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Name of student teacher: Clara Scullion

Class : 1st Year (A)


Title of Scheme: Forest Floor
Aim of Scheme: To create a mixed media textile piece exploring the theme of Forest Floor, using running and back
stitching, with a focus on line and texture.
Class size, profile and details:
Duration of lessons: 1 hour single once a week.
Lesson
No

Conte

1/8
1 hour
17th
Nov

Learning Outcomes

Teacher tasks and


Pupils Task

Support
studies and
Visual Aids

Evaluation/
Assessment
Procedures

AEDP: Line,
shape, form,
texture

By the end of the


lesson, the pupil should
be able to:

Visual Aid:

Interim class
evaluation of
mindmaps

Exploration of
the theme
visually, orally
and using
research

-convey knowledge of
different animal habitats
both orally and through
their mind map (o)

TT: Introduce
theme Forest
Floor and AEDP
focus (line, texture)
using powerpoint on
habitat and visual
aid of finished
textiles piece.
TT/PT: Questioning

nt

Powerpoint on
habitats and the
environment
(natural, manmade, human
impact and

Peer evaluation
of worksheets

methods.
Layers of
Learning our
role regarding
the
environment
and the animals
that live there.

-produce a mind map to


research the theme
Forest Floor (L)
-Consider our role as
humans to protect and
preserve these habitats
through a research
worksheet

-demonstrate the back and


running stitches on test
material

what is texture?
Give some
examples. VA of
texture (organic and
non-organic.)
TT: Question on
textiles why is it
important to
understand texture
for this project?
TT/PT: Discussion
from the
powerpoint, what
are we currently
doing to protect
environments
animals live in?
Describe the
different kinds of
habitat. What sorts
of animals live on
the forest floor?
PT: Hand out paper
and select some of
the research books
to work from.
TT: Demonstrate
how to lay out the

preservation)
Visual Aid of
finished textiles
piece.
Research
Worksheet
AEDP Line,
shape, form
Research books
Support
Study:
Cas Holmes

page for a
mindmap. Show VA
of finished
mindmap on
different scheme.
Question what
makes a successful
mindmap discuss
success criteria.
PT: Produce a
mindmap using the
research books,
adding illustrations
and colour.
TT/PT: evaluation
what do we think is
has worked well?
How can we
improve? Which
areas do we need to
focus on improving?

2/8
1 hour
18th
Nov

AEDP: Line,
shape, form,
texture

At the end of the lesson


the pupil should be able
to:

Developing
research and
presentation
skills

-Select and research a


specific animal and its
habitat to present to the
class. (o)
-Consider our role as
humans to protect and
preserve your chosen
animals habitat through
your research

TT: Show and


explain the research
worksheet
selecting one
animal from the
mindmap to
research further.
PT: Complete the
worksheet, making
use of the research
books and the
powerpoint.
TT: Explain peer
evaluation system
and success criteria
involved (worksheet
complete,
illustration included,
no one word
answers)
PT: In pairs,
evaluate each
others worksheet
using the discussed
criteria.

Visual Aids:
Form
Texture
Research books
Power point
Support
Study:
Cas Holmes

Evaluation:
Peer evaluation
using set
success criteria
Homework:
Using your
research
worksheet, find
two primary
source elements
found in your
animals natural
habitat and
bring in to the
next class.

3/8
1
hour
24th
Nov

Exploration of
line and
texture.
Layers of
Learning:
Environmental
textures effect
on animals.

By the end of the


lesson the pupil should
be able to:
-Demonstrate an
understanding of how line
can recreate the texture of
the primary source using a
variety of materials e.g. oil
pastel, charcoal and paint.
-produce a basic shape on
fabric using either running
or back stitch
-Analyse the role texture
can play in their chosen
animals habitat by
annotating their texture
sheets.
-Show an awareness of our
role in preservation by
partaking in discussion
and taking notes.
-Produce two draft design
options for their textiles
piece.

