LOGAN-ROGERSVILLE R-VIII ART CURRICULUM
8TH GRADE
Class discussions, vocabulary/terms, 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. Students will apply their knowledge of basic
art concepts in describing, analyzing interpreting, and judging their own art
works and artworks of others. Art and
cultural history correlated with creative assignments are designed to assist in
the understanding and appreciation; of
This is a one-semester course, designed for students
planning on enrolling in more than one high school visual arts class or for
those interested in a career in art. The
course will focus on the experience of creating original artworks while
developing art vocabulary and understanding of the elements and principles of
art/design through the study of
1. Understand the similarities and differences between time periods and cultures, drawing upon this as sources for visual self-expression.
2. Analyze how ART reflects the
social and political moods of the time.
3. Identify artists who have
achieved regional, national, and international recognition.
4. Analyze, compare, interpret,
and evaluate a variety of physical characteristics such as elements and
principles of design in a composition.
5. Describe, interpret, and
judge works of art.
6. Demonstrate cooperation with
others in choosing, planning, creating, and evaluation visual art projects.
7. Apply and evaluate the
elements and principles of design in their own creative visual compositions.
8. Apply skills of perceiving
information and visualization to works of art.
9. Demonstrate proper use,
control, and maintenance of tools, media, and workroom.
10. Develop and refine ideas for
expression of two and three dimensional artwork by using a variety of media,
methods, and choices using the following skills
11. Recognize that artists are
influenced by natural and constructed forms
12. Understand that the visual
arts communicate nonverbally
13. Value and respect the unique
artistic efforts of themselves and others understanding the accomplishment,
enjoyment, and appreciation one can acquire through the study of visual arts
Grade or Class: Art 8th grade
Last
Revision: 1999-2000
Writer: Livy Stevens
By
the end of grade 8 students will be able to
District Competency 1: Understand the similarities and differences between time periods and cultures, drawing upon this as sources for visual self-expression. |
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|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.5 |
FA 4, 5 |
MO1.1, MO1.2, MO1.4, MO1.5, MO2.1,
MO2.3, MO2.4, MO2.5, MO2.7 |
- Investigate through reading, researching, and watching videos, the historical events leading to changes in American art from 1950 - 1999. -
Write a comparison of the artwork of Edward Hopper and Thomas Hart
Benton. -
Create a list of historical events that influenced the artist of the
Victorian artists, from 1870 - 1900. -
Use the Internet to research the popular images of a specific decade
of American history. Develop a collage of visual images to develop a
painting. -
Compare and contrast the similarities and differences of the
Paintings and sculptures of Revolutionary American art from 1750 to 1790. -
Use Seminole patchwork designs as a basis for a two dimensional
construction. Research Seminole Indian
designs and discuss in class the origins of the images. -
Create a ceramic tile with a design that is representative of the
optical art of the 1960's. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer oral critique (70%) Student written critique of visual criteria (70%) Objective Test (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
COMPETENCY
1 RESOURCES:
Computer internet research
Textbook visual handouts
Teacher generated handouts
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:
Visual Arts Large Reproductions
Visual Arts Slides
Audio Compact Disc
Computer Compact Disc
Laser Disc
By
the end of grade 8 students will be able to
District Competency 2: Analyze how ART reflects the social and political moods of the time. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.5 |
FA 3, 4, 5 |
MO1.2, MO1.4, MO1.6, MO1.9 MO1.9, MO2.1, MO2.3, MO2.4, MO2.5, MO2.7 |
-
Explore the context of everyday objects and values in American
culture. Draw a comparison of past, present and future design of a common
everyday object. -
Address a specific issue in a serial or comic book drawing. -
In a group, research and create a mural of a specific time
period/decade in American history in the 1900's. Illustrate a historical,
scientific, political, musical, visual arts, and performance art image of the
decade. -
Investigate a current issue through political cartoons in newspapers. -
Investigate the influence of African sculpture on the art of 20th
century |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer oral critique (70%) Student written critique of visual criteria Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
COMPETENCY
2 RESOURCES:
Computer internet
Newspapers
Art magazines
Teacher and textbook generated handouts
Student textbooks
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:
Visual Arts Large Reproductions
Visual Arts Slides
Audio Compact Disc
Computer Compact Disc
Laser Disc
By
the end of grade 8 students will be able to
District Competency 3: Identify artists who have achieved regional, national, and international recognition. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.4,
8.5 |
FA 4,5 |
MO1.1, MO1.2, MO1.4, MO1.5, MO2.4, MO2.5, MO2.7 |
- Find 3 artist from 3 different periods of American Art history. Identify 3 works of art from each artist and give a brief explanation of why the artist achieved recognition. -
Investigate the art of the American Regionalist identify what is
similar in their paintings. -
Create a game of famous artists from the - Use the works of one American Victorian artist to study the techniques of painting used to identify his/her work from other artist of the same period. Discuss by comparing composition, colors, brush strokes and imagery. -
Select a work of art by a Revolutionary period artist. Create a painting of the work in the style
of a famous American artist in the Abstract Expressionist period. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer oral critique (70%) Student written critique of visual criteria (70%) Objective Test (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
COMPETENCY
3 RESOURCES:
Computer internet research
Teacher demonstration
Teacher/textbook generated handouts
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:
Visual Arts Large Reproductions
Visual Arts Slides
Computer Compact Disc
Laser Disc
By
the end of grade 8 students will be able to
District Competency 4: Analyze, compare, interpret, and evaluate a variety of physical characteristics such as elements and principles of design in a composition. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.4 |
FA 1, 2, 3, 5 |
MO1.2, MO1.4, MO1.5, MO1.9, MO2.3,
MO2.4 |
-
Write an evaluation of your own work describing your use of the
elements and principles of design. -
Investigate the relationship between form, function, and media
through reading and viewing video. In
a class discussion, analyze and interpret your findings. -
Verbally respond to feelings that are being communicated in works of
art shown visually to the class.
