Caitlin Martin Painting Scheme

Scheme Title:
The investigation of shapes and colours of landscape surrounding the school grounds through a series of
painting small studies.
No of Lessons: 15 Group: 2nd years
Total Time: (5 doubles, 10 singles) No of Pupils: 24
Aims: to help students to:
Art and appreciation - identify the aesthetic style of David Bomberg and Edgar Degas.
Interpret the landscape from life into a painting by observing the colours that they see, mixing
colours that match the landscape and apply them to a painting. Be open to new ways of working in
terms of technical challenges, style and creativity by looking at artists work and observing class
demonstrations.
Gain knowledge of painting and the process it requires using a colour blocking method as an
alternative to drawing with the paint. Analyse compositional aspects of the landscape through
painting in terms of the positioning of buildings and angles.
Apply the paint with loose, free hand movements while standing away from their page and holding
the paint brush at the very end. Layering and applying texture to their paintings.

Overall Learning Outcomes: by the end of this scheme students should be able to:

Knowledge:
Identify the aesthetic style and analyse compositional qualities of David Bomberg and Edgar Degas
such as colour, atmosphere, shape and texture by viewing a PowerPoint presentation and
participating in group discussions.
Compare and contrast both artists, identify their favourite artist and explain why they like it by
writing a paragraph.
Use the correct terminology in discussing the aesthetic qualities and process of painting.
Explain the reason as to why they will begin painting without having to draw the landscape first.
Explain why texture of the paint and colour is important when applying the paint by observing class
demonstrations.
Skills:
Volunteer to participate in student demonstrations in order to better their learning of the techniques
and processes involved in painting.
Adjust experimental techniques as a result of observing class demonstration.
Mix colours carefully and apply the paint quickly so as to create a loose painterly effect.
Create small studies of paintings to capture the different shades of colour throughout the lesson.
Attitudes:
Ask pertinent questions relevant to a particular demonstration or presentation.
Recognise the process that takes place when applying paint to the page.
Show confidence once they have a grasp on the learning of the task at hand.
Show sensitivity and pride towards their work by handling it with extra care.
Display safety consciousness when handling the paper.
Show objectivity in experimentation with the paint.
Improve on problem solving abilities.

Investigating/Exploring/Creating: (use illustrations)

Investigating:
Investigating landscape of rooftops and trees in the area surrounding the school. Investigating shape, colour,
texture and compositional qualities of the landscape. Investigating how to paint without drawing with the
paintbrush but blocking in shapes of colour on the page representing rooftops or buildings in the distance.



Caitlin Martin Painting Scheme








Exploring:
Explore by making a large painting first and then improve on painterly skills and quickening up the pace by
doing three small studies of the landscape. Each taking 20 minutes to paint and two tonal paintings. Finally
another large painting with a choice of painting a coloured painting or a tonal painting.



Creating:
One large painting. (two weeks)
Paint three small coloured square studies (each measuring in 20cm) and two small, tonal studies.
(week and a half)
Finished product:
Paint a final piece to notice the difference from the first painting to the last. (week and a half)


History of Art and Appreciation:

Students will be exploring the work of artist and painter Bomberg. Students will be alerted to the
compositional qualities of his paintings the colour and how he creates a stylized painterly approach with the
texture of paint.


Caitlin Martin Painting Scheme


Edgar Degas landscape



Teaching/Learning Strategies:

Demonstration:
A series of teacher demonstrations will be used at each stage of the scheme to ensure students will learn
what is required of the students.

Presentation:
Power point presentations, visual aids and examples of artists work will be used to elucidate and accentuate
the type of work that will be expected from the students i.e. shape, texture, colour etc.


Active Learning:
Students will also be participating in class demonstrations throughout the scheme. If a student demonstrates
an example of what not to do, it will be addressed to the whole group to ensure the same mistake will not be
repeated by the group. This strategy will be used to reinforce and to test understanding of painting process
and techniques.

Differentiation:

There will be three class demonstrations that will occur throughout the scheme. These demonstrations will
involve both teacher and student demonstrations. Questions will be asked to the group to test students
knowledge of what has been taught. Students will explain the steps back to the teacher to ensure that they
know exactly what has to be done. Throughout each demonstration, different students will be chosen to
demonstrate and answer questions for different demos.
Caitlin Martin Painting Scheme
Materials/Resources:
A2 paper
Poster paint
Paint brushes
Paint jars
Drawing boards
Desks
Photographs (optional)
Painting shirts
Safety Precautions and cleaning:

Students will be able to adhere to safety and cleaning precautions when using acrylic paints by
demonstrating best practice techniques and wearing protective coats/shirts to keep uniform clean.



Literacy and Numeracy:

Literacy:
The use of terminology and language during demonstrations and group discussions.

Numeracy:
Learning how registration boards are measured.