Overview for 6 th Grade Art

6th Grade art is a basic course designed to introduce the student to the elements of art and the principles of design. Students will work with a variety of media and techniques. They will develop abilities to make critical judgments about art and to understand and appreciate the influences of art from artists of other times and cultures

The goal of the Middle School art program is to build visual literacy in our students. Through a variety of artistic experiences, we help students to understand, interpret, and appreciate their visual world. The art teachers foster student’s imagination and creative thinking skills and the cultural diversity of art in different cultures and times. Art is more than just "making things" - it includes art history, aesthetics and art criticism.

Overview for 7 th Grade Art 

7th Grade art is a basic course designed to re-introduce the student to the elements of art and the principles of design. It is a program designed to involve middle school students in the learning opportunities that are available through the study of world cultures/languages and arts education.   The purpose of the collaborative initiative is to expand student knowledge and understanding of personal experiences and the world beyond the immediate community. The intent is to open the possibilities of communication, for living, and for participation in the world culture.

The goal of the Middle School art program is to build visual literacy in our students. Through a variety of artistic experiences, we help students to understand, interpret, and appreciate their visual world. The art teachers foster student’s imagination and creative thinking skills and the cultural diversity of art in different cultures and times. Art is more than just "making things" - it includes art history, aesthetics and art criticism.  

Overview for 8 th Grade Art

8th Grade art is course designed to re-introduce and focus on the synthesis and application of the elements of art and the principles of design.    Students will be expected to do more advanced art work based on their previous knowledge of art, media, skills, vocabulary and techniques.  The acquisition of these complex, technical skills enables students to develop a view of the world, placing the discipline of art within a broader context, and relating it to other fields of knowledge. It is the time for students to discover their strengths and to express themselves creatively. Students discuss the purposes of art, make reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic.

The goal of the Middle School art program is to build visual literacy in our students. Through a variety of artistic experiences, we help students to understand, interpret, and appreciate the visual world, the interior world of the imagination, and the range of art in different cultures and times.

 

 

Outline for 6 th Grade Art

(Last Revision 1-19-06)

6th Grade art, is a basic, introductory course designed to introduce the student to the elements of art and the principles of design through work with a variety of media and techniques, and to develop the student’s abilities to make critical judgments about art and to understand and appreciate the influences of art from artists, other times and cultures

The goal of the Middle School art program is to build visual literacy in our students. Through a variety of artistic experiences, we help students to understand, interpret, and appreciate the visual world, the interior world of the imagination, and the range of art in different cultures and times.We strive to instill in our students to:view their world as an artist

ask questions

think creatively

solve problems

do their personal best work

trust in themselves

respect art/artists

Students develop a vocabulary to discuss both their own art work and the work of others. Constructive criticism and dialogue promote respect for others and enhance self-confidence. We hope that our students will be open-minded and discriminating, as well as able to understand and articulate the role that art plays in defining, sustaining, and reflecting cultures.

Art Themes (Definite Themes will be developed through out the term in order to Integrate with 6th Grade Academic Curriculum and student artist’s subject preferences).

Materials, Tools, Techniques, Vocabulary

Contour line, gesture drawing, design/ pattern making, proportion, perspective, space, form color, value (highlights and shadows)

Pencils, colored pencils, markers, scratchboard, metal foil, paints and various craft/3D media

Hatching, cross-hatching, sgrafitto, repousse, chiaroscuro etc.

Types of Assessment

1. Daily Work on all studio art projects

2. Effort on all studio art projects

3. Self Evaluations; journal writings

4. Critiques

5. Portfolio Review

6. Special Projects/Reports etc.

Tools for Assessment:

Craftsmanship, Creativity, Originality, Effort/ Responsibility, Goals/ Criteria based on Art Standards/Frameworks, Self Evaluations, Rubrics, Critiques etc.The beginning of each class will have a writing/reflection ritual. For the first 5 or more minutes in class, students will write about the quote, question etc on the "Art Smarts" board. This will start each class off on task, quietly reflecting on a quest and ready to work. The writings will be part of their sketchbook/journal and a part of the total art grade.The students will travel through art as an explorer charting new lands. Students will embark with new skills and tools for learning. Art is a hands on activity with trial and error and a safe place to make "mistakes." These are called happy accidents because in art they are used as a springboard for new ideas and solutions to problem solving.

