Westbrook Public Schools MS Art Curriculum Grade 8

Transcription

1 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 1: Drawing: Two-Point Perspective Anticipated Length: 8 45 minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA3: Students will consider, select, and apply a range of subject matter, symbols, and ideas. CT VA4: Students will reflect upon, describe, analyze, and interpret art. CT VA6: Students will make connections between the visual arts, other disciplines, and everyday life. Knowledge: Students will know/understand: History of perspective via Renaissance Elements of Art o Shape o Form o Line o Space o Color (optional) Art vocabulary specific to unit Perspective concepts are connected to math o One-point perspective o Two point perspective Parallel Perpendicular Horizon Vanishing Point Guidelines Point of View Orthogonal Lines Contour Line Three-dimensional space is created on a two-dimensional surface through the use of the principles of perspective Horizon is always at eye level Vanishing point corresponds with point of view Color option: contrasting colors will enhance the visual effectiveness of a perspective drawing Color option vocabulary o Contrasting color o Complementary colors o Analogous colors o Tone Qualitative measurements of drawing o Weight of line, varieties of tone in shading Skills: Students will be able to: Identify the inventor of perspective Identify the period of art when perspective was invented Identify the difference between one-point and two-point perspective Locate a vanishing point using only observation Create a horizon line parallel to top/bottom of paper Create vanishing points that correspond with their point of view of the object drawn Draw guidelines that are connected to the vanishing point that support their observational drawing Superimpose drawn orthogonal lines on an artist s work using the Smart Board or tracing paper. Color option: Add tonal color (complementary or analogous) to increase the effectiveness of the drawing Execute proper care and use of materials; Reflect upon the process and product of their ideas; Assess the success of their work based on identified criteria 121

2 o Craftsmanship (neatness, cleanliness) o Aesthetic composition Importance of reflection in artistic process o Analyze o Revise o Articulate Essential Questions: What is art? How can the presentation of an idea change the message? Is all art three-dimensional? How does the use of perspective affect the way we see space in a work of art? How do artist s use perspective to create a composition? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board Interactive Vocabulary Review Unit Questions: What is genre? Which one did we create? What is parallel? What is perpendicular? What is perspective in art? Name the artist who introduced concepts of perspective? What is the horizon? What is the vanishing point? What is an orthogonal line? Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: All students will create a completed 12 x 18 drawing that utilizes one of the performance tasks below. Students will be asked to draw all guidelines and do not erase them, including horizon and vanishing points. Students will outline the final contour lines in colored pencil to emphasize their final drawing. Alternate: If color option is used then omit guidelines to have a more polished final product. Performance Task: Choose Your Task Required Optional A. Goal: To redesign your room Role: WMS graduate Audience: You and your parents Situation: Your parents are letting you redesign your bedroom as part of your graduation present from Westbrook Middle School. Pretend that you are sitting in a chair in the doorway of your room looking into your new bedroom. Product, Performance, Purpose: Draw your room exactly as you would like to see it. Include all pieces of furniture and furniture details. Draw without erasing all of your guidelines. Outline each object in the room in colored pencil. Add swatches and color strips to the margins of your page. Standard for Success: Rubric B. Goal: To draw an object as it would appear on Planet Largo Role: Artist Audience: Art collectors on Planet Largo Situation: You are on Planet Largo. On Planet Largo all the objects are big and all the people are the size of ants. Draw an object from the room as if it was on Planet Largo. Pretend that you are standing on the ground looking up at this oversized object. Product, Performance, Purpose: Drawing Standards for Success: Rubric 122

