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Writing About Art 6th 7th 8th
Due Date: 11/3/2017
Subject: Visual Art
"WRITING ABOUT WORKS OF ART"

ESSENTIAL QUESTION:
Art Criticism.

Is it important for Art to have terms, or specific vocabulary for communication? How will we write about art? What will we write about art?

VOCABULARY:
ART CRITIC- is a person whose job is studying, understanding, and judging works of art.

ASSIGNMENT DESCRIPTION:
Students will be given several non-fiction writing assignments about works of art throughout the entire semester. There are 4 categories of Art;

Description- "Whatdo I see when I look at this work?" The work's subject is the focus. Carefully list all the things you see in the work.
Analysis- "How is this work of art organized?" How are the elements and principles of art used? The work's compostion is the focus.
Interpretation- "Whatis the artist saying to me?" What moods, feelings, or ideas are expressed? The work's content is the focus.
Judgment- "Is the work successful?" This depends on the answers to the questions asked during the first three steps.
A work may be judged successful on the basis of its subject, composition, content, or some combination of the three.

Description paragraphs should include;
*Title of work.
*The Artist's Name.
*The year the art was made.
*Media.
*Style.

Glencoe. Intoducing Art. 2005. McGraw-Hill. New York.

SPI:
1.0 Media, Techniques,and Processes 1.3

2.0 Structure and Functions 2.3
3.0 Evaluation 3.1
4.0 Historical and Cultural Relationships 4.1
5.0 Reflection and Assessment 5.1- 5.2- 5.3
6.0 Interdisciplinary Connections 6.1- 6.2


Assignment Image

Reading Visual Art as Text Across the Curriculum 6th 7th 8th
Due Date: 11/3/2017
Subject: Visual Art

 

 

“READING VISUAL ART AS TEXT ACROSS THE CURRICULUM” 

 

1.) ____________ “What do I see when I look at this work?” The work’s subject is the focus. Carefully list all the things you see in the work.

 

2.) ____________ “How is this work of art organized?” How are the elements & principals of art used? The work’s composition is the focus.

 

3.) ____________ “What is the artist saying to me?” What moods, feelings, or ideas are expressed? The work’s content is the focus.

 

4.) ____________ “Is the work successful?” This depends on the answers to the questions asked during the first three steps. A work may be judged successful on the basis of its subject, composition, content or some combination of the three.

 

5.) ____________, ____________, ____________.

 

Read the art work’s title.

Read the artist statement.

 

Principals of Art- Guidelines that govern the way artists organize the elements of art.

 

Elements of Art- A basic visual symbol an artist uses to create visual art.

 

ESSENTIAL QUESTION:

TEACHING POINT:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

SPI:



Hand Collage 7th Grade
Due Date: 11/1/2017
Subject: Visual Art
"HAND COLLAGE"

Art arranged from cut or torn materials pasted to a surface.

TEACHING POINT:

ESSENTIAL QUESTION:
Can an artist express interests or something about tier personality with images from a magazine?

ASSIGNMENT DESCRIPTION:

1.) Trace your hand and forearm.
Students will cut out images and word from magazines.
Inside, use words. Outside, use images.
Fill the page, overlap. The goal of this assignment is student self reflection, and expression using magazine media images. They will use scissors, glue sticks and arrange a composition using the collage technique.

(1.) Name (2.) Period (3.) Date (4.) Title
(5.) Write a 5 sentence Artist Statement explain your collage


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Designing Floor Plans 7th
Due Date: 11/1/2017
Subject: Visual Art
DESIGNING FLOOR PLANS

CROSS-CURRICULUM CONNECTIONS: Science, Technology, Engineering, Art, Math
TEACHING POINT:

ESSENTIAL QUESTION:
What clues do the floor plans provide about our culture?

How is the principle of balance used to organize the element of space?

VOCABULARY:
FLOOR PLAN- is a diagram, drawn to scale, or a room or building as seen from above.


ASSIGNMENT DESCRIPTION:
(1.) Using pencil, ruler, and sketch paper, experiment by creating different possibilities for floor plans. A large department store will be the focal point of the mall. Decide what kinds of businesses you will have among the 10 shops. Decide which businesses will be next to each other along the walkway. Decide whether either or both of the restaurants will serve fast food. Decide how much floor space each business will need. Provide a large parking lot. Use the foot as a unit of measurement. Develop a scale for your design, such as 1/4" inch = equals 1' foot.

(2.) Carefully line up two sheets of the graph paper so their long sides touch. Fasten them where they meet with tape. Turn the paper over. Neatly transfer the final design of your floor plan to the large sheet. Use your ruler. Neatly labe each store. Label the walkway and parking area.
(3.) Show where the entrance to the mall will be. Add any details that will be used as decoration.
(4.) Display your floor plan in a class exhibition.

SELF-ASSESSMENT: Evaluating Your Work
*Describe-
Tell which store in you mall received the most floor space. Explain why.

*Analyze- Explain how you divided the space in your mall. Point out why some shops received more space than others.
*Interpret- Show what features you added to make your mall inviting to visitors.
*Judge- Tell whether you think your work succeeds. Explain your answer.

PEER ASSESSMENT:

SPI:

Exploring Art. 2005. Glenco. McGraw-Hill. New York. (pages 254-255)


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Designing Your Dream Home 8th
Due Date: 11/1/2017
Subject: Visual Art

DESIGN YOUR DREAM HOME

 

TEACHING POINT:

ESSENTIAL QUESTION:

CROSS CURRICULAR CONNECTIONS: Science, Technology, Engineering, Art, Math.

ASSIGNMENT DESCRIPTION:

WRITING COMPONENT:

ASSESSMENT:

SPI:



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Designing From A Bird's-Eye View 6th
Due Date: 11/1/2017
Subject: Visual Art

DESIGNING FROM A BIRD'S-EYE VIEW

 

 

UNIT ESSENTIAL QUESTION: Have you ever wanted to climb to a high place to get a better view? This view is called a "bird's-eye view." Consider how the perspective of objects change with added distance. 

Andrew Wyeth. The Hunter. 1943.

 

TEACHING POINT: After completing this lesson, students will be able to:

* Draw a scene from nature using a bird's-eye point of view.

* Demonstrate technical skills effectively BY using chalk and oil pastels to produce designs and express a certain feeling in their drawing.

* Describe, analyze, interpret, and judge their work.

 

ASSIGNMENT DESCRIPTION: 

1.) Select the place you will draw. Complete several sketches of this location from a bird's-eye view. Include natural or other objects found in this setting.

2.) Decide which is your best sketch. Redraw it lightly in chalk on construction paper. Erase any unwanted lines.

3.) Choose hues of oil pastels that fit your subject. Blend some colors. Include different textures to add variety to your work. Color in all of the areas of your picture.

 

WRITING COMPONENT:

*Describe: Tell what your work shows. Point to natural objects or those objects in the work that were made by people.

*Analyze: Identify the hues in your work. Which hues were created by blending oil pastels? Explain how you added variety using different textures. 

*Interpret: Tell what mood your drawing captures. 

*Judge: Tell whether you are satisfied with your drawing. Identify areas of your work that especially pleased you. Address what you would need to improve upon.

 

ASSESSMENT:

S.P.I.

McGraw-Hill, Glenco. "Introducing Art."  art.glenco.com 2005. (p.p. 110-111).



Literacy 6th 7th 8th
Due Date: 10/31/2017
Subject: Visual Art

LITERACY

All HXMS Core and Related Arts teachers have teamed up with our grant funded Academic Change Coach, and Administration to support students to bridge the Achievement Gap that has put HXMS on FOCUS.  

TEACHING POINT:

GUIDING QUESTION:

ASSIGNMENT DESCRIPTION:

1.)  Students will work in small groups first to activate and record prior knowledge of a given topic BY creating a visual poster.

2.)  Students will individually write a first draft paragraph using the information gathered from small groups.

3.)  Students will read professional studies linked to the given topic to add facts and provide research data to support their argument. 

