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Ac 1st yr scheme go for colour healthy eating posters

Angela Clarke
Angela Clarke

1) The scheme aims to have students design healthy eating posters through exploring drawing, typography, layout and symmetry based on the theme of healthy eating. 2) Over 9 lessons, students will draw and analyze fruits and vegetables, experiment with shading techniques like hatching and cross hatching, and create wax resist paintings of fruits and vegetables. 3) Students will then brainstorm poster design ideas, develop typography using grids, and create final poster designs applying mixed media techniques and transferring designs. The goal is for students to effectively design posters promoting healthy eating.

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AC 1st Yr scheme healthy eating posters Name ofstudent teacher:Angela Clarke Class : 1st yr Title of Scheme:GO FOR COLOURHealthy eating posters Aim of Scheme:To designandcreate a posterthroughthe explorationof drawing,typography,layoutand symmetrybasedonthe theme of healthy eating. Class size,profile anddetails:mixedability,26 pupils,1 withSNA Duration of lessons:80mins (Monday Periods8and9) LessonNo Content Learning Outcomes Teacher tasks and Pupils Task Supportstudies and Visual Aids Evaluation/ Assessment Procedures 1/9 16/11/15 Drawing /Analysingfruit and vegetables from primary source Pupilswill be able to : Accuratelyobserve the linesand colourwithin the fruitand vegetablesthrough observational drawing. Demonstrate anawarenessof line and shape,howshape can create Introduce the fruitand vegetablesasobjects whichcan be viewed fromdifferentanglesand explore viewsfrom differentcutsegments. Demonstrate continuous Example of fruitand vegetable drawings, continousline and coloursectionclose up.Examplesof ideasgenerated fromdrawingthe Have theyobserved the fruitor vegetable fromall angles. Have they successfullycutitup intosegments?Have theybeen
formin relationtothe fruitand vegetables. Make connectionsbetweenthe fruitand vegetablesandpossible ideasfordevelopingthe theme GO FOR COLOUR. Homework ,Draw a few possiblitiesforaposterbasedon the theme GO FOR COLOUR. line drawing(coloured chalkon blackpaper). Demonstrate drawingthe chosenfruitor vegetable ( or segments) fromthree differentangles. Discuss the theme of fruitand vegetablesasa starting pointforthe theme GO FOR COLOUR, usingvisual aidsand artistexamples. PupilsTask, Pupilswill chose one fruitor vegetable Pupilswill OBSERVEthe chosenfruitor vegetable fromthree different angles,front,bottomand inside cutsegmentthey will dothe same in continuousline andthen finallyone colourstudy observingthe objectina sectionclose up. As theydraw,pupilswill take note of ideasand possibilitesforthe fruitand vegetables. SupportStudies: Powerpointof artists/designers work Observation drawingsbyAndy Wahol,Colourby HelenDardik,Wendy Kendall,Susan Driscoll,and MarimekkoDesign demonstrating interpretationof fruitand vegetables indifferentwaysas basedon the theme GO FOR COLOUR connectingwiththe ideagenerationand usingtheir imaginations? DISCUSS ideasfor nextweek. What ideasdidyou getwhile drawing the fruitor vegetable. QuestiononPP-How isline,shape,form and colourused in each image? How dotheyeffect the composition of the overall image? What words would describe these images-graphic, abstract, symbolic,fresh,clean, modern,smoothor
theme. textured? Special considerationsfor mixedabilitygroups. Worksheetwithpre preparedfruitand vegetable drawings. 2/9 Date 23/11/15 Tonal studiesof fruit and vegetables To understandhowline canbe usedto define form To understandhowthe illusionof formand depthcan be created throughshadingtechniques To knowthe componentpartsof value shadedformstoinclude higlights,reflectedlight.core of shadowandcast shadow To be able totranslate their observationsof one objectinto realisticallyshadeddrawings. Demonstrate Contour drawing on one object Demonstrate howto introduce tonal value to the drawing. Demonstrate stippling, hatching,andcross hatching. Demonstrate the illusion of depth Brainstormpossible meaningsof illusion. Examplesof Images showingthe difference between geometricand organicshapes Bookof workby Japanese artist Masao Saito as an example thathelps explain3-Dillusion and discussbrieflyits purpose inart Worksheet How can line be used to define form? In whatwayscan art creat illusions? How can the illusion of formbe created throughshading techniques ona2-D surface How can tone be usedto shiftthe viewerseye around
To developgeneral andartistic knowledge forartmaking Homework: Continue todevelopone drawing withthe introductionof tone with the use of the sample tonal scale. Group dissussion. Pupilspractice shading usinga varietyof techniques. Pupilswill thenproceed to do a tonal drawing. Value tonal scales usinga varietyof techniques: hatching, crosshatching, stippling. Examplesthat demonstrate highlights, reflected light,core of shadow, cast shadows(howmany lightsources?), chiaroscuro,and tenebrism- lookat Caravaggio. Examplesthat conveyrealismand discusshowitis achieved Examplestoexplain how lightsources affectobjectse.g. observe the curved the composition? What otherwayscan we improve The composition? Evaluate pupilsideas and reactionsthat theymade for homeworkonthe choice of their 4 personal symbolic objects- are the ideasrelvanttothe topicof symbolicstill life andto the works selectedforanalysis Evaluate drawingson howwell they exploredand observedtheir objects
