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Two activities, first page includes an activity listing different types of lines
Second page is translating texture from a reference image into a line drawing

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Initial observational drawings of primary source, a mushroom.

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An example of different drawing activities students were engaged in such as gesture drawing, blind drawing and continuous line drawing.

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A review of the art elements started the unit of learning, having students investigate line and texture through a series of activities as shown in the photos.

Students have chosen an natural object to use as their primary source for the duration of project and through initial observational drawings, have begun investigating their chosen objects.

To get students to familiarise themselves with their object, a series of drawing activities were carried out from different angles and using different techniques and materials.

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I will get students to draw on a larger scale on A3 sheets of paper. This will allow the students to apply more detail to their drawings as they will have more room to add these details on a larger scale, opening up the piece.

I will have the students use the grid method to help the students who were struggling with enlarging their drawings as they will have a reference guide in the lines of their grid in their sketchbook.

I may also get students to make physical 3D grids to use that they can prop against their primary source to draw from. They can make these with string and card.

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Mind-map designs of initial concepts and ideaa

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Mood boards designs that focus on the subject matter and reference imagery

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Large scale drawings of students final realised design.

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The students were given a project brief to guide them through the timeline of the project. This began with the students researching and creating a mind-map of ideas they wish to follow. Their mind-maps include images and sketches of the mode of transport they wish to use as well as the fairy-tale or mythological story to follow.

To refocus the students attention to their subject matter and reference imagery, I had the students create a mood-board of all their reference images and sketches to fuel the development of their project.

Once the students have a finalised design idea in mind, they were asked to translate it into a largescale drawing or painting to be displayed alongside their finished sculpture. These drawings are to be focused on design elements of their piece, any textural techniques or visual elements taken from their stories are to be implemented into these drawings.

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Mind-maps of initial concepts and ideas for design

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Mood-board design of reference imagery and sketches

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Large scale drawing of final concept design for sculpture

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ceramic worksheets

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Mindmap stage of design ideas

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Implementation of design ideas onto worksheet of mural space

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Finished mural design composed of elements from each design teams proposed design

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The students were given a project brief to guide them through the timeline of the project. This began with the students researching and creating a mind-map of ideas they wish to follow. Their mind-maps include images and sketches of the mode of transport they wish to use as well as the fairy-tale or mythological story to follow.

To refocus the students attention to their subject matter and reference imagery, I had the students create a mood-board of all their reference images and sketches to fuel the development of their project. Some students produced online mood-boards on BookCreator also

Once the students have a finalised design idea in mind, they were asked to translate it into a largescale drawing or painting to be displayed alongside their finished sculpture. These drawings are to be focused on design elements of their piece, any textural techniques or visual elements taken from their stories are to be implemented into these drawings.

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Students were handed out a project brief, detailing the timeframe, subject matter and different stages of the project. They began their research with mind-maps that explore the subject matter of the project

Worksheets were handed out of the canvas space for students to work their designs into. This helped with integrating the environment into their designs. Students worked in design teams while producing their proposed designs on their worksheets.

Each design team voted on the elements from proposed design and they were then merged and integrated into one final design idea.

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Students should finish up their large scale drawings, focusing on the structure and visual elements to the piece, looking at any drawing or painting techniques needed to achieve their desired look. Zoomed in drawings can be created of any detail orientated elements to their design using a a viewfinder on their sketchbook drawings or focusing on any textural elements included in their piece.

Clay modelling techniques will be introduced to students to get them familiar with the craft and understand what it is they will need to do to create their piece. This will be done through teacher demos and videos.

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Students should finish up their large scale drawings, focusing on the structure and visual elements to the piece, looking at any drawing or painting techniques needed to achieve their desired look. Zoomed in drawings can be created of any detail orientated elements to their design using a a viewfinder on their sketchbook drawings or focusing on any textural elements included in their piece.

Clay modelling techniques will be introduced to students to get them familiar with the craft and understand what it is they will need to do to create their piece. This will be done through teacher demos and videos.

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Students should begin practicing drawing the final mural design, each student keeping a copy of the design in their sketchbook. I will have the students practice drawing in large scale drawing activities within the class such as gesture drawing and contour drawing, enhancing their drawing skills.

Once on site, students will work within their design teams, each tackling a section of the wall at a time. They students will have to be very organised in order to complete the mural, ensuring they have all the relevant materials for that day to complete their project.