NON-FICTION WRITING:

ASSESSMENT:

 



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POP ART 8th
Due Date: 10/31/2017
Subject: Visual Art

"POP ART"

ANDY WARHOL (1928-1987) was perhaps the most famous American artist of all time. He was also a filmmaker, illustrator, art collector, publisher, author, and music producer. Warhol was fascinated by fame and, like the figures he admired, eventually became a celebrity himself. *www.ScholasticArt.com

TEACHING POINT: 

ESSENTIAL QUESTION:
What was the purpose or meaning behind most works of Pop Art?
How do any of attitudes and techniques of the Pop Art movement relate to us in today's society?
What is a Cultural Icon?

VOCABULARY:
POP ART- an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media. It included such artists as Andy Warhol and Roy Lichtenstein.
CULTURAL- relating to a culture or civilization.
ICON- somebody or something widely and uncritically admired, especially somebody or something symbolizing a movement or field of activity.
MASS PRODUCTION- the manufacturing of products in very large quantities in factories, especially using mechanization and assembly-line methods.

Pop artists focused attention upon familiar images of the popular culture such as billboards, comic strips, magazine ads, and supermarket products. Artist Andy Warhol was recognized in the mid to late 1960's for his creations of silk screens of Marilyn Monroe and his 3 Dimensional images of Brillo soap pads and other popular images.

ASSIGNMENT DESCRIPTION:
We will seminar/critique the art style of Andy Warhol and Pop Art characteristics.
Students will create in the style of Pop Art using the techniques Andy Warhol used in the 1960's.
(1.) Start by choosing a popular icon portrait image from magazines. 
(2.) Draw your image a minimum of 4 times on 4 separate sheets of copy paper.
(3.) Color your image using either complementary, analogous or monochromatic color schemes with colored pencil.
(4.) Arrange your image in horizontal  and vertical rows to create the repetition effect. 
(5.) Paint your Pop Art image.

(6.) Students will write a reflective Artist Statement

RUBRIC:

(1.) 25pts-Following Directions
(2.) 25pts-Effort
(3.) 25pts-Neatness
(4.) 25pts-Completeness

SPI:
1.0 Media, Techniques, and Processes 1.1-1.3
2.0 Structures and Functions 2.1
3.0 Evaluation 3.2
4.0 Historical and Cultural Relationships 4.3-4.4
5.0 Reflection and Assessment 5.3



Design A Skateboard Deck 6th 7th 8th
Due Date: 10/27/2017
Subject: Visual Art

DESIGN A SKATEBOARD DECK

ESSENTIAL QUESTION:

TEACHING POINT:

ELEMENTS OF DESIGN:

PRINCIPALS OF DESIGN:

VOCABULARY:

ASSIGNMENT DESCRIPTION:

1.) Students will choose any school appropriate theme to design a graphic for a skateboard deck.

2.) Use color pencils or markers on the first draft thumbnail sketch to practice your design.

3.) Use tempra paint to paint your final design on the actual skateboard size templet that should be submitted on cut out cardboard or poster board.

ASTIST STATEMENT:

S.P.I.

 



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John Henry Sculpture RTI
Due Date: 10/20/2017
Subject: Visual Art

"JOHN HENRY"
SCULPTURE


"The genius in my work-if there is any-is in my ability to turn an idea into a sculpture. Ideas are easy. Making something out of them isn't" John Henry


"...an imaginary triangle can be drawn connecting the three points at which the sculpture rests on the ground. This triangular form than can be envisoned extending upward to create an invisible volumetric space. No part of the sculpture will extend beyond that volume, except where there are equal and opposite elements counterbalancing the weight. This system creates the stabilizing factor in the work, and is also a matter of aesthetics: it is the reason the pieces seem "right" to us."

EVOLUTION IN SCALE
The Sculpture of John Henry
1988 The Design Foundation, Chicago, IL, USA.

CROSS-CURRICULAR CONNECTION:
Mathematics

TEACHING POINT:

ESSENTIAL QUESTION:
How would a monumental sculpture made by Mr. John Henry, change aesthetic perception of Hixson Middle & Hixson High School as well as the community of Hixson?


VOCABULARY:
Aesthetics- A branch of philosophy that focuses on the nature of beauty, the nature and value of art, and the inquiry processes and human responses associated with those topics.

Dimension- Amount of space an object takes up in one direction.
Proportion- The size relationships of one part to the whole or of one part to another part.
Sculpture- A three dimensional work of art.
Space- The element of art refering to the emptiness or area between, around, above, below or within objects.
Three Dimensional- 3D form, measured by height, width, and depth.

ASSIGNMENT DESCRIPTION:
(1.) Students will be educated of the sculptures created by local sculptor, Mr. John Henry.

(2.) Background information, historical information and images of sculptures will be shown to students.
(3.) Students will copy 2 Henry sculptures on paper. One of which, using marker and the other using color pencil.
(4.) Students will demonstrate and create their own drawing of a sculpture in the style of John Henry.
(5.) Students will use rulers to create a 3D sculpture.

ARTIST STATEMENT:
Students will write a 5 sentence paragraph expressing why they believe Hixson Middle and the Hixson Commuinity would benifit with a sculpture by Mr. John Henry.


SPI:
Content Standard 4.0:
Historical and Cultural Relationships
4.3 Analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art.

4.4 Recognize the role of artists in our community and society.



Mrs. Spitzer's Garden 6th
Due Date: 10/6/2017
Subject: Visual Art

"MRS. SPITZER'S GARDEN"
Written by, Edith Pattou
illustrated by, Tricia Tusa

TEACHING POINT: Students will learn the literary device known as a metaphor, BY reading the short story Mrs. Spitzer's Garden and be able to explain what message the author was intending to convey comparing students to plant seeds. 



CROSS-CURRICULUM CONNECTIONS:
Language Arts


ESSENTIAL QUESTION:
What might the soil, seeds, and plants symbolize?

Why do some wildflowers grow wherever they are placed and others need "a special watching over?"

VOCABULARY:
Metaphor- a figure of speech that suggests a likeness by speaking of one thing as if it were another, different thing.

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:


ASSIGNMENT DESCRIPTION:
(1.) Students will read the short story Mrs. Spritzer's Garden.

(2.) The students and I will discuss using the seminar method thier responses to the story.
(3.) Each student will take notes using a Venn Diagram, to answer the question of "How is Mrs. Spritzer like one of your teachers? How is she different?
(4.) Students will create a 1st draft drawing, applying the knowledge gained from brainstorming.
(5.) Students will create a Final drawing, using images such as teachers, and plants, flowers, fruits & vegetables to represent students.
(6.) Writing exercise, reflection.
(7.) Critique of drawings.

SPI:
Tennessee Department of Education.



Portfolio Return Take Home 6th
Due Date: 10/5/2017
Subject: Visual Art

Portfolio Return Take Home Artwork

Students will bring home all their artwork from the quarter.

 



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Vincent Van Gogh 7th
Due Date: 10/1/2017
Subject: Visual Art

VINCENT VAN GOGH (1853-1890)

Fishing Boats on the Beach at Saintes-Maries. 1888.

TEACHING POINT:

ESSENTIAL QUESTION:
What visual characteristics are unique and attributed to Vincent van Gogh? How does he use the elements and principles of design within his paintings?

Expressive brushwork, the heightened use of color, and an intense emotionality epitomize the individualized style of Vincent van Gogh. Inspired by Impressionism, Japanese prints, and French painting, van Gogh soon developed a unique style. He attempted to organize a working artists' community in Arles with Toulouse-Lautrec and Gauguin, but a quarrel with Gauguin in 1888 provoked van Gogh into cutting off part of his own ear. Distraught and riddled with despaair, he took his own life in 1890. Sadly, it was only after his death that popular attention was drawn to his work. Although he sold just one painting during his lifetime, van Gogh produced 800 oil paintings and 700 drawings.  Noble, Marty. 1999. Color Your Own Van Gogh Paintings.

ELEMENTS OF DESIGN:
Color, Line

PRINCIPLES OF DESIGN:
Movement, Pattern,

VOCABULARY:
Still Life, Brush Strokes,


ASSIGNMENT DESCRIPTION:
(1.) Students will seminar/critique the art work of Vincent van Gogh with a Promethean Board presentation.
(2.) Students will copy a masterpiece of the artist's work.
(3.) Students will draw in the style of Vincent van Gogh and then trace to paint. 
(4.) Students will display,  self-evaluate and critique with classmates.