nature of shadows on roundedforms. 3/9 30/11/15 Wax resist paintingsof fruit and vegetables To observe the different line, shape,form,patternand colours infruitand vegetables fromall angles. To create a multi-colourdesignof the fruitand vegetables inthe crayon- resisttechnique. To experience watercolourandits blendingand flowingproperties. To considerwax resisttechnique for final designposter. Demonstrate howmake a wax resistpaintingby colourninginabout75% of the drawingwithwax crayons( pressingdown hard),paintone colourall overwax drawing. ( the areas withwax are protected,areaswithno wax soak upthe paintlike a sponge) Demonstrate whatwill happenif youdontpress hard. Pupilswill make crayon- resistpaintingsas demonstrated,observing the line ,shape,form, pattern and colourof the fruitand vegetables from differentanglesand My example drawings Crayons,pre-mixed watercolourpaint ,brishes. Group discussion lookingateach othersdesigns, considerwhichwork bestfor a poster design. Considerthe most effectiveuse of the wax resisttechnique for theirfinal poster design Have theyobserved the objectsfromall angles? What ideasdidthey getwhile drawing the objects. Who has used the wax resisttechnique mostimaginatively?
lookinginside. Can I see any paintingsthatuse the line,shape,form, patternor coloursof the fruitand vegetables? 4/9 18/01/16 Analytical drawing Designprocess To generate arange of ideas throughbrainstorming. To visuallydevelop themfurther throughthumbnails. To examine the possibilitiesof fruitand vegetablesasstructures indrawing,andto make connectionsbeteentheirprevious drawingsandideassuitable fora poster. To have used theirimaginationsto lookfornewways of interpreting idease.g.lookingforpatterns, overlaying,repeating,reversing, Interlockingorsimplifing elements. Introduce the studentsto the designprocess. Brainstormingandidea generationingroupsof four. Usinga powerpointand blackboard gatheras manyideasas possible. Discussthe ideas collectively. Pupil task Studentsdrawoutthree designideasfortheir chosenposterdesign theme,usingtheir imaginationsandtheir Powerpointof designposters. Seconderysource visual aidsforthem to lookat: Photosof fruitand vegetables, illustrationsof fruit and vegetables,and books. Sketchpad and pencil. Who has generated the widestrange of ideas. Who has usedthe fruitand vegetables mostimaginatively. Can yousee any ideasinPPdesign postersthatwould helpintheirdesigns? Compare the use the LINE,SHAPE,COLOUR or the FORM inthe postersandthat of the fruitand vegetables. What art materials mightbe bestused
To have visuallyrecordedarange of differentideas. previousdrawingstohelp them. Usingsketchesandnotes considerthe ideasfrom more than one angle and considercolourand differentmaterialsand howtheymay be used. to interpretthe ideas? Have theycollected a range of art materialsathome such as markers, gel /feltpens,colouring pencils,wax crayons, watercolourpaints. Have they considered posible planlayoutsforthe healthyeating poster. 5/9 25/01/16 Developmentof Typography To effectivelydevelopthe layout of the posterdesignfurtherby addingtypography. Studentstobe aware of the developmentandconstructionof typography withthe use of a grid withinthe designprocess. Make connectionsbetweenthe Introduce the studentsto Typography. Demonstrate by hand,creatingletters usinga grid. Demonstrate howto transferlettersusing outline withtracing Powerpointof the typographyof Helen Dardik. Show Typographyin differentways and layouts. Designboard showingstagesof QuestionsonPP- Doesthisposter have a message? How doesthe Typographyeffect the message?How are we meantto readthis poster? Rate the elementsin orderof importance-
typography ,previousdrawings and possible ideasfordeveloping the theme GO FOR COLOUR To knowhow to selectsuitable imagesfrompreviousdrawings for posterdesignbasedonthe theme. Homework: Draw a few furtherpossibilitiesfor the lettersGO FORCOLOUR based on the theme,consideringtheir chosendrawings.Usingthe grid, approach eachletterindividually. paper. How to position and rub downimage withinthe chosendesign layout. Demonstrate howto colourusinga varietyof media. Pupilstask Studentswill choose from previousdrawings the mostsuitable towork withtypography Studentswill Drawupa fewpossibilitesforletters GO FOR COLOUR usinga grid,approachingeach letterindividualy,based on the theme. posterdevelopment. Considertheme, designand function of posters. Pictures,words, Symbols?Wasthe designersuccessful? Have theymade gooduse of the grid? Divide intogroups. Discusseachothers posterdesignsideas, considerasa group howit can be improved, possibilitiesfor colourand where there will be problemsandhow theycan be overcome.
