Pro forma Scheme Plan

Scheme: Painting in acrylic of a

photo collage in which the natural No. of Lessons: 16 Group: 5th year
role of animal/s is transformed Total Time: 4 weeks No. of Pupils:
into human.
Aims
To help pupils to:
Gain an understanding of the subject matter of animals in the likeness of humans and respond
to it in an interesting way.
Gain an understanding of the importance of drawing to develop ideas to translate into a
finished painting.
Gain an understanding of composition to fill space in an interesting way and draw attention to
a focal point using collage.
Gain an understanding of the application of paint with mark making and experimentation with
colour.
Study the process and content of the work of painters Frida Kahlo, and photo collage/montage
artist Richard Hamilton.

Overall Learning Outcomes for the Scheme

On completion pupils should be able to:
Identify their subject matter of animals in the likeness of humans through preliminary drawing
and selection of images.
Translate the ideas of the photo collage into a finished painting through an experimental
colour drawing exercise exploring form, structure and surface.
Find the best composition for the painting through making thumbnail sketches and selection of
images and experimentation with sticking them down.
Create a painting with depth, a variation of tones and markings through mark making, glazes
and experimentation with warm and cool.
Place their work in the broader context of painting, with understanding of subject matter and
formal qualities such as line, colour, brushstroke, modelling, proportion, perspective and
composition through looking at the work of other painters and collage artists

Subject matter:
The attribution of human traits, emotions and intentions to non-human entities is known as
Anthropomorphism. Telling a story with paint is called narrative art. The collaged images will carry
narrative to the transformation of animals. The photo collage in figure conveys this. The fusion of
images creates a bizarre scene in which a sheep hybrid dances in a rural landscape in figure 9 below.
Investigating /Creating:

Fig1. Image of dancer Fig2. Image of rural scene

 Fig3. Image of sheep
Students will begin with choosing their imagery. They may choose images that contrast in setting and
mood to create an intersting image. The images above are of a dancer, a scenic rural landscape and
sheep. They are examples of images that may be put together to make a photo collage.

Exploring:

Fig4. Thumbnail sketches working out a composition for the collage Fig5. Varying elements of a composition

The student will begin by making thumbnail sketches derived from their photographs, using drawing
media. They may use colour media, such as chalk pastel or conte to gain an understanding of colour,
and to experiment with colours that they may use in the final painting. They will use the thumbnail
sketches as a way of developing a composition.
Fig6. Cut out of sheep Fig7. Cutout of sheep tpo fit the image Fig8. Dancer with superimposed head

Fig9. The finished collage piece.

Students will need to consider scale in making their choices on imagery to use, and also the placing of
imagery. They may need to cut some images down to size, as was the case with figure 6. The may
experiment with the placing of the images before gluing anything down with Pritt Stick. They will first
stick the cut outs down with blue tack to text composition and share feedback.
Fig10. Variety of brushes for variety of marks Fig11. Primary colours, black and white for mixing

Students will begin experimentation with mixing colour and colour thumbnails. They will test out the
colours needed for the painting of the image they choose. They will test out the various brush strokes
needed with a variation of brushes and palette knives (fig8). This will help them to create a good
likeness when painting dishevelled or smooth fur, folds of fabric in clothing, the cool and warm tones
of skin and lustrous grass, bushes and trees, or any other textures visible in the chosen images.

Fig12. Painted thumbnails to work out colour and texture Fig13. Testing colours, fur, skin tones, elements of the
painting
 Fig14. Testing of skin tones

When students have created a colour thumbnail that they are happy with, they can begin to draw up
the image on the card, making sure that details are correct before beginning the underpainting. They
will mix and lay down flat planes of colour that will lay the base for them to work into with more
detail. Once this is done, they can gradually begin to build up colour and markings.

Creating:

Fig15. Using a piece of plain white paper to test colours while painting the Fig16. Underpainting
Main piece
 Fig17. Completed painting with varied brushstrokes, colour tones

Figure 17 is an example of what the finished paintings would look like, having referenced a collage. It
is worked up to show the flow of the dress with movement, the fluffy texture of the sheeps wool, and
the bushy texture of the bushes, as well as a fusion of the warm colours of the background, and the
cool colours of the figure and road.

History and Critical Studies:

Richard Hamilton:

Richard Hamilton's Just What Is It That Makes Todays Home So Different, So Appealing? (1956)

Background. Pop art. Photo collage. Composition. Treatment of subject matter

Richard Hamiltons work is an example of a pop art photo-collage. It is a good example for students to
see for consideration of composition and treatment of subject matter. The artist uses images from
various sources to create a narrative or convey a message. This particular work deals with the
affluence of America in the 1950sthrough including pin-up models and luxury items and appliances.

Fig 5. Photograph of Frida Kahlo and pet Fig 6. Self portrait of Frida Kahlo with pets

Students will be directed to consider the work of Mexican artist Frida Kahlo. Frida often painted herself
with animals. Fig 5 shows a photograph of Kahlo. Thought is given to the pose in the photograph. The
pose is engaging, with the gaze of both subjects facing the camera. The colours are vivid, with strong
primary colours of red and blue with varying tones. It is a good photograph for students to understand
the qualities of a good reference photograph that can be translated into a painting.

