Stanford University Loudoun County Public Schools Middle ......2 Table of Contents Middle School National Standards 3 Middle School VA Standards of Learning 5 LCPS Philosophy of Middle

The Arts are fundamental resources

through which the world is viewed,

meaning is created, and the mind developed.”

Elliott W. Eisner, Professor of Education and Art,

Stanford University

Loudoun County Public Schools Middle

School Art Education Curriculum

Dr. Eric Williams Ned D. Waterhouse

Superintendent Deputy Superintendent

Dr. Terri L. Breeden Timothy Flynn

Assistant Superintendent Director of Curriculum & Instruction

Melissa A. Pagano-Kumpf

Art Supervisor

Revised July 2011

Compiled by:

Elizabeth Cheever, Cheryl Lacy, Lesley McWilliams Colleen Basinger, Elizabeth Chodrow,

Glenna Campbell with historical reference from previous art curriculum and LCPS Middle School Art Educators.

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Table of Contents

Middle School National Standards 3

Middle School VA Standards of Learning 5

LCPS Philosophy of Middle School Art Education 16

Middle School VA Standards of Achievement 17

6th Grade Art Production, Art History, Art Criticism, Aesthetics:

Drawing 22

Color Theory/Painting 24

Sculpture 27

Computer Graphics 30

Design 34

Printmaking 36

7th Grade Art Production, Art History, Art Criticism, Aesthetics

Drawing 40

Color theory/Painting 44

Printmaking 48

Sculpture 52

Computer Graphics/Imaging 56

Design 60

8th Grade Art Production, Art History, Art Criticism, Aesthetics

Drawing 64

Color Theory/Painting 68

Printmaking 72

Sculpture 76

Computer Graphics/Imaging 80

Design 84

Student Assessment 89

Safety 92

Kiln Safety Rules 93

Exhibits/Displays 94

Unit/Lesson Plan Format 95

Internet Safety 95

Educator Resources 96

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National Visual Arts Standards/Goals 2000

The standards were created by the national Art Education Association to provide a set of goals for

the nation’s arts education curriculum. Their inclusion in Goals 2000 “recognizes that the arts are

as important to public education as other firmly established disciplines.” [Hausman, J. (spring,

19940. National Standards for Visual Arts Education NAEA Advisory.]

Grades 5 – 8: 1. Content Standard: Understanding and applying media, techniques, and processes. Achievement Standard:

Students

a.) select media, techniques, and process; analyze what makes them effective or not

effective in communicating ideas; and reflect upon the effectiveness of their choices. b.) intentionally take advantage of the qualities and characteristics of art media,

techniques, and processes to enhance communication of their experiences and ideas.

2. Content Standard: Understanding and applying media, techniques, and processes. Achievement Standard:

Students a.) generalize about the effects of visual structures and functions and upon these effects

in their own work.

b.) employ organizational structures and analyze what makes them effective or not

effective in the communication of ideas. c.) select and use the qualities of structures and functions of art to improve

communication of their ideas.

3. Content Standards: Choosing and evaluating a range of subject matter, symbols and ideas. Achievement Standard:

Students a.) integrate visual, spatial, and temporal concepts with content to communicate

intended meaning in their art works.

b.) use subjects, themes, and symbols that demonstrate knowledge of contexts. Values,

an aesthetics that communicate intended meaning in art works.

4. Content Standard: Understanding the visual arts in relation to history and cultures. Achievement Standard:

Students

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a.) know and compare the characteristics of art works in various eras and cultures.

b.) describe and place a variety of art objects in historical and cultural contexts

c.) analyze, describe, and demonstrate how factors of time and place (such as climate,

resources, ideas, and technology) influence visual characteristics that give meaning and

value to a work of art.

5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work

and the work of others. Achievement Standard:

Students a.) compare multiple purposes for creating works of art.

b.) analyze contemporary and historic meanings in specific art works through cultural

and aesthetic inquiry

c.) describe and compare a variety of individual responses to their own art works and to

art works from various era and cultures.

6. Content Standard: Making connections between visual arts and other disciplines. Achievement Standard:

Students a.) Compare the characteristics of works in two or more art forms that share similar

subject matter, historical periods, or cultural context.

b.) Describe ways in which the principles and subject matter of other disciplines taught

in schools are interrelated with the visual arts

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Visual Arts Standards of

Learning for Virginia Public Schools Adopted in April 2006 by the

Board of Education

Mark E. Emblidge, President

Ella P. Ward, Vice President

Thomas M. Brewster

Isis M. Castro

David L. Johnson

Gary L. Jones

Kelvin L. Moore

Andrew J. Rotherham

Eleanor B. Saslaw

Acting Superintendent of Public Instruction

Patricia I. Wright

Commonwealth of Virginia

Board of Education

Post Office Box 2120

Richmond, VA 23218-2120

© April 2006 Mark E. Emblidge, President

Ella P. Ward, Vice President

Thomas M. Brewster

Isis M. Castro

David L. Johnson

Gary L. Jones

Kelvin L. Moore

Andrew J. Rotherham

Eleanor B. Saslaw

Acting Superintendent of Public Instruction

Patricia I. Wright

Commonwealth of Virginia

Board of Education

Post Office Box 2120

Richmond, VA 23218-2120 © April 2006

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Visual Arts Standards of Learning Introduction The Visual Arts Standards of Learning identify the essential content and skills required in the

visual arts curriculum for each grade level or course in Virginia’s public schools. Standards are

identified for kindergarten through grade eight and for four core high school courses. The standards

are designed to be cumulative, progressing in complexity by grade level from kindergarten through

the sequence of high school courses.

Throughout visual arts education, course content is organized into four specific content strands or

topics:

Visual Communication and Production

Cultural Context and Art History

Judgment and Criticism

Aesthetics.

It is through the acquisition of the concepts, content, and skills that the goals for visual arts

education can be realized. A comprehensive visual arts education program provides students with

multiple means of expression as well as with analytical skills to evaluate information that is

conveyed by images and symbols.

The standards are not intended to encompass the entire curriculum for a given grade level or course

nor to prescribe how the content should be taught. Teachers are encouraged to go beyond these

standards and select instructional strategies and assessment methods appropriate for their students.

Teachers will consistently model appropriate use of copyrighted and royalty-protected materials.

Goals The content of the Visual Arts Standards of Learning is intended to support the following goals

for students:

• Select and use art media, subject matter, and symbols for expression and communication.

• Demonstrate understanding of and apply the elements of art and the principles of design

and the ways they are used in the visual arts.

• Solve visual arts problems with originality, flexibility, fluency, and imagination.

• Develop understanding of the relationship of the visual arts to history, culture, and other

fields of knowledge.

• Use materials, methods, information, and technology in a safe and ethical manner.

• Interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work

and the work of others.

• Identify, analyze, and apply criteria for making visual aesthetic judgments of their work

and the work of others.

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• Develop aesthetic awareness and a personal philosophy regarding the nature of, meanings

in, and values in the visual arts.

• Develop understanding and appreciation of the roles, opportunities, and careers in the

visual arts and related areas.

• Develop awareness of copyright and royalty requirements when exhibiting, producing, or

otherwise using the works of others.

• Strands Visual Communication and Production Students will develop and communicate ideas by creating works of art. They will develop fluency

in visual, oral, and written communication, using art vocabulary and concepts. Through art

production, students will express ideas and feelings in two-dimensional and three-dimensional art

forms and gain respect for their own work and the work of others. Students also will demonstrate

safe and ethical practices in the use of art materials, tools, techniques, and processes.

Cultural Context and Art History Students will develop understanding of the visual arts in relation to history and cultures by

investigating works of art from different times and places. Through the study of works of art and

the people who produced them, students will learn to understand the role the visual arts play in

communicating historical and cultural beliefs and ideas.

Judgment and Criticism Students will examine works of art and make informed judgments about them based on established

visual arts criteria. Through the understanding of visual arts principles and processes, they will be

able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works

of art. They will also employ critical evaluation skills in the production of their works of art.

Aesthetics Students will reflect on and analyze their personal responses to the expressive and communicative

qualities of works of art. They will understand that their background, knowledge, and experiences

influence their perceptions of works of art. Through the examination of issues related to the visual

arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on

their dual roles as both creator and viewer of art. They will learn to recognize the difference

between personal opinion and informed judgment when reflecting on, discussing, and responding

to visual imagery.

Safety Safety must be given the highest priority in implementing the K–12 instructional program for

visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and

equipment appropriate to the students’ age levels, must be carefully considered with regard to the

safety precautions needed for every instructional activity. Safe visual arts classrooms require

thorough planning, careful management, and constant monitoring of student activities. Class

enrollments should not exceed the designated capacity of the room.

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Prior to using them in an instructional activity, teachers must be knowledgeable about the

properties, use, storage, and proper disposal of all art materials that may be judged as hazardous.

Art materials containing In implementing the Visual Arts Standards of Learning, teachers must

teach and students must understand the rationale for safe practices and guidelines. They must

demonstrate appropriate classroom safety techniques and use materials, equipment, tools, and art

spaces safely while working individually and in groups. Teachers are responsible for ensuring that

students know why some materials and practices are unsafe.

Toxic substances that can cause acute or chronic health effects are prohibited from use with

students in pre-kindergarten through grade six, or up to twelve years of age. All hazardous art

materials are required to have been tested by the manufacturer and to exhibit the safety labeling

“Conforms to ASTM D-4236,” “Conforms to ASTM Practice D-4236,” or “Conforms to the health

requirements of ASTM D-4236.”

Toxic materials can enter the body in three different ways: inhalation, ingestion, or through the

skin. If toxic material does enter a child’s body, it can result in an allergic reaction, acute illness,

chronic illness, cancer, or death. Toxic materials can be more harmful to children than to adults

for several reasons. Since children are smaller than adults, any given amount of a toxic material in

a child’s body is more concentrated than in an adult’s body. Since children are still growing and

developing, their bodies more readily absorb toxic materials, which can result in more damage

than in adults. Children are also at higher risk because of their behavior: they may not understand

why it is important to be careful when using harmful materials, and, for example, they may put

things in their mouths or swallow them without regard for the consequences.

While no comprehensive list exists to cover all situations, the following guidelines from The

Center for Safety in the Arts should be reviewed to avoid potential safety problems:

1. Avoid certain art supplies for students in pre-kindergarten through grade six, or up to twelve

years of age. The general rules are as follows:

• No dust or powders

• No chemical solvents or solvent-containing products

• No aerosol sprays, air brush paints, or other propellants

• No acids, alkalis, bleaches, or other corrosive chemicals

• No donated or found materials, unless ingredients are known

• No old materials, as they may be more toxic and have inadequate labeling

• No lead, metals, or cadmium products, as found in paints, glazes, metal work, and

stained glass

When feasible, substitution of nontoxic materials for hazardous materials should be made a priority

with students over twelve years of age.

2. High-risk students are at greater than usual risk from toxic materials, and they must be treated

with special care and attention when using potentially harmful art supplies. High-risk students

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include those who have visual or hearing problems, physical disabilities, or asthma; take

medication; or are emotionally disturbed.

3. Make sure products are adequately labeled. Do not use any product that does not have a label

or has a label that gives inadequate information. In general, the more the label describes the

product, the easier it will be to use safely. The label should state how the product is to be used. It

should also state what to do in case of an accident. Even if the label says “nontoxic,” do not assume

that it is completely safe. Art materials must contain one of the three ASTM-D 4236 labels listed

above for assurance that they are safe products. If containers are changed, be sure to label the new

container.

4. Purchase hazardous products in small containers, because the smaller the amount of a product,

the less potential there is for exposure to it. Also, larger amounts often are not quickly depleted,

and leftover products need to be properly stored. Accidental poisonings may occur when stored

products are left unattended. If such an accident should occur, call the local poison control center

immediately. Art educators are responsible for the art materials they order and supply to students

and for the safe use of those materials. Numerous safe art materials are available for use in place

of materials identified as being toxic. Keep in mind that art materials containing toxic substances,

which can cause acute or chronic health effects, are prohibited from use with students up to twelve

years of age. Teachers of students twelve years of age or older should also avoid the use of toxic

hazardous art materials. Only art materials manufactured and labeled for use in the production of

art projects and activities should be used in the execution of art projects within the classroom

Exhibiting Student Art Students at all grade levels should have opportunities to exhibit their artwork throughout the school

year in different contexts and venues and for various purposes. Exhibiting their own art is

particularly beneficial to students when they participate directly in the exhibition process.

The exhibition process has the following five phases:

• Theme development and selection criteria

• Exhibition design (physical design, artist statements, signage)

• Exhibition installation

• Publicity (e.g., announcements, invitations, reviews)

• Event (assessment and reflection)

Simple displays may focus on just one or two of these phases, but as students gain experience,

their exhibitions can become more complex and sophisticated. The exhibition process

encompasses many skills, concepts, and abilities that reflect aesthetic, critical, contextual, and

technical decisions that directly complement the comprehensive visual arts education curriculum.

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Grade Six Virginia Standards of Learning (SOL) The standards for grade six emphasize exploration. Using the elements of art and the principles of

design as a framework, students will investigate a variety of experiences and concepts. Students

will explore various two-dimensional and three-dimensional art media, using a variety of

expressive and technical approaches. Students will understand the factors that distinguish artistic

styles and that clarify the role of art in American culture. Through critical examination, students

will determine how artists convey meaning through the use of forms, media, and symbols. Students

will test and develop their own ideas regarding the nature of art and will encounter philosophical

and ethical questions. Upon the successful completion of the visual arts standards for grade six,

students will possess the skills that will allow them to evaluate the effects of various influences on

the discipline of the visual arts.


6.1 The student will solve design problems, using color relationships selected from the color

wheel. 6.2 The student will use the principles of design, including proportion, rhythm, balance,

emphasis, variety, and unity, to express ideas and create images. 6.3 The student will use one-point perspective to create the illusion of depth in a two-

dimensional drawing. 6.4 The student will depict the proportional relationships among the parts of the human body or

among other objects. 6.5 The student will use visual memory skills to produce a work of art. 6.6 The student will use appropriate art media and techniques to create both visual and tactile

textures in works of art. 6.7 The student will use chiaroscuro to create the illusion of form in a work of art.

6.8 The student will produce a kinetic work of art. 6.9 The student will utilize fantasy as a means of expression in works of art. 6.10 The student will use computer graphics and computer-generated text to create original

works of art.


6.11 The student will describe and discuss various types of collaborative art careers (e.g.,

architect, motion picture producer, animator, Web page designer, interior designer). 6.12 The student will identify the components of an artist’s style, including materials, design,

technique, and subject matter. 6.13 The student will identify major art movements in American culture from 1877 to the

present, with emphasis on relating these movements to changes in science and technology. 6.14 The student will identify how artists contribute to society.


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6.15 The student will discuss the ways that art can be persuasive. 6.16 The student will explain how the elements of art, the principles of design, art techniques,

and art media influence meaning in works of two- dimensional and three-dimensional art. 6.17 The student will demonstrate inquiry skills and appropriate art vocabulary for:

1. Describing works of art;

2. Responding to works of art;

3. Interpreting works of art; and

4. Evaluating works of art.

6.18 The student will interpret the ideas and emotions expressed in works of art, using

appropriate art vocabulary. 6.19 The student will identify the relationship between art processes and final solutions. 6.20 The student will identify and examine ethical standards in the use of:

1. Print and digital images;

2. Materials protected by copyright; and

3. Information technology.

Aesthetics

6.21 The student will respond to works of art and analyze those responses in terms of cultural

and visual meaning. 6.22 The student will generate philosophical questions regarding meanings in works of art. 6.23 The student will describe the manner in which the belief systems of a viewer may influence

contemplation of works of art. 6.24 The student will explain orally and in writing the means by which visual art evokes sensory

and emotional responses.

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Grade Seven Virginia Standards of Learning (SOL) The standards for grade seven continue to emphasize exploration, analysis, and investigation of

the creative process. Students will develop technical skills that empower them to communicate

ideas visually, with the focus on realistic representations of their environment. Students will

acquire knowledge that permits them to identify art styles and the periods to which those styles

belong. In addition, students will become aware of a variety of art careers that they may consider.

They will develop inquiry skills and vocabulary as they explore the meaning of works of art, using

analysis of subject matter, themes, and symbols. Students will develop an increased awareness of

the nature of art and of their relationship to it as they explore the meaning and value of works of

art.


7.1 The student will identify and use analogous, complementary, and monochromatic color

relationships in works of art. 7.2 The student will create the illusion of movement in two-dimensional and three-dimensional

works of art. 7.3 The student will apply in two-dimensional and three-dimensional works of art the elements

of art and the principles of design, including line, shape, form, color, value, texture, space,

proportion, rhythm, balance, emphasis, variety, and unity. 7.4 The student will use line variations, including directionality, width, and implied line, to

create contrasting qualities in a composition. 7.5 The student will communicate information and ideas through illustration. 7.6 The student will create the illusion of depth in two-dimensional works of art, using a variety

of the following devices:

1. Overlapping;

2. Atmospheric perspective;

3. Diminishing size and detail; and

4. Object placement in the picture plane.

7.7 The student will create contour line drawings that demonstrate perceptual skill. 7.8 The student will use two-point perspective to create the illusion of depth in a two-

dimensional drawing. 7.9 The student will create two-dimensional and three-dimensional works of art, integrating the

elements of art and principles of design. 7.10 The student will create three-dimensional works of art, using geometric forms. 7.11 The student will create works of art by representing and interpreting ideas from other fields

of knowledge. 7.12 The student will use mechanical graphic arts instruments and devices to solve commercial

design problems.

7.13 The student will use computer design programs to create original works of art.

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7.14 The student will use problem-solving skills to create a work of art that communicates ideas

or emotions.


7.15 The student will compare various art careers and the methods of preparing for them. 7.16 The student will identify styles and themes in contemporary and historical works of art. 7.17 The student will compare and contrast the characteristics of public art, including

monuments. 7.18 The student will examine the uses and impact of persuasive techniques in print and

electronic media.


7.19 The student will explore and identify subjects, themes, and symbols as they relate to

meaning in works of art. 7.20 The student will understand the use of personal information, artist intent, cultural

influences, and historical context for interpretation of works of art. 7.21 The student will identify and apply criteria for judging works of art. 7.22 The student will identify and examine ethical and legal considerations in the use of

appropriated images and information. 7.23 The student will analyze, interpret, and judge works of art based on biographical, historical,

or contextual information. 7.24 The student will compare and contrast personal experiences with the life experiences

depicted in works of art from other cultures. 7.25 The student will identify the processes artists use to create works of art, using analysis of

rough sketches, drafts, and series.

Aesthetics

7.26 The student will analyze and describe how factors of time and place influence visual

characteristics that give meaning and value to a work of art. 7.27 The student will generate questions about the nature of art and possible answers to the

questions. 7.28 The student will describe ways that social and cultural beliefs can influence responses to

works of art. 7.29 The student will describe personal responses to the visual qualities of a work of art. 7.30 The student will investigate the purposes of art.

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Grade Eight Virginia Standards of Learning (SOL) The standards in grade eight focus on the synthesis and application of previously learned concepts.

Using traditional and emerging technologies, students are able to apply more complex technical

skills as they manipulate the elements of art and the principles of design, art media, and ideas.

Students will acquire art skills that enable them to make conscious choices of media and techniques

for expressive purposes.

Students will produce works of art that are developed from preliminary ideas and sketches. They

will compare and contrast art from different world cultures and investigate how context can

influence meaning. Students will debate the purposes of art, formulate reasoned responses to

meaningful art questions, develop their own criteria for making art judgments, and develop a

personal aesthetic. The acquisition of these skills enables students to develop a world view, placing

the discipline of art within a broader context, and relating it to other fields of knowledge.


8.1 The student will create works of art that emphasize specific formal color relationships. 8.2 The student will further expand and develop the use of the elements of art and the principles

of design. 8.3 The student will use aerial perspective to create the illusion of depth in a two-dimensional

drawing. 8.4 The student will use multiple-point perspective to create the illusion of depth in a two

dimensional drawing. 8.5 The student will use line to create value in a work of art. 8.6 The student will create three-dimensional works of art, using a variety of themes and

processes. 8.7 The student will identify and analyze the uses of typography in graphic arts. 8.8 The student will demonstrate skill in combining text and imagery, using computer

technology. 8.9 The student will create and maintain an art portfolio. 8.10 The student will apply ethical procedures in the execution of works of art. 8.11 The student will provide evidence of the critical and artistic processes used to achieve final

art solutions in personal works of art by documenting preparation, rough drafts, and final

solutions.


8.12 The student will identify the roles of artists (e.g., graphic artists, animators, videographers,

photographers, advertising artists) in mass media. 8.13 The student will identify and analyze art and architecture from various world cultures,

periods, or civilizations by styles, symbolism, and technological impact. 8.14 The student will describe and place a variety of works in historical and cultural contexts.

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8.15 The student will compare and contrast works of art according to medium, period, style, and

artist.


8.16 The student will analyze the effect the elements of art and the principles of design have on

the communication of ideas. 8.17 The student will investigate and discuss the use of social, cultural, and historical context as

they contribute to meaning in a work of art. 8.18 The student will communicate how personal experiences influence critical judgments about

and interpretations of works of art. 8.19 The student will critique in oral and written form, personal work and the work of others,

using appropriate art vocabulary.

Aesthetics

8.20 The student will discuss and analyze the purposes, values, and meanings of works of art. 8.21 The student will formulate and respond to meaningful questions about works of art, based

on observations and interpretations. 8.22 The student will describe personal sensory responses to the visual qualities of a work of art,

using appropriate art vocabulary.

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LCPS Middle School Art Education Philosophy Art is fundamental to the human experience. It exalts and transforms the human spirit and is an

essential expression and definition of our world and its cultures. Art serves as the historical record

of human existence and has become the technique by which highest achievements are

immortalized.

Art education enables students to develop valuable decision making and problem solving skills

through creative and critical thinking. It encourages an understanding of historical and

contemporary artwork. Art education intensifies perceptual awareness, through an involvement of

all the senses and allows for the integration of other curriculums, as art is integral to all education

experiences.

Art education is the doorway that nurtures creative possibilities and yields visual enrichment. It

provides opportunities for children to create,understand and appreciate art and culture. Art

education serves as the catalyst in defining why art is fundamental to the human experience and

by this exploration, stimulates cognitive processes that lead to a discovery of self.

The middle school art education curriculum for the Loudoun County Public Schools includes art

production, art criticism, art history and aesthetics. Art production allows each student to learn

about the inherent qualities of the materials and techniques used for both expression and

communication. It also serves as a means by which students can apply concepts taught in art

education and to cross-curricular assignments. Art history with a global emphasis allows each

student to study the past to better understand how it influences the present and shapes the future.

Studies in art history are reflected in the works of historical and contemporary art of many cultures.

Art criticism teaches each student to judge works of art based on appropriate criteria and thoughtful

reflection. Aesthetics allows each student to consider the meanings of beauty and their emotional

reaction to visual information and art. Art education provides new and innovative approaches to

problem solving and is the key to visual and cultural literacy. It fosters flexibility, divergence,

fluency, originality and imaginative thinking for all students. It is an integral part of each student’s

understanding of and participation in our increasingly complex interdependent society. Loudoun

County Public Schools art education program is an important and often immeasurable element in

the students’ complete education.

Art education classes will establish, reinforce and enhance a positive self-concept in each student,

while providing avenues and skills for self-expression and communication. The student will be

encouraged to apply the fundamentals of problem solving with self-expression and to design

concepts for cross-curricular applications. Participation in public display will enhance the school

and community settings and allow students to gain an appreciation of the importance of art in the

quality of their environment.

Each area of the Virginia State Visual Arts Standards of Learning are met or surpassed by Loudoun

County Public Middle Schools. Included in each area are segments, which include the county

Standards of Achievement and the State Standards of Learning. Following most segments are

examples to achieve or surpass the standard that teachers may adapt to their student’s needs.

6th Grade Art Standards of Achievement (SOA)

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1-6 Develop perceptual skills by creating a variety of drawings from direct observation

including contour line and value rendering.

2-6 Create the illusion of depth on a two-dimensional surface through the use of:

a. One Point Perspective

b. Overlapping

c. Diminishing Size and Detail

d. Atmospheric Perspective

3-6 Object Placement Create the illusion of movement in a variety of artworks.

4-6 Communicate information and ideas through illustration.

5-6 Differentiate and use analogus, complementary, and monochromatic color relationships

in works of art.

6-6 Demonstrate the knowledge of color properties (value, hue, saturation)through use of

opaque painting media.

7-6 Demonstrate skill and ability in the use of a variety of tools and materials.

8-6 Utilize geometric and/organic shapes to create works of art.

9-6 Produce works of art that appear kinetic in nature.

10-6 Understand and demonstrate the slab construction method of clay.

11-6 Employ tactile textures through experiences in clay.

12-6 Utilize the elements and principles of design in works of art, including line, shape, form,

color, value, texture, space, proportion, rhythm, balance, emphasis, variety and unity.

13-6 Manipulate software to create images and meet objectives.

14-6 Utilize compositional tools such as the rule of thirds and cropping.

15-6 Demonstrate knowledge of printmaking through the creation of mono prints and/or

collagraphs.

16-6 Utilize various media as a means to communicate personal meaning and ideas.


17-6 Identify the role of computer graphics in society through the research of various art

careers.

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18-6 Demonstrate knowledge of the connections between technological advancements and

artists styles.

19-6 Identify artworks using knowledge of an artists style, and subject matter.


20-6 Utilize appropriate art vocabulary to evaluate works of art.

21-6 Identify and utilize ethical procedures regarding computer graphics applications.

22-6 Apply appropriate art vocabulary to describe the emotional and persuasive nature in

works of art.

23.6 Identify an artist’s process, culture, and time period in order to interpret final solutions.

Aesthetic

24-6 Develop an artist statement to communicate an aesthetic response to a personal work of

art and/or series of masterpieces.

25-6 Identify the ways culture influences the perception of beauty. Identify artworks they find

aesthetically pleasing and use appropriate art vocabulary to describe.

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1-7 Demonstrate multiple points on the horizon line for drawing in real space.

2-7 Develop visual perceptual skills through contour line, and observational drawing.

3-7 Implement line variations (width, direction, and implied line) in contour line drawings.

4-7 Develop drawing techniques to render textures for recognition and realism.

5-7 Utilize specific formal color relationships while creating works of art.

6-7 Apply various painting media using appropriate tools and techniques.

7-7 Pull a series of prints, and edition (number, title and sign).

8-7 Demonstrate craftsmanship and skill required in the application of various media.

9-7 Create three-dimensional works of art that use a variety of processes and themes.

10-7 Create imagery that displays balance through the use of positive and negative space, shape,

11-7 Employ the ethical standards involved with copyrights, property rights, and privacy.

12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and unity to express

ideas and create images.


13-7 Participate in class discussions and critiques by comparing and contrasting, interpreting

and synthesizing the history of and work processes of artists’ work and the art work of peers.

14-7 Create identification labels/summary for artworks displayed in class discussions or on

exhibit.

15-7 Research and describe career opportunities involving the arts and computer graphics.


16-7 Develop an artist statement citing the challenges, and accomplishments of artistic

endeavors.

17-7 Identify symbolism in one’s own and others work.

18-7 Identify cultural/historical context of an artwork in order to accurately analyze, interpret,

and judge.

Aesthetic

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19-7 Prepare and select artwork to include in class discussions and critiques, and participate in

judging the works’ originality, aesthetic value and relevance orally and in writing.

20-7 Write personal responses to the visual qualities of a work of art using appropriate art

vocabulary.

21-7 Identify how factors such as social and cultural beliefs can influence what qualities are

desirable in an artwork.