The basis for art learning may be divided into 3 major units:

The Art Zone

Terms, techniques and applications for quality art work

Art media , care and usage

Quality and integrity of workmanship

The Creative Expression Zone

Following instinct for application and usage of media

Self-expression and application with reflection

Inventing or imagining; abstract or non objective; reactionary

The Art History/Cultural/Society Zone

Relating art to themselves, their world, their interests

Learning about art past and present

Importance of art/artist in various cultures

It is within these basic units that the creativity of lessons may be derived to fit the student/grade levels needs.At the end of the 6th grade students should know:

The Elements of Art and their relationship to the Principles of Design

How to do blind/ modified contour drawings

How to use value and texture in drawings

How to use "chiaroscuro" in a shaded drawing

How to render things to look 3-D

The basic color concepts; primary, secondary and tertiary colors; monochromatic colors, opposite/complementary color, analogous colors and tints/shades of a color

One point perspective drawing using the basics of perspective

How to use line, color and shapes in "Op Art"

How to use positive/ negative space

How to make patterns

How to draw, paint and work with 3-D art materials correctly.

7 th Grade Art Outline

(Last Revision 1-10-06)

Learning to see and think as an artist .

A “right-side of the brain” approach to learning about art.

 

Goal : To teach the basic of the Elements of Art (line, shape, form, value, texture, space and color) and their relation to the Principles of Design (unity, rhythm, balance, emphasis, movement, pattern and contrast). To learn about, apply, recognize, use and evaluate the elements and principles in many different assignments and varied art media as each 9 week term allows.

ELEMENTS OF ART : the basis for good art design and work

1. LINE

Characteristic- one dimensional

Types of line- horizontal, vertical, diagonal zigzag and curved

a. Quality

b. Direction

c. Expression

Exploration and extensions of line

-Continuous line drawing

-Blind contour and contour drawings

-Line patterns and designs

-Hatching, cross-hatching lines for details and texture

-Optical effect of line

-Upside down drawing

2. SHAPE

Characteristics- two dimensional and flat; can express length and width

Types of shapes

a. Geometric

b. Organic/Natural

c. Irregular/Manmade

Explorations and extensions of shape

-When 2 ends of a line meet, a shape is made

-Shapes make patterns and designs when repeated

-May be drawn, painted, cut out of paper, etc.

2. FORM

Characteristics- Three dimensional or the illusion thereof

Types of form- 3-D or implied 3-D

a. On a 2-D surface; drawing, painting, etc.

b. Using value, texture, color, line

c. Clay, sculpture; an actual artwork with 3 dimensions

Explorations and extensions of form

-Implying the illusion of 3 dimensions (l x w x h)

-Using shading techniques to add depth

- Sculpting with any 3-D medium

4. VALUE

Characteristics- The lightness or darkness of a color

Types of value

a. Importance of value in drawing and painting

b. Techniques explored; shading, hatching and cross-hatching

c. Chiaroscuro- dramatic use of value in art

Explorations and extensions of value

-Making and using a full value scale

-Drawings using and showing the direct light source

-Color- knowledge of tints and shades

5. TEXTURE

Characteristics- Surface quality of art that can be seen and/or felt.

Types of texture

a. Actual: tactile, felt by touch; impressing or applying texture to a surface

b. Implied: visually suggesting the surface of an object

Explorations and extension of texture

-Pen and ink drawings, scratchboard, repousse

-Pencil drawings, paintings

-3 dimensional media (clay, wire, metal)

6. SPACE

Characteristics- shows distance or area in an artwork

Types of space

a. Positive and negative space

b. Depth

c. Perspective drawing

d. Overlapping

Explorations and extensions of space

-Symmetrical designs

-Foreground, middle ground and background

-One and two point perspective drawing

7. COLOR

Characteristics: Hue (name), intensity (brightness or dullness) and value

a. Basic color theory

b. Color wheel

c. Opposite/complementary colors

d. Tints, shades etc.

e. Color schemes

f. Color as temperature and or emotion

Exploration and extension of color

-After images, optical color effects

-Color mixing and blending

-Colored pencils, colored paper, markers and paints

 

Overview for 7 th Grade Art               

Classes meet once a week for the year               

The goal of the Middle School art program is to build visual literacy in our students. Through a variety of artistic experiences, we help students to understand, interpret, and appreciate their visual world. The art teachers foster student’s imagination and creative thinking skills and the cultural diversity of art in different cultures and times. Art is more than just "making things" - it includes art history, aesthetics and art criticism.  

 We strive to instill in our students to:

Students develop a vocabulary to discuss both their own art work and that of others. Constructive criticism and dialogue promote respect for others and enhance self-confidence. We hope that our students will be open-minded and discriminating, as well as able to understand and articulate the role that art plays in defining, sustaining, and reflecting cultures.

The basis for art learning may be divided into 4 Art Disciplines :

Art History and Culture

Artists that may be covered but not limited to in 7 th grade are:

European Artists of the early 20 th Century

Aesthetic Perception

Creative Expression

Students will explore a broad range of art media through hands-on activities.