SPI:
1.0 Media, Techniques, and Processes 1.1
2.0 Structures and Functions2.1-2.2
5.0 Reflection and Assessment 5.3



Grid System for Enlarging
Due Date: 10/1/2017
Subject: Visual Art

"GRID SYSTEM FOR ENLARGING"

CROSS-CURRICULUM CONNECTIONS:
Mathmatics

Proportion

ESSENTIAL QUESTION:
How does mathmatics play a role in enlarging a small image to a larger image?


ASSIGNMENT DESCRIPTION:
Sometimes the need arises to make a bigger version of a small drawing. An example is when you create a mural based on a small sketch.

Follow these steps.
(1.) Using a ruler, draw evenly spaced lines across and up and down your original drawing. Count the number of squares you made from side to side. Count the squares running up and down.

(2.) Measure the width of the surface to which the drawing is to be transfered. Divide that figure by the number of side-to- side squares. The resulting number will be the horizontal measure of each square. you may work in inches or centimeters. Using a ruler or yardstick, mark off the squares. Draw lightly.

(3. ) Measure the height of the surface to which the drawing is to be transferred. Divide that figure by the number of up-and-down squares. The resulting number will be the vertical measure of each square. Mark off the squares. Draw in pencil lines.

(4.) (Optional) Starting at the upper left, number each square on the original drawing. Give the same number to each square on the large grid. Working one square at a time, transfer your image.

SPI:

FORMATIVE ASSESSMENT:

SUMMATIVE ASSESSMENT:



Chattanooga Zoo
Due Date: 10/1/2017
Subject: Visual Art

"Chattanooga Zoo"

Theme: Your favorite Animal from our Chattanooga Zoo

All mediums are excepted

Size 18"x24"

ESSENTIAL QUESTION:

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:

ASSIGNMENT DESCRIPTON:

1st, 2nd, and 3rd place winners will be chosen in their category and receive certificates or zoo passes. Art will be on display September 22-October 2.  Reception will take place for all winning participants on October 2 @ 5:00pm in the education center at the Chattanooga Zoo. Students, their parents, and their Art teacher are invited to attend.

 

 

 



"Electronic Artists" 7th
Due Date: 10/1/2017
Subject: Visual Art
"ELECTRONIC ARTISTS" Working With Ideas

Nancy Burson b. 1948
Nam June Paik b. 1932
Jake Tilson b. 1958
Ed Pashke b. 1939

ESSENTIAL QUESTION:
How does Jake Tilson use computers & digital images to create interactive art installations ?
Explain the interaction between humanity, technology and societal dissonance.

CROSS-CURRICULUM CONNECTIONS:
Communications
Cultural- Social Studies

VOCABULARY:
Composition~
Digital Image~
Computer~


ASSIGNMENT DESCRIPTION:
"Artists have always used whatever materials they feel will best express the ideas & feelings they want to communicate. Since we are a very technologically oriented society, many contemporary artists consider every technological development as a way of creating their art." (pp. 14-15. Scholastic)

SPI:


"Pottery/Ceramics" 6th 7th 8th
Due Date: 10/1/2017
Subject: Visual Art

"WORKING WITH CLAY"

*Kiln purchased with funds from Hixson Middle School PTSA-2009*

TEACHING POINT: Students will learn introductary techniques BY working with clay, clay tools, pottery wheel, and hand building.

CROSS-CURRICULUM CONNECTIONS:
Use the ancient coil method to create your own pottery.

ESSENTIAL QUESTION:
What inspired your design?

Does your pottery look traditional or modern?
When you look at your pottery from all sides, does it look symmetrical?
Are the decorations raised in bas-relief?

VOCABULARY:
KILN-

SYMMETRICAL-
GEOMETRIC-
ORGANIC-
STYLIZED- Simplified or exaggerated to fit a specific set of design rules.
REPEATING PATTERNS-
BAS-RELIEF- Sculpture in which areas project slightly from a flat surface.
BURNISH-
GLAZE- A gloss or mat coating developed on clay under heat.
HANDBUILT- Forming without mechanical manipulation.

ASSIGNMENT DESCRIPTION:
A. Roll clay to make coil ropes the thickness of your thumb. B. Score the coil and the edge of the base. C. Add a bit of slip (liquid clay) to the scored areas, and attach the coil to the base. Bring them together using a gentle up-and-down wiping motion. D. As you add coils, join them from the outside and then the inside, keeping both sides smooth and uniform.

Work on all sides of your pottery to keep it symmetrical.

(1.) Wedge clay to proper working consistency and to remove air pockets. Place a ball of clay the size of your fist on a plate or piece of plastic. Use the heel of your palm to form the base of the clay pot by pressing the ball of clay into a flat circle 1/4" thick.
(2.) Form the coils and add them to the base, placing the first coil 1/4" inside the edge of the base. The base should round up slightly on the outer edge.
(3.) When you finish shaping your pottery, cover it loosely with plastic, allowing air inside for slow drying. When the clay has dried to what is called a leather-hard stage, use a teaspoon to burnish or rub the surface using small, circular movements.
(4.) Decorate by either making a simple pattern by cutting a design directly into the surface with a modeling tool.
Next, fire the pottery to bisque stage. Then glaze and refire.


SELF-ASSESSMENT:
CRITIQUE- Evaluating, Judging, Synthesizing, Analyzing.

SPI:



Concentric Circles 6th
Due Date: 9/29/2017
Subject: Visual Art


Hamilton SHINES RTI
Due Date: 9/28/2017
Subject: Visual Art

Hamilton SHINES

"Please Don't Litter"

Littering is Trashy! Spread the Word.

Changing behaviors through education, awareness, & enforcement is the solution.

 

TEACHING POINT: Students will learn the positive impact of community/public art, and the importance of not interlining BY creating a billboard poster demonstrating their understanding.

ESSENTIAL QUESTION:
Why do people litter?
*They feel no sense of ownership, even though areas such as parks and beaches are public property.                                                                                                        *They believe it's someone else's job to pick up after them.                                  *Litter has already accumulated.  

Who Litters? 

*There is no "littering type." People of all ages and social backgrounds have been observed littering. 

 

CROSS-CURRICULUM CONNECTIONS:

Science, Social Studies

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:

VOCABULARY:

Analysis- One of the steps in art criticism, analysis in discovering how the principles of design are used to organize the elements of art.

Content- Meaning, significance, & information in a work of art.

Context- The interrelated conditions (cultural, political, social, economic) in which something exists or occurs.

ASSIGNMENT DESCRIPTION:

"No matter where litter starts, it moves. From streets & highways to parks and waterways, wind & weather moves litter around. Sometimes weeks or months will pass before it gets cleaned up. In the meantime, the presence of litter promotes more littering behavior. It becomes "ok" or "normal" to leave your trash behind when others are doing so."

ASSESSMENT:

SPI:

3.0 Evaluation~  Students will choose & evaluate a range of subject matter, symbols, & ideas.

6.0 Interdisciplinary Connections~ Students will make connections between visual arts & other disciplines. 

 

 



Self Portraits
Due Date: 9/22/2017
Subject: Visual Art

 

 

PORTRAITS

TEACHING POINT:

ESSENTIAL QUESTIONS:

What is a portrait? What is a self-portrait? How can portraits and self-portraits help you think about your own and others' identity? How can you use close observation skills to feel good about yourself and the people around you?


ASSIGNMENT DESCRIPTION:
Turn your paper in the portrait style position.

Portrait Assessment #1                                                                                                                          Draw a classmate using prior knowledge of portrait drawing techniques. 
 *Draw your self portrait by looking into the classroom mirror.
 *Use color pencil, crayon or pencil. 
*Demonstrate Principals & Elements of Art  Shadeing, Cross-Hatching, and Value.
 Add neck, shoulders, details. 

*Promethean Visual Presentation "Eyes"

*Promethean Visual Presentation "Portraits"

*Promethean Visual Presentation "Reading Portraits as Biographies"

NON-FICTION WRITING:

Artist Statement:                                                                                                                                 

  Write a 5 sentence paragraph describing your experience here at Hixson Middle School.
Include some of your participation with clubs, sports, favorite music, hobbies, etc...

