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1 | 6th Grade Scope and Sequence | |||||||||||||||||||||||||
2 | Course Description 6th grade students will explore how artists make meaning and how they can create personal meaning across varying contexts and media. Through research, experimentation, innovation, collaboration, reflection, revision, and presentation, students will identify how art reflects varying time periods, traditions, resources, personal ideas, and cultural values. Students will respond to and create works of art that emphasize the elements of art of line, shape, color, form, space, value, and texture, as well as principles of design that include movement, unity, proportion, balance, pattern, and contrast. Students will explore diverse concepts such as narrative photography, Freedom Quilts, profound and mundane narratives, personal symbols, ceramic bells, mandalas, and microscopic objects. They will interpret artwork across a variety of criteria and analyze artwork for context, subject matter, ideas, and mood. Students will present their artwork, curate artworks, explain their artistic decisions in writing and in critiques, offer constructive criticism to peers, and thoughtfully revise their works in response to in-progress critiques. | |||||||||||||||||||||||||
3 | TEKS: (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to: (A) identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international; (B) understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately; (C) understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately; and (D) discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately. (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (A) create original artworks based on direct observations, original sources, personal experiences, and the community; (B) apply the art-making process to solve problems and generate design solutions; and (C) produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials. (3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to: (A) identify the influence of historical and political events in artworks; (B) identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation; (C) explain the relationships that exist between societies and their art and architecture; and (D) explore career and avocational opportunities in art such as various design, museum, and fine arts fields. (4) Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to: (A) create written or oral responses to artwork using appropriate art vocabulary; (B) analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork; (C) develop a portfolio; (D) investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and (E) understand and demonstrate proper exhibition etiquette. | |||||||||||||||||||||||||
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5 | Unit 1 - Investigating Meaning Through Printmaking | Cycle 1:August 13 | ||||||||||||||||||||||||
6 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.1D, MS1.2A, MS1.2C, MS1.3B, MS1.3C, MS1.4A, MS1.4B ***First lessons should contain "ice breaker", rules and procedures, and something focused on jumpstarting the elements of art vocabulary.*** Learning Objective: Students will practice creativity and innovative thinking while developing printmaking skills and techniques. Demonstration of Learning: Students will apply their knowledge to imagine, plan, and create original prints using three unique inspirations: found objects, storytelling, and Adinkra cloth from Ghana. 90% of Art 1 student be proficent in understanding basic printmaking skills since this is the first lesson of the year. There will be more opportunities to achieve 100% proficiency. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
7 | First Few days ideas: Jen Stark removable mural Mixed media feathers for an eagle mural Mini Journals for EOA/POD Squash books/Explosion books Papier-Mâché Letters Would be a good time to start the structure of how you are going to deliver vocabulary, an art movement, an artist, a medium. Testing will come up quickly so we need to start a standard of how they are learning and how they are going to retain ne information. Art of Education Lessons After intro lesson: Found Object Cityscape Printing Flexible Foam Storyprints Adinkra Banner | Media Focus: Printmaking - Lino cuts and monoprints The first few days can be observing or introducing the different media. Art Movements: Printmaking happens in several centuries. Mixed media printing, mono printing was more in the modern centuries. Artists should already be in the lesson, but you are welcome to add more to broaden understanding. Artist - Adinkra cloth by the Asante people Monoprint Artists | Vocabulary: Elements of Art --EOA video Principles of Design --POD video General 6-8 Vocabulary General focus of EOA and POD but varies by lesson This is for the AOE unit lessons after the intro to the EOA and POD's: • Balance • Pattern • Texture * Symbols Intermediate Painting vocabulary Intermediate Drawing Vocabulary Basic Printmaking Vocabulary | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
