LOGAN-ROGERSVILLE R-VIII ART CURRICULUM
6TH GRADE
Class discussions, visual materials, and creative
assignments will aid in the development of visual and tactile awareness and
perception. Through the creation of
personal art, students will learn to use a variety of media effectively for
practical and expressive communication.
Students will demonstrate an understanding of and apply basic art
concepts while creating original art.
Art and cultural history correlated with creative assignments are
designed to assist in the understanding and appreciation of
A two-semester course focused on the experience of
creating original artworks while developing a broader understanding of the
elements and principles of art/design through the study of
1. Demonstrate proper use,
control and maintenance, of tools and media using the following skills
2. Recognize and successfully
employ the elements and principles of design using the following skills
3. Initiate, invent, and create in a variety of art media using the following skills
a. Define media
b. Discuss the relationships among art media, subject matter, and what is expressed in the art work
c. List several two- and three-dimensional media
d. List major categories of two- and three-dimensional media
e. List examples of media for categories of two- and three-dimensional media
4. Create the illusion of depth and distance by using the concepts of perspective using the following skills
a. Identify and discuss simple (perspective) devices used to suggest space and depth (foreshortening), diminishing size, overlapping, high and low placement, linear and aerial perspective in artworks
b. Demonstrate an awareness of how three-dimensional space is created in sculptures
5. Identify and describe the possible meaning of imagery used in our culture using the following skills
a. Define contemporary, imagery and culture and artifacts
b. Recognize that art today includes a wide variety of forms produced with many different materials
c. Identify the people and visual images of society that contribute to our concepts of art
6. Recognize or describe “art” as a visual record of humankind
7. Understand and recognize how artists from different cultures use visual qualities for expression using the following skills
a. Develop an appreciation that art can be a primary source of information about past civilization and non-Western cultures
b. Understand the difference between a technical and non-technical community or culture and how the difference effects/serves the arts
c. Demonstrate an appreciation of the contributions of non-Western cultures to world culture
8. Apply different criteria for judging works of art using the following skills
a. Identify some conditions used to determine that an object is art
b. Understand criticism is not a negative act but rather a process for learning shat something is about, what it means and how significant it is
c. List and simply describe the four stages of critique: description, analysis, interpretation, and evaluation
9. Know that the perception of the viewer brings meaning to the symbols, values, feelings, and ideas embodied in a work of art
10. Adapt ideas for expression to media and technique
11. Develop an awareness and sensitivity through seeing and feeling
12. Discuss visual relationships between art styles using appropriate art vocabulary using the following skills
a. Understand that a style refers to the identifying characteristics of the artwork of an individual, a group of artists, a period of time, or an entire society
b. Understand that changes in society (religion, politics, inventions, social issues, economics, and other areas of the social sciences) relate directly to changes in the style of an individual artist, group of artists, period of artistic style, or a society’s art
c. Understand that art styles develop as reactions to, or extensions of existing and past styles
13. Recognize and name artists of different cultures and times
Grade or Class: Art 6th grade
Last
Revision: 1999-2000
Writer: Livy Stevens
By
the end of grade 6 students will be able to
District Competency 1: Demonstrate proper use, control and maintenance, of tools and media. |
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Sub-competenciesA.
Demonstrate how to load paint, apply paint, and clean and store paintbrushes. |
B.
Apply knowledge of media in the construction of a color wheel and color
theory painting |
C.
Demonstrate watercolor/tempera processes |
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|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
|
8.5 |
FA 5 |
MO1.2, MO1.9, MO2.4, MO2.5 |
- Construct a color wheel from Native American images by mixing primary, secondary, tertiary, and neutral colors using only red, yellow, blue and black watercolors. -
Create a chart demonstrating how to use and care for a natural
bristle (water-based media) brush. -
Develop two paintings of Art Noveau imagery, one demonstrating
knowledge of a monochromatic color scheme and a second painting demonstrating
knowledge of neutral colors mixed from complementary colors. -
Develop tempera painting reflecting a story quilt in the style of
Faith Ringold. -
Create a collage in the style of Romare Bearden. Use painted sections of paper demonstrating
the following processes; spatter painting, wash, blending, opaque,
transparent, hard-edged, and wet on wet, in your collage. |
Teacher generated checklist of visual criteria
(70%) Teacher observation and analyzing during class
work (70%) Objective Test (70%) Informal test (70%) Rubric
of completed work (70%) |
|
COMPETENCY
1 RESOURCES:
Teacher demonstration
Teacher generated handout
Student textbook
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video: Faith
Ringold Romare Bearden
Visual Arts Large Reproductions
Visual Arts Slides
Audio Compact Disc
Computer Compact Disc
Laser Disc
By
the end of grade 6 students will be able to
District Competency 2: Recognize and successfully employ the elements and principles of design. |
|||||
Sub-competenciesA.
