Oaklands Catholic School
and Sixth Form College
Year 9
Homework
Information Booklet
Autumn Term 2014
Welcome to the Autumn Term Homework Booklet. 2014-15
These booklets are a development to assist students in the development of a
regular independent study routine. We want Oaklands students to become
self-managers who can organise their time, prioritise tasks and work to
deadlines (all essential life skills).
Students in years 7-9 should be doing 40 minutes homework per week in
English, Maths and Science and 20 minutes per week in all other subjects
This booklet informs as to what is being studied this term in each subject.
Additionally there is a list of tasks that each subject could allocate as homework this
term. The homework that is set by a teacher will continue to be recorded in the
student planner – as will the deadlines for completion.
Please note however, a teacher may set alternative tasks to those listed here - if this
is more appropriate for a class. IF YOU HAVE ANY QUESTIONS ABOUT YOUR
CHILD AND THEIR HOMEWORK, PLEASE CONTACT THE SUBJECT TEACHER.
Students have access to LSA support with their homework via homework clubs –
these are held each lunchtime (except Thursday) in JP14 1:40-2:20. There is also
LSA support after school in JP14 Tuesday, Wednesday and Thursday.
Please Note: Extra copies of this booklet can be downloaded from the school
website by selecting the curriculum tab.
Year 7-9 – ‘I am learning’ Accounts
‘I am Learning’ is designed to support your child’s independent study. This is a
Games based revision software package.
To Access:
Go to: www.iamlearning.co.uk
School ID: OAPO7 (os not zeros)
User Name: first name and surname. So Natalie Kenny would be nataliekenny (all
lowercase no spaces)
Password: date of birth in the format ddmmyyyy so 1st Jan 08 would be 01012008‘
I am learning contains a large number of questions (multiple choice) that are
designed to help with revision. The software also has a large number of computer
games.
When you are revising (or completing an exercise that has been allocated to you by
your teacher), every few questions you can play one of the computer games (for a
few minutes). However, you do not have to play the games – this can be switched
off.
Each time you revise you score points. As you accrue more points you will gain
access to choose from a wider choice of games. Each week the software will
publish the leader board for revision points and for each of the computer games.
1
Maths
Mathematics Homework Tasks
Frequency: Mathematics homework is set twice a week
Topics: Tasks are set to give you extra practice of skills taught during lessons and
so will usually be based on the topic you are covering in class
Tasks: Tasks are set in one of three ways
Learning tasks
Worksheet or textbook tasks
Mymaths tasks
Learning Tasks
Learning key mathematical information
e.g: multiplication tables, names of shapes
Revision for an assessment
Worksheet or Textbook Tasks
You may have been allocated a textbook at the start of the year which you are to
use. You will be told the page number, exercise number and the questions you are to
complete by your class teacher
You may be given a worksheet or have one placed on studywiz for you
Mymaths Tasks
Visit www.mymaths.co.uk
On the main page use the school login and
password
Login: oaklandscs
Password: ratio
Once logged in you can enter your portal by
typing in your personal login and password
(these will be given to you by your teacher)
The task your teacher has set will appear
here, along with information about the deadline date
Click on the launch disk to start the homework
If you wish to do further study, you can
use the library in mymaths to access online lessons and activities or you can
have a go at a booster pack which can be accessed through the side menu.
2
Year Nine Course Outline: Autumn Term
The order in which topics are taught within a term may vary from the order in which
they are listed below
Unit
1
2
3
4
5
6
7
8
Assessment
9
Topic
Angles
Manipulating Algebra and Rules of Negatives
Place Value and Decimals
Sequences
Collecting Data
Representing Data
Construction
Fractions
Revision for Assessment
Non Calculator Assessment
Perimeter and Area of Polygons and Circles
Number of Lessons
4
5
6
3
1
4
3
6
2
1
6
All groups will complete an in class written test during the Autumn term.
3
English
Unit
1. How do writers structure their work in order to keep
us reading?
Autobiographical writing - how do we structure non-fiction
writing to engage?
3
Skills – Year 9
Word roots
Topic sentences for
paragraphs
Simple, compound
sentences
Word classes
Dropped in clauses
4
APP
5
6
Rhythm and rhyme
Simile, metaphor,
Onomatopoeia
Alliteration
APP Reading Task – ‘Autobiography I may not …’ (2-3
lessons)
2. Poetry Immersion Topic
 Poems from the Literary Heritage
 Poems from modern authors
 Shape poems and Haiku
 Teacher choice poems
 Pupil choice poems
 Use yr 7 poetry bank (workbook)
 Off by Heart performance poems
1
2
7
Homophones
Poetry performance
Activities / outcomes
 Writing to Inform, Explain, Describe
 Beginnings; apt choices; engaging audience
 Modelling / Scaffolding all of the above
 WAF2; WAF4
Possible writing outcomes: Letters, formal biographies,
Wanted posters, Coat of Arms, Animal inside me
creative responses





