developing the Learning – Differentiation:
Where appropriate, identify students and the methods of support and extension to be used. Include support staff meeting notes.
|
|
Students / Target groups likely to need support
Students needing support will learn how to make a basic outline drawing of a figure in the style of Keith Haring. Further support could be given in constructing a paper form that is a recognizable representation of a figure sculpture. They will have teacher and LSA support.
|
Students likely to need extension work
Students needing extension work will learn how to make an accurate drawing with correct proportions. They will go on to create a group of figures manipulating the paper in order to make a sturdy sculpture which uses the properties of materials skilfully and is reminiscent of a Keith Haring sculpture
|
Celebrating the Learning - Plenary: Students demonstrate in some way what they have learned. Recognition of progress. Refer back to Learning Objectives.
|
5
mins
|
Display of work on a central table where students can celebrate their learning by seeing the final sculptures and what they have achieved. Students can gather round and discuss the work.
All students to review lesson objectives in light of the work produced. Show examples that match the objectives.
Students take responsibility for tidying up and putting materials and equipment away.
|
Management of Resources
Identify which resources are to be used and how. Include the use of new technology and the use of other supporting adults.
|
| -
PowerPoint
-
Worksheets
-
Demonstration
-
LSA support for some students
-
Scissors
-
Coloured paper
-
Glue
-
Tracing paper
-
Pencils
|
Equal Opportunities & Social / Moral / Cultural considerations
Identify any relevant aspects of the lesson which develop pupil understanding, skills and knowledge in these areas.
|
| -
Ability to discuss work of each other and of another artist
-
Human rights
-
Equal opportunities
-
Acknowledge that people have different sexual orientations. Know that AIDS is a form of disability.
|
Health and Safety Considerations
Identify the major Health and Safety considerations and what needs to be done to ensure maximum safety.
|
| -
Students to enter the room in an ordered manner
-
Safe and calm movement around the room
-
Consideration in distributing and packing away of materials
|
