8 th Grade Art Pacing Guide Common Core State Standards

Transcription

1 8 th Grade Art Pacing Guide Common Core State Standards 1 st Nine Weeks Strand: VISUAL ART Standard 5: Foundations - Content standard 5: Students shall explore and demonstrate an understanding of the concepts, practices, and historical foundations in the visual arts. VA5 8.1 Demonstrate the application of line characteristics in a work of art. VA5 8.2 Apply knowledge of 2-D shapes and 3-D forms in artworks (e.g., develop shapes into forms). VA5 8.3 Apply knowledge of specific formal color relationships (e.g., color schemes, split complementary, triads, color juxtaposition). VA5 8.4 Replicate simulated or implied texture using appropriate media choices. VA5 8.5 Create a sense of depth in an artwork by combining linear and atmospheric perspectives. VA5 8.6 Demonstrate application of value from direct observation to show contrast. VA5 8.7 Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, radial, alternating, Fibonacci patterns, fractals, tessellations). VA5 8.8 Demonstrate various types of movement and rhythm within works of art (e.g., illusion, flowing, alternating, progressive, unexpected). VA Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art. VA Identify the use of the elements of art to unify a work of art. VA Evaluate the effective use of elements of art to create variety in a work of art. VA Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping). VA Research and analyze selected works of art and observe changes in media, styles, and techniques over time. VA Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural, therapeutic, social, enjoyment, careers, environmental). VA Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment. Standard 6: Creative Processes - Content Standard 6: Students shall demonstrate creativity using a wide variety of media, techniques, processes, and tools to develop expressive works of art and design. VA6 8.1 Render contour and gesture drawings as preliminary sketches or as finished products. VA6 8.2 Create a work of art from direct observation using gradation in wet and dry media. VA6 8.3 Simulate various surface qualities from direct observation in any medium. VA6 8.4 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings direct observation). VA6 8.5 Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid). VA6 8.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems. 1

2 VA6 8.7 Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood, drypoint). VA6 8.8 Produce a 3-D project using elements of art and principles of design additive and/or subtractive methods to produce sculpture in-the-round or relief (e.g., carving, casting, modeling, assemblage). VA6 8.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography). VA Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models). VA Select subject matter, symbols, and/or ideas to communicate meaning. VA Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future). VA Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships). VA Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math). VA Engage in group interaction to produce a collaborative work of art. Standard 7: Reflections and Responses - Content Standard 7: Students shall reflect and respond in a variety of ways to the visual arts of self and the global community. VA7 8.1 Evaluate historical connections between the artwork of self and others (e.g., written or verbal response). VA7 8.2 Examine the styles and historical periods of art throughout time. VA7 8.3 Communicate ways that the physical environment affects visual art and the ways visual art affects the environment (e.g., conservation, recycling, emerging concerns). VA7 8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism). VA7 8.5 Analyze ways media reflects contemporary culture and art across the globe (e.g., comic books, graphic novels, blogs, commercials, photography, video). VA7 8.6 Participate in the process of exhibiting artwork (e.g., select, plan, display, judge, promote, install, attend). VA7 8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques). Strand: Reading Science and Technical Subjects Instructional Focus: Key Ideas and Details RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Instructional Focus: Craft and Structure RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 2

3 RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Instructional Focus: Integration of Knowledge and Ideas RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Instructional Focus: Range of Reading and Complexity of Text RST By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Instructional Focus: Text Types and Purposes WHST Write arguments focused on discipline-specific content. o Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. o Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Establish and maintain a formal style and objective tone. o Provide a concluding statement or section that follows from and supports the information or explanation presented. Instructional Focus: Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3

4 WHST With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Instructional Focus: Research to Build and Present Knowledge WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis reflection, and research. Instructional Focus: Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 2 nd Nine Weeks Strand: VISUAL ART Standard 5: Foundations - Content standard 5: Students shall explore and demonstrate an understanding of the concepts, practices, and historical foundations in the visual arts. VA5 8.1 Demonstrate the application of line characteristics in a work of art. VA5 8.2 Apply knowledge of 2-D shapes and 3-D forms in artworks (e.g., develop shapes into forms). VA5 8.3 Apply knowledge of specific formal color relationships (e.g., color schemes, split complementary, triads, color juxtaposition). VA5 8.4 Replicate simulated or implied texture using appropriate media choices. VA5 8.5 Create a sense of depth in an artwork by combining linear and atmospheric perspectives. VA5 8.6 Demonstrate application of value from direct observation to show contrast. VA5 8.7 Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, radial, alternating, Fibonacci patterns, fractals, tessellations). VA5 8.8 Demonstrate various types of movement and rhythm within works of art (e.g., illusion, flowing, alternating, progressive, unexpected). VA Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art. VA Identify the use of the elements of art to unify a work of art. VA Evaluate the effective use of elements of art to create variety in a work of art. VA Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping). VA Research and analyze selected works of art and observe changes in media, styles, and techniques over time. VA Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural, therapeutic, social, enjoyment, careers, environmental). 4

