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Jay School Corporation Visual Arts Curriculum Guide 2012-2018

Middle School Visual Arts Curriculum GuideGrades 6 – 8


Grade Six

Art Academic Standard

Literacy Embedded Standard

Learning Activities Assessment(s)

6.1.1 Identify and ana-lyze the relationship be-tween a work of art and the history, geography, and technology of the culture, and identify +where, when, why, and by whom the work was made (focus: Europe and the Americas, including the diversity of past and contemporary cultures and ethnicities).

6-8 RT.1: Cite specific textual evidence to support analysis of technical texts. 6-8 RT.7: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

During a study of creation in relation to the geography and technology of the time.

Art related testsChecklistsTeacher ObservationWorksheets

6.1.2 Identify how the roles and relationships of artists and patrons have affected the creation of works of art.

6-8 RT.1: Cite specific textual evidence to support analysis of technical texts.

Students will analyze how subject matter, themes, symbols, and style in a work of art or artifact reflect the culture.

Personal student written reports

Standard 1 Understand art in relation to history and pre-historic cave art, students will identify the kinds of animals depicted, the tools used, and reasons for their past and contemporary culture Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life.


6.1.3 Identify icons in contemporary works and analyze how they reflect the culture.

6-8 RT.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical visual art context relevant to grades 6-8 texts and topics.

Students will draw from available materials to reflect a culture or group.

Classroom Critiques

6.1.4 Identify uses of imagery in visual culture found in, but not limited to, advertisements, graphic novels, the Internet, video, and video games.

6-8 Rt.3: Follow precisely a multistep procedure when performing technical visual art tasks

Students will sort groups of pictures.

ChecklistClassroom Critiques

6.1.5 Identify the roles of artists and skills of various art-related careers in the community.


Student will take a fieldtrip to a local gallery or performance center.

ChecklistRating scales

6.1.6 Analyze how galleries, museums, movie theaters, digital resources, and arts-related establishments in the community affect daily life.

6-8 RT.7: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will visit the local courthouse to make observations of murals.

ChecklistWritten Report (group)


6.1.7 Analyze and critique art seen at local museums, exhibits, arts performances, and by visiting artists in the schools.

6-8 Wt.1: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will participate in a fieldtrip or view an internet field trip from available galleries.

Checklist

6.1.8 Identify ways in which the arts are supported in the community and state.

6-8 RT.7: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).6-8 RT.1: Cite specific textual evidence to support analysis of technical texts.

Students will be lead in discussion. Teacher Observation

Standard 2 Recognize significant works of art and the chronological development of art movements and historical

periods


Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing

community art resources and evaluating their effect on daily life.




6.2.1 Identify and be familiar with works from major periods of Western art, identifying artist, culture, style, and aspects from the historical context of the work.

6-8 RT.1: Cite specific textual evidence to support analysis of technical texts. Students will identify how the roles and relationships of artists and patrons have affected the creation of works of art.

Students after field trip and discussion will create on paper a mural for today’s local culture based on local events or happenings.

ChecklistRating Scale

6.2.2 Identify distinguishing characteristics of style in individual artists’ work and art movements.


Students will compare a variety of mask prints and decide the culture they belong to based on visual clues. E.g. Aztec, Eskimo, Egyptian, Japanese, Benin.

Oral QuizTeacher Observation

6.2.3 Identify and 6-8 RT.7: Integrate Students will study works by Checklist


chronologically compare works of Western art and artifacts from major periods or movements.

technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

selected artists including VanGogh, Escher, Picasso, Rembrandt, Durer, Audubon, Remington, Seurat, DaVinci, and O’Keefe.

Questioners


Standard 3 Describe, analyze, and interpret works of art and artifacts Students apply properties in works of art to adopt and defend a critical stance. They share peer perspectives in constructing meaning and developing well-supported interpretations.




6.3.1 Adopt and defend a critical stance on artists’ use of sensory, formal, technical, and expressive properties through discussion and/or writing, utilizing appropriate vocabulary.

6-8 WT-9: Draw evidence from informational texts to support analysis, reflection, and research

Students will study the work of various Surrealist artists. They will discuss each Surrealist work of at to identify the illogical function of subject matter or symbols.

Classroom CritiqueRating ScaleRubric

6.3.2 Construct meaning and develop well-supported interpretations in works utilizing dialogue and shared peer perspectives, properties found in the work, and research-based background information.

6-8 WT.8:Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Students will look at artwork by artists such as Escher and Rembrandt and examine how both artists used value. Identify where the darkest and lightest areas are in each, from what direction the light source is coming and how the artist made certain objects look realistic.