Art Criticism

Critical thinking skills will be enhanced and students will be able to examine their own and others’ artwork.

The following State of New Hampshire Curriculum Standards will be utilized :

Curriculum Standard 1:   Apply appropriate media, techniques, and processes.   By the end of 8 th Grade: a, b, c  

Curriculum Standard 2:     Identify and apply the elements of visual art and the principles of design.   By the end of 8 th Grade: a,b

Curriculum Standard 4:   Analyze the visual arts in relation to history and culture.     By the end of 8 th grade: a, b, c, d, e, and f

Curriculum Standard 6:  Students will make connections among the visual arts, other disciplines, and daily life.  

By the end of 8 th grade: a, b, c

At the end of the 7 th Grade Art Class students will use the following Proficiency Standards to:

• create works of art that use the elements of art and principles of design to communicate and express ideas.
• select and use the elements of art and principles of design to improve communication and expression of ideas
• describe and analyze visual characteristics of works of art using visual arts terminology
• describe how history, culture, and visual arts influence each other
• describe their personal responses to specific works of art using visual art terminology
• evaluate the quality and effectiveness of their own and others’ work by using specific criteria
• describe their own responses to, and interpretation of, specific works of art
• apply the principles of design in solving a visual arts problem
• identify visual artists who are recognized locally, nationally, and internationally;.

 

Outline for 8^th Grade Art

(Last Revision 1-10-06)

8th Grade art is course designed to re-introduce and focus on the synthesis and application of the elements of art and the principles of design. Students will be expected to do more advanced art work based on their previous knowledge of art, media, skills, vocabulary and techniques. The acquisition of these complex, technical skills enables students to develop a view of the world, placing the discipline of art within a broader context, and relating it to other fields of knowledge. It is the time for students to discover their strengths and to express themselves creatively. Students discuss the purposes of art, make reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic.

The goal of the Middle School art program is to build visual litMarch 6, 2006nces, we help students to understand, interpret, and appreciate the visual world, the interior world of the imagination, and the range of art in different cultures and times.We strive to instill in our students to

 

view their world as an artistMarch 6, 2006="3"> ask questions

think creatively

solve problems

do their personal best work

trust in themselves

respect art/artists

Students develop a vocabulary to discuss both their own art work and the work of others. Constructive criticism and dialogue promote respect for others and enhance self-confidence. We hope that our students will be open-minded and discriminating, as well as able to understand and articulate the role that art plays in defining, sustaining, and reflecting cultures.

Art Theme: (Definite Themes will be developed through out the term in order to

Integrate with 6th Grade Academic Curriculum and student artist’s subject preferences).

Materials, Tools, Techniques, Vocabulary

Contour line, gesture drawing, design/ pattern making, proportion, 1 and 2 point perspective, space, form color, value (highlights and shadows)

Pencils, colored pencils, markers, scratchboard, metal foil, paints and various craft/3D media

Hatching, cross-hatching, sgrafitto, repousse, chiaroscuro etc.

Art history, art styles, artists

Types of Assessment

1. Daily Work on all studio art projects

2. Effort on all studio art projects

3. Self Evaluations; journal writings

4. Critiques

5. Portfolio Review

6. Special Projects/Reports etc.

Tools for Assessment:Craftsmanship,

Creativity, Originality, Effort/ Responsibility, Goals/ Criteria based on Art Standards/Frameworks, Self Evaluations, rubrics, critiques etc.The beginning of each class will have a writing/reflection ritual. For the first 5 or more minutes in class, students will write about the quote, question etc on the "Art Smarts" board. This will start each class off on task, quietly reflecting on a quest and ready to work. The writings will be part of their sketchbook/journal and a part of the total art grade.The students will be challenged to grow and mature as artists. Past skills and knowledge will be used and applied to the more complex art assignments. Students will be encouraged to do their personal best work.

The basis for art learning may be divided into 3 major units:

The Art Zone

Terms, techniques and applications for quality art work

Art media , care and usage

Quality and integrity of workmanship

The Creative Expression Zone

Following instinct for application and usage of media

Self-expression and application with reflection

Inventing or imagining; abstract or non objective; reactionary

The Art History/Cultural/Society Zone

Relating art to themselves, their world, their interests

Learning about art past and present

Importance of art/artist in various cultures

It is within these basic units that the creativity of lessons may be derived to fit the student/grade levels needs. The "zones" may be intertwined as needed.At the end of the 8^th grade students should be able to:

Know, recognize and verbalize about the Elements of Art and Principles of Design

How to use these to their advantage to create pleasing art works

Render various objects on a 2-D drawing or painting surface in a realistic manner Understand and apply the basic color concepts

