Morgan County School District Re-3. Visual Art 8 Grade Skills Assessment Resources

Transcription

1 Morgan County School District Re-3 August **The following curriculum map is Visual Art 8 Grade What are the art classroom's guidelines for appropriate behavior and use of art materials? S-3.6 What is the main function of art?s1 What are the different types of artwork around me everyday? S1.4, S1.5, S1.6 What purposes or functions does art serve? S1.4, S1.5, S1.6 How does art serve these functions? S1.4, S1.5, S1.6 How can knowing the purposes of art assist me in my own artwork? S1.4, S1.5, S1.6, S4.1,S5.1 Define and discuss classroom behavior rules/guidelines with accompanying consequences Identify and comprehend concepts and rules of classroom behavior with accompanying consequences Identify and demonstrate knowledge of the different types and functions of art Recognize Prehistoric art forms and their functions Written quiz over classroom guidelines Participation in class discussion about art historical pieces and their functions Teacher observation of note taking skills Participation/cooperation/attitude Teacher verbal questioning/coaching Class critique participation and discussion and NW Regional Educational Laboratory; School Improvement Research Series(SIRS) Extremely detailed art historic images and information Virtual Museum of Prehistoric art Introducing Art Mittler, Gene et al. New York, McGraw Hill : The Art of Ancient Egypt Bamford, Laura et. al. San Diego, Laurel Glen Publishing: How can knowing about art history benefit me in other ways or in other subjects in school? What are the salient features of Ancient Egyptian art? S4.1, S4.2, What were the functions of Ancient Egyptian art? S4.1, S4.2, What does its art communicate about Ancient Egypt? S4.1, S4.2, Identify the qualities of ancient Egyptian, ancient Greek, ancient Roman and Medieval artworks. Recognize the functions art served in these various cultures. Analyze the roll ancient Greek art upon ancient Roman art. Critical thinking and writing about artworks in context of the time and society in which they were produced. Teacher observation of student participation/cooperation/attitude Teacher verbal questioning/coaching Teacher observation of note taking skills Class critique participation and discussion Written and group discussions comparing and contrasting art examples /

2 What are the salient features of Ancient Grecian art? S4.1, S4.2, What does its art communicate about Ancient Greece? S4.1, S4.2, How did Greek art influence Ancient Roman art? S4.1, S4.2, How is ancient classical art still influencing our own art forms in the present? S4.1, S4.2, S5.1, S5.2, S5.3,S5.5, S5.6 What are the salient features of Western European Medieval art? S4.1, S4.2, S5.1, S5.2, S5.3,S5.5, S5.6 What does the art made during the Middle Ages communicate about the culture in which it was made? S4.1, S4.2, S5.1, S5.2, S5.3,S5.5, S5.6 How have the artistic innovations made during the Medieval times and the Renaissance affected the artwork we make today? S4.1, S4.2, September **The following curriculum map is Formulating ideas about the cultures/societies in which these artworks were produced Comparing and contrasting differing artworks from various cultures and time periods Peer collaboration in examining artworks from each time period Why are books important? Are they art?s1.4, S1.6 What is an "Illuminated Manuscript?" S4.1, S4.2, S5.1, S5.2 What function have they served in history? S5.6 Identify the salient qualities of Illuminated Manuscripts Recognize what time period they were created for and what function they served in that society Visualization of written material Plan and draft ideas for book Product quality - neatness, Organizational skills Writing quality Creative use of form and paper for book Time on task/participation Teacher observation of student /