1. Name
2. Period #
3.  Title
4.  Date

SPI:

 



Reading Portraits as Biographies 6th 7th 8th
Due Date: 9/22/2017
Subject: Visual Art

READING PORTRAITS AS BIOGRAPHIES

 

1.)  __________ A visual representation of a person.

 

2.)___________. _____________. _____________.

 

3.)__________ can be visual texts filled with meaningful symbolism in order to make the study of people and biographies more meaningful.

 

4.) Lenses for reading portraits. ___________. ____________. __________.

 

5.) The Six Elements of Portraits. _______________. _______________._______________. _______________. _______________. ______________.

 

6. Observe and Describe. _____________. ______________. ____________.

 

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

SPI:



Six Elements of Portraits 6th 7th 8th
Due Date: 9/22/2017
Subject: Visual Art

SIX ELEMENTS OF PORTRAITS

 

FACIAL EXPRESSION

The first thing we will begin to notice in portraits is the facial expression of the person in the portrait. Facial expressions are feelings communicated on a person's face. Does this person look angry? Serious? Happy? Disappointed? We communicate a lot of information with our faces. (We can remember facial expression by using out hand to make a circle around our face)

 

FOCAL POINT

The focal point is where the sitter's eyes are looking, what they seem to be focused on. If the artist chooses to have the sitter looking up at the ceiling, that would say something very different than if the focal point is looking down, to the side, or straight at us. (We can remember focal point by bringing our fingers right beside our eyes as we say the words "focal point")

 

GESTURE

The gesture is the position of the sitter's body. We need to notice the hands, arms, legs, etc... and figure out what idea, emotion, or opinion that gesture is representing. (We can remember gesture by making a fist and swinging our arm up and across our chest as we say the word gesture.)

 

CLOTHING

The clothing that a person wears aslo gives us clues about a person. It can inform us of the sitter's place in society, the time period in which he/she lived, interests, the time of year in which the portriat was made, etc...(We can rember clothing by pinching the clothing on each of our shoulders.)

 

SETTING

The setting of a portrait is similiar to the setting of a story-- it is where and the when. The setting can also inform us of the sitter's place in society, the time period in which he/she lived, interests, etc...(We can remember setting by drawing an imaginary rectangle frame with our fingers.)

 

OBJECTS

Artists often include objects in the portraits that are very symbolic to the sitter. The object could be a piece of jewelry, furniture, tools, books, or anything that is a symbol of the sitter's life. (We can remember objects by drawing a curved line, like a semi-circle, with our fist. Our fist "lands" in the palm of our other hand like an object.)

 

Artistic Literacies, Inc. 2012

Reading Portraits as Biographies: Observe. Infer. Inquire.



" Peace Poster" Lion's Club RTI
Due Date: 9/11/2017
Subject: Visual Art

"SHARE PEACE" 

Lion's Club-Community Poster 

 

TEACHING POINT: Students will use Principles & Elements of Design to convey a message of Peace BY creating a poster without using words.

ESSENTIAL QUESTION:  How can Artists use symbols and images to convey a message of Peace without using words?

ASSIGNMENT DESCRIPTION: 

1.) Students will brainstorm, activate prior knowledge by leading a class discussion of everything they know about the subject of Peace. 

2.) Students will take creative notes and create a thumbnail sketch to prepare for the creation of a poster that conveys a message of Peace. 

3.)  Students will choose if they are going to work individually, in a pair or in groups of three to create a Final Draft Poster.

4.)  Students will write an Artist Statement explaining how their poster;

      * Conveys a message of Peace

      * As you can see in my poster... (refer back to the visual "text")

      * I contributed to the poster...

      * I will celebrate peace by... (not causing drama, being kind, being a good friend, being supportive...ect...)

       * First Person Point of View*

ASSESSMENT:

 

S.P.I.:



School Spirit Poster 6th 7th 8th
Due Date: 9/8/2017
Subject: Visual Art

"SCHOOL SPIRIT POSTER"

ESSENTIAL QUESTION:

TEACHING POINT:

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:

ASSIGNMENT DESCRIPTION:

ARTIST STATEMENT:

ASSESSEMENT:



Sketchbook/Portfolio 6th 7th 8th
Due Date: 9/1/2017
Subject: Visual Art

SKETCHBOOK/PORTFOLIO

TEACHING POINT:  Students will learn about their personal growth and progress with art techniques BY keeping a Sketchbook/Portfolio 

ESSENTIAL QUESTION:
Develop Perception.

What is perception? Why is developing perception important?

VOCABULARY:

SKETCHBOOK~ A pad of drawing paper on which artists sketch, write notes, and refine ideas for their work.
PERCEPTION~An awareness of the elements of an environment by means of the senses.

ASSIGNMENT DESCRIPTION:
One way in which artists develop perception is by keeping a sketchbook. Many artists carry a sketchbook to record interesting scenes and objects. Begin a sketchbook of your own to illustrate themes from direct observation, personal experience, and traditional events. Use your sketchbook to sharpen your drawing skills and perception. Perception is more than looking at an object. It is really"seeing" the object. It is studying how lines, shapes, forms, and colors blend to for the whole. The more you draw, the better you will "see" objects.

(1.) Students will create a sketchbook.
(2.) On the front cover, you must print your last name along the top, then your first name directly below your last name and then period #.
(3.) Personalize and decorate your sketchbook.

(4.) All student artwork will be kept in this folder for use at midterm and the end of term examination. Students will take the entire collection home at the end of the semester.

SPI:
TN Department of Education:

K-12 Visual Art



Arts Integration 6th 7th 8th
Due Date: 8/31/2017
Subject: Visual Art

"ARTS INTEGRATION"

     Arts Integration is

an APPROACH to TEACHING

in which students construct and demonstrate

UNDERSTANDING

through an ART FORM.

Students engage in a

CREATIVE PROCESS which

CONNECTS an art form and other subject area

and meets EVOLVING OBJECTIVES in both.

 

The Kennedy Center

Changing Education Through the Arts

 



Teacher/Student Conferences 6th 7th 8th
Due Date: 8/31/2017
Subject: Visual Art

"TEACHER/STUDENT CONFERENCES"

 

TEACHING POINT: Students will learn about their personal growth using Visual Art Techniques BY leading a discussion explaining areas of their strength and areas to improve upon.

ESSENTIAL QUESTION: "How have I grown using Visual Art Techniques from the beginning of the Quarter/Semester up through now? What areas can I demonstrate my understanding better?"

ASSIGNMENT DESCRIPTION: Students will show their personal growth using Visual Art Techniques BY leading a discussion with the teacher, explaining areas of their strength and areas to improve upon. We will look at their portfolio and the current assignment to compare & contrast.

ASSESSMENT:

SPI:



Free Draw Assessment 6th 7th 8th
Due Date: 8/25/2017
Subject: Visual Art

FREE DRAW ASSESSEMENT  

Create. Draw. Show.

In baseball, a pitcher takes warm-up throws before facing a batter. Musicians warm up before a performance. Artists follow a similar approach by drawing. Drawing "limbers" up the artist's eye. Some drawings are used to plan paintings or other large projects. Other drawings are done as finshed works of art.

TEACHING POINT: 

ESSENTIAL QUESTION: How can a Free Draw Assessment serve as baseline data, for  students to demonstrate thier prior knowledge of visual art techniques and skills?

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



Elements of Art
Due Date: 8/21/2017
Subject: Visual Art
"ELEMENTS OF ART"

Elements of art- The basic visual symbols an artist uses to create works of art.

VOCABULARY:

(1.) Line- The path of a dot through space.

(2.) Color- What the eye sees when light is reflected off an object.

(3.) Shape- An area cleary set off by one or more of the 5 visual elements of art.

(4.) Form- An element of art that refers to an object with 3 dimensions.

(5.) Space- The distance or area between, around, above, below, and within things.

(6.) Texture- How things feel, or look as though they might feel if touched.


