Unit 9A AFRICAN/ APARTHEID PRINTMAKING

Expectations About the unit

In this unit pupils will investigate the apartheid regime of South Africa in the 1980s. They will engage with the work of John Muafangejo, understand the importance of context when critically analysing work and explore the use of art as protest or resistance. Students will experiment and understand how to make a press print in both negative and positive. Afican pattern will be explored in the latter stages of the project.

Art and design Year 9

At the end of this unit most pupils will: be able to understand the meaning of narrative paintings, and make their own ideas and narratives to images. Explore the meaning of photos, collages, prints, paintings within a narrative context. Understand the processes and principles of basic printing techniques and experiment accordingly with the medium. Create an image that communicates a personal response to a significant experience or event. Analyse and comment on the work of other students. Understand the importance of context in painting.

Prior learning What the unit covers

Art Line Craft Tone Design Colour 2-D Pattern 3-D Texture Individual work Collaborative work Shape Form Space Painting Collage Print making Digital media Sculpture Textiles

It is helpful if pupils have: Experienced printmaking in some form Looked and understood the narrative aspect of art

Language for learning

Through the activities in this unit pupils will be able to understand, use and spell correctly vocabulary relating to: printing: relief, woodblock, linocut, ink, press print, roller, plate, impression narrative painting: story board, context, composition, history etc.

Where the unit fits in

This unit builds on unit 7A Self-image/Identity where pupils explore there own identity and produce a work based on the self-portraiture by Frida Kahlo. Students will extend their knowledge of 2D media and the meaning behind paintings set up in this unit.

Resources
For practical work, resources include: poly tile, pen, paper, newspaper, ink, roller, Perspex plate Examples of art, resources include: Paula Rego, Jacques Louis-David, Hogarth, Gustav Dore, Beryl Cooke, Richard Hamilton, Gericault ,Edward Hopper, John Muafangejo and various African Artists, Yinka Shonibare, Chris Ofili, Robert Capa, Larry Burrows and various war photographers etc.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Exploring and developing ideas

Lesson 1 Starter: Narrative painting on the WB. Elicit information from students What is happening in this painting? What happened before this happened? What can you see? etc. Lesson: Outline classroom expectations, seating plan etc. On the WB show more examples of narrative painting. Go through as a group asking questions, eliciting information. (Resources are listed in the scheme outline). One painting or image on the WB, each table/ group to write short narrative or story around the image. Groups feedback to each other, all possible stories or narratives are valid. On WB written narrative, students are to draw a scene that they imagine from the description. Plenary: Students feedback. Illustrate that we all have different ideas and images from the narrative given. Tell students that paintings and images are not just representations of things but can tell stories. Homework: Students are to collect images from magazines, newspapers, or internet that illustrate a life event. Use their imagination to visualise a narrative. Understand the basics of narrative painting. Produce their own narratives from an image. It may be useful to illustrate narrative paintings in terms of film stills. Ask if students recognise the movie.

Starter: Lesson 2 On WB narrative painting, students describe what is happening etc. Lesson: On WB collage by Richard Hamilton. Ask What is a collage? etc. Elicit information from students. Students make collage from homework images based on their life
QCA 2000

Students are able to consolidate their knowledge of narrative painting and images. Students complete and understand collage, and relate it to a life event.

Have photocopied sheet ready for students how failed to complete homework.

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

event. Students produce simple line drawing from their collage, it would be fine for students to trace from their collage. Plenary: Hold up examples and ask the students what life event does this represent? Encourage students to make narratives from each others work.

Lesson 3

Starter: On WB have image by John Muafangejo Elicit information from students. What is happening here? Explain the importance of the autobiographical element in Muafangejos work. Lesson: Students copy Muafangejo image from worksheets into their sketchbook. Half page size. Students underneath write a narrative that they believe comes from the print. Plenary: Mini-critique. What is the narrative of each image? Homework: Find out one interesting fact about Namibia to written in the sketchbook next week. Also ask students to find out what was the system of apartheid in South Africa

Students begin to look at the narratives inherent in the work of Muafangejo. Students understand the principle monochromatic feathers of Muafangejos work.

Encourage students to be imaginative in their use of narratives. Ask students to create a story in groups as an extension task.

Lesson 4

Starter: Map on Namibia on WB. Where does Muafangejo come from? Ask students to report back on their homework. Lesson: Students copy another image from Muafangejo, this time using white paint on black paper. Plenary: Mini-critique. Compare the qualities of pencil with paint

Students consolidate further their knowledge of the monochromatic qualities of Muafangejos work. Students are given more context inherent Muafangejos work.

Ask students to sketch the drawing before painting if they are struggling.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Lesson 5

Starter: Picture of printing process. Elicit information from students. How is he going to print? What is he going to do first? etc, Lesson: Teacher demonstration of polyblock printing process. Students to repeat process to reinforce technique. Students to review and refine original narrative drawing in light of requirements of printing process. Draw within size of printing tile, fifteen centimeters square. Plenary: Review printing process, step by step with students. Homework: Find example of African Art to present next week.

Students understand how to print from a poly tile. Students begin to refine their original narrative drawing in the style of Muafangejo.

Students should watch in a large group, Ask two students to repeat the process. Show students what happens if you press too hard, or too lightly etc. Explain the importance of keeping the area clean.