The image in figure 6 is a painted self-portrait by Frida. The eyes of the cat and monkey are averted
from looking towards us, making us all the more aware that Fridas gaze is direct, with thorns around
her neck. It has a narrative. Is the person in the painting sad? Angry? Accusing? This may inspire
students to consider creating a sort of narrative in their own painting. The vibrant colours of her work
may help students to gain an understanding of colour, and how it works to create a successful painting.

Teaching/Learning Strategies:
The teaching will be didactic at the beginning, to explain to students the activity that will take place. A
slideshow will be shown of other painters to inspire students, and help them gain an understanding of
the elements that make a successful painting, through looking at background, setting, context and
environment.

Although, there will be class discussion to encourage ideas, and what they may look out for when
considering interesting settings, subjects and poses for the photographs they want to use. They will
benefit from this because they will be given instruction on what to expect and they will get an idea of
what they want to achieve. The discussion will draw them in and encourage social learning.

The teaching will become more heuristic and student centred in the experimentation with acrylic
paint and work on the final piece. By investigating the various marks and effects that can be created
with different brushes and palette knives they will be making discoveries on the potential of the
medium they are working with, acrylic paint. Through this experimentation, they will learn to be
independent learners and grow in confidence. This will benefit the student as they will have the
freedom to take control of their learning, and through doing, they will develop the skills relevant to
the task. The student will be engaged and learning actively.
Use of Digital Media:
The powerpoint to show artist work and examples of collage to inspire.

The students may wish to use the internet to look online for some images that they can print and use.

Differentiation:
This project must be accessible for all students in the class of all abilities. Before the task is begun, and
before getting to know the abilities of the students properly, it will be important to tend to all learning
types.

A visual step by step presentation will be shown to make the task as clear as possible. And a vocal
group discussion will take place to tease out ideas and prior knowledge. In this process, students who
pick up the task more accurately and faster, can encourage students who find it more difficult as they
will be engaging in active thought and dialogue.

To cater for:

An aesthetic learning style: Throughout the visual presentation, students will be invited to talk
about the media, composition, colour, texture and shape in the work of artists that deal with
2D. They will be considering these formal qualities of two dimensional art when it comes to
making their own photo collage and painting.
A narrative learning style: Students will be invited to look at the work of contemporary artists.
They will be asked to compare the work of British pop artist Richard Hamilton. They will be
able to access the subject matter in the use of collage in his work, and gain an understanding
of the potential of this way of working.
A quantative or logical learning style: the composition of the collage and working it the
dimensions of the added pieces for logical or exaggerated size. The student will be engaged
through consideration of the composition of the painting also, in working out the scale of each
element in the photo collage
An experiential learning style: this will be dealt with in the process of the physical practical
work. Through the making of the collage and painting of the piece, the students will be
engaged. The making of the collage will help them gain an understanding of composition and
their subject matter, animals as humans, as they try out the techniques and see their plan
come into place.
A foundational learning style: The visual presentation will introduce students to new concepts
and ideas in dealing with anthropomorphism.

It is also important to make the class accessible for students if the struggle, and to develop the skills of
students that perform well.

For students that struggle with the task, it would be useful to encourage them to pick a simple, but
effective composition, so that it will not present too much issues to paint. All of the students will be
asked to use a test piece of card that they can test out colours and textures before making the
painting. This will help them in understanding techniques as they make the painting.
A visual sheet of painting techniques will also be given to students to help them understand the
effects of the various brushstrokes, so that they can refer to them while painting

For students that appear to be more advanced, while doing the photo-collage activity will be
encouraged to make a composition which will present them with challenging techniques when it
comes to the painting. They will be encouraged to select something which will allow for varied
brushstrokes and a challenging composition. If they finish the painting early, they will be invited to
make a visual aid chart containing samples of the brushstrokes used in the painting, so as to deepen
their understanding.
Literacy:
Students will create thumbnail drawings to help them decide on the composition of the painting. In
working out these thumbnails, they will use visual literacy, as they experiment with moving around.
They will be annotating these thumbnails to help them decide which are the most successful.

When the paintings are finished, students will work together to hang the work on the wall for viewing
and critical discussion. They will need to consider how best to hang the work, so that the paintings
look well together as a whole, and show unity and a good flow. In this way, they will be using
sequencing literacy.

Numeracy:
Students may use a gridding process to draw up the image on their or card. This will involve
measuring out sections to map out their drawing. This will apply to the photo collage as well.
When it comes to hanging the work at the end, students will need to make sure that the pieces are
level, and hung correctly so that they look well when displayed. They will need to hang the work to an
appropriate level so that it is not too low or not too high.

Materials/Renounces/Facilitates:
An overhead projector will be available to show a slide show of artists work, as well as collages images
to inspire the type of work desired.