8 | Additional Resources: Thumbnail Sketches Illustrated Story Planner Symbol and Pattern Planning How to sign a print Sketchbook EOA choice board Sketchbook POD choice board Videos: What is Landscape Art- video What is landscape art video guided questions What is pattern?- video What is pattern video guided questions What is balance -video What is balance video guided questions What is texture - video What is texture video guided questions What is Printmaking video What is printmaking video guided questions What is line- video What is line video guided questions What is shape - video What is shape video guided questions What is form - video What is form video guided questions What is color - video What is color video guided questions What is space - video What is space video guided questions What is value - video What is value video guided questions | Important Dates: Aug 13 - First Day of School | ||||||||||||||||||||||||
9 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid Point Meaning Making Tell, explain, describe critique guide Reflective artist statement guide Elements of art inventory Principles of design inventory | |||||||||||||||||||||||||
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11 | Unit 2 - Hispanic Heritage Month Art | Cycle 1: Midcycle - September 18th | ||||||||||||||||||||||||
12 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.1D, MS1.2A, MS1.2B, MS1.2C, MS1. 3B, MS1.3C, MS1.D MS1.4A, MS1.4C Learning Objective: Students will express the thoughts and ideas creatively while challenging the imagination and developing disciplined effort and progressive problem - solving skills when being inspired by hispanic cultures around the world. Demonstration of learning: Students will apply their knowledge to create original artworks including drawing, prints, sculptures, fiber art, using variety of materials that reflects on their direct observations and personal experiences and the hispanic community. 90-100% of students should be proficient in connecting imagery and media to the various hispanic art styles in different communities. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
13 | Art of Education Lessons: Favoriite foods carboard collage Cubist Animals Place Poster Painting Dick Blick Lesson Paper Molas Other lessons: Papel Picado (pick from this search) Romero Britto Slides (my lesson slides. please make a copy first) | Media Focus: drawing, prints, sculptures, fiber art, mixed Media Movements of interest: Cubism Art Nouveau and Constructivism Artists: Pablo Picasso Daniella Manini Romero Britto | Vocabulary: Hispanic Heritage month Cubism Art Noveau Construstivism Abstract art Painting Drawing Watercolor Acrylic paint Profile (face) Color Scheme Mola Papel Picado Elements of art Principles of design General 6-8 Vocabulary EOA/POD focus *Line *Shape *Space *Variety *Unity *Proportion | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
14 | Additional Resources: Making sense of modern art How to paint with markers Knowing context Power of text Color Schemes Plan a poster Videos: What is painting- video What is painting video guided questions What is drawing- video What is drawing video guided questions What is line- video What is line video guided questions What is shape video What is shape video guided questions What is space- video What is space video guided questions What is variety- video What is variety video guided questions What is unity- video What is unity video guided questions | Important Dates: Sept 7 - Labor Day (No School) Sept 18 - Last Day of Cycle 1 Sep 21 - data day ****Hispanic Heritage Month (Sep 15 - Oct 15) Displays need to be up before September 15. Each campus is different so be mindful about when your intercultural commity meets and what is planned. | ||||||||||||||||||||||||
15 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Praise-question-polish critique Artmaking Process reflection Learning goal self assesment rubric Plug and Play rubric | |||||||||||||||||||||||||
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17 | Unit 3 - Exploring Form and Function | Cycle 2: September 22 | ||||||||||||||||||||||||
18 | TEKS: MS1.1B, MS1.1C, MS1.1D, MS1.2C, MS1.3B, MS1.3D, MS1.4A Learning Objective: Students will explore how artists investigate new materials, methods, and applications for works of art and design. Students will observe that materials have both form and function Demonstration of Learning: Students will apply their understanding by creating mixed media artworks. 90%-100% of art 1 students should be proficient in making design choices. (Area of struggle will be guiding students in making their choices and not looking/copying another student's art. Aggressive monitoring to collect progress can help assess and redirect artistic behavioral choices) | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
19 | Art of Education Lessons: Game Board Instruction Upcycled Pattern Clothing Welcome to the Gift Shop | Media Focus: Mixed Media, 3D Movements and artists-For board games Artists 10 Functional Designers | Vocabulary: Coding Textile Exhibits Functional art/designers Elements of art Principles of design General 6-8 Vocabulary General Focus of EOA and POD • Balance *Repetition • Pattern • Texture * Form | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
20 | Additional Resources: Please visit previous units for previous vocab videos and guided questions Coding and Board Games What is coding? Ideas for Textile Design Exploring Digital Art Exhibits Videos What is an exhibit?-video What is an exhibit video guided questions What is pattern- video What is pattern video guided questions What is repetition-video What is repetition video guided questions What is form- video What is form video guided qestions | Important Dates: Sept 22 - Beginning of Cycle 2 | ||||||||||||||||||||||||
21 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Praise, Question, Polish critique Board game evaluation My digital field trip reflection | |||||||||||||||||||||||||