Understand the optical effect of line, color and shapes in art

Draw shapes in one and two point perspective

Draw shapes/objects using contour drawing

Draw shapes/objects using a full value scale

Draw using the negative space

Use shading, hatching, cross-hatching, value and chiaroscuro to render or imply the illusion of depth

Draw still life’s in a realistic manner

Mount and complete an art work in a visually pleasing design

Use and care for art supplies

Write and speak about their art using aesthetics in an evaluative way

"Color Theory Unit"

(Last Revision 1-10-06)

In this unit the student will explore the various aspects and techniques utilizing an assortment of media and their relationships to the elements and principles of art. This unit consists of approximately 10 activities, ranging in length from three to four days each with supplement activities, which reinforce the particular activity, throughout one quarter (approximately 45 days).

Title: Symmetrical Design Cover for Art Folder 

(Last Revision 1-10-06)

Approximate Duration: Three to Four 45 Minute Class Periods

Brief Description of Activity

Students will create a symmetrical design using their names on a 2-dimensional surface. The various aspects covered include, math concepts, negative and positive space, drawing skills, design elements, color, fine motor skills, art terms, art history, patterns, balance, form, and a means of artistic expression. The students can use crayons, colored pencils, markers, and pastels. The final project will be glued to one side of their art folders.

NH Frameworks/Proficiency Standards to be addressed:

. Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8:

select media and analyze how it effectively communications and express ideas;

use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8:

a. recognize and reflect on the effects of arranging visual characteristics in works of art;

b. select and use the elements of art principles of design to improve communication and expression of ideas;

c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

a. compare multiple purposes for creating works of art;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8:

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

How can using symmetry, the elements and principles of design along with math concepts work as a means of artistic expression.

Core Unit Content:

• The student will know about symmetrical design and it’s relationship to the elements and principles of design.
• The student will know math concepts as they apply to art.
• The students will know about drawing materials, crayons, colored pencils, markers, and pastels.

Core Unit Skills:

• The student will be able to create symmetrical design/composition.
• The students will be able to use math concepts to create a piece of artwork.
• The student will be able to use drawing skills, design elements, color, fine motor skills, and art terms, as a means of artistic expression.
• The Students will use tools in a safe and responsible manner.

 

 Title: Art Terms and Concepts and Classroom Expectations

(Last Revision 1-10-06)

Approximate Duration: One 45 Minute Class Period

Brief Description of activity:

 

The students will be introduced to concepts, art terms and various artists and classroom expectations. The concept will emphasize geometric shape, proportion perspective, composition, and basic drawing skills.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

Student will be able to:

• describe how different techniques, media, and processes produce different effects and personal response;

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

Student will be able to:

1. recognize the visual elements including color, shape, form, space, line, value, and texture;
2. describe the principles of design including balance, unity, and rhythm;
3. describe how different expressive features, and ways of organizing them cause different response;

In addition to the above students will be able to:

1. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

Proficiency Standards

Student will be able to:

1. explore and understand prospective content for works of art;

Curriculum Standard 4: Analyze the visual arts in relation to history and culture.

Proficiency Standards

Student will be able to:

• know that the visual arts have both a history and a specific relationship to culture;

1. identify specific works of art in a particular culture, time and place;
2. describe how history, culture and visual arts influenced each other;

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

Student will be able to:

• identify various purposes for creating works of art;
• describe how people’s experience influence the development of specific art works;
• understand that people may respond in different and equally valid ways to specific art;
• describe their personal responses to specific works of art using visual art terminology;

In addition to the above students will be able to:

1. compare multiple purposes for creating works of art;
2. analyze the meaning of contemporary and historic artworks;

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

Student will be able to:

1. identify connections among the visual arts another art disciplines;
2. understand that similarities exist between the visual arts and other disciplines;
3. describe how the visual arts are use in the world around us and how they are a part of our everyday life;
4. describe how the visual art design principles are expressed in multi-media presentations and daily life.

Curriculum Standard 7 : Under standing the range of careers in the field of visual arts and identify careers associated with this field.

Proficiency Standards

Student will be able to:

1. identify a variety of professions in the visual arts;

In addition to the above students will be able to:

1. identify visual artists who are recognized locally, nationally, and internationally;

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions

• How is learning about art and artists increase the over knowledge of art?
• How do geometric shapes, and drawing relate to art and other disciplines?

Core Unit Content:

• The students will know concept will emphasize geometric shape, proportion perspective, composition, and basic drawing skills as well as basic elements and principles of design.
• The students will know and identify artists who are locally, nationally, and internationally recognized.
• The students will know and demonstrate classroom expectations.

