Scheme of Work: Enamelling

Outline:
Pupils will be introduced to jewellery making and the technique of enamelling. Pupils will learn about what enamel is, its history and what it is used for. They will then experiment with enamels on copper blanks before designing and making their own enameled shape.

National Curriculum

Developing, planning and communicatingideas

  1. Identify relevant sources of information, using a range of resources including ICT.
  2. Respond to design briefs and produce their own design specifications for products.
  3. Develop criteria for their designs to guide their thinking and to form a basis for evaluation.
  4. Generate design proposals that match the criteria.
  5. Consider aesthetics and other issues that influence their planning [for example, the needs and values of intended users, function, hygiene, safety, reliability, cost]
  6. Suggest outline plans for designing and making, and change them if necessary.

Working with tools, equipment, materials and components to produce quality products

  1. To select and use tools, equipment and processesto shape and form materials safely and accurately and finish them appropriately.
  2. To take account of the working characteristics and properties of materials and components when deciding how and when to use them.
  3. To join and combine materials and ready-made components accurately to achieve functional results.

Evaluating processes and products

  1. Evaluate design ideas as they develop, and modify proposals to ensure that the product meets the design specification.
  2. Identify and use criteria to judge the quality of other people's products, including the extent to which they meet a clear need, their fitness for purpose, whether resources have been used appropriately, and their impact beyond the purpose for which they were designed.

Knowledge and understanding of materials and components

  1. To consider physical and chemical properties and working characteristics of a range of common and modern materials
  2. That materials and components can be classified according to their properties and working characteristics
  3. That materials and components can be combined, processed and finished to create more useful properties and particular aesthetic effects [for example, combining different ingredients to create products with different sensory characteristics]

Breadth of study

  1. Product analysis
  2. Focused practical tasks that develop a range of techniques, skills, processes and knowledge
  3. Design and make assignments in different contexts.

Lessons:
1. Introduction to enamel
Pupils will be introduced to enamel, what it is, why it is used and its history. Pupils will look at examples of enamelling and the main effects that can be achieved. Pupils can be shown an example and asked how they think the effect was achieved. They will then brainstorm shapes that they could make and enamel.
2. Test pieces/ designing shape
Teacher demo of enamelling.Pupils will enamel in groups of 6 and will work in pairs sharing a gauze and using the same colours. When pupils are not doing their enamelling they will be designing their shape and what they want their enameled piece to look like.
3. Test pieces/ designing shape
Pupils will enamel in groups of 6 and will work in pairs sharing a gauze and using the same colours. When pupils are not doing their enamelling they will be designing their shape and what they want their enameled piece to look like.
4. Cutting shape/enamelling
Teacher demo on cutting shape. Pupils will cut their shapes out of copper, file and emery the edges and prepare the surface for enamelling. The first pupils to finish this will be the first to enamel their work; this will again be done in groups of 6.
5. Cutting shape/enamelling
Pupils who have not finished cutting and preparing their shape will need to do this. When all pupils have put one layer of enamel onto their pieces they will be able to go back and add more layers to their enameled piece and experiment with different techniques.
6. Finishing piece
Pupils will have the chance to go and add more layers to their enameled piece and experiment with different techniques. They can also add jewellery fixings to enable them to wear their piece.
Homeworks:
1. Briefly describe what vitreous enamel is and why you would use it. Find some examples and explain why you think the craftsperson chose to use enamel.
2. Find two examples of enamelling that you like and explain what you like about it and how you think it was made.
3. Pupils will choose a final design and draw it out neatly to show what their enamelled piece will look like and make notes on how they will make it.
4. List what problems you think may arise when you are making your final piece, describe how you would overcome them.
5. Have you changed your piece whilst making it? How and why? Do you think this has made your piece more successful? How and why? If you haven’t changed your piece how have you managed to keep to your design? Do you think there is anything you could do to improve it?
6. Write an evaluation of your final piece.
Differentiation:
Less able pupils will:
Use bullet points when writing about enamels
Keep designs simple
Use a limited range or colours and techniques
Be given extra help and guidance
More able pupils can:
Go into more detail when writing about enamels
Make more complicated designs
Use a wider variety of colours and techniques