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Jimmy Jet and His T.V. Set 6th
Due Date: 5/25/2018
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



Portfolio Review Take Home 6th
Due Date: 5/23/2018
Subject: Visual Art

Portfolio Review Take Home Artwork

 

Students will bring all their Artwork home from the quarter.



Portfolio Return Take Home 6th 7th
Due Date: 5/23/2018
Subject: Visual Art

"PORTFOLIO RETURN"

 

TEACHING POINT: Students will learn about their personal progress in visual art techniques from the semester BY examining their collection/portfolio of artwork.

ESSENTIAL QUESTION:  How have students progressed with visual art techniques/vocabulary over the duration of the semester?

ASSIGNMENT DESCRIPTION:  Students will receive back their collection/portfolio of artwork they have created over the duration of the semester.  Students will have a one-on-one teacher/student conference to discuss strengths and areas to improve upon.  Please take these portfolios home to share with family & friends.  If you bring your portfolio back next year, it will be worth extra-credit.

ASSESSMENT:  This is the end of semester Summative Assessment 



Cooperation Challenge Phase 1 6-7-8
Due Date: 5/21/2018
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.



Unity in a Cubist Painting 8th
Due Date: 5/18/2018
Subject: Visual Art
UNITY IN A CUBIST PAINTING
Georges Braque Otto Gutfreund
Pablo Picasso & nbsp; Jacques Lipchitz
Juan Gris
TEACHING POINT:

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


Intro Graffiti 7th
Due Date: 5/18/2018
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:

 



Portfolio Return Conference 8th
Due Date: 5/18/2018
Subject: Visual Art

PORTFOLIO RETURN CONFERENCE

UNIT QUESTION: How do I know what my final grade is in Art Class? 

TEACHING POINT: Students will know what assignments they may be missing or need to finish, BY leading their Exit Portfolio Return Conference with the Art Teacher.

ASSIGNMENT DESCRIPTION:

1.) Students are encouraged and reminded on a regular basis to check PowerSchool throughout the semester to be aware of, and held accountable for their grades. 

2.) Students engage in periodic Progress Teacher/Student Conferences throughout the semester.

3.) An Artwork Portfolio is kept in the Art Room of each individual student's work.  They have access to this anytime, and are given the final portfolio at the end of the semester.

ASSESSMENT:  Cumulative Grades.

LITERACY: 

1.)  How to you think you behaved in Art Class this year? (Explain your behavior)

(ex. How many tardies. Did you clean up after yourself? Did you complete your assignments? How did you treat your classmates?...) 

2.) Share any thoughts you may have about this class, or me.

3.) What are your thoughts about high school?



Hand Collage 7th
Due Date: 5/15/2018
Subject: Visual Art

"HAND COLLAGE" 

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


TEACHING POINT: Students will learn the technique of "Collage",  "Theme"

( fashion, sports, food, pets, cars, etc...) and "Graphic Letter Font" BY cutting, pasting and gluing school appropriate images from magazines onto paper.


ESSENTIAL QUESTION:
Can an artist express interests, convey a message and/or present a Theme by using school appropriate images and words from a magazine? 

ASSIGNMENT DESCRIPTION:

1.) Trace your hand and forearm in the center of the paper.

*Students will cut out school appropriate images and words from donated magazines*
2.) Inside the hand, use words. Outside, use images.
3.) Fill the page, use overlapping techniques. 

4.) Use scissors, glue sticks and arrange images and words in an interesting, fun composition using the collage technique.

5.) Please keep your images school appropriate ( no images of booze, drugs, cigarettes or crude images or words. Let them be something that you could explain to your parents/guardians. 

NON-FICTION WRITING/ARTIST STATEMENT:

1.) What is the Theme of your Collage?

2.) What are some examples of the words and images you used?

*Use the 1st Person, and include "As you can see in my Collage..." to refer the viewer back to your collage as visual reference.

 

(1.) Name (2.) Period (3.) Date (4.) Title



Pottery/Ceramics 6-7-8
Due Date: 5/11/2018
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:



Assignment Image

Design Your Dream Home RTI
Due Date: 5/7/2018
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:



Assignment Image

Mark Rothko Color Field 8th
Due Date: 5/5/2018
Subject: Visual Art

MARK ROTHKO. (1903-1970)

Untitled (Violet, Black, Orange, Yellow on White& Red) 1949

TEACHING POINT:

CROSS-CURRICULUM CONNECTION:
Language Arts

ESSENTIAL QUESTION:
What characteristics of this painting suggest a sense of freedom?
What feelings does this artwork inspire in you?

Rothko took an interest in the simplified forms and large areas of flat color. By the late 1940's, he had begun creating works made up principally of soft-edged rectangles of color.

VOCABULARY:
NONOBJECTIVE ART- An artwork in which there is no recognizable subject matter.
BALANCE- The principle of art concerned with arranging art elements in an artwork so no one part of that work overpowers, or seems heavier than, any other part.
FORMAL BALANCE- In artworks with formal, or symmetrical, balance, the two halves "mirror" or closely resemble each other.

The Red Wheelbarrow
by Willam Carlos Williams


so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white
chickens.

ASSIGNMENT DESCRIPTION:
(1.) Students will compare and contrast free-verse poetry with nonobjective art.
(2.) Students will write a free-verse poem and create a nonobjective painting.
(3.) Watercolor, color vocabulary
(4.) Write a free verse poem describing an object in everyday life. Experiment with different line lengths, rhythms, and punctuation. Next, apply your design skills to communicate effectively ideas and thoughts in everyday life by creating a nonobjective painting.

SELF-ASSESSMENT:
(1.) Reread "The Red Wheelbarrow" out loud. What words or phrases in the poem paint visual images in your mind?
(2.) What elements of art can you identify in Figure 16-34? What principles of art are used to organize the art elements?
(3.) In what ways is Rothko's painting similiar to Williams's free verse poem?

SPI:
Tennessee Department of Education:

UNDERSTANDING ART (p.p. 298-299)



Assignment Image

John Henry Sculpture RTI
Due Date: 4/20/2018
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.



Six Elements of Portraits 6th 7th 8th
Due Date: 2/13/2018
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.



Free Draw Assessment 6th 7th 8th
Due Date: 1/26/2018
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:



Welcome to Art Class 6th 7th 8th
Due Date: 1/11/2018
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 sketch 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

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)


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:



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



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

 

 



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.


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





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:


"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: