S u gge s te d T i me l i n e : Art 45 D a y c ours e
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Art Grade 8 Unit #1 Course/Subject: Art Grade: 8 Suggested Timeline: 45 Day course Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons. Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research Unit Title The Elements and Principles of Art Unit Summary Collaborate with other artists to explore and invent unique solutions to problems. Unit Essential Questions: 1. How do artists use the elements and principles as tools for artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration? Key Understandings: 1. Artistic practice often involves collaboration among groups of people. 2. The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens over time to integrate knowledge, solve problems, and synthesize ideas. Focus Standards Addressed in the Unit: Standard Number Standard Description 9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts. 9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. 8/22/17 – PAGE 1
Transcript of S u gge s te d T i me l i n e : Art 45 D a y c ours e
Art Grade 8 Unit #1
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title The Elements and Principles of Art
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 1
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Each element of art has to be focused on individually; that they are not related to each other. Students will remember each all of the elements since we talk about them every year. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 2
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● Variations of Line, Pattern ● Shapes ● Symmetry vs. Asymmetry
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Shape ● Color ● Form ● Value ● Space ● Texture
● Balance ● Contrast ● Emphasis ● Movement ● Pattern ● Rhythm ● Unity ● Composition
● Primary Colors ● Secondary Colors ● Intermediate Colors ● Complementary Color ● Analogous Colors ● Warm Colors ● Cool Colors ● Tint ● Shade
Assessments:
● Practice various clay construction methods ● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors required
for painting the design,
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly to help with perspective, 3-D views and ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on topics ● Books on Artists , etc.)
Created By: Melanie Carroll
8/22/17 – PAGE 3
Art Grade 8 Unit #2
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title One-Point & Two-Point Perspective
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
8/22/17 – PAGE 4
9.1.8.H 9.2.8.D
Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Subject matter is limited when it comes to one and two-point perspective. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
A ruler is necessary for drawing in perspective. Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 5
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● The basic color wheel including Color Schemes
● Variations of Line, Pattern ● Shapes ● Symmetry vs. Asymmetry
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Color ● Form ● Space
● Balance ● Contrast ● Movement ● Composition
● Color Schemes ● Vanishing Point ● Horizon Line ● Parallel lines ● Perpendicular lines
Assessments:
● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors
required for painting the design,
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly to help with perspective, 3-D views of city, building, etc. ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on One-Point Perspective and Two-Point Perspective ● Books on One-Point Perspective and Two-Point Perspective
Created By: Melanie Carroll
8/22/17 – PAGE 6
Art Grade 8 Unit #3
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title Clay/3-D Sculpture
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 7
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Clay is easy to work with. It is difficult to make 3-D Art. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Clay needs to be kept wet while you are building. Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 8
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● The basic color wheel including Color Schemes
● Variations of Line, Pattern ● Shapes ● Symmetry vs. Asymmetry
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Shape ● Color ● Form ● Value ● Space ● Texture
● Balance ● Contrast ● Emphasis ● Movement ● Pattern ● Rhythm ● Unity ● Composition
● Primary Colors ● Secondary Colors ● Intermediate Colors ● Complementary Color ● Analogous Colors ● Warm Colors ● Cool Colors ● Tint ● Shade
Assessments:
● Paint Mixing practice ● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. For Quiz - a printed study guide will be provided in addition to the worksheet of notes that the student takes. Adaptations will be made on the quiz to meet the students needs.
● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors required for painting the design,
Interdisciplinary Connections:
● Math - Using a ruler, compass correctly to help with perspective, 3-D views and ● Social Studies -. ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on topics ● Books on Artists , etc.)
Created By: Melanie Carroll
8/22/17 – PAGE 9
Art Grade 8 Unit #4
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title Self-Portrait
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 10
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Self-Portraits have to show head and shoulders only. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Practice is needed to create a self portrait. Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 11
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● The basic color wheel including Color Schemes
● Variations of Line, Pattern ● Shapes ● Symmetry vs. Asymmetry
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Shape ● Form ● Value ● Composition
● Color Schemes ● Head-Width ●
● Tint ● Shade
Assessments:
● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors required
for painting the design,
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly, proportions ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on topics ● Books on Artists , etc.)
Created By: Melanie Carroll
8/22/17 – PAGE 12
Art Grade 8 Unit #5
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title Pen & Ink
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H
Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 13
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: You can only have black and white areas in a pen & ink design. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Various Patterns must be used to create the various area of the composition so that they look different. Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 14
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● Variations of Line, Shape, Pattern ● Black & White - Creating Value ● Symmetry vs. Asymmetry ● Creating Decorative Patterns
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Shape ● Form ● Value ● Space ● Texture
● Balance ● Contrast ● Emphasis ● Movement ● Pattern ● Rhythm ● Unity ● Composition
Assessments:
● Practice patterns ● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors
required for painting the design,
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly to help with perspective, 3-D views and ● Social Studies -. ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on Pen & Ink drawing and techniques ● Books on Pen & Ink and Artists who create them.