Principles of Art
Due Date: 8/21/2017
Subject: Visual Art
"PRINCIPLES OF ART"

Principles of Art- Guidelines that govern the way artists organize the elements of art.

(1.) Balance- A principle of art concerned with arranging the elements so that no one part of the work overpowers, or seems heavier than, any other part.

(2.) Variety- Combining one or more elements of art to create interst.

(3.) Harmony- Combining the elements of art to accent their similiarities.

(4.) Emphasis- Making an element or an object in a work stand out.

(5.) Movement- The principle of art that leads the viewer to sense action in a work, or it can be the path the viewer's eye follows through the work.

(6.) Rhythm- The repetition of an element to make a work seem active.


What is Art? 6th 7th 8th
Due Date: 8/21/2017
Subject: Visual Art

"WHAT IS ART?"

 TEACHING POINT:

ESSENTIAL QUESTION:

What message do you think the artist is trying to convey?

 

VOCABULARY:

Art- a visual statement that communicates an idea, expresses a feeling, or presents an interesting design.

Artist- people who use imagination, creativity, and skill to communicate ideas in visual form.

ASSIGNMENT DESCRIPTION:

SPI:

Standard 1.0 Media, Techniques and Processes

Standard 2.0 Structures and Functions

Standard 3.0 Evaluation

Standard 4.0 Historical and Cultural Relationships

Standard 5.0 Reflecting and Assessing

Standard 6.0 Interdisciplinary Connections

 

 



Mini Progress Critique 6th 7th 8th
Due Date: 8/18/2017
Subject: Visual Art

"MINI PROGRESS CRITIQUE"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



"Drawing Expressive Name"
Due Date: 8/18/2017
Subject: Visual Art

"Drawing an Expressive Name"

ESSENTIAL QUESTIONS:

TEACHING POINT:

ELEMENTS OF DESIGN:

PRINCIPALS OF DESIGN:

VOCABUALRY:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

S.P.I.



Welcom to Art Class 6th 7th 8th
Due Date: 8/16/2017
Subject: Visual Art

"WELCOME TO ART CLASS!"


CONNECTIONS

TEACHING POINT: Students will learn how to conduct their own behavior within the classroom BY taking creative notes and sharing in the development of class norms to create a climate for learning and minimize disruptive behavior distractions. 

ESSENTIAL QUESTION:
Connect classroom rules and norms for learning to community involvement and growth. Etiquette/manners

ASSIGNMENT DESCRIPTION:
(1.) Line up, single file, against the lockers while I am doing hall duty.
(2.) Enter the classroom politely.
(3.) Sit down where you like.
(4.) Read the board for the daily assignment.

*I will present to the entire class a description of the assignment. I will then ask for student questions.*

(6.) No cell phones should be out. THIS IS A SCHOOL POLICY.
(7.) Keep your hands to yourself. Do not touch other students, or their stuff.
(8.) Bring your pencil everyday.
(9.) PLEASE TAKE CARE OF THE ART SUPPLIES! THERE ARE OTHER STUDENTS WHO USE THEM BESIDES YOU.
(10.) If you have any questions, refer to your agenda and re-read school policies.


NORMS FOR LEARNING:
(1.) Be prepared for class.
WHY? By bringing appropriate materials and having completed your homework, you are ready to learn.

(2.) Come to class everyday on time.
WHY? When you are late, you disrupt class and you miss needed instruction. 

(3.) When a student participates by asking or answering questions, everyone will listen and decide what they think about the question.
WHY? We learn by asking questions and we learn from one another.

(4.) Bring a good attitude and always try your best.
WHY? A good attitude opens your mind to learning.

(5.) Take responsibility for your own actions.
WHY? There is a difference between making a mistake and making a bad choice, and acknowledging your actions leads to better decisions in the future.



Assignment Image

Classroom Etiquette Sketch 6th 7th 8th
Due Date: 8/15/2017
Subject: Visual Art

"CLASSROOM ETIQUETTE SKETCH"

ESSENTIAL QUESTION:

Why is it important for teachers & students to establish classroom norms/etiquette the first day of school?

TEACHING POINT:

The students will learn the importance of establishing classroom norms/etiquette BY conducting a student discussion and the creation of a drawing/sketch to visually support the norms.

ASSIGNMENT DESCRIPTION:

 

HIXSON MIDDLE SCHOOL

MISSION

Hixson Middle School's vision is to work as a community to promote academic and personal growth for everyone.

VISION

Hixson Middle School is a diverse community where students have a safe learning environment and are motivated to achieve excellence through academic growth and character development.

 

ASSESSMENT:



"The Wave" 6th Grade
Due Date: 5/17/2017
Subject: Visual Art
"THE WAVE" 1940-41
Marsden Hartley (1877-1943)
TEACHING POINT: The students will learn the literary device known as personification BY reading the poem, "The Wave" Marsden Hartley and creating an illustration and poem of their own to demonstate understanding. 

ESSENTIAL QUESTION:
Compare how nature is depicted in artworks and poetry.

Explain the literary device of personification.

CROSS-CURRICULUM CONNECTIONS:
Language Arts


VOCABULARY:
Personification- is assigning human properties to nonhuman things.


ASSIGNMENT DESCRIPTION:

from "The Sound of the Sea"
by Henry Wadsworth Longfellow

"The sea awoke at midnight form its sleep,
And round the pebbly beaches far and wide
I heard the first wave of the rising tide
Rush onward with uninterrupted sweep;
5 A voice out of the silence of the deep,
A sound mysterously multiplied
As of a cataract from the mountain's side,
Or roar of winds upon a wooded steep."
From calmness to an onset of waves, the sea can change its mood instantly.

(1.) Students will read the poem excerpt from "The Sound of the Sea."
(2.) The teacher will read aloud to the class 2 times, and students will take notes.

(3.) We will seminar the poem & the characteristics of the ocean.
(4.) Students will create a drawing & a poem related to the changing moods of the ocean.
(5.) Students will choose a partner, and brainstorm a list of words that describe the aspects of the ocean. (tide, crest, foam, surf, brine).
(6.) Use these words and others to write your own original poem. Your poem can rhyme or not rhyme as you choose.

SPI:

Introducing Art. 2005. McGraw-Hill. New York. (pages 114-115)


Assignment Image

Jimmy Jet and His T.V. Set 6th
Due Date: 4/17/2017
Subject: Visual Art

"JIMMY JET AND HIS T.V. SET"by Shel Silverstein

ESSENTIAL QUESTION:
Can the words of a poem paint an image in one's mind? Can this then become manifest of a drawing on paper?

CROSS-CURRICULUM CONNECTIONS:
Language Arts


VOCABULARY:
ILLUSTRATION- (2.) an example, story, analogy, etc. used to help expain or make something clear.

ILLUSTRATOR- an artist who makes illustrations for book, magazines, etc.

POEM- (1.) an arrangement of words written or spoken, traditionally a rhythmical composition, sometimes rhymed, expressing experiences, ideas, or emotions in a style more concentrated, imaginative, and powerful than that or ordinary speech.
POET- (1.) a person who writes poems or verses. (2.) a person who writes or expresses himself with imaginative power and beauty of thought, language, etc.

ELEMENTS OF DESIGN:

PRINCIPLES OF DESIGN:


ASSIGNMENT DESCRIPTION:
(1.) Mr. Weger will read aloud the poem 3 times.

(2.) Students will read along and listen for the 1st reading.
(3.) Students will begin to jot down descriptive words during the second reading.
(4.) Students will write down any last descriptive words, and begin to formulate their ideas into images for thier drawing. (5.) Mr. Weger will initiate a student centered class discussion and exchange of ideas, for inspiration of the creation for the students to illistrate the poem.

I'll tell you the story of Jimmy Jet- And you know what I tell you is true. He loved to watch his TV set almost as much as you. He watched all day, he watched all night till he grew pale and lean, from "The Early Show" to "The Late Late Show" and all the shows between. He watched till his eyes were frozen wide, and his bottom grew into his chair. And his chin turned into a tuning dial, and antennae grew out of his hair. And his brains turned into TV tubes, and his face to a TV screen. And two knobs saying "vertical" and "horizontal" grew where his ears had been. And he grew a plug that looked like a tail so we plugged in little Jim. And now instead of him watching TV, we all sit around and watch him.