Reading Strategies for RAF2 and RAF3
(surface meaning and inference)
Choral reading and recital
Beginnings and Endings / verses / rhyme
schemes
RAF5 How do authors use language for effect
Introducing PQE
101 Things to do with a Poem
8
Connectives for sequencing
in chronological narratives
9
Noun phrases
Poetry Day – Off by heart S & L assessment (APP
S+L)
Half-term
3. How do fictional prose texts, both present and past,
entertain and influence us today?
A Christmas Carol, Percy Jackson, Treasure Island, Point
Blanc, Hatchet, Joburg, Skellig. Beowulf.
Adjectival phrase
10
Punctuating dialogue in
stories
What strategies do authors use to entertain and excite
their audience?







What techniques do writers employ to engage
their readers through plot, setting,
characterisation and other narrative
techniques
RAF5
RAF6
RAF7
PQE
WAF2 Writing stories for a specific audience
WAF3 Organise and sequence a plot

11
12
spelling rules
WAF7 – linked to Halloween/atmospheric
APP Writing
Outcome and Assessment to be based on Teacher
judgements of narrative writing produced during
this unit of work
13
14
Christmas Holiday
Homework for first half-term
Focus
Homework – may be in addition to work set by the teacher from the lesson.
HWK 1
Equipment gathering. Back books
RAF4 – structure of a text
Select a private reader – ongoing, to maintain.
Extension: high interest in reading – aim for a challenging text e.g. Jane Eyre or Treasure Island.
Ask teacher or Librarian for advice.
Low interests – ask advice; select appropriate book. Ask parents to help.
Research / bringing in postcards or other texts to use as exemplar.
HWK 2
Research into Gothic. Present ina form directed by the teacher e.g. S+L or paragraph form.
WAF3; WAF4 or S+L
Read for at least 20 minutes
Book :
Author:
Gothic – RAF7
HWK 3
RAF 3; RAF5+6
HWK 4
Extension: further research into Shelley and the Romantics.
A reading homework to be set by the teacher re. interpreting a text.
Read for at least 20 minutes
Book :
Author:
Read for at least 20 minutes
5
Book :
Author:
RAF 4, 5 and 6
HWK 5
PQE homework
Read for at least 20 minutes.
Book :
Author:
RAF6
HWK 6
RAF4 – How do authors generate suspense through plot
Writing based on the text being studied. Date to hand in – set by teacher.
WAF 7+8
Extension: High interest group – to go for a really exciting vocabulary and to include interesting sentence structure too.
HWK 7
Read for at least 20 minutes – extended writing in gothic style.
Book:
Author:
Second part of half term
Focus
Homework – may be in addition to work set by the teacher from the lesson.
HWK 1
Poetry task 1 - Selecting a poem to learn
Complete and publish sonnets or poems worked on in class.
Select a private reader – ongoing, to maintain.
HWK 2
Extension: more challenging poem
Poetry task 2 - Learn poem. Prepare any props or costumes.
Read for at least 20 minutes
Book :
Author:
WAF2, WAF3,WAF4, WAF7, WAF8
6
Second half-term- Nov-Dec
Yr 9 – homework to go with the novel or set text.
Focus
Homework – may be in addition to work set by the teacher from the lesson.
HWK 1
Text task 1 - Find out about a character or event to be named by the teacher. Produce as information.
Extension: xxxx group to add quotations from elsewhere in chapter (skim and scan)