Recall and define the elements and principles of design. |
B. Demonstrate and
understanding of the difference between shapes and forms. |
C.
Develop a work of art from a two-dimensional drawing into a three-dimensional
work of art. |
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|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
|
8.1 |
FA 2, 3 |
MO1.9,
MO2.4, MO2.5 |
-
Create 3 drawings in a rectangular format to represent a picture
frame in the style of the Art Deco period. -
Use repeated geometric lines and shapes to create a pattern. -
Select one of the designs to create a picture frame from cardboard
and aluminum foil. -
Study and analyze the portraits of Chuck Close. Discuss the elements
and principles of color, pattern, repetition, proportion and value. Create a
tempera painting in the style of Chuck Close. Use a grid to develop
proportion, and for color patterning. -
During a class discussion of famous portraits of American artists,
use traditional color terms to explain the works. -
Study the work of Alexander Caulder in his wire “Circus”, images.
Create a work of art in colored wire, emphasizing line, movement, and space. |
Teacher generated checklist of visual criteria
(70%) Teacher
observation and analyzing during class work (70%) Informal test (70%) Class discussion (70%) |
|
COMPETENCY 2 RESOURCES:
Teacher demonstration
Teacher generated handout
Student textbook
Brommer, G. F., Exploring Drawing.
Rose, T., Discovering Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Edwards, B., Drawing on the Right-side of the
Brain. LA CA: 1979.
Kragen, J.L., Decade Days.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video: Chuck Close, A Portrait in Progress.
Home Vision Arts. 57 minutes, Closed Caption.
Alexander
Caulder’s Universe. Kultur. 30 minutes.
Visual Arts Large Reproductions Take 5 Art
Prints.
Audio Compact Disc
Computer Compact Disc
Laser Disc
By
the end of grade 6 students will be able to
District Competency 3: Initiate, invent, and create in a variety of art media. |
|||||||
Sub-competenciesA.
Define media |
B.
Discuss the relationships among art media, subject matter, and what is
expressed in the artwork. |
C.
List several two- and three-dimensional media. |
C. List major categories
of two- and three-dimensional media. media. |
E.
List examples of media for categories of two- and three-dimensional media |
|||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|||
|
8.2, 8.3 |
FA 1 |
MO1.6,
MO2.4 |
-
Divide the class into teams, in a group, have the students first
define media and then list two- and three-dimensional categories and then
list possible media in each category. -
In a class discussion, look at famous American two-and three-
dimensional works of art. Have the
students describe how each work would or could have been different if
produced in a different media. Have
students give examples. -
Develop a mixed media painting from a study of Thomas Hart Benton. - Create a sculpture using scraps of wood,
metal, and other easily manipulated/glued together building materials. -
Using dry and wet media create a work of art in the style of
Elizabeth Catlett. |
Teacher
generated checklist of visual criteria (70%) Teacher observation and analyzing during class
work (70%) Teacher oral
critique (70%)
Student/class/peer oral critique (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
|||
COMPETENCY 3 RESOURCES:
Teacher demonstration
Teacher generated handout
Student textbook
Brommer, G. F., Exploring Drawing.
Rose, T., Discovering Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Edwards, B., Drawing on the Right-side of the
Brain. LA. CA: 1979.
Kragen, J.L.,
Decade Days.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video: Thomas Hart
Elizabeth
Catlett: Sculpting the Truth. Crizmac. 30 minutes.
Visual Arts Large Reproductions
African American Artists Poster Series. Crizmac Take
5 Art Prints.
By
the end of grade 6 students will be able to
District Competency 4: Create the illusion of depth and distance by using the concepts of perspective. |
|||||
Sub-competenciesA.