SPI:
2.0 Structures & Functions 2.4

4.0 Historical & Cultural Relationships 4.4
6.0 Interdisciplinary Connections 6.2



Pablo Picasso 7th Grade
Due Date: 4/17/2017
Subject: Visual Art

"PABLO PICASSO"

TEACHING POINT:

GUIDING QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

SPI:



Pottery/Ceramics Mini Progress 6th 7th 8th
Due Date: 3/8/2017
Subject: Visual Art


Intro Graffiti 7th
Due Date: 2/22/2017
Subject: Visual Art

"GRAFFITI Introduction"

 

ESSENTIAL QUESTION:

When is Graffiti considered a vandalism crime? How has Graffiti connected various cultures?

TEACHING POINT: 

Students will learn how Graffiti is used to express, convey a message and connect various cultures BY exploring various examples and then creating their own piece. 

ASSIGNMENT DESCRIPTION: 

PRINCIPLES OF DESIGN: 

ELEMENTS OF DESIGN:

Vocabulary:

*Vandalism- (noun). Destructive action.  The malicious and deliberate defacement of or destruction of property.

*Graffiti- (noun). Drawings or words that are scratched, painted, or prayed on walls or other public surfaces.

*Fade- To blend colors

*Wildstyle- A complicated construction of interlocking letters.

 

ASSESSMENT:

 



Chattanooga Murals 8th
Due Date: 2/22/2017
Subject: Visual Art

 Chattanooga Murals

TEACHING POINT: 

Students will be able to identify murals from Mark Making Artist on MLK downtown Chattanooga. Students will learn the benefits of Graffiti and Murals to communities and be able to compare & contrast the similarities and differences. 


ESSENTIAL QUESTION:
How can murals improve communities?  How have the murals benefited communities in Chattanooga?


VOCABULARY:

PRINCIPLES OF DESIGN:

ELEMENTS OF DESIGN:

ASSIGNMENT DESCRIPTION:

SPI:
1.0 Media, Techniques, and Processes 1.1-1.2
2.0 Structures and Functions 2.1-2.2
3.0 Evaluation 3.2
4.0 Historical and Cultural Relationships 4.4
5.0 Reflection and Assessment 5.1



www.scion.com/installation2/artists.com
www.graffiticreator.net



I Have A Voice
Due Date: 1/13/2017
Subject: Visual Art

I HAVE A VOICE

 

UNIT QUESTION: How can students incorporate questions or suggestions they have, through the use of visual art to make HXMS a Highly Effective, Fully Functional Environment with a Positive Attitude and a Focus of Learning? How can students express and convey a personal message to the student population, and the parents/guardians of the community?

GUIDING QUESTION: How can students use a "symbol" of their hand, traced and cut out to convey a message?  What do you have to say/share?  What questions do you have about HXMS?  What suggestions do you want to share?

TEACHING POINT: Students will learn how to use Visual Art to convey a message.  They can express their ethnicity and or race.  They can ask questions and make suggestions BY using the symbol of their traced hand filled with questions, comments and expression.

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

S.P.I.



Mini Progress Critique 6th 7th 8th
Due Date: 9/28/2016
Subject: Visual Art

"MINI PROGRESS CRITIQUE"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



Paris Through the Window 6th Grade
Due Date: 9/23/2016
Subject: Visual Art
 
"PARIS THROUGH THE WINDOW" 1913
Marc Chagall

Solomon R. Guggenheim Museum Manhattan, New York
TEACHING POINT: Students will learn the techniques and use of space, composition and arranging placement of images BY examining the artwork created by Marc Chagall.  Students will use their imagination to take creative notes using words & doodles to represent subject matter.

CROSS-CURRICULUM CONNECTIONS:
LANGUAGE ARTS


ESSENTIAL QUESTION:
Do we all see the same things in art?

How can we take descriptive words and change them into visual images to create a drawing?
 
VOCABULARY:
Perception-
Principals of Design-
Elements of Design-
Composition-

ASSIGNMENT DESCRIPTION:
Marc Chagall (7 July 1887 -28 March 1985) was a French painter of Russian-Jewish origin who was born in Belarus, then part of the Russian Empire. Among the celebrated painters of the 20th century, he is associated with the modern movements after impressionism.


(1.) 2 students will be chosen to describe 5-10 things they see in the painting "Paris Through the Window".
(2.) The class will listen and write down using creative note taking with doodles on the back of their paper what they hear the other students describe. 
(3.) Students will create a thumbnail sketch as a first draft.
(4.) Students will then have teacher/student feedback to then create a Final Draft. 

SPI:
1.0 Media, Techniques, and Processes 1.1

2.0 Structures and Functions 2.4
6.0 Interdisciplinary Connections 6.2





Mini Progress Critique 6th 7th 8th
Due Date: 8/26/2016
Subject: Visual Art

"MINI PROGRESS CRITIQUE"

TEACHING POINT: Students will acknowledge and learn about their personal progress and performance BY participating in a class mini progress critique. 

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



3D Sculpture Papier-Mache RTI
Due Date: 8/4/2016
Subject: Visual Art

3D SCULPTURE

ESSENTIAL QUESTION:

TEACHING POINT:

VOCABULARY:
PAPIER-MACHE- is an art medium made from torn paper and liquid paste

ASSIGNMENT DESCRIPTION:

SPI:



Design The Perfect Classroom RTI
Due Date: 8/4/2016
Subject: Visual Art

"THE PERFECT CLASSROOM"
QUALITY CIRCLE

TEACHING POINT:

ESSENTIAL QUESTION:
What would your perfect classroom look like? What resources or educational aids would you use?

ASSIGNMENT DESCRIPTION:
(1.) Draw a classroom that you wish to be in.
(2.) Include yourself, a teacher, and other students.
(3.) Begin your 1st draft on copy paper, (use only pencil).
(4.) Draw and complete your Final draft

SPI:
2.4 Apply problem solving-solving skills that lead to solutions to specific visual art tasks.
3.2 Use subjects, themes and symbols that demonstrate contexts, values, and aesthetics that communicate intended meanings in artworks.
4.4 Recognize the role of artists in our community and society.



Wayne-O-Rama
Due Date: 8/3/2016
Subject: Visual Art

WAYNE-O-RAMA



Assignment Image

www.botjoy.com 7th & 8th
Due Date: 2/26/2016
Subject: Visual Art

www.botjoy.com

TEACHING POINT:

PRINCIPLES OF DESIGN:

ELEMENTS OF DESIGN:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

LITERACY:

SPI:

 



"Student Exhibition" 7th & 8th
Due Date: 1/29/2016
Subject: Visual Art

"STUDENT EXHIBITION"

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

LITERARY COMPONENT: TNReady

ASSESSMENT:



"Painting" 6th
Due Date: 1/29/2016
Subject: Visual Art

"PAINTING"

TEACHING POINT: Students will learn the Primary & Secondary Colors BY painting 2 different paintings. 

ESSENTIAL QUESTION: What is so significant about the Primary Colors? How are Secondary Colors made? 

ASSIGNMENT DESCRIPTION:

1.) Students will draw a border at the bottom of their paper. The paper will be in the Landscape style. In the bottom right side corner, students will include their 1st & last name, period # and the date. Students will write the title in the middle of the bottom border.

2.) The 1st painting will be made with only Red, Blue, Yellow (Primary Colors). Students will use a pencil to draw organic shapes that touch. Fill the page. The title is Primary Colors, and they are to write the 3 Primary Colors Red, Blue, Yellow in the bottom border.

3.) Students will then paint the Organic Shapes using only the Primary Colors.

4.) Students will create a second painting, this time they will trace Drafting Geometric Shape Stencils. These shapes do not touch, however, they must fill the page.

5.) Students will demonstrate how to mix the Secondary Colors and paint in the Geometric Shape Stencils.

ASSESSMENT:



"Cooperation Challenge Phase 1" 6th 7th 8th
Due Date: 12/16/2015
Subject: Visual Art

"COOPERATION CHALLENGE PHASE 1"

Inclusive Grouping

TEACHING POINT: Students will learn to problem solve, cooperate, develop observation skills and listening skills BY following a teacher led Cooperation Challenge script. 

