Central Valley School District (Middle School Fine Arts) Curriculum Map Grade 7 Week 1

Transcription

1 Core skills Reverse Ground Design Introduce key elements: line, shape, positive and negative space, contrast, pattern, repetition, balance, composition in a 2D piece of art. Create an organic motif to be repeated, overlapped with a geometric motif, and later to reverse ground. Introduce and differentiate between geometric shape and organic shape Study examples in nature that although organic, demonstrate pattern and geometric shapes (e.g. insects, leaves, etc.) Discuss symmetry and asymmetry as it applies to mathematics and in the natural world and art. Introduce light box and use Discuss and demonstrate rotation, repetition, and pattern Discuss balance and/or emphasis in a composition. Central Valley School District Week Production, Performance and Exhibition of Visual Arts 9.2. Historical and Cultural Contexts 9.3. Critical Response 9.4. Aesthetic Response 9.8.-Application of problem solving skills Development and practice of creative thinking skills A. Know and use the elements and principles of each art form to create works in the arts and Elements: color form/shape line space texture value Principles: balance contrast emphasis/focal point movement/rhythm proportion/scale repetition unity/harmony B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts: paint draw craft sculpt print C. Identify and use comprehensive vocabulary within each of the arts forms E. Communicate a unifying theme or point of view through the production of works in the G. Explain the function and benefits of rehearsal and practice sessions H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. the use of materials J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies (e.g., paint, tools, sponges, weaving designs, instruments, natural pigments/glazes). 1

2 Week 2 Core skills reverse ground design continued A. Explain the historical, cultural and social context of an individual work in the Introduce and discuss the roles of positive and negative space and how one cannot be A. Know and use the critical process of the examination of works in the arts present without the other. and Vocabulary: line, positive/negative space, organic/geometric shape, symmetry/asymmetry, Compare and contrast composition. Application of problem solving skills Form and test hypotheses C. Identify and classify styles, forms, types and genre within art forms. Development and practice of creative thinking skills A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and Material: pencil and Sharpies and white drawing paper Critique work: self and peers Display 2

3 Week 3 Core skills 9.8-Application of problem solving skills Intermediate Ceramic Skills Review materials associated with ceramics Development and practice of creative thinking skills Discuss featured elements/principles: form, proportion/scale, balance, texture, color, line, value, emphasis/focal point, unity/harmony A. Know and use the elements and principles of each art form to create works in the arts Discuss regional architecture, and how climate and available building materials often and determine how people live. (e.g. Pueblo of Taos, New Mexico) Elements :color form/shape line space texture value Artists: George Bellows paintings of adobe buildings. Principles: balance contrast emphasis/focal point movement/rhythm proportion/scale Review function of electric kiln, firing process, and safety procedures repetition unity/harmony Discuss measurement to create a 3D sculpture on a 2D plane B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts: paint draw craft sculpt Design a building structure complete with base, at least four sides, and a peaked roof. print design for environment. Build a structure out of chip board after creating the drawn templates from the plan C. Identify and use comprehensive vocabulary within each of the arts forms. Introduce hand-building skill -slab E. Communicate a unifying theme or point of view through the production of works in the Demonstrate usage of battens, rolling pins, needle tools to create consistent thickness of slabs G. Explain the function and benefits of rehearsal and practice sessions. Review importance of proper care of tools and storage of greenware H. Demonstrate and maintain materials, equipment and tools safely at work and Vocabulary-greenware, bisque, glaze, slab, battens, slip and score method, functional. performance spaces. the use of materials. Explain issues of cleanliness related to the Explain the use of mechanical/electrical equipment. 3