6/9 Developmentof design Studentstobe aware of the developmentandconstructionof typographyandthe use carbon paperas a waytransfaringof imageswithinthe designprocess. Demonstrate by hand,creatingletters usingcarbon paper ShowTypographyin differentwaysand layouts. Designboard showingstagesof posterdevelopment. Have theymade gooduse of the carbon paper? 8/9 01/02/16 Production offinal designartwork. To create posterlayout samples keepinginmindthe varietyof art materialstheyhave exploredand the range of techniquessuchas blending,wax resistandover layingof colours. To be aware howmixedmedia can be manipulatedandcombined to create tones,formand texture. To criticallyevaluate theirown workto date throughdiscussion and to be able to lookat their posterdesignideastosee what needstobe addedto improve Firstshow two outline designlayoutsmade in advance. Demonstrate howtostart the colourprocess. Focuson whichmedia shouldbe usedfirstand howthe can create form, colourand texture. Demonstrate techniques such as blending,wax resist,andoverlayingof Showexamplesof twofinisheddesigns. Pooledartmaterials broughtin bypupils and teacher. Frog tape for borders. Considerthe use of differentart materialsinpupils samplesanddiscuss whichmightbe most effectiveintheir posterdesign. Questionthemon the designprocess- Whichstepsgo first? What considerations are important? Get studentstolook at each othersposter
theirdesign. . colours. PupilsTask. To experimentwitha varietyof designlayouts keepinginminddifferent mediaandtechniques that theyproduced on samplesbefore starting on final artwork. To draw up final poster afterchoosingfinal designlayout To start to add colour usingthe prefered methodsdemonstrated at the start of class designsanddiscuss inpairs. Who has considered waysto develop theirdesign,through colouror texture?
8/9 Final Poster design To effectivelydevelopthe layout of the posterdesignfurtherby addingtypographyandimages together. Studentswill be able toeffectively transferoutine of typographyand outline of the final image of the chosendrawingsforthe finished artwork. PupilsTask Studentsdrawouttwo designlayouts fortheir chosenposterdesign theme,usingtheir imaginationsandtheir previousdrawingstohelp them. To Transferchosen typegraphyandimagesto final artwork. Pooledartmaterials broughtin bypupils and teacher Designboard showingstagesof posterdevelopment Considerthe use of differentart materialsinpupils samplesanddiscuss whichmightbe most effectiveintheir posterdesign. Discusseachothers posterdesignsideas, considerasa group howit can be improved, possibilitiesfor colourand where there will be problemsandhow theycan be overcome.
9/9 08/02/16 Colouringof final designartwork. Finalisingof details. To be aware of differentmedia that can enable realisationof their design. Realisingof the design. Considerthe finishingand presentationof the final poster design. Group critique lookingat the designpostersonthe wall seeingwhatis neededforendeffect. Pupil Task; Finishposters. Studentspresenttheir posters,givingaaccount of the process to date,ideadevelopment, use of art materialsand realsationof ideas. Pooledartmaterials broughtin bypupils and myself. Showwaysto add elementssuchas colourcontrast, texture ,out-line etc if required. Final group critique Each pupil mustbe evaluate according to research drawings,abilityto brainstorm, develomentof ideas, final composition and the executionof the final poster designincolour.