Core Unit Skills:

• The student will be able to understand and use a rubric. The student will be able to use materials safely and respectively. The students will be able to reach the expectations of the 9-week course.
• The students will be able to use acquired knowledge of artists and apply it.

Title: Color Theory – Color Wheel with Colored Pencils

(Last Revision 1-10-06)

Approximate Duration: Three to Four 45 Minute Class Periods

 

Brief Description of Activity:

The students will use 12 colored pencils to create a color wheel. A discussion about basic Color Theory will precede this activity. The various concepts that will be covered include primary colors, secondary colors, tertiary colors, art terms, fine motor skills, math, ratios and measuring, 2-dimensional drawing, patterns and sequencing. The students will cut out their color wheel and glue the color wheel to the other side of their art folder.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

Use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

a. compare multiple purposes for creating works of art;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

d. compare a variety of individual responses to their own art works;

f. describe their own artistic growth over time in relation to specific criteria.

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8:

a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes;

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How do primary colors, secondary colors, tertiary colors, art terms, relate to Color Theory?
• What math concepts such as ratios and measuring, 2-dimensional drawing, patterns and sequencing have in multiple purposes for creating works of art.

Core Unit Content:

• The students will know how to create a 12-colored color wheel using colored pencils. The students will know primary colors, secondary colors, tertiary colors, and their relationship to Color Theory. The students will know simple math term and uses; ratios and measuring.
• The students will know basis drawing skills 2-dimensional drawing, patterns and sequencing

Core Unit Skills:

• The students will use 12 colored pencils to create a 12-color color wheel. The student will use math concepts to create a multiple use work of art. The student will use Color Theory concepts to create a color wheel.
• The Students will use tools in a safe and responsible manner.

Title: Blending Technique - Blending Worksheet and Composition 

(Last Revision 1-10-06)

Approximate Duration: Six to Eight 45 Minute Class Periods

Brief Description of activity:

The students will use colored pencils representing the 12 colors of the color wheel to practice on a worksheet blending various combinations of both analogous and complementary colors. A continuing discussion of Color Theory will accompany this activity. The concepts of color, analogous colors, and complementary colors, blending of colors, values, color schemes, art terms and fine motor skills will be covered. The students will create a composition with the skills practiced with the worksheet.

NH Frameworks/Proficiency Standards to be addressed.

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8:

a. select media and analyze how it effectively communications and express ideas;

b. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

c. express and communicate ideas symbolically and realistically;

d. increasingly complex art materials and tools in a safe and responsible manner

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8:

a. recognize and reflect on the effects of arranging visual characteristics in works of art;

b. select and use the elements of art principles of design to improve communication and expression of ideas;

c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

End of grade 8:

a. use subject, theme, and symbols that communicate and express intended meaning in their art work;

b. consider and compare the source for the subject matter, symbols and ideas in their own and other’s work.

Curriculum Standard 4: Analyze the visual arts in relation to history and culture.

Proficiency Standards

End of grade 8:

a. compare the characteristics of works of art representing various culture, historical periods, and artists;

b. describe and place a variety of art objects by style and artist, and by historical culture contexts;

c. describe how a given work of art can be interpreted differently in various cultures and time;

d. analyze, describe and demonstrate how factors of time and place influenced visual characteristics that gave meaning and value to a work of art;

f. create a work of art that reflects history and/or culture content.

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

a. compare multiple purposes for creating works of art;

b. analyze the meaning of contemporary and historic artworks;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

d. compare a variety of individual responses to their own art works;

e. describe their own responses to and interpretation of, specific works of art;

f. describe their own artistic growth over time in relation to specific criteria.

Proficiency Standards

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8:

a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes;

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

Curriculum Standard 7 : Under standing the range of careers in the field of visual arts and identify careers associated with this field.

Proficiency Standards

End of grade 8:

In addition to the above students will be able to:

a. identify visual artists who are recognized locally, nationally, and internationally;

b. describe occupations in which knowledge of design principles is important such as fashion, manufacturing, advertising and web design.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

How will the practicing to blend colors first be useful in creating works of art?

How can knowing the concepts of Color Theory, analogous colors, complementary colors, blending of colors, values, and color schemes, art terms, art history, knowledge of artists, help in understanding how to create a composition/work of art?

Core Unit Content:

• The students will know how to use Color Theory and drawing skills.
• The student will have knowledge of art terms, artists and art history (artists and art history will relate to particular interdisciplinary conception or not).
• The students will know the art terms; analogous and complementary colors, values, color schemes.
• The students will how the connection between primary colors, secondary colors, tertiary colors, analogous and complementary and their relationship to Color Theory.