3 C. Goal: To redesign the main intersection in your town Role: City Planner Audience: Town Council Situation: You have been asked by the Town Council to redesign the look of the main intersection in the town. Product, Performance, Purpose: Make sure your drawing includes as many details as possible, such as windows, doors, building signage, etc. Standards for Success: Rubric D. Choose five objects that say something about who you are. Arrange them on the table and draw them using two-point perspective. Draw all guidelines and do not erase them. Outline the final contour lines in colored pencil. Assessment Techniques: Visual Observation and One-on-One Critique Self-Assessment Rubric Classroom Critique and Discussion Technology Integration: Students will use interactive internet website to review key concepts in perspective Students will superimpose orthogonal lines on an artist s work using the Smart Board Youtube Videos Resources/Materials: Texts: o Drawing in Perspective Internet Sites: o - Incredible Art Department interactive perspective planner Videos/DVD (Multimedia): o Masters of Illusion, VHS, 22 min. o Artist s Images projected on SMART Board: various sources Other: o Perspective Definitions (text and visual) teacher-created handout Sample Lessons/Learning Activities: Review history of perspective; review concepts and vocabulary of one-point perspective (Day 1) Review concepts and vocabulary of two-point perspective (Day 2) Draw a building/still life/object/interior from observation using the principles of two-point perspective (Day 3 8) Identify key concepts and vocabulary definitions on a written test (Day 1 and 9) Draw orthogonal lines on an artist s work at the SMART Board (Day 1 and 9) Mount work; reflect upon the process and product in the form of a written rubric (Day 9) 123

4 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 1a: Drawing: Pastel Self-Portrait Anticipated Length: 8 45 minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA4: Students will reflect upon, describe, analyze, and interpret their own and others work. Knowledge: Students will know/understand: History of Portraiture Elements of Art: o Shape o Form o Color o Line o Value o Texture o Space Genre o Still life o Portrait o Landscape o Abstract Types of portraits o Frontal o Profile o Three-Quarter o Abstract Color concepts o Primary/Secondary o Complementary/Analogous o Color Pairs o Warm/Cool o Tone/Hue o Naturalistic Pastel techniques: o Layering o Blending o Erasure Simple grid enlargement Qualitative measurements of art o Art critique o Aesthetic composition o Craftsmanship (crisp edges) Art vocabulary specific to unit Skills: Students will be able to: Identify 1-3 artists whose genre is Portraiture Compare and contrast portraits from various periods of art Enlarge a composition using a grid Identify the difference between a frontal and three-quarter portrait Layer and blend pastels to create form Identify cool and warm colors Identify complementary and analogous color pairs Plan and execute an effective composition Manage proper care of materials Reflect upon the process and product of their ideas Assess the success of their own and other s work based on identified criteria 124

5 Essential Questions: Do colors have feelings? What make a color have a temperature? How can the use of color in a portrait affect our understanding of the person s personality? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board Interactive Vocabulary Review Unit Questions: What is a portrait? Name the four genres of painting. Name the cool colors. Warm colors. How are pastels different from other colored media? What are the proportions of the portrait? Do portrait proportions change if it is frontal? Profile? Three quarter? How? Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: Students will create a Pastel Self-Portrait from a photographic reference and observation. Students will utilize cool and warm color concepts affecting emotion in both composition and color application. Students will learn how to manipulate chalk pastels to create naturalistic color. Performance Task: N/A Required Optional Assessment Techniques: Visual observation and one-on-one critique Self-Assessment Rubric Classroom Critique and Discussion Technology Integration: Students will use Ink Aware option to draw proportions on projected portraits Students will do interactive lessons on SMART Board during unit Students will review art vocabulary via an integrative SMART Board lesson activity Resources/Materials: Texts: o School Arts Magazine, Chuck Close, December 2006 Internet Sites: o Videos/DVD (Multimedia): o Speakers: Other: o Teacher-created worksheet/handouts 125

6 Sample Lessons/Learning Activities: Read Scholastic Art Magazine article; answer questions; research portrait artists (Pre Day 1) View Youtube video; review portrait proportions and different portrait types (Day 2) Continue portrait review; draw three-quarter portrait practice from observation; take photos (Day 3) Draw grid photo on paper; transfer image to paper; develop composition from observation (Day 4, 5) Demonstrate use of pastels; add layers of chalk pastels to drawing (Day 5, 6, 7, 8) Fine tune work; add spray fixative; mount; complete Rubric (Day 9) Prepare work on display; reflect upon the process and product of their ideas (Day 9) 126