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Ac 1st yr scheme go for colour healthy eating posters

  • 1. AC 1st Yr scheme healthy eating posters Name ofstudent teacher:Angela Clarke Class : 1st yr Title of Scheme:GO FOR COLOURHealthy eating posters Aim of Scheme:To designandcreate a posterthroughthe explorationof drawing,typography,layoutand symmetrybasedonthe theme of healthy eating. Class size,profile anddetails:mixedability,26 pupils,1 withSNA Duration of lessons:80mins (Monday Periods8and9) LessonNo Content Learning Outcomes Teacher tasks and Pupils Task Supportstudies and Visual Aids Evaluation/ Assessment Procedures 1/9 16/11/15 Drawing /Analysingfruit and vegetables from primary source Pupilswill be able to : Accuratelyobserve the linesand colourwithin the fruitand vegetablesthrough observational drawing. Demonstrate anawarenessof line and shape,howshape can create Introduce the fruitand vegetablesasobjects whichcan be viewed fromdifferentanglesand explore viewsfrom differentcutsegments. Demonstrate continuous Example of fruitand vegetable drawings, continousline and coloursectionclose up.Examplesof ideasgenerated fromdrawingthe Have theyobserved the fruitor vegetable fromall angles. Have they successfullycutitup intosegments?Have theybeen
  • 2. formin relationtothe fruitand vegetables. Make connectionsbetweenthe fruitand vegetablesandpossible ideasfordevelopingthe theme GO FOR COLOUR. Homework ,Draw a few possiblitiesforaposterbasedon the theme GO FOR COLOUR. line drawing(coloured chalkon blackpaper). Demonstrate drawingthe chosenfruitor vegetable ( or segments) fromthree differentangles. Discuss the theme of fruitand vegetablesasa starting pointforthe theme GO FOR COLOUR, usingvisual aidsand artistexamples. PupilsTask, Pupilswill chose one fruitor vegetable Pupilswill OBSERVEthe chosenfruitor vegetable fromthree different angles,front,bottomand inside cutsegmentthey will dothe same in continuousline andthen finallyone colourstudy observingthe objectina sectionclose up. As theydraw,pupilswill take note of ideasand possibilitesforthe fruitand vegetables. SupportStudies: Powerpointof artists/designers work Observation drawingsbyAndy Wahol,Colourby HelenDardik,Wendy Kendall,Susan Driscoll,and MarimekkoDesign demonstrating interpretationof fruitand vegetables indifferentwaysas basedon the theme GO FOR COLOUR connectingwiththe ideagenerationand usingtheir imaginations? DISCUSS ideasfor nextweek. What ideasdidyou getwhile drawing the fruitor vegetable. QuestiononPP-How isline,shape,form and colourused in each image? How dotheyeffect the composition of the overall image? What words would describe these images-graphic, abstract, symbolic,fresh,clean, modern,smoothor
  • 3. theme. textured? Special considerationsfor mixedabilitygroups. Worksheetwithpre preparedfruitand vegetable drawings. 2/9 Date 23/11/15 Tonal studiesof fruit and vegetables To understandhowline canbe usedto define form To understandhowthe illusionof formand depthcan be created throughshadingtechniques To knowthe componentpartsof value shadedformstoinclude higlights,reflectedlight.core of shadowandcast shadow To be able totranslate their observationsof one objectinto realisticallyshadeddrawings. Demonstrate Contour drawing on one object Demonstrate howto introduce tonal value to the drawing. Demonstrate stippling, hatching,andcross hatching. Demonstrate the illusion of depth Brainstormpossible meaningsof illusion. Examplesof Images showingthe difference between geometricand organicshapes Bookof workby Japanese artist Masao Saito as an example thathelps explain3-Dillusion and discussbrieflyits purpose inart Worksheet How can line be used to define form? In whatwayscan art creat illusions? How can the illusion of formbe created throughshading techniques ona2-D surface How can tone be usedto shiftthe viewerseye around
  • 4. To developgeneral andartistic knowledge forartmaking Homework: Continue todevelopone drawing withthe introductionof tone with the use of the sample tonal scale. Group dissussion. Pupilspractice shading usinga varietyof techniques. Pupilswill thenproceed to do a tonal drawing. Value tonal scales usinga varietyof techniques: hatching, crosshatching, stippling. Examplesthat demonstrate highlights, reflected light,core of shadow, cast shadows(howmany lightsources?), chiaroscuro,and tenebrism- lookat Caravaggio. Examplesthat conveyrealismand discusshowitis achieved Examplestoexplain how lightsources affectobjectse.g. observe the curved the composition? What otherwayscan we improve The composition? Evaluate pupilsideas and reactionsthat theymade for homeworkonthe choice of their 4 personal symbolic objects- are the ideasrelvanttothe topicof symbolicstill life andto the works selectedforanalysis Evaluate drawingson howwell they exploredand observedtheir objects
