Unit Name/ Topic: 8th Grade Art

Anticipated Time Allotted for Unit:

10 weeks each unit

Weeks 1-10

Creating works of art emphasizing the elements and principles of art

Weeks 11-20

Creating works of art that are specific to an artist of the past.

Weeks 21-30

Creating works of art that are specific to a style of art (art movement) and not specific to the artist.

Weeks 31-40

Creating (and analyzing) works of art using techniques learned to express individual connection with the art/community/culture.

Key Vocabulary:  ELEMENTS OF ART: Line is an element of art defined by a point moving in space. Lines may be two-or three-dimensional, descriptive, implied, or abstract. Shape- two-dimensional, flat, or limited to height and width. Form- three-dimensional and closed off; includes height, width and depth. Value is how light or dark a color is. White is the lightest value; black is the darkest.  Space is defined by the positive and negative areas in a work of art. Color- Hue is the name of the color, value is how light or dark the color is and intensity is how bright or dull a color is. Texture in art is how the art may feel if you run your hands across it.  Does it look bumpy or smooth?  PRINCIPLES OF ART: Rhythm is created by repetition of one or many elements of art. Balance- A way of combining elements to add a feeling of visual equality in a work of art. (symmetry and asymmetry) Emphasis- the use of contrasting elements creates emphasis. Purple emphasizes yellow, and wavy lines contrast straight lines.  Proportion- using elements to show size and relationship of content in a work of art. Gradation- showing gradual changes in shapes, value, hue and intensity.  Harmony- using similarity and subtle changes to create unity in art.  Variety is the use of contrasting elements of art. Movement- A principle of design used to create the look of movement and direction in the work of art. Cubism, Impressionism, Surrealism, Pointillism, Abstract Expressionism, Pop art, Urban art,  Illustration, breaking the plane, perspective, proportion, foreground middleground background, implied line, juxtaposition, contrast, whimsical, gestural line, blending, complimentary (in art), 2D,3D, installation, halftone, aesthetic, armature, contemporary art, expressive, figurative, Cross Hatching, narrative art, organic shapes, interpret, analyze, compare, contrast, relief, still life, vanishing point, wash, relief

NYS Learning Standards:

1 Generate and conceptualize artistic ideas and work.

  1.1, 1.2

2 Organize and develop artistic ideas and work

  2.1,2.2,2.3

3 Refine and complete artistic work

4 Select , analyze and interpret artistic work for presentation

6 Conveying meaning through presentation of artwork

7 Perceive and analyze artistic work

  7.1,7.2

10 Relate and synthesize knowledge and personal experiences to inspire and inform artistic work

11 Relation artistic ideas and work with personal meaning and external context

  11.1, 11.2

Content/ Skills Taught:

• Students will be able to create, identify, and talk about the elements and principles of art through creating art and conversations about art.
• Observe the elements and principles of art within their surroundings, in and outside of the classroom.
• Continued learning about artists and art movements
• Have deeper analytical discussions about art and how they connect with their own art as well as art created in the past.

Areas for Differentiated Instruction:  Individual instruction will be available as needed (one on one in class) as well as a variety of tools or services to overcome sensory, visual and or physical challenges. In art, each student is encouraged to problem solve through guided practice and instruction, using creativity and imagination for each project. Understanding that we all make our mark differently, it is important that the students are given every chance to create with a personal style and expression.

Learning Activities:  Creating art, Exploring the various artists and art movements throughout the years, Show understanding through practice, copying techniques and processes used by famous artists. Critique and analyze works of art created by students and professionals. Connecting art with community.

Weeks 1-10

• Study of Value- Learning to shade using blending methods and cross hatching
• Split Drawing- Emphasis on shading, form, value and gradation
• Perspective drawing- A study on Form, perspective, space, vanishing points and value
• Color Wheel- Understanding of primary, secondary, value, hue and intensity

Weeks 11-20

• Picasso- 2d relief sculpture of a Picasso style face using cardboard and a variety of mixed media
• Frank Rizzi- Imitation of Rizzi’s Pop art style cities that incorporate some cubism and cartooning
• VanGogh- Starry night influenced painting showing contrasting colors and texture

Weeks 21-30

• Create a surreal drawing juxtaposing real life images into a fantasy-like setting
• Mass-produced pop art in the style of Andy Warhol's tomato cans
• Impressionism- students will learn about, and practice the techniques used to create an impressionistic landscape

Weeks 31-40

• Students will be asked to develop a project that they connect with, culturally, emotionally or analytically.  This project will be used as a final, so a written explanation will be required in order to be fully completed.  Students will be asked to pull from knowledge and experience gained this year for this project.  This is an opportunity to create freely (with guidance as needed) in order to fully express the artist's intent.

Assessments:  Students will be assessed daily based on participation, following directions and (individual) skill.  Through consistent conversation, I will be able to assess what the class needs in regard to review and further instruction.  Students will also show understanding of each project by completing each work of art along with a written reflection.

Resources:

Famous works of art.  Teacher products.  Prior student’s work.  Online videos that teach techniques.  Online videos that teach about artists and art moments. Books and handouts.