8th Grade Art. Concepts Competencies Vocabulary. Students will be able to:

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1 Unit: Color and Design Durations: Sessions 8th Grade Art Access the SAS content at: Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: The elements and principles are powerful tools that are accessible to study and practice resulting in a greater appreciation of the art of different cultures and civilizations. Standards: PA9.18ABCDEFGHIJK PA9.2.8ABCDEGI PA9.3.8ABCDE PA9.4.B What are the elements and principles of design? Are you able to create an interesting and welldeveloped composition? Are you able to use and understand various elements and principles needed to create a strong composition? Can you demonstrate the ability to successfully use various techniques? Can you apply your knowledge of color theory in the creation Students should know: Related vocabulary All of the elements and most of the principles of design The difference between the elements and principles of design Understand and have a working knowledge of the color wheel and color theory How to analyze art based on the elements and principles The meaning of composition Students will be able to: Demonstrate use and understanding of vocabulary relating to the elements and principles of design Use the elements and principles of design in the production of a strong composition Identify, understand, and respond critically to works of art, personal or other, with regards to the formal use of the elements and principles of design Properly mix or blend colors Mix complex color as needed Develop a composition using selected materials properly Show skill and control when applying a variety of materials to enhance the design of the composition Display careful craftsmanship Maintain materials and workspace Suggested Vocabulary: Elements of design line color value shape form texture space Principles of design balance contrast emphasis variety unity rhythm and movement proportion composition Color color scheme primary, secondary, & tertiary colors color families and harmonies complementary colors analogous colors tints and shades Variety of papers or work surfaces Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, ink and holders, brushes, drawing tools (stencils, protractors, etc.), pencil sharpeners, utility knives and blades, scissors, paper cutter Paints: acrylic, tempera, watercolors, metallic paints gesso, mod podge Adhesives: masking tape, clear tape, glue, hot glue, staplers, staples Miscellaneous: fabrics, metals, Participate in teacherled discussions Observe, review, and/or analyze resources provided by the teacher Research additional resources when necessary Observe teacher demonstration of techniques and processes Learn and demonstrate all safety considerations and good work habits Verbal or written self evaluation Writing assignments Reading Assignments Formal or informal assessments Discuss historical background and various

2 and interpretation of art? Can you respond critically either verbally or in writing to a work of art? Do you understand and use related vocabulary? Does your work demonstrate good craftsmanship? Can you maintain workspace and materials properly? analyze found objects, glitter, beads, feathers, fake jewels, newspapers, containers Related technology and art textbooks Related books and resources Teacher and student examples artists as they relate to the unit

3 Unit: Drawing Duration: 20 sessions 8th Grade Art Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: Drawing is the foundation of all art. Artists use tools and resources as well as their personal experiences and skills to create art. Standards: 9.1.8ABEFGHIJK 9.2.8ABCDEFIJKL 9.3.8ABCDEF : Can you use elements and or principles of design to create a properly proportioned drawing? Can you use linear perspective to create the illusion of space on a flat surface? Can you experiment with and select appropriate drawing tools and techniques successfully? Does your work demonstrate good craftsmanship? Can you maintain workspace and materials Students should know: Drawing can be the foundation of all works of art. A strong drawing exhibits the elements and principles of design How one or two point linear perspective is used to create depth in a work of art Perspective is an art form developed during the Renaissance Lettering is a valuable tool for communication Related vocabulary Students will be able to: Exhibit drawing skills used to develop a properly proportioned drawing using various elements and principles Develop a composition creating the illusion of depth. Demonstrate skill in using different tools and drawing techniques in the studio Form letters properly Incorporate lettering in a composition Select an appropriate lettering style Display careful craftsmanship Maintain materials and workspace properly Suggested Vocabulary: Elements of design line color value shape form texture space Principles of design balance contrast emphasis variety unity rhythm and movement proportion composition one-point perspective two-point perspective Renaissance Middle Ages assessment Variety of papers or work surfaces Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, ink and holders, brushes, drawing tools, stencils, protractors, pencil sharpeners, utility knives and blades, scissors, paper cutter Paints: acrylic, tempera, watercolors, metallic paints, gesso, mod podge Adhesives: tapes, glue, hot glue, staplers and staples Participate in teacher-led discussions Observe, review, and/or analyze resources provided by the teacher Research additional resources when necessary Observe teacher demonstration of techniques and processes Learn and demonstrate all safety considerations and good work habits Verbal or written self evaluation Writing assignments Reading Assignments Formal or informal assessments Discuss historical background and various artists as they relate to the unit

4 properly? Can you choose an appropriate style of lettering in relation to your composition? Are you able to see the value of lettering as an art form and/or a tool for communication? Do you understand and use related vocabulary? Miscellaneous: fabrics, metals, found objects, glitter, beads, feathers, fake jewels, newspapers, containers

5 Unit: Painting Duration: 15 Sessions 8th Grade Art Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: Painting is a traditional means of communication and expression. Standards: 9.1.8ABCDEFGHIJK 9.2.8ABCDEFGJKL 9.3.8ABCDEF 9.4.8ABCD : In addition to using the painting tools properly, can you achieve your desired surface texture? Can you differentiate among the types of paints and can you apply those paints properly? Are you incorporating your understanding of color theory into the mixing of your paint palette? Does your use of paint enhance your subject matter? Are you able to understand and use Students should know: Painting is a traditional means of communication and expression. The cultural and historical context of a work of art The color wheel and color theory The differences between types of paint and the outcomes they achieve Related vocabulary Appropriate elements and principles of design Students will be able to: Achieve desired surface textures by using appropriate tools and techniques Apply different paints properly Mix a color palette successfully based on the rules of color theory Enhance their work by the application of paint Display careful craftsmanship Maintain materials and workspace Suggested Vocabulary: subject theme style color theory color scheme analogous complementary monochromatic tints and shades elements and principles of design tempera watercolor acrylic wash Variety of papers or work surfaces Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, ink and holders, brushes, drawing tools (stencils, protractors, etc.), pencil sharpeners, utility knives and blades, scissors, paper cutter Paints: acrylic, tempera, watercolors, metallic paints gesso, mod podge Related technology and art textbooks Participate in teacherled discussions Observe, review, and/or analyze resources provided by the teacher Research additional resources when necessary Observe teacher demonstration of techniques and processes Learn and demonstrate all safety considerations and good work habits Verbal or written self evaluation Writing assignments Reading Assignments Formal or informal assessments