7 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 2: Painting: Architectural Landscape Anticipated Length: minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA4: Students will reflect upon, describe, analyze, and interpret their own and others work. Knowledge: Students will know/understand: History of Social Realism; Edward Hopper Elements of Art o Shape o Form o Color o Line o Space o Value Genre o Still life o Portrait o Landscape o Abstract Color concepts o Primary/Secondary o Complementary/Analogous o Highlight/Lowlight/Shadow o Warm/Cool o Tone/Hue Paint mixing o Color scheme o Monochromatic Painting materials and functions o o Palette types Brushes Flats Rounds o Acrylic Two-point perspective Colors impact on the mood and message in works of art Artist s statement Qualitative measurements of art o Art critique o Aesthetic composition o Craftsmanship (crisp edges) Art vocabulary specific to unit Skills: Students will be able to: Identify 1-3 paintings by Edward Hopper Compare and contrast components of various paintings Mix 3 different colors to create highlight, low light, cast shadow Mix cool and warm colors Articulate how color affects the mood and message of a work of art Identify the four genres of painting Choose appropriate sized brushes Plan and execute an effective composition Manage proper care of materials Reflect upon the process and product of their ideas Use Art Critique processes to analyze their own work Use insights gained to develop a written Artist s statement Assess the success of their own and other s work based on identified criteria 127

8 Essential Questions: What feeling does light give us? What is mood in painting? How can the use of color in a landscape affect how we think about it? What motivates an artist to choose a particular set of subjects? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board interactive Vocabulary Review Unit Questions: What is Social Realism? Name the four genres of painting. What is a highlight? Cast shadow? What color could I add to another color to create a shadow color? What is perspective? Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: Students will create an architectural landscape painting that represents his/her own home or a building in their community. Students will use a palette creating highlights, lowlights, and cast shadows with each color and utilize cool and warm color concepts affecting emotion in both composition and color application. The student s choice and application of color will create a message that creates a visual narrative, a mood, or message in the work. Performance Task: N/A Required Optional Assessment Techniques: Visual observation and one-on-one critique Self-Assessment Rubric Written reflection Classroom Critique and Discussion Formative and summative assessments Technology Integration: Students will use Ink Aware option to draw perspective lines onto the work of Edward Hopper. Students will do interactive lessons on SMART Board during unit Students will review art vocabulary via an integrative SMART Board lesson activity Resources/Materials: Texts: o Scholastic Art Magazine, Edward Hopper o Hopper, exhibition catalog from the Boston Museum of Fine Arts, 2009 Internet Sites: o Videos/DVD (Multimedia): o Speakers: Other: o Teacher-created worksheet/handouts 128

9 Sample Lessons/Learning Activities: Read Scholastic Art Magazine articles; answer questions; view website tour via SMART Board (Day 1) Review compositional elements; photos of buildings; plan composition; project overview (Day 2) Draw composition to canvas (canvas board or paper) using observation and grid techniques (Day 3, 4) Practice color mixing by creating a palette study creating highlights, lowlights, and cast shadow mixes (Day 4) Paint composition (Days 5-9) Sign and mount; complete rubric (Day 9) Put work on display; reflect upon the process and product of their ideas (Day 10) 129

10 Westbrook Public Schools Art Curriculum Grade 8 Unit 2a: Painting: Abstract Chair Painting Anticipated Length: minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA4: Students will reflect upon, describe, analyze, and interpret their own and others work. Knowledge: Students will know/understand: History of Abstract Art Elements of Art o Shape o Form o Color o Line o Space o Value Genre o Still life o Portrait o Landscape o Abstract Color concepts o Primary/Secondary o Complementary/Analogous o Highlight/ Lowlight/Shadow o Tint/Shade o Tone/Hue Paint mixing o Color scheme o Monochromatic Painting materials and functions o o Palette types Brushes Flats Rounds o Acrylic Stencil/Template Qualitative measurements of art o Art critique o Aesthetic composition o Craftsmanship (crisp edges) Artist s statement Colors impact on the mood and message in works of art Art vocabulary specific to unit Skills: Students will be able to: Identify an abstract painting Compare and contrast components of various paintings Create a stencil and a template from a previously drawn image Mix 3 different colors to create highlight, lowlight, cast shadow Mix tints and shades Articulate how color affect the mood and message of a work of art Identify the four genres of painting Choose appropriate sized brushes Plan and execute an effective composition Manage proper care of materials Reflect upon the process and product of their ideas Use art critique processes to analyze their own work Use insights gained to develop a written artist s statement Assess the success of their own and other s work based on identified criteria 130

