Year 9 - Joiners Painting Unit

( if you miss the lesson for any reason you should still complete both classwork and homework)

Lesson 1

Classwork : Over the next 10 lessons students will develop their own ideas base on their study of Cubism and the influence Cubism has exerted on other art and artists. These include,

Futurism, Juan Gris, Franz Marc, Roy Lichtenstein, Francis Bacon, Frank Gehry, Chuck Close, David Hockney, and Bruno del Zou.

Students will produce the following work over the next 10 weeks:

• design ideas on the worksheet shown below (this is optional)

• 2 pages of research (with flap-outs if necessary) on one of the artists Cubism has influenced

• A final painting

NOTE : Most students choose to research David Hockney’s work, especially his ‘Joiners’, and produce a final painting inspired by Hockney’s way of working (style and technique). However, it is possible to research one of the other artists who have been influenced by Cubism, and then produce a final painting inspired by their ways of working (style and technique).

Students start this lesson by watching the ‘Joiners Project Overview video’.

Students then watch the ‘Joiners Art Project’ video below. Students also take notes when watching the video. Try to write 10 - 20 pieces of information from the video (10 is ‘Secure’, over 20 is ‘Excellence’). Number these and don’t forget write neatly on one or two sketchbook pages.

At the end of the video student will be asked to consider some design ideas in readiness for the homework.

Homework: Take photographs and produce a ‘Joiner’ - like piece of Artwork as shown in the video shown in class. It is suggested that students make the ‘Joiner’ from 4-6 photos/sections (although students may wish to take many more pieces from which to choose). The work should be constructed using Powerpoint, or students may wish to experiment with a phone app.

The work must be emailed to your teacher (and yourself) before the next lesson so it can be print on A3 paper.

REMEMBER if you choose an artist other than David Hockney you will need to watch the ‘Other Artists Influence by Cubism - Research Examples’ video below, and also take suitable photographs, as your painting will not be based on a ‘Joiner’.

Lesson 2

Classwork : As a reminder to students over the next approximately 12 lessons students manage their time effectively to complete the following work:

• design ideas on the worksheet shown above or in your sketchbook (this is optional)

• 2 pages of research (with flap-outs if necessary) on one of the artists Cubism has influenced - mostly completed for homework. This equates to approximately 2 homework to do each of the four parts (Heading, Section 1, 2, and 3)

• A final painting - mostly completed for classwork. This equates to approximately 2 lessons to draw and paint each section. Most students produce a painting with about five sections.

In this lesson students cut out the Joiner they produced for homework and start to transfer the image onto A3 watercolour paper.

Homework: Students start work on their David Hockney research heading. This will be over a double sketchbook page. Examples headings are shown below.

REMEMBER if you choose an artist other than David Hockney you will need to watch the ‘Other Artists Influence by Cubism - Research Examples’ video for the previous lesson and create a suitable ‘style’ title in your sketchbook.

Lesson 3

Classwork : Students continue to transfer the Joiner image onto A3 watercolour paper.

Homework: Students complete the David Hockney research heading. This is over a double sketchbook page. Examples headings were shown in the previous lesson. Students will also need their paints and brushes for the next lesson.

REMEMBER if you choose an artist other than David Hockney you will need to create a suitable ‘style’ title in your sketchbook.

Lesson 4

Classwork : Students start to paint the Joiner watercolour. We will star with discussing how to mix skin tones and paint a section that contains an eye. Students watch the ‘Joiner Paintings - Skin Tones with Eye and Nose Detail’ video below and look the example paintings. Teacher may also wish to ‘flick-through’ the first eye painting video and emphasis the importance of starting with the lighter tones first, and then gradually building up the darker area and extreme fine detail.

Examples of final paintings can be seen below to discuss,

Homework: Students complete the David Hockney research heading. This is over a double sketchbook page. Examples headings were shown in the previous lesson..

REMEMBER if you choose an artist other than David Hockney you will need to create a suitable ‘style’ title in your sketchbook.

Lesson 5

Classwork : Students continue to paint the Joiner watercolour aim to complete the first eye section. Teacher may also wish to revisit the skin tones and eye painting videos from the previous lesson, and again emphasis the importance of starting with the lighter tones first, and then gradually building up the darker area and extreme fine detail.