  • 5. nature of shadows on roundedforms. 3/9 30/11/15 Wax resist paintingsof fruit and vegetables To observe the different line, shape,form,patternand colours infruitand vegetables fromall angles. To create a multi-colourdesignof the fruitand vegetables inthe crayon- resisttechnique. To experience watercolourandits blendingand flowingproperties. To considerwax resisttechnique for final designposter. Demonstrate howmake a wax resistpaintingby colourninginabout75% of the drawingwithwax crayons( pressingdown hard),paintone colourall overwax drawing. ( the areas withwax are protected,areaswithno wax soak upthe paintlike a sponge) Demonstrate whatwill happenif youdontpress hard. Pupilswill make crayon- resistpaintingsas demonstrated,observing the line ,shape,form, pattern and colourof the fruitand vegetables from differentanglesand My example drawings Crayons,pre-mixed watercolourpaint ,brishes. Group discussion lookingateach othersdesigns, considerwhichwork bestfor a poster design. Considerthe most effectiveuse of the wax resisttechnique for theirfinal poster design Have theyobserved the objectsfromall angles? What ideasdidthey getwhile drawing the objects. Who has used the wax resisttechnique mostimaginatively?
  • 6. lookinginside. Can I see any paintingsthatuse the line,shape,form, patternor coloursof the fruitand vegetables? 4/9 18/01/16 Analytical drawing Designprocess To generate arange of ideas throughbrainstorming. To visuallydevelop themfurther throughthumbnails. To examine the possibilitiesof fruitand vegetablesasstructures indrawing,andto make connectionsbeteentheirprevious drawingsandideassuitable fora poster. To have used theirimaginationsto lookfornewways of interpreting idease.g.lookingforpatterns, overlaying,repeating,reversing, Interlockingorsimplifing elements. Introduce the studentsto the designprocess. Brainstormingandidea generationingroupsof four. Usinga powerpointand blackboard gatheras manyideasas possible. Discussthe ideas collectively. Pupil task Studentsdrawoutthree designideasfortheir chosenposterdesign theme,usingtheir imaginationsandtheir Powerpointof designposters. Seconderysource visual aidsforthem to lookat: Photosof fruitand vegetables, illustrationsof fruit and vegetables,and books. Sketchpad and pencil. Who has generated the widestrange of ideas. Who has usedthe fruitand vegetables mostimaginatively. Can yousee any ideasinPPdesign postersthatwould helpintheirdesigns? Compare the use the LINE,SHAPE,COLOUR or the FORM inthe postersandthat of the fruitand vegetables. What art materials mightbe bestused
  • 7. To have visuallyrecordedarange of differentideas. previousdrawingstohelp them. Usingsketchesandnotes considerthe ideasfrom more than one angle and considercolourand differentmaterialsand howtheymay be used. to interpretthe ideas? Have theycollected a range of art materialsathome such as markers, gel /feltpens,colouring pencils,wax crayons, watercolourpaints. Have they considered posible planlayoutsforthe healthyeating poster. 5/9 25/01/16 Developmentof Typography To effectivelydevelopthe layout of the posterdesignfurtherby addingtypography. Studentstobe aware of the developmentandconstructionof typography withthe use of a grid withinthe designprocess. Make connectionsbetweenthe Introduce the studentsto Typography. Demonstrate by hand,creatingletters usinga grid. Demonstrate howto transferlettersusing outline withtracing Powerpointof the typographyof Helen Dardik. Show Typographyin differentways and layouts. Designboard showingstagesof QuestionsonPP- Doesthisposter have a message? How doesthe Typographyeffect the message?How are we meantto readthis poster? Rate the elementsin orderof importance-
  • 8. typography ,previousdrawings and possible ideasfordeveloping the theme GO FOR COLOUR To knowhow to selectsuitable imagesfrompreviousdrawings for posterdesignbasedonthe theme. Homework: Draw a few furtherpossibilitiesfor the lettersGO FORCOLOUR based on the theme,consideringtheir chosendrawings.Usingthe grid, approach eachletterindividually. paper. How to position and rub downimage withinthe chosendesign layout. Demonstrate howto colourusinga varietyof media. Pupilstask Studentswill choose from previousdrawings the mostsuitable towork withtypography Studentswill Drawupa fewpossibilitesforletters GO FOR COLOUR usinga grid,approachingeach letterindividualy,based on the theme. posterdevelopment. Considertheme, designand function of posters. Pictures,words, Symbols?Wasthe designersuccessful? Have theymade gooduse of the grid? Divide intogroups. Discusseachothers posterdesignsideas, considerasa group howit can be improved, possibilitiesfor colourand where there will be problemsandhow theycan be overcome.