ESSENTIAL QUESTION:

What does it mean to cooperate?

"Experience is not what happens to you; it is what you do with what happens to you."

---Aldous Huxlley

PURPOSE:

*Think Quickly

*Problem Solving

*Cooperating with Peers

*Developing Observational & Listening Skills

*Reinforcing Math Vocabulary and Skills

*Intrapersonal Intelligence

*Bodily/Kinesthetic Intelligence

GOAL:

*Group Think

*Quick Decision Making

ENDURING UNDERSTANDING:

Cooperation is a muscle.

John F. Kennedy Center for the Performing Arts.



"Expressive Hands" 7th
Due Date: 12/11/2015
Subject: Visual Art

"EXPRESSIVE HANDS"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

SPI:



Student Exhibition 6th
Due Date: 11/20/2015
Subject: Visual Art

"STUDENT EXHIBITION"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

 



Student Exhibition 7th
Due Date: 11/20/2015
Subject: Visual Art

"STUDENT EXHIBITION"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



Student Exhibition 8th
Due Date: 11/20/2015
Subject: Visual Art

"STUDENT EXHIBITION"

 

TEACHING POINT:

ESSENTIAL QUESTION:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:



"Pottery/Ceramics" 8th
Due Date: 11/6/2015
Subject: Visual Art


Chattanooga Fire Department: Prevention Week 6th
Due Date: 10/2/2015
Subject: Visual Art

"CHATTANOOGA FIRE PREVENTION WEEK"

"Hear The Beep Where You Sleep: Every Bedroom Needs a Working Smoke Alarm"

 

ESSENTIAL QUESTION:

TEACHING POINT:

ASSIGNMENT DESCRIPTION:

ASSESSMENT:

S.P.I.



Primary Colors Unit 6th 7th 8th
Due Date: 4/17/2015
Subject: Visual Art
"PRIMARY COLORS" (UNIT)

"Nature cannot be copied; it can only be expressed"
Piet Mondrian (1872-1944)


ESSENTIAL QUESTION:
Why didn't Piet Mondrian want to portray the world realistically in his paintings?


VOCABULARY:
PRIMARY COLORS- The basic colors of red, yellow, and blue from which it is possible to mix all the other colors of the spectrum.
COMPOSITION- The ordered arrangement of the elements of art according to the principles of design.
ABSTRACT- Artwork in which little or no attempt is made to represent images realistically, and objects are often simplified or distorted.

ASSIGNMENT DESCRIPTION:
Piet Mondrian was a Dutch artist from the early 20th century. Technology, industry, and science were advancing at a rapid pace. These were just a few of the forces transforming modern life. Artists of the time were searching for new visual forms to express the changing world around them. Mondrian made simplified shapes like squares and rectangles using vertical and horizontal lines.


(1.) Draw a border the width of a ruler at the bottom of your paper.
(2.) 1st draft: draw vertical and horizontal lines to the edge of your boarder to create sqaures and rectangles. Use a black colored pencil to define lines within your composition.
(3.) 2nd draft: use only Primary Colors~ Red, Yellow & Blue to fill in created squares and rectangles.
(4.) Final draft: will be created by using the cut and paste method, to create a composition to resemble the style of Piet Mondrian.

SPI:
1.1 Demonstrate the use of knowledge in select media, techniques and processes.

1.3 Reflect upon the effectiveness of a variety of media.
2.1 Develop an awareness of the elements of design and the principles of composition through their application.


T.C.Thompson- Kohls Outreach 6th 7th 8th
Due Date: 2/13/2015
Subject: Visual Art

T.C. Thompson Outreach- Kohls

ESSENTIAL QUESTION:                                                                                   What message are you trying to convey to someone who you don't know, that has medical issues? What do you hope will be the result of your effort? 

ASSIGNMENT DESCRIPTION:

1.) Students will create a variety of get-well cards to families and children currently at the T.C. Thompson Children's Hospital.

2.) Messages of Hope, Healing, and Support will be the theme. The task for students is to convey a message of said themes through visual art.

3.) Students can draw; use images from magazines; cut & paste; write words of encouragement to express their thoughts and feelings.

4.) Students will write an Artist Statement about what message they are trying to convey, and explain what they hope the result will be of their effort.

5.) Students can take photos of their artwork.

6.) Critique 

7.) Get-Well cards will be sent to T.C. Thompson

SPI:

1.0  Media, Techniques and Processes- Students will understand and apply media, techniques, and processes.

3.0  Evaluation- Students will choose and evaluate a range of subject matter, symbols, and ideas.

5.0  Reflecting and Assessing- The student will reflect upon and assess the characteristics and merits of their work and the work of others.



"Abstract Seascape" 7th Grade
Due Date: 2/6/2015
Subject: Visual Art
"ABSTRACT SEASCAPE"

ESSENTIAL QUESTION:
How does hue intensity create a visual effect?

VOCABULARY:
BALANCE-
TINT-
Light value of a color made by mixing with white.

SHADE- The darkness of a color; may be achieved by adding black.
CONTOUR LINE- A line that defines the edges and suface ridges of an object.
GEOMETRIC-
COLOR-
Element of design that is a property of light.

*Primary- red, yellow, blue.
*Secondary- orange, green, violet (made from the primary colors.
*Intensity- brightness of color.
*Value- lights and darks of a color or shades of grey.
*Hue- name of color.

ASSIGNMENT DESCRIPTION:
(1.) Begin your seascape with a sketch to plan your use of cool colors, warm colors and any sea type images that you are going to use. Using a pencil students will create a contour drawing of a seascape. With a ruler, divide your images by drawing lines through them on your paper creating angled shapes. Then divide the background with lines of geometric shapes that are going in different directions than your images. Make sure they also create angled shapes.
(2.) Draw your final image on the sheet of paper made for watercolor.
(3.) Paint your image. Students will use watercolors to paint in each shape a different color.
(4.) You will have to thin colors with water to create tints (lighter colors) and less water to create shades (darker colors).
(5.) Outline your image with felt tip marker.


SPI:
1.1 Demonstrate the use of knowledge in select media, techniques, and processes.
1.3 Reflect upon the effectiveness of a variety of media.
2.1 Develop an awareness of the elements of art and principles of design through their application.
2.2 Create & evaluate art works that exhibit various sensory and expressive qualities.
4.4 Recognize the role of artists in our community and society.
5.1 Compare multiple purposes for creating works of art


"Hunter Museum" 6th 7th 8th
Due Date: 1/31/2015
Subject: Visual Art

"HUNTER MUSEUM"


ESSENTIAL QUESTION:

How does artistic expression not only reveal, but enhance an individual's growth?
What impact does holding a student exhibit at the Hunter Museum of American Art?


SPI:
Content Standard 1.0:
Media, Techniques, and Processes.
Students will understand and apply media, techniques, and processes.
1.1 Demonstrate the use of knowledge in select media, techniques and processes.


Content Standard 2.0:Structures and Functions
Students will use knowledge of both structures and functions.
2.1 Develop an awareness of the elements of design and the principles of composition through their application.

2.2 Create and evaluate art works that exibit various sensory and expressive qualities.

Content Standard 4.0:Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
4.4 Recognize the role of artists in our community and society.


Content Standard 5.0:Reflection and Assessment
Students will reflect upon and assess the characteristics and merits of their work and the work of others.
5.1 Compare multiple purposes for creating works of art.