11 Essential Questions: What feeling does light give us? What is mood in painting? How can the placement of color in a painting affect how we think about it? Is abstract art really art? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board interactive vocabulary review Unit Questions: What is Abstract Art? Name the four genres of painting. What is a highlight? Cast shadow? What color could I add to another color to create a shadow color? Describe different ways to create tints and shades. Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: Students will create an Abstract Painting that utilizes shaped stencils and templates created from their perspective drawings. Students will use a palette creating highlights, lowlights, and cast shadows with each color and utilize different methods to create lights and darks. Their choice and application of color will create a message that creates a mood or message in the work. Performance Task: N/A Required Optional Assessment Techniques: Visual observation and One-on-One Critique Self-Assessment Rubric Classroom Critique and Discussion Technology Integration: Students will use Ink Aware option to draw lines onto an abstract work of art to help discern meaning. Students will do interactive lessons on SMART Board during unit Students will review art vocabulary via an integrative SMART Board lesson activity Resources/Materials: Texts: o Scholastic Art Magazine o Working With Shape Internet Sites: o o o Videos/DVD (Multimedia): o Speakers: Other: o Teacher-created worksheet/handouts 131

12 Sample Lessons/Learning Activities: Read Scholastic Art magazine articles; answer questions; view website tour via SMART Board (Day 1) Review compositional elements; transfer drawing of chair; make stencil; plan composition (Day 2, 3) Draw composition to canvas (canvas board or paper) using stencils and templates (Day 3, 4) Practice color mixing by creating a palette study creating highlights, lowlights, and cast shadow mixes (Day 4, 5) Paint composition (Day 5-9) Sign and mount; complete rubric (Day 9) Put work on display; reflect upon the process and product of their ideas (Day 10) 132

13 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 3: Ceramics: Clay Sculpture Anticipated Length: minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA3: Students will consider, select, and apply a range of subject matter, symbols, and ideas. CT VA4: Students will reflect upon, describe, analyze, and interpret art. CT VA6: Students will make connections between the visual arts, other disciplines, and everyday life. Knowledge: Students will know/understand: Elements of Art o Shape o Form o Color o Line o Value o Space o Texture Definition of Sculpture Methods of clay hand building o Pinch pot o Coil o Slab o Potter s wheel Methods of sculpture o Additive o Subtractive o Relief o Clay modeling o Mold making Craftsmanship in ceramics High fire gloss glaze Underglazes Parts of Clay Body o Foot o Belly o Shoulder o Neck o Lip Wedge Slip Score Burnish Sgraffito Inscribe Components of quality sculpture Skills: Students will be able to: Identify a sculpture by its characteristics Name three artists who work as sculptors Define sculpture State the definition of sculptural methods Create a drawing plan for a sculpture Choose appropriate materials to execute their sculpture Incorporate at least three sculptural methods into their work Articulate the importance of craftsmanship in the creation of ceramic work Identify and utilize careful craftsmanship Identify the difference between high fire gloss glazes and underglazes Create and execute a design for glazing Choose appropriate brushes for applying glazes Execute proper care and use of materials Reflect upon the process and product of their ideas Use an Art critique process to analyze their work Use insights to create an Artist s Statement Assess the success of their work based on identified criteria Create a clay sculpture that has an inherent meaning, message, or social commentary 133