Homework: Students start the David Hockney research SECTION 1 - The artist’s life and work in general. There will be three research sections in total that can be seen in a possible layout below, although you may wish to include additional information and ‘flap-outs’.

Students should first watch the ‘David Hockney research - Assessment Examples’ video above. Some student may also wish to watch the ‘David Hockney Research - High Quality Examples’ video from Lesson 6.

There is much information available online for David Hockney. If you read his Wikipedia page (or look at the many other websites and videos available), you will discovery some key points that should be included in SECTION 1 - The artist’s life and work in general. You should include a couple of sentences on each of the following, as well as pictures (at least 5) of his work and of Hockney himself,

• Born and Yorkshire and went to the Bradford Grammar School, the the Royal College of Art (RCA)

• At the RCA was influenced by POP Art in a distinctive way

• Moved to California and painted swimming pools and the the Califomian landscape

• Interested in technology and started to use a fax machine and photographs to create ‘Joiners’

• Moved back to Yorkshire (also bought a house in France and started to paint outdoors again

• Still interested in technology as well as traditional painting. Started using an iPad and video to create artwork

Remember the presentation (quality of writing, arrangement and sticking off pictures, as wells colour, borders flap-outs etc. are an essential part of this homework.

Lesson 6

Classwork : Students start to paint the second section of the Joiner painting. This might be another eye section or a nose section.

Homework: Students complete the David Hockney research SECTION 1 - The artist’s life and work in general. T

Remember Section 1 should include a couple of sentences on each of the following, as well as pictures (at least 5) of his work and of Hockney himself,

• Born and Yorkshire and went to the Bradford Grammar School, the the Royal College of Art (RCA)

• At the RCA was influenced by POP Art in a distinctive way

• Moved to California and painted swimming pools and the the Califomian landscape

• Interested in technology and started to use a fax machine and photographs to create ‘Joiners’

• Moved back to Yorkshire (also bought a house in France and started to paint outdoors again

• Still interested in technology as well as traditional painting. Started using an iPad and video to create artwork

Remember the presentation (quality of writing, arrangement and sticking off pictures, as wells colour, borders flap-outs etc. are an essential part of this homework.
Some student may also wish to watch the ‘David Hockney Research - High Quality Examples’ video from Lesson 6.

Lesson 8

Classwork : Students aim to complete the second section of the Joiner painting. This might be another eye section or a nose section.

Homework: Students start the David Hockney research SECTION 2 - Artist’s style and technique. This section should describe David Hockney’s way of creating a Joiner. This was initially explained in the ‘Joiners Art Project’ video shown in Lesson 1 (from the 5.00min point to 9.15min).

In the section student should also briefly describe (5-10 sentences) David Hockney’s style and technique for for one of the following,

• the swimming pool paintings

• the Californian landscape painting

• the Yorkshire Landscape painting

• Portrait paintings

• the iPad artwork

Remember the presentation (quality of writing, arrangement and sticking off pictures, as wells colour, borders flap-outs etc. are an essential part of this homework.

Lesson 9

Classwork : Students aim to start the third section of the Joiner painting. This is also a good opportunity for students to watch the ‘Joiner Paintings - Assessment Examples’ video.

Homework: Students complete the David Hockney research SECTION 2 - Artist’s style and technique. This section should describe David Hockney’s way of creating a Joiner. This was initially explained in the ‘Joiners Art Project’ video shown in Lesson 1 (from the 5.00min point to 9.15min).

In the section student should also briefly describe (5-10 sentences) David Hockney’s style and technique for for one of the following,

• the swimming pool paintings

• the Californian landscape painting

• the Yorkshire Landscape painting

• Portrait paintings

• the iPad artwork

Remember the presentation (quality of writing, arrangement and sticking off pictures, as wells colour, borders flap-outs etc. are an essential part of this homework.

Lesson 10 - 12

Classwork : Over the next 10 lessons students will need to manage their time effectively (for both classwork and homework), to complete both the ‘Joiner’ painting and the 2 pages of research.

Generally, students complete the research work at home and the painting work in school (unless they are displaced from the Art room because of the A Level and GCSE examinations).

Students should watch the following resources carefully when completing the set work.

Homework: Continue with the ‘Joiner’ painting and or the artists’ research (although in reality most students choose to complete the artists’ research at home and the painting in school).

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