SCHEMES OF WORK

WEEK
Weeks: 1-3
Introductory lessons
to include: Project aims
Initial research
Developing
individual directions
Contextual
reference

Weeks: 4-6
Developing,
exploring, refining
and investigating
composition,
materials, content
and context.
Experimentation in
either Photoshop or

GREENSTEDS
TOPIC
BOTANICAL FORMS
PAINTING

INTERNATIONAL
YEAR 10
CONTENT

SCHOOL

TERM 1

ACTIVITIES

RESOURCES

To promote students
creativity in painting
and drawing by
relating the theme to
the work of others or a
broader critical context
To refine candidates
ideas using a range of
resources, media and
Fine Art techniques,
including printmaking
and Photoshop
manipulation.

A presentation that
explores the role and
use of plants,
botanical forms and
related subject matter
in the work of a range
of artists and
establishes the scope
of the topic.
Students to produce a
series of drawings in a
variety of media.
Supporting
photographic studies
may be produced.
Students to examine
analyse and
understand the style,
content and materials
used by the selected
artists.

A collection of
slides/posters/books
showing the work of
the selected artistsLizzie SandersBotanical Artist
Gallery visits/location
class trips/workshops
and visiting
practitioners
Water-based and
acrylic paints with
appropriate media,
painting surfaces and
brushes.

To enhance students
recording skills
through drawing and
painting from direct
observation.
To establish good
practice in the
selection and
presentation of the

The students to
experiment with the
content and
composition from their
initial research.
Using collage and
other appropriate
media the students are
to make a set of colour

A collection of plants
for still life and
individual item
drawing.
Photoshop program or
other image
manipulation software.
Mounting/presentation

print techniques.
Reviewing and
evaluating work in
progress.

students Fine Art

portfolio, ensuring all
relevant contexts are
appropriately applied.

HOMEWORK OUTLINE

studies. The particular

nature of collage and
mixed media to be
noted and explored.
Demonstrate
Photoshop and other
digital manipulation
techniques
Explore the potential
of working in
printmaking using
suitable images.
Students to refine their
ideas in preparation
for the production of
their outcome(s).
Producing the final
painting based on a
carefully selected final
composition.

Students to mind map

ideas.
Collection of resources
and supporting
imagery.
Practice drawing skills
and other methods of
recording.
Research the work of
selected artists: to
include library visits,

al materials.

Internet searches and

first hand experience.
Weeks: 8-10
Introductory lessons
to include: Project aims
Initial research
Developing
individual directions
Contextual
reference

ORGANIC FORMS Pine cones, seed pods,

ferns, trees, leaves,
seaweed

Develop ideas through

investigations
informed by contextual
and other sources.
Refine ideas through
experimenting and
selecting appropriate
resources, media,
materials, techniques,
and processes.

Search the Internet for

interesting pictures of
organic forms. Select
and save at least 18 of
these pictures.
Take at least 9
photographs of organic
forms from within
school environment.
Students to produce
the first drawing from
observation analysing
the seedpod, with
particular emphasis
being placed on the
drawing techniques
shown in the exemplar
material and
demonstration using a
variety of materials
(pencil shaded
drawing, colour pencil
drawing, black ballpoint pen drawing.
Students create
sketches on A2 / A3
size paper, using
colour pencil and
water colour paints
drawing on
watercolour paper of
the seed pods using

Examples of the work

of contemporary artist
Jane Blundell
Water-based and
acrylic paints with
appropriate media,
painting surfaces and
brushes.
A collection of handouts showing the work
of the selected artists.
A collection of
Jacaranda seed pods
for still life and
individual item
drawing.

the resources
provided.
The students create
more studies,
exploring alternative
viewpoints and
compositions.
Attention could be
drawn to the variety of
mark making
techniques available
and alternative
materials to be
considered, including
pastel, pencil and
paint. Different
coloured backgrounds
could be considered
and the effect that
they might have on
the work produced.
Weeks: 11-13
Introductory lessons
to include: Project aims
Initial research
Developing
individual directions
Contextual
reference
Developing,
exploring, refining
and investigating

SEED POD POSTER

DESIGN

To promote students
creativity and visual
communication in
response to specific
vocational tasks as
well as relating the
theme to the work of
others or a commercial
context.
Record ideas,
observations and
insights relevant to
intentions in visual

A presentation that
explores the role and
use of floral subjects in
the work of a range of
graphic designers and
establishes the scope
of the topic, especially
in respect of poster
design.
Candidates to produce
a series of drawings in
a variety of media.
Candidates to refine

A collection of seed
pods for still life and
individual item
drawing.
Typographical sources
and letterforms.
Advertising posters.

composition,
materials, content
and context.
Reviewing and
evaluating work in
progress.
To refine
candidates ideas
using a range of
resources, media
and illustrative
techniques,
including
typography and
image manipulation.

and/or other means.

Present a personal,
informed and
meaningful response
demonstrating critical
understanding,
realising intentions
and, where
appropriate, making
connections between
visual, written, oral
and other elements.
The students to
experiment with the
content and
composition from their
initial research
HOMEWORK OUTLINE

Collection of resources
and supporting
imagery.
Practice graphic
communication skills
and other methods of
showing ideas and
solutions.

their ideas in
preparation for the
production of their
outcome(s).
Produce final
compositions that
consolidate ideas and
potential outcomes.