Lesson 6

Starter: On WB have example of African Art. Elicit descriptions and ideas from students. Ask what the story could be behind it. Why did they choose to represent the subject? Etc. Lesson: Select students to present and display their choice of African Artwork. Ask students to create narratives. Students continue with drawings in preparation for the print. Students complete work in their sketchbook and plan how they are going to print their tile step by step. Plenary: Mini critique of the drawings. How would it look? How are we going to print it? Does it relate to the work of Muafangejo? Etc.

Students finish their drawing in preparation for their print. Students are given a broader context to the work by examining further various African Art works.

Students should complete all sketchbook work as an extension.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Investigating and making

Lesson 7 Starter: Students look at a description and photograph of Steve Biko. Ask students if they know the name of this man. Elicit information. Explain to students how Biko was a figurehead for the struggle against apartheid. Lesson: Students copy the image of Biko in the style of Muafangejo. Have both images up on the board for students to work from. Tell students that they must add their own Muafangejo style background. Plenary: Test the students memory from the starter of the lesson. If students give correct answer, award merits. Homework: Full A4 page of research on the life and an image of Steve Biko Students understand the importance of Steve Biko on the history of South Africa Students explore how to make secondary source images and artist research into their own idea for printing. Ask students to consider quality of line when drawing out their idea.

Lesson 8

Starter: On Power point reveal step by step what the printing process is. Only reveal one line when it has been elicited. Lesson: Give out poly tiles to students. Explain that any area they want to be white on the print, should be indented with pen onto the poly tile. Students trace image onto the tile and add more detail as their drawing suggests. Plenary: Mini-critique of the tiles. How will they print? What is going to work?

Students begin to work on their poly tile print. Students understand further the printing process.

Ensure students name their tile on the reverse lightly. Students should make sure that the tile is extremely indented to ensure the print is successful.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Lesson 9 Starter: Show students images by Larry Burrows and other war photographers. Ask students why these images were taken? What effect did they have on the view of the Vietnam war? Elicit responses. Explain to students that images like these turned public opinion against the war and helped bring an early withdrawal of troops from South East Asia Lesson: Students work on pressing down areas of the print ready to print next week. If students finish they can work on unfinished areas in their sketchbooks. Plenary: Show students images taken by Burrows etc. and Muafangejo. Ask why didnt Muafangejo take pictures? Explain that it was due to heavy censorship of images leaving the apartheid regime.

Students explore further the idea that art can be used as a kind of resistance Students finish working on their press print ready fro the next lesson

I nvestigate the printing routine and how to make good quality prints.

Lesson 10

Starter: On WB show students the printing routine in order. Ask them to write this down in the sketchbooks. Lesson: Demonstrate to students the safe and correct way of printing. Pay attention to the pressing of edges, balance of ink etc. When they have finished they can do white ink on black paper. Students should complete at least 4 prints in each colour. Plenary: Show the printing routine which has been mixed up. Ask students to rearrange the routing in order without looking in their sketchbooks. Homework: Students are to complete a page of research on African Pattern ready for the next lesson.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Lesson 11 Starter: Show students image of Nelson Mandela. Elicit information from students as to who this man is. Explain to students who this man is and his impact on the history of South Africa. Lesson: On the WB have various African patterns to show the students. Explain that today we are going to present out prints with a border of African design. Students are to copy one from the board, make their own, or use their homework and draw out a border. Show students PP on starting in the corners and then the middle before moving to the edges. Plenary: Ask students to swap work with each other and give each other a WWW or EBI comment. Mini critique of the students work so far. Lesson 12 Starter: Students look at the work of Yinka Shonibare. Ask students what is going on with this image. Explain that Shonibare was an African Artist who moved to London and was interested in the differences between those two cultures. He would often make Victorian rooms covered in African style patterns. Lesson: Students complete working on their patterned backgrounds. When they have finished, they use white paint to carefully paint the pattern into the border. Plenary: Mini critique of students work. Show a good example of a border and an average example. Ask the students what the differences are between the two images. Homework: Students are to complete an A4 page of research on Shonibare.
QCA 2000

Students explore African Pattern. Students understand how to present their finished prints effectively. Students explore the life and impact of Nelson Mandela.

Students explore the work of Yinka Shonibare and his culture clash based work. Students continue working on their patterned background adding white paint.

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Lesson 14 Stater: Students look at the work of Chris Ofili. Elicit information from students. Explain about the work of mixing popular African culture with traditional African painting. Lesson: Students complete working on their white painted backgournd. When students are they to paste their prints, black opposite the white 4 times. Explain that they must make sure that it stuck down correctly and that there are no areas lifting up. Plenary: Show students work on Chris Ofili and Shonibare. Ask them to identify which piece of work belongs to which artist. As an extension ask students to compare the 2 artists, what is the same? What is different?

Students explore the work of Chris Ofili and can compare him to the work of Shonibare Students finish and complete their last piece of work for this unit.

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting

LESSON

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES PUPILS

POINTS TO NOTE

Evaluating and developing work

Lesson 15 Starter: Ask students why it is important to reflect on what we have done and learned throughout the project. Ask all of the students to lay out their work on the tables. Students to walk round all of the work and make judgements about what is a good piece of work and what is not such a good piece of work. Lesson: Students complete an evaluation of their project. Give out sentence starters and keywords vocabulary to aid students. Ask students to be critical about what they have done well and not so well. Plenary: Ask students to give an EBI and WWW comment for their neighbours work Students understand how to evaluate and critically look at their and their peers work

QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Art - Unit 9A Narrative Painting