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MIDDLE SCHOOL

VISUAL ARTS

CURRICULUM

GRADES 6-8

Approved by the Board of Education, November 2003

Update approved by the Board of Education, May 7, 2009

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RAPID CITY AREA SCHOOLS

300 6th Street

Rapid City, South Dakota

BOARD OF EDUCATION:

Mrs. Sheryl Kirkeby .......................................................................................... President

Mrs. Leah Lutheran .......................................................................... 1st Vice President

Mr. Doug Kinniburgh ........................................................................ 2nd Vice President

Mrs. Daphne Richards-Cook .................................................................. Board Member

Mr. Arnie Laubach ................................................................................... Board Member

Mr. Wes Storm ......................................................................................... Board Member

Mr. Bret Swanson..................................................................................... Board Member

ADMINISTRATION: Dr. Peter M. Wharton ...................................................... Superintendent of Schools

Dr. James F. Ghents ............. Director of Curriculum, Assessment, Instruction

and Gifted Education Services

6 – 8 VISUAL ARTS CURRICULUM COMMITTEE - 2009: Ingrid Arlton ........................................................................ Southwest Middle School

Anna Ball ......................................................................................... North Middle School

Joyce Koth .................................................................................. South Middle School

Sarah Penfield ............................................................................ West Middle School

Roger Schara ............................................................................ Dakota Middle School

Rui Sukut ................................................................................... Dakota Middle School

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6 – 12 VISUAL ARTS CURRICULUM COMMITTEE – 2003:

Nancy Ashley ................................................................................. Stevens High School

Shelley Byers ................................................................................ Stevens High School

Jeff Gulbransen .......................................................................... Central High School

Margaret Becket ....................................................................... South Middle School

Ingrid Arlton ...................................................................... Southwest Middle School

Rui Sukut ................................................................................... Dakota Middle School

6 – 12 VISUAL ARTS COMMUNITY ADVISORY

COMMITTEE–2003:

Tom Hancock

Marilyn Jack

Jeff White Bear Claws

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TABLE OF CONTENTS

Introduction

Introduction and Vision ........................................................................................ 1

Benefits ............................................................................................................... 2

Philosophy ........................................................................................................... 3

Middle School Curriculum

National Standards for the Visual Arts Grades 5-8 ................................... 4

State Visual Arts Standards Grades 5-8 .................................................... 6

Sixth Grade Art ................................................................................................ 8

Seventh Grade Art ......................................................................................... 12

Eighth Grade Art ............................................................................................ 17

Elements of Art ............................................................................................... 24

Principles of Design ........................................................................................ 30

Web Resources for Teachers and Students ............................................. 33

Instructional Resources ................................................................................ 40

Appendix

General Art Terms ......................................................................................... 42

Career Education ............................................................................................. 53

Career Listing for Artists ............................................................................. 54

Grading Criteria ............................................................................................... 56

Assessment Samples ...................................................................................... 57

1

INTRODUCTION

The Middle School Visual Arts Curriculum for the Rapid City Area

School (RCAS) District is aligned with the South Dakota State Visual

Arts Standards (SD Department of Education and Cultural

Affairs), and the National Standards for Arts Education (The

Consortium of National Arts Education Association).

A study of art enhances understanding of the human condition, past

and present, and fosters discriminatory appreciation of the

elements of the world, both natural and human-made.

An education in the visual arts also enhances student computer skills.

The inclusion of technology in the educational environment is a

direct compliment to the visual arts. Technology has the power to

teach, to motivate, to captivate, and to transform an ordinary

classroom into a training ground for the next generation of

artists, entrepreneurs, and leaders. Virtually all work created on

computers uses visual arts elements and design principles as a part of

every document.

VISION

The continued success of civilization to be both dynamic and nurturing

ultimately depends on how well we develop the capacities of our

children to live rich, rewarding, and meaningful lives in a vastly

complex world. The vision is to affirm that a future worth having

depends on being able to construct a vital understanding of the arts,

and that by doing so, students will be provided opportunities for

personal study and fulfillment of self-potential.

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BENEFITS

An education in the visual arts benefits society because students

of the arts disciplines gain powerful tools for:

Understanding human experiences, both past and present.

Learning to adapt to and respect others' (often very different)

ways of thinking, working, and expressing themselves.

Learning artistic modes of problem solving, which bring an array of

expressive, analytical, and developmental tools to every human

situation (this is why we speak, for example, of the "art" of

teaching or the "art" of politics.

Understanding the influences of the arts, for example, in their

power to create and reflect cultures, in the impact of design on

virtually all we use in daily life, and in the interdependence of

work in the arts with the broader worlds of ideas and action.

Making decisions in situations where there are no standard

answers.

Analyzing nonverbal communication and making informed judgments

about cultural products and issues.

Communicating their thoughts and feelings in a variety of modes,

giving them a vastly more powerful repertoire of self-expression.

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PHILOSOPHY OF ART EDUCATION IN THE MIDDLE SCHOOL

Throughout history, art has meant different things to different people.

Art, as taught in the Middle School, is a manifestation of the innate human

characteristic of creativity. It simultaneously encourages the invention of

original ideas and the evaluation of these ideas, and teaches the body of

academic knowledge and skills necessary to express them.

Art experiences nurture a balance between logical and intuitive thinking essential

to the changing world and workplace. A quality art program enhances self-

awareness and an understanding of thought processes and feelings. Creating art

provides an opportunity for personal self-satisfaction, building self-esteem

and a sense of accomplishment for students.

The arts are integral to daily life. They refresh and invigorate us. They

teach us to rigorously apply what we learn in a "hands-on", authentic way. In South

Dakota, schools are often the only place where the visual arts and art education

are accessible.

Sixth grade art students are introduced to basic art elements and

principles. They will experiment with a variety of media designed to give

them an appreciation for visual art.

Seventh grade art students further explore the basic elements of art

and principles of design. This exploratory class will emphasize individual

expression, creative-thinking skills, visual awareness skills and fine motor

development.

Eighth grade students with a particular interest in art may take a semester

elective course. Lessons will build upon skills taught in sixth and seventh grade.

There will be a strong emphasis on creativity and craftsmanship.

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NATIONAL STANDARDS FOR THE VISUAL ARTS GRADES 5-8

NATIONAL CONTENT STANDARD ONE:

Understanding and applying media, techniques and processes

ACHIEVEMENT STANDARDS FOR STUDENTS:

a. Select media, techniques, and processes; analyze what makes them effective

or not effective in communicating ideas; and reflect upon the effectiveness of

their choices.

b. Intentionally take advantage of the qualities and characteristics of art media,

techniques, and processes to enhance communication of their experiences and

ideas.

NATIONAL CONTENT STANDARD TWO:

Using knowledge of structures and functions


a. Generalize about the effects of visual structures and functions and

reflect upon these effects in their own work.

b. Employ organizational structures and analyze what makes them effective or

not effective in the communication of their ideas.

c. Select and use the qualities of structures and functions of art to improve

communication of their ideas.

NATIONAL CONTENT STANDARD THREE:

Choosing and evaluating a range of subject matter, symbols and ideas


a. Integrate visual, spatial, and temporal concepts with content to communicate

intended meaning in their artworks.

b. Use subjects, theme, and symbols that demonstrate knowledge of contexts,

values, and aesthetics that communicate intended meaning in artworks.

NATIONAL CONTENT STANDARD FOUR:

Understanding the visual arts in relation to history and cultures


a. Know and compare the characteristics of artworks in various eras and

cultures.

b. Describe and place a variety of art objects historically and culturally.

c. Analyze, describe, and demonstrate how factors of time and place (such as

climate, resources, ideas and technology) influence visual characteristics and

give meaning and value to a work of art.

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NATIONAL STANDARDS FOR THE VISUAL ARTS GRADES 5-8

NATIONAL CONTENT STANDARD FIVE:

Reflecting upon and assessing the characteristics and merits of their work and

the work of others


a. Compare multiple purposes for creating work of art.

b. Analyze contemporary and historic meanings in specific artworks through

cultural and aesthetic inquiry.

c. Describe and compare a variety of individual responses to their own artworks

and to artworks from various eras and cultures.

NATIONAL CONTENT STANDARD SIX:

Making connections between visual arts and disciplines


a. Compare the characteristics of works in two or more art forms that

share similar subject matter, historical periods, or cultural context.

b. Describe ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with the visual arts.

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STATE VISUAL ARTS STANDARDS GRADES 5-8

STATE VISUAL ART STANDARD ONE:

Students will understand and use visual arts as means for creative self -

expression and interpersonal communication.

RATIONALE:

Visual arts production provides a means for creativity and self-expression.

Creating visual art provides a way for students to actively use traditional

materials and contemporary techniques to demonstrate personal interpretations

of feelings, thoughts, and ideas. Integration of visual art with other disciplines

helps students see relevance and connections among all curricular areas and

increases their knowledge base, self-esteem, and personal confidence

5-8 STUDENTS WILL:

1. Express personal ideas, experiences, or emotions through various media,

processes, and techniques.

2. Interpret the concepts, stories, moods, or ideas in various works of art.

Use visual arts to communicate themes and concepts from other

disciplines.

STATE VISUAL ART STANDARD TWO:

Students will understand the media, techniques and processes used in the

production of visual arts.

RATIONALE:

Understanding various media and a variety of production techniques and processes

provides students with knowledge of how to use a diversity of appropriate

elements and principles to solve visual arts problems. This knowledge base

provides students the background to effectively interpret and portray emotions

and ideas. A well-rounded understanding of its many components builds a

foundation for life-long engagement in and enjoyment of visual arts.

5-8 STUDENTS WILL:

1. Describe the various media and processes used to create a variety of art

forms.

2. Describe various techniques, which give artwork definitions and detail.

3. Apply appropriate compositional elements and organizational principles to

solve specifics visual art problems.

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STATE VISUAL ARTS STANDARDS GRADES 5-8

STATE VISUAL ART STANDARD THREE:

Students will understand the relationship between visual arts and history.

RATIONALE:

When students are given the opportunity to study and experience visual arts

which represent other cultures and time periods, they gain a deeper

understanding of their own as well as other cultures. Knowledge of the

interrelationships between people and their art, and the influence one has on

the other, helps students develop an appreciation for and tolerance of

differences. The visual arts provide a better understanding of and a common

bridge among cultures throughout the world.

5-8 STUDENTS WILL:

1. Investigate how the visual arts record, preserve and highlight history.

2. Investigate ways the visual arts reflect and influence the culture and

societies in which they were created.

3. Describe the influence of selected artists on the evolution of various forms of

visual art. STATE VISUAL ART STANDARD FOUR:

Students will demonstrate a capacity for critical and sensitive response to

various visual arts experiences.

RATIONALE:

By describing, analyzing, and evaluating various processes, production techniques,

and media used, students develop the ability to more fully appreciate the visual

arts. Students develop the capacity for critical and sensitive response to

the efforts of others by using appropriate criteria to evaluate various

forms of artwork. Students must establish criteria to assess their own art

work and view self-evaluation as an opportunity for personal improvement.

5-8 STUDENTS WILL:

1. Analyze various artworks in terms of artistic concepts or ideas using criteria

appropriate for the style or form.

2. Defend visual art preferences using personal aesthetic criteria.

3. Determine the quality and effectiveness of personal artwork using specific

criteria.

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MIDDLE SCHOOL ART CURRICULUM

ELEMENTS AND

PRINCIPLES OF ART

GRADE 6 POSSIBLE ACTIVITIES (see Middle

School Lesson Plan Book-ideas for your use) LESSONS

CONFORM TO STATE AND NATIONAL

STANDARDS.

