Influential Artist Exploration

Overview

Unit: 3D Architectural Explorations
Lesson: 2 of 10
Duration: 60 minutes
Class Size: 25 Year 10 students
Curriculum Link: National Curriculum for England - Art and Design (Key Stage 4)
Focus Artists: Es Devlin and Emmanuelle Moureaux

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Learning Objectives (WALT)

• WALT analyse the use of shape, structure, and materials in 3D architectural art.
• WALT understand how Es Devlin and Emmanuelle Moureaux interpret architectural themes through their work.
• WALT participate in group discussions to develop critical thinking about artistic influence and practice.
• WALT present informed analysis using appropriate artistic vocabulary.

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National Curriculum Links

KS4 Art and Design Programme of Study (2016):

• Develop ideas from starting points throughout the curriculum: exploring and sustaining ideas in creative ways (Art & Design, 2a).
• Analyse and evaluate: Art, craft, and design, including their own work and that of others, understanding how they reflect and shape our history and culture (3c).
• Use a range of materials and processes to explore 3D forms and develop craft skills (1a, 1c).

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Success Criteria

• Identify and describe key features in the works of Es Devlin and Emmanuelle Moureaux.
• Demonstrate understanding of architectural themes through discussion and presentations.
• Use specialist vocabulary related to shape, structure, materials, and architecture confidently.
• Collaborate effectively during group activities.

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Resources Needed

• High-quality printed images or projection of Es Devlin and Emmanuelle Moureaux’s works (dyslexia-friendly format: clear font captions, bullet points, minimal text).
• A3 paper and coloured pens for note-taking and mind-mapping.
• Worksheets with guided questions (differentiated reading levels).
• Whiteboard and markers for summarising ideas.

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Lesson Outline

1. Starter Activity (10 minutes)

• Think-Pair-Share: Show two contrasting images: one by Es Devlin (stage-like architectural sculptures) and one by Emmanuelle Moureaux (multi-layered colourful architectural installations).
• Students write (or draw) their initial impressions on A3 sheets — focusing on shape, structure, and materials.
• Brief discussion to share impressions with neighbours (pair).
• Highlight key vocabulary on the whiteboard: layers, repetition, space, interaction, light, materiality.

2. Group Exploration & Analysis (20 minutes)

• Divide the class into 5 groups (5 students each). Assign each group either Es Devlin or Emmanuelle Moureaux.
• Provide dyslexia-friendly worksheets with targeted questions:
  • How does your artist use shape and structure to create depth or movement?
  • What materials or illusions of materials can you identify?
  • How do these works interpret or challenge traditional architectural ideas?
• Groups analyse 3-4 selected artworks, annotating around the images, cross-referencing their guided questions.

3. Group Presentations (15 minutes)

• Each group presents their findings in a 3-minute presentation.
• Encourage use of artistic vocabulary and clear explanations.
• Other students note down at least one interesting point or question about the presenting group's artist.

4. Class Discussion & Reflective Writing (10 minutes)

• Facilitate a whole-class debate comparing the two artists. Focus on:
  • Differences and similarities in their approach to 3D form and space.
  • How these artists inspire modern architectural design.
• Conclude with 5 minutes individual reflective writing:
  • “Which artist’s approach to architectural form do you find more compelling? Why?”
• Provide sentence starters for learners who need additional support (e.g., "I think Es Devlin's work is... because...").

5. Plenary & Success Criteria Check (5 minutes)

• Quick quiz-style questions orally to check key vocabulary understanding (e.g., “What is meant by ‘materiality’?”).
• Recap success criteria — students self-assess against them using a show of hands or short checklist tick.

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Differentiation Strategies

• For SEND/Dyslexic Learners:
  • Provide dyslexia-friendly reading materials: larger fonts, clear spacing, simple bullet points.
  • Use colour-coded notes and visual prompts to reinforce concepts.
  • Pre-teach vocabulary with flashcards.
• For EAL Learners:
  • Pair EAL students with supportive peers, provide glossaries of key terms.
  • Use images and gestures to clarify meanings.
• For Higher Attainers:
  • Extension task: Critically evaluate how the artists’ use of materials might influence the viewer’s experience of space, linking to contemporary architectural design trends or environmental concerns.
  • Research and briefly present an additional artist who works with 3D architectural forms.

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Assessment

• Formative assessment through observation during group work and presentations.
• Peer assessment with feedback on use of vocabulary and understanding during presentations.
• Reflective writing monitored for understanding and personal engagement with the topic.

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Homework Suggestion (Optional)

• Research another 3D artist working with architectural themes and prepare a visual or written summary (dyslexia-friendly formats provided) to share at the next lesson.

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Innovative use of group dynamics and multi-modal inputs (visual, oral, written) ensures engagement and deeper understanding, aligning perfectly with the National Curriculum expectations for developing skills in art analysis, critical thinking, and creative expression.