Briarcliff Allied Art Program 6 th - 8 th Grades

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1 Briarcliff Allied Art Program 6 th - 8 th Grades The middle school art program at Briarcliff School provides students with a creative and innovative approach to modern and historical 6 th grade art explores emotional intelligence by allowing students to create abstract works of art in watercolor, tempura paint, oil pastel, pencil, pastel and clay. Its emphasis on expression as a creative means is accomplished through projects and unit studies. The focus artists studied at this grade level are Jackson Pollock, Wassily Kandinsky, Paul Klee, and Georgia O Keeffe. 7 th grade art takes student self-expression to a higher level, with an emphasis less on abstraction and more on rhythmic geometric shape and form. Romero Britto, Piet Mondrian, and Andy Warhol are a few of the artists whose works the students will explore. Students will begin to compare and contrast the use of color and balance to express ideas and concepts. 8 th grade art completes the middle school art program with enrichment in various art subject matter. Group projects allow students to share collected ideas. Students will also complete a culminating project that combines all art concepts learned at Briarcliff. Evaluation is accomplished by student observations, peer critiques and completed art works. Resources: The New Jersey Core Curriculum Content Standard for the Visual & Performing Arts The free SmartHistory multimedia art website The The NJ Visual Arts Model Curriculum The 21st Century Skills Curriculum Map: The Arts The Visual and Performing Arts Classroom Application Documents Standard 1.1 The Creative Process Strand D: Visual Art, Standard 1.2 History of the Arts and Culture Strand A: History of the Arts and Culture, Standard 1.3 Performance Strand D: Visual Art, Standard 1.4 Aesthetic Responses & Critique ologies Strand A: Aesthetic Responses, and Standard 1.4 Aesthetic Responses & Critique ologies Strand B: Critique ologies Written 2013

2 6th Grade Objectives: Essential Question: What are the 5 basic elements of visual art? Objectives: Students will be able to: Differentiate the expressive potential of line as visual communication that includes symbols, calligraphic letters and numbers Classify geometric and organic shapes used in two-dimensional masterworks of art from diverse cultures and historical eras Identify warm and cool colors used in two and three-dimensional masterworks of art from diverse cultures and historical eras Identify various types of real and implied textural surfaces found in culturally diverse masterworks of art Generalize how forms are used in masterworks of art from diverse cultures and historical eras Compare and contrast symmetrical and asymmetrical balance in masterworks from diverse cultures and historical eras Identify the use of proportion/scale relationships in historical and contemporary art masterworks Analyze the social historical and political impact of wars from different eras and how they were interpreted by the artist and reflected in their artworks. Identify how warm and cool colors or color schemes communicate a given emotion in a social, historical, and/or political context Compare and contrast various forms of balance in masterworks from diverse cultures and historical context 6 th Grade Unit 1: LINE Line as visual communication Unit 2: Shape Classify shapes used in two dimensional art Paintings of Keith Haring, Paul Klee, the Lascaux cave paintings use of line. use of shapes used in two-dimensional Artist Piet Mondrian painted squares, rectangles, and straight lines to emulate scientific precision and perfection. of art by making line drawings of from Drawing on The Right Side of the Brain (inspired by line as the primary element of art). of art using tempura paint. Romero Britto style paintings inspired by shapes as the primary elements of and D.2

3 6 th Grade Unit 3: Color Identify warm and cool colors used in two and threedimensional art Unit 4: Texture Identify various types of real and implied textural surfaces found in culturally diverse works of art Unit 5: Unity and Balance (A) Identify Unity Unit 5: Unity and Balance (B) Classify various principles of balance, emphasis, and proportion Ex. Bold colors of the Pop Artists, and of art inspired by Abstract color in two and Expressionists Art. three-dimensional art Paintings by Roy as primary elements Lichtenstein, Keith of Haring, Romero Britto, Pablo Picasso, & Henry Moore show color as a means to communicate. use of shapes used in two-dimensional use of form and texture used in twodimensional use of unity used in two-dimensional use of balance, used in two-dimensional Ex. Kiefer s heavily textured canvases, Ad Reinhardt s paintings with a uniformed flatness to their surface. As seen in works such as MC Escher, Doris Lee Thanksgiving, Abstract Expressionists like Jackson Pollock of art utilizing texture as the primary element in Use drawing media to create original artwork in one point perspective that demonstrates the principle of unity of art utilizing principals of balance as the primary element in & D D.1