Created By: Melanie Carroll
8/22/17 – PAGE 15
Art Grade 8 Unit #6
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title Landscapes
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H
Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 16
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Most objects are only a single color. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Landscapes involve nature. Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 17
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● The basic color wheel including Color Schemes
● Variations of Line, Pattern, shape ● ● Symmetry vs. Asymmetry
● Geometric Shapes ● Drawing symmetrical designs ● Proper paint mixing for desired colors ● Measuring with a ruler, compass ● Looking at foreground, middleground,
background of the composition checking for focal point, movement, balance, symmetry, etc.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Line ● Shape ● Color ● Form ● Value ● Space ● Texture
● Balance ● Contrast ● Emphasis ● Movement ● Pattern ● Rhythm ● Unity ● Composition
● Color Schemes ● Tint ● Shade
Assessments:
● Various Exercises/practice of techniques to help with production of art. ● Sketches for possible designs ● Rubrics for projects
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors required
for painting the design,
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly to help with perspective, 3-D views and ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on landscapes ● Books on Artists who created landscapes.
Created By: Melanie Carroll
8/22/17 – PAGE 18
Art Grade 8 Unit #7
Course/Subject: Art
Grade: 8
Suggested Timeline: 45 Day course
Grade Level Summary In this course, students express themselves creatively through drawing, sculpting, painting, and ceramic, to develop art skills and concepts. Composition, technique, the elements and principles of design, and attention-to-detail are explored. Art history, art appreciation, problem solving, and critical thinking are integrated into lessons.
Grade Level Units Unit 1: The Elements and Principles of Art Unit 2: Clay/3-D sculpture Unit 3: One-Point & Two-Point Perspective Unit 4: Self Portrait Unit 5: Pen & Ink Unit 6: Landscapes Unit 7: Art History Research
Unit Title Art History Research
Unit Summary Collaborate with other artists to explore and invent unique solutions to problems.
Unit Essential Questions: 1. How do artists use the elements and principles as tools for
artistic expression? 2. How does a reflective, creative process unfold over time? 3. How do artists work in collaboration?
Key Understandings: 1. Artistic practice often involves collaboration among groups of
people. 2. The skills, techniques, elements and principles of the arts can
be learned, studied, refined and practiced. 3. The artist’s creative process is reflective work that happens
over time to integrate knowledge, solve problems, and synthesize ideas.
Focus Standards Addressed in the Unit: Standard Number Standard Description
9.1.8.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.8.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.H
Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
8/22/17 – PAGE 19
9.2.8.D
● Analyze the use of materials.
● Explain issues of cleanliness related to the arts.
● Explain the use of mechanical/electrical equipment.
● Demonstrate how to work in selected physical space/environment.
● Demonstrate the selection of safe props/stage equipment.
● Demonstrate methods for storing materials in the arts.
Analyze a work of art from its historical and cultural perspective.
Important Standards Addressed in the Unit: 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or
exhibition of unique works.
9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design for
producing, performing and exhibiting works in the arts or the works of others.
● Explain and demonstrate traditional technologies (e.g., paint, tools, sponges,
weaving designs, instruments, natural pigments/glazes).
● Explain and demonstrate contemporary technologies (e.g., MIDI keyboards,
Internet design, computers, interactive technologies, audio/sound equipment,
board-mixer, video equipment, computerized lighting design).
9.2.8.C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G Relate works in the arts to geographic regions:
● Africa
● Asia
● Australia
● Central America
● Europe
● North America
● South America
Misconceptions: Proper Conceptions: Research is just getting basic facts. How to make sure that all students grasp the concepts to be able to effectively transition this information to their project.
Planning ideas is essential for successful outcomes on the products produced in class.
8/22/17 – PAGE 20
Knowledge & Concepts Skills & Competencies
Dispositions & Practices
● Basic Information on the artist ● Styles of Art ● Historical connections ● What made the artist create what they
did?
● Proper Research Techniques ● Creating visuals that add to the
presentation. ● Ways to have an effective
presentation.
● Collaborating with students to for visual assistance on projects and brainstorming ideas.
● Critically thinking about concepts and art styles taught and how to incorporate those techniques into their pieces of art.
Academic Vocabulary:
● Time Period ● Techniques ● Cultural Connections ● Historical Connections
● Function and Purpose ● Symbolism ● Styles of Art
Assessments:
● Research questions answered completely and accurately. ● Items for presentation completed (slide show, poster, WeVideo, Prezi, etc.) ● Rubrics for research project and presentations.
Differentiation:
● Assignment adapted to meet the students needs. Adaptations will be made to meet the students needs. ● Assignments/Projects adapted to meet the students needs. A more simple design could be created. Less colors required
for painting the design, for example.
Interdisciplinary Connections: ● Math - Using a ruler, compass correctly to help with perspective, 3-D views and ● Social Studies - Historical connections to time periods and how they affected the artist’s work. ● English Language Arts - Writing about the art in various ways from Compare and Contrast, artist statements,
Additional Resources: ● Various websites on topics ● Books on Artists , etc.)
Created By: Melanie Carroll
8/22/17 – PAGE 21