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23 | Unit 4 - Refining Designs and Meaning | Cycle 2: mid cycle | ||||||||||||||||||||||||
24 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.2A, MS1.2C, MS1.3B, MS1.4B Learning Objective: Students will explore how artists use the principles of art to create meaningful designs. Students will understand the importance of developing, refining, and revising during the design process Demonstration of Learning: Students will apply their understanding to create individual and collaborative quilt designs as they examine how history and culture play a role in artmaking. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
25 | Art of Education Lessons: Collaborative Quilt Principles of Art Quilt Squares | Media Focus: • Collage • Fibers Movements: History of American Quilts Artists: | Vocabulary: Quilting Folkart Functional art Textile Freedom quilts Fiber art Collage Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD *shape • Balance • Pattern | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
26 | Additional Resources: Please visit previous units for previous vocab videos and guided questions Quilt Pattern Planning Freedom Quilts Quilt pattern examples Videos What is Fiber art-video What is fiber art video guided questions | Important Dates: Oct 12-16 - Fall Break For Students Oct 12-14- Teacher holiday Oct 15-16- Teacher PD and parent conferences Oct 30- Last day of the cycle | ||||||||||||||||||||||||
27 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Exit slip 321 Mid-point critique | |||||||||||||||||||||||||
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29 | Unit 5 - Veterans Day Art | Cycle 2/3 Oct 26-Nov 6 | ||||||||||||||||||||||||
30 | TEKS: MS1.1A, MS1.1B, MS1.1D, MS1.3A, MS1.3B Learning Objective: Students will create patriotic art to honor our veterans by exploring other artists and art forms that carry the patriotic theme Demonstration of Learning: Students will apply their understanding of representating American narratives to honor Veteran's Day. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
31 | Art of Education Lessons: Symbols of home and community Adjust to using patriotic imagery. Other Lesson Ideas: Romero Britto Statue of liberty Optical Illusion waving flag | Media Focus: Mixed media, Fiber | Vocabulary: Batik Symbolism Optical Illusion Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD; Line Form Movement Emphasis | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
32 | Additional Resources: Please visit previous units for previous vocab videos and guided questions All About Community Community connections Symbolism in art Videos What is movement- video What is movement video guided questions What is emphasis- video What is emphasis video guided questions | Important Dates: Oct 30 - end of cycle 2 Nov 2 - Start of Cycle 3 ***Veterans day art display needs to be up before Nov 11. | ||||||||||||||||||||||||
33 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique | |||||||||||||||||||||||||
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35 | Unit 6 - Presenting with Purpose | Cycle 3: Midcycle | ||||||||||||||||||||||||
36 | TEKS: MS1.1B, MS1.1C, MS1.2A, MS1.3A, MS1.3D, MS1.4A, MS1.4D,MS1.4E Learning Objective: Students will analyze how artists and museums evaluate work for a collection or presentation and how the preservation and presentation of artwork can vary based on the media used Demonstration of Learning: Students will apply their understanding by creating two works of art for presentation and explore how art museums create exhibitions with the needs of the viewer in mind. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
37 | Art of Education Lessons: From Virtual to Concrete Digital Watercolor Flowers - Can Use Google Drawing Barbara’s Story Photos Digital Suprematist Designs DIgital still life mashup | Media Focus: • Digital • Photography Movements: Suprematism Artists; Barbara Kruger Kazimir Malevich | Vocabulary: Digital art Photography Suprematism Abstract art Modern art Exquisite Corpse Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD • Emphasis • Contrast *Space *Texture | |||||||||||||||||||||||
38 | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | |||||||||||||||||||||||||
39 | Additional Resources: Please visit previous units for previous vocab videos and guided questions Preparing Exhibition Narratives Flowers in Art History What is composition Barbara Kruger Positive Phrases Worksheet What is Suprematism? Digital still life planning Videos What is digital art- video What is digital art video guided questions What is photography-video What is phtography video guided questions What is composition- video What is composition video guided questions What is contrast- video What is contrast video guided questions What is still life- video What is still life video guided questions | Important Dates: Nov 11 - Veterans Day Nov 23-27 - Thanksgiving Break (No School) | ||||||||||||||||||||||||
40 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique | |||||||||||||||||||||||||
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43 | Unit 7 - Choice Unit - Multicultural Celebrations(holiday)/Lunar New Year Head Start/Reteach a Unit | Cycle 3: Midcycle - December 17 **Since we have our conferences in January this year, I highly suggest working on your Lunar New Year assignments early. | ||||||||||||||||||||||||