4 6 th Grade Unit 5: Unity and Balance (C) Identify threedimensional media Unit 5: Unity and Balance (D) Generate observational and emotional responses to diverse culturally and historically specific masterworks of visual art Unit 5: Unity and Balance (E) Analyze the social historical and political impact of wars from different eras and how they were interpreted by the artist and reflected in their artworks Ex. Henri Moore, Romero Britto, sculptures. use of shapes used in three-dimensional use of emotional responses through two-dimensional Observations of Pablo Picasso s Guernica and Keith Haring art, Show artists view of war and peace. Class discussions about the paintings. Ex. Marc Chagall, Jackson Pollock, Edvard Munch etc.. View Art of Picasso and Keith Haring Create a sculpture using threedimensional media which distorts or exaggerates proportion. Using watercolor create a painting using emotional responses to create two-dimensional Create a two dimensional painting that expresses a view of war in our modern world. & & In Focus projection for display A A.3

5 Differentiated Learning Activities Some students may better understand particular elements of art through the use of alternative means of accomplishing projects. Some students are auditory learners. They may listen to music to enhance classroom instruction or work in groups to better achieve the objectives. Projects based on student strengths can be repeated in alternative means. Some students may use other art media to create and achieve objectives outlined in curriculum. Ethical Decision Making/Character Education Many of the art projects communicate social issues. Class discussions on topics such as war, peace, emotional behaviors etc. can be talked about during class lectures, and artwork critique. 21 st Century Skills Create a mixed media artwork based on observation from an actual environment (e.g., environmental sculpture by Andy Goldsworthy about conservation and recycling). Synthesize the design principles of balance, harmony, unity, emphasis, proportion & rhythm/ movement to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern). NJ Standards D.1 and D.6 7th Grade Objectives Essential Question: How does rhythmic line, contrasting color, organic shapes, simulated texture surfaces, and balance effect a masterwork of Objectives: Students will be able to : Analyze the characteristics of rhythmic line in culturally and historically diverse, two and three-dimensional masterworks of art Distinguish rhythmic geometric and organic shapes used in two and three-dimensional masterworks of art Compare and contrast related and contrasting color schemes in masterworks of art from varied cultures and historical eras Classify various types of real, invented, and simulated textural surfaces found in culturally diverse masterworks of art Interpret how forms (three-dimensional geometric figures) are used in masterworks of art from diverse cultures & historical eras. Analyze masterworks of art from different historical eras and cultures and explain how the applications of the elements of art and principles of design impact the emotional content of the work of Generate observational and/or emotional responses to culturally and historically diverse artworks Define the uniform formal qualities of three-dimensional objects in the environment Interpret the symbolism/metaphor embedded in historically significant masterworks of visual art

6 7 th Grade Unit 1: Rhythm Identify characteristics of rhythmic line Unit 1: Rhythm Identify characteristics of rhythmic line Unit 1: Rhythm Distinguish rhythmic geometric and organic shapes Unit 2: Color Schemes Compare and contrast related and contrasting color schemes Unit 3: Textural Surfaces Classify various types of real, invented, and simulated textural surfaces e.g., Trace Jackson Create a twodimensional Pollock s painting movements using the All Over recorded through method of painting. layered lines use of rhythmic line through 2D use of rhythmic line through twodimensional use of rhythmic shapes through twodimensional use of contrasting color schemes through twodimensional use of texture as the primary element. e.g., Abstract Expressionist action painter Jackson Pollock s physical movements recorded through layered lines e.g., Henri Matisse's collages, Joan Miró s biomorphic and geometric shapes as expressions. e.g., the atmospheric quality of Mark Rothko s color field paintings, Franz Mark's German Expressionist paintings, e.g., paintings by Vermeer, Rembrandt, and those of the golden age of Dutch Painting Create a twodimensional painting using the All Over method of painting. of are out of paper scraps inspired by shape as a means of communicating emotional and intellectual content. Create a two dimensional painting watercolor can be used to utilize analogous colors. utilizing texture as the primary element in art making by using joint compound to make works of various artists. & and D.2

7 7 th Grade Unit 4: Form Interpret how forms are used in masterworks of art Unit 5: Emotionality Create artworks which convey a social concern around contemporary community-based issues Unit 5: Emotionality Generate observational and/or emotional responses to culturally and historically diverse artworks Form creates Create a threedimensional dimensionality & work of structure that art using clay impacts emotional sculpture for using & intellectual radial balance and significance form. use of form as the primary element in understanding of social issues in community. Class discussion and critique of art works different emotional responses to culturally diverse artworks Graphic design/posters, installations etc. such as those by artists like Milton Glaser, Andy Warhol, Keith Haring e.g., comparing Greek and Roman clay vases to contemporary plastics and glass vases by Waterford or glass sculptures by Dale Chihuly of art painting in the style of Keith Haring using two and three dimensional media Class discussion on form, function, craftsmanship of original works of Compare and Contrast & & D.1 and D A.1 and B.3 Differentiated Learning Activities Students can explore other media, such as contemporary music or artists that influence student motivation. Three dimensional art rather then two-dimensional art can be explored. Sculpture in place of two-dimensional art can be explored based on student choice. Ethical Decision Making/Character Education In Keith Haring s art, students explore the ethical decision to use drugs as a motif. Other topics such as war, computer technologies, and modern racial influences can be discussed in groups.