14 Art critique components and process Artist s statement Art vocabulary specific to unit Meaning, message, and social commentary in ceramic works of art Essential Questions: What is art? How can a three-dimensional representation of an idea change the message? What is space? Should sculpture be judged differently than painting? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Rubric Unit Questions: What is three-dimensional? What is sculpture? Name three artists are sculptors. Name different methods used to build sculpture. SMART BOARD Interactive Vocabulary Quiz Written Reflection Group Projects Benchmark Assessment: All students will create a clay sculpture that has an inherent meaning, message, or social commentary. Students will create four thumbnail sketches and further develop one as a plan for their sculpture. Students will incorporate at least three of the sculptural methods and at least two clay building methods into their work. Students do a written analysis of their work using an art critique form and, from the insights they develop, create an authentic artist s statement that reflects the process and product of their ideas. Performance Task: N/A Required Optional Assessment Techniques: Visual Observation and One-on-One Critique Self-Assessment Rubric Classroom Critique and Discussion Technology Integration: Students will use interactive internet website to review key concepts in sculpture Students will review a variety of artist s sculptural work using the Smart Board Video Resources/Materials: Texts: o Scholastic Art Magazine o Alberto Giacomett: Working With Form Internet Sites: o Videos/DVD (Multimedia): o o Speakers: 134

15 Other: o Sculpture Terms and Definitions, teacher-created handout Sample Lessons/Learning Activities: Review definition of sculpture, methods and techniques, review artist examples on SMART Board (Day 1) Brainstorm by creating four thumbnail sketches; further develop one idea (Day 2) Consult with teacher; review and choose appropriate methods and techniques; build sculpture (Day 3-8) Create glazing plan; apply glazes (Day 9-10) Complete rubric; complete art critique form reflecting upon the process and product of idea (Day 10) Use insights to create a written artist s statement to accompany display (Day 10, 11) 135

16 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 4: Printmaking: Silkscreen Anticipated Length: minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA3: Students will consider, select, and apply a range of subject matter, symbols, and ideas. CT VA4: Students will reflect upon, describe, analyze, and interpret art. CT VA6: Students will make connections between the visual arts, other disciplines, and daily life. Knowledge: Students will know/understand: History of silkscreen via Pop Art Elements of Art o Shape o Form o Color o Space Block lettering grid and forms Thumbnail sketches Color concepts o Complementary/Analogous o Warm/Cool o Transparent/Opaque Proper/safe use of tools o Ex-acto knife o Registration board o Squeegee Negative and Positive space Stencil Template Registration Small edition Production Printmaking concepts o Image transfer o Relief o Intaglio o Silkscreen Silkscreen frame Silkscreen methods o Paper stencil and tape o Screen fill o Drawing fluid o Photo emulsion Registration techniques o T and Bar o Raised registration nubs o Transparent overlay Skills: Students will be able to: Identify 3 artists from the Pop Art period Create their initials using a block lettering grid Create and neatly cut out a stencil Apply a cut stencil in the development of a composition using color wheel concepts Identify and articulate the relationship between negative and positive space Identify and utilize careful craftsmanship Brainstorm ideas by creating 3 thumbnail sketches Set-up a silkscreen frame for production by using one or more screen fill methods Align printing papers using one registration technique Print a small edition of four three-color prints Reflect upon the process and product of their ideas Write a coherent artist s statement using complete sentences and art vocabulary Execute proper care and use of materials Assess the success of their work based on identified criteria 136

17 Qualitative measurements of silkscreen o Proper registration o Negative and positive space o Craftsmanship (cleanliness and crisp edges) A coherent artist s statement Art vocabulary specific to unit Essential Questions: How can the artist s choice of media affect/change the visual image? How can the presentation of an idea change the message? What qualities of silkscreen etching might an artist choose in order to enhance the communication of his/her idea? Are prints art? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board Interactive Vocabulary Review Unit Questions: What is the difference between a stencil and a template? Name the four methods to create a silkscreen image for reproduction? Name the Pop artists we studied who used silkscreen in their work. Name five things that make up a high quality silkscreen image. What is registration? What is negative and positive space? Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: Students will create a small edition of four 3-color poster prints using Silkscreen methods and techniques. Students will use the art critique processes to describe, analyze, interpret, and judge their work in order to create a coherent artist s statement using complete sentences and art vocabulary. Performance Task: Poster Campaign Required Optional Goal: To have your poster used by the Westbrook Department of Youth and Family Services for their Poster Campaign Role: Artist Audience: Westbrook Department of Youth and Family Services Situation: You have been hired by the Westbrook Department of Youth and Family Services to create a Poster Campaign directed towards teens that encourages positive choices and behavior. Product, Performance, Purpose: You must present three design concepts to the town for their consideration and approval. You must also include a fully-printed final design that must be no more than 3-colors (not including the white of the paper), no larger than 14 x 18, and be able to be transposed to a tee shirt and used in a poster. Standards for Success: Rubric Assessment Techniques: Visual Observation and One-on-One Critique Self-Assessment Rubric Classroom Critique and Discussion 137