4 Week 4 Core skills for slab building in ceramics J. Incorporate specific uses of traditional and contemporary technologies within the design Students will build a stable, sound structure out of the slabs rolled and cut from the chip for producing, performing and exhibiting works in the arts or the works of others. board templates, using score and slip and coiling techniques. Explain and demonstrate traditional technologies (e.g., paint, tools, sponges, weaving designs, Slabs must be stored in newspaper (overnight only) to absorb moisture to leather-hard instruments, natural pigments/glazes). thickness or stored in a plastic bag to slow drying process for longer periods of time. Explain and demonstrate contemporary technologies. Demonstrate scoring places to be adhered followed by addition of thin layer of slip A. Explain the historical, cultural and social context of an individual work in the (watered down clay) then attach C. Relate works in the arts to varying styles and genre and to the periods in which they Demonstrate coil method to reinforce attached pieces. were created. Introduce carving tools to create texture subtractive method (shingles, wood, windows, D. Analyze a work of art from its historical and cultural perspective. doors E. Analyze how historical events and culture impact forms, techniques and purposes of Demonstrate how additive method using score and slip can build up additional features like works in the arts (e.g., Gilbert and Sullivan operettas) fencing, shutters, etc F. Know and apply appropriate vocabulary used between social studies and the arts and Covered in plastic, completely built structures should be allowed to dry evenly in preparation for glazing and bisque firing G. Relate works in the arts to geographic regions: Africa Introduce underglazes and the proper application of them. Asia Review color theory and mixing (e.g.-make brown by mixing orange with a little black) Australia Overall, throughout, emphasize the importance of attention to detail and the proper Central America completion of the process. Europe Following bisque firing, students apply transparent glaze for glass-like effect for second North America firing. South America Critique work:self and peers L. Identify, explain and analyze common themes, forms and techniques from works in the Display A. Know and use the critical process of the examination of works in the arts and Compare and contrast Form and test hypotheses B. Analyze and interpret specific characteristics of works in the arts within each art form. 4

5 Week 5 Core skills 9.8-Application of problem solving skills Printmaking Address the elements/principles of focus: form, texture, composition, value, balance, Development and practice of creative thinking skills movement, pattern, color, and space. Students will learn about culture and history and techniques of the Japanese printmaking A. Know and use the elements and principles of each art form to create works in the arts form, Gyotaku (fish rubbing). and Differentiate between art being functional and/or for aesthetic purposes. Elements: color form/shape line space texture value The students will also learn across the curriculum: science-different kinds of fish, their Principles: balance contrast emphasis/focal point movement/rhythm proportion/scale habitats, and anatomy. repetition unity/harmony Students will be introduced to the materials associated with this kind of printmaking: B. Recognize, know, use and demonstrate a variety of appropriate arts elements and brayers, bench hooks, acrylics, printing ink, rice paper, rubber molds, and real fish. principles to produce, review and revise original works in the arts: paint draw craft sculpt Students will be exposed to both methods indirect and direct printing methods, though they print design for environment, communication, multi-media will only be using the direct method C. Identify and use comprehensive vocabulary within each of the arts forms. Students will watch a 25 minute video demonstration which demonstrates both the use of D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. rubber molds and of a real fish printing session E. Communicate a unifying theme or point of view through the production of works in the G. Explain the function and benefits of rehearsal and practice sessions H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. the use of materials J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies (e.g., paint, tools, sponges, weaving designs, instruments, natural pigments/glazes) A. Explain the historical, cultural and social context of an individual work in the C. Relate works in the arts to varying styles and genre and to the periods in which they were created E. Analyze how historical events and culture impact forms, techniques and purposes of works in the G. Relate works in the arts to geographic regions: Asia North America 5

6 Week 6 Core skills printmaking continued I. Identify, explain and analyze philosophical beliefs as they relate to works in the Discuss inks and paper, viscosity and its affect on creating quality textures J. Identify, explain and analyze historical and cultural differences as they relate to works Discuss history of chops for signing one's work in Asian culture. Introduce stamping. in the Discuss and review basic color theory and color scheme K. Identify, explain and analyze traditions as they relate to works in the Discuss ways to create habitat using watercolors L. Identify, explain and analyze common themes, forms and techniques from works in the Discuss and demonstrate composition: placement of fish when doing multiple prints and habitat C. Identify and classify styles, forms, types and genre within art forms. Discuss depth: foreground, middle ground, and background and the use of color, size, and F. Apply the process of criticism to identify characteristics among works in the value to create this on a 2D plane A. Know and use the critical process of the examination of works in the arts and Students will create an underwater scene in their sketchbooks applying composition, Compare and contrast proportion, scale, and shape and texture. Emphasize practice of printing as to become accustomed to the ink, brushes, brayers, and fish and/or molds of various fish. Form and test hypotheses Students will create a print on rice paper which demonstrates sound composition, effective textures of the printed item, and appropriate habitat showing depth/scale A. Compare and contrast examples of group and individual philosophical meanings of Critique work: self and peers. works in the arts and Mount and display C. Describe how the attributes of the audience s environment influence aesthetic responses e.g.-underwater scenes are calming. 6