1-8 Utilize compositional devices such as:

a. Rule of thirds d. Isolation

b. Cropping e. “S” curve

c. Golden Ration f. Triangle Format

2-8 Use multi-point linear perspective, to create the illusion of depth on a flat surface.

3-8 Create textural renderings in a composition that employ chiaroscuro, hatching, stipple, and

scumble.

4-8 Create realistic renderings from observation that demonstrate an understanding of value and

form.

5-8 Demonstrate an understanding of color theory using formal color relationships.

6-8 Execute various techniques using the appropriate tools for tempera, acrylic, and watercolor.

7-8 Demonstrate expressive mark making in various media.

8-8 Create meaningful and well crafted artworks of a still life, self-portrait and landscape.

9-8 Demonstrate craftsmanship required to pull and edition a series of prints.

10-8 Create imagery that reflects a high level of skill in the use of tools and materials.

11-8 Conceptualize and demonstrate ideas through drawings and models before creating final

artwork, or scale sculpture.

12-8 Create an artwork demonstrating at least two-hand building clay construction techniques.

13-8 Demonstrate understanding of proper use of computer equipment, such as scanners, digital

cameras and software.

14-8 Understand, and incorporate elements of art and principles of design to convey an idea,

feeling or personal meaning into all areas of production.

21

15-8 Employ technical skill in matting and mounting artwork.


16-8 Individually, or in a group, research an artist’s style, articulating orally and in writing,

geographical, cultural, and historical influences.

17-8 Recognize and identify differences between relief, kinetic, static, and mobile sculpture.

18-8 Compare and contrast famous works to one’s own and other artworks.


19-8 Critically analyze works of art through participation in display processes, and formal steps

related to critiquing and judging artwork.

20-8 Describe using appropriate art vocabulary how the elements, and principals effect the

communication of concepts.

21-8 Identify and utilize criteria for judging works of art.

Aesthetic

22-8 Develop an appreciation of art and artwork through an understanding of aesthetic theories

such as, formalism, emotionalism and imitationalism.

23-8 Describe how personal experiences aid in the appreciation of art.

24-8 Identify artworks based on an understanding of an artist’s style, media, and technique.

22

Loudoun County Public Schools

Middle School Art Education Curriculum

6th Grade - Drawing VA S.O.L. ‘s and LCPS SOA


VA SOL

The student will:

6-2 Use the principles of design

including proportion, rhythm, balance,

emphasis, variety and unity to express ideas and create images.

6-3 Use on-point perspective to create the illusion of depth in a two-dimensional

drawing.

6-4 Depict the proportional relationships

among the human body or among other

objects.

6-6 Use appropriate art media and

techniques to create both visual and tactile textures in works of art.

6-7 Use chiaroscuro to create the illusion of form in a work of art.

LCPS SOA

The student will:

1-6 Develop perceptual skills by creating a variety of drawings from direct

observation including contour line and

value rendering.

2-6 Create the illusion of depth on a two-

dimensional surface through the use of: One Point perspective, Overlapping,

Diminishing Size and Detail,

Atmospheric Perspective, Object Placement.

3-6 Create the illusion of movement in a variety of artworks.

4-6 communicate information and ideas through illustration.

Recommended Themes

traditions

travels vacations

community

children’s games

Recommended Activities

Render a contour line still-life of basic forms to

understand placement, proportion, scale, and

depth on a two-dimensional picture plane.

Challenge students to bring in personal objects of

meaning, working cooperatively to set up a still life to render in a full range of values and to

emphasize the forms of the chosen objects.

Create meaningful futuristic, historical or cultural

comic book panels with backgrounds that

emphasize one-point perspective.

Art Production Topics of Discussion

What is the definition of a still life?

How do contour lines define form?

What is meant by a rendered drawing? How is value created in a drawing?

How does drawing communicate an idea?

Vocabulary

observation

still life perception

depth

scale background

middle ground

foreground contour line

rendering

value chiaroscuro

illusion

highlights shadows

form

texture linear perspective

directional line

horizon line orthogonal line

vanishing point

atmospheric

Art Tools/Media

graphite pencils

ink pens

colored pencils

markers

23



6th Grade - Drawing Cultural Context/Art History VA SOL

The student will:

6-11 Describe and discuss various types of

collaborative art careers (e.g., architect, motion

picture producer, animator, Web page designer,

interior designer).

6-12 Identify the components of an artist’s style

including materials, design, methods and

subject matter.

6-14 Identify how artists contribute to society.

LCPS SOA

The student will:

19-6 Identify artwork using knowledge of an

artists style and subject matter.

Judgment/Criticism

VA SOL

6-16 Explain how the elements of art,

principles of design, art techniques, and art

media influence meaning in works of two-

dimensional and three-dimensional art.

6-17 Demonstrate inquiry skills and appropriate

art vocabulary for describing works of art,

responding to works of art, interpreting works

of art, and evaluating works of art.

6-19 Identify the relationship between art

processes and final solutions.

LCPS SOA

The student will:

22-6 Apply appropriate art vocabulary to

describe the emotional and persuasive nature in

works of art.

Aesthetics

VA SOL

The student will:

6-21 Respond to works of art and analyze

responses in terms of cultural and visual

meaning.

6-22 Generate philosophical questions

regarding meaning.

6-24 Explain orally and in writing the means

by which visual art evokes sensory and

emotional responses.

LCPS.SOA

24-6 Develop an artist statement to

communicate an aesthetic response to a

personal work of art and/or series of masterpieces.

25-6 Identify the way culture influences the perception of beauty.

Art History Topics of Discussion

After researching an artist, discuss the following:

Explain how the work (shown) is typical of

the artist’s renderings

What were the major influences of this artist?

Where did the artist get ideas for the

rendering?

What is the subject matter of the rendering?

Judgment/Criticism Topics of Discussion

Study a student drawing or artist reproduction of

drawing concepts studied.

Description – What do you see?

Is the drawing rendered accurately?

Analysis – Compositionally, how is the work

organized?

How does the value affect the rendering?

Interpretation - What is the artist trying to define

and convey?

What kind of line qualities and textures stand

out?

Judgment – How effective is this drawing?

Aesthetic Topics of Discussion

Involve class in discussion about selected

artwork with every lesson introduced to encourage students to develop fluid

communication skills and understanding of art

work.

Create an art word wall.

Reiterate use of art terminology.

Vocabulary

descriptive

illustrative

narrative

symbolic

ancient

contemporary

influence

culture

historical period

Vocabulary

critique

description

analysis

interpretation

judgment

assessment

Vocabulary beauty

originality

aesthetic

relevance

craftsmanship

value

beliefs

culture

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial

Arts/Crafts

Movement

24



6th Grade – Color Theory/Painting VA SOL and LCPS SOA Visual Communication and Production

VA SOL

The student will: 6-1 Solve design problems using

color relationships selected from the

color wheel.


including proportion, rhythm, balance, emphasis, variety and unity

to express ideas and create images.

6-5 Use visual memory skills to

produce a work of art.

LCPS SOA The student will:

5-6 Differentiate and use analogous,

complementary, and monochromatic color

relationships in works of art.

6-6 Demonstrate the knowledge of color

properties (value, hue, saturation) through

the use of opaque painting media.

7-6 Demonstrate skill and ability in the

use of a variety of tools and materials.

Cultural Context/Art History

VA SOL

The student will:

6-11 Describe and discuss various

types of collaborative art careers

(e.g., architect, motion picture producer, animator, web page

designer, interior designer).

6-13 Identify major art movements

in American culture from 1877 to

the present, with emphasis on relating major art movements to

changes in science and technology.

6-14 Identify how artists contribute

to society.

LCPS SOA

The student will:

19-6 Identify artworks using knowledge of an artist’s style, and

subject matter.

Recommended Themes

traditions travels

vacations

community children’s games


Create an observational still life drawing with chalk pastel contrasts of warm and

cool colors.

Building on previous observational

drawings, create a painting of a value study

in monochromatic tones.

Create an expressive self portrait using one

specific color scheme to emphasize the mood.

Create painting that communicates a

personal feeling or idea, emphasizing a

specific color scheme.


What are warm colors? What are cool

colors? How do warm/cool colors make the viewer feel?

What is a monochromatic color scheme?

Does your color scheme emphasize the

desired mood?

How does your painting communicate

personal meaning or ideas?

Demonstrate the proper care of paint

brushes.

Art History Topics Discussion Discuss changes in painting techniques.

Compare and contrast paintings of different

color schemes.

Compare and contrast paintings of warm

and cool colors.

Encourage use of appropriate color theory

vocabulary.

Vocabulary

monochromatic

analogous complementary

warm

cool value

intensity

tint shade

primary

secondary tertiary/intermediate

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Ancient

Contemporary

Influence

Culture

Historical period

Emotion

Art Tools/Media

paint

tempera watercolor

pastel oil

chalk

ink

pen

marker brush

colored pencil

watercolor

colored pencil

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial Arts/crafts/movement

25


6th Grade – Color Theory/Painting Judgment/Criticsm

VA SOL The student will:

6-15 Discuss the ways that art can be persuasive.

6-16 Explain how the elements of art, principles of design, art techniques, and

art media influence meaning in works of

two-dimensional and three-dimensional art.

6-17 Demonstrate inquiry skills and

appropriate art vocabulary for describing

works of art, responding to works of art,

interpreting works of art, and evaluating works of art.

6-18 Interpret ideas and emotions expressed in works of art, using

appropriate art vocabulary.

LCPS SOA

The student will:

20-6 Utilize appropriate art vocabulary to

evaluate works of art.

Art Criticism Topics of Discussion

Study the work of a student or notable painter.

Description – What imagery do you see? What colors are used?

Analysis – What color scheme did the artist use? Are brushstrokes noticeable?

Are textures obvious?

Interpretation – What is the artist trying to

convey through the use of color?

Judgment – How effective is this painting?

Vocabulary

Emotion

Warm Cool

Local

Symbolic Influence

Culture

Heritage Traditional

Generation

Ethnic

26



6th Grade – Color Theory/Painting Aesthetics

VA SOL

The student will:



meaning.

6-23 Describe the manner in which the

belief systems of a viewer may influence contemplation of works of art.

6-24 Explain orally and in writing, the

means by which visual art evokes sensory


LCPS SOA

The student will:


communicate an aesthetic response to a personal work of art and/or series of

masterpieces.


Discuss how artists use color to encourage emotional

responses from the viewer.

Have students select a work of art and write about

the emotions communicated by the colors used in the

painting. Explain what the artist did to encourage particular responses.

Discuss work that includes cultural or geographic use of color.

Vocabulary

Beauty

Originality Aesthetic value

Relevance

Craftsmanship Value system

27



6th Grade – Sculpture VA SOL and LCPS SOA Visual Communication and Production

VA SOL

The student will:


including proportion, rhythm, balance, emphasis, variety and unity to express

ideas and create images.

6-6 Utilize appropriate art media and

techniques to create both visual and

tactile textures in works of art.

6-8 Produce a kinetic work of art.

LCPS SOA

The student will: 8-6 Understand and demonstrate the slab

construction method of clay.

9-6 Product works of art that appear

kinetic in nature.

10-6 Understand and demonstrate the

slab construction method of clay.

11-6 Employ tactile textures through

experiences in clay.

12-6 Utilize the elements and principles

of design in works of art, including line,

shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis,

variety and unity.

Recommended Themes

traditions travels

vacations

community children’s games


Create a mobile around a personal theme with

found objects.

Create a geometric sculpture of a meaningful

contemporary common object.

Create a textured clay box based on your heritage

using the slab construction method.

Production Topics of Discussion

What was the biggest challenge in the construction of your sculpture?

What are the elements and principles of art that are considered when creating sculpture?

What is the definition of a mobile? Name three sculptors who created mobiles.

What should be considered when creating with slabs in clay?

What were the challenges encountered from your (2-d) drawing in your (3-d) sculpture?

Vocabulary

Three-dimensional

Positive space

Negative

Form

Space

Kinetic

Mobile

Static

Slab

Texture

Tactile

Functional

Non-functional

Art Tools/Media

Ceramic clay

Cardboard

Wire

Paper mache’

Found objects

28



6th Grade – Sculpture Cultural Context/Art History

VA SOL

The student will:

6-12 Identify the components of an

artist’s style including materials, design,

methods and subject matter.

6-13 Identify major art movements in

American culture from 1877 to the present, with emphasis on relating major

art movements to changes in science and

technology.

6-14 Identify how artists contribute to

society.


18-6 Demonstrate knowledge of the

connections between technological

advancements and artists styles.

Art History topics of Discussion

Compare and contrast sculpture pieces from

different cultures and time periods.

How have sculpture materials changed

throughout the last half of the 20th century?

Vocabulary

Art Nouveau

Classical

Contemporary

Cubist

Realism

Commercial

Folk Art

African

Asian

Islamic

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial

Arts/Crafts/Movement

29



6th Grade – Sculpture Judgment/Criticism

VA SOL

The student will:



two-dimensional and three-dimensional art.

6-17 Demonstrate inquiry skills and appropriate art vocabulary for describing

works of art; responding to works of art;

interpreting works of art; and evaluating

works of art.

6-18 Interpret ideas and emotions expressed in works of art using





23-6 Identify an artist’s process, culture, and time period in order to interpret final

solutions.


Study a student sculpture or of a sculptor.

Description – What imagery do you see?

What forms do you see?

Analysis – How does the use of space and texture

impact the sculpture?

What kind of textures stand out?


define, convey?

Judgment – How effective is this sculpture?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

Assessment

30



6th Grade – Computer Graphics VA SOL and LCPS SOA Visual Communication and Production

VA SOL

The student will:

6-2 Use the principles of design including

proportion, rhythm, balance, emphasis, variety and unity to express ideas and

create images.

6-9 Utilize fantasy as a means of

expression in works of art.

6-10 Use computer graphics and

computer generated text to create original

work of art.

LCPS SOA

The student will:

13.6 Manipulate software to create

images and meet objectives.

14-7 Utilize compositional tools as the

rule of thirds and cropping.