18 Technology Integration: Students will import digital photos into Adobe Photoshop software and convert to a stencil which they will use as part of their design. This mirrors current technology in silkscreen design. Internet Sites Video Resources/Materials: Texts: o The Essential Printmaker Internet Sites: o o Basic Screen Printing method o Drawing Fluid example o Simple technique Videos/DVD (Multimedia): o Silk Screen Printing Techniques, Speedball Video, DVD 15 min. Speakers: Other: o What is Character? teacher-created handout o Pop Art teacher-created PowerPoint Sample Lessons/Learning Activities: View Pop Art PowerPoint s; respond to art using art critique process; group work (Day 1, 2) Demonstrate stencil creation; use block lettering concepts to create letter stencils of the student s initials ( Days 2, 3, 4) Break into groups; complete character handout; apply stencil concepts in thumbnail sketches (Day 5) Identify key concepts of personal identity/character traits and be able to create a design that communicates those ideas (Day 5, 6) Create a full-scale mock-up that aligns ideas with creation of project; create stencils for printing; prepare papers (Day 7, 8, 9) Print a small edition of four three-color silkscreen prints using demonstrated techniques and processes (Days 9-13) Evaluate their print using art critique process; write a coherent artist s statement using complete sentences and art vocabulary; type to computer and mount (Day 14, 15) 138

19 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 5: Sculpture: Chihuly Inspired Sculpture Anticipated Length: minute classes Standards: CT VA1: Students will understand, select, and apply media, techniques, and processes CT VA2: Students will understand the elements and organizational principles of art. CT VA3: Students will consider, select, and apply a range of subject matter, symbols, and ideas. CT VA4: Students will reflect upon, describe, analyze, and interpret art. CT VA6: Students will make connections between the visual arts, other disciplines, and everyday life. Knowledge: Students will know/understand: Art of Dale Chihuly Elements of Art o Shape o Form o Color o Line o Value o Space o Texture Sculpture Recycled art Methods of sculpture o Additive o Subtractive o Relief o Modeling o Mold making o Fabrication Components of quality sculpture Art critique components and process Art vocabulary specific to unit Artist s statement Essential Questions: What is art? How can a three-dimensional representation of an idea change the message? What is space? Should sculpture be judged differently than painting? Skills: Students will be able to: Identify the work of Dale Chihuly Identify a sculpture by its characteristics Name three artists who work as sculptors Define sculpture Identify recycled art State the definition of sculptural methods Create a drawing plan for a sculpture Choose appropriate materials to execute their sculpture Incorporate at least three sculptural methods into their work Articulate the importance of craftsmanship in the creation of sculpture Identify and utilize careful craftsmanship Execute safe use of and proper care of materials Reflect upon the process and product of their ideas Use an art critique process to analyze their work Use insights to create an authentic artist s statement Assess the success of their work based on identified criteria Unit Questions: What is three-dimensional? What is sculpture? Name three artists are sculptors Name different methods used to build sculpture. 139