SIXTH GRADE COURSE DESCRIPTION

Sixth graders will be introduced to the art elements and principles through

activities incorporating color, space, form, line, texture and value. Lessons will

include exploration and experimentation with two and three-dimensional design

using a variety of media. Art appreciation is an integral part of the course.

COLOR: What the eye sees when

light is reflected off an object.

Collage

Value chart

Color wheel

Monochromatic painting

Stained glass

Weaving, bracelet

Marbled paper

Beaded daisy chain

FORM: An element of art that

refers to an object with three

dimensions.

Ceramics, shoe tread relief design

Ceramics, free form slab container

Ceramics, wind chimes

Ceramics, pocket plaques

Ceramics, jewelry

Ceramics, clay pocket

Sculpture, paper

Sculpture, paper insects

Sculpture, saw dust puppets

Sculpture, paper mache

Sculpture, cantilever

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SIXTH GRADE COURSE DESCRIPTION (Cont.)

Line: The path of a dot

through space.

Line repetition:

o Patterns

o Movements

o Illusions

Scratch Art

Drawing:

o One and two point perspective

Yarn drawings

Grid drawings Cartooning

Texture: How things feel, or look as

though they might feel, if touched.

Weaving, bracelet

Fiber design

Weaving, metal and fiber

Copper tooling

Shape: an area clearly set off

by one or more of the five

elements of art.

Space: The distance or area

between, around, above, below,

and within things.

Printmaking

collogragh

monoprints

collage

Scratch Art

Hand building clay construction

Sculpture

Pulled burlap distortions

Paper molas

Aluminum tooling

Copper tooling

3D paper designs

Origami

paper scoring mobile

Painting

value painting

positive and negative space

Drawing-

one and two point perspective

division of space

landscape

blind and modified contour drawing

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SIXTH GRADE COURSE DESCRIPTION (Cont.) Balance: A principle of art

concerned with arranging the

elements so that no one part of

the work overpowers, or seems

heavier than, any other part.

Line repetition:

o Patterns

o Movements

o Illusions

Scratch Art

Drawing:

o One and two point perspective

Yarn drawings

Grid drawings Cartooning

Texture: How things feel, or look as


Collage

Line design

Printing, gadgets

Printing, stencils


Drawing, still life

Sculpture, cantilever

VARIETY: a principle of art which

involves combining one or more elements

of art to create interest.

Collage

Landscape plaque

Sculpture, paper

Sculpture, paper insects

Printing, gadget

Printing, stencil

Fiber design


Marbled paper

Copper tooling

EMPHASIS: a principle of art which

involves making an element or an

object in a work stand out. Also

known as center of interest.

Collage, corrugated

Design, initial

Watercolor, bottle design

Sculpture, paper

Fiber art

Line design

Drawing, still life

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SIXTH GRADE COURSE DESCRIPTION (Cont.) Movement: A principle in art that

leads the viewer to sense action

in a work, or it can be the path

the viewer’s eye follows through

the work.

Paper weaving

Ricochet lines

Color wheel, motion

Name patterns

Good vibrations Printing, gadget

Rhythm: The repetition of an element

of art to make a work seem active.

Color wheel, motion

Collage

Name patterns

Harmony: Combining the elements

of art to accent their similarities.

Simple Collage

Initial Design

Clay Construction

Paper Sculpture

Ricochet Lines

Unity: The arrangement of elements

and principles of art to create a

feeling of completeness or wholeness.

Proportion: How parts of a work

relate to each other and to the

whole.

Name Patterns

Real Value Exercise

Motion Study Color Wheel

Grid Drawing

Card Portraits

Drawing Line Orientation

Linear Perspective

Clay Construction

Ceramic Wind Chimes

Paper Sculpture

Paper Scoring Mobile

Simple Weaving on Cardboard Loom

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ELEMENTS AND

PRINCIPLES OF ART

GRADE 7 POSSIBLE ACTIVITIES (see Middle School

Lesson Plan Book-ideas for your use) LESSONS CONFORM

TO STATE AND NATIONAL STANDARDS.

SEVENTH GRADE COURSE DESCRIPTION Seventh grade art students further explore the basic elements of art

and principles of design. Lessons include a variety of media with an

emphasis on individual expression, creative thinking skills, visual awareness skills

and fine motor development.

COLOR: What the eye sees when light

is reflected off an object.

Monochromatic sculpture

Painted kaleidoscope

Analogous painting

Seven line cubism

Work painting

Plant edges

Shaded design, nonrepresentational

Collage

Tie dye paper

FORM: An element of art that refers

to an object with three dimensions.

Ceramics, stack container

Ceramics, candle holder

Ceramics, clay whistle

Ceramics, carved slab

Sculpture, found objects

LINE: An element of art that refers


Spacial Designs

-overlapping

Pathways in Line

Maze Craze

Contour drawing of organic and non-

organic still life

Scrimshaw

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SEVENTH GRADE COURSE DESCRIPTION (Cont.)

TEXTURE: How things feel, or look as


Drawing, still life, texture and pattern

Crayon/tissue rubbing

Line design

Drawing, animals

Paper texture relief

Weaving, mug rugs

Fiber art, burlap wall hanging

SHAPE: An area clearly set off by

one or more of the five elements of

art.

Printmaking

lithograph

lino or block cut

Painting

Analogous tempra painting

Complimentary tempra painting

Watercolor

Drawing

Cubism Study

Linear Perspective

Profile silhouettes

Upside down Drawing

Sculpture

-Assemblage

14


SPACE: The distance or area

between, around, above, below, and

within things.

Printmaking

lithograph

lino or block cut

Painting

o Analogous tempra painting

o Complimentary tempra painting

o Watercolor

Drawing

Cubism Study

Linear Perspective

Profile silhouettes

Upside down Drawing

Sculpture

o Assemblage

o Wood

o Paper

Clay whistle

Mug Shot

Batik Fold-Dye Papers

BALANCE: a principle of art

concerned with arranging the elements

so that no one part of the work

overpowers, or seems heavier than,

any other part

Drawing, still life

Line design

Painting, tempera

Painting, work themes

Paper relief

Printmaking, linoleum block

Weaving

15


VARIETY: a principle of art which

involves combining one or more

elements of art to create interest.

Still life, texture and pattern

Line design

Painting, analogous tempera design

Painting, work themes

Cartooning

Drawing, animals

Drawing, paper bag fantasy


EMPHASIS: a principle of art which

involves making an element or an

object in a work stand out. Also

known as center of interest.

Design, spatial

Still life, texture and pattern

Pathway in line

Cubism, seven line

Burlap wall hanging

MOVEMENT: a principle in art that leads the viewer to sense action in a

work, or it can be the path the

viewer's eye follows through the

work.

Pathways in line

Maze craze

RHYTHM: The repetition of an

element of art to make a work seem

active.

Crayon rubbing

Maze craze

Value monster

Paper, texture relief

HARMONY: combining the elements


Texture or Patterns in still-life

Pathway in line

Crayon/Tissue Rubbing

Work painting

Sculpture

Burlap Wall Hanging

UNITY: The arrangement of elements and

principles of art to create a feeling of

completeness or wholeness.

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PROPORTION: How parts of a work


whole.

Spacial Design

Still life Drawings

One and Two point Perspective

Painted Kaleidoscope

Blind and Modified Contour Drawing

Cartooning

Animal Drawing

Stack pot

Animal Whistle

Sculpture

Weaving

Block Lettering

Calligraphy

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ELEMENTS AND

PRINCIPLES OF ART

GRADE 8 POSSIBLE ACTIVITIES (see Middle School

Lesson Plan Book-ideas for your use) LESSONS CONFORM

TO STATE AND NATIONAL STANDARDS.

EIGHTH GRADE COURSE DESCRIPTION This semester elective course is designed for students with a particular

interest in art. Projects will be designed to reinforce and advance what is

taught in sixth and seventh grade while allowing more freedom of expression and

personal creativity. New concepts will be introduced with a higher priority placed

on skill development and craftsmanship.


is reflected off an object.

Stained glass window design

Colored pencil design

Mixed media flowers

Anomaly-similarity

Abstract patterns

Creative color wheel

Color variation

Monochromatic face mask

Painting, nature

Color in action

Watercolor, inside and out

Painting, pastel

Painting, perspective

Craypas, warm and cool

Watercolor fruit

Weaving, cool/warm

Painting, collage

Circle/branch

Painting, figures in action

Painting, circus poster

Painting, split complement

Pen and ink

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EIGHTH GRADE COURSE DESCRIPTION (Cont.)


is reflected off an object. (Cont.)

Caricatures

Pointillism

Locker art

Totem pole


Printmaking

Collograph

Weaving

Ojo

Tie dye stationary

Marbling paper

Designer paper

CD cover design

Billboard design

FORM: An element of art that refers


Ceramics, pinch pot animal sculpture

Ceramics, slab and coil container

Ceramics, mask

Paper mache sculpture

Paper mache masks

Sculpture, totem pole

Sculpture, head

Sculpture, molded paper pulp

Paper casting

LINE: The path of dot through space. Pen and ink parchment study

Vertical line drawing

Blind and modified contour drawing

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TEXTURE: How things feel, or look as


Collage, paper food

Pen and ink parchment pictures

Ceramics, pinch pot animal sculpture

Printmaking, collograph

Weaving, wall hanging

Weaving, clothes hanger

Weaving, pocket

Ojo

Weaving, dream catcher

Paper on willow frame

SHAPE: An area clearly set off by one

or more of the five elements of art.

Printmaking

o Linoleum

o Plexiglass® etching

Shading of shapes and shadows

Stained glass

Junk Collage

Notan Design

Ink design Explorations

Creative Perspective

Metamorphosis

Escher Circle Drawing

Sculpture

o Paper Mache

Animals on wire

Armature

o Paper Mache

Masks

Personal

o Totem Pole

20


SPACE: The distance or area between,

around, above, below, and within things.

Printmaking

o Linoleum

o Plexiglass® etching

Shading of shapes and shadows

Stained glass

Junk Collage

Notan Design

Ink design Explorations

Shading Shapes

Lettering

o Block letters o Calligraphy o Advertising

Pointillism

Sculpture

Crafts

Beading

Ojo

Weaving

Dream Catcher Weaving

String Paper on willow frame

21


Balance: A principle of art concerned

with arranging the elements so that no

one parts of the work overpowers, or

seems heavier than, any other part.


Collage, found objects

Abstract design

Noton design

Abstract patterns

Geometric patterns


Weaving, wall hanging

Painting, collage


Surrealism, locker art

Drawing, portrait

Pointillism

Tessellations


Weaving, pocket

Ojo

Weaving, dream catcher

22


VARIETY: A principle of art which

involves combining one or more elements

of art to create interest.


Collage

Abstract design

Geometric patterns

Collage, paper food

Mask, monochromatic


Weaving

Painting, collage


Tessellations

Printmaking, linoleum

Printing, collograph

Weaving, clothes hanger

Ojo

Paper marbling

CD cover design

Billboard design

EMPHASIS: A principle of art which

involves making an element or an object

in a work stand out. Also known as

center of interest.

Collage, paper food


Stained glass design

Painting, nature

Painting, split complement

Pen and ink parchment pictures

Pointillism

CD cover design

Billboard design

MOVEMENT: A principle in art that leads the viewer to sense action in a

work, or it can be the path the

viewer's eye follows through the

work.

Contrapuntal design

Figures in action

Painting, freehand


Pointillism, sectional

23


RHYTHM: The repetition of an

element of art to make a work seem

active.

Abstract pattern

Noton design

Contrapuntal


HARMONY: Combining the elements


Weaving Wall Hangings

Fiber Art Exploration

Tape/CD cover

Value Paintings

Landscape Painting

Tessellation

Repetition prints

UNITY: The arrangement of elements

and principles.

PROPORTION: How parts of a work


whole.