PT: Place
homework objects
at the evaluation
table.
TT/PT: Questioning
describe some of
the types of texture
we can see in these
objects. What is the
difference between
an e.g. this bark
and a stone. What
role do you think
texture has in an
environment? Why
are different
textures important
to different
animals?
TT: Demonstrate
how to use line to
create texture.
Question what
kinds of line have I
used? How did they
differ when
portraying texture?
PT: Hand out the

Visual Aid:
Texture
Finished Textiles
piece
Books on animal
environments
Powerpoint on
Areas of
Outstanding
Natural Beauty,
Areas of Special
Scientific
Interest,
National Trust,
Zoos.
Support
Study:
Cas Holmes

Class evaluation
of textured
work. AEDP
focus line and
texture.
Homework:
Complete the
research
worksheet on
the textiles
artist.

different materials
oil pastels, charcoal
and paint.
PT: Working from
the primary
sources, produce a
drawing that
conveys at least
two types of texture
through use of line.
TT/PT: Evaluation
of Texture sheets.
What worked well
and why? How did
you create this
texture? What was
challenging about
this task? How do
you plan to
improve?
TT: Explain the
process of design,
using the finished
textile piece as a
VA.
TT: Demonstrate
laying out two
design options,

questioning what
kind of annotations
should be included.
PT: In pencil,
produce two rough
design ideas with
annotations for
colour, line and
texture.
PT: Evaluate the
design ideas on the
sheet, using the
WWWW and EBI
method.
4/8
1 hour
25th
Nov

Identifying
appropriate
stitches for the
elements of
design

AEDP: Line,
Texture,
Composition

By the end of the


lesson the pupil should
be able to:

TT: Powerpoint
recapping on what
composition is.

-apply elements of the


artists style to their
design ideas.

TT/PT: Slideshow
game of what looks
right, what looks
wrong to test
understanding of
composition..

-produce two design ideas


of their animal to overlay
the background design,
taking Composition into
consideration.

PT: Experiment
with possible
compositions.

Visual Aid:
Composition VA
Finished Textiles
piece
Example of the
two design parts
Back Stitch VA
and example
Running Stitch

Self-evaluation
of designs using
success criteria
Annotations

-critically evaluate their


designs in relation to the
theme Forest Floor as
well as the AEDP focus
(line, texture)
-annotate which areas of
the design will be
completed with which
stitch
-justify their choices in
regards to environmental
obligations through
annotating their work.

TT: Demonstrate a
plan sheet of three
different
compositions, the
second and third
being demod by a
pupil to assess
understanding.
PT: Complete the
plan sheet of three
compositions and
select which one
will be used.
TT/PT: evaluation
which compositions
do you prefer? Why
do you think these
compositions
appeal to you? How
can we begin to
incorporate the
artist into our
drawings?
PT: Complete rough
draft of final
composition,

VA and example
Support
Study:

Cas Holmes

including
annotations of how
to stylise the
drawing.

5/8
1st
Dec
1 hour
single

Beginning the
final textiles
piece using
mixed media,
fabric and
stitching.
AEDP: Line,
Texture, Colour

By the end of the


lesson the pupil should
be able to:
-produce a mixed-media
background correlating
with their final design on
the theme Forest Floor
-resolve design problems
that may appear by
returning to the final
design sheet and using
annotations.
-critically evaluate their
textiles work as a class
using the success criteria
(use of line, artist

TT: Questioning
what is the success
criteria for this
project?
TT/PT: Decide the
marking criteria
together for their
textile pieces using
AEDP and artist
influence.
TT: Demonstrate
how to create the
background mixed
media piece using
the design sheet
and layering
methods.
PT: Choose some of
the textured

Visual Aid:
Composition
Line
Shape
Texture
Support
Study:
Cas Holmes

Personal
evaluation using
what went well
and why and
even better if
Class evaluation
use of line,
texture,
composition.
Who integrated
the artist most
interestingly?
Most
accurately?

influence, texture
incorporated, composition,
standard of stitching)

materials to work
with noting this on
the design sheet.
PT: Begin
constructing the
mixed media
background.
TT/PT: Interim
evaluation. What is
going well and why?
What can we
improve on and
how? What are our
next steps?

