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This Unit of Learning is steered toward identity and individuality in lines with the LCA Curriculum. Students will complete a painted portrait based on the LCA themes of identity and individuality. Photography explored looking at angles and a natural photo. Students will expllore their true self and not what is often portrayed on social media.

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This Unit of Learning is to portray the digital age and the constant repeated patterns that arise in society. Students will select and compose a repeat pattern through the use of colouring pencils incorporating digital icons such as iPads, controllers, or other man-made objects. Research on 2 artists, Wassily Kandinsky and Shamira Wilson is carried out looking at their use of pattern, exploring and understanding types of pattern and meaning portrayed.

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Making artist research more enjoyable by recreating works rather than all theory

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To begin understanding how to identify patterns, students were tasks to look around the classroom and recreate patterns they found.

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Exploring how to create a character using simple shapes

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Making traits to bring a character idea to life

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Looking at profiles of the head to allow character to be able to turn

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Developing character full bodies from different angles

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Using natural resources such as tea, coffee, spices, tissue paper to dye paper samples

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Using aspects from the previous works to complete a character design. Looking at important aspects of the character's personality and how they move.

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Recreating patterns from shamira wilson

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Photographing objects from the digital age looking at filling the frame

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Creating a series of compositions based on close-up photos

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Taking note on colour before progressing to final piece

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Experimenting with different mediums

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After completing initial sketches, students then refined their designs ensuring there would be points of connection to use for a repeat pattern

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Scanning the drawing and using word to duplicate and repeat the drawing

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Painting the same object using a layering process in painting

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Creating a moodboard to express identity and individuality

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Looking at close up features of the face and basic anatomy studies

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This Unit of Learning is to raise environmental awareness based on the UN SDGs. Students will create an original character as well as a storyboard that visually represents the message trying to be portrayed. The storyboard must contain the character previously created. The storyboard will be completed on A1 paper and the character design on A2 paper, through the use of pencils/pastels/watercolour. Research of 2 artists including Sherm Cohen discussing the elements used in their works and how they have created an effective design for a character as well as an effective storyboard is carried out.

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After scanning and printing designs, students coloured in repeat patterns, ensuring that their colours created a repeat as well as the design

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Students used an image generator and provided it with prompts to create an image based on the technical/digital age

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Using found materials to test different textures that can be created with a collagraph

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Each student took a section of the image created and used different materials to build a collagraph

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Looking at tonal studies for a portrait to be able to identify shadows

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Highlighting key features in drawing to use as a base for painting

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Character design

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Using character design to create a story, draft containing wording and message of story

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Finalising storyboard designs

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Once each student made their design, they covered them in thick layer of pva glue. When the designs were put together it was clear that alterations needed to be made to make the image clear but we decided to do a test print anyway to allow students to fully understand the process

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By doing this test print allowed students to see their use of ink and whether they need to use more/less

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When drawings were completed the students applied colour to the most important scenes to highlight them and show that colour can highlight emotion in a piece, e.g. changing the raccoons eyes to red while showing love.

Each image were attached to a black background to make the piece more secure and structural as well as giving a clear indication to the process of the story

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To create the final portrait students completed a layering process as they did with the initial painting of an apple. Beginning with blue shadows and then local colours, then complimentary colours and local colours again.

The idea of these kinds of layering in paint came from Carravagio and it allows undertones and and more depth to come into a piece.