Artist Reproduction

Self-portrait Collage

Contrapuntal Design

Notan Design

Review Design

Mixed Media Flowers

Perspective Painting

Watercolor Fruit

Circus Poster Painting

Landscape painting

Upside Down Drawing

Blind and Modified Contour Drawing

Corner Drawing

Caricatures

Portrait Drawing

Metamorphose

Sculpture

Paper Mache

Personal Totem Pole

Abstract Head Sculpture

24

ELEMENTS OF ART

The elements of art are basic visual symbols used by the artist to create

works of art. The elements of art are governed by the principles of design.

The elements of art are:

Line

Space

Shape-Form

Color

Texture

ELEMENTS DESCRIPTION BENCHMARKS

LINE Line can be described as path of a dot through space. There are 5 main kinds of lines: Vertical, Horizontal, Diagonal, Curved, Zigzag. When a line is used in art work

(and technology), they describe

ideas, emotions, objects, and

situations

Vertical lines move

straight up and down and

show dignity and strength.

Horizontal lines run

parallel to the ground and

seem to rest or calm.

Curved lines change

direction little by little

expressing movement in a

graceful, flowing way.

Diagonal lines slat and signal

action and excitement.

Zigzag lines create confusion

and suggest action.

DIRECTION:

-Show speed of movement with

vertical, horizontal, and diagonal

lines.

Use curved lines for flowing

rhythms.

Use jagged lines for angular

rhythms.

Use twisted lines for erratic

rhythms.

Cross lines to create points of

conflict.

Combine movements for interest.

Combine movements to describe

form.

COLOR:

Allow line to advance or recede in

space by varying light and dark value.

Accomplished by pressure on

instrument, retracing to

darken, moving within a single line,

a n d u s e o f m e d i u m

characteristics.

WEIGHT:

Use th in l i nes for de l i cate ,

graceful and fast moving rhythms.

Use thick lines for heavy, sturdy

slow moving rhythms.

Vary thick and thin quality within

single line movements.

Vary thick and thin quality by

character of medium.

•

25

ELEMENTS OF ART


PAGE Space is the distance or area

between, around, above, below,

and within things.

In 2 -dimensional art, Space is an

illusion or air, mass, depth, or

distance.

The relationship of line, form and

color depend upon the amount and

variety of space in which they

exist.

Space is sometimes considered

negative form with a size, shape,

and character of its own.

Space and break-up of space are

the first problems in every

work of art. The size and

proportion of a 2-dimensional

surface and the amount of and

shape of a 3-dimensional air

mass determine the type of

line and form to use for spatial

design.

OVERLAPPING:

Have shapes overlap one

another.

SIZE:

Make distant shapes

smaller than closer ones.

FOCUS:

Add more detail to closer

objects, less detail to

distant objects.

PLACEMENT:

Place distant object

higher up in the picture,

closer ones lower down.

INTENSITY & VALUE:

Using colors that are

lower in intensity and

lighter in value for

objects in the distance.

LINEAR PERSPECTIVE:

Use slanting lines in

objects so they seem to

come together in the

distance.

26

ELEMENTS OF ART


SHAPE - FORM A SHAPE is a 2-dimensional

form described by line or by

contour edge. Shapes are flat

and include length and width.

A FORM is an object with 3

dimensions:

Length

Width

Depth

Forms are grouped as geometric

or organic.

Geometric forms could be

cylinders, cube or a sphere.

Organic forms could be a rock,

tree or mountain

Create the shapes below.

Shapes belong in 1 or 2

classes:

1. Geometric Shapes:

These shapes look like they

were made with a

ruler. The square, the

circle, the triangle, the

rectangle, and oval are part

of the five basic shapes.

2. Organic Shapes:

Shapes that are or are-not

regular or even. These

shapes are freeform shapes

that are often found in

nature.

27

ELEMENTS OF ART


COLOR COLOR is what the eye sees when

sunlight or some other light source

bounces off an object.

COLOR PROPERTIES:

Hue

Value

Intensity

COLORS ON THE COLOR WHEEL:

The arrangement of the colors on

the color wheel was organized by

Sir Isaac Newton in the 18th

century.

Primary Colors:

Red, Blue, Yellow

Used to mix all other colors on the

wheel.

Secondary Colors:

Orange, Green, Violet

Result from mixing 2 primary

colors.

Tertiaries (Intermediates):

Yellow-green, Blue-green,

Blue-violet, Red-violet,

Red-orange, Yellow-orange. Result from mixing a primary and

secondary color.

Use and understand elements

of Color.

28

ELEMENTS OF ART


COLOR

(Cont.)

DEFINITONS:

Value: The lightness or darkness of

a color.

Tints: Mix color into white for

light value.

Shade: Mix black into color for dark

value. elements of

Intensity: the brightness or

dullness of a color.

A color's intensity is changed by

adding its complement (opposite

color on color wheel).

COLOR SCHEMES:

Cool Colors: Blue, Violet, Green

Suggest ice, water, foliage, Tend to

recede.

Warm Colors: Red, Orange, Yellow

Reminds us of sunshine, fire, etc.

Tend to advance.

Monochromatic: Use values and

intensities of 1 color.

Analogous: Colors that are side-by-

side on the color wheel and share a

hue.

Complementary: Colors that are

opposite each other on the color

wheel.

Split-Complements: Use opposite

colors, split & choose the colors

on either side of the complement. Triad: 3 colors that form an

equilateral triangle on the color wheel.

Use and understand

elements of Color.

29

ELEMENTS OF ART


TEXTURE TEXTURE refers to how things feel,

or look as though they might if feel, if

touched.

TEXTURE:

Gives a tactile, as well as, visual

impression.

Adds interest & variety to

structural form enriches color

and aids in description &

recognition.

Experienced through the 2 senses-

sight & touch.

VISUAL & REAL TEXTURE:

Visual Texture:

When we see object with texture,

we experience "visual texture".

Real Texture:

Actual texture or "real texture" is

what we experience when we touch

the object itself.

Use and understand

elements of Texture.

30

PRINCIPLES OF DESIGN The principles of design are the ways and the means of compositional organization

(the "HOW" as applied to structural elements.) The principles of design are

guidelines that govern the way elements go together. The Principles of Design

are:

Balance

Variety

Unity

Emphasis

Proportion

Movement

Rhythm

PRINCIPLES DESCRIPTION BENCHMARKS

BALANCE The arrangement of elements so that no

one part of a work overpowers, or seems

heavier than any other part.

3 TYPES OF BALANCE:

1. Formal/Symmetrical: An even

distribution of parts when one half of

a work is mirror image of the other

half.

2. Informal/Asymmetrical:

Unequal distribution of parts. Two unlike

objects are made to seem to be equal

weight.

3. Radial: Happens when elements or

objects are centered around a center

point.

Use and understand

Principles of

Design.

31


EMPHASIS Stressing or making an element or object

stand out over other parts.

Using emphasis allows an artist to control

what part of the work the viewer looks at

firs and how long the viewer will spend looking

at each of the different parts through:

Emphasis creates a focal point or center

of interest.

Emphasis is created by contrast, or

extreme changes in an element.

Use and understand

Principles of Design.

PROPORTION The comparative relationship of one part to

the whole and one part to another.

Use and understand

Principles of

Design.

MOVEMENT Leads the viewer to sense action in a work,

leads the viewer’s eye throughout the work

Use and understand

Principles of

Design.

RHYTHM The repetition of an element to make a work

seem active.

Rhythm creates a flow of movement by:

Repeating lines, shapes, colors, values,

and textures.

Tension between the parts of certain

parts.

A similarity or resemblance of these

parts.

Use and understand

Principles of

Design.

32


VARIETY To combine one or more elements to add

interest and avoid monotony by:

Change of Size:, Large with medium

and small.

Change of Shape: Round with pointed.

Contrast in Value: Dark with medium

and light.

Grouping of Colors: Warm with cool,

bright with dull.

Contrast with Texture: Rough with

smooth, coarse with fine.

Change of Movements & Direction

Use and understand


UNITY The blending art elements and principles in a

pleasing way create unity and a feeling of

completeness.

Consistency of style and character.

Clarity of a single or main idea.

Organization of lines, space and tonal

quality.

Use and understand


33

WEB RESOURCES FOR TEACHERS AND STUDENTS

Today artists and illustrators use computer art applications to combine images

and make multiple copies in varying sizes. The computer offers the advantage over

conventional art techniques because it can quickly make a two-dimensional object

look three-dimensional. Some of the computer art applications provides tools or

menus to add textures, colors, and backgrounds that can change the surface

quality of an image. Students can experiment with simple draw and paint

programs. Encourage students to scan their original work and use the

computer programs to manipulate and create a new piece of computer generated

art. Students can create a CD portfolio of their art projects work using the

digital camera.

Travel the Internet to five or six art museums listed the Artist's Passport

using the Glencoe Online Art Web Site. http://www.9lencoe.com/sec/art.

Students and teachers can visit the Studio Cyberspace, where creative

adventures on the Internet begin. This is an overview of what is available on this

site:

Be a Museum Curator

Artists' Favorite Places

Archeologist's Journal

Museum Tour

Architectural Tour

Cultural Treasures

Artists and the WPA

Visiting and Artist

Critique Website

Pictures Worth 1,000 Words

Meet the Masters

Explore Art Schools

Art Exploration http://www.getty.edu/artsednet/resources/Sampler/f.html

Visit the Getty Center ArtsEdNet for a good introduction to art

resources using works from the Getty collection.

Matisse

http://www.paceprints.com/modernimatisse/matisse-main.asp

This site is a good introduction to the artist and his works, and contains several

examples of Matisse's art.

http://www.getty.edu/artsednet/resources/Sampler/f.html

http://www.paceprints.com/modernimatisse/matisse-main.asp

34

Georgia O'Keeffe http://hudson.acad.umn.edu/OKeeffe.html

This site has two of 0' Keeffe's paintings on display, Oak leaves, Pink and Gray

(1929) and Oriental Poppies (1929). A short description accompanies each

picture. Some very bright and colorful images when enlarged

http://www.ellensplace.net/okeeffethtml

Artistic history of contemporary American artist, Georgia 0' Keeffe. Her works

are inspired by surroundings in Texas; New York, especially the Adirondacks;

and the deserts of northern New Mexico. Includes the artist's comments and

several works.

The Posters of Toulouse Lautrec http://www.sandiegomuseum.org/lautrec/index.html

Possibly one of the best sites on the artist,Toulouse Lautrec. This page has

links to sites that have background information on the artist, images of over 20

posters of Toulouse Lautrec, information on the artists life, bibliographies, and

information on printmaking and printmaking history.

Kandinsky - Lyrisches (Lyrical)

http://www.boi jmans.rotterdam.nl/engels/collec/mk/mk4.htm

This is an exciting collection of works by Wassily Kandinsky and other artists

from the Rotterdam Museum, includes several nonobjective works.

Twentieth Century Art http://witcombe.sbc.edu/ARTH2Othcentury.html#Early20century

This site provides an overview of art of the early twentieth century, and then

lists links to some of the influential artists of that time. What are some of the

art movements of the twentieth century? Which early twentieth century artist

do you like the best, and why?

WebMuseum: Gauguin http://www.oir.ucf.edu/wm/paint/auth/gauguin/

Explore the use of color in the expressive paintings of Gauguin. Provides some

background information on styles and art movements, as well as links to several

other artists to investigate their use of the principles of art.

35

Kandinsky http://www.boijmans.rotterdam.nl/engels/ collec/mk/mk4.htm Start with this single image by Kandinsky and examine his use of the

principles of art, then use the forward and back buttons to view more

examples of modern art and the principles.

Monet http://webpages.marshall.edu/–smith82/monet.html

Extensive list of links to images of Monet's works, organized by museum

location. Each picture downloads quickly so students may view a large image

of the artist's work.