5 VA Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment. Standard 6: Creative Processes - Content Standard 6: Students shall demonstrate creativity using a wide variety of media, techniques, processes, and tools to develop expressive works of art and design. VA6 8.1 Render contour and gesture drawings as preliminary sketches or as finished products. VA6 8.2 Create a work of art from direct observation using gradation in wet and dry media. VA6 8.3 Simulate various surface qualities from direct observation in any medium. VA6 8.4 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings direct observation). VA6 8.5 Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid). VA6 8.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems. VA6 8.7 Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood, drypoint). VA6 8.8 Produce a 3-D project using elements of art and principles of design additive and/or subtractive methods to produce sculpture in-the-round or relief (e.g., carving, casting, modeling, assemblage). VA6 8.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography). VA Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models). VA Select subject matter, symbols, and/or ideas to communicate meaning. VA Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future). VA Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships). VA Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math). VA Engage in group interaction to produce a collaborative work of art. Standard 7: Reflections and Responses - Content Standard 7: Students shall reflect and respond in a variety of ways to the visual arts of self and the global community. VA7 8.1 Evaluate historical connections between the artwork of self and others (e.g., written or verbal response). VA7 8.2 Examine the styles and historical periods of art throughout time. VA7 8.3 Communicate ways that the physical environment affects visual art and the ways visual art affects the environment (e.g., conservation, recycling, emerging concerns). VA7 8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism). VA7 8.5 Analyze ways media reflects contemporary culture and art across the globe (e.g., comic books, graphic novels, blogs, commercials, photography, video). VA7 8.6 Participate in the process of exhibiting artwork (e.g., select, plan, display, judge, promote, install, attend). VA7 8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques). 5

6 Strand: Reading Science and Technical Subjects Instructional Focus: Key Ideas and Details RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Instructional Focus: Craft and Structure RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Instructional Focus: Integration of Knowledge and Ideas RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Instructional Focus: Range of Reading and Complexity of Text RST By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Instructional Focus: Text Types and Purposes WHST Write arguments focused on discipline-specific content. o Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. o Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 6

7 o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Establish and maintain a formal style and objective tone. o Provide a concluding statement or section that follows from and supports the information or explanation presented. Instructional Focus: Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Instructional Focus: Research to Build and Present Knowledge WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis reflection, and research. Instructional Focus: Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 3 rd Nine Weeks Strand: VISUAL ART Standard 5: Foundations - Content standard 5: Students shall explore and demonstrate an understanding of the concepts, practices, and historical foundations in the visual arts. VA5 8.1 Demonstrate the application of line characteristics in a work of art. VA5 8.2 Apply knowledge of 2-D shapes and 3-D forms in artworks (e.g., develop shapes into forms). VA5 8.3 Apply knowledge of specific formal color relationships (e.g., color schemes, split complementary, triads, color juxtaposition). VA5 8.4 Replicate simulated or implied texture using appropriate media choices. VA5 8.5 Create a sense of depth in an artwork by combining linear and atmospheric perspectives. VA5 8.6 Demonstrate application of value from direct observation to show contrast. 7

8 VA5 8.7 Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, radial, alternating, Fibonacci patterns, fractals, tessellations). VA5 8.8 Demonstrate various types of movement and rhythm within works of art (e.g., illusion, flowing, alternating, progressive, unexpected). VA Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art. VA Identify the use of the elements of art to unify a work of art. VA Evaluate the effective use of elements of art to create variety in a work of art. VA Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping). VA Research and analyze selected works of art and observe changes in media, styles, and techniques over time. VA Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural, therapeutic, social, enjoyment, careers, environmental). VA Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment. Standard 6: Creative Processes - Content Standard 6: Students shall demonstrate creativity using a wide variety of media, techniques, processes, and tools to develop expressive works of art and design. VA6 8.1 Render contour and gesture drawings as preliminary sketches or as finished products. VA6 8.2 Create a work of art from direct observation using gradation in wet and dry media. VA6 8.3 Simulate various surface qualities from direct observation in any medium. VA6 8.4 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings direct observation). VA6 8.5 Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid). VA6 8.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems. VA6 8.7 Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood, drypoint). VA6 8.8 Produce a 3-D project using elements of art and principles of design additive and/or subtractive methods to produce sculpture in-the-round or relief (e.g., carving, casting, modeling, assemblage). VA6 8.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography). VA Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models). VA Select subject matter, symbols, and/or ideas to communicate meaning. VA Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future). VA Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships). VA Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math). VA Engage in group interaction to produce a collaborative work of art. 8