Read for at least 20 minutes
Book :
Author:
WAF 7 + 8
(vocabulary; spelling)
HWK 2
WAF 3 + 4
(organisation; paragraphs )
HWK 3
WAF 5 + 6
(sentences; punctuation )
HWK 4
WAF 7 + 8
(organisation; paragraphs )
HWK 5
WAF 2
(produce text which fits
audience and purpose )
HWK 6
Publishing – WAF1.
Text task 2 - Creative writing
Hand in each week to be marked.
group to include fiction hooks including atmosphere created using pathetic fallacy.
Read for at least 20 minutes
Book :
Author:
Extension e.g. : xxxxx
Text task 3 - Creative writing continued . Include the use of crafted sentence structure to create meaning.
Hand in to be marked.
Extension: xxxxx group to include dropped in clauses and subordinators.
Read for at least 20 minutes
Book :
Author:
Text task 4 - Creative writing continued. Include the use of figurative language and imagery. Hand in. Extension: xxxxx group
to include personification.
Read for at least 20 minutes
Book :
Author:
Text task 5 - Creative writing continued. Include the use of modal verbs. Hand in each week to be marked. Extension: xxxxx
group to include modal verbs and the pluperfect +/or conditional tense.
Read for at least 20 minutes
Book :
Author:
Text task 6 - Publish your final draft, paying careful attention to teacher targets and comments. Hand in to be marked.
Read for at least 20 minutes
Book :
Author:
WAF2, WAF3,WAF4, WAF6, WAF7, WAF8
7
READING ASSESSMENT CRITERIA (RAFs)
RAF2
Understand/retrieve info, use quotes
RAF3
Deduce, infer or interpret info from a text
RAF4
Identify/comment on structure of a text, inc
grammatical and presentational features
RAF5
Explain/comment on the way writers use
language
RAF6
Identify/comment on writers purposes and
impact of text on readers
RAF7
Relate texts to their social, cultural and
historical traditions
WRITING ASSESSMENT CRITERIA (WAFs)
WAF1
Write imaginative, interesting and thoughtful texts
WAF2
Produce texts which fit the task, audience and purpose
WAF3
Organise/sequence whole texts effectively, structure ideas
WAF4
Write in paragraphs/make links between paragraphs
WAF5
Vary sentence shape and length for purpose/effect
WAF6
Write with technical accuracy: punctuate clauses/sentences
WAF7
Select appropriate and effective vocabulary
WAF8
Use correct spellings
8
Science
This term you will be studying life processes and the changing environment in
Biology, chemical reactions and patterns in Chemistry and forces and the Earth,
space and beyond in Physics. There will be a formal assessment at the end of
November at which point there may be some adjustments to the sets. The
assessment will include ideas from the whole of KS3, including work from Years 7
and 8 as well as Year 9.
Specific homework will be set according to the homework timetable and will include
learning, researching and using specific key vocabulary and preparing for the end of
KS3 assessment. Details of each individual homework will appear on Show My
Homework.
If you wish to extend your Science studies and remind yourself of what you have
done since the beginning of Year 7, you could look at the BBC Bitesize KS3 web-site
where you will find sections for Biology, Chemistry and Physics.
(http://www.bbc.co.uk/education/subjects/zng4d2p).
History
Topic 1- The causes of World War One




A front cover page including images, either drawn or computer generated for
your topic on World War One.
Completion of Assessment: What was the most important cause of World War
One? This will be started in class and you will have detailed guidance.
Research your role and prepare props for the trial of Gavrillo Princip. (2 week
project)
Learn the spellings and definitions of the following key words; alliances,
empire, colonies, arms race, cause, catalyst
Topic 2-The Significance of World War One




Create a Trenches project, this homework will be set by you as you have the
option to produce a model, a power point presentation, a Sugar paper
presentation or even a cake! (a two week project)
Write a letter home from the Trenches
Research Field Marshal Sir Douglas Haig, find a picture and 5 facts
Completion of Assessment: Does Field Marshal Sir Douglas Haig deserve to
be called Butcher of the Somme? This will be started in class and you will
have detailed guidance.
Geography
Homework will be set after lessons in accordance with the homework timetable. This
will be a weekly task and it will be related to the studies carried out as planned on
the curriculum map for Geography. It is expected that students will spend their time
on weekly homework before attempting extension tasks.
The tasks below are optional.
September to Half-term
Tropical Rain forests; research the plight of the oran-u-tan in Indonesia and produce
a campaign leaflet outlining the causes and effects of these creatures’ plight with
suggestions how it could be protected in the future .
Half term to Christmas
Research and write an essay entitled “Brazil- and the sustainable future of the
Amazon rain forest.”
ICT
You are going to write simple programs using a language called Python
Activity 1 - Understanding programming language
Look at examples of ‘chatbot’
Look at the language of Python and write down key commands and what they mean
Activity 2 - ‘Guess the number game’ using Python
Annotate (explain) using screenshots what the language used means
Print out screenshot of ‘guess the number game’
Activity 3 - Coding the Dragon game
Students work on coding and print off screenshots with explanation as to what the
code does
Activity 4 - Create own game or a game from the book
Students work on code and print screenshots of their development
Activity 5 - Evaluation of project
Students complete evaluation of project
10
PDC
Life in the UK Today - Literacy and Numeracy Task
Choose one of the following societal groups – disabled people, young carers, older
people or unemployed people.
Produce a PowerPoint presentation or extended written piece on the problems faced
by these people in the UK today. Also discuss ways in which these groups could be
supported or helped. Explain how these potential solutions would actually help your
chosen group.
Your final piece of work should consist of clear but detailed comments that show
evidence of research and wider reading. In your work you could refer to recent news
stories to help illustrate the points you raise.
Music
From Baroque to Pop
1
Cover your book with musical images.
2
Research and select 10 interesting facts about Johann Pachelbel
3
When was the Baroque period? Research the instruments used in the
Baroque period. Are they different or similar to today's instruments?
4
Find an example of a song that you know that uses Pachelbel's chord
progression. Include some information about when it was released and the
band that used it
5
Find out about 'Go West' by the Pet Shop Boys.
Songwriting
1
Write at least one verse which fits the rhythm of a limerick.
2
Write a chorus suitable for the Lulu Song.
3
In your own words write a paragraph to explain 'The History of the Blues'.
4
Create a CD cover ready for the release of your song into the UK charts.
5
What makes a good song? Produce a spider diagram with your thoughts.
Can you think of some good examples.
6
Write down the structure of a song you enjoy. Bring it in to share as an
example of a good song.
11
Modern Foreign Languages
Sets 1, 2 & 3
Module 1
Module 2
Areas covered:
a)
b)
c)
d)
e)
Describing towns & places
Talking about home town & opinions
Describing past & present
Describing family
Talking about relationships
Homework Types:
Reading comprehensions
Grammar drilling exercises
Vocabulary learning & Practice e.g crosswords & word searches
Sentence Building
Short written paragraphs inc leaflets, letters , invitations & brochures
Assessment:
October AFL Writing Task: Brochure on Home town
December AFL Speaking on Family relationships
Set 4
Module 1 Home and local area
Module 2 Health and sport
Areas covered:
a) Myself, family and friends
b) Information, appearance, personality
c) Routines, rooms, furniture
d) Where I live, what there is, general description
e) Health and diet
f) Food and drink
g)
Homework Types:
Short Reading Task
Vocabulary learning & practice e.g crosswords & word searches
Sentence Building
Short written paragraphs including leaflets, invitations & brochures, timetables
Assessment:
Four short tests covering Listening, Reading, Writing & Speaking leading to OCR
certificate and Pass Merit or Distinction on each module.
12
RE
Notes and guidance
The homework topics or tasks suggested here are not necessarily what your RE
teacher will be setting in class. Only do them when you have been directed by your
teacher or in case you missed a lesson when homework was given.
Remember to refer to the level descriptors below to ensure that you achieve the
highest possible level according to your ability.
Key Stage 3 Levels in Religious Education
Attainment Target 1
Learning About Religion
(Knowledge and Understanding)
Level
4

I can describe important things in
religions
Attainment Target 2
Learning From Religion
(Ability to reflect on meaning)

I can describe how beliefs and
values inspire and influence me
and others.
I can explain what inspires and
influences me and others

I can explain and compare the
impact of religious beliefs on
individuals and communities.
6
 I can give a reasoned response
 I can account for the differences
to the challenges of being
in the expression of religious belief
religious today
and ritual
7
 I can analyse and evaluate issues,  I can evaluate the significance of
beliefs, values and religion on a
values and questions about
society
meaning and truth.
8
 I can use evidence to justify my
 I can interpret and evaluate in
own views and those of others.
depth various forms of religious,
spiritual and moral expression.
You can present your work in any format that you choose, if unsure, always check
with your teacher.
5