44 | Purpose of this unit is to provide you with the flexibility to assess your fall semester and choose what needs to be accommodated for your students. Do you need time to finish projects? Do you need to reteach a unit? Do you need a head start on Lunar New Year? Are you ahead and need Holiday lessons? Please use this opportunity to best suit your student's success. Skills to consider to even make a focus on techniques. EX: drawing and shading forms, drawing textures, understanding positive and negative space, and so forth. TEKS: MS1.1A, MS1.1B, MS1.2B MS1.2C, MS1.3B Content Objective: Students will create use observations to create celebratory imagery seen through the winter season. Language Objective: Students will apply their understanding by making paintings, drawings, sculture, or mixed media artworks that represent the celebrations or imagery that is seen during the winter season. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
45 | Art of Education Lessons: Delicious dreamscapes Festive Tablescapes Other Lessons or inspiration Holiday Homes- could incorporate 1 point perspective for the inside fold outs Tie dye snowflakes Winter landscpes Airdry clay ornaments Perspective Gingerbread House | Media Focus: Mixed media | Vocabulary: General 6-8 Vocabulary Elements of art Principles of design | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
46 | Additional Resources: Silent Night Sheet Music | Important Dates: Dec 17 - Last day of cycle and Semester 1 Dec 18 - Jan 6 - Winter Break | ||||||||||||||||||||||||
47 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique | |||||||||||||||||||||||||
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49 | Unit 8 - Lunar New Year | Cycle 4: January 7 | ||||||||||||||||||||||||
50 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.1D, MS1.2A, MS1.2B, MS1.2C, MS1. 3B, MS1.3C, MS1.D MS1.4A, MS1.4C Learning Objective: Students will express the thoughts and ideas creatively while challenging the imagination and developing disciplined effort and progressive problem - solving skills while creating a cultural work of art for the Lunar New Year. Demonstration of Learning: Students will apply their knowledge to create original artworks including drawing, prints, digital art, sculptures, fiber art, using variety of materials that reflects on their direct observations and personal experiences about lunar new year celebrations and the chinese culture. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
51 | Art of Education Lessons: Hatching Line Dragons Favorite foods cardboard collage Other Lessons 3D Paper Koi/carp | Media Focus: Mixed media, digital, drawing, painting, collage, sulpture Artists: collage artists to explore | Vocabulary: Elements of art Principles of design General 6-8 Vocabulary Collage Sculpture Hatching | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
52 | Additional Resources: Videos: What is collage- video What is collage video guided questions What is sculpture- video What is sculpture video guided questions | Important Dates: Jan 4 - Houston campus PD/ DFW conference PD Jan 5 - DFW campus PD/ Houston conference PD Jan 6 - Teacher Work Day Jan 7 - First day of Cycle 4 Jan 18 - No School ***Lunar New Year Celebration typically at theend of January/ beginning of February but each campus is different. Make sure you are making the correct campus level communication on celebrations. | ||||||||||||||||||||||||
53 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric | |||||||||||||||||||||||||
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55 | Unit 9 - Black History Month | Cycle 4: Mid Cycle | ||||||||||||||||||||||||
56 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.1D, MS1.2A, MS1.2B, MS1.2C, MS1. 3B, MS1.3C, MS1.D MS1.4A, MS1.4C Learning Objective: Students will observe artists past and present of the black and African communities to create works of art providing their own relationship to the theme of the artists evaluated. Demonstration of Learning: Students will apply their understanding of black and African art to create original artworks including drawing, prints, sculptures, fiber, and painting that reflects the observations and personal reflections/experiences of the BHM community. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
57 | Art of Education Lessons: (The next unit is collage so it will have these lessons available to do as well.) Cut paper and carrie Mae Weems Collage in Perspective Lesson by Ms. Scaramuzzo Charles McGee | Media Focus: drawing, prints, sculptures, fiber, mixed media, and painting Movements: Artists: Carrie Mae Weems Romare Bearden Other Artists: Jacob Lawrence Charles McGee Clementine Hunter | Vocabulary: 1 point perspective Horizon line Vanishing point Vanishing lines Collage Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD; Space Shape Balance Variety | Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
58 | Additional Resources: Profound and mundane planning sheet Collage in perspective planning Videos: What is perspective- video What is perspective video guided questions | Important Dates: Jan 18 - No School ***Black History Month Celebrations typically during February. | ||||||||||||||||||||||||
59 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric Give and take reflection | |||||||||||||||||||||||||
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61 | Unit 10 - Collaged Perceptions | Cycle 4: Midcycle - February 19 | ||||||||||||||||||||||||
