GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: 8th Grade Art Cycle
Subject: Visual Art
Grade Level: 8
Department/School: Visual Art/ Middle
School Program
Duration: 6
to 8 weeks
Number of Credits: N/A
Prerequisite: None
Elective or Required: Required
Author: Anne P. Malone
Date Submitted: Summer 2005
Course Description
The 8th grade art cycle course will continue to emphasize
the use of the various art elements and principles of design, as well as
encourage the students to incorporate their own personal experiences,
background, imagination, and aesthetics within their designs. In the creation of 2 and 3 dimensional artwork,
students will explore the art categories of realism and abstraction using a
variety of conventional and non-conventional media. Artists’ aesthetic view(s), personal history,
influences and purpose of creating their art will be investigated through
select readings, written analysis and class discussions. Students will also exemplify their heightened
awareness of art criticism within both oral and written analysis of their own
artwork and the artwork of others.
GLEN RIDGE PUBLIC SCHOOLS
VISUAL ARTS
An education in the arts is an essential part of the
academic curriculum for the achievement of human, social, and economic
growth. An arts education enables
personal, intellectual, and social development for each individual and strives
to enhance the student’s sense of confidence and self-esteem. The visual arts are uniquely qualified to
cultivate a variety of multiple intelligences with powerful ways of
communicating ideas, thoughts and feelings.
A well-rounded program for intellectual growth must support the
development of spatial, kinesthetic, interpersonal and intrapersonal
intelligences. Creativity in solving art-related
problems provides students with values that will prepare them for leadership
positions in future endeavors as well as an enriched quality of life.
Visual Arts
STANDARD 1.1 (AESTHETICS)
ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF
AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.
STANDARD 1.2 (CREATION
ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND
TECHNOLOGIES, APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND
PRESENTATION OF DANCE, MUSIC, THEATER AND VISUAL ART.
STANDARD 1.3 (ELEMENTS
STANDARD 1.4 (CRITIQUE)
ALL STUDENTS WILL DEVELOP, APPLY, AND REFLECT UPON KNOWLEDGE
OF THE PROCESS OF CRITIQUE.
STANDARD 1.5 (HISTORY/CULTURE)
ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE,
DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD
CULTURES, HISTORY, AND SOCIETY.
Course Description
CCCS: 1.1.A.4, 1.1.A.5, 1.1.A.7, 1.1.B.1, 1.1.B.2,
1.1.B.3, 1.1.B.4, 1.3.D.2, 1.3.D.3, 1.3.D.4
Objectives:
The students will:
1. Describe
a compositional work of art including its principles of design, aesthetic form,
and evidence of elements in every day life.
2. Apply
the principles of art to interpret various masterworks of art including its
significance to cultural beliefs and/or set of values.
3. Analyze
in an oral or written response how art is often defined by its originality and
how exposure to cultures and styles can influence an individual’s feelings
toward an art form/artwork.
4. Express
how art is inspired by an individual’s imagination.
5. Communicate
ideas about the social and personal value of art by incorporating personal life
experiences into an aesthetic response about various artwork.
Activities:
The students will:
- Learn, analyze and discuss the 3 forms of aesthetics, subject, content, composition, by observing various artists’ prints and discovering the historical background of each artist, especially the artists’ cultural beliefs and/or a set of values which may dictate their aesthetic choices.
Example: Van Gogh’s blue/green wavy self-portrait suggests that he was
conveying a message, mood or feeling of uneasiness in his life, hence his
dominate aesthetic view is content.
Time: 1 class and intermittent follow-up throughout the cycle.
- Interpret a masterwork of art including the use of art principles and aesthetic form into a written analysis.
Example: Homework – a written report on an artist who has created a
self portrait. This includes a description of the artwork, analysis of the
aesthetic view(s), historical background including social and political
influences, and student’s opinion of artist’s work.
Time: 2 weeks at home, 1 class for review.
- Examine and describe various artwork of artists and other students including the use of art principles, originality, imagination, and evidence of everyday life, as well as determining its social and personal aesthetic value based on the students’ life experience.
Example: Students’ examination and discussion of previous students’
portrait artwork for personal reflection and determining aesthetic value.
Time: 2 to 3 classes.
CCCS: 1.1.B.7, 1.2.D.1, 1.2.D.2, 1.2.D.3, 1.2.D.4, 1.2.D.5,
1.2.D.6, 1.2.D.7, 1.3.D.1
Objectives:
The students will:
1. Develop
original works of art that explore art elements and principles, various media,
technologies and processes in the production of two and three dimensional art.
2. Incorporate
the art elements within a design as a way of conveying a mood, a meaning or a
feeling that is personal.