Recommended Themes

Traditions

Travels

Vacations

Community

Children’s games


Using Adobe Photoshop, alter digital camera images created by the student based on the

themes “what’s in your closet?”, or globally,

“where do you live?”

Design a logo for a company and create two-

dimensional and three-dimensional product design.

Production Topics of discussion

What do you find more difficult, drawing with a

pencil or with a mouse?

Explain how the image from camera to computer

translated your idea.

What challenges did you face using the Adobe

Photoshop software?

Vocabulary

Graphic design

Graphics

Copyright

Software

Font

Pixel

Type

Style

Bitmap

Logo

Adobe Photoshop

Edit Imagery

Vocabulary

Save

Insert Rotate

Transform

Scale/size Crop

Art/Tools Media

Computer

Scanner

Digital camera

Graphic software

31



6th Grade – Computer Graphics Cultural Context/Art History

VA SOL

The student will:

6-11 Describe and discuss various types of collaborative art careers (e.g.,

architect, motion picture producer, animator, web page designer, interior

designer).

6-13 Identify major art movements in

American culture from 1877 to the

present, with emphasis on relating major art movements to change in science and

technology.

6-14 Identify the contributions of artists

to society.

LCPS SOA The student will: 17-6 Identify the role of computer

graphics in society through the research

of various art careers.


In a class or group discussion, determine how technology and computer graphics have

changed the art world.

Are the changes positive?

How has the use of technology changed the creative process?

Vocabulary

Art Nouveau

Classical

Contemporary

Cubist

Realism

Commercial

Folk Art

African

Asian

Islamic

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial


32



6th Grade – Computer Graphics Judgment/Criticism

VA SOL

The student will:

6-15 Discuss ways art can be persuasive.


appropriate art vocabulary for describing works of art; responding to works of art;


works of art.



6-20 Identify and examine ethical

standards in the use of: print and digital images; materials protected by copyright;

and information technology.


21-6 Identify and utilize ethical procedures regarding computer graphics

applications.



What is real and what is computer generated?

Analysis – How does Adobe Photoshop enhance the image?

What tools did the artist use in Adobe

Photoshop?

Interpretation – Why do you think the artist used

Adobe Photoshop?

Judgment – Do you think this project could be

created and produced more effectively in a

different medium?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment



6th Grade – Computer Graphics Aesthetics

VA SOL

The student will:


responses in terms of cultural and visual meaning.

6-22 Generate philosophical questions regarding meanings in works of art.

6-23 Describe the manner in which the belief systems of a viewer may influence

contemplation of works of art.

LCPS SOA 26-6 Identify artworks they find

aesthetically pleasing and use appropriate

art vocabulary to describe. .


Does using a computer lessen the role of the

artist?

Is the artist still involved in the whole creative

process? How? Why not?

33



6th Grade – Design VA SOL and LCPS SOA Visual Communication and Production

The student will:

6-1 Solve design problems using color

relationships selected from the color wheel.

6-2 Use the principles of design including proportion, rhythm, balance, emphasis,

variety and unity to express ideas and

create images.

6-5 Use visual memory skills to produce

a work of art.

LCPS SOA

The student will:

3-6 Create the illusion of movement in a

variety of artworks.


complementary, and monochromatic color relationships in works of art.

7-6 Demonstrate skill and ability in the use of a variety of tools and materials.

12-6 Utilize the elements and principles of design in works of art, including line,

shape, form, color, value, texture, space,

proportion, rhythm, balance, emphasis, variety and unity.

14-6 Utilize compositional tools such as the rule of thirds and cropping.

Recommended Themes

Traditions

Travels

Vacations

Community

Children’s games

Recommended Activities Create a collage of shapes that express an

emotion.

Design an optical illusion based upon a pattern

from clothing or fabric that emphasizes shape,

color, rhythm and balance in the composition.

Simplify the shape of your favorite object and

overlap it several times to create a pattern.

Vocabulary

Elements of Design

Line

Shape

Value

Form

Texture

Color

Space

Principles of

Design Rhythm

Balance

Unity

Emphasis

Contrast

Proportion

Composition

Eye flow

Enter of focus

Symmetry

Asymmetry

Rule of thirds

Art Tools/Media

Color wheels

Rulers

Triangle

Compasses

34



6th Grade – Design Cultural Context/Art History VA SOL

The student will:

6-12 Identify the components of an artist’s

style including materials, design, method and subject matter.

6-13 Identify major art movements in American culture from 1877 to the

present, with emphasis on relating major

art movements to changes in science and technology.

6-14 Identify how artists contribute to society.

LCPS SOA

The student will:

18-6 Demonstrate knowledge of the connection between technological


19-6 Identify artworks using knowledge

of an artist’s style, and subject manner.

Judgment/Criticism

VA SOL

The student will:



two-dimensional and three dimensional art.


appropriate art vocabulary for describing works of art; responding to works or art,


works of art. 6-18 Interpret ideas and emotions

expressed in works of art, using

appropriate art vocabulary. 6-19 Identify the relationship between art



20-6 Utilize appropriate art vocabulary to

evaluate works of art.


Study the works of Frank Stella and Mark Rothko.

How did the simplification of art elements change

society’s view of art?

How are the changes positive?


Study the work of a student or notable painter.

Description – what shapes do you see?

What colors do you see?

What kind of balance is used?

Analysis – How is rhythm created?

How did the artist create balance?

Interpretation – Why do you think the artist used

the shape and color combination?

How does the color add meaning to the design?

Judgment – How effective is the painting?

Vocabulary

Elements of Design

Descriptive

Illustrative

Narrative

Symbolic

Ancient

Contemporary

Influence

Culture

Historical period

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial


35



6th Grade – Design Aesthetics VA SOL

The student will:


responses in terms of cultural and visual meaning.

6-22 Generate philosophical questions regarding meanings in works of art.

6-23 Describe the manner in which the belief systems of a viewer may influence

contemplation of works of art.

6-24 Explain orally and in writing, the

means by which visual art evokes sensory


LCPS SOA

The student will:


communicate an aesthetic response to a personal work of art and/or series of

masterpieces.


Study the student’s design based upon the color and

shapes. Discuss the emotional properties of each.

Discuss how the responses would change with a change in shape or value.

Discuss the designs based upon cultural and visual meaning.

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

36



6th Grade – Printmaking VA SOL and LCPS SOA


The student will: 6-1 Solve design problems using color

relationships selected from the color wheel.

6-2 Use the principles of design including

proportion, rhythm, balance, emphasis,

variety and unity to express ideas and create images.

6-5 Use visual memory skills to produce a work of art.

LCPS SOA

The student will:


complementary, and monochromatic color relationships in works of art.

7-6 Demonstrate skill and ability in the use

of a variety of tools and materials.

8-6 Utilize geometric and/or organic shapes

to create works of art.

15-6 Demonstrate knowledge of

printmaking through the creation of mono

prints and/or collagraphs.

16-6 Utilize various media as a means to

communicate personal meaning and ideas.

Recommended Themes

Traditions

Travels

Vacations

Community

Children’s games


Create a mono print of a meaningful childhood

memory.

Create a collagraph with natural objects from

travels, vacations or the community collected by

students.

Expand and enhance the collagraph by painting or

drawing in the negative spaces it creates.

Mount the collagraph plate with the printed image

to produce a piece of art work of positive and negative imagery.


Did you remember to paint your image in reverse?

What were some of the differences in printing a

mono print and a collagraph?

How does your mono print/collagraph communicate

an idea?

How is creating a print different from rendering a

drawing?

What kinds of materials can be used in

printmaking?

Vocabulary

Print

Mono print

Collagraph

Relief

Positive space

Negative space

Art

Tools/Media

Printing ink

Brayer

Natural objects

37



6th Grade – Printmaking Cultural Context/Art History

VA SOL

The student will:

6-11 Describe and discuss various types of collaborative art careers (e.g.,

architect, motion picture producer,

animator, web page designer, interior designer).

6-13 Identify major art movements in American culture from 1877 to the

present, with emphasis on relating major

art movements to changes in science and technology.

6-14 Identify the contributions of artists to society.

LCPS SOA

The student will:

18-6 Demonstrate knowledge of the connections between technological



After researching an artist, discuss the following:

Which printmaking process did this artist use to

make this print?

What are the qualities and characteristics that

would indicate the printing process?

Historically, what was going on in the world to

impact this artist’s work?

How did printmaking change society’s views and

collection of art?

How does printmaking make art more accessible

to the general public?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Ancient

Contemporary

Influence

Culture

Historical period

Genre

Contemporary

Art Nouveau

Realism

Cubism

Photorealism

Commercial


38



6th Grade – Printmaking Judgment/Criticism

VA SOL

The student will: 6-16 Explain how the elements of art,

principles of design, art techniques, and

art media influence meaning in works of two-dimensional and three-dimensional

art.


appropriate art vocabulary for describing

works of art; responding to works of art; interpreting works of art; and evaluating

works of art.

6-18 Interpret ideas and emotions

expressed in works of art, using




LCPS SOA

The student will:

23-6 Identify an artist’s process, culture,

and time period in order to interpret final solutions.


Study students’ prints.

Description – what new image appeared after

you pulled the print?

Describe where you see positive and negative

space.

Analysis – Which printmaking process was used

to make this print?

What kind of shapes, line qualities, and texture

stand out?


convey with the print?

Judgment – How effective is the print in relating

to the theme?

Would the print be more interesting transformed

into mixed media?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

39



6th Grade – Printmaking Aesthetics

VA SOL

The student will: 6-21 Respond to works of art and analyze


meaning.

6-22 Generate philosophical questions

regarding meanings in works of art.

6-24 Explain orally and in writing the

means by which visual art evokes sensory and emotional responses.

.

LCPS SOA

The student will:

25-6 Identify the ways culture influences the perception of beauty.

26-6 Identify artworks they find

aesthetically pleasing and use appropriate

art vocabulary to describe.


What was the most appealing to you: designing the layout/imagery; pulling the print; or turning

the print into a mixed media piece of art?

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

Value

Beliefs

Culture

40



7th Grade – Drawing VA SOL and LCPS SOA Visual Communication and Production

The student will:

7-3 Apply in two-dimensional and three-

dimensional works of art, the elements of art and the principles of design including

line, shape, form, color, value, texture,

space, proportion, rhythm, balance, emphasis, variety, and unity.

7-4 Use line variations including

directionality, width, and implied line to

create contrasting qualities in a composition.

7-5 Communicate information through illustration.

7-6 Create the illusion of depth in two-dimensional works of art using a variety

of the following devices: 1) overlapping,

2) atmospheric perspective, 3) diminishing size and detail and 4) object

placement in the picture plan. Create

contour line drawings that demonstrate perceptual skill.

7-6 Use two-point perspective to create the illusion of depth in a two-dimensional

drawing.

LCPS SOA

The student will: 1-7 Demonstrate multiple points on the

horizon line for drawing in real space.

2-7 Develop visual perceptual skills

through contour line, and observational

drawing.

3-7 Implement line variations (width,

direction, and implied line) in contour line drawings.

4-7 Develop drawing techniques to render textures for recognition and realism.

Recommended Themes

Changes

Life cycles

Transformations

Feelings

Friendship


From direct observation, create a contour line

rendering of the interior and exterior of your

school locker.

Set up a contemporary still life of meaningful

objects determined by the students. From observation, render a contour line drawing that

includes overlapping of objects.

Using the contemporary still life, create a

rendering that exhibits variations of line and

pattern within the overlapped objects.

Using two-point perspective, render your name.

Within the shapes of the letters, carefully render images that tell more about you.


What does observational drawing mean?

What is the definition of a contour line?

Magnification? Overlapping of objects?

How does your rendering show depth?

What are important factors to consider when

setting up a still life?

Vocabulary

Linear

Perspective

Vanishing point

Horizon line

Atmospheric

Perspective

Overlapping

Illusion

Value

Hatching

Cross-hatching

Stippling

Picture plane

Contour

Modified contour

Implied line

Render

Art Tools/Media

Graphite pencils

Colored pencils

Marker

Pen

Drawing paper

41



7th Grade – Drawing Cultural Context/Art History Visual Communication and Production

The student will:

7-15 Compare and contrast various art

careers and the methods of preparing for them.

7-16 Identify styles and themes in contemporary and historical works of art.

LCPS SOA

The student will:

13-7 Participate in class discussions and critiques by comparing and contrasting,

interpreting and synthesizing the history

of and work processes of artists’ work and the art work of peers.

14-7 Create identification labels/summary for artworks displayed in class

discussions or on exhibit.


Research and study the work of particular artists whose focus is on drawing. Explain how the

renderings (shown) are typical of the artist’s

drawings, culture and time period.

Is the artist a member of an art movement or

school?

Where did the artist get ideas for the work?

How does the artist use drawing techniques to get

his idea across to the viewer?

Brainstorm contemporary career possibilities of

artists with strong drawing skills.

What kind of drawings are contemporary artists

creating?

How has the imagery and drawing methods

changed and developed over time and culturally?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

42



7th Grade – Drawing Judgment/Criticism

VA SOL

The student will:

7-21 Identify and apply criteria for judging works of art

7-23 Analyze, interpret, and judge works of art based on biographical, historical, or

contextual information.

7-25 Identify the processes artists use to

create works of art, using analysis or

rough sketches, drafts and series.

LCPS SOA

The student will:

17-7 Identify symbolism in one’s own and other work.



Is the drawing rendered accurately

In scale and proportion? Why or Why not?

Analysis – How does value impact the drawing?

What kind of line qualities, textures are rendered?

Interpretation –

What is the artist trying to convey?

Judgment – How effective is this drawing in conveying

meaning?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

43



7th Grade – Drawing Aesthetics

VA SOL

The student will:

7-26 Analyze and describe how factors of time and place influence visual

characteristics that give meaning and


7-27 Generate questions about the nature

of art and possible answers to questions.

7-29 Describe personal sensory responses

to the visual qualities of a work of art (using appropriate art vocabulary).

LCPS SOA

The student will:

19-7 Prepare and select art work to

include in class discussions and critiques,

and participate in judging the works’ originality, aesthetic value and relevance

orally and in writing.