Graphic Design

Special Interest Group on Computer Graphics (SIGGRAPH) http://www.siggraph.org/home.html

This site is full of information from a leading computer graphics

organization, and includes examples and techniques useful for anyone

interested in this technology field.

Graphic Designer http://gallery.sjsu.edu/

This is an interesting site giving information and examples of student art

from San Jose State University School of Design.

Animation Art at Animation and Fine Art Galleries

http://animationandfineart.com/Animation/Anim.html

View individual drawings, storyboards, and colorful cells from some of the

well-known animation studios. Learn about animation art. Remind students that

these images are copyrighted.

Ansel Adams http://www.zpub.com/sf/history/adams.html

Here you can view black and white photography and find out about this nature

photographer who devised innovative printing techniques to obtain dramatic

effects with his photography.

36

@rtifacts http://www.arts.ufl.edu/art/rt_room/@rtifacts.html

This site contains an index of famous artists' birthdays and an art timeline, both

of which provide easy and interesting visuals for students to follow.

Includes games of Art Scrabble and Art Trivia which engage students in learning

about art history.

Museum D'Orsay http://www.paris.org/Musees/Orsay/Collections/Paintings

A visit to this site will expose students to the works of some of the 19th-century

European artists, such as Monet, Degas, Daumier, and Miller. Provides a link to a

second collection of 19th-century European artists.

MOMA The Museum of Modern Art http://www.moma.org/

Visit a comprehensive collection of modern art. Includes photography, sculpture,

video, paintings, and more. Gives detailed information on the museum in New York.

WWW Pop Art: Index http://www.fi.muni.cz/–toms/PopArt/Overview/america.html

This site contains links to many modern and Pop artists and their works.

ARCHITECTURE

Frank Lloyd Wright http://lcweb.loc.gov/exhibits/f1w/flw.html

Visit the Library of Congress exhibition on Wright's architecture. Includes

several images and explanations of his architectural style.

Native American Art Sites

Native American Jewelry http://www.indiansun.net/education.htm

This site provides background information on Native American jewelry and pottery.

The site displays images of artworks from several different indigenous groups and

provides historical information about these groups

http://www.arts.ufl.edu/art/rt_room/@rtifacts.html

http://www.paris.org/Musees/Orsay/Collections/Paintings

http://www.moma.org/

http://www.fi.muni.cz/–toms/PopArt/Overview/america.html

http://lcweb.loc.gov/exhibits/f1w/flw.html

http://www.indiansun.net/education.htm

37

Kachina Dolls - Eagle Wing Indian Art http://www.getty.edu/artsednet/resources/Maps/kachina.html

This site describes the history of Kachina dolls and explains their use in, and types

of, ceremonies. It also gives research synopsis based on Kachina dolls.

Chetro Ketl 3-D Great Kiva http://sipapu.gsu.edu/html/kiva.html

Enter this site and view a 3-D image of an ancient Native American Kiva. Students

will really enjoy exploring the Kiva and discovering hidden niches in the walls of the

dwelling.

Dance Costumes http://www.powersource.com/powersource/gallery/objects/dance.html

Investigate various American Indian powwow outfits modeled here by students.

Includes comments about the outfits, their history, and their use in dancing.

History of Beadwork

http://indy4.fdl.cc.mn.us/–isk/art/beads/art bead.html

Take an in-depth look at the history of the art of beads and beadwork from early

times to present-day computer designing.

Beadwork Designs

http://indy4.fdl.cc.mn.us/–isk/art/beads/art_bea2.html

Discover the double needle appliqué technique of Peyote beadwork and loom woven

beadwork. Includes directions and illustrations of designs for young beadworkers.

Basketry

http://indy4.fdl.cc.mn.us/–isk/art/basket/pomo.html

Thirteen baskets of the California Pomo Indians are superbly illustrated.

Information on the materials used, traditions, and their very interesting history

are included.

Rock Art- -Petroglyphs

http://www.crystalinks.com/petroglyphs.html

This site contains links to artifacts, rock art, petroglyphs and carvings from

ancient cultures throughout world history.

http://www.getty.edu/artsednet/resources/Maps/kachina.html

http://www.powersource.com/powersource/gallery/objects/dance.html

http://indy4.fdl.cc.mn.us/–isk/art/beads/art%20bead.html

http://indy4.fdl.cc.mn.us/–isk/art/beads/art_bea2.html

http://indy4.fdl.cc.mn.us/–isk/art/basket/pomo.html

http://www.crystalinks.com/petroglyphs.html

38

The American Craft Museum http://www.americancraftmuseum.org/acm/

Visit this site to find out just how wide-ranging this field of art is. Visit an

exhibition on quilts, explore Native American work, or even view an exhibit on

"Defining Craft."

Virtual Ceramics Gallery http://www.ilpi.com/Artsource/vce/VCEhome.html

View several ceramics works. Click on an image and find out more about the

piece and the artist who created it.

The Sculpture Center http://www.sculpturecenter.org/index.htm

The Ohio Outdoor Sculpture Inventory presents this site for the

preservation of outdoor sculpture in Ohio. Lots of places to visit from this

site. Choose: Window to Sculpture or Works by Young Sculptors.

Virtual Sculpture Gallery http://www.stonecarver.com

Learn how stone is quarried and carved. Find out about the tools, techniques and

traditions of carving. The gallery also has a wide assortment of pictures of

sculptures ranging from animals to fireplaces to gargoyles and grotesques!

There are some excellent images.

Good sites for: Clipart

www.tudogs.com

www.coolgraphics

www.snowcrest.net/kitty/

Artist

www.the-artists.org

Museums Tours

Museum of Ancient and Modern Art

http://www.mama.org/

exhibits - The Primative Face: Masks of Africa

http://www.americancraftmuseum.org/acm/

39

Joslyn Art Museum

http://www.joslyn.org/

native american collection

Cincinnati Art Musuem

http://www.cincinnatiartmuseum.com/

National Museum of Art

http://www.nga.gov/exhibitions/

Collection tours - painting, sculpture, graphic arts, and decorative arts.

Escher

Some Online in-depth tours include: Picasso

Calder

Pollock

Architectural Tours

Virtual Exhibition Tours Van Gogh Calder

Smithsonian

http://www.si.edu/resource/tours/art/start.htm

http://www.cnam.fr/fractals.html

Drawing:

One point perspective by Harold Olejarz

www.olejarz.com/arted/perspective/index.html

Perspective Drawing by Jan Garner

http://mathforum.org/sum95/math and/perspective/perspect.html

Sanford: A Lifetime of Color

www.sanford-artedventures.com/

Lesson Tutor Inc.

www.lessontutor.com/artgenhome.htm

http://www.olejarz.com/arted/perspective/index.html

http://mathforum.org/sum95/math%20and/perspective/perspect.html

http://www.sanford-artedventures.com/

http://www.lessontutor.com/artgenhome.htm

40

INSTRUCTIONAL RESOURCES

Textbooks

Technology (Internet, Software Library)

Classroom resource books

Media Center materials (videos, CD ROMs, DVD's, reference books)

West River Art Educators

South Dakota Arts Council Artists-in-Schools Program

South Dakota Department of Tourism and State Development

National Endowment for the Arts

Community resources:

o The Journey

o The Dahl Fine Arts Center

o Ben Franklin

o Creative Art and Frame

o Dakota Art Gallery

o Dakota Rose Art Gallery

o Graphic City

o Hobby Lobby

o Jon Crane Watercolors Gallery

o The Perfect Hanging Gallery

o Prairie Edge Fine Art Gallery

o Rimrock Art and Frame

o Smatterings Art for All People

o Termesphere Gallery

41

APPENDIX

42

GENERAL ART TERMS

TERM DEFINITION

ABSTRACT ART Art in which the subject matter has been simplified or

distorted to he point that it may or may not be easily

discerned. Also art which expresses ideas and concepts

through imagery not completely related to the real or

natural world.

ACCENT A distinctive feature or quality, such as a feature that

accentuates or complements a decorative style.

AESTHETICS The philosophy of art dealing with the relationship of

both the emotional and physical aspects of art to

perception

and appreciation. ANALOGOUS COLORS Colors which possess one hue in common. Colors

immediately adjacent on the color wheel

APPRECIATION Sensitive awareness. Awareness implies a discriminating

perception or enjoyment of art.

ART CRITICISM A special, concentrated way of looking at a piece of art

with a purpose to receive maximum enjoyment and

meaning

from it. ART EXPRESSION The act or process of representing ideas, reactions and

emotion in art terms.

ASYMMETRY A type of balance that occurs when the elements of

design on one side of center are not identical in

appearance or placement to those on the other, yet the

sense of balance

prevails. ATMOSPHERIC The effects of the layers of atmosphere and light,

PERSPECTIVE between artist and object, that influence the artist's

perception of distance and result in the illusion of

distance

to the viewer. AVANT-GARDE Very original, experimental art.

AXIS An imaginary line to which elements of a work of art are

referred for measurement of symmetry.

BALANCE The equal or unequal distribution or arrangement of the

elements within a work of art.

BIRD'S EYE VIEW View you have if looking down on a scene from an

elevated

position

43

TERM DEFINITION

BRAYER A roller made of rubber and used for applying ink to a

flat

printing surface. BURNISHER A tool that serves especially to smooth or polish.

CALLIGRAPHY Beautiful handwriting

CARICATURE A drawing of a person in which certain features have

been

distorted to achieve a humorous effect. CARTOON A drawing depicting a humorous situation, often

accompanied by a caption. A preliminary sketch similar

in size to the work, such as a fresco, that is to be

copied from it.

CENTER OF

INTEREST

The part of the work which has received special

emphasis

and around which the rest of the work is organized. CHIAROSCURO The treatment (and use of) light and dark areas,

patterns and gradation in 2-dimensional works of art,

especially gradations of light and dark that produce the

effect of modeling.

CHROMA Intensity; the quality of brightness and dullness of a

color. CHROMATIC Relating to color perceived to have saturation greater

than zero.

CLASSICAL ART A form of art derived from close study of the perfect

antique examples from Greek and Roman cultures. I t is

highly idealized.

COLLAGE A composition comprised of various materials attached

to a common surface.

COLOR An element of visual sensation usually evoked by light

stimulating the cones of the retina of the eye.

Color has 3 qualities:

1) Hue: the actual color itself-i.e. red

2) Chroma: The intensity or strength of a color

3) Value: Lightness or darkness.

COLOR WHEEL The genetic manner of arranging colors by relationship

on a circle.

44

TERM DEFINITION

COMPLEMENTARY

COLORS

Colors that appear across from each other on the color

wheel (red is opposite green). This color scheme

presents the maximum contrast. By mixing

complementary colors, the original intensity is

neutralized.

CONTOUR LINES Lines that show the edge of a shape.

COOL COLORS Colors such as green, blue, or violet, which evoke a sense

of coolness. They appear opposite the worm colors on

the wheel.

CROSS-HATCHING A technique of modeling or shading used in drawing,

involving crossing lines at varied angles to develop

shaded

or modeled panes. CUBISM

Art movement in which the subject is visually

fragmented to reveal multiple viewpoints.

CURATOR A caretaker of a portion of museums collections.

DADA An art movement whose silly name was used to express

the artist's personal attitudes toward art in society.

DESIGN The organization of the elements and principals of art,

which create a pictorial or abstract quality compatible

with the idea, emotion or function, which initiates a

work of art.

DIAGONAL LINE Having a slanted or oblique direction.

DISTORTION The altering of an object from its natural appearance or

shape.

DOCENT A museum guide who conducts individual and group tours of

museum's collections.

DOME A continuous series of rounded arches with a common

center.

DORIC COLUMN Columns with no decoration on the capital.