The students will be given images that they can collage as well as blue tack to aid them with their
composition.

Acrylic paint and brushes will be available, although students may wish to bring some of their own
brushes if they have a preference to. There will also be plates provided which the students can use as
palettes. They will be given card to paint on for experimentation and the finished piece.

Safety Precautions:
Acrylic paint is impermeable when dry, and does not wash off fabric easily. Students will be made
aware of the implications of getting acrylic paint on clothing. They will be advised to roll up their
sleeves while painting. They may wish to bring an old oversized shirt or apron to protect clothing.

It is also important that students do not wash paint down the sink, as acrylic paint will harden and can
clog pipes. Instead, they should only take out the amount of paint they need so they will not need to
dispose of it. They will share any paint leftover. If there is still paint leftover, they can wipe it off the
plate with tissue and dispose of in the bin.
If the guillotine needs to be used to cut paper, a demonstration will be given. The demonstration
should be visible to all students and they should be able to see where they can put their hands to hold
the paper in place, and how to slide across the blade so that they are aware of how not to cut
themselves.

Timeline/Sequence of Lessons:
The painting scheme will take place over a four week period, and in three phases photo collage,
preliminary drawings in colour and painting.

Week 1.
Monday 22FEB16, Double, 1hr 13min: Introductory slideshow presentation, A collage exercise to
investigate into subject matter, a second collage made to lead onto drawing and painting.

Wednesday 24FEB16, Single, 33min: A2 sheets will be primed with PVA for painting, and name written
on back. A drawing exercise in chalk pastel to explore the types of marks in collage selected, and to
resize incorrectly sized elements of collage to a logical size and position. Exercise will need to be
finished for homework.

Week 2.
Monday 29FEB16, Double, 1hr 13min: Review of chalk pastel exercise, looking at mark making and
proportion. Drawing up image on A2 paper. Complete for homework.

Wednesday 2MAR16, Single, 33min: Brief exercise in techniques and colour with reference to the
work of a painter. Students will continue painting, very brief review of work at end of class.

Week 3.
Monday 7MAR16 Double, 1hr 13min: Students continue to paint under teacher supervision. Brief
review of work.

Wednesday 9MAR16, Single, 33min: Students continue to paint under teacher supervision. Brief
review of work.

Week 4.
Monday 14MAR16, Double, 1hr 13min: Students continue to paint under teacher supervision. Brief
review of work.

Wednesday 16MAR16, Single, 33min: Students complete painting. Review of finished work.
Assessment of photo collage, colour drawing and painting to follow.

A group exhibition of the work is prepared in a suitable room in the school. Some options would be
the canteen or the main hall at the entrance of the school, where any visitors to school can see it.
Also, this may inspire others students in different art class groups. Students will be encouraged to take
ownership of their work in the hanging and display. Students will discuss the new skills they have
acquired and what they had learnt from the scheme before hanging the work.

Assessment Rubric:
Drawing and Observation: 30%
Adequate recording of space, shape, form,
colour through constant observation of
imagery and adequate use of tone, line and
light in the preliminary drawing.
Appropriate and substantial use of drawing
media, both in colour and in monochrome
to show an appropriate amount of
experimentation
Technical Skill in Painting: 30%
Adequate use of painting techniques with
appropriate brush strokes and washes.
Adequate understanding of the use of paint
to create depth.
Adequate understanding of colour, hues
tones, temperature.
Development of ideas and collage work:
30%
Shows adequate experimentation with
thumbnails and composition. The
arrangement of collage.
Work ethic: 10%
Student shows a willingness and
enthusiasm to build on their skills in
drawing and test out techniques in painting.
Student shows perseverance in completing
the painting.
Student shows a willingness to apply
appropriate research into artists work and
images for their own work, as well as
appropriate development of ideas for the
finished piece through collaging images and
drawing.
Evidence of Learning:
Depth of field will come across in the
preliminary drawing, through lighting,
contrast and use of perspective. The
drawing is well mapped out for the
subsequent painting which will express the
3D world as 2D.
Student has variation of experimental
drawing with a range of media.
Evidence of Learning:
A variety of texture is evident in the
painting due to appropriate brushstrokes
and washes.
The paint is applied in transparent glazes
which creates varied tones and depth.
Painting shows strong use of colour, which
in turn creates the mood of the painting.
Evidence of Learning:
Research work shows creative and unique
ideas in development. And the finished
piece shows clearly defined subject matter
as a result of experimentation of
thumbnails and collage. The finished
painting has a clear area of focus due to
adequate composition
Evidence of Learning:
Student developed proficiency in areas of
drawing, technical skills in painting. The
piece is completed with substantial
evidence of effort.
Student shows depth of knowledge,
understanding and development of subject
matter due to motivation and enquiry, with
an appropriate amount of work to show
development of ideas. Student works
consistently and takes ownership of their
Student shows a willingness to work both work in being prepared for classes. Student
independently, and with a group. participates well in group discussions and in
hanging the work with the rest of the class.