5.4 Investigate and design works of art that communicate sensitivity to the natural and manmade environment



"Jitterbugs" 7th
Due Date: 12/19/2014
Subject: Visual Art
“JITTERBUGS” 1943.
William H. Johnson
ESSENTIAL QUESTION:
Compare and contrast the painting“Jitterbugs” with the poem,“Juke Box Love Song.”
CROSS-CURRICULUM CONNECTIONS:
Social Studies
Harlem Renaissance
"Juke Box Love Song"
by Langston Hughes
I could take the Harlem night
And wrap around you,
Take the Lenox Avenue buses,
Taxis, subways
And for your love song tone their
Rumble down.
Take Harlem’s heartbeat,
Make a drumbeat,
Put it on a record, let it whirl,
And while we listen to it play,
Dance with you till day---
Dance with you, my sweet brown
Harlem girl.
ASSIGNMENT DESCRIPTION:
Write a poem based on a painting..
SELF-ASSESSMENT:
(1.) Read the poem closely. Sometimes the poet makes successive lines rhyme—for example, play and day in lines 10 and 11.
(2.) Identify cultural ideas expressed relating to social themes. Does the art seem to be celebrating this dance form?
SPI:
1.0 Media, Techniques, and Processes
2.0 Structures and Functions
4.0 Historical and Cultural Relationships
6.0 Interdisciplinary Connections
Exploring Art. (pages 130-131)


"Haiku In Words & Pictures" 7th Grade
Due Date: 11/21/2014
Subject: Visual Art
"HAIKU IN WORDS AND PICTURES"

ESSENTIAL QUESTION:

Compare and contrast Haiku and the Japanese painting.

CROSS-CURRICULUM CONNECTIONS:

ASSIGNMENT DESCRIPTION:

In the city fields

Contemplating cherry trees

Strangers are like friends

-- Issa

1. Look again at the rules for haiku writing. Familiarize yourself with these. Then write a haiku of your own based on the painting. Begin by choosing the objects of nature you will focus on.
2.


"The Great Wave Off Kanagawa"
1823-29 Katsushika Hokusai

Katsushika Hokusai,(1760-1849) was a Japanese artist, ukiyo-e painter and printmaker of the Edo period . In his time he was Japan's leading expert on Chinese painting. Born in Edo (now Tokyo), Hokusai is best-known as author of the woodblock print series Thirty-six Views of Mount Fuji, (c. 1831), which includes the iconic and internationally-recognized print, The Great Wave off Kanagawa (created during the 1820s).


SPI:


Exploring Art. 2005. (pp. 162-163)


"OP Art" 8th Grade
Due Date: 11/21/2014
Subject: Visual Art
"OP ART"
Bridget Riley

ESSENTIAL QUESTION:

VOCABULARY:
OP ART-
MOVEMENT-
KINETIC ART- Art that actully moves or appears to move because of the way the designs played tricks with our vison.
STATIC ART- Art that does not move.
ILLUSION- An erroneous perception of reality.

ASSIGNMENT DESCRIPTION:
The term Op Art refers to Optical Art. Op Art followed the Pop Art movement of the 1960's. It was first called "kinetic art" (art which moves) because some of the art actully moved or appeared to move because of the way the designs play tricks with our vision. The visual effects include vibrating colors, concentric colors, after images, and pulsating patterns that disturb the eye and cause it to see images or movement on a flat surface. The Op Art illusion often compels the viewer to look away, yet demands that the eye look back again.

SPI:


Portfolio Review Take Home 6-1
Due Date: 10/1/2014
Subject: Visual Art

Portfolio Review Take Home Artwork

 

Students will bring all their Artwork home from the quarter.



Exams 6th 7th 8th
Due Date: 9/30/2014
Subject: Visual Art

Exams

 



"Unity in a Cubist Painting" 8th Grade
Due Date: 8/29/2014
Subject: Visual Art
"UNITY IN A CUBIST PAINTING"
Georges Braque Otto Gutfreund
Pablo Picasso & nbsp; Jacques Lipchitz
Juan Gris

ESSENTIAL QUESTION:
What are characteristics of cubism? How is unity achieved wtihin the cubist art style?

VOCABULARY:
CUBISM- An art style in which objects and the space around them are broken up into different shapes and then put back together in new relationships.
UNITY- Principle of design that allows a combination of elements, principles, and media to be viewed as a whole.

ASSIGNMENT DESCRIPTION:
Unity in a Cubist Painting: Introduce certain attributes of cubist paintings (repetition of shapes, lines, colors, and textures) that create unity in the artwork. (Ex. "Still Life with Guitar" by George Braque & Pablo Picasso)
Students will create a figurative drawing in which the shapes of the subject have been altered or stylized. An imaginative environment for thefigure will be created by repeating similar shapes as were used to draw the human figure. Lines, colors, and textures will also be repeated throughout the drawing so that the figure-ground configuration is abstract but representational. The final product will then illustrate cubist theory and will be a work that is unified through the repetition of shapes, lines colors, and textures. Students will crituque their work as to their effectiveness as be examples of unity and cubism.

SPI:
TN DEPARTMENT OF EDUCATION
VISUAL ART K-12


"A Colorful Forest" 6th Grade
Due Date: 4/7/2014
Subject: Visual Art
"A COLORFUL FOREST"

ESSENTIAL QUESTION:
How does an artist use colors to separate shapes and forms?

CROSS-CURRICULUM CONNECTONS:

VOCABULARY:
Warm colors- colors often associated with fire & sun and suggest warmth. These are colors which contain red & yellow and appear on on side of the color wheel opposite the cool colors.
Cool colors- colors often associated with water, sky, spring and suggest coolness. These are colors which contain blue & green and appear on one side of the color wheel opposite the warm colors.
Principals Of Design-
Elements Of Design-

ASSIGNMENT DESCRIPTION:
(1.) Turn your paper landscape style. Make a bottom border using the width of your ruler.
(2.) Draw 5 different trees, one must lean to the side, one must go off the page.
(3.) You must include a small critter or creature
(4.) The background should be a pattern.
Color your trees either with warm colors, and your background with cool colors. *Or* Color your trees with cool colors and make your background with warm colors.

SELF ASSESSMENT:

CRITIQUE:


SPI:


Scholastic Student Art Poster "What Are You Doing For Others?" 6th 7th 8th
Due Date: 2/10/2014
Subject: Visual Art

"Student Art Poster" What Are You Doing For Others?

Essential Question:

The Challenge:

In honor of the 50th anniversary of the March on Washington, create a poster that inspires others to serve and answers Dr. King's question, "What are you doing for others?"

The Details:

  • A creative, artistic interpretation of "The Challenge"
  • An inspirational message, calling on young people to engage in service
  • Originality
  • Technical Skills
  • Posters must be no larger than 11" x 17"

Grading Rubric:

1. Artistic interpretation of the Challenge Theme

2. How well the artwork inspires others to engage in service

3. Originality

4. Technical skill

SPI:



"What Are You Doing For Others?" Actions Speak Louder 6th 7th 8th
Due Date: 1/31/2014
Subject: Visual Art

"Actions Speak Louder"

Essential Question:

Do you think the media influences the way you think?

Get Started:

Take Action:

Wrap Up:

SPI:



"What Are You Doing For Others?" You Are Needed 6th 7th 8th
Due Date: 1/27/2014
Subject: Visual Art

"You Are Needed"

Essential Question:

What skills do you think we as a class have to offer our community?

Getting Started:

Investigate:

Take Action:

Wrap Up:

SPI:



"What Are You Doing For Others?" A Beloved Community 6th 7th 8th
Due Date: 1/23/2014
Subject: Visual Art

"A Beloved Community"

Essential Questions:

1.) Why do you think performing acts of service in ones community would be a fitting way to remember Dr. King?"

     "Dr. King's Beloved Community is a global vision, in which all people can share in the wealth of the earth In the Beloved Community, poverty, hunger, and homelessness will not be tolerated because international standards of decency will not allow it. Racism and all forms of discrimination, bigotry, and prejudice will be replaced by an all-inclusive sprit of sisterhood and brotherhood. In the Beloved Community, international disputes will be resolved by peaceful conflict resolution and reconciliation of adversaries, instead of military power. Love and trust will triumph over fear and hatred. Peace and justice will prevail over war and military conflict."

Getting Started:

Investigate:

Take Action:

Wrap Up:

SPI:

www.scholastic.com/MLKDay

Corporation for National & Community Service

                                                                         

 



Color Wheel Unit
Due Date: 9/20/2013
Subject: Visual Art

Students will participate in small groups of about 4/5. Each group will be given instruction/direction for their specific Color Wheel task at a work station. The groups will work about 5 minutes at each station, then rotate to the next station. Next, students will be shown a short claymation video explaining the primary colors. Lastly, students will be shown a power point presentation explaining the Color Wheel.