DYNAMICS The rhythm and movement in art that expresses great

action, energy and force.

ELEMENT A basic component or essential part of a work of art.

EMPHASIS Technique used by an artist to place special importance

on an element, subject, or other aspect of a work of art.

45

TERM DEFINITION

ETCHING The process of printing from a flat surface or plate an

image, which that has been scratched or cut into the

surface.

EXPRESSIONISM Art movement with the main goal of expression of

deeply felt emotions through art. (Max Ernst, Wassily

Kandinsky, Franz Marc, Emil Noide).

EXPRESSIVE To be able to effectively communicate feelings and

ideas in visual form.

EYE LEVEL The point of view held by the viewer of a work.

FAUVES French term for "wildbeasts" a group a artists around

the turn of the 20th century with the main goals of

experimentation and shocking the public. FIGURATIVE Portrayal of the human figure.

FINIAL The decorative top or fancy, uppermost tip of the spire

of a structure.

FIXATIVE Spry that seals a work so that no further smudging can

take place.

FLUTED COLUMN Columns with a decorative pattern of grooves running

from top to bottom on each column.

FORESHORTENING Reducing or distorting shapes to give the illusion of

3-dimensional space as it is actually seen by the human

eye. FORM 3-dimensional shapes.

FORMAL BALANCE Symmetrical, both sides are mirror images.

FRESCOES A style of painting in which tempera is applied to the

wet plaster surface of building walls.

FUTURISM A small group of Italian artists whose art is the

marriage of the qualities of modern technology with the

expressive images of art (Umberto Bocioni, Giacomo

Balla, Joseph Stella).

GENRE A category of artistic composition marked by a

distinctive style, form or content. A realistic style of

painting that depicts scenes from everyday life.

GEOMETRIC SHAPES Circles, squares, rectangles, and triangles-mathematical

in proportion.

46

TERM DEFINITION

GESTURE DRAWING Loose, quick renderings of a person, animal, or object

that captures them in the act of moving.

GOTHIC A term referring to the Goths, a fearsome Germanic

people who destroyed a great deal of classical art

during the 400s; used to describe the architecture of

the 1400 and 1500s.

GOUGE A chisel with a rounded, trough-like blade.

GRADATION To gradually change in value of color.

GRAFFITI ART Art that consists of images and words applied to

subway walls and trains, buildings and public fixtures.

GRAPHIC ART I n its broad sense, the 2-dimensional arts of design,

painting and printmaking. Usually graphics refers to

black and white drawing or to printmaking.

GRAPHIC DESIGNER An artist who solved visual problems by using the

elements and principles of design.

HARMONY The development of a relationship of the structural

elements into a pleasing unit so that they do not appear

to be in conflict.

HATCHING Drawing a series of parallel lines that are placed close

together for dark areas and farther apart for light

shading.

HIEROGLYPHICS Egyptian sacred writings.

HORIZON LINE A line drawn across the picture plane where the earth

appears to meet the sky.

HUE Actual name of a color, synonymous with color

INCISE To engrave into a surface; carve.

IMPLIED FORMS Forms that give the illusion of being 3-dimensional, but

are represented on a flat, 2-dimensional surface, like

drawing paper or canvas.

INDUSTRIAL

DESIGNER

An artist who designs functional products for public

and private use.

INFORMAL BALANCE See Asymmetrical.

INSTALLATION ART A work of art that is built temporarily or permanently

into a museum or gallery space.

INTENSITY Purity of brightness; strength of color as effected by

mixing it with its complement.

47

TERM DEFINITION

INTERPRETATION An informed explanation of the meaning of a work of

art. IONIC COLUMNS Column with short, fluted shafts and scroll-like

decorations on the capital

LINE A moving point on the surface of a canvas, paper, slab

of clay, or metal printing plate that forms shapes, gives

direction, and creates rhythm and movement within a

work of art.

MASS The perception of filled space. I t is the actual or felt

space, which is inside any shape, but not the border

between shapes. Mass conveys a sense of weight and

density as well as contour. I n composition it is

considered

the positive factor. MATTING To frame artwork with mat board or poster board.

MECHANICAL OR

ARCHITECTURAL

DRAWINGS

Detailed renderings of a plan for the assembling of an

object, building, or environment.

MEDIA Art materials such as paint, clay, wood, drawing tools,

and fibers.

MEDICAL

ILLUSTRATOR

Artists who produce renderings of the external and

internal parts of humans and animals, such as tissues,

organs, skeletal systems and cells.

MINIMAL ART A 20th Century art movement that sought to present

ideas in the simplest forms possible.

MODERNISM Art and ideas that stress individuality, originality,

universal meaning, and for "art for art's sale.

MONOCHROMATIC The use of only one color and its different values in a

work of art.

MONOPRINT A process in which only 1 image can be lifted from a

flat plate, such as a sheet of plastic or linoleum.

MONTAGE A composite of separate pieces arranged on a surface in

such a way so as to project a uniform theme.

MOTIF A visual theme or repeated pattern in a design.

MOVEMENT The visual suggestion of action created by the placement

of the elements in a work of art.

48

TERM DEFINITION

MURAL A work of art, usually large in scale, painted on or

attached

to a wall or ceiling. NEGATIVE SPACE The unused area between, within and surrounding shapes

and forms in an artistic composition.

NEUTRALS Of or indication a color, such as black, gay, or white,

that lacks hue; achromatic.

NIB The point of a marker or pen.

ONE-POINT

PERSPECTIVE

A work in which the artist has used only one vanishing

point.

OP ART An art movement whose artists were interested in how

the careful arrangement of lines, colors, and geometric

shapes to produce an optical effect.

OPAQUE A medium or quality which is impervious to rays of light

or which is nontransparent. Opaque paints, such as

many poster colors, reflect light from their surface,

but do not transmit it to the surface below.

ORGANIC Shapes that are irregular, curvilinear, and not

measurable. PASTEL Sticks of ground pigment.

PATTERN The artistic arrangement of any area or object into a

design. A plan or model to serve as a guide for

something

to be made. PERSPECTIVE The ability to render on a flat surface the illusion of

depth.

PHOTO-REALISM An art movement in which the artists painted with such

precision and detail that their work resembled a

photograph if the image.

PICTURE PLANE The flat surface on which a work of art is made.

PIGMENT Matter that gives color to materials such as paints,

dyes, crayons and inks.

POINTILLISM A painting style that consists of the application of

small dots, or points of color.

POP ART An art movement that was a reflection of the popular

culture, the media, and advertising images

POSITIVE SPACE The space taken up by the shapes and forms themselves.

49

TERM DEFINITION

POST

IMPRESSIONISM

A late 20th Century French art movement that

expanded ideas advanced by the Impressionists (van

Gogh, Cezanne, Gauguin).

PRIMARY COLORS Colors that cannot be made by the artist; red, blue,

yellow.

PRINTMAKING The process of creating one or more images from a

single prepared surface.

PROCESS ART Art movement in which the art would undergo a

performance or transformation; Hans Haacke.

PROOF The initial print in the printing run of a work of art.

PROPORTION The relationship in size of one component of a work of

art to another.

REGIONALISM Art movement in which artists returned to the

realistic representation of subject matter

characteristic of the part of the country in which they

live; Grant Wood and John Stewart Curry.

RENAISSANCE A French word meaning "rebirth", the time period that

followed the Middle Ages.

REPETITION The recurrence of a single element or of several

elements of design within a composition and in the

appearance of unity as well as providing a sense of

rhythm.

REPRESENTATIONAL

OR REALISTIC

DRAWING

A rendering that looks like the object or image the

artist is viewing or imagining, often uses perspective,

shading and modeling techniques.

RHYTHM The regular repetition of elements, patterns, or

movements in a work of art.

SCREEN A fine mesh fabric stretched across a wooden frame;

used for silkscreen printmaking.

SCUMBLING Using the side in a back and forth motion of the tool to

create a solid area of shading.

SECONDARY COLORS The result of mixing two primary colors in equal

amounts: orange, violet, green.

SERIGRAPH A silkscreen print.

SHADE Colors to which darker colors or black have been

added.

50

TERM DEFINITION

SMUDGING Using a finger or blending stick (compressed paper) to

spread the medium.

SOCIAL REALISTS A group of artists who dealt with themes such as

poverty, oppression, and social injustice.

SPACE The place containing tangible forms, i t is absolutely

essential to all works of art because the other

elements are composed and developed within it.

SPECTRUM The full range of colors from red too violet, as seen in

the rainbow.

SQUEEGEE A t-shaped implement having a crosspiece edged with

rubber or leather that is drawn across a surface to

remove water or ink.

STENCIL The profile of a shape cut form paper and used as a

pattern to print with.

STIPPLING Using the point of the drawing tool to make small dots

to create an area of dark or light.

STRIATIONS Incised line.

STYLE A characteristic manner of presenting ideas and

feelings in visual form.

STYLIZED An artistic style in which the body parts of the figure

have been simplified and reduced to their most basic

form, or an artistic room in which an object has been

changed or abstracted from nature in order to f i t the

artistic rules and traditions of a culture.

SURREALISM An art movement in which artists combine naturally

unrelated events, objects or situations in a dreamlike

scene; Salvador Dail.

SYMBOLIC Art in which symbols are used to represent or suggest

ideas or feelings through association.

SYMMETRICAL A balancing of parts in which those on one side of the

center are the exact reverse of those on the other

side.

TERTIARY COLORS Colors between the secondary colors and the primary

colors on the color wheel (red-orange, red-violet,

yellow-orange, yellow-green, blue-violet, blue-

green).Also, called Intermediate Colors.

51

TERM DEFINITION

TEXTURE The surface tactile qualities in a work of art; rough or

smooth, coarse or fine, shiny or dull.

THREE-DIMENSIONAL Having width, height, and depth.

THREE-POINT

PERSPECTIVE

The use of 3 vanishing points in a work.

THUMB-NAIL SKETCH Small, quick sketch used as a plan for a larger,

finished piece of art.

TINT Color with white added.

TONE Color with gray added.

TOOTH Slightly rough surface of paper.

TRANSITION An abrupt or gradual change in character; light to

dark, thick to thin, vertical to horizontal. Depends on

the proximity of like elements of the contrast of

opposites.

TRANSPARENT Permitting the passage of light rays; ability to see through

certain materials. Watercolors are transparent.

TRIADIC COLOR

SCHEME

A group of 3 colors generally forming an equilateral

triangle on the color wheel; red, yellow, blue form a

triangle.

TROMPEL'OEIL A type of painting that is so realistic that viewers are

not sure whether they are looking at a painting of

objects or the objects themselves.

TWO-DIMENSIONAL Having height and width.

TWO-POINT

PERSPECTIVE

The use of 2 vanishing points in a work of art as a

whole.

UNITY A principle that helps us see the components of a work

of art as a whole.

VALUE The amount of lightness or darkness a color possesses.

VANISHING POINT Point to which all objects seem to recede.

VARIETY A principle that focuses on differences and diversities

in a work of art.

VERTICAL LINE Straight up and down.

WOODCUT A relief form of printmaking in which the side grain of

a wooden block is cut away and the design printed from

the raised surface. The print is usually bold and simple.

Wood engraving uses the end grain of the wood.

52

TERM DEFINITION

WORM'S EYE VIEW The view you would have if you were lying on the

ground looking up; objects lies above the horizon line.

53

CAREER EDUCATION ART & TECHNOLOGY

Career education is that aspect of education, which results in preparing one

for life's work. Students need facts about careers in art and related

fields, the futures they offer, and the preparation necessary to enter them.