2.20 Discuss/analyze the use of line in the artist’s

work. List adjectives/terms and art vocabulary that describe the quality of lines.

3-21 Find another artist who uses lines in the same way and an artist who uses lines very

differently.

4-22 How does the use of lines make you feel?

Vocabulary Beauty

Originality

Aesthetic

Relevance

Craftsmanship

44



7th Grade – Painting/Color Theory

VA SOL and LCPS SOA


LCPS SOA

The student will:

7-1 Identify and use analogous, complementary, and monochromatic

color relationships in works of art.

7-2 Create the illusion of movement in

two-dimensional and three-dimensional

works of art.


dimensional works of art the elements of art and the principles of design including



7-11 Create works of art by representing

and interpreting ideas from other fields of

knowledge.

7-14 use problem-solving skills to create

a work of art that communicates ideas or emotions.

LCPS SOA

The student will:

5-7 Utilize specific formal color

relationships while creating works of art. 6-7 Apply various painting media using

appropriate tools and techniques.

8-7 Demonstrate craftsmanship and skill required in the application of various

media.

127 Manipulate movement, proportion, rhythm, balance, emphasis, variety and

unity to express ideas and create images.

Recommended Themes

Changes

Life cycles

Transformations

Feelings

Family


Paint a landscape of personal meaning to you,

using a specific color scheme that emphasizes

your favorite time of day.

Create a painting about a personal transformation

or possible imagined future transformation that conveys a specific feeling or emotion through the

use of color, brush strokes and textures.

Interpret and paint a design found in nature,

using three specific colors schemes.

Production Topics of Discussion

What are tertiary colors?

Name three analogous colors.

How can an artist create texture in a painting?

Why is it important to use a variety of different shape and size paintbrushes when creating

artwork?

Is it more challenging to paint a loose, emotional

painting or a controlled, realistic painting?

Vocabulary

Primary

Secondary

Tertiary/intermediate

Monochromatic

Complementary

Analogous

Shade

Tint

Art/Tools Media

Paint

Tempera

Watercolor

Brushes

Round

Flat

#1- #10

Thin

Thick

Colored pencils

Pastels

Chalk

Oil

Markers

papers

45



7th Grade – Painting/Color Theory Cultural Context/Art History

VA SOL

The student will:

7-16 Identify styles and themes in contemporary and historical works of art

LCPS SOA

The student will:

13-7 Participate in class discussions and

critiques by comparing and contrasting, interpreting and synthesizing the history

of and work processes of artists’ work

and the art work of peers. 14-7 Create identification labels/summary

for artworks displayed in class



Look at the works of the Impressionists and Post-

Impressionists. Discuss the use of color, light

and brushstrokes.

Compare and contrast the work of the

Impressionists and Post-Impressionists with the German Expressionists Franc Marc and Edward

Munch.

Examine the works of Monet that focus on the

time of day and changes in lighting. Discuss how

light and shadow affects objects and the mood of

a painting.

Vocabulary

Contemporary

Ancient

Symbolic

Political

Descriptive

Illustrative

Narrative

Impressionism

Post-impressionism

Expressionism

Influence

Culture

Historical Time

Period

46



7th Grade – Painting/Color Theory Judgment/Criticism

VA SOL

The student will:

7-19 Explore and identify subjects,

themes and symbols as they relate to meaning in works of art.

7-21 Identify and apply criteria for judging works of art.

7-23 Analyze, interpret, and judge works of art based on biographical, historical, or


7-24 Compare and contrast personal

experiences with life experiences depicted

in works of art from other cultures.


create works of art, using analysis of rough sketches, drafts and series.


16-7 Develop an artist statement citing the challenges, and accomplishments of

artistic endeavors



What colors are used:

How would you describe this painting to a

Person who could not see it?

Analysis – How are the colors arranged in the

composition?

Identify the color scheme.

How do you think the artist made the colors work

together?

Interpretation – What is the artist trying to convey through the use of color?

What is the mod of the art?

Judgment – What do you think is worth remembering about this painting?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

47



7th Grade – Painting/Color Theory Aesthetics


7-26 Analyze and describe how factors of

time and place influence visual characteristics that give meaning and



of art and possible answers to the questions.

7-29 Describe personal responses to the visual qualities of a work of art using


LCPS SOA

19-7 Select and prepare artwork to include in class discussions and critiques,

and participate in judging the works’

originality, aesthetic value and relevance orally and in writing.

20-7 Write personal responses to the visual qualities of a work of art using



How does the colors artist choose effect the

feeling and mood of the painting?

How does light affect colors that we see on

objects?

What is the difference between a computer-

generated painting and a fine arts painting?

What purpose does this painting serve?

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

48



7th Grade – Printmaking VA SOL and LCPS SOA Visual Communication and Production

VA SOL

The student will:

7-3 Apply in two-dimensional and three-dimensional works of art the elements of

art and the principles of design including

line, shape, form, color, value, texture, space, proportion, rhythm, balance,

emphasis, variety, and unity.

7-4 Use line variations including directionality width, and implied line to

create contrasting qualities in a

composition. 7-5 Communicate information through

illustration.

7-6 Create the illusion of depth in two-dimensional works of art using a variety

of the following devices: 1) overlapping,

2) atmospheric perspective, 3) diminishing size and detail and 4) object

placement in the picture plane.

7-6 Create two-dimensional and three-dimensional works of art integrating the

elements of art and principles of design.

7-14 Use problem-solving skills to create a work of art that communicates ideas or

emotions.

LCPS SOA

The student will: 5-7 Utilize specific formal color

relationships while creating works of art.

7-7 Pull a series of prints, and edition (number, title and sign).

8-7 Demonstrate craftsmanship and skill

required in the application of various media.

Recommended Themes

Changes

Life cycles

Transformations

Feelings

Family


Create a propaganda print that evokes a response

from the viewer.

Create a print that communicates a personal

reaction to a current issue.

Create a series of prints that shows

transformation in progress.


Is the printing ink of correct consistency on your print?

Are the areas around your print clean/without ink smudges?

How does your imagery show a balance of the art

elements?

How were you successful in evoking a response from the viewer with your propaganda print?

Vocabulary

Mono print

Relief

Intaglio

Etching

Linoleum

Positive space

Negative space

Texture

Pattern

Balance

Series

Artist proof

Registration

Art Tools/Media

Brayer

Gouge

Ink

Linoleum block

49



7th Grade – Printmaking Cultural Context/Art History

VA SOL

The student will:

7-15 Compare various art careers and the

methods of preparing for them. 7-16 Identify styles and themes in

contemporary and historical works of art.

LCPS SOA

The student will:

13-7 Participate in class discussions and critiques by comparing and contrasting,


of and work processes of artists work and the art work of peers.

14-7 Create identification labels/summary

for artworks displayed in class discussions or on exhibit.


Describe major events that happened during time

a printmaker such as Durer was working. How

did these events influence this printmaker?

How did printmaking change the availability of

art to the masses?

Vocabulary

Contemporary

Ancient

Symbolic

Political

Descriptive

Illustrative

Narrative

Impressionism Post-impressionism

Expressionism

Influence

Culture

Historical time

period

50




VA SOL The student will: 7-19 Explore and identify subjects,

themes and symbols as they relate to

meaning in works of art.

7-21 Identify and apply criteria for judging works of art.

7-24 Compare and contrast personal experiences with life experiences depicted



create works of art by analyzing rough

sketches, drafts, and series.

LCPS SOA

The student will: 16-7 Develop an artist statement citing

the challenges, and accomplishments of

artistic endeavors.



Describe the textures and patterns. Describe the use of positive and negative spaces.

Analysis – How is the imagery arranged compositionally?

What kind of line qualities are used?


convey through the print-making technique?

Judgment – How effective is this print in getting

the idea across?

Why is this print interesting to look at?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

51




VA SOL

The student will:


time and place influence visual

characteristics that give meaning and value to a work of art.

7-27 Generate questions about the nature of art and possible answers to the

questions.

7-28 Describe personal responses to the

visual qualities of a work of art (using

appropriate art vocabulary).

7-30 Investigate the purposes of art.

LCPS SOA

The student will:

19-7 Prepare and select artwork to

include in class discussions and critiques, and participate in judging the works’

originality, aesthetic value and relevance

orally and in writing.

21-7 Identify how factors such as social

and cultural beliefs can influence what

qualities are desirable in an artwork.


How has the “purpose” of printmaking changed

throughout the 20th and 21st century?

What is the purpose of printmaking?

How is print making currently viewed in our society?

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

52



7th Grade – Sculpture VA SOL and LCPS SOA Visual Communication and Production

VA SOL

The student will:

7-2 Create the illusion of movement in

two-dimensional and three-dimensional

works of art.


dimensional works of art the elements of art and the principles of design including



7-9 Create two-dimensional and three-dimensional works of art integrating the

elements of art and principles of design.

7.9 Create three-dimensional works of art

using geometric forms.

7-11 Create works of art by representing

and interpreting ideas from other fields of

knowledge.

7-14 Use problem-solving skills to create

a work of art that communicates ideas or emotions.

LCPS SOA

The student will:

8-7 Demonstrate craftsmanship and skill required in the application of various

media.

9-7 Create three-dimensional works of art

that using variety of processes and

themes.

Recommended Themes

Changes

Life cycles

Transformations

Feelings

Family


Examine the work of Alexander Calder. Create a

kinetic sculpture that interprets a theme such as

changes, feelings, or transformations.

Examine the work of David Smith. Create a

sculpture that uses geometric and/or organic shapes to create the illusion of movement of a life

cycle or transformation.

Using wire, create an expressive, three-

dimensional, self-portrait that emphasizes the

element of line.

Production Topics of discussion

What are the elements and principles of art that

are considered when creating sculpture?

What is kinetic sculpture? Stabile? Mobile?

What was the biggest challenge in the

construction of your wire sculpture?

How does your sculpture capture the illusion of

movement?

How is your sculpture balanced?

Vocabulary

Two-dimensional

Three-dimensional

Form

Space

Negative space

Positive space

Concave

Convex

Action

Kinetic

Repose

Static

Stabile

Mobile

Balance

Art Tools/Media

Paper

Wood

Cardboard

Plaster

Clay

Wire

53



7th Grade – Sculpture Cultural Context/Art History



methods of preparing for them.

7-16 Identify styles and themes in contemporary and historical works of art.

7-17 Compare and contrast the characteristics of public art, including

monuments.

LCPS SOA




and the art work of peers.

14-7 Create identification labels/summary

for artworks displayed in class discussions or on exhibit.


Compare and contrast the work of Alexander Calder and David Smith.

How did the work of Calder evolve?

What are the characteristics of Calder’s stabiles

sited in public places?

Where are the sculptures of David Smith found?

Why in those locations?

Historically, what was the subject matter and

materials of sculptures sited in public places?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

54



7th Grade – Sculpture Judgment/Criticism

VA SOL

The student will: 7-19 Explore and identify subjects,


meaning in works of art.

7-20 Understand the use of personal

information, artist intent, cultural influences, and historical context for

interpretation of works of art.

7-21 Identify and apply criteria for

judging works of art.

7-23 Analyze, interpret, and judge works

of art based on biographical, historical or


7-24 compare and contrast personal experiences with life experiences depicted



create works of art, using analysis or


LCPS SOA

The student will: 18-7 Identify cultural/historical context of

an artwork in order to accurately analyze,

interpret, and judge.


Description – What forms, shapes, and

textures do you see?

What recognizable symbol(s) or imagery do

you see?

What material(s) is the sculpture sculpted?

Analysis – Compositionally, how is the

sculpture organized?

How does the use of space and texture

impact the sculpture?

How does the use of space and forms create

shadows and light changes?


convey with the sculpture?

What does the sculpture remind you of?

Judgment – How does the sculpture evoke a

particular emotion?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

55



7th Grade – Sculpture Aesthetics


7-26 Analyze and describe how factors of time and place influence visual

characteristics that give meaning and




7-28 Describe ways social and cultural

beliefs can influence responses to works

of art.

7-29 Describe personal sensory responses

to the visual qualities of a work of art

(using appropriate art vocabulary).

7-30 Investigate the purposes of art.

LCPS SOA

The student will:

21-7 Identify how factors such as social

and cultural beliefs can influence what qualities are desirable in an artwork.

Aesthetic topics of discussion

Why are some of Calder’s sculptures

classified as stabiles? Mobiles?

Which of Smith’s sculptures appeal to you?

Explain why.

Why is craftsmanship so important when

creating a sculpture?

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

56



7th Grade – Computer Graphics/Imaging VA SOL and LCPS SOA Visual Communication and Production

.The student will:

7-3 Apply in two-dimensional and three-dimensional works of art the elements of

art and the principles of design including

line, shape, form, color, value, texture, space, proportion, rhythm, balance,


7-5 Communicate information and ideas

through illustration.

7-13 Use computer design problems to

create original works of art.

7-14 Utilize problem-solving skills to

create a work of art that communicates

ideas or emotions.

LCPS SOA

The student will:

11-7 Employ the ethical standards

involved with copyrights, property rights, and privacy.

12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and


Recommended Themes

Changes

Life cycles

Transformations

Feelings

Friendship


Scan visuals that have been developed in

contexts (cultural, social, historical and/or

political) that will be used to create a visual

art poster that demonstrates an

understanding of a culture. Combine

typography and visuals.

Take a digital photograph of a friend and

transform him/her into and animal of insect

using Adobe Photoshop tools.

Use the rubberstamp cloning tool to create a

symmetrical optical illusion that will

emphasize color schemes and contrast.


How does your poster design demonstrate a

sense of purpose and understanding of a

cultural issue?

What is the relationship between your

visuals, typography, subject matter,

materials and techniques?

How did the cloning tool help to create your

optical illusion?

Vocabulary

Graphic design

Logo

Copyright

Photomontage

Foreground

Background

Digital

Adobe Photoshop

Edit Imagery

Scan

Clone

Rubber stamp

Altering color

Art Tools/ Media

Computer

Scanner

Printer

Digital camera

Graphic

Software

57



7th Grade – Computer Graphics/Imaging Cultural Context/Art History


7-15 compare various art careers and the methods of preparing for them.

7-18 Examine the uses and impact of persuasive techniques in print and

electronic media.

LCPS SOA


critiques by comparing and contrasting,


of and work processes of artists’ work and the art work of peers.

15-7 Research and describe career opportunities involving the arts and

computer graphics.


How has “poster” making changed since the

invention of the computer?

What are other types of “printing” used in

poster production?

How has the computer graphics software

made production easier?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

58



7th Grade – Computer Graphics/Imaging Judgment/Criticism


7-19 Explore and identify subjects, themes and symbols as they relate to

meaning in art works.

7-22 Identify and examine ethical and

legal considerations in the use of

appropriated images and information.


of art based on biographical, historical,


LCPS SOA

The student will:

17-7 Identify symbolism in one’s own

and others work.


Description – What optical illusion do you see?

What colors are repeated?

What shapes/symbols are repeated?

Analysis – Compositionally, how is the work

organized?

Interpretation – Why do you think the artist

chose those colors?

What title would you give the artwork?

Judgment – How successful do you think the artist was with the rubber stamp cloning tool?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

59



7th Grade – Computer Graphics/Imaging Aesthetics




value to a work of art. 7-27 Generate questions about the nature

of art and possible answers to the

questions. 7-28 Describe ways social and cultural

beliefs can influence responses to works

of art. 7-29 Describe personal sensory responses

to the visual qualities of a work of art,

using appropriate art vocabulary. 7-30 Investigate purposes of art.





Discuss ethical dilemmas related to computer

graphics such as copyright, privacy,

appropriation and plagiarism. Present scenarios of possible ethical dilemmas in either small or

large group settings.

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

60



7th Grade – Design .VA SOL and LCPS SOA Visual communication and Production

VA SOL

The student will:


dimensional works of art the elements of

art and the principles of design including line, shape, form, color, value, texture,

space, proportion, rhythm, balance,


7-9 Create two-dimensional and three-

dimensional works of art emphasizing one of the elements of art.

7-11 Create works of art by representing and interpreting ideas from other fields of

knowledge.

7-12 utilize mechanical graphic arts

instruments and devices to solve

commercial design problems.

7-14 The student will use problem-

solving skills to create a work of art that communicates ideas or emotions.

LCPS SOA

The student will:

5-8 Utilize specific formal color

relationships while creating works of art

. 8-7 Demonstrate craftsmanship and skill

required in the application of various

media.

10-7 Create imagery that displays balance

through the use of positive and negative space, shape, size and pattern.

12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and


Recommended Themes

Changes

Life cycles

Transformations

Feelings

Friendship


Interpret and create a design from nature that

emphasizes life cycles and transformation.

Using historical, cultural or social references,

create a sequential illustration with three frames

that tells the story of a change in our society.

Using only the element of line, design your family’s dynamic.

Render a natural object that suggests beauty to you. Simply it is a stylized design in four frames.


Did you find the “three frame” sequence limiting

to your story?

Was it more difficult to rend the natural object

realistically or to gradually simplify it to lines, shapes and color?

Which graphic design tools did you find necessary to use to layout your design?

Vocabulary

Elements of Design

Line

Shape

Value

Form

Texture

Color

Space

Principles of

Design

Rhythm

Balance

Unity

Variety

Emphasis

Proportion

Movement

Composition

Sequence

Layout

Stylize

Art Tools/Media

Graphite

Pencils

Colored pencils

Pens

Markers

Protractor

Compass

French curves

T square

Triangle

61



7th Grade – Design Cultural Context/Art History

VA SOL

The student will:


methods of preparing for them.

7-16 Identify styles and themes in works

of art from historical times and places.

LCPS SOA

The student will:




and the art work of peers.

14-7 Create identification labels/summary for artworks displayed in class



Look at the artwork of Piet Mondrian, Wassily

Kandinsky and Joan Miro’. Compare and contrast

their use of line, shape and color.

Discuss the different uses of graphic design as an

art form relative to Toulouse Lautrec, Barbara Krugar and Andy Warhol.

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

62



7th Grade – Design .Judgment/Criticism


7-19 Explore and identify subjects,


meaning in art works.

7-21 Identify and apply criteria for

judging works of art.


of art based on biographical, historical or contextual information.

7-25 Identify the processes artists use to create works of art, using analysis or


LCPS SOA

The student will: 16-7 Develop an artist statement citing

the challenges, and accomplishments of

artistic endeavors.

Art Criticism Topics of Discussion Description – What optical illusion do you see?

What colors are repeated? What shapes/symbols are repeated?

Analysis – Compositionally, how is the work organized?

Interpretation – Why do you think the artist chose those colors?

What title would you give the artwork?

Judgment – How successful do you think the

artist was with the rubberstamp cloning tool?

Vocabulary

Critique

Description

Analysis

Interpretation

Judgment

Assessment

63



7th Grade – Design .Aesthetics

VA SOL

The student will:






7-28 Describe ways that social and

cultural beliefs can influence responses to

works of art.

7-29 Describe personal responses to the

visual qualities of a work of art (using

appropriate art vocabulary).

7-30 Investigate purposes of art.

LCPS SOA

The student will:




Explain the differences between art work

produced from a graphic designer and a fine artist.

How is graphic design valued as an art form since the artist uses preconceived images and computer

tools to with which to draw?

How do the visual qualities of a graphic design

piece vary from an original drawing, painting or

multi-media art work?

Vocabulary

Beauty

Originality

Aesthetic

Relevance

Craftsmanship

64



8th Grade – Drawing . VA SOL and LCPS SOA


VA SOL

The student will:

8-3 Create the illusion of depth in a two-dimensional drawing using aerial perspective.

8-4 Create the illusion of depth in a two-dimensional drawing using multiple-point

perspective.

8-5 Create value using line in a work of art.


1-8 Utilize compositional devices such as: the rule of thirds, cropping, golden ratio, isolation,

‘S” curve, and triangle format.

2-8 Use multi-point linear perspective, to create

the illusion of depth on a flat surface.

3-8 Create textural renderings in a composition

that employ chiaroscuro, hatching, stipple, and scumble.

4-8 Create realistic renderings from observation that demonstrate an understanding of value and

form.

8-8 Create meaningful and well crafted artworks

of a still life, self-portrait and landscape.

14-8 Understand, and incorporate elements of art

and principals of design to convey an idea, feeling

or personal meaning into all areas of production.

Recommended Themes

Identity

Relationships

Purpose

Memories

Favorite objects

Heritage


Create a series of drawings of an interior

of a room using one and two-point

perspective.

Create a composition of overlapping

contour lines. Shade in with values or create visual texture in the negative

spaces.

Render observational drawings and

compositions of objects including

buttons, small toys, unusual tools, personal objects, plants, shells, and penny

candy.

Render drawings that magnify part of an

object.

Use a variety of drawing media.

Draw a self-portrait. In the background, include aerial perspective and meaningful

symbols that communicate who the

person is.


What is the definition of a contour line?

Implied line? Weighted line?

What is meant by observational drawing?

Explain the difference between aerial and

linear perspective.

Vocabulary

Linear perspective

Atmospheric

perspective

Horizontal line

Vertical line

Orthogonal line

Vanishing point

Background

Middle ground

Foreground

Depth

Overlapping

Proportion

Value

Form

Contour line

Implied line

Weighted line

Hatch

Crosshatch

Stipple

Scumble

Gesture

Rendering

Composition

Portrait

Self-portrait

Still life

Landscape

Observational

Realistic

Art Tools/Media

Graphite

Ebony pencil

Drawing paper

Textured paper

Colored pencils

Charcoal

Conte’ crayon

Pastel

Chalk

Oil

Kneaded

Eraser

Crow quill

India ink

65



8th Grade – Drawing Cultural Context/Art History

VA SOL

The student will:

8-13 The student will identify and analyze art and architecture from various world cultures, periods,

or civilizations by styles, symbolism, and

technological impact.

8-14 Describe and place a variety of artists works

in historical and cultural contexts.


16-8 Individually, or in a group, research an artist’s style, articulating orally and in writing,


Art History Topics of

Discussion

After researching an artist, discuss the

following:

Explain how the work (shown) is

consistent with the artist’s style.

What art movements(s) or school is

the artist a member?

What were the major influences for

ideas of this artist?

What idea is the artist trying to

convey?

What symbols (if any) did the artist

use? How? Why?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

Artists

Leonardo da Vinci

Henri de Toulouse Lautrec

Jim Dine

Janet Fish

Chuck Close

66



8th Grade – Drawing Judgment/Criticism

VA SOL

The student will:

8-16 analyze the effect elements of art and

principles of design have on the communication of ideas.

8-18 communicate how personal experiences

influence critical judgments about interpretations

of works of art.

8-19 Critique in oral and written form, personal

work and the work of others, using appropriate art

vocabulary.


19-8 Analyze works of art critically through

participation in display processes, and formal

steps related to critiquing and judging artwork.


Study a student drawing or artist

reproduction.

Description – Describe the imagery that

you see.

Is the imagery rendered realistically and

proportionately?


work organized?

How do the value and/or color impact the

rendering?

What kind of line qualities, shapes and

textures stand out?

Interpretation – what is the artist trying to convey?

Judgment – How effective is this rendering in getting the viewer to

understand an idea or evoke an emotion?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

Assessment

67



8th Grade – Drawing Aesthetics

VA SOL

The student will:

8-20 Discuss and analyze the purposes, values

and meanings of works of art.

8-21 Formulate and respond to meaningful questions about works of art, based upon

observation and interpretations.

8-22 Describe personal sensory responses to the

visual qualities for a work of art, using




such as, formalism, emotionalism and

imitationalism.

23-8 Describe how personal experiences aid in

the appreciation of art.

Aesthetic topics of Discussion

Discuss/analyze the use of line in the

artist’s work. In sketchbooks, list adjectives/terms, and art vocabulary that

describes the quality of the lines.

Find another artist who uses lines in the

same way, and an artist who uses lines

very differently.

Which aesthetic theory (formalism,

emotionalism, imitationalism) applies to this drawing? Explain why.

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

68



8th Grade – Painting/Color Theory VA SOL and LCPS SOA



8-1 Create works of art that emphasize specific formal color relationships.

8-2 Expand and develop the use of the elements of art and principles of design.


5-8 Demonstrate an understanding of color

theory using formal color relationships.

6-8 Execute various techniques using the

appropriate tools for tempera, acrylic, and

watercolor.

7-8 Demonstrate expressive mark making in

various media.



10-8 Create imagery that reflects a high level of

skill in the use of tools and materials.

14-8 Understand, and incorporate elements of

art and principals of design to convey an idea, feeling or personal meaning into all areas of

production.

Recommended Themes

Identity

Relationships

Purpose

Memories

Favorite objects

Heritage


Create a series of three paintings that

utilize a different color scheme to evoke

a response from the viewer.

Using a definite color scheme, create a pattern that could be reproduced as a

textile design representative of a

specified culture or possible gift wrap.

After studying the work of Wayne

Thiebaud, create a painting of a favorite food, using a complementary or triadic

color scheme.

Create a self-portrait with symbols of

meaningful memories in the background

that communicates to others who you

are.

Art Production Topics of

Discussion

What is a triad of colors?

Name two color triads.

What was the hardest part of creating your painting?

How was texture and/or symbolic imagery created in your painting?

What will you do differently with your next painting?

Vocabulary

Color wheel primary

Secondary

Intermediate/tertiary

Neutral

Color schemes Monochromatic

Complementary

Analogous

Triad

Color Properties Hue

Value Tint

Shade

Intensity

Brightness

Dullness

Temperature

Warm

Cool

Art Media/Tools

Paint

Tempera

Acrylic

Watercolor

Pastel Oil

Chalk

Wet/dry

Ink

Pen Marker

Colored pencil

Textiles/fibers

Papers

Mixed media

69



8th Grade – Painting/Color Theory Cultural Context/Art History



or civilizations by styles, symbolism, and technological impact.

8-14 The student will describe and place a variety of works in historical and cultural contexts.

8-15 The student will compare and contrast works

of art according to medium, period, style, and

artist.

LCPS SOA

8-16 Individually, or in a group, research writing,


8-17 Compare and contrast famous works to

one’s own and other artworks.


Discussion What was happening in Thiebaud’s

world/culture when he began painting?

Who are some other artists who were

painting at this time?

Who are some other artists that include

imagery from their culture in their paintings?

Explain how geography influenced Thiebaud’s work?

Identify symbolism in the painting.

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

Artists

Andrea Delong

Georges Seurat

Edgar Degas

Waynne Thiebaud

Jim Dine

Van Gogh

Chuck Close

Pablo Picasso

70



8th Grade – Painting/Color Theory Judgment/Criticism


8-16 Analyze the effect elements of art and

principles of design have on the communication

of ideas.

8-17 Investigate and discuss the use of social,

cultural, and historical context as they contribute to meaning in a work of art.

8-18 Communicate how personal experiences influence critical judgments about interpretations

of works of art.

8-19 Critique in o ral and written form personal work and the work

of others, using appropriate art vocabulary.

LCPS SOA

The student will:

8-19 Critically analyze works of art through participation in display processes, and formal

steps related critiquing and judging artwork.

8-21 Identify and utilize criteria for judging

works of art.

.Art Criticism Topics Discussion

Study the work of a painter.


What are identifying characteristics and imagery of a Thiebaud painting?

What colors and color scheme are used?


painting organized?

Is the imagery painted to look up close or

far away?

Interpretation – what is the artist trying

to convey?

Judgment – How effective is the work in suggesting meaning?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

Assessment

71



8th Grade – Painting/Color Theory Aesthetics

VA SOL

The student will:








LCPS SOA

The student will:


such as, formalism, emotionalism and

imitationalism.

.Aesthetic Topics of Discussion

Why is Thiebaud’s work considered to

be original?


emotionalism, imitationalism) describes this painting? Explain why.