Student DemonstrationClassroom Critique


Standard 4

Theorize about art and make informed judgments

Students identify institutionalism in artwork. They reflect on sources of personal preference and form persuasive arguments based on properties found in works and their historical context.





6.4.1 Identify unconven-tional works that can be identified as art only by the fact that they are in a museum or gallery (in-stitutionalism).

6-8 WT.1 (b) : Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will choose from selected works and give reasons/ criteria for selections and compare with other sin class works they feel are “good” and “bad” examples of art.

Rating ScaleReports

6.4.2 Reflect upon the sources of personal pref-erence such as home, peers, and pop culture through journaling and discussion.

6-8 WT.1 (b) : Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will analyze and write their personal definitions of artwork.

Personal Evaluation (student-written)

6.4.3 Apply criteria based on properties found in a work and research of its historical context to form persuasive arguments.

6-8 WT.2 (a-f): Write informative/explanatory texts, including technical processes

Students will write about the available artwork based on appropriate terminology.

Personal Evaluation (student written)


Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the

meaning and significance of art Students consider the role of aesthetic experience and its personal significance. They identify problems or puzzles in

works and hypothesize solutions, and they consider and discuss diverse aesthetic issues.

Art Academic Literacy Embedded Learning Activities Assessment(s)


Standard Standard6.5.1 Discuss the role of aesthetic experience in life and reflect on its personal significance.

6-8 RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical context relevant to grades 6-8 texts and topics.

Students will analyze and discuss the nature of art and the concepts presented.

Group DiscussionWritten Report

6.5.2. Identify problems or puzzles in a work of art or aesthetic issue, construct a well-reasoned hypothesis, and evaluate the adequacy of alternative hypotheses.

6-8 RT.7: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).6-8 WT.1 (b)

Students will identify problems of aesthetic verses personal taste.

RubricWritten Report/ Evaluation

6.5.3 Analyze the nature of art through logical reasoning skills and debate on issues such as beauty, censorship, and

6-8 WT.9 Draw evidence from informational texts to support analysis, reflection, and research.6-8 RT.4 Draw evidence from

Students will present through writing logically reasoned based ideas on censorship using proper vocabulary.

Written Report


definitions of art. informational texts to support

analysis, reflection, and research.: Determine the meaning of

symbols, key terms, and other

domain-specific words and

phrases as they are used in a

specific technical context

relevant to grades 6-8 texts and

topics.

Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection,

and revision Students create artwork demonstrating refined perceptual skills and expanded subject matter, media, and techniques.

They evidence judicious selection of symbols, metaphors, and subject matter. Work reveals a process of critique, reflection, and revision, application of self-assessment and peer critiques, and mutual respect.





6.6.1 Demonstrate refined perceptual skills through convincing representation of objects and subject matter from life.

6-8 WT.9 Draw evidence from informational texts to support analysis, reflection, and research

Journaling, students will address questions such as: “How do you define art?” and “Why do people create art?”

Personal Reflection/ Evaluation

6.6.2 Demonstrate the ability to utilize per-sonal interests, current events, media, or tech-niques assources for expanding artwork.

6-8 WT.9 Draw evidence from informational texts to support analysis, reflection, and research

Students will create a piece of art that demonstrates personal interests and current events.

Teacher Observation

6.6.3 Discriminate and select from a variety of symbols, metaphors, subject matter, and ideas to clearly communicate through artwork.

6-8WT.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Students will verbally discuss the projects of the class.

Classroom Critique

6.6.4 Demonstrate evidence of critique, reflection, and revision

6-8WT.9 :Draw evidence from informational texts to support analysis,

Students will revise their project. Classroom Critique


in creating artwork. reflection, and research.6.6.5 Identify and apply criteria for self-assessment and peer critiques.


Students will give a short “speech” on their project.

Peer Critique

6.6.6 Demonstrate respect for personal work and the work of others.

6-8 WT.1 (b): Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students will choose their favorite project from their peer’s projects.

Peer Critique

Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of

media, tools, and processes Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, and space, and the

use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual


characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and proper use of materials.




6.7.1 Apply elements (line, shape, form, tex-ture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, em-phasis, and unity) in work that effectively communicates ideas.

6-8 RT.4 :Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Students will draw a city of the future using a variety of texture, shapes, and forms in their buildings and backgrounds.

Flow Chart Checklist

6.7.2 Identify and dis-criminate between types of lines (characteristics, quality), shapes (geo-metric and organic), tex-tures (tactile and visual), colors (primary, sec-ondary, complementary, intermediates, neutrals, tints, tones, shades, and values), and space

6-8 WT.2Write informative/explanatory texts, including technical processes.

Students will be asked to draw the classroom still life. Students will apply their knowledge of types of lines, shape, form, texture, and color to their artwork.