Topic 1 – Kingdom of God
1. Watch ‘The Miracles of Jesus’ (BBC) and explore how Jesus showed the
nature of the Kingdon of God in his actions.
2. Read some of the parables in Matthew 25. How can we prepare for entry to
the Kingdom of God.
Topic 2 – Believing in God
1. Go to www.existence-of-god.com . Create a poster to show the traditional
arguments for the existence of God. Evaluate which argument you think is
most convincing.
2. Find the meaning of: omnipotent, omniscient and omnibenevolent. Why do we
use these words to describe God?
3. What is the Trinity? What does it tell us about the nature of God? Create your
own image to represent Trinity.
13
Technology
Introduction
Your homework will be set according to the modules you are currently doing
and should be approximately 20 minutes work a week.
The list of the possible homework tasks you could be asked to do is given
below on a module by module basis. Please note that your teacher may not
ask you to all of these and may in fact from time to time set you a different
task which is not listed.
Guidance for Independent Study Projects
As part of the assessed work for some projects you need to complete an
independent study project. The details of what you need to do for each
study project are given below with a suggested way of breaking the work
up into weekly tasks. It is important that you manage your time
effectively when completing these projects to ensure that your final
project is of an appropriate standard. Your teacher will remind what you
should be working on each week.
The presentation method you use is up to you. You can for example use
ICT in the form of a power point, a film or desktop published piece of
work or you could manually produce a series of posters/storyboard or a
combination of many methods. What is important is that you complete
all the work detailed for each task.
Please do not copy and paste from websites – by all means use the web
as a research tool but you must read the information you find and put it
into your own words.- Your teacher will not give you credit for copying
and pasting other peoples’ work.
MP3 Docking Stations
Independent Study Project 1
The task is to produce a detailed leaflet that could be used to teach new Year 7
students how to solder. The leaflet will need to explain the correct techniques
for soldering and any health and safety information. You will need to include
14
how to perform the soldering technique broken down into stages and some
illustrations to clearly explain and communicate your work.
Tasks
20mins each – Total Time 1hour 20 mins
1
Find information on the correct soldering technique and the
health and safety procedures which must be followed.
2
Put the research into your own words and decide on the layout
of your final leaflet.
3
Produce your leaflet and add in a ‘hints and tips’ section drawn
from your own experience
4
Produce simple sketches and drawings to illustrate the leaflet.
Independent Study Project 2
You have to carry out an extended designing task. The design brief is given
below along with some useful websites
DESIGN BRIEF
The promoter of a music festival would like you to design a promotional
calendar that they can send out to potential ticket buyers to encourage
them to book their tickets for the event. The promoters have asked that
the calendar should be a low cost item which can fit in an A4 size envelope.
They have also requested that the calendar be an innovative, eye-catching
keep-sake of the event.
Tasks
20mins each – Total Time 1hour 40 mins
1
Explore the task – research and evaluate different types of
calendar.
You can produce your calendar for an existing
festival or make up your own.
2
Sketch, explain and evaluate a range of ideas for your calendar
– use thumbnail sketches. Remember to be imaginative.
3
Design the layout of your final calendar - consider colour,
style, text, the information to be included such as the bands
or artists, the day, date, venue and the cost of tickets.
15
Useful websites
http://www.photobox.co.uk/shop/calendars-and-diaries/deluxe-deskcalendar
http://www.freeprintable.com/free-printables/free+standing+desk+calendar
http://www.calendarsupermarket.com/
Sustainability Project
Design Brief
“Recycling is a very important issue in today’s society. A shop called
‘Sustainability first’ is looking for you to design a product that is made from
recycled or re-used materials.”
What I am looking for
I would like you to produce a project that has some RESEARCH and some
DESIGN IDEAS. You will need to research sustainability and recycling.
After you have done this you will need to sketch a range of different
DESIGN IDEAS.
What you need to do
You will spend five Lessons on this project. You should spend 20 min a week
although you can space this out over the five weeks. This means you will
spend about an hour and a half on the whole project.
This table shows you the tasks that you need to complete over the five
weeks.
Task
Easy difficulty
Medium Difficulty
Find out what
Find the meaning
Find some products
Explain why
sustainability
of the word
means (20
sustainability
that are
sustainability might
sustainably
be important.
min)
High Difficulty
produced
Research
Write down what
Find examples of
Explain which types
recycled
recycling means.
products that are
of recycled
made from
materials would be
recycled materials.
best for your
materials.
(20 min)
project.
16
Design ideas
Produce a range of different design ideas. Your ideas will need to be
(60 min)
made from recycled materials. To aim for a higher level you will need to
make your ideas creative. You will also need to explain your ideas.
To aim for a very high level you will need to make your ideas very easy to
understand. You will also need to make sure your ideas are unique and
have a real ‘wow’ factor that will make people want to buy them.
Other tasks you might be asked to do during this project

Investigate existing docking stations and similar products

Produce a consumer profile to show who your target market is

Research Art deco style

Complete your specification

Sketch, explain and evaluate your design ideas

Develop your final idea

Produce a cutting list of materials

Plan your making in detail

Complete Keywords pages

Evaluate your finished docking station

Improve the work in your book based on feedback from your teacher
FOOD
In preparation for each food practical you will need to
1
Log on to Hampshire’s WizKid, choose and print your
recipe or choose your own.
2
Adapt your recipe and then collect and weigh ingredients and bring
them to their lesson.
After each food practical you will need to complete

An evaluation task
You may also be asked to:

Undertake research into coffee and cakes.