Core Unit Skills:

• A continuing discussion of Color Theory will accompany this activity. art terms and fine motor skills will be covered.
• The students will use colored pencils to create various combinations of both analogous and complementary colors.
• The students will be able to use concepts of Color Theory, to blend colors, values, and color schemes in a composition.
• The Students will use tools in a safe and responsible manner.
• The student will be able to use knowledge of art terms, artists and art history in creating their composition.

 

Title: Hatching Technique 1 – Hatching Worksheet and Composition

(Last Revision 1-10-06)

Approximate Duration: Six to Eight 45 minute Class Periods

Brief Description of Activity:

The students will use colored pencils representing the color wheel to create 120 combinations of textures and line variations. A continuing discussion of Color Theory will accompany this activity. Concepts included in this activity will have an emphasis on lines and their uses, hatching, thickness, spacing, symbols and patterns, direction of line, visual mix March 6, 2006 us concepts including use of primary colors, secondary colors, tertiary colors, art terms, fine motor skills, math, ratios and measuring, artistic expression, complementary colors, analogous colors, 2-dimensional drawing, patterns and sequencing will occur. The students will apply the "Hatching Technique," which they practiced on the worksheet and create a composition.

Unit Essential Questions:

How can an emphasis on lines and their uses, hatching, thickness, spacing, symbols and patterns and direction of line, reinforce previous concepts including use of primary colors, secondary colors, tertiary colors, art terms?

How can concepts, of math, ratios and measuring, and art concepts; visual mixing, juxtaposed lines, artistic expression, complementary colors, analogous colors, 2-dimensional drawing, patterns and sequencing relate to combinations of textures and line variations in a composition?

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8:

a. select media and analyze how it effectively communications and express ideas;

b. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

c. select media and analyze how it effectively communications and express ideas;

d. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

e. express and communicate ideas symbolically and realistically;

f. use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8:

a. recognize and reflect on the effects of arranging visual characteristics in works of art;

b. select and use the elements of art principles of design to improve communication and expression of ideas;

c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

Proficiency Standards

c. use subject, theme, and symbols that communicate and express intended meaning in their art work;

d. consider and compare the source for the subject matter, symbols and ideas in their own and other’s work.

Curriculum Standard 4: Analyze the visual arts in relation to history and culture.

Proficiency Standards

a. compare the characteristics of works of art representing various culture, historical periods , and artists;

b. describe and place a variety of art objects by style and artist, and by historical culture contexts;

c. describe how a given work of art can be interpreted differently in various cultures and time;

d. analyze, describe and demonstrate how factors of time and place influenced visual characteristics that gave meaning and value to a work of art;

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

a. compare multiple purposes for creating works of art;

b. analyze the meaning of contemporary and historic artworks;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

d. compare a variety of individual responses to their own art works;

e. describe their own responses to and interpretation of, specific works of art;

f. describe their own artistic growth over time in relation to specific criteria.

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes;

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

Curriculum Standard 7 : Under standing the range of careers in the field of visual arts and identify careers associated with this field.

Proficiency Standards

End of grade 8:

a. identify visual artists who are recognized locally, nationally, and internationally;

NECAP GLEs/GSEs to be addressed:

Under Construction

Core Unit Content:

• The students will know art concept pertaining to combinations of textures and line variations; hatching, thickness, spacing, symbols and patterns and direction of line visual mixing, and juxtaposed lines.
• The students will know how pervious concepts; primary colors, secondary colors, tertiary colors, art terms, ratios and measuring, complementary colors, analogous colors, 2-dimensional drawing, patterns and sequencing relate to combinations of textures and line variations.
• The students will know artists, such as Vincent Van Gogh and, that use the combinations of textures and line variations to create artwork.
• The Students will know how to create a composition using the "Hatching" technique.

Core Unit Skills:

• The students will be able to use colored pencils as a medium to create combinations of textures and line variations; hatching, thickness, spacing, symbols and patterns, direction of line, visual mixing, and juxtaposed lines in practice and in a composition.
• The students will be able to use previous concepts; primary colors, secondary colors, tertiary colors, complementary colors, analogous colors, 2-dimensional drawing, in conjunction with an emphasis on lines and their uses.
• The Students will use tools in a safe and responsible manner.