8 21 st Century Skills: Collaboration Analyze and differentiate the criteria for works of art, which reflect the social, historical and political ideas, issues and events that have an impact, and are chronicled, throughout the histories of diverse cultures (e.g., Working in groups, students curate an art show of Master works based upon a universal theme such as, love, war, identity, environment which show a progression reflective of the social historical and political impact on world culture - African vs. European vs. Japanese). Standards: A.2 & A.3 8th Grade Objectives: Essential Question: How do the principles of balance, harmony, unity, emphasis, and proportion effect the overall outcome of masterworks of Objectives: Students will be able to: Differentiate form and value, and the relationship between positive & negative space Differentiate among symmetrical and asymmetrical balance and radial balance in various masterworks of art from Compare use of proportion in master works of art from diverse cultures Compare and contrast the use of emphasis as a compositional tool in masterworks of art Evaluate ways in which the design principle of Harmony/unity has been used in various cultures and eras Distinguish ways shape the principles of harmony and unity are achieved among artists from diverse cultures & historical eras Apply the principles of balance to the creation of gesture drawings using the figure in action poses Create a series of pastel drawings that demonstrate the principle of harmony through the utilization of color schemes Create original three-dimensional artwork that demonstrates the principles of rhythm, pattern, and/or movement using direct observation 8 th Grade Unit 1: Balance Differentiate among symmetrical and asymmetrical balance and radial balance in various masterworks of art from diverse cultures e.g., Sculpture by Henri Moore, kinetic sculpture by Marcel Duchamp, MC Escher drawings, etc. use of asymmetrical balance and radial balance. of art painting inspired by MC Escher. Doodle or Graffiti art can be used to accomplish this artwork. Graffiti Museum and D.2

9 8 th Grade Unit 2: Proportion Compare use of proportion in master works of art Unit 3: Harmony Evaluate ways in which the design principle of Harmony/unity has been used in various cultures and eras Unit 3: Harmony Utilize the principle of unity in the creation of an original twodimensional mixedmedia artwork Unit 4: Emphasis Compare/contrast the use of emphasis in contemporary & past works that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures e.g., Henry Moore s use of biomorphic of art painting on forms that elude to Ceiling tile of twodimensional the female figure, Romare Bearden collage. Etc. use of proportion. use Harmony/unity. use Harmony/unity. use emphasis. e.g., Marc Chagall s use of fantasy to express harmony, Jackson Pollock s use of unity Etc. e.g., Andy Warhol, Four Marilyns, 1962, and Romare Bearden s Family Dinner, (e.g., Piet Mondrian, Broadway Boggie, Bearden, Family Dinner, 1968). of art painting on Ceiling tile of twodimensional of art painting of twodimensional art inspired by Warhol painting Campbell Soup cans. of art painting of twodimensional art inspired Jackson Pollock. & & and D.2 and D D A.3

10 Differentiated Learning Activities Students can explore other media, such as contemporary music or artists that influence student motivation. Three-dimensional art rather then two-dimensional art can be explored. Sculpture in place of two-dimensional art can be explored as well based on student choice. Ethical Decision Making/Character Education Group discussions are held in class with openness to student questions about ethical responsibility and self-realization. 21 st Century Skills: Globalization Describe how utilitarian objects are used as non-utilitarian works of art and compare and contrast how everyday objects have changed stylistically over time in accordance with societal and cultural trends (e.g., traditional vs. contemporary forms for porcelain pottery from Ming Dynasty, China; raku pottery from Japan; ceramic pottery from Britain; Italian ceramics from Tuscany; or Majorca, American Indian pottery from Maria Martinez, 1887). NJ Standards A.2, A.3 21 st Century Skills: Technology Use computer graphic art programs such as painter or Illustrator to plan, design, and execute multiple solutions to the creations of nonobjective patterned artwork stemming from or inspired by masterworks of visual culture (e.g., work of Andy Warhol/ Pop Art Movement, Nam Jun Paik, Tony Oursler etc.). NJ Standards D.4