(background, middle ground, foreground, placement, perspective, overlap, negative, con-verging lines, positive, size, color), and the use of balance (symmetrical, asymmetrical, radial), and the use of propor-tion, rhythm, variety,Grade 6 Page 49Revised 2010 repetition and movement in own work and the works of others.6.7.3 Utilize the physical characteristics and ex-pressive features of a given medium to en-hance meaning in art-work.

6-8 RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical visual art context relevant to grades 6-8 texts and topics

Students will study and draw portraits.

Teacher ObservationCheck List

6.7.4 Demonstrate ap-propriate use of various media, techniques, and processes to communi-cate themes and ideas in artwork.Grade 6 Page 50

6-8 RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical visual art context

Students will create appropriate work to apply various selected media techniques and processes: contour line figure drawing, non objective tessellations, art graphs, portrait drawings, painting, etc.

Teacher Observation Rating Scale RubricPeer AssessmentChecklist


The following recom-mended media and pro-cesses are appropriate for a grade band of Grade 6 through Grade 8:DRAWING: Media: pen-cils, colored pencils, markers, ink, chalks, crayons, oil pastels, charcoals, pastels, conte-crayon Processes: contour line, rendering, sketching, value, shad-ing, crosshatching, stip-pling, one and two-point perspectivePAINTING: Media: tem-pera, watercolor, water-soluble oils, watercolor crayons; variety of sur-faces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, dry brush, watercolor tech-niques of sponging, salt-ing, and maskingPRINTMAKING: Media: found objects, printing ink, polystyrene foam,

relevant to grades 6-8 texts and topics6-8 WT.2 Write informative/explanatory texts, including technical processes.


stencil, textile ink Pro-cesses: calligraphic, col-lograph, silkscreen, etch-ing, embossing, relief (linocuts)CERAMICS: Media: mod-eling clay, pottery clay, clay substitutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration tech-niques, incising, sgrafitto, wax resist, hand hewnSCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber card-board, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper, foam core Pro-cesses: carving, addi-tive, subtractive, model-ing, constructing, cast-ing, enamelingFIBERS: Media: cloth, yarn, batik wax and dyes, ribbon, found ob-jects, paper, reeds, rope


Processes: pulling threads, weaving, stitch-ery, tying and wrapping techniques, braiding, basketry, tie-dye, tra-punto, batikMIXED MEDIA: Media: tis-sue, photos, found ob-jects, foil, fiber, paint, paper Processes: col-lage, bas-reliefOTHER MEDIA: Media: computer, interactive computer programs, dis-posable camera, digital camera, video, photog-raphy, film Processes: computer processes in various open source and commercial programs


6.7.5 Demonstrate safe and proper use, care, and storage of media, materials, and equip-ment.


Students will demonstrate safe and proper care of material, equipment and media. Students will properly clean and put away the tools.

Teacher Observation


Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts,

and understand the arts as a critical component of learning and comprehension in all subject areas Students compare communication of ideas and concepts in the arts and other disciplines. They cultivate opportunities for aesthetic experience through creation of artwork, cross-disciplinary projects, and performances demonstrating in-

depth knowledge and integration of processes, technology, and sign systems from various subject areas.




6.8.1 Compare the ways big ideas and concepts are communicated through the perspectives of visual arts and other disciplines.

6-8.WT.9 Draw evidence informational texts to support analysis, reflection, and research from

Compare groups of photos that show different visual perspectives, drawn by using different techniques.

6.8.2 Create artwork integrating concepts, subject matter, technology, or the sign systems of multiple disciplines that communicates in-depth knowledge gained through integrated study.

6-8 RT.7 : Integrate technical visual art information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table)

Students will compare images while using assignment guidelines and employ personal freedom in their choices.

Checklist


6.8.3 Use multiple art forms to create cross-disciplinary works or per-formances that commu-nicate meaning and pro-mote aesthetic inquiry.

6-8.WT.2 Write informative/explanatory texts, including technical processes

Students will create through the use of clay type media such as sculpey, Crayola model magic or modeling class paper mache.

Checklist

Grade Seven


Standard 1Understand art in relation to history and past and contemporary culture

Students analyze relationships between artwork and the cultures of origin, comparing icons, themes, and ideas representative of various cultures. They explore art-related careers and ways to support the arts, utilizing resources of

museums and galleries and identifying the impact of the arts on society.




7.1.1 Identify where, when, why, and by whom a work was made; and analyze the relationship between a work of art and the history, politics, and technology of the culture (focus: Asia, Africa, and the South Pacific).


Students will use the art textbook and visuals, locate an artwork or artifact of their choice and identify who, what, where, when, why, and how it was used, then share this information during group presentation (i.e. Pyramids-tombs).

