Linocuts involve carving away the lino to create negative space. Students must think in reverse since the carved areas will not receive ink.

Air dry clay was used for the pinch pots, and painted with water colours.

1st Years Taster started by the co-op teacher, I finished the last two weeks. I Week 3 colour theory, shapes and pattern. And week 4 I worked with clay.

Deepening the connection to nature through observational drawings using prime source materials. A Trip to Clare Glens was organized for students were were they made land art inspired by Andy Goldsworthy work.

Creating self-portraits using a variety of media. Student will use mirrors to observe their face

I have modified my unit of learning to a 4 week taster.

Student will make a self- portrait using a photograph of themselves as reference. They will include elements or symbols that show aspects of their inner selves. Student were introduced to the work of Frida Kahlo and her use of symbolism.

We are on track with this unit with regards to timeline, maybe a bit fast. We began with Artist analysis to get inspiration , then with moved to the proportion of the face. Student started drawing their portraits and experiment with different angles. Students were introduced to the negative space next. The drawings were uses as template and they were traced onto the lino plate. Peer review helped students to chose the composition for their final drawing.

i introduced student to different styles of carving and demonstrated how to carve in a safe manner. Then we moved to inking the first colour and printing. I demonstrated how to use the register. Students are using two colours one of which is black . The print is going on an A3 page.

I will use self assessment , and peer assessment and feedback, before we move on,( teacher feedback is ongoing). For peer assessment students will be divided in groups. The question are : based on success criteria how have we done so far. Students will list two things done well and one thing that they wished it was better.

what can we do or what needs to be different so we can get a better result.

however I need to go back and repeat again the first colour print.This week we will pause the work and have a long review the work done so far.

My goal this week is to have a thorough review of work done so far before moving on. Looking at the work created using self , peer and teacher feedback, we will analyse and disscuss work created. I need to go back and repeat the inking and printing before moving on.

With this first year I started the last two weeks of a four week taster, started by another teacher. It was not a unit as such , to more an introduction of art element through different activities and mediums.

First week I started with the colour theory and students practiced with making secondary and tertiary colours form the primary colours. We moved on next to shapes and patters. Students had to design three hexagonal shapes with 1- Patens, 2- Drawing, 3- Colour.( pencils)

Second week. I started with 3D form. I tried to adapt the lessons and give it more purpose into a mini unit. Design and make a pinch pot with air dry clay and decorate it based on Grayson Perry's style , referring to things you like and are meaningful to you. I found this group, difficult to manage from the behaviour point of view. And had to repeat the lessons. I know now that a few students in that class have additional needs ( didn't have that info then). A lot of the problems I caused unintentionally myself. Planning& Strategies for behaviour

I am now finished with this group and have just stated with another first year group. I will teach my Uol , condensed in four weeks.

Next I will introduce student to drawing with wire. it will give an understanding of three dimensional form and spatial relationships, helping them to develop a sculptural perspective.

Improves fine motor skills as students manipulate wire to create detailed features and contour of the face. Allows for expression, enabling students to experiment with different shapes and styles of their portrait.

it encourages problem solving as students work with a challenging medium .Students refine their ability to observe and replicate visual details accurately. Cross curriculum- understanding material( science), and measuring and proportions( maths),numeracy. Student develop an appreciation for the art of sculpture and wire as a medium.

Begin by introducing the concept of temporality in art , discussing how artists represent time in their artwork. Andy Goldsworthy. Students made observational drawing using different media , pencil , coloured pencils , water colour. Student used natural prime source material , leaves , plants , twigs capturing the seasonal change and recorded them in the sketchbook they made.

Student made land art inspired by Andy Goldsworthy using twigs and different colour leaves in the forest, capturing the seasonal change and temporality of organic matter. The art works were documented through photographs.

Afterwards, student took some of the materials gathered make drawings and paintings of what they see ,at the table in the park. Student brought some of materials gathered to use in the classroom.

Guide students through the process of creating a landscape painting that reflects a particular season. Discuss composition perspective and colour choices. Encourage creativity and personal interpretation.Reflection.

Student will make a clay sculpture of a portrait expressing their chosen emotion through facial features.