62 | TEKS: MS1.1A, MS1.1B, MS1.1C, MS1.2A, MS1.2B, MS1.2C, MS1.3D, MS1.4A, MS1.4B Learning Objective: Students will analyze ways in which artwork is a response and reflection of the time and place of the artist. Deonstration of Learning: Students will use collage techniques to apply their understanding of their personal context inspired by the work of Carrie Mae Weems and Romare Bearden. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
63 | Art of Education Lessons: Cut Paper and Carrie Mae Weems Collage in Perspective Opposite Ends Collage | Media Focus: drawing, prints, sculptures, fiber, mixed media, and painting Movements: Artists: Carrie Mae Weems Romare Bearden Other Artists: Jacob Lawrence Charles McGee Clementine Hunter | Vocabulary: 1 point perspective Horizon line Vanishing point Vanishing lines Collage Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD; Space Shape Balance Variety | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
64 | Additional Resources: Profound and Mundane Planning Sheet Collage in Perspective: Planning Mind Mapping | Important Dates: Feb 19 - last day of cycle 4 Feb 22 - Data Day | ||||||||||||||||||||||||
65 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric | |||||||||||||||||||||||||
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67 | Unit 11- Synthesizing Identity | Cycle 5: February 23 | ||||||||||||||||||||||||
68 | TEKS: MS1.1A, MS1.2A, MS1.2A, MS1.2B, MS1.3A, MS1.3D Learning Objective: Students will brainstorm and consider how to synthesize their ideas into unique works of art. Students will further explore personal ideas and dreams inspired by Surrealism to create a unique work of art. Demonstration of Learning: Students will apply their understanding by creating a gallery space that represents individual identity by examining the role of a curator in a museum. Students will further explore personal ideas and dreams inspired by Surrealism to create a unique work of art. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
69 | Art of Education Lessons: All About Me Exhibit Dream Drawing Lesson by Ms. Scaramuzzo Neurographic doodlings Contour Watercolors | Media Focus: Drawing (markers, colored pencils), watercolors, dissolving tissue paper, mixed media (sharpies/paint markers) Movements: surrealism Artists: Salvador Dali Joan Miro Frida Kahlo Remedios Varo Meret Oppenheim | Vocabulary: Surrealism symbolism Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD • Color • Space * variety *unity | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
70 | Additional Resources: All About Me Survey Dream Brainstorm Videos: What is an exhibit- video What is an exhibit video guided questions | Important Dates: Feb 23 start of cycle 5 | ||||||||||||||||||||||||
71 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric Tell Explain Describe critique guide Critique Guide: I wonder | |||||||||||||||||||||||||
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73 | Unit 12 - Evaluating Emotions and Identity | Cycle 5: Midcycle | ||||||||||||||||||||||||
74 | TEKS: MS1.1A, MS1.2A, MS1.2B, MS1.3B, MS1.3D, MS1.4A, MS1.4B Learning Objective: Students will explore and interpret the ways artists create personal, empowering, and unique meaning in their work Demonstratin of Learning: Students will create a sculpture that explores scale and another sculpture that represents personal identity inspired by the artists Claes Oldenburg and Pamela Sunday. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
75 | Art of Education Lessons: Micro to Macro The Identity Stone Other Lessons: Wire Portrait Sculpture | Media Focus: Sculpture Movements: Artists: Pamela Sunday Claes Oldenburg | Vocabulary: Basic Sculpture Vocabulary Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD • Proportion • Form *Space *Texture | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
76 | Additional Resources: Observing Through a Microscope Symbols and Sculptures | Important Dates: Spring break March 8-12 Houston area March 15-19 Brazos County and DFW | ||||||||||||||||||||||||
77 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric | |||||||||||||||||||||||||
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79 | Unit 13 - Choice Unit- International Art/Move ahead/Reteaching a Unit | Cycle 6: April 6 | ||||||||||||||||||||||||
80 | Purpose of this unit is to provide you with the flexibility to assess your spring semester so far and choose what needs to be accommodated for your students. Do you need time to finish projects? Do you need to reteach a unit? Do you need a head start on the next unit? Please use this opportunity to best suit your student's success. TEKS: MS1.1A, MS1.1B, MS1.2A, MS1.2B, MS1.2C, MS1.3B Learning Objective: Students will observe and evaluate international cultures and the power of community/connections to community to create original works of art. Demonstration of Learning: Students will apply their understanding by using drawing, painting, sculpture, fibers, mixed media to represent a focused international/community imagery. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
81 | Art of Education Lessons: Community Skylines Community Collagraph Mural Paint Swatch Architecture Time-Warp Perspective | Media Focus: Mixed media, drawing, printmaking Movements: Artists: Banksy Shepard Fairey Keith Haring Thomas Hart Benton Zaha Hadid 20architects past and present | Vocabulary: ***Preassessment Graphite Techniques Hatching Cross hatching Stippling Blending Scumbling Printmaking Mixed media Collage 1 point perspective (perspective vocabulary) Elements of art Principles of design General 6-8 Vocabulary General focus of EOA and POD; *Space *Texture *Color *Variety *Proportion *