ChecklistsRating Scales

7.1.2 Research and compare works of art to identify similarities and differences in function or purpose.


Students will utilize the art textbook and visuals, and then through discussion analyze cultures, art works and functions of art.

RubricsArt-related testsWorksheets

7.1.3 Identify, compare, and contrast themes, icons, and ideas that 6-8.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.

6-8.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.

Students will analyze available artworks.

Worksheets


represent various cultural groups.7.1.4 Research the roles of artists and skills needed for various art-related careers in the community.

Students will visit local a gallery event or shop.

Written Report

7.1.5 Identify contributions that artists and art-related professionals have made to society.

Students will participate in a classroom discussion.

ChecklistRating scales

7.1.6 Examine and critique art at local museums, galleries, virtual galleries, performance centers, and exhibitions in the community.

Students will take a fieldtrip to a local gallery or performance center.

ChecklistWritten Report

7.1.7 Discuss how artists, artwork, and art institutions can impact the economy of communities.

Students will compare local artist creations and evaluate prices and compare.

Checklist

7.1.8 Identify ways one can become actively involved in supporting the arts in the community.

Upon visiting Arts Place, the students will be made aware of memberships and Arts in the Park and available classes.

Personal Evaluation

Standard 2


Recognize significant works of art and the chronological development of art movements and historical periods

Students experience works of non-Western art, identifying artists, cultures, styles, and historical aspects. They locate Western and non-Western artwork on a timeline to establish chronological perspective and identify beliefs, customs, and

technology affecting artists’ styles.




7.2.1 Identify and be familiar with works from major periods of non-Western art identifying artist, culture, style, and aspects from the historical context.

Students will sort artwork into style, and periods.

ChecklistRating Scale

7.2.2 Research and identify how beliefs, customs, and technology affect artists’ styles of work.


Students will be shown a film supporting artistic style.

Observation

7.2.3 Identify Western and non-Western art and artifacts by locating them on a timeline.

Students will be shown examples of masks from Western and non-Western cultures and asked to compare.

Evaluation (student written)


Standard 3Describe, analyze, and interpret works of art and artifacts

Students apply properties in works of art to adopt and defend a critical stance. They share peer perspectives in constructing meaning and developing well-supported interpretations.




7.3.1 Adopt and defend a critical stance on artists’ use of sensory, formal, technical, and expressive properties through discussion and/or writing, utilizing ap-propriate vocabulary.

6-8 WT.1: Write informative/explanatory texts, including technical processes.

Students will view reproductions and hypothesize and about what the artist was attempting to communicate (i.e. Picasso-Guernica).

Reports (written and/or oral)

7.3.2 Construct meaning and develop well-sup-ported interpretations in works utilizing dialogue and shared peer per-spectives, properties found in the work, and research-based back-ground information.

Students will use scanning sheets to support their interpretations of art and artifacts.

Oral Quiz Reports (written and/or oral)Personal Evaluation (Student Written)

Standard 4Theorize about art and make informed judgments


Students identify various philosophies in artists’ works. They present logical defenses of their personal preferences, form persuasive arguments based on properties and historical context of works, and consider critiques by artists and

critics.




7.4.1 Understand that artists have different philosophies when creating art, and identify and discriminate between works made from different philosophies.

6-8WT 8.2: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Students will learn and discuss approaches to art criticism that include imitationalism, expressionism, formalism, utilitarianism and appraise art and artifacts after selecting an appropriate approach for each work of art examined.


7.4.2 Present logical de-fense of personal view-points or preferences in art.

6-8 RT.7: Integrate technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,

Written report on displayed artworks.

Written Report


model, graph, or table).7.4.3 Apply criteria based on properties found in a work and research of its historical context to form persuasive arguments.

Compare and contrast works of art of different eras of art.


7.4.4 Read and reflect upon critical writings about art by artists and critics.


Read from available art text. ChecklistWritten Evaluation


Standard 5Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the

meaning and significance of artStudents discuss the role of aesthetic experience and its personal significance. They identify problems or puzzles in

works and hypothesize solutions, and they identify conflicting views on the nature of art.




7.5.1 Discuss the role of aesthetic experience in life and reflect on its personal significance.

Students are shown examples and lead a class discussion.

Teacher Questions/ Prompts

7.5.2 Refine personal response to works of art; identify problems or puzzles, and form hypotheses or well-supported viewpoints.


Students will study and discuss various artists’ definitions of art using information learned from research audio visual materials and printed research, and then write their own definition of art and their definition of beauty.

Teacher ObservationPersonal Evaluation (student written)

7.5.3 Identify conflicting viewpoints in discussions on the nature of art and try to resolve these con-flicts through logical rea-soning.

Students will compare and contrast examples of conflicting viewpoints in art.