Prepare plans for making.

Undertake some Design tasks.
17
TEXTILES
Independent Study Project
You are asked to research the environmental and moral issues relating to
textiles products
Tasks
20mins each – Total Time 1hour 40 mins
1
Research and explain the 6R’s of sustainable design
2
Research sustainable and environmentally friendly fabrics –
give examples and explain advantages and disadvantages of
each
3
Find
examples
of products which use
sustainable
and
environmentally friendly fabrics and evaluate them.
4
Research
‘Fair
trade’
and
explain
the
advantages
and
disadvantages of buying Fair Trade textiles products
5
Using all the information you have gathered produce an
advert/poster/presentation that will encourage people to buy
Textiles products that are both sustainable and support Fair
Trade.
You may also be asked to complete the following tasks
 Research relating to the product you are making and your target market
 Complete design work for your product
 Present a marketing presentation to promote your final product.
Some websites to help
https://practicalaction.org/schools
http://www.nelsonthornes.com/aqagcse/samples/GCSE%20D&T%20Resistant%2
0Materials_Web.pdf
http://www.squidoo.com/how-to-recycle-clothes
18
Food help sheet:
Planning the making of your dishes
In order to achieve progressively higher Making Levels, you will need to plan to
adapt the basic recipes as follows.
Level 3
You have chosen the basic recipe to use and may need assistance to complete the
making of it.
Level 4
You have chosen the basic recipe and can make it mostly independently.
Level 5
You have included at least one Top Tip and one idea of your own. You can also
show a variety of preparation and cooking skills and overcome any problems.
Level 6
You adapt the basic recipe creatively; make it independently and demonstrate good
accuracy and skill.
Level 7
You ensure that your product contains modifications to the basic recipe, is creative
and also skilful. Your practical making time is used well.
Level 8
You have chosen a highly demanding product, enabling skills to be demonstrated to
a professional standard.
RECORD YOUR MODIFICATIONS ON YOUR RECIPE SHEET
For Level 5 Planning, also record possible problems i.e. What could go wrong?
For Level 6 Planning, also record Plan B i.e. how to overcome any foreseen
problems.
19
Art – Street Art
Homework Tasks 1-3
Task One – Visual Research
Research and collect images of street art to form a Title page for the project.
Remember to label all pictures with when, where, who, what.
Present with care and add a bold title
Task Two – Research Analysis
Find a piece of work by one of the following
artist’s, Banksy, Keith Haring or John Fekner.
Print it off and describe it using the
following questions.
1. Does the artist use stencils or
freehand?
2. Does the artist use typography in
their work?
3. What subject matter does the artist
use to inspire their work?
4. Write your own opinion of the piece,
does it look like art to you?
Try to use words from the
vocabulary list
Task Three – Drawing
Make a copy of the Artist’s work that you
researched for task 2.
- Use a full A4 page
- Add colour
ARTISTS
Buff Diss
Banksy
John Fekner
Soulful Creative
Moose
Basquiat
Keith Haring
Swoon
Farkfk
VOCABULARY
Graffiti, Street Art, Wild Style, Typography, Tag, Stencil, Throw-up, Graduated colour,
Flat colour, Piece,
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Art - Street Art
Homework Tasks 4-5
Task Four – Surfaces
Street artists use a variety of different
surfaces to produce their artwork on.
Collect 5 different textured surfaces or
papers which will be bound together to
make a book. The book will be no
bigger than 148 x 105mm (A6) so make
sure each surface you collect is at least
this big.
Task Five – Inspired by a prophet or
Religious Leader
Find an inspirational quote
written/spoken by a prophet or
religious leader such as;
Some examples of different surfaces;
Ghandi
Martin Luthor King
Nelson Mandella
Aung San Suu Kyi
Blessed Mother Theresa
Pope John Paul II
Sand paper
Newspaper
Wall paper
Illustrate their quote using Wildstyle
lettering. Add colour using graduated
blending.
USEFUL WEBSITES
http://kids.tate.org.uk/games/street-art/
http://streetartlondon.co.uk/
www.Keithharing.com
www.Banksy.co.uk
www.graffitidiplomacy.com
www.johnfekner.com
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