3 October How do they serve these same functions today? S5.5, S5.6 How can the imaginary in a book influence your view of the text in the book? S5.2, S5.6 Why is a rough draft important? S1.2, S1.5 What visual message were you trying to communicate? S1.3, S3.1 Did you communicate it successfully? S1.3, S5.1 Why should one be able to critique or supply input to another? S5.3, S5.4, S5.5, S5.6 Why is it crucial to be open minded during a critique or assessment of one's artwork? S5.1, S5.2, S5.3, S5.4,S5.6 **The following curriculum map is Utilize some medieval book illustration characteristics Critical thinking regarding another artist's work Critical thinking regarding one's own artwork and how to actually improve upon it Assessment of another's work via writing performance Teacher verbal coaching and questioning Product revision and editing quality Acceptance of other's differing opinions concerning artwork Paper Sculpture, A Step by Step Guide Ziegler,Kathleen and Nick Greco. Rockport: Dimensional Illustrators, Illuminated Designs Carter,Patricia. Kent: Search Press, resources Paper Watercolor paint or colored pencils Erasers Brushes How is sculpture different from painting/drawing to the viewer? S1.3, S5.1, S5.4, S5.6 How can it communicate differently? S1 What was the original purpose of nursery rhymes or stories? What visual message are you trying to communicate? S1 Why should one be able to critique or supply input to another? S5.3, S5.4, S5.5, S5.6 What is "form and function" in relationship to art? S 5.3, S 5.4, S 5.5, S 5.6 Writing an original humorous nursery rhyme metamorphized from a known rhyme or story Thinking visually to tell a story in one scene or frame Transforming a written story into an original paper sculpture Mastery of paper folding and manipulation to create a paper sculpture Practice using various media to communicate a story visually Peer discussion groups and verbal communication within these groups Critical thinking regarding one's Participation within small group discussions Active participation in whole class discussions Sufficient original ideas brought to class Quality of written rhyme or story Creative solutions applied to the construction of the paper sculpture / Paper Sculpture, A Step by Step GuideZiegler,Kathleen and Nick Greco. Rockport: Dimensional Illustrators, Paper, scissors, erasers Watercolor pencils or colored pencils Paint brushes & water containers

4 own artwork and how to actually improve upon it in the future Written assessment of another's artwork Practice speaking and writing about art pieces What are the basic rules regarding working with clay? S.3 What are the four stages of ceramic clay? S 3.2 How must clay be handled? S 3.2 What tools are used in each clay manipulation technique? S 3.2 How can I make a piece of clay have an emotive quality? S 5.1, S 5.5 Distinguish several methods of working with clay including coil and slab construction, trimming and carving Demonstrate knowledge of clay manipulation via product Use basic clay tools properly Measure, cut, score and slip methods of working with clay Translate emotive qualities into a clay form Product quality Product's success communicating message Time on task/participation and "effort" Writing quality Acceptance of other's differing opinions concerning artworks Observation of note taking skill during video Written examination Video: Basic Ceramic Techniques: Create Your Own Ceramic Pottery (57 minutes) Educational Video Network:1987 Ceramics Class: Decorating Techniques Chavarria, Joaquim. New York, Watson- Guptill Publications: Hands in Clay; An Introduction to Ceramics Speight, Charlotte. London, Mayfield Publishing: Making Ceramic Sculpture Acero, Raul. New York, Sterling Publishing: Make It In Clay; A Beginner's Guide to Ceramics Speight, Charlotte and John Toki. London, Mayfield Publishing:1997.

5 Step-by-Step Pottery and Ceramics A Creative Guide Espi, Lorette. New York, Crescent: The Complete Potter's Companion Birks, Tony. Boston, Bulfinch Press:1998. The Practical Potter; a Step -by-step Handbook Warshaw, Josie. London, Hermes House: November **The following curriculum map is How can clay slab construction best be described? S3.1, S3.2 What essential steps need to be taken while constructing a slab piece? S3.1, S3.2 What other forms could be created in which slab construction methods would be used?s3.1 How does color and glaze affect my piece of pottery? Does it look significantly different? Why? S1.3, S3.1, S5.1, S5.4 Demonstrate knowledge of slab building ceramic techniques via finished project Design ceramic slab container on paper before translating that image into 3 dimensions in clay Plan and apply colored glazes to finished pottery Using clay tools properly Final quality of ceramic productsquality of execution Glaze application is well thought out and completed Time on task or perceived "effort" Ceramics Class: Decorating Techniques Chavarria, Joaquim. New York, Watson- Guptill Publications: Hands in Clay; An Introduction to Ceramics Speight, Charlotte. London, Mayfield Publishing: Making Ceramic Sculpture Acero, Raul. New York, Sterling Publishing: Make It In Clay; A Beginner's Guide to Ceramics Speight, Charlotte and John Toki. London, Mayfield Publishing:1997. Step-by-Step Pottery and Ceramics A Creative Guide Espi, Lorette. New York,

6 Crescent: The Complete Potter's Companion Birks, Tony. Boston, Bulfinch Press:1998. The Practical Potter; a Step -by-step Handbook Warshaw, Josie. London, Hermes House: 2003.