Rubrics


Standard 6Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection,

and revisionStudents create artwork using expanded subject matter, media, techniques, and insightful observation. They evidence judicious selection of symbols, metaphors, subjects, and ideas to communicate personal statements. Students make connections between personal work and that of others in revising and refining artwork, utilize self and peer critique,

and demonstrate mutual respect.




7.6.1 Create works of art based on sensitive observation from real life and personal experience.


Students will choose an artwork and will act as a critic to present an informed judgment about an artwork.

Reports

7.6.2 Demonstrate ability to utilize personal interests, current events, experiences, imagery, and media as sources for expanding artwork.

Students will view works of art and defend or challenge its merit.


7.6.3 Discriminate and select from a variety of symbols, metaphors, subject matter, and ideas to clearly communicate personal statements.


Students will write a report that explains the work of art available for evaluation.

Written Evaluation/ Report


7.6.4 Revise and refine artwork through reflection, analysis, synthesis, peer critique, and self-evaluation.

Students will create artwork and present it for a peer critique.

Peer Critique

7.6.5 Identify connections between personal work and similar works of art for the purpose of identifying criteria and revising and refining work.

Given a criteria list, students will evaluate completed artwork and redo any area that needs improvement.

Checklist


Students will choose their best work to be peer critiqued.

Peer Critique


Standard 7Understand and apply elements and principles of design in personal works of art, utilizing a variety of

media, tools, and processesStudents apply the elements and principles and distinguish varied lines, shapes, textures, colors, space, and the use of

balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and proper use of materials.




7.7.1 Apply elements (line, shape, form, tex-ture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, em-phasis, and unity) in work that effectively communicates ideas.

Students will draw figures, still life, and landscapes using contour line outlines, graphing, rendering and perspective.

Teacher Observation


7.7.2 Identify and dis-criminate between types of lines (characteristics, quality), shapes (geo-metric and organic), tex-tures (tactile and visual), colors (primary, sec-ondary, warm, cool, complementary, Revised 2010 Grade 7 Page 58

Intermediates, neutrals, tints, tones, shades, and values), and space (background, middle ground, foreground, placement, one and two-point perspective, over-lap, negative, converg-ing lines, positive, size, color), and the use of balance (symmetrical, asymmetrical, radial), proportion, rhythm, vari-ety, repetition, and movement in own work and the works of others.

Students will be shown various examples that show principles and elements of art; various themes such as relationships shape, positive and negative space, and are asked to evaluate them using the checklist available.

ChecklistPersonal Evaluation (student written)

7.7.3 Select and utilize the physical characteris-tics and expressive fea-

6-8.RT.4 Determine the meaning of symbols, key terms, and other do-

Students will be lead in class discussion.

Rubric


tures of a given medium to enhance meaning in artwork.

main-specific words and phrases as they are used in a specific technical visual art context relevant to grades 6-8 texts and topics.

7.7.4 Demonstrate ap-propriate use of various media, techniques, and processes to communi-cate themes and ideas in artwork.

The following recom-mended media and pro-cesses are appropriate for a grade band of Grade 6 through Grade 8: DRAWING: Media: pencils, colored pencils, markers, ink, chalks, crayons, oil pas-tels, charcoals, pastels, conte-crayon Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one and two point per-

Students will be producing artwork to communicate themes about applying elements and principles. They will be allowed to choose from various materials available and various themes from different media, techniques, processes: contour line, figure drawing, non-objective, tessellations, art graphs, grids, figure drawing, painting and drawing.

Checklist


spective PAINTING: Media: tempera, water-color, water-soluble oils, watercolor crayons; vari-ety of surfaces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, dry brush, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil, textile ink Processes: calligraphic, collograph, silkscreen, etching, embossing, re-lief (linocuts) CERAMICS: Media: modeling clay, pottery clay, clay substi-tutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface deco-ration techniques, incis-ing, sgrafitto, wax resist,


hand hewn SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found ob-jects, beads, sand, balsa, wire, foam, copper, foam core Processes: carving, addi-tive, subtractive, model-ing, constructing, cast-ing, enameling FIBERS: Media: cloth, yarn, batik wax and dyes, ribbon, found objects, paper, reeds, rope Processes: pulling threads, weaving, stitch-ery, tying and wrapping techniques, braiding, basketry, tie-dye, tra-punto, batik MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief Revised 2010


Grade 7 Page 59 OTHER MEDIA: Media: computer, inter-active computer pro-grams, disposable cam-era, digital camera, video, photography, film Processes: computer processes in various open source and com-mercial programs7.7.5 Demonstrate safe and proper use, care, and storage of media, materials, and equip-ment.

Students will clean up and put away equipment tools and projects properly.