Consider and describe the craftsmanship of the painting.

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

72



8th Grade – Printmaking VA SOL and LCPS SOA


VA SOL

The student will:

8-2 Expand and develop the use of the elements of art and principles of design.

LCPS SOA

The student will:

5-9 Demonstrate an understanding of color theory

using formal color relationships.

8-10 Create meaningful and well crafted artworks of a still life, self-portrait and landscape.

9-8 Demonstrate craftsmanship required to pull and edition a series of prints.

15-8 Employ technical skill in matting and

mounting artwork.

Recommended Themes

Identity

Relationships

Purpose

Memories

Favorite Objects

Heritage


Create a print that communicates a personal reaction to a social event or

current issue.

Create a series of prints of a personal

story or folktale from the student’s native

country

Screen print a tee shirt design with

individual student designed logos and slogans.


Explain the differences in creating and producing a mono print and linocut.

Describe the process and purpose of print registration.

Explain the uses of different gouge blade

sizes and shapes.

Vocabulary

Mono print

Relief

Intaglio

Etching

Linocut

Linoleum

Positive space

Negative space

Texture

Series

Artist proof

Registration

Edition

Art Tools/Media

Brayer

Gouge

Ink

Linoleum block

73



8th Grade – Printmaking Cultural Context/Art History VA SOL

The student will:

8-12 Identify the roles of artists in mass media.

8-14 Describe and place a variety of works in historical and cultural contexts.

8-15 The student will compare and contrast works of art according to medium, period, style and

artist.

LCPS SOA

The student will:

16-8 Individually, or in a group, research an

artist’s style, articulating orally and in writing, geographical, cultural, and historical influences.


Describe major events that happened

during the time artists such as Durer and Hopper were working.

How did these events influence the printmaker?

Why did Edward Hopper begin his career in printmaking?

How did printmaking change the availability of art to the masses?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Modern

Contemporary

Influence

Culture

Historical

period

Artists

Albrecht Durer

Edward Hopper

Andy Warhol

Robert Rauchenberg

Katsushika Hokusai

74




VA SOL

The student will:



8-17 Investigate and discuss the use of social,

cultural, and historical context as they contribute

to meaning in a work of art.



vocabulary.

LCPS SOA

The student will:

19-8 Analyze works of art critically through participation in display processes, and formal


20-8 Describe using appropriate art vocabulary

how the elements, and principals effect the

communication of concepts. .


Study a student or artist print from a

series.

Description – Describe the imagery that

you see.

Describe the textures and the use of

positive and negative space.


print imagery organized?

What kind of line qualities, shapes,

spaces and textures are evident?

Interpretation – what do you think the

artist is trying to convey?

Judgment – How effective was the artist in using the printmaking medium to

conveying meaning? Explain.

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

assessment

75




VA SOL

The student will:



8-21 Formulate and respond to meaningful

questions about works of art, based upon observation and interpretations.

8-23 Describe personal sensory responses to the visual qualities for a work of art, using


LCPS SOA

The student will:

24-8 Identify artworks based on an understanding

of an artist’s style, media, and technique.

Aesthetic Topics of Discussion Which aesthetic theory (formalism,

emotionalism, imitationalism) describes

the print? Explain why.

What is the purpose of printmaking?

How has the “purpose” of printmaking

changed throughout the 20th and 21st

century?

How is printmaking currently valued in

our society?


Discussion


construction of your sculpture/mobile?

What are the elements and principles of

art that are considered when creating

sculpture?

What should be considered when

creating a sculpture for the school environment?

Define assemblage. Name an assemblage sculptor.

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

76



8th Grade – Sculpture .VA SOLand LCPS SOA


VA SOL

The student will: 8-2 Expand and develop the use of the elements

of art and principles of design.

8-6 Create three-dimensional works of art using a

variety of themes and processes.

LCPS SOA

The student will:



11-8 Conceptualize and demonstrate ideas

through drawings and models before creating

final artwork, or scale sculpture.

12-8 Create an artwork demonstrating at least

tow-hand building clay construction techniques.

14-8 Understand, and incorporate elements of art

and principals of design to convey an idea, feeling or personal meaning into all areas of production.

Recommended Themes

Identity

Relationships

Purpose

Memories

Favorite objects

Heritage


Create a retablo (triptych) about a family

or cultural folk story that has personal

meaning.

Create a plan and maquette of a

monumental sculpture to be installed at school.

Create a sculpture or mobile to be installed permanently at school that

stands as a monument to address an issue

relevant to popular culture.

Study the work of Deborah Butterfield.

Investigate the design contemporary images in creating sculptures that convey

personal meaning. Each student should

choose own materials/medium.



construction of your sculpture/mobile?

What are the elements and principles of

art that are considered when creating

sculpture?

What should be considered when

creating a sculpture for the school environment?

Define assemblage. Name an

assemblage sculptor.

Vocabulary

Two-

dimensional

Three-

dimensional

Relief

Mobile

Kinetic

Static

Assemblage

Additive

Subactive

Positive space

Negative space

Form

Shape

Presentation

Space

Texture

Maquette

Monument

sculptor

Art Tools/Media

Clay

Clay tools

Plaster

Paper

Wood

Wire

Found objects

Textiles/fiber

Paper mache’

Vocabulary

(continued)

Ceramics

Slab

Coil

Pinch (model)

Wedge

Bisque ware

Green ware

Glaze ware

Glaze

kiln

77



8th Grade – Sculpture .Cultural Context/Art History

VA SOL

The student will:


or civilizations by styles, symbolism, and


8-14 Describe and place a variety of works in

historical and cultural contexts.

LCPS SOA

The student will:

16-8 Individually, or in a group research an artist’s style, articulating orally and in writing,


17-8 Recognize and identify differences between

relief, kinetic, static, and mobile sculpture.


Compare and contrast the work of Henri

Moore and Rodin and Segal.

How has sculpture materials changed

throughout the last half of the 20th century?

What were the major influences for ideas of these sculptors?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Historical period

Sculptors

Deborah Butterfield

Henri Moore

Auguste Rodin

Alexander Calder

Pablo Picasso

Louise Nevelson

Alberto Giacometti

Claus Oldenburg

George Segal

78



8th Grade – Sculpture . Judgment/Criticism

VA SOL

The student will:



8-17 Investigate and discuss the use of social, cultural, and historical context as they contribute


8-18 Communicate how personal experiences


of works of art.

8-19 Critique in oral and written form personal

work and the work of others, using appropriate art vocabulary.


19-8 Analyze works of art critically through

participation in display processes, and formal



Study a student sculpture or a sculptor’s

reproduction.



sculpture organized? How does the use

of space and texture impact the sculpture? Why did the sculptor put the

sculpture in the chosen environment?

Interpretation – What is the artist trying

to convey?

How does the title of the work, help you

to understand the sculpture better?

Judgment – How interesting is the

sculpture?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

Assessment

79



8th Grade – Sculpture Aesthetics

VA SOL

The student will:











Why are Deborah Butterfield’s

sculptures classified as assemblages?

Which of Butterfield’s horse sculptures

appeals to you? Explain why.

Explain why craftsmanship is important

to the creation of sculpture.

Why do you think sculptures are put in

unusual or unexpected environments?

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

Sculptors

80



8th Grade – Computer Graphics VA SOL and LCPS SOA


VA SOL

The student will:

8-7 Identify and analyze uses of typography in graphic arts.

8-8 Demonstrate skill in combining text and imagery using computer technology.

8-10 Apply ethical procedures in the execution of

works of art.

LCPS SOA

The student will:



13-8 Demonstrate understanding of proper use of

computer equipment, such as scanners, digital cameras and software.

15-8 Employ technical skill in matting and mounting artwork.

Recommended Themes Identity

Relationships

Purpose

Memories

Favorite objects

Heritage

Recommended Activities Create a self-portrait based upon the

repetition of Andy Warhol’s imagery.

Incorporate a color scheme and typography to communicate to others

who you are.

Create a series of photos of an event in

your life. Incorporate typography to name and explain your event.

Create a digital poster design that announces the celebration of a

community or school event. Incorporate

imagery and typography.


Discussion What layers are useful to use when

designing in Photoshop? Explain why.

What is a filter?

Why is it important to apply ethical procedures when creating new works of

art?

Vocabulary

Photography

Font

Italic

Roman

Serif

San serif

Descender

Ascender

Logo

Copyright

Appropriation

Specific

vocabulary related

to software

packages

Filter

Layer

Art Tools/Media

Computer

Scanner

Printer

Digital camera

Graphic software

81



8th Grade – Computer Graphics Cultural Context/Art History

VA SOL

The student will: 8-12 Identify the roles of artists in mass media.

8-13 Identify and analyze art and architecture from various world cultures, periods, or

civilizations by styles, symbolism, and


LCPS SOA

The student will:

18-8 Compare and contrast famous works to

one’s own and other artworks.


Compare and contrast the works of

graphic designers Milton Glaser and Shepard Fairey.

How and why has Fairey’s artwork

become propaganda?

How has computer graphics changed the

art world?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Modern

Contemporary

Influence

Culture

Historical period

Designers

Shephard Fairey

Milton Glaser

Target Ads

82



8th Grade – Computer Graphics Judgment/Criticism

VA SOL

The student will:



8-17 Investigate and discuss the use of social, cultural and historical context as they contribute


8-18 Communicate how personal experiences


of works of art.

LCPS SOA

The student will:



20-8 Describe using appropriate art vocabulary

how the elements, and principals effect the

communication of concepts.


works of art.

Art Criticism of Discussion

Study the work of Shephard Fairey.

Description – What imagery and colors

do you see?

How is the imagery created?

Is it photographic in nature or computer

generated?


work organized?

Interpretation – Through his art, what is

the artist trying to convince you to do?

Judgment – Is his approach effective?

Why or why not?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

Assessment

83



8th Grade – Computer Graphics Aesthetics

VA SOL

The student will:

8-20 Discuss and analyze the purposes, values and meanings of works of art.

8-21 Formulate and respond to meaningful

questions about works of art, based upon





LCPS SOA

The student will:

23-8 Describe how personal experiences aid in

the appreciation of art.

24-8 Identify artworks based on an understanding

of an artist’s style, media, and technique.


Which aesthetic theory (formalism, emotionalism, imitationalism relates to

computer graphics. Explain.

What makes a good advertisement?

Do you consider propaganda posters art? Why or why not?

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

84



8th Grade – Design VA SOL and LCPS SOA


VA SOL

The student will: 8-2 Expand and develop the use of the elements

of art and principles of design.

8-9 Create and maintain a portfolio.

LCPS SOA

The student will:

1-8 Utilize compositional devices such as the rule

of thirds, cropping, golden ration, isolation, “S”

curve and triangle format.

5-8 Demonstrate an understanding of color theory

using formal color relationships.

7-8 Demonstrate expressive mark making in

various media.

10-8 Create imagery that reflects a high level of

skill in the use of tools and materials.

11-8 Conceptualize and demonstrate ideas

through drawings and models before creating final artwork, or scale sculpture.

Recommended Themes Identity

Relationships

Purpose

Memories

Favorite objects

Heritage


Maintain a sketchbook to design, generate plans and develop ideas.

Compose personal images based upon

student heritage and family to design a contemporary time line.

Investigate and interpret a universal

theme. Design a graphic image that conveys this

meaning.

With an emphasis on good design, create an accordion book about identity or

personal favorite objects that works as an

image closed as well as each page individually.


Explain why it is important to maintain a

personal sketchbook.

What elements of art did you use to

create your design?

How do the principles of art relate to the

elements of art?

What is the hardest part in creating good

designs?

Vocabulary

Elements of Design

Line

Shape

Value

Form

Texture

Color

Space

Principles of

Design

Rhythm

Regular

Irregular

Progressive

Staccato

Balance

Symmetrical

Asymmetrical

Radial

Unity

Variety

Emphasis

Proportion

Movement

Contrast

Focal point

Art Tools/Media

Sketchbook

Portfolio

Papers

85



8th Grade – Design Cultural Context/Art History

VA SOL

The student will:

8-12 Identify the roles of artists in mass media

8-13 Identify and analyze art and architecture

from various world cultures, periods, or

civilizations by styles, symbolism, and technological impact.

LCPS SOA

The student will:

16-8 Individually, or in a group research an artist’s style, cultural, and historical influences.

18-8 Compare and contrast famous works to one’s own and other artworks.


How has history influenced design?

What artists have been influential in the

development of good design?

How has the role of a designer changed

in the last fifty years?

How do cultures influence design

imagery?

What objects have changed in design

throughout history?

Vocabulary

Descriptive

Illustrative

Narrative

Symbolic

Political

Ancient

Modern

Contemporary

Influence

Culture

Art Tools/Media

Shepherd Fairey

Milton Glaser

Target Ads

86



8th Grade – Design Judgment/Criticism

The student will:



8-18 Communicate how personal experience influence critical judgments about interpretation

of works of art.



vocabulary.

LCPS SOA

The student will:




works of art.


Study the work of designers.

Description – How was the imagery

designed? Compare and contrast.


work organized?

What elements and principles of design

are used?

Interpretation – How is your design

influenced by your culture and time

period in which you live?

Judgment – Is the imagery or object

designed well?

What criteria should be used when critiquing design?

Vocabulary

Critique

Description

Analysis

Judgment

Interpretation

assessment

87



8th Grade – Design Aesthetics

VA SOL

The student will:

8-20 Discuss and analyze the purposes, values and meanings of works of art.






LCPS SOA

The student will:

23-8 Describe how personal experiences aid in the appreciation of art.




emotionalism, imitationalism0 relates to your design. Explain

What makes a good design?

Are the contemporary Target ads

designed well? Is Target successful in promoting their products?

Why or why not?

Vocabulary

Beauty

Originality

Aesthetic value

Relevance

Craftsmanship

Value system

Formalism

Emotionalism

Imitationalism

In 8th grade, students will have opportunities to pursue ideas, concepts and materials in greater depth. Emphasis will

be placed on crafting art beyond their current level by problem solving, critical thinking and application of the

project objectives. Students will further explore various media through a variety of experiences but not limited to

drawing, design, computer graphics and technology, sculpting, printmaking and painting.