 

Title: Paint Technique - Painted Color Wheel

(Last Revision 1-10-06)

Approximate Duration: Three to Four 45 minute Class Periods

Brief Description of Activity:

 

The students will use paint as their medium to create a 12– color, Color Wheel. A discussion about Color Theory in relationship to paint will precede this activity. The various concepts that will be covered include primary colors, secondary colors, tertiary colors, mixing colors, texture, art terms, fine motor skills, math ratios and measuring, complementary colors, analogous colors, 2-dimensional drawing, patterns and sequencing.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8:

a. select media and analyze how it effectively communications and express ideas;

b. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

c. express and communicate ideas symbolically and realistically;

d. use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8:

c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

Proficiency Standards

End of eight Grade:

a. use subject, theme and symbols that communicate and express intended meaning in their art works:

b. Consider and compare the source for the subject matter, symbols, and ideas in their own or other’s work.

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

a. compare multiple purposes for creating works of art;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

d. compare a variety of individual responses to their own art works;

e. describe their own responses to and interpretation of, specific works of art;

f. describe their own artistic growth over time in relation to specific criteria.

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8:

a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes;

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How will knowing how to mix, secondary colors, tertiary colors, help better understand Color theory?
• How do math ratios connect with mixing paint and art?

Core Unit Content:

• The students will know how to mix the primary colors to create the secondary colors, tertiary colors. The students will know how to use painting materials.
• The students will know how to use materials in a safe and responsible matter.

Core Unit Skills:

• The students will be able to mix paint to create different colors. The students will be able to use ratio to create a 12-section color wheel.
• The students will be able to paint a color wheel.

Title: Painting Techniques – Tints/Shades and Composition

(Last Revision 1-10-06)

Approximate Duration: Three to four 45 Minute Class Periods

Brief Description of Activity:

The students will use paint to create color scales of tints and shades using only the primary colors and black and white, as they pertain to color theory. The various concepts that will be covered include primary colors, secondary colors, tertiary colors, mixing colors, tints, shades, scales, values, color schemes, art terms, fine motor skills, math ratios and measuring, 2-dimensional drawing, patterns and sequencing. After the students practice mixing tints and shades, they will apply this technique to create a composition.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8: a. select media and analyze how it effectively communications and express ideas; b. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas; c. express and communicate ideas symbolically and realistically; d. use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8: In addition to the above students will be able to: a. recognize and reflect on the effects of arranging visual characteristics in works of art; b. select and use the elements of art principles of design to improve communication and expression of ideas; c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

Proficiency Standards

End of eight Grade: a. use subject, theme and symbols that communicate and express intended meaning in their art works: b. Consider and compare the source for the subject matter, symbols, and ideas in their own or other’s work.

Curriculum Standard 4: Analyze the visual arts in relation to history and culture.

Proficiency Standards

End of grade 8: In addition to the above students will be able to: a. compare the characteristics of works of art representing various culture, historical periods , and artists; b. describe and place a variety of art objects by style and artist, and by historical culture contexts;

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8: a. compare multiple purposes for creating works of art; c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria; d. compare a variety of individual responses to their own art works; e. describe their own responses to and interpretation of, specific works of art; f. describe their own artistic growth over time in relation to specific criteria.

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8: a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes; b. create art work that reflects the connection among visual arts ant other disciplines; c. apply the principles of design in solving a visual art problem.

Curriculum Standard 7 : Under standing the range of careers in the field of visual arts and identify careers associated with this field.

Proficiency Standards

End of grade 8:

a. identify visual artists who are recognized locally, nationally, and internationally;

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How do tints and shades help create depth of field, and a three-dimensional effect on a two-dimensional plan in a composition? How did mixing paint effect how artists create images and ideas?
• How will mixing various colors help to better understand Color Theory?

Core Unit Content:

• The students will know how to mix tints and shades using only the primary colors and black and white. The students will know how to use mixed paints to create a composition.
• The students will how to use the acquired knowledge of Color Theory to understand works of art.

Core Unit Skills:

• The students will be able to apply the concept of Color theory to their own artwork. The students will be able to mix various tints and shades.
• The students will be able to use art terms that support the knowledge of Color Theory.

Title: Pointillism Technique – Pointillism Worksheet and Composition

(Last Revision 1-10-06)

Approximate Duration: Six or Seven 45 Minute Class Periods

Brief Description of Activity:

The students will complete a worksheet that uses the three primary colors, plus black and white to paint and create examples of a visual mixing technique called pointillism. The concepts covered include pointillism, visual mixing, art terms, and primary colors, fine motor skills, art history, artists, math ratios and measuring, patterns and sequencing. After the students practice visual mixing, they will apply this technique to create a composition.

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1: Apply appropriate media, techniques, and process.

Proficiency Standards

End of grade 8:

a. select media and analyze how it effectively communications and express ideas;

b. use the qualities and characteristics of art media, technique and processes to enhance communications of their experiences and ideas;

c. express and communicate ideas symbolically and realistically;

d. use increasingly complex art materials and tools in a safe and responsible manner.