Teacher Observation


Standard 8Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts,

and understand the arts as a critical component of learning and comprehension in all subject areasStudents demonstrate use of higher level cognitive skills and processes in the arts and other disciplines. They cultivate opportunities for aesthetic experience, exploring creative processes and innovation through synthesis of content and concepts in creation of artwork, cross-disciplinary projects, and performances that demonstrate in-depth knowledge

and integration of processes, technology, and sign systems from various subject areas.




7.8.1 Identify similarities between the use of skills and processes in art (problem solving, critical thinking, perceptual skills) and other subject areas, and describe how integration of disciplines enhances learning.

6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific technical visual art context relevant to grades 6-8 texts and topics.

Students will design a 3D sculpture using specific processes (additive/ subtractive).

Checklist

7.8.2 Create artwork in-tegrating concepts, sub-ject matter, technology, or the sign systems of multiple disciplines that communicates in-depth

6-8.WT.10 Write rou-tinely over extended time frames (time for reflec-tion and revision) and shorter time frames (a single

Students will compose images while using assignment guidelines and employ personal freedom in their choices (i.e. expressive colors to create mood- warm vs. cool).

Checklist


knowledge gained through integrated study.

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

7.8.3 Use multiple art forms to nurture aes-thetic experience and create cross-disciplinary works or performances.


Students will create a cross-discipline work of art from the available materials and themes.

Rating Scale

7.8.4 Explore creative processes and innova-tion, synthesizing con-tent and concepts of the arts and other disci-plines.


Given a variety of materials, students will create a group project that utilizes most of the materials.

Peer Critique


Grade EightStandard 1

Understand art in relation to history and past and contemporary cultureStudents analyze relationships between artwork and the cultures of origin, examining the changing function of art.

They identify artists’ use of personal experiences in work and discover connections between art and other life experiences. They explore ways to support the arts and utilize resources within their own community.




8.1.1 Identify and analyze where, when, why, and by whom a work was made and the relationship of a work of art to the historical, environmental, technological, and social contexts of the culture in which it was created.


Students will use the art textbook and visuals, locate an artwork or artifact of their choice and identify who, what, where, when, why, and how it was used, then share this information during group presentation (i.e. Pyramids-tombs).

Personal Reflection (student written)ChecklistsRating Scales

8.1.2 Analyze how the function of art in our society has changed over time.

Students will utilize the art textbook and visuals, and then through discussion analyze cultures, art works and functions of art.

RubricsChecklistWorksheets

8.1.3 Identify ways in 6-8.WT.1 Write Students will discuss and Worksheets


which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork.

arguments to focus on discipline-specific content.

acknowledge the changing role of the artist over time. (Portrait painter, illustrator, to more expressive means).

Checklists

8.1.4 R Research the skills of art-related careers, educational requirements, and explore potential interests.

Students will understand context and the role of the art historian and how the historian interprets the history that is told.

Written Report

8.1.5 Analyze ways experiences in the arts connect to other life experiences.

Students will use the textbook/lecture/visual resources to study works by artist’s whit culturally diverse backgrounds and identify how their personal experiences influence their artwork. (Romare Bearden, Diego Rivers, Maya Lin, etc.)

Written Report

8.1.6 Examine and critique art at local museums, galleries, performance centers, or exhibitions in the community.

Students will take a fieldtrip Arts Place to view the gallery exhibit.

Teacher Observation

8.1.7 Discuss how artists, artwork, and art institutions can impact local and national economies.

Students will compare local artist creations and evaluate prices and compare.

Classroom Critique



8.1.8 Identify ways one can become actively involved in supporting the arts locally and nationally.

While at Arts Place, the students will be informed aware of memberships and available classes, and Arts in the Park.

Teacher Observation


Standard 2Recognize significant works of art and the chronological development of art movements and historical

periodsStudents compare works of non-Western and Western art, identifying artists, cultures, styles, and historical aspects. They identify stylistic features of particular cultures and relate artworks to corresponding historical time periods and

events.




8.2.1 Compare a range of works from Western and non-Western cultures identifying culture, style, and other aspects from the historical context of the work.

Students will use the textbook and visual resources to identify characteristics of artworks in specific eras then compare and contrast with works across cultures. (Picasso/ African masks)

Questioner

8.2.2 Identify common stylistic features from art of one culture or time period.

ChecklistRating Scales

8.2.3 Understand the re-lationship of chronology to the development of styles throughout art his-tory and match works to approximate time peri-ods or events in history.

Students will use visual resources and the art textbook to analyze additional works of art and artifacts and reconstruct the art timeline by adding these works. Using the created timeline, students will add additional artworks to it.