7 Week 7 Core skills 9.8- Application of problem solving skills Abstract Square Panel Paper Art Assemblage Introduce key elements/principles of focus: space (positive/negative), color, composition, Development and practice of creative thinking skills line, pattern, balance, shape. Discuss abstract, non representational art A. Know and use the elements and principles of each art form to create works in the arts Artists-Mondrian, Picasso and humanities: color form/shape line space texture value and balance contrast Discuss assemblage and paper art. emphasis/focal point movement/rhythm proportion/scale repetition unity/harmony Students will produce a 2D piece of art of three bicolor panels B. Recognize, know, use and demonstrate a variety of appropriate arts elements and Discus line and different kinds of line-curvy, jagged, straight, etc and line to create shape. principles to produce, review and revise original works in the arts: paint draw craft sculpt Students will fracture a square using only four lines, either intersecting or not. print design for environment, communication, multi-media C. Identify and use comprehensive vocabulary within each of the arts forms. Students will be applying knowledge of color theory to create a high contrast color scheme E. Communicate a unifying theme or point of view through the production Students will learn and apply proper cutting skills with scissors of works in the Students will apply problem solving skills through puzzles G. Explain the function and benefits of rehearsal and practice sessions. Students will reassemble the fractured square (pos space) onto the chosen background H. Demonstrate and maintain materials, equipment and tools safely at work and color as to allow the negative space to create the line design (e.g.-orange on blue paper) performance spaces. Critique work: self and peers. the use of materials Students will finally mount their three panels onto a black background for display J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies (e.g., paint, tools, sponges, weaving designs, instruments) A. Explain the historical, cultural and social context of an individual work in the L. Identify, explain and analyze common themes, forms and techniques from works in the A. Know and use the critical process of the examination of works in the arts and Compare and contrast Form and test hypotheses A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and 7

8 Week 8 Core Skills 9.8- Application of problem solving skills African Mask-Making Introduce the elements/principles of focus: form, shape, pattern, unity/harmony, line, color, Development and practice of creative thinking skills value, texture. Introduce mask making and the various cultures who partake in the art form-emphasis on A. Know and use the elements and principles of each art form to create works in the arts African culture. and Introduce history, culture, traditions of African art and its influences on European abstract B. Recognize, know, use and demonstrate a variety of appropriate arts elements and expressionism. principles to produce, review and revise original works in the Discuss and compare/contrast abstraction vs. realism/representational C. Identify and use comprehensive vocabulary within each of the arts forms. Discuss minimalism D. Demonstrate knowledge of at least two styles within each art form through Discuss neutral color schemes as associated with primitive art. performance or exhibition of unique works. Artists: Picasso and study of Les Demoiselle de Avignon and Guernica E. Communicate a unifying theme or point of view through the production of works in the Compare and contrast works of Picasso and examples of ancient African art, specifically F. Explain works of others within each art form through performance or exhibition. masks, ceremonial garb/head dresses, and sculpture G. Explain the function and benefits of rehearsal and practice sessions. use of line, geometric shape, emphasis, line, and pattern, exaggeration, proportion, H. Demonstrate and maintain materials, equipment and tools safely at work and and form as it relates to the piece of art and the culture. performance spaces. Use technology to research various tribes and locations in Africa and the artwork the use of materials associated with each J. Incorporate specific uses of traditional and contemporary technologies within the design Design a mask in sketchbook that combines originality, yet also incorporates the for producing, performing and exhibiting works in the arts or the works of others. characteristics of African art discussed in class. Explain and demonstrate traditional technologies (e.g., paint, tools, sponges). 8

9 Week 9 Core skills-3d mask A. Explain the historical, cultural and social context of an individual work in the Create a mask using a variety of materials including but not limited to newspaper, paper B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to bags, foil, cardboard, papier mache, Sculpy, acrylics, fibers, beading, and raffia present). Incorporate the lessons learned regarding primitive African art and its characteristics as C. Relate works in the arts to varying styles and genre and to the periods in which they applies to the elements of shape, pattern, line, and form. were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Reintroduce and demonstrate art of papier mache. Contemporary, Futuristic, others). Reintroduce and demonstrate use of acrylics and techniques in painting D. Analyze a work of art from its historical and cultural perspective. Review color theory and paint mixing E. Analyze how historical events and culture impact forms, techniques and purposes of Review proper use and care of all materials. works in the arts (e.g., Gilbert and Sullivan operettas) Critique work: self and peers F. Know and apply appropriate vocabulary used between social studies and the arts and Display G. Relate works in the arts to geographic regions: Africa Asia Australia Central America Europe North America South America J. Identify, explain and analyze historical and cultural differences as they relate to works in the K. Identify, explain and analyze traditions as they relate to works in the L. Identify, explain and analyze common themes, forms and techniques from works in the A. Know and use the critical process of the examination of works in the arts and Compare and contrast Form and test hypotheses B. Analyze and interpret specific characteristics of works in the arts within each art form C. Identify and classify styles, forms, types and genre within art forms A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and 9