Identify and discuss simple (perspective) devices used to suggest space and
depth (foreshortening), diminishing size, overlapping, high and low
placement, linear and aerial perspective in artworks. |
B. Demonstrate an
awareness of how three-dimensional space is created in sculptures. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
|
8.1 |
FA 1, 2 |
MO1.9, MO1.10, MO2.4, MO2.5 |
-
Divide the class into groups, each one is to have one visual of a
famous American painting. Students are
to appoint one or two students to record responses. Each group is to identify
the simple rules of perspective used by the artist in each painting. One student in each group is to read
responses of the group and then the class will discuss. -
Watch a video on public sculptures, (Oldenburg, Caulder, Ming). Discuss three-dimensional space in
sculpture. Design
a sculpture from cardboard, either a site-specific public place or an
environmental piece. Create a watercolor
to be used as a |
Teacher observation and analyzing during class
work (70%) Student/class/peer oral critique (70%) Student
written critique of visual criteria (70%) |
|
COMPETENCY 4 RESOURCES:
Teacher demonstration
Brommer, G. F., Exploring Drawing.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Edwards, B., Drawing on the Right-side of the
Brain.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video: Claes Oldenburg. RM Arts. 54 minutes
Public
Sculptures:
Visual Arts Large Reproductions
20th Century Art:
1950-1990’s. (12 Prints)
Three-dimensional Art Prints. (12 Prints)
Take 5 Art Prints. Sculpture. (5 Prints)
By
the end of grade 6 students will be able to
District Competency 5: Identify and describe the possible meaning of imagery used in our culture. |
|||||
Sub-competenciesA.
Define contemporary, imagery and culture and artifacts. |
B.
Recognize that art today includes a wide variety of forms produced with many
different materials. |
C.
Identify the people and visual images of society that contribute to our
concepts of art. |
|||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
|
8.5 |
FA 4, 5 |
MO1.10, MO2.4 |
-
In a class discussion, define contemporary, imagery, culture and
artifacts. Discuss how design is developed;
seeking a solution, intuitively, or conscious efforts of functional or
aesthetic design. Working in a team of 2-3 students,
create a poster of contemporary imagery found in our American culture which,
one day might be an artifact discovered on an archeological dig in 5,000
years. -
Discuss color symbolism of our culture. As a class, using the 12
colors of the color wheel create a list of reverse symbolism (red = stop). Each
student is to find a symbol/image that is easily recognized in our American
culture, draw the symbol on a sheet of 12”x12” paper. Using colored pencil, recolor the
symbol. |
Teacher generated checklist of visual criteria
(70%) Teacher observation and analyzing during class
work (70%) Student/class/peer oral critique (70%) Class
discussion (70%) |
|
COMPETENCY 5 RESOURCES:
Teacher generated handout
Teacher Reference textbooks
Kragen, J.L.,
Decade Days.
Ragans, R.Ph.D., Art Talk.
Stoops, J. and Samuelson, J., Design Dialogue.
By the
end of grade 6 students will be able to
District Competency 6: Recognize or describe “art” as a visual record of humankind. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.5 |
FA 5 |
MO1.6,
MO2.4, |
-
In a class discussion, compare and contrast the patterns and
relationships between early Native American Mainland Indians, Alaskan Eskimo
Indians, and graffiti images of today. -
Compose a collage from the trash you would personally discard during
a one-week period of time. - Discuss how artist have drawn ideas for the
future. Explore in a drawing, ways in which humankind strives to reach beyond to new boundaries, (inventions,
outer space, medical science, etc). -
Listen to an audiotape of a famous 20th century event. -
Record your ideas or impressions in a painting. |
Teacher
observation during class work (70%) Class discussion (70%) Rubric of completed work (70%) |
COMPETENCY 6 RESOURCES:
Teacher demonstration/examples
Teacher generated handout
Student Magazine
Scholastic Art
Student textbook
Brommer, G. F., Exploring Drawing.
Rose, T., Discovering Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Kragen, J.L., Decade Days.
Ragans, R. Ph.D., Art Talk.
Stoops, J. and Samuelson, J., Design Dialogue.
By
the end of grade 6 students will be able to
District Competency 7: Understand and recognize how artists from different cultures use visual qualities for expression. |
|||||
Sub-competenciesA.
Develop an appreciation that art can be a primary source of information about
past civilization and non-Western cultures. |
|||||