6/8
2nd
Dec
1 hour
single

Integrating
stitch into the
background and
beginning the
acetate.
Analysing
artistic
influence.

At the end of the lesson


the pupil should be able
to:
-

AEDP: Line,
shape, colour,
texture,
composition

Create a mixed
media textiles piece
on the theme
Forest Floor
Discuss and debate
the methods of
protection we use
for the habitats
portrayed

Incorporate the
artist support study
into the work by
focusing on at least
one AEDP

Evaluate their
project so far by
participating in and
taking notes in the
class evaluation.

TT: Recap
Demonstration on
running and back
stitch.
PT: Continue
realising the mixed
media background,
modifying certain
elements based on
the previous
evaluation.
TT: Demonstrate
drawing out the
animal separately
from the final
design in red
marker.
TT/PT: Questionhealth and safety.
TT: Demonstrate
sewing the image
into the acetate by
looking through to
the drawing behind.
PT: Begin the
acetate stitching.
TT/PT: Class
evaluation using the

Visual Aids:
Finished Textiles
Piece
Stitch VAs (back
and running)
Support
Study:

Cas Holmes

Class
Evaluation using
success criteria
(incorporating
artist, use and
variety of line,
depiction of
texture,
understanding
of habitat
relating to
animal, two
types of stitch,
neatness of
work.)

success criteriaAEDP, artist


influence,
knowledge of
animal habitat, 2
types of stitch

7/8
1 hour
8th
Dec

Developing
illustrative
stitching skills

At the end of the lesson


the pupil should be able
to:

AEDP: Line,
form,
proportion

-produce a stitched
illustration of their
research animal into the
acetate
-demonstrate an
understanding of line and
form through their
illustration
-discuss how their mixed
media background relates
to the animal researched
and our role in protecting
the two.

TT: Recap
demonstration on
stitching into the
acetate with the
drawing to assist.
TT/PT: Recap on
health and safety
procedure regarding
stitching.
PT: Continue the
illustrative stitching.
TT/PT: Interim
evaluation of
stitches. Have you
incorporated both
running and back
stitch?
TT/PT: Discuss
previously
determined success
criteria.
PT: Complete the
illustration using
two types of stitch
into the acetate.
TT/PT: Personal
evaluation using

Visual Aids:
Finished Textile
Piece
Health and
Safety
Running Stitch
Back Stitch
Support
Study:
Cas Holmes

Interim
evaluation
relating to the
success criteria.
Personal
evaluation using
wwww and ebi.
Homework:
Prepare a
paragraph on
your textiles
piece to present
next class
what animal and
habitat you
chose and why,
how we are
affecting it and
how we can
protect it.

WWWW and EBI.

8/8
1 hour
9th
Dec

Completing
project and
developing
presentation
and evaluation
skills.

AEDP: Line,
form, texture,
proportion,
colour, tone.

At the end of the lesson


the pupil should be able
to:
-produce a mixed media
artwork focusing on
texture and on the theme
of Forest Floor
-incorporate at least two
types of stitch into their
work
-demonstrate an
awareness of our
responsibility to protect
local habitats through their
artwork
-develop oracy skills
through the presentation
of homework.

TT: Show pupils


again the finish
textile VA
TT/PT: Recap on
the success criteria
for the project use
of line, form,
texture, use of
colour and tone,
understanding of
proportion, artist
influence and
theme.
TT: Emphasise
health and safety.
PT: Complete the
final mixed media
textiles work.
PT: Present the
homework on
habitat awareness.
PT: Complete final
evaluation sheet
and submit with
textile work.

Visual Aids:
Finished textile
piece

Final personal
evaluation
sheet.

Line
Form
Texture
Proportion
Colour
Tone
Health and
Safety
Support
Study:
Cas Holmes

Rubric
assessment
sheet.