6 related vocabulary? Does your work demonstrate good craftsmanship? Can you maintain workspace and materials properly? assessment Books and resources Teacher and student examples Discuss historical background and various artists as they relate to the unit

7 Unit: Printmaking Duration: 15 Sessions 8th Grade Art Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea The art of printmaking is a process of formal and informal assessment starting with the proof and concluding with the final print. Standards: ABCEHJ 9.2.8CG 9.3.8A : Do you understand the potential and limitations of various graphic methods? Can you compare and contrast various graphic methods from previous years to the current method? Can you demonstrate the ability to use basic positive and negative space effectively? Can you understand and use related vocabulary? Are color and design integral parts of your Students should know: The potential and limitations of the selected graphic method How to compare and contrast various graphic methods from previous years to the current method How to use basic positive and negative space effectively The difference between a monoprint and a print series. The importance of color and design in printmaking Related vocabulary How to care for and use the tools safely and properly in the printmaking process Students will be able to: Select an appropriate subject based on the printmaking method and media Use positive and negative space effectively Choose color to enhance the design Care for and use tools safely and properly Display careful craftsmanship Maintain art studio and materials properly Pull a proof and make adjustments as needed Make a series of prints as required Suggested Vocabulary: print plate brayer barren proof ink reverse mirror image relief print proof monoprint series linoleum cutter elements and principles of design assessment Variety of papers and work surfaces, linoleum or similar material, styrofoam, gum erasers, cardboard, plexiglass Tools and media: linoleum cutters and handles, brayers, barrens, utility knives and razors, ink trays, brushes, drawing tools Adhesives: glue, tape, staples Paint: water soluble ink, tempera and watercolor paint, India ink Miscellaneous: string, fabrics, newspapers, found objects, wood, containers Related technology Participate in teacherled discussions Observe, review, and/or analyze resources provided by the teacher Research additional resources when necessary Observe teacher demonstration of techniques and processes Learn and demonstrate all safety considerations and good work habits Verbal or written self evaluation Writing assignments Reading Assignments Formal or informal assessments Discuss historical background and various

8 print? Can you care for and use the tools safely and properly in the printmaking process? Does your work demonstrate good craftsmanship? Can you maintain workspace and materials properly? and art textbooks Related books and resources Teacher and student examples artists as they relate to the unit

9 Unit: Ceramics/Sculpture Duration: 20 sessions 8th Grade Art Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: Sculpture and ceramics are unique three-dimensional art forms used to express experiences and ideas throughout time and across cultures. Standards: PA9.1.8ABCEFHJ PA9.2.8ABDG 9.3.8ABEG 9.4C : What is the difference between working three dimensionally or two dimensionally? What are the qualities of a successful sculpture? Were you able to express your ideas through your project? Did your initial ideas guide you through to the completion of your project? How does your knowledge and use of tools and materials Students should know: Understanding of a sculpture stems from examining the piece itself and the environment in which it is displayed Basic construction methods How to compare and contrast three dimensional works of art with a verbal or written response Related vocabulary The challenges and critical thinking involved in creating three-dimensional forms Students will be able to: Exhibit the ability to create a three-dimensional form Satisfy the goals of the lesson while developing a project which reflects a unique interpretation Work independently Demonstrate proper hand building methods: slab construction, coil, modeling, slipping, scoring, wedging Properly use and handle tools and materials Select either glaze or paint to enhance the project Display careful craftsmanship Maintain materials and workspace properly Suggested Vocabulary: ceramics sculpture relief sculpture sculpture in the round three dimensional slab slip score wedge kiln fettling knife potter s needle loop tool toggle wire ceramic glaze clay, oak tag, newspaper, papier mache, plaster of paris, heavy gauge foil, cardboard, containers, wire, plastic bags, paper towels, pencils, straight edge, plastic wrap, tape, craft sticks or yarn Tools: fettling knives, potter s needle, rolling pins, toggle wire, double-ended clean-up tool, wire loop tools, scissors, kidney tool, sponges, extruders, popsicle sticks, paint brushes, pencils, markers, pens, ceramic glazes, mod podge, acrylic glaze Paint: acrylic, tempera, gesso, Participate in teacherled discussions Observe, review, and/or analyze resources provided by the teacher Research additional resources when necessary Observe teacher demonstration of techniques and processes Learn and demonstrate all safety considerations and good work habits Verbal or written self evaluation Writing assignments Reading Assignments Formal or informal assessments Discuss historical background and various

10 dictate the outcome of the project? Can you use the related vocabulary properly? Can you identify and compare and contrast known threedimensional works of art in a verbal or written response? Does your work demonstrate good craftsmanship? Can you maintain workspace and materials properly? acrylic paint assessment watercolors Miscellaneous: fabrics, metals, found objects, glitter, beads, feathers, fake jewels Adhesives: hot glue guns and sticks, white glue, staples, nails Kiln: kiln furniture, hardware, ventilation (fan & pipe system), kiln wash artists as they relate to the unit Related technology and art textbooks Related books and resources Teacher and student examples