Curriculum Standard 2: Identify and apply the elements of visual and principles of design.

Proficiency Standards

End of grade 8:

a. recognize and reflect on the effects of arranging visual characteristics in works of art;

b. select and use the elements of art principles of design to improve communication and expression of ideas;

c. describe and analyze visual characteristics of works of art using arts terminology.

Curriculum Standard 3: Select and apply a range of subject matter, symbols and ideas.

Proficiency Standards

End of eight Grade:

a. use subject, theme and symbols that communicate and express intended meaning in their art works:

b. Consider and compare the source for the subject matter, symbols, and ideas in their own or other’s work.

Curriculum Standard 4: Analyze the visual arts in relation to history and culture.

Proficiency Standards

End of grade 8:

In addition to the above students will be able to:

a. compare the characteristics of works of art representing various culture, historical periods , and artists;

b. describe and place a variety of art objects by style and artist, and by historical culture contexts;

c. describe how a given work of art can be interpreted differently in various cultures and time;

d. analyze, describe and demonstrate how factors of time and place influenced visual characteristics that gave meaning and value to a work of art;

f. create a work of art that reflects history and/or culture content.

Curriculum Standard 5: Analyze, interpret and evaluate their own and others’ artwork.

Proficiency Standards

End of grade 8:

In addition to the above students will be able to:

b. analyze the meaning of contemporary and historic artworks;

c. evaluate the quality and effectiveness of their own and others’ work by using specific criteria;

d. compare a variety of individual responses to their own art works;

e. describe their own responses to and interpretation of, specific works of art;

f. describe their own artistic growth over time in relation to specific criteria.

Curriculum Standard 6: Students will make connections among the visual arts, other disciplines and daily life.

Proficiency Standards

End of grade 8:

a. compare characteristics of works of art and other art forms that share similar matter, themes and purposes;

b. create art work that reflects the connection among visual arts ant other disciplines;

c. apply the principles of design in solving a visual art problem.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What is visuals mixing and how do it apply to Color Theory?
• How did the pointillism change art history?

Core Unit Content:

• The students will know how to use pointillism in a composition.
• The students will know how visual mixing connects to Color Theory.
• The students will know how ratios apply to Color theory and visual mixing.
• The students will know artists and art history pertaining to pointillism.

Core Unit Skills:

• The students will be able create a practice worksheet that demonstrates ratios and pointillism technique. The students will be able to use art terms associated with pointillism. The students will be able to create a composition using visual mixing.
• The students will be able to use art materials in a safe and responsible way.

Unit Title: Op Art

(Last Revision 1-10-06)

Approximate Length: about 1 week

Brief description of unit:

Students will design and make an "Op Art" or optical illusion art. Careful planning and execution of designs will allow the student to choose their most successful design to be used in the final work. 9 x 12 paper and markers will be used to make the art. Op Art was popular in the 1960’s and reflected the world around the artists. There were shapes and lines that seemed to move and change right before your eyes. Op art is really based in the science/math fields. Victor Vasarely did intricate and colorful paintings. Bridget Riley brought the elements together to cause "tension" and then go back to normal. She worked mainly in black and white. Some Op Art is very optically upsetting and causes havoc to your eyes!

NH Frameworks/Proficiency Standards to be addressed:

Curriculum Standard 1 : Apply appropriate media, techniques, and processes.

Curriculum Standard 2 : Identify and apply the elements of visual art and principles of design.

Curriculum Standard 3 : Select and apply a range of subject matter, symbols and ideas.

Curriculum Standard 4 : Analyze the visual arts in relation to history and culture.

Curriculum Standard 5 : Analyze, interpret and evaluate their own and others artwork.

NECAP GLE’S to be addressed:

Under Construction

Unit Essential Questions:

• What is an Optical Illusion?
• How do artists make art an illusion?
• What is an "after-image"?

Content Core Unit:

• Optical Art
• Opposite /Complementary Colors and After-Images
• Theory behind the use of color, line, and shape to make "OP ART"
• How to design an illusion using simple line/shapes.

Core Unit Skills:

• Students will be able to:
• Recognize the art work of Victor Vasarely and Bridget Riley
• See as an artist; to see things in parts and as wholes
• Use line to show movement, feeling, shape, tension
• See shapes in basic forms
• Design an illusion using the elements of art

Unit Title: Express Yourself!

(Last Revision 1-10-06)

Approximate Length: about 2 weeks

Brief description of unit:

6th Grade students will experiment with their self expression in abstract, non-subjective and realistic artistic styles while using a variety of 2D and 3D media. They will respond to music, sound, verbal directions etc. using a wide variety of media from c