9 Standard 7: Reflections and Responses - Content Standard 7: Students shall reflect and respond in a variety of ways to the visual arts of self and the global community. VA7 8.1 Evaluate historical connections between the artwork of self and others (e.g., written or verbal response). VA7 8.2 Examine the styles and historical periods of art throughout time. VA7 8.3 Communicate ways that the physical environment affects visual art and the ways visual art affects the environment (e.g., conservation, recycling, emerging concerns). VA7 8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism). VA7 8.5 Analyze ways media reflects contemporary culture and art across the globe (e.g., comic books, graphic novels, blogs, commercials, photography, video). VA7 8.6 Participate in the process of exhibiting artwork (e.g., select, plan, display, judge, promote, install, attend). VA7 8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques). Strand: Reading Science and Technical Subjects Instructional Focus: Key Ideas and Details RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Instructional Focus: Craft and Structure RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Instructional Focus: Integration of Knowledge and Ideas RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Instructional Focus: Range of Reading and Complexity of Text RST By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Instructional Focus: Text Types and Purposes WHST Write arguments focused on discipline-specific content. 9

10 o Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. o Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Establish and maintain a formal style and objective tone. o Provide a concluding statement or section that follows from and supports the information or explanation presented. Instructional Focus: Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Instructional Focus: Research to Build and Present Knowledge WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis reflection, and research. Instructional Focus: Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 10

11 4 th Nine Weeks Strand: VISUAL ART Standard 5: Foundations - Content standard 5: Students shall explore and demonstrate an understanding of the concepts, practices, and historical foundations in the visual arts. VA5 8.1 Demonstrate the application of line characteristics in a work of art. VA5 8.2 Apply knowledge of 2-D shapes and 3-D forms in artworks (e.g., develop shapes into forms). VA5 8.3 Apply knowledge of specific formal color relationships (e.g., color schemes, split complementary, triads, color juxtaposition). VA5 8.4 Replicate simulated or implied texture using appropriate media choices. VA5 8.5 Create a sense of depth in an artwork by combining linear and atmospheric perspectives. VA5 8.6 Demonstrate application of value from direct observation to show contrast. VA5 8.7 Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, radial, alternating, Fibonacci patterns, fractals, tessellations). VA5 8.8 Demonstrate various types of movement and rhythm within works of art (e.g., illusion, flowing, alternating, progressive, unexpected). VA Demonstrate an understanding of different types of balance used to communicate feelings and ideas in works of art. VA Identify the use of the elements of art to unify a work of art. VA Evaluate the effective use of elements of art to create variety in a work of art. VA Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping). VA Research and analyze selected works of art and observe changes in media, styles, and techniques over time. VA Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural, therapeutic, social, enjoyment, careers, environmental). VA Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment. Standard 6: Creative Processes - Content Standard 6: Students shall demonstrate creativity using a wide variety of media, techniques, processes, and tools to develop expressive works of art and design. VA6 8.1 Render contour and gesture drawings as preliminary sketches or as finished products. VA6 8.2 Create a work of art from direct observation using gradation in wet and dry media. VA6 8.3 Simulate various surface qualities from direct observation in any medium. VA6 8.4 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings direct observation). VA6 8.5 Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid). VA6 8.6 Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems. VA6 8.7 Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood, drypoint). VA6 8.8 Produce a 3-D project using elements of art and principles of design additive and/or subtractive methods to produce sculpture in-the-round or relief (e.g., carving, casting, modeling, assemblage). 11

12 VA6 8.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography). VA Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models). VA Select subject matter, symbols, and/or ideas to communicate meaning. VA Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future). VA Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships). VA Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math). VA Engage in group interaction to produce a collaborative work of art. Standard 7: Reflections and Responses - Content Standard 7: Students shall reflect and respond in a variety of ways to the visual arts of self and the global community. VA7 8.1 Evaluate historical connections between the artwork of self and others (e.g., written or verbal response). VA7 8.2 Examine the styles and historical periods of art throughout time. VA7 8.3 Communicate ways that the physical environment affects visual art and the ways visual art affects the environment (e.g., conservation, recycling, emerging concerns). VA7 8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism). VA7 8.5 Analyze ways media reflects contemporary culture and art across the globe (e.g., comic books, graphic novels, blogs, commercials, photography, video). VA7 8.6 Participate in the process of exhibiting artwork (e.g., select, plan, display, judge, promote, install, attend). VA7 8.7 Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques). Strand: Reading Science and Technical Subjects Instructional Focus: Key Ideas and Details RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Instructional Focus: Craft and Structure RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Instructional Focus: Integration of Knowledge and Ideas 12

13 RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Instructional Focus: Range of Reading and Complexity of Text RST By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Instructional Focus: Text Types and Purposes WHST Write arguments focused on discipline-specific content. o Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. o Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Establish and maintain a formal style and objective tone. o Provide a concluding statement or section that follows from and supports the information or explanation presented. Instructional Focus: Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 13

14 WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Instructional Focus: Research to Build and Present Knowledge WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST Draw evidence from informational texts to support analysis reflection, and research. Instructional Focus: Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 14