Professional artists or designers who work in one of the many career

categories in the visual arts have created much of the human-made

environment. The buildings in which people live, work, and shop are the

creation of architects and interior designers. Art directors, magazine

designers, and illustrators compose the magazines, books, and catalogues

that people read. Industrial designers create the vehicles in which people

drive and ride, the appliances and utensils used for preparing food, or

children's toys. Fashion illustrators and designers design the latest

clothing fashions. Computer technology has increased the need for graphic

designers and computer graphic specialists to design web pages, advertising

and animated computer games. As people become aware of the visual

appearance of the environment the demand for professionally trained

individuals in environmental design also increases.

Career awareness can take place in every art course by inviting resource

people who work in an art-related field from the community to do a

presentation. Invite a counselor from the guidance office or a

representative from schools and colleges that specialize in art-related fields to

discuss possible careers in the art field.

54

CAREER LISTING FOR ARTISTS

ADVERTISING LAYOUT CURATOR

AIRBRUSH ARTIST DENTIST

AIRPLANE DESIGNER DOCENT

ARCHAEOLOGIST ENVIRONMENTAL ARTISTS

ARCHITECT FABRIC DESIGNER

ARCHITECTURAL DRAFTSMAN FASHION CONSULTANT

ART APPRAISER FASHION COORDINATOR

ART CONSULTANT FASHION DISPLAY SPECIALIST

ART CRITIC FASHION ILLUSTRATOR

ART HISTORIAN FRAMER

ART RESTORER FURNITURE DESIGNER

ART SALESMAN GLASSBLOWER

ART SUPERVISOR GREETING CARD DESIGNER

ART TEACHER GRAPHIC DESIGNER

ART THERAPIST INDUSTRIAL DESIGNER

ARTIST IN RESIDENCE INTERIOR DECORATOR

AUTOMOBILE DESIGNER INTERIOR DESIGNER

BOOK-JACKET DESIGNER JEWELER

BOOKBINDER JEWELRY DESIGNER

CABINET MAKER LEATHER ARTIST

CANDLEMAKER LETTERING SPECIALIST

CARICATURIST LITHOGRAPHER

CARPENTER MAKEUP ARTIST

CARTOGRAPHER MECHANICAL DRAFTSMAN

CARTOONIST MEDICAL ILLUSTRATOR

CERAMIST METALSMITH/GOLDSMITH

COMPUTER GAME DESIGNER MOSAIC ARTIST

COMPUTER GRAPHICS DESIGNER MURAL SPECIALIST

CONSTRUCTION DRAFTSMAN MUSEUM DIRECTOR

CULTURAL ARTS CTR INSTRUCTOR MUSEUM EDUCATOR

55

CAREER LISTING FOR ARTISTS (CONT.)

MUSEUM PHOTOGRAPHER SHOWCARD ARTIST

NEWSPAPER ART CRITIC SIGN PAINTER

PAINTER SPECIAL EFFECTS DESIGNER

PRINTMAKER SPORTS EQUIPMENT DESIGNER

PHOTOENGRAVER STAINED-GLASS ARTIST

PHOTOJOURNALIST TAILOR

PORTRAIT ARTIST TEXTILE AND FIBER DESIGNER

PORTRAIT PHOTOGRAPHER TOOL DESIGNER

PROGRAM DESIGNER TOPOGRAPHER

SCENE AND SET PAINTER URBAN PLANNER

SCULPTOR WEAVER

SENIOR CENTER ART COORDINATOR WEB PAGE DESIGNER

SET CONSTRUCTION DESIGNER WOODCRAFT ARTIST

56

GRADING CRITERIA

CREATIVITY

CRAFTSMANSHIP

FOLLOWING DIRECTIONS

EFFORT

A letter grade will be assigned based on the above criteria.

(Samples of grade sheets and rubrics may be found in the Appendix of

the Middle School Lesson Plans binder.)

District Approved Grading Scale:

A+ 100-99

A 98-95

A- 94-93

B+ 92-91

B 90-87

B- 86-85

C+ 84-83

C 82-79

C- 78-77

D+ 76-75

D 74-72

D- 71-70

F 69-

57

ASSESSMENT SAMPLES

SIXTH GRADE

Ceramics: Stack Pot

Drawing Unit

Line Design

Mechanimals

SEVENTH GRADE

Ceramics: Freeform Container

Drawing Unit: Part 1


Paper Mache Animal on Wire Armature

EIGHTH GRADE



Linoleum Block Unit

Paper Marbling

Weaving

ALL GRADES

Blank Rubric

Art Syllabus/Rubric for Power Point Presentation

Web Lessons and Worksheets

o Critique Web Site Designs

o Meet the Masters

o Be A Museum Curator

o Museum Tours Around the World

o Pictures Worth A Thousand Words

58

Ceramics: Stack Pot Sixth grade

Name

Clay construction due _______ Glazing due

Objective: Learn three hand building techniques: pinch, coil, and slab. Learn care

of clay, scoring and slipping, texturing and carving. Learn how to apply glaze.

Possible Points

Requirement Points Earned Student/Teacher

1. Pinch pot base 0-10 /

Consistent thickness, smooth surfaces, no air bubbles.

2. Name, first and last, and date (year) printed on

bottom

0-5 /

Carefully print.

3. Coil section 0-15 /

Three coils required. Thickness: 3/8". Scored and slipped together.

4. Slab section 0-10 /

Add one section of slab above the coils. The slab needs to go all the way around.

Score and slip all surfaces that need to be joined.

5. Additional coil technique designs 0-5 /

Student choice of size and placement. Note: No handles or lids.

6. Additional sections of slab technique. 0-5 /

Student choice of size and placement. Note: No handles or lids.

7. Textured and/or carved areas 0-10 /

Note: No letters or numbers.

8. Craftsmanship

Clay construction 0-10 /

Seams are neat, clay is smooth except in textured or carved areas. Top edge is

smooth. Coils and slabs are scored and slipped together with no spaces or gaps

(except for #5 and/or #6).

9. Glazing 0-15 /

Using test tiles, plan your colors.

Apply three layers (coats) of glaze to all surfaces except the bottom. Cover all

bisque ware; no clay showing

10. Work habits 0-15 /

On time, on task, correct use of materials, clean up tools, table, chair, sink.

Correct use of tools.

11. Total 0-100 /

59

Drawing Unit Sixth Grade

Name Due Date

Objective: Experiment with drawing techniques including blind contour, modified

blind contour, pencil techniques, and value studies and apply those in a final drawing.

Possible Points

Requirements Points Earned Student/Teacher

1. Upside down drawing (spider man) 0-5 /

2. Pencil technique exercises

a. variety of width of lines 0-2 /

b. variety of value; lightness and darkness of lines 0-2 /

c. value scale: Smooth gradation of values 0-5 /

d. value scale: five distinct steps 0-5 /

e. draw and shade a cone, sphere, pyramid, cylinder,

and cube using the full range of values 0-10 /

3. Blind contour drawing (3), modified blind contour (3) 0-6 /

4. Value studies: Draw two individual still life objects.

Shade using the full range of values 0-10 /

5. Value studies: Drapery. Draw and shade with full range

of values. Draw large enough to fill the paper

0-10 /

6. Final drawing: Draw and shade still life with drapery 0-25 /

Draw light, draw large. Shade with the full range of values.

7. What did you draw the best?

(write your answer here)

0-5 /

X

8. Arrange drawing unit in order with #1 on top. Fill out

grade sheet and paper clip it to the drawing unit. First

and last name on every assignment in the unit. Place

completed unit in the sixth grade folder.

0-5 /

9. Work habits: on task, following directions, etc. 0-10 /

10. Total 0-100 /

Extra Credit, 5 points: Write a two paragraph report about one of the following artists:

Albrecht Durer, Leonardo da Vinci, or Rembrant van Rijn. Where was the artist from, when did he live,

what kind of artwork did he produce, what did you learn about his life?

60

Line Design Sixth Grade

Name Due Date

Objective: Illustrate principles of design: Line, Space, Texture, Pattern, Rhythm,

Movement, Center of Interest.

Possible Points


1. Rough draft: 8 small sketches: continuous line,

straight lines, square corners.

0-8 /

2. Draw the design you like best on 11" x 17" white

drawing paper. Continuous line, square corners,

straight lines. Use a pencil and ruler.

0-10 /

3. Thicken 15-20 line fragments with a ruler. 0-5 /

4. Add diagonal lines with a ruler. 0-5 /

5. Add curves or circles with a compass or circle

template.

0-5 /

6. Draw simulated textures in 3 or more areas. 0-9 /

7. Draw illusions in 2 or more areas. 0-10 /

8. Draw 3 or more objects (pictures) in your design. 0-9 /

These may be inside some of your shapes or overlap some of the shapes. Use the

placement of the objects (pictures) to develop a center of interest.

9. Go over all of your lines with a fine point marker. 0-10 /

Use a ruler for the straight lines. No pencil lines will show when you’re done. Color

in some areas, outline others.

10. Sign your name (first and last) in marker on the

lower right front corner.

0-5 /

11. Workmanship/craftsmanship. Neatness counts! 0-10 /

12. Frame. Paper clip grade sheet on top of line design.

Place in 6th grade folder.

0-5 /

13. Work habits, on time, following directions, etc.. 0-9 /

14. Total/Grade 0-100 /

Extra Credit, 5 points: Write two paragraphs about Piet Mondrian.

Where did he live, what type of art is associated with him, what colors did he prefer?

61

Mechanimals Sixth Grade Art

Name Due Date

Objective: Invent a creature which combines features of both animals and machines.

Illustrate the concept of gradation of values and shading with a full range of values.

Possible Points


1. Rough draft two original creatures (5

points each) based on a combination of

machines and animals.

0-10 /

2. Choose one of the mechanimals you

created and draw it on 9"x 12" white

drawing paper.

0-5 /

3. Draw the Mechanimal as the center of

interest.

0-5 /

4. Draw the Mechanimal's habitat. 0-10 /

5. List the animal or animals in your

mechanimal.

0-5 /

X

6. List the machine or mechanical parts 0-5 /

X

7. Color all shapes, positive and negative,

with colored pencil.

0-25 /

Use a smooth gradation of values and a full range of values on all shapes.

8. Sign your picture with colored pencil on

the front lower right corner.

0-5 /

Use a color that goes with your mechanimal (except for black or gray).

9. Frame/mount your picture on

construction paper.

0-5 /

10. Work habits, following directions, etc. 0-10 /

11. Write a story about your mechanimal. 0-10 /

Write 3 complete sentences with correct punctuation, capitalization and spelling.

1.

2.

62

3,

12. Total/Grade. 0-100 /

Extra credit, 5 points. Write a paragraph about one of the following artists: Salvador

Dali, Rene Magritte, or Joan Miro.

63

Ceramics Seventh Grade

Freeform Container

Name _____________________________________________

Clay construction due Glazing due _____________

Objective: Create an original freeform base. Learn two hand-building techniques:

coil and slab. Learn care of clay, scoring and slipping, texturing and carving. Learn

how to apply glaze.

Possible Points


1. Freeform slab base. 0-10 / Consistent thickness, smooth surfaces, no air bubbles

2. Name, first and last, and date (year) printed on

bottom.

0-5 /

Carefully print

3. Coil section. 0-15 / Three coils required. Thickness : 3/8". Scored and slipped together. Smooth coils on the

inside

4. Slab section. 0-10 / Add one section of slab above the coils. The slab needs to go all the way around. Score and

slip all surfaces that need to be joined.

5. Additional sections of coil and slab. 0-10 / Student choice of size and placement. Must include both coil and slab technique.

Note: No handles or lids.

6. Textured and/or carved areas. 0-10 / Note: No letters or numbers.

7. Craftsmanship. Clay construction. 0-10 / Seams are neat, clay is smooth except in textured or carved areas. Top edge is smooth.

Coils and slabs are attached with no spaces or gaps (except for #5).