Defend your interpretation and evaluation of the mood and feelings
expressed by the artist. |
Teacher observation during discussion Student written critique Objective Test Informal test Class
discussion |
COMPETENCY
4 RESOURCES:
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.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video:
Visual Arts Large Reproductions
Visual Arts Slides
By
the end of grade 8 students will be able to
District Competency 5: Describe, interpret, and judge works of art. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.4,
8.5 |
FA 2, 3, 5 |
MO1.2, MO1.5, MO1.6, MO1.9 MO2.3, MO2.4, MO 2.5 |
-
Describe, interpret and judge the pottery of Native American potters.
Write a paragraph interpreting the Imagery and describe the shapes of the
vessels. -
Using Picassos, -
Create a list of criteria for judging a work of art. Compare Your list to other list created by
classmates. -
Participate in an oral discussion analyzing two works of contemporary
American sculpture. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer oral critique (70%) Student written critique from check list (70%) Class
discussion (70%) |
COMPETENCY
5 RESOURCES:
Computer internet research
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:
Visual Arts Large Reproductions
Visual Arts Slides
Computer Compact Disc
Laser Disc
By
the end of grade 8 students will be able to
District Competency 6: Demonstrate cooperation with others in choosing, planning, creating, and evaluation visual art projects. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
1.5,
2.5, 2.6, 3.1, 3.2, 4.1, 4.3, 5.3, 5.4, 5.6, 8.3, 8.5 |
CA 6SS
6 FA 1, 2, 3, 4, 5 |
MO1.1, MO1.2, MO1.3,
MO
1.4, MO1.8, MO2.1,
MO2.3, MO2.4, MO2.5, MO2.6, MO3.1,
MO3.2, MO3.4, MO3.6, MO4.1,
MO4.5, MO4.6,
MO4.7 |
-
Brainstorm ideas on the chalkboard for poster designs. -
Contribute to group discussions on verbal critiques and
interpretations of a work of art produced either by a classmate/peer or a
famous artist. -
In a group, plan a display of artwork by the students in the
school. Develop a theme, lettering,
teaching posters, and placement of the display. -
Students will investigate the art story quilts of Faith Ringold. In groups of 5-7 students, have each
student pain a self-portrait as if a part of a group of people enjoying a
meal around a table. Each person will
be painted from the waist or shoulders up, facing forward. Each student will paint their favorite
picnic food. As a group, students will
add a narrative account to go around the edge of the quilt. -
Form a Visual Arts Corporation.
Reseat a decade of American history and culture. Each member of the group must find 5
images, recognizable/popular to the culture.
Each student must present his/her findings to the group. The group will select the images to be
illustrated. Each group project will
be painted on a door. Each door must
represent 10 years and illustrated a famous art wok, architecture,
music/music group, literature/writer/book, entertainment/movie/TV show/movie
star, science/invention/exploration, historical event, and political image. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer oral critique (70%) Student written critique of visual criteria (70%) Class discussion (70%) Rubric
of completed work (70%) |
COMPETENCY
6 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.
Kragen, J.L., Decade Days.
Ragans, R.Ph.D., Art Talk.
Stoops, J. and Samuelson,
Audio/Visuals
Video:
Visual Arts Slides
Audio Compact Disc
Computer Compact Disc
By
the end of grade 8 students will be able to
District Competency 7: Apply and evaluate the elements and principles of design in their own creative visual compositions. |
||||
|
Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.1, 8.2, 8.4 |
Fine Arts 1, 2, 3, 5 |
MO1.9, MO2.3, MO2.4, MO2.5 |
Discuss
color as found in nature (natural color). Use understanding of natural colors
in creating a painting in the style of
an American realist painter. Create a painting in the style of Janet Fish using color harm | |