20 Possible Assessments: Teacher Created Tests Unit Tests Quizzes Rubric SMART Board Interactive Vocabulary Quiz Written reflection Group Projects Benchmark Assessment: All students will create a plastic sculpture based on the work of Dale Chihuly. Students will use recycled plastic bottles to create their sculpture. Students do a written analysis of their work using an art critique rorm and, from the insights they develop, create an authentic artist s statement that reflects the process and product of their ideas. Performance Task: N/A Required Optional Assessment Techniques: Visual Observation and One-on-One Critique Self-Assessment Rubric Classroom Critique and Discussion Technology Integration: Students will use interactive internet website to review key concepts in sculpture Students will review a variety of artist s sculptural work using the Smart Board Video Resources/Materials: Texts: o Scholastic Art Magazine, Dale Chihuly: Working With Form o School Arts Magazine, article on Dale Chihuly Internet Sites: o Videos/DVD (Multimedia): o o Time Lapse Video Installation! Speakers: o Virtual Speaker series; Dale Chihuly Other: o Sculpture Terms and Definitions, teacher-created handout Sample Lessons/Learning Activities: Review definition of sculpture, methods and techniques; review artist examples on SMART board (Day 1, 2) Brainstorm by practice manipulating and combining plastic shapes using heat gun and hot glue gun (Day 3) Create sculpture (Day 4-9) Create base; complete rubric (Day 10,11) Complete rubric; complete art critique form reflecting upon the process and product of idea (Day 10) Use insights to create a written artist s statement to accompany display (Day 10,11) 140

21 Westbrook Public Schools MS Art Curriculum Grade 8 Unit 6: Art Criticism: Making Connections Anticipated Length: 6 45 minute classes Standards: CT VA2: Students will understand the elements and organizational principles of art. CT VA4: Students will reflect upon, describe, analyze, and interpret art. CT VA6: Students will make connections between the visual arts, other disciplines, and daily life. Knowledge: Students will know/understand: Components of Art Criticism o Describe o Analyze o Texture o Value Elements of Art o Line o Shape o Texture o Value o Form o Color o Space Artist s intention Copyright/Museum label Judgment statement Connections to self Connections to society Meaning in art Comparative analysis Writing skills o Complete sentences o Appropriate use of vocabulary o Descriptive language Genres o Still life o Portrait/Self-Portrait o Abstract o Landscape Identifying artist intention Qualitative measurements of art criticism o o Clear precise language Proper crediting (labeling) of artwork An insightful artist s statement Art vocabulary specific to unit Skills: Students will be able to: Identify 3 artists and name the genre of their work State the components of a copyright /museum label Translate an artwork s label into a complete sentence Identify three of the elements of art with a work of art Explain how an artist used the elements of art to communicate a message, idea, or concept Identify the artist s intention for an artwork using specific and identifiable criteria as a basis for his/her thought Develop insight through careful observation and self-reflection Make a judgment statement based on informed analysis of the work Include connections to self and society in judgment of work Be able to articulate meaning in a work of art Reflect upon the process and product of their ideas using these same art criticism steps Write an insightful artist s statement using complete sentences and art vocabulary Assess the success of their work based on identified criteria 141

22 Essential Questions: What is meaning in art? What makes art art? Why are some artists famous? Unit Questions: What are the four components of Art Criticism? Name the seven elements of art. Name three ways an artist can use the elements of art to communicate a specific message or meaning. Why is it important to correctly label a work of art? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: SMART Board Interactive Vocabulary Review Student (Class) Critique One-on-One Critique Group Projects Benchmark Assessment: Students will describe, analyze interpret and judge a work of art using complete sentences and art vocabulary. Throughout the course of the unit, which is spread out over the quarter, students will build skills in art criticism and apply these skills in the evaluation of their own and others work. As a result, they will be able to create an insightful artist s statement identifying meaning and motivating in their own work. Performance Task: Required Optional Assessment Techniques: Written Art Critique Visual Observation and One-on-One Oral Critique Classroom Critique and Discussion Oral presentation Technology Integration: Students will research the work of an artist(s) using the internet. Students will prepare presentation materials (PowerPoint) to support classroom presentation. Resources/Materials: Texts: o Various art reproductions (printed and projected from texts, magazine, print media, internet) Internet Sites: Videos/DVD (Multimedia): Speakers: Other: Teacher created handouts o Art Critique Strategies o Art Critique Form 142

23 Sample Lessons/Learning Activities: Respond to art using art critique process; interactive class work (2 classes) Students work together in small groups to do an art critique (1-2 class) Students read an article about an artist; respond to questions; complete art critique form as benchmark (1 class) Students complete an art critique form about their own work (1 class) Students use insights from art critique form to write a coherent artist s statement using complete sentences and art vocabulary; type to computer and mount (1 class) 143