8. Glazing. 0-15 / Using test tiles, plan your colors. Apply three layers (coats) of glaze to all surfaces except the

bottom. Cover all bisque ware; no clay showing.

9. Work Habits. 0-15 / On time to class, on task, correct use of materials, clean up tools, table, chair, sink.

Correct use of tools.

10. Total. 0-100 /

Extra credit, 5 points. Construct and glaze a mug with a handle. Base of mug is a pinch pot; rest of mug is

slab technique. Handle is strong and attached securely. All surfaces of the completed mug must be glazed

and the glazed mug needs to hold water without leaking. Print first and last name, year on bottom.

64

Drawing Unit: Part 1 Seventh Grade

Name _________________________ Date Due _____________

Objective: Part 1: Experiment with drawing techniques including upside-down

drawing, contour drawing, pencil techniques, value studies;

Part 2: textures, and pen and ink.

Possible Points


Day 1 and 2

1. Upside down drawing or fragmented Escher drawing. 0-10 / Drawing completed accurately.

Day 3

2. Pencil techniques

a. Variety of width of lines 0-2 /

b. Variety of value; lightness and darkness of lines 0-2 /

c. Value scale: smooth gradation of values 0-5 /

d. Value scale: five distinct steps 0-5 /

e. Create three dimensional shapes; draw and shade a

cone, sphere, pyramid, cylinder and cube, using the

full range of values.

0-15 /

f. Contour drawing 0-6 /

Blind contour, one still life object and (3 pts.)

Modified blind contour, the same still life object (3 pts.)

Day 4

3. Value study: Drapery. Draw to fill paper, shade with

full range of values.

0-10 /

Day 5 and 6

Drawing completed accurately.

4. Final drawing: Draw and shade still life with drapery. 0-25 / Draw light, draw large. Shade with the full range of values.

5. Arrange drawing unit in order with #1 on top. 0-10 / Fill out grade sheet and paper clip it to the drawing unit. First and last name on every assignment in

the unit. Place completed unit in the seventh grade folder.

6. Work habits. 0-10 / On time, on task, following directions, correct use of materials, clean up work area, respectful

behavior.

7. Total. 0-100 /

Extra Credit, 5 points: Research and write two paragraphs about drawing: purposes, materials, techniques, history.

65

Drawing Unit: Part 2 Seventh Grade

Name _________________________ Date Due ______________

Possible Points


Day 1 and 2

1. Pen and India ink texture studies. 0-16 /

2. Pen and India ink final drawing. 0-25 /

Day 3

3. Work habits: on time, on task, follows directions,

handles pen and ink materials correctly, cleans up work

area, signs first and last name on papers.

0-9 /

4. Total. 0-50 /

Extra Credit, 5 points: Research and write two paragraphs about drawing: purposes, materials,

techniques, history.

66

Paper Mache Animal on Wire Armature Seventh Grade

Name: __________________ Period ________ Date Due: _____ Objective: Students will construct a paper mache animal based on a realistic

animal with proportion and lifelike movement, using basic paper mache techniques.

Possible Points


1. Design

a. Based on real animal; provide sketch (on back) 0-10 /

b. Sketch of armature 0-5 / Sketch armature inside silhouette of animal in this pace, two viewed if needed.

c. Personality and animation in pose 0-10 /

2. Construction

a. Armature: cut pieces of wire in proportion 0-5 /

b. Tape the main parts together 0-5 /

c. Muscle out the large areas of your animal: 0-5 /

Bundle newspaper into rounded shapes and tape to armature..

3. Paper mache

a. Cover the surface with two layers of newspaper

dredged in paper mache paste

0-10 /

b. Apply a final paper mache layer using paper towels,

smoothing all edges down

0-5 /

4. Apply colored tissue with a large brush and glue 0-10 / Tissue layers need to completely cover paper mache. All edges need to be smooth.

5. Use other materials (yarn, pompoms, wire, etc.,) to

enhance and complete the sculpture

0-5 /

6. Craftsmanship 0-10 /

7. Work habits

a. On task, use of time, correct use of materials, etc. 0-10 /

8. Total 0-100 /

Extra Credit, 5 points: Research and write two paragraphs about sculpture: materials, techniques, history.

67

Drawing Unit: Part 1 Pencil drawing

Eighth grade

Name: Date due:

Possible Points


Day 1, 2

Modified blind contour: shoe 0-20 / Repeat at least three times from different angles, overlap drawings on one side of paper.

Contour lines only, no shading. Number the drawings. Sign your first and last name in the

lower right front corner. Use a pencil.

Shoe 1: 0-5 /

Shoe 2: 0-5 /

Shoe 1: 0-5 /

Signature: 0-5 /

Day 3, 4, 5

Draw and shade: shoe 0-70 / Choose an angle, draw lightly and large enough to fill your paper. Draw accurately. Shade using full

range of values. Sign your first and last name in pencil on the lower right front corner. Frame

with black construction paper.

Draw large to fill space: 0-10 /

Accuracy in drawing: 0-20 /

Shade with full range of values: 0-30 /

Sign first, last name in pencil, lower

right front corner:

0-5 /

Frame drawing: 0-5 /

Work habits: constructive use of time, appropriate

behavior, problem solving.

0-10 /

Total points: 0-100 / Bonus: Find a boot or shoe drawing or painting in a work of art by Van Gogh, Rembrandt, Durer, Ingres, or Picasso and write 5 complete sentences about the work of art (artist, date, medium, your opinion)

68

Drawing Unit: Part 2 P o i n t i l l i s m

Eighth grade

Name: Date due:

Possible Points


Still Life 0-90 / Choose one of the still life settings in the art room. Draw lightly and large enough to fill

your paper. Leave a 1"-2" margin along the bottom edge of your paper.

Using either black markers or colored markers, shade your picture with dots. Sign your

first and last name in dots on the lower right front corner. Erase pencil lines. Frame

your finished composition with construction paper. Glue with 4-6 dots.

Day 1

Draw lightly with pencil: 0-10 /

Draw large enough to fill paper: 0-10 /

Accuracy in drawing: 0-10 /

Day 2, 3, 4, 5

Shade with dots: 0-40 /

Sign first and last name in dots

using a marker: 0-10 /

Day 6

Erase pencil lines: 0-5 /

Frame with construction paper: 0-5 /

Work habits, constructive use of time, following

directions, appropriate behavior

0-10 /

Total points: 0-100 /

Bonus: Write 5 complete sentences about Georges Seurat and his connection with

pointillism. 5 points.

69

Linoleum Block Unit Eighth Grade

Name: ___________________________ Date due:

Possible Points


1. Draw pattern for linoleum block design. 0-10 / Transfer to linoleum.

2. Carve linoleum block. 0-10 /

3. Safe handling of tools and equipment. 0-10 /

4. Work habits, clean up work areas, etc.. 0-10 /

5. Prints. Begin by printing 5 singles and letting them dry for a day before

meeting the criteria of each print.

a. Single print, 8" x 8" or 9" 9" paper 0-5 /

Center the print on the paper.

Choose a color of ink which contrasts with the color of the paper.

b. Offset print on 8" x 8" or 9" x 9" paper 0-10 /

Run a single print. After it is it dry, print again with another color over the first

print, except move it up and to the right 1/4" to create a shaded effect.

c. Rotation print on 8" x 8" or 9" x 9" paper 0-5 /

Run a single print. After it is dry, print again with a different color, turning your

linoleum block either 1/4 or 1/2 way around.

Note: this print will be square (not diagonal)

d. Partnership print on your choice of paper 0-10 /

Work out a way to use two different printing plates. Print the part that uses

your plate first. When the ink is dry, work with another student's plate and

print on the same paper. The design needs to be neat and creative. Quality of

final design is important.

e. Create your own print 0-15 /

What can you do to create an original print that is different from the rest of

the assigned prints?

6. Sign and label each print. Stack in order with #1

on top. Hand in total unit with this sheet..

0-10 /

7. Total Unit Grade. 0-1 /

70

Paper Marbling Eighth Grade Art

Name: ___________________________ Date due:

Marbling basics: skim marbling tray, stir color, apply color, print paper at a diagonal,

set on storage shelf to dry, skim marbling tray.

Possible Points


Day 1 (3-4 colors, whisk only)

1. Stone 0-5 /

2. Spanish Stone 0-5 /

3. Stone, open circle (one circle) 0-5 / Day 2 (3-4 colors, dropper, gel git rake)

Name, first and last, and marbling pattern on back of each piece of marbled paper

4. Gel Git Basic 0-5 /

5. Gel Git Peacock 0-5 /

6. Gel Git Zebra 0-5 / Day 3 (3-4 colors, dropper, gel git rake, non pareil comb)


7. Nonpareil 0-5 /

8. Nonpareil Gothic 0-5 /

9. Nonpareil Waved 0-5 / Day 4 (3-4 colors, whisk, dropper, drawing stick, gel git rake, bouquet comb, non pareil comb)


10. Ebru 0-10 /

11. Create your own marbled paper. 0-10 / Using what you know about marbling, create an original design based on traditional methods

Day 5


12. Iron back side of each piece of dry marbled paper,

low settingl

0-10 /

13. Arrange your marbled paper in order with the first

one on top.

0-10 /

Paper clip the grade sheet on top of your portfolio of work and place in the 8th grade

folder, ungraded work

14. Work habits, on time, on task, handle materials

correctly, clean up, etc

0-15 /

15. Total Points 0-100 / Bonus: Construct an origami box with a lid made from one of your extra marbled sheets. Talk to the

teacher to get directions. Write the marbled pattern name and your first/last name on the bottom

of the box, 5 points.

71

Weaving Eighth Grade

Name: ______________________________ Date due: Objective: To learn basic weaving techniques and stitches. To utilize knowledge of

design in a fiber composition. : warp loom, begin tabby stitch _______ : 16 inches, weaving completed, begin removing from loom

: 4 inches _______ : weaving off loom. Looms handed in by end of class!

: 8 inches (1/2 done) _______ : fringe and creative hanger

: 12 inches _______ : last day weaving in class

Note: to receive full credit for this assignment, the weaving needs fill the whole 16" loom.

Possible Points


1. Warping loom 0-5 /

2. Tabby: one inch at beginning 0-5 /

3. Weaving stitches: Five different stitches are required (25 points). Grade as you master each stitch.

Using additional stitches earns bonus points, five points per stitch up to a maximum of 20

points.

a. Tabby 0-5 /

b. Twill (the diagram is incorrect; see teacher) 0-5 /

c. Hatching 0-5 /

d. Interlocking 0-5 /

e. Dovetailing 0-5 /

f. Rya 0-5 /

g. Soumak 0-5 /

h. Egyptian Knot 0-5 /

i. Twining 0-5 /

4. Tabby: one inch at end 0-5 /

5. Color and/or design 0-10 / Note: no more than 1/2 of weaving with jumbo yarn. 3-5 colors unless you have permission

of instructor.

6. Finishing

a. Removing from loom, dowel in 21 loops, weaving

warp threads

0-5 /

b. Creative hanger 0-5 /

c. Fringe on bottom of weaving 0-10 /

7. Craftsmanship 0-10 /

Neatness counts! All threads to back of weaving, trimmed. Warp threads covered by fringe

8. Work habits

a. On task, use of time 0-10 /

b. Problem solving, independent work 0-5 /

c. Clean up work area 0-5 /

9. Bonus 0-20 /

10. Total 0-100 /

72

Name: _________________________________________ Period: ____________

Project: ________________________________________ Date: _____________

GRADING CRITERIA NOTES CREATION /25 A+ ........................................... 100-99

A ............................................... 98-95

A- ............................................. 94-93

B+ ............................................. 92-91

B ............................................... 90-87

B- .............................................. 86-85

C+ ............................................... 84-83

C ................................................ 82-79

C- ............................................... 78-77

D+ .............................................. 76-75

D ................................................ 74-72

D- ............................................... 71-70

Idea and concepts

Originality or difficulty

Thumbnails or preliminary

Drawings or exercises

CONTRUCTION /25 Incorporation of principals and

elements of design required for

this project. Technical use of

tools and materials.