3. Distinguish
the physical properties of the various 2 and 3 dimensional artwork and explore
these attributes within their own designs.
4. Demonstrate
an understanding for realistic and abstract art through the process of creation
and appropriate use of terms during oral and written work.
5. Express
through visual communication how art inspires an individual’s imagination.
6. Identify
and investigate art-related careers by experiencing in the development of a
middle school student gallery.
Activities:
The students will:
- Develop drawing skills and ability through the process of practice, visual awareness, and experimentation.
Example: Creating a self-portrait, including step-by-step instruction
of facial proportion, observations of personal nuances, and exploration of
creating facial expressions.
Time: 1 week.
- Create a personal work of art that is reflective of the aesthetic view of content, demonstrates an awareness of the art principle of balance/proportion, and utilizes the art elements as a means of conveying a mood, a meaning or a feeling.
Example: Self-portrait composition reflective of the student’s personal
life.
Time: 3 weeks.
- Explore unconventional mediums and discover their unique properties in creating 2 and 3 dimensional designs.
Example: The use of cardboard in 3-D designs.
Time: 1 to 2 classes.
- Design a work of art that explores the properties of 3 dimension and utilizes their imagination to create an original abstract design.
Example: A sculpture in the
round of a musical instrument or an animal that is abstract.
Time: 2 weeks.
- Participate in the development of a middle school student gallery, selection committee, matting/tagging, displaying, etc…, and discuss how this is relative to career opportunities.
Time: duration of 2 to 3 days.
CCCS: 1.4.A.2, 1.4.A.3, 1.4.A.5, 1.4.B.1, 1.3.B.3, 1.4.B.4,
1.4.B.5
Objectives:
The students will:
1. Apply
domain-specific arts terminology to express statements of both fact and opinion
regarding their works of art and evaluate the judgment of others based on the
process of critique.
2. Compare
and contrast through oral or written description the technical proficiency of
the artist’s work.
3. Compare
artistic content among contrasting art works in the same domain.
4. Critique
performances based on the application of the elements of the art form.
5. Consider
the impact of traditions in the critique of works of art.
Activities:
The students will:
- Use learned terms to describe facts, opinions, and technical proficiency of their own art work and art work of others, as well as refute or agree with the judgment of others during class critique discussions.
Example: A class critique evaluation of their self-portraits that
utilizes the rubric goals, personal opinions, use of facial proportions in the
discussion of their achievement within their design.
Time: 1 class.
- Evaluate their own work through written or oral analysis of the application of the elements of the art form.
Example: A worksheet will be provided for the students to evaluate
their own work based on the project’s rubric goals.
Time: ½ class or homework.
- Discuss the works of various artists that reflect a particular style of art or subject matter by comparing their use of content within the designs.
Example: Van Gogh, Chuck Close, Louise Vignee-LeBrun, etc.,
self-portraits.
Time: 1 class and intermittent
follow-up throughout the cycle.
- Share how their own personal traditions and experiences impacted the creation of their artwork.
Example: During the class critique, students will share their concepts
of how their personal experiences and traditions affected their design choices.
Time: 1 class.
CCCS: 1.5.A.1, 1.5.A.4, 1.5.B.2, 1.5.B.4
Objectives:
The students will:
1. Reflect
on a variety of works of art representing important ideas, issues, and events
in a society.
2. Examine
how the social and political environment influences artists in various
social/historical/political contexts.
3. Hypothesize
how the arts have impacted world culture.
4. Discuss
how cultural influences add to the understanding of works of art.
Activities:
The students will:
- Read about, view and reflect on a variety of works of art that represent the idea of aesthetics, subject, content, and composition, in design.
Example: Exploring Art chapter
2: Aesthetics. Students will discover a
variety of works of art that represent each aesthetic view or combination.
Time: 2 classes.
- Make connections in either written or oral form between the artist’s social and political environment and its influences of the artist’s work.
Example: Homework – a written report on an
artist who has created a self portrait. This includes a description of the
artwork, analysis of the aesthetic view(s), historical background including
social and political influences, and student’s opinion of artist’s work.
Time: 2 weeks at home, 1 class for review.
- Theorize how the arts impact their own lives and the lives of others, especially the need for self-expression.
Time: throughout the course of the cycle.
- Share the importance of knowing the cultural, political and social background of an artist in understanding a work of art.
Time: 1 class.
Texts, Resources, and/or Literature
·
Text: Exploring Art, Glencoe McGraw-Hill,
copyright 1999, ISBN 0-02-662356-0
·
Resources: prints, slides, and the Internet
·
Literature: Art
and Man magazine, Scholastic Art magazine, and others.