Title Everyday Inventions Year 9 Level. Classwork (Learning Objectives, possible teaching activities, learning outcomes and points to note)

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1 M a s c a l l s S c h o o l D e p a r t m e n t o f A r t & D e s i g n S B O K S 3 S c h e m e o f W o r k Title Everyday Inventions Year 9 Level Week Classwork (Learning Objectives, possible teaching activities, learning outcomes and points to note) 1 Discuss the inventions and drawing style of Leonardo da Vinci, reproduce a series of drawings working on stained paper in pen. Explore the intricate nature and details demonstrated in this style of working drawing. Talk about annotation and visual language. LO: To understand an be able to demonstrate the use of drawing as a experimental and communication tool. LS: Visual, Auditory and Kinaesthetic. AFL: Verbal Formative Feedback throughout lesson. 2 Brainstorm everyday household problems and then consider possible creative solutions. the design process, looking at Leonardo, Heath Robinson, Contemporary Designers/artists working in groups. 3 LO: To look critically at domestic problems and begin to suggest solutions using visual communication. LS: Visual, Auditory and Kinaesthetic. AFL: Verbal Formative feedback throughout lesson, peer and group assessment through discussion tasks. Design sheet, brainstorming through drawing. Look at how to annotate drawings, presentation and composition. Also working drawings demonstrating multiple actions, how the design would work and what it would do. LO: Be able to demonstrate and understanding of the design process to begin to develop visual presentation and communication skills. LS: Visual and Kinaesthetic. AFL: Self assessment, students to identify how their ideas have developed. 4 Produce at presentation of chosen design, including picture board, A3 working drawing annotated and to scale, and present idea to peer group for discussion. 5 LO: To be able to communicate you idea and design to an audience. LS: Visual. Auditory and Kinaesthetic. AFL: Verbal formative feedback throughout lesson from teacher and peer group. From sourced materials construct a scale model of design, this could be using recycled materials if this is relevant to design. LO: To realise students design in three dimensions negotiating previous visual communication. LS: Visual and Kinaesthetic. AFL: Verbal formative feedback throughout lesson from teacher and peer group. 6 Continue construction of model, revisit design through peer group discussion to develop and refine design.

2 7 Develop SELF EVALUATION skills. Evaluate finished design would it work, critique with class. LO: To be able to evaluate the design project using appropriate visual language identifying strengths and weaknesses. LS: Auditory and Kinaesthetic. AFL: Self assessment, written assessment according to National Curriculum levels. No Homework 1&2 Title page, 1xA4 sheets, Everyday Inventions, research 1 designer and one artist who works with strange machines e.g. Conrad Shawcross, Isamu Nagochi, Ron Arad, Atelier Van Lieshout, Joseph Beuys. 3&4 Look at Leonardo, write a brief biography, consider and discuss the feasibility of his inventions include drawings 5&6 Draw an exploded view of a domestic object.

3 KS3: Knowledge skills and understanding I Exploring and developing ideas Pupils should be taught to: a Record and analyse first-hand observations, to select from experience and imagination and to explore ideas For different purposes and audiences * b Discuss and question critically, and select from a range of visual and other information for example, exhibitions, interviews with practitioners, CD-ROMs to help * them develop ideas for independent work c Organise and present this information in different ways, including using a sketchbook * 2 Investigating and making art, craft and design Pupils should be taught to a Investigate, combine and manipulate materials and images, taking account of purpose and audience * b Apply and extend their experience of a range of materials and processes, including drawing, refining their control of tools and techniques * c Experiment with and select methods and approaches, synthesise observations, ideas and feelings, and design and make images and artefacts. * 3 Evaluating and developing work Pupils should be taught to: a Analyse and evaluate their own and others work, express opinions and make reasoned judgements * b Adapt and refine their work and plan and develop this further, in the light of their own and others evaluations. * 4 Knowledge and understanding Pupils should be taught about: a The visual and tactile qualities of materials and processes and how these can be manipulated and matched to ideas, purposes and audiences * b Codes and conventions and how these are used to represent ideas, beliefs, and values in works of art, craft and design * c Continuity and change in the purposes and audiences of artists, craftspeople and designers from Western Europe and the wider world (for example, differences in the roles and functions of art in contemporary life, historical periods in Western Europe, and in different cultures. * What the Unit Art * Line * Texture * Painting Digital Media * Individual Work * Covers: Craft * Tone * Shape * Collage Sculpture * Collaborative Work (?= opportunity Design * Colour * Form * Printmaking Other techniques 2-D * for inclusion) Pattern Space * Drawing 2D skills * 3-D * Subject Area Human Figure Environ ments Flora and Fauna Events Fantastic and Strange * The Abstract