Craftsmanship.

PRODUCTION /25

Care of tools, work area, room.

Attendance/tardiness. On task/

use of time. Works independently.

Asks for help when appropriate.

COMMENTS –

COMPLETION /25 Finishing all aspects of the project.

Self assessment, writing or grading.

Attach this rubric. Signing and

presentation.

TOTAL POINTS _______ /100

PROJECT GRADE -

73

Art Syllabus/Rubric For Power Point Presentation (8)

By Mickey Becket©

To complete this project you will:

1. Learn how to use the Microsoft program PowerPoint.

2. Design a slide presentation that will show an art topic to a middle school audience.

3. Make it cohesive and compelling enough to keep the viewer engaged.

SLIDE PRESENTATION (12 slides) All slides must be preplanned to include:

A title slide with your topic and your name as author.

Pictures relating to your chosen topic.

Brief history to include dates.

If appropriate to you subject, you can add other ideas such as, how the medium is used, a

list of artists who use the medium or painted during the period or in the same

style.

SLIDE QUALITY Slides must show distinct focus and be a vital part of a logical sequence.

TEXT

Text boxes and Word Art must be used appropriately. The font, size, and color should

enhance the subject.

GRAPHICS / CLIP ART The graphics/clipart used complements text and topic.

SLIDE PROGRAM SHOULD BE UNIQUE Innovative skills and utilities integrated to enhance the presentation. Work on

craftsmanship/attention to detail.

ON TASK/BEHAVIOR Be on task all period.

Talk at appropriate times and about appropriate subjects and show good

behavior throughout the lesson.

74

NAME:

A Topic must be chosen for your Power Point presentation. Below are your art

choices. Please choose three. Number them in order of preference, as each of you

must select a different topic. No two persons will be doing the same topic.

Art Element-Line Art Element-Texture

Art Element-Value Art Element Shape/Form

Art Element-Space Art Element Color

Ancient Egyptian Art Prehistoric Art

Ancient Chinese Art Mesopotamian Art

Ancient Art of Japan Pre-Columbian Art

Art of the Andes Art of Greece

Art of Rome Art of India

Art of Islam Art of Africa Masks of Africa

Art of the Middle Ages Art of the Renaissance

Romanesque Italian Renaissance

Gothic Northern Renaissance

Coat of Arms European Art

Armor Baroque

Rococo

Native American Art Impressionism

Northwest Coast Neo-Classism

Plains Romanticism

Woodlands Post Impressionism

Pueblo Pointillism

Realism Cubism

Expressionism Fauvism

Regionalism Abstract Expressionism

Dada New Realism

Op-Art Surrealism

Kinetic Art

Art Medias

Photography Silk Screening Cartooning

Coil Pots Sculpture Lithography

Linolium Prints Collagraph Paining (oil)

Painting Mosaic Stain glass

Graphic Design (illustration editorial, advertising, sign making, poster design)

Crafts (hundreds of possibilities. List here your preference )

Architecture

75

RUBRIC

Requirements 4 points 3 points 2 points 1 point

SLIDE

PRESENTATION

All 12 slides

show evidence

of preplanning

Most slides

show evidence

of preplanning

Some slides

show evidence

of preplanning

No evidence

of

preplanning

SLIDE QUALITY

Presentation

has distinct

focus. Each

slide is vital

part of logical

sequence

Presentation

has focus.

Most slides

are logically

sequenced

Presentation

has little

focus. Some

evidence of

sequencing

Presentation

has no focus.

No evidence

of

sequencing.

TEXT

Text tools and

text items

used

appropriately.

Font, size and

color

enhances.

Text tools

and text

items used

appropriately.

Increased use

of font, size,

color.

Text tools

and text

items used

but not

appropriately.

Minimal

variety of

font, size,

color,

Evidence of

only one

type of text

(tool/item).

No variety

of font,

size, color

GRAPHICS/ CLIP

ART

Graphics/clip

art used

complementing

text/subject

Graphics/clip

art used

usually

relating to

text/subject

Graphics/clip

art used but

not

necessarily

related to

text/subject

No

graphics/clip

art used

SLIDE

UNIQUENESS

CRAFTSMANSHIP

Innovative

skills and

utilities

integrated to

enhance show

Variety of

integrated

skills and

utilities

applied to

show

Minimal basic

skills and

utilities

applied to

show

Required

basic skills

and utilities

applied to

show

DAILY ON

TASK/BEHAVIOR

5-6 times off

task or

objectionable

behavior

3-4 times off

task or

objectionable

behavior

1-2 times off

task or

objectionable

behavior

Appropriate

behavior at

all times

76

1. Be sure each image is appropriate for your topic and your audience.

2. Dazzle your audience with more dynamic images in the beginning

and at the end. Not that the middle should be weak.

3. Limit the number of images. No one wants to sit through 200

pictures. 25-50 should be sufficient.

4. Don't keep images up too long. 3 seconds or less.

5. Keep it short. A two-five minute presentation gets your message

across and won't have your audience yawning.

6. Begin your show with a title.

7. Don't be afraid to include captions. REMEMBER 4 words per line

is best. A picture should “stand on its own” but that's not to say

you cannot include a brief description. REMEMBER no more than 6

lines per slide. Good usage will break up the show into sections or

explain the story of the photo.

8. Less is more especially with special effects. Just because power

point provides numerous dissolves, wipes, and transitions you should

over use them.

9. Narration tracks, sound effects or music should be included as

they will add to the presentation. Copyright laws on popular music

can't be violated. See handout for a site that has some music you

can use.

77

CRITIQUE WEB SITE DESIGNS

OBJECTIVE: To practice critical evaluation based on art elements and

principles

To encourage appreciation of design elements and principles

I . Materials and Equipment

A. Computer with Internet access

B. Copies of worksheet

I I . P r o ce d ure

A. First review the elements and principles of art.

B. Evaluate the design of a web page collectively before students work

on their worksheets.

C. Give students adequate time to explore and fill in worksheets.

III . Var iat ions

A. Students can produce their own web pages

B. Present their web pages on LCD projector to share with the class.

78

CRITIQUE WEB SITE DESIGNS

Home page or title page _________________________________

Describe the web site. What colors and backgrounds are used? What

lines and shapes can you identify? How does the designer use space?

How is the site visually organized? Is there a sense of balance and

harmony? As you scroll through the site, do you find a variety of

images and text fonts?

What idea or mood does the site create through its use of

elements and principles? How does the site make you feel? Does it

stimulate your interest or imagination?

Do you think the web site is successful as an artistic design? Explain

your answer. What improvements would you suggest?

79

MEET THE MASTERS

OBJECTIVE: To learn about some of the greatest artists the world has

known.

To organize and synthesize new information in the form of an

imaginary written dialogue.



B. Copies of worksheet

II . Procedure

A. Visit http://glencoe.com/sec/art

B. Allow students enough time to research questions and explore artist

works.

III. Variations

A. Students can reproduce famous artworks.

B. They could then share their information and artwork in a short

presentation to the class.

80

MEET THE MASTERS

Artist's Name _______________________________

1. Where and when was this artist born?

2. What characteristics or techniques is this artist known for?

3. What are some interesting facts about the artist's works?

4. Were there any significant changes in the artist's life or painting

style? If so, explain the changes.

5. List the titles of three or four of the artist's works. Include

printouts of the images if possible.

6. Which is your favorite artwork and why?

7. Explain one fact or characteristic of this artist that you find

most fascinating.

81

BE A MUSEUM CURATOR

OBJECTIVE: To understand the decision-making process of a museum curator: to

learn to make choices and to organize a virtual art exhibit based

on a theme

To learn about specific artworks and to present that

information in a coherent manner

I. Materials and Equipment


B. LCD projector

C. Copies of worksheet

I I . Procedure

A. Have students go to http://www.glencoe.com/sec/art

B. Students can visit museums to explore themes and display

techniques used.

C. Give students time to create their own themes and fill in

worksheet.

III . Variations

A. Students can create their exhibits on the computer using a presentation

in Hyperstudio, Powerpoint, or other software. Then present to the class

on LCD projector.

B. Students may construct miniature wall exhibits on poster board.

C. The class can then "visit" each exhibit and offer comments and

critiques.

82

BE A MUSEUM CURATOR

Theme ________________________________________________________

Gather the following information for each work you select.

1. Artist ___________________________________________________

2. Title ____________________________________________________

3. Date ____________________________________________________

4. Medium __________________________________________________

5. Size _____________________________________________________

6. Museum/ Location __________________________________________

Now that you have selected your pieces, create an introduction for visitors to

your art show. Describe your theme, explain why the works you have selected

fit the theme, and discuss what you like most about these works.

Visit the Art Show!

83

MUSEUM TOURS AROUND THE WORLD

OBJECTIVE: To become familiar with different museums around the world

and the special features of each

To tour the online museums and identify works of art within

galleries or exhibitions

To learn about the history, architecture, and cultural influences of

each museum


A. Computer with Internet

B. LCD projector

C. Copies of attached worksheet

I I . P r o ce d ure

A. Have students go to http://glenc.com/sec/art, they can follow along on

the LCD projector screen.

B. Students should select a museum to explore. Give them ample time to

find answers for the worksheet.

III . Var iat ions

A. Students may download images and print them out to create a portfolio.

Instruct them to clearly label with credit line information.

B. Brief presentations can be made to the class on the museum they liked

best.

84

MUSEUM TOURS AROUND THE WORLD Answer the questions for each museum you visit.

Museum _______________________________________________________

1. What city and country is this museum located in ? What language or languages

are spoken here?

2. Who designed the building, and in what year was it completed? What style does

it demonstrate?

3. What are some of the museum's special design features? For example, are

there gardens or murals that adorn the building? Are there any special public

spaces in addition to galleries and exhibition halls?

4. List three or four of the galleries or exhibits you visited within the

museum.

5. Identify your favorite work. Write down the artist, title, and date, if

known. What else have you learned about this artwork or artifact? Where was

it created? When and how did the museum obtain it?

My favorite artwork and why I chose it:

85

PICTURES WORTH A THOUSAND WORDS

OBJECTIVE: To understand the narrative dimensions of art

To learn to analyze a picture in terms of its details, such as

characters, symbols, themes, and storyline

To create a story based on an understanding of a picture

I. Materials and Equipment

A. Computers with Internet access

B. Two pictures that convey a story

C. Copies of worksheets

II. Procedure

A. Allow students to find or select pictures for them to examine.

B. Students can complete worksheets while looking at the two pieces of

art.

III. Variations

A. Students may present a play or reading of their completed writings.

B. Have students draw or paint pictures based on the stories they have

written.

86


Complete the table for the two works you have chosen.

Work #1 Work #2

Write the title of the

artwork.

What credit line

information have you

learned about the work?

What sorts of people or

figures appear in each

work? What are they

doing?

Describe details such as

geography, dwelling, and

clothing, and explain

what you think it would

be like to live in each

location.

What does the title tell

you about each work and

the story it tells?

What symbols do you

see? Are there objects

or animals that seem

important to the

meaning?

87


(Continued)

Now that you have explored two works and thought about the stories they tell,

imagine that you could step into one of these picture. Write your own short story

in which you explain what this would feel like. Make your story come alive!

Consider the following questions:

1. What part would you play in the painting?

2. What do you see, smell, and hear?

3. What is going on around you?

4. If you were to speak with another character in the picture, what would you

say?

On a separate sheet of paper, write your story, using the information you have

gathered and the ideas you have noted here. Then share your story with

classmates.

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