  • 9. 6/9 Developmentof design Studentstobe aware of the developmentandconstructionof typographyandthe use carbon paperas a waytransfaringof imageswithinthe designprocess. Demonstrate by hand,creatingletters usingcarbon paper ShowTypographyin differentwaysand layouts. Designboard showingstagesof posterdevelopment. Have theymade gooduse of the carbon paper? 8/9 01/02/16 Production offinal designartwork. To create posterlayout samples keepinginmindthe varietyof art materialstheyhave exploredand the range of techniquessuchas blending,wax resistandover layingof colours. To be aware howmixedmedia can be manipulatedandcombined to create tones,formand texture. To criticallyevaluate theirown workto date throughdiscussion and to be able to lookat their posterdesignideastosee what needstobe addedto improve Firstshow two outline designlayoutsmade in advance. Demonstrate howtostart the colourprocess. Focuson whichmedia shouldbe usedfirstand howthe can create form, colourand texture. Demonstrate techniques such as blending,wax resist,andoverlayingof Showexamplesof twofinisheddesigns. Pooledartmaterials broughtin bypupils and teacher. Frog tape for borders. Considerthe use of differentart materialsinpupils samplesanddiscuss whichmightbe most effectiveintheir posterdesign. Questionthemon the designprocess- Whichstepsgo first? What considerations are important? Get studentstolook at each othersposter
  • 10. theirdesign. . colours. PupilsTask. To experimentwitha varietyof designlayouts keepinginminddifferent mediaandtechniques that theyproduced on samplesbefore starting on final artwork. To draw up final poster afterchoosingfinal designlayout To start to add colour usingthe prefered methodsdemonstrated at the start of class designsanddiscuss inpairs. Who has considered waysto develop theirdesign,through colouror texture?
  • 11. 8/9 Final Poster design To effectivelydevelopthe layout of the posterdesignfurtherby addingtypographyandimages together. Studentswill be able toeffectively transferoutine of typographyand outline of the final image of the chosendrawingsforthe finished artwork. PupilsTask Studentsdrawouttwo designlayouts fortheir chosenposterdesign theme,usingtheir imaginationsandtheir previousdrawingstohelp them. To Transferchosen typegraphyandimagesto final artwork. Pooledartmaterials broughtin bypupils and teacher Designboard showingstagesof posterdevelopment Considerthe use of differentart materialsinpupils samplesanddiscuss whichmightbe most effectiveintheir posterdesign. Discusseachothers posterdesignsideas, considerasa group howit can be improved, possibilitiesfor colourand where there will be problemsandhow theycan be overcome.
  • 12. 9/9 08/02/16 Colouringof final designartwork. Finalisingof details. To be aware of differentmedia that can enable realisationof their design. Realisingof the design. Considerthe finishingand presentationof the final poster design. Group critique lookingat the designpostersonthe wall seeingwhatis neededforendeffect. Pupil Task; Finishposters. Studentspresenttheir posters,givingaaccount of the process to date,ideadevelopment, use of art materialsand realsationof ideas. Pooledartmaterials broughtin bypupils and myself. Showwaysto add elementssuchas colourcontrast, texture ,out-line etc if required. Final group critique Each pupil mustbe evaluate according to research drawings,abilityto brainstorm, develomentof ideas, final composition and the executionof the final poster designincolour.