ChecklistPresentation


Standard 3Describe, analyze, and interpret works of art and artifacts

Students apply properties in works of art to adopt and defend a critical stance. They share peer perspectives in constructing meaning and developing well-supported interpretations.




8.3.1 Adopt and defend a critical stance on artists’ use of sensory, formal, technical, and expressive properties through discussion and/or writing, utilizing ap-propriate vocabulary.

Students will use scanning sheets to focus on the experiences upon the nature of art making an identify meaning/ feeling expressed in works of art or artifacts and interpret how the artist used symbols, subject matter, composition, media or techniques to do it. (Persistence of Memory)

Rubric

8.3.2 Construct meaning and develop well-sup-ported interpretations in works utilizing dialogue and shared peer per-spectives, properties found in the work, and research-based back-ground information.

Students will interpret artworks of Picasso-Guernica: Audrey Flack-Marilyn; VanEyck-Arnolfini Wedding Portrait.



Standard 4Theorize about art and make informed judgments

Students identify various philosophies in artists’ works. They present logical defenses of their personal preferences, form persuasive arguments based on properties and historical context of works, and consider critiques by critics and

aestheticians.




8.4.1 Understand that artists have different philosophies when creating art, and identify and discriminate between works made from different philosophies.

6-8 WT.8 Students will use lecture notes and text to review criteria for judging works and acknowledge the importance of function when judging cultural art and determine that criteria changes over time.

Reports (written and/or oral)WorksheetsChecklist

8.4.2 Present logical de-fense of personal view-points or preferences in art.


Students will analyze visual material and construct their own personal opinions.

Oral ReportPersonal Reflection (student written)


8.4.3 Apply criteria based on properties found in a work and research of its historical context to form persuasive arguments.

6-8.WT.1 Write arguments to focus on discipline-specific content.

Students will decide the chronological order of a series of artworks.

Written ReportChecklist

8.4.4 Identify the role of the aesthetician.

6-8 RtT.1: Cite specific textual evidence to support analysis of technical texts.

Students will discuss the definition of beauty.

ChecklistWritten Evaluation

8.4.5 Read and reflect upon critical and theoretical writings about art by critics and aestheticians.

Students will observe an artwork and read at least two critiques that were written about the same artwork but contain opposing views.

Questionnaire


Standard 5Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the

meaning and significance of artStudents discuss the role of aesthetic experience and its personal significance. They identify problems or puzzles in

works and hypothesize solutions, and they analyze various positions on the nature of art and aesthetic issues.




8.5.1 Discuss the role of aesthetic experience in life and reflect on its personal significance.

Students are shown examples of art and will write about what makes one more beautiful than the other.


8.5.2 Demonstrate thoughtful reflection, identify problems or puzzles in art, form hypotheses, and judge the adequacy of alternative hypotheses.

l Students will identify different philosophies demonstrated in artist’s works (imitationalism, formalism, expressionism, institutionalism, and instrumentalism).

Teacher ObservationPersonal Evaluation (student written)

8.5.3 Analyze and de-fend positions on the na-ture of art and aesthetic issues such as forgery, censorship, beauty, and definitions of art.

Students will identify the inherent philosophies in works of art and defend why the works are important regardless of their preference for them.



Standard 6Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection,

and revisionStudents create artwork using expanded subject matter, media and techniques, and insightful observation. They

evidence knowledge of contexts, values, and aesthetics when utilizing themes, symbols, and metaphors to communicate meaning. Students establish criteria for determining excellence in revising and refining artwork through

self and peer critique, and they demonstrate mutual respect.




8.6.1 Create works of art based on insightful observation from real life and personal experience.

Students will identify different philosophies demonstrated in artist’s works (imitationalism, formalism, expressionism, institutionalism, and instrumentalism).

Checklist

8.6.2 Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding personal artwork.

Students will analyze and discuss theories and issues about art and form personal viewpoints for dialogue.


8.6.3 Utilize themes, symbols, and metaphors

Students will write a report that explains the work of art available



that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in work.

for evaluation. Teacher Observation


8.6.4 Revise and refine artwork through reflection, analysis, synthesis, peer critique, and self- evaluation.


Students will acknowledge the role of aestheticians in art and how they determine the standard of beauty.

Rubrics

8.6.5 Examine and establish criteria for judging excellence in work and utilize in the revision and refinement process.

Students will work in groups to create a checklist.

Peer CritiqueChecklist


Students will demonstrate consideration for others feelings during peer critiques.

Peer Critique


Standard 7Understand and apply elements and principles of design in personal works of art, utilizing a variety of

media, tools, and processesStudents apply the elements and principles and distinguish varied lines, shapes, textures, colors, and space, and the

use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and

proper use of materials.




8.7.1 Apply elements (line, shape, form, tex-ture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, em-phasis, and unity) in work to effectively com-municate ideas.

Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates ideas.

Students will utilize progress critiques to identify weakness and strength using constructive criticism and apply self-criticism to their in-progress work.

Teacher Observation

8.7.2 Identify and dis-criminate between types of lines (characteristics, quality), shape (geomet-ric and organic), tex-tures (tactile and visual), colors (primary, sec-ondary, warm, cool, complementary, inter-

Students will refer to the scan sheet/ critique and contemplate the communicative properties of the elements of art and principles of design in expressing concepts and utilizing these qualities to convey ideas in their artwork.

ChecklistPersonal Evaluation (student written)


mediates, neutrals, tints, tones, shades, and val-ues), and space (back-ground, middle ground, foreground, placement, one, two, and three-point perspective, over-lap, negative, converg-ing lines, positive, size, color), and the use of balance (symmetrical, asymmetrical, radial), proportion, rhythm, vari-ety, repetition, and movement in own work and the works of others.8.7.3 Selectively utilize the physical characteris-tics and expressive fea-tures of a given medium to enhance meaning in artwork.

Students will draw portraits. Checklist

8.7.4 Demonstrate ap-propriate use of various media, techniques, and processes to communi-cate themes and ideas in artwork.The following recom-mended media and pro-cesses are appropriate

Students will create appropriate work to apply various media techniques and processes: contour line, figure drawing, non-objective, tessellations, art graphs, portrait, drawing, painting, etc.

Checklist


for a grade band of Grade 6 through Grade 8:DRAWING: Media: pen-cils, colored pencils, markers, ink, chalks, crayons, oil pastels, charcoals, pastels, conte-crayon Processes: contour line, rendering, sketching, value, shad-ing, crosshatching, stip-pling, one and two point perspectivePAINTING: Media: tem-pera, watercolor, water-soluble oils, watercolor crayons; variety of sur-faces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, dry brush, watercolor tech-niques of sponging, salt-ing, and maskingPRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil, textile ink Pro-cesses: calligraphic, col-lograph, silkscreen, etch-


ing, embossing, relief (linocuts)CERAMICS: Media: mod-eling clay, pottery clay, clay substitutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration tech-niques, incising, sgrafitto, wax resist, hand hewn SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber card-board, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper, foam core Pro-cesses: carving, addi-tive, subtractive, model-ing, constructing, cast-ing, enamelingFIBERS: Media: cloth, yarn, batik wax and dyes, ribbon, found ob-jects, paper, reeds, rope Processes: pulling threads, weaving, stitch-ery, tying and wrapping


techniques, braiding, basketry, tie-dye, tra-punto, batikMIXED MEDIA: Media: tis-sue, photos, found ob-jects, foil, fiber, paint, paper Processes: col-lage, bas-reliefOTHER MEDIA: Media: computer, interactive computer programs, dis-posable camera, digital camera, video, photog-raphy, film Processes: computer processes in various open source and commercial programs8.7.5 Demonstrate safe and proper use, care, and storage of media, materials, and equip-ment.


Students will carefully clean and store materials and equipment.

Teacher Observation

Standard 8Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts,

and understand the arts as a critical component of learning and comprehension in all subject areasStudents demonstrate use of higher level cognitive skills and processes in the arts and other disciplines. They cultivate opportunities for aesthetic experience, exploring creative processes and innovation through synthesis of content and concepts in creation of artwork, cross-disciplinary projects, and performances that demonstrate in-depth knowledge


and integration of processes, technology, and sign systems from multiple subject areas.




8.8.1 Analyze similarities between the use of skills and processes in art (problem solving, critical thinking, and perceptual skills) and other subject areas, and analyze how integration of disciplines enhances learning.

Students will identify skills processes and describe their combinations.

Teacher observation

8.8.2 Create artwork in-corporating processes, skills, technology, or sign systems of multiple disciplines that commu-nicates in-depth knowl-edge gained through in-tegrated study.

Students will create an artwork that communicates knowledge gained from the study of a specific artist.

Presentations

8.8.3 Use multiple art forms to nurture aes-thetic experience and create cross-disciplinary works or performances.

Students will draw an example of beauty and write and explanation of why it qualifies.

Personal Reflection (student written)

8.8.4 Explore creative processes and innova-tion, synthesizing con-

6-8.WT.2 Write informative/explanatory texts, including technical

Students will try their best to apply all skills and must use at least one new media in their artwork.

Checklist


tent and concepts of the arts and other disciplines and reflect upon the im-pact of the experience through writing or dis-cussion.

processes

Documents

€¦ · Web viewStudents will apply their knowledge of types of lines, shape, form, texture, and color to their artwork. 6.7.3 Utilize the physical characteristics and expressive