Drawing

Continued development of drawing skills will be emphasized. Students will utilize drawing techniques and media

that will create the illusion of depth, form and texture through observation drawing.

Design

Students will continue to make thoughtful and critical decisions when developing their artwork using the principles

and elements of design. Emphasis will be placed on mastering concepts of design to enable students to apply these

concepts to cross-curricular application. Students will develop an art portfolio to demonstrate progress throughout

their art experiences.

Computer Graphics

88

Students will understand and create computer generated graphic art. Students will become familiar with typography

and digital technology in communication media such as advertisements, signs, logos, textbooks and commercial

applications.

Sculpture

Students will produce three-dimensional art. The characteristics of three-dimensionality will be emphasized.

Students will create preparatory drawings and maquettes to create sculptural works. Understanding of formal

elements of art, art media, and knowledge of historic, contemporary, religious, symbolic and or/cultural diversity in

art will help students ‘sculpt’ meaningful works of art.

Printmaking

Students will learn printmaking processes and identify styles, techniques and tools of printmaking. Students will

demonstrate an understanding of design elements and principles through printmaking.

Painting/Color Theory

Color theory and relationships will be a focal point in works of art achieved by the students. The expressive and

communicative aspects of color will be emphasized to make personal, meaningful works and paintings.

89

STUDENT ASSESSMENT

The LCPS Middle School Art Education Program is based on the belief that art education is an integral part of a

well-balanced education. A quality education depends on the presence of a vital energetic art education program.

Such a program is built around an important body of historical, theoretical and skills-related knowledge. The

student-based program is designed to enhance the conceptual, aesthetic, and cognitive development of each learner.

The development of each student’s self esteem, as well as their critical thinking skills, can be greatly enhanced

through the assessment process, as students develop their own opinions and recognize their abilities to create art.

Art educators must assess student understanding throughout each unit or lesson, as well at the end of each grading

period. Assessment must also take into consideration different needs and learning styles. Assessment should be a

direct response to the lesson objective established by the educator in accordance with the art curriculum, Standards

of Achievement and Standards of Learning. Assessment criteria should be clearly communicated and understood by

the students before engaging in a lesson.

Assessments should be used during a lesson to gauge direction and reinforce objectives, as well as at the end of the

lesson, to evaluate the overall understanding of instruction. Assessment of student achievement is designed to help

students achieve goals, and to help the art educator individualize instruction, identify special needs, plan for

instruction and communicate with parents. Assessments may be done by the students, peers, and the educator.

Using all three sources for reflection encourages students to take an active role in assessment and helps them

understand the process.

Assessment may take many forms throughout Loudoun County art classes. Forms of assessment may include but

not limited to rubrics, teacher check sheets, individual rating scales, anecdotal records, formal and informal

critiques, role playing, art research, process evaluations and portfolios. Students are assessed on the content of their

work and the knowledge, skills, and understandings they have gained. The knowledge they gain should reflect their

understanding of the arts, especially its personal, historical, cultural, and social contexts. The skills they gain should

reflect their perceptual, technical, expressive and reflective ability to communicate their knowledge. Successful use

of both knowledge and skills will determine the quality and depth of their work.

90

Assessment

The following are examples of how assessment may be meaningfully integrated into a lesson or unit.

The Assessor

Student

Students assess their progress on a project by noting how well they have accomplished a project’s

objectives on a rubric, and then determine specific goals to address while completing the project.

Students assess their final project by assuming the identity of an art critic and writing an article on their

work, as a unique piece and as part of an entire class’ artwork.

Students assess established works of art with regard to cultural significance, historical works with the

meanings expressed in their own artwork.

During a long-term project, students may keep a daily record of their accomplishments and goals,

motivating them towards a successful completion of their project.

Peer

Peers assess the artwork of their classmates during an auction in which works are bid on based upon the

completion of the unit’s objectives.

Peers evaluate the artwork of classmates by filling out rubrics and offering positive comments and

suggestions before the completion of the assignment.

Peers review all the sketches or work and choose particular examples that they feel meet the objectives of

the unit. Suggestions can be offered regarding alternative ideas or development of the existing work.

Educator

Educator assesses student progress by completing a similar rubric to the student rubric, encouraging

conversation about and clarification of the content and objectives of the unit.

Educator facilitates formal critiques with the class.

Educator and student assess artistic growth through portfolio reviews at each semester’s end.

Assessing Art Production

The examples included in this document reflect the significance of assessing the student’s knowledge and skills.

Student’s artwork should reflect their mastery of the Standards of Achievement as well as each student’s ability to

apply their knowledge and skills in thoughtful, well-crafted and creative ways using a variety of media. The

instructor’s initial presentation should include expectations for the outcome of the project.

Understanding the historical significance of the work.

Personal interpretation and expression of understanding creativity.

Emphasis should also be placed on excellent craftsmanship that allows the message of the work to be clearly

understood. Clear demonstrations of technique should be performed so that students understand the expectations. It

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is helpful to give students a cop of the rubric that will be used to assess their work at the beginning of the lesson so

that they may refer to it while planning, producing, and reflecting upon their work.

Loudoun County Public Schools Middle School Art Education Safety Measures

Specific remarks to the middle school art education program are listed below but are not inclusive to the

myriad of incidents, which may occur in the art room.

*Please be advised that when ordering art and creative materials from catalogs, the products must meet

guidelines set up by The Art and Creative Materials Institute (ACMI). If in doubt of a product’s safety,

refer to the Material Safety Data Sheet – MSDS that may be requested from the manufacturer.

When ordering products the label guidelines are as follows:

Label Guidelines

AP-Approved Product: CP-Certified Product

Grades K through 8th, materials are non-toxic and meet American National Standards Institute (ANSI)

quality conformance standards.

HL-Health Label (Non-Toxic Health Labeling Required)

Grades 9th and through 12th materials are nontoxic when used in a manner as appropriately described on the

label and the Material Safety Data Sheet (MSDS)

HL-Health Label (Cautions Required); CL-Certified Label Contents Warnings)

These products contain Health Warnings and are hazardous. Materials with this label should not be used

in the Loudoun County School System.

*Please use age appropriate tools in the art room (Age appropriate is determined by the art educator’s

assessment of the student ability).

*Please adhere to the Virginia Standards of Learning for Safety located in this Curriculum.

*If the kiln is on when you leave school, please remember it is your responsibility to make certain that it

does not remain on throughout the afternoon and evening. Further, the principal should be made aware that

you will be returning to school to check on the status of the kiln and to confirm that the kiln has shut off.

Artist Safety Handbooks may prove to be valuable sources of information when ordering or for anticipated

use of materials/tools with students. However, in the event of procedural safety conflicts, art educators will

always follow the LCPS safety procedures.

Please contact your school principal if you have any questions regarding safety issues in the art room.

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Kiln Safety Rules

Our LCPS Safety Audit Team has established Kiln Safety rules for all LCPS Art Educators. Please familiarize

yourself with the following recommendations prior to firing your kiln:

1. Knowledgeable Operator – The person operating the kiln should be familiar with the entire manufacturer’s

safety and operating instructions.

2. Kiln rooms – these rooms were not designed to house storage items including any type of flammables, paper

products, wood products, plastics, fabrics, paints, etc. The only things that may be housed in the kiln rooms are the

kiln and requisite accessories, wire racks, and fired clay products.

If your kiln does not have a dedicated kiln room and is located in a classroom or mechanical room, there must be a

minimum clearance of 36” from any type of storage item or access by students. All flammables such as paper

products, wood products, plastics, fabrics, paints, etc., shall be situated well away from the kiln area. Always utilize

caution screens around Kilns situated in classrooms to provide a safe barrier.

3. Ventilation – Please do a “sound check” and visual inspection on your kiln ventilation systems prior to firing

your kiln. This includes the EnviroVent (located underneath and attached to the kiln) as well as the overhead hood

or ceiling vent. Turn them both on and make sure they are operational and sound appropriate. Also, visually check

the ventilation duct work for cracks, holes, or tears. If there is a question regarding sound operation of the

ventilation systems, please report the concern to your building Principal and ask them to report this on a work order

to Facilities Services. Do not use your kiln unless and until the ventilation system is in proper working order.

4. Paper – Do not use paper in your kiln, including stuffing paper into clay items to be fired to help maintain their

shape.

5. Safety Chain for Kiln Lid – Always utilize the safety chain on the kiln lid when raised. These have been

specially installed to prevent the lid from falling on you.

6. Floor Beneath Kiln – Regularly inspect the floor area beneath the kiln to make sure it is completely free from all

dust and debris so your EnviroVent Fan underneath the kiln will operate properly.

7. Firing the Kiln – Do not leave your kiln unattended. If you leave your school for a short amount of time, it is

your responsibility to notify your building Principal and Head Custodian that your kiln is firing and you plan to

return to make certain it is shut off. All firing of kilns should be concluded by 8:00 pm to allow a cool off time

prior to custodial staff leaving the building. Never fire the kiln overnight or when the school is not occupied.

If you have any questions or concerns, please contact your building Principal or the Division of risk Management at (517) 252-1280. Thank you for your cooperation

in maintaining a safe learning environment for our students and staff.

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Exhibitions and Displays

The middle school art education program requires art educators to exhibit student artwork as much as possible both

within and outside of the school. Continuous and attractive exhibits/displays are essential to fostering student

confidence, participation and achievement within the Loudoun County Public Schools Middle School Art Education

program. Exhibits (except for on-line) should always include the name of the student (unless parent/guardian

doesn’t want the students name included), school, and lesson objectives or a brief description of the project.

On-going attempts to advocate art education through exhibits and displays in the community and on-line have

included:

LCPS Administration Building

Loudoun County Libraries

INOVA Loudoun Hospital Center

George Washington University (Ashburn Campus)

LCPS Web Pages

During Youth Art Month (March), art educators will engage in selected activities and exhibits/displays that promote

the art education program in their school and in the community. The Loudoun County Art Education Department

also joins together with an all-county art show during the spring.

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Unit/Lesson Plan

Art educators create lesson and or unit plans in accordance with the guideline detailed in the LCPS MSAE

Curriculum. Below is an example of how it might be formatted as well as the content to be included in each plan.

State/National Standards

Title

Enduring Idea

Grade Level

LCPS Standards of Achievement

Essential Questions

Resources & Materials

Motivation

Activities/Sequence

Extensions/Accommodations

Instruction on Internet Safety:

Please review these guidelines with your students before you begin research projects.

1. Students must talk with teachers, librarians , parents, or guardians before going online. The purpose of this conversation is to discuss the

purpose of searching online for information, and to establish acceptable and unacceptable websites.

2. Students must never reveal any personal information to anyone or any site online. Students should never give their names, addresses, or other

personal information – no matter what online website is asking for it.

3. If unwanted websites “pop-up,” or appear on screen, students must close these right away, and report any “pop-ups” that make them feel

uncomfortable to teachers, librarians, or parents.

4. Students must never agree to meet anyone in person who may have communicated with them online. If communication online takes place,

students should report this to a teacher, librarian, parent, or guardian.

5. Students must interact with the web in ways that are similar to how they are expected to behave with real people. Students must never

disrespect other people online, nor should they use inappropriate language on any interactive sites.

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Educator Resources

Individual teachers may alter their lessons to best meet the needs of all student learners. Differentiation of

instruction ensures all middle school students will have a successful art experience. LCPS middle school art

teachers are encouraged to introduce new concepts and artists as they themselves explore the field.

Pedagogical techniques can assume a wide range of creativity. Video presentations can support or assist in the

understanding of curriculum content. Demonstrations and classroom visuals can aid those students who grasp

concepts by seeing concrete examples. Visiting artists are an excellent way of demonstrating the vitality of art and

opportunities for artists. Varied approaches ensure all learners will understand and be able to creatively apply the

concepts learned.

The Internet provides a myriad of resources to research ideas, and enhance art history presentations. It provides

visual resources as well as reference material to support the curriculum. Sites should be reviewed before

introducing them into a classroom setting. Some reference sites may include:

www.artcyclopedia.com

www.artlex.com :(art dictionary with visual examples)

WebMuseum, Paris: http://www.ibiblio.org/wm/paint/(reference to artists and movements)

ArtsEDGE: http://artsedge.kennedy-center.org/(professional resources, reviews, lessons and programs)

The Getty Institute:www.getty.edu/artsednet (lesson plans, exhibits, discussion groups)

The American Century: www.whitneyartmuseum.net (Timeline of the 20th Century with art and relevant

social and historical events)

Visual Thinking Strategies: http://www.vue.org/

Art History Resources: http://witcombe.sbc.edu/ARTHLinks.html (extensive and comprehensive source for

multicultural civilizations and media)

The National Gallery of Art: www.nga.gov (exhibits, resources, virtual tours)

The Art Institute of Chicago: www.artic.edu/aic (archives, exhibits, collections, et.)

The Louvre Museum: http://louvre.fr/lovrea .html (guided tours, collections. Etc.)

Association for the Advancement of arts education: http://www.aaae.org/teachers.html

Aesthetics On-Line: http://www.aesthetics-online.org/

Teaching Non-Western Aesthetics: http://www.aesthticsonline.org/ideas/sartwell.html#citation1

http://www.artcyclopedia.com/

http://www.ibiblio.org/wm/paint/(reference

http://artsedge.kennedy-center.org/(professional

http://www.whitneyartmuseum.net/

http://www.vue.org/

http://witcombe.sbc.edu/ARTHLinks.html

http://www.nga.gov/

http://www.artic.edu/aic

http://louvre.fr/lovrea%20.html

http://www.aaae.org/teachers.html

http://www.aesthetics-online.org/

http://www.aesthticsonline.org/ideas/sartwell.html#citation1

Documents

Stanford University Loudoun County Public Schools Middle ......2 Table of Contents Middle School National Standards 3 Middle School VA Standards of Learning 5 LCPS Philosophy of Middle