4 About the Unit: This unit is deigned to further develop observational drawing skills and to extend students experience of materials and processes. They learn to draw from life and secondary sources, to increase there awareness of everyday life, and develop problem solving skills both theoretical (in terms of invention) and practical in terms of model making. Students will learn about the importance of creativity in design. To develop strong visual and communication skills together with the composition and presentation. They will work through a series of designs from initial brainstorm to scale model, incorporating evidence of development and experimentation of process. They are required to analyse and evaluate their own and others work, focusing on the visual communication, and the creative use of materials. Where the unit fits in: The unit fits into the Year 9 scheme of work which is based around Fantasy. It builds upon previous drawing skills and introduces new drawing techniques including 3D representation and technical drawing together with 3D making element. Expectations: At the end of this unit all students will: - Have a basic understanding drawing in 3D - Have worked through a creative/design process from brainstorm to realisation - Developed visual communication skills - Have delivered a presentation to their peer group - Developed 3D making skills in a range of materials Most students will: - Produced a series of annotated sketches. - Developed an understanding of creative development and produced a variety of solutions to a household problem. - Produced a presentation board that articulately introduces the invention through drawings, annotations and colour development. - Used a variety of techniques in the production of the model. Some students will have progressed further and will: - Developed a strong selection of working drawings 3D designs and shown solid development. - Designed a imaginative solution to a household problem and produced an appropriate and concise image board. - Produced a scale model with working parts to demonstrate the inventions purpose. Prior Learning Students have previous looked at architecture and practical design solutions with an imaginative edge, form & function together with strong creative drawing experience. Opportunities for out of school learning:. The homework tasks are designed to support class work and to develop research and presentation skills. Opportunities for future Learning: The knowledge and skills learnt through this unit will be developed in forthcoming projects and the visual elements focused on will create a foundation for all future art work and will give valuable observational skills relevant to other subjects.

5 Resources: Photocopies of Leonardo s inventions Drawing pencils Drawing Pens Sketchbooks Rulers Presentation board Colouring Pencils Paper sticks Wire Sourced Materials for model Teaching Strategy: Each lesson will be structured with starter, main activities and plenary. Lessons will recap on previous learning and will involve class discussions as well as directed questioning. To break up long lessons, self and peer evaluation activities will be used to review work. Most lessons will involve a teacher led demonstration and will feature examples of work. The unit will be reviewed throughout its development and changes made if necessary. Differentiation Strategies: The main teaching activities will be directed at all of the class, with extension activities given to more able students and to those that work quickly. These include further exploration of design and the design process, a detailed and well developed visual communication board and at scale model with working parts, as well as more encouragement to refine and develop skills and techniques. Extra support will be given to less able students, for example, more emphasis applied to the ingenuity behind the idea and less on the drawing skills. Also the option to make a collage drawing instead of scale model. Students are encouraged to support each other and to share skills and knowledge. Opportunities to Develop ICT Capability: Research: the main component of ICT is Internet research for homework in order to explore the work of the chosen artists/designers. There is potential for further development i.e. taking the image into cad/cam but this is dependent on time and resources. Opportunities to Develop Social, Life and Key Skills There is an opportunity within this project to analyse daily household activities and fine solutions to existing or potential problems, this may be in response to a family member or friend with a specific disability. Communication skills are developed through class discussions. Research and presentation skills are developed through homework tasks, class work, and the presentation of the student s main idea. Literacy: Students are required to read and present written information. Numeracy: It will be necessary for the students to measure and make accurate drawings of their ideas, there also some calculation required in working out scale. Health and Safety: Warnings must be given to students when scissors, PVA glue and the collected resources for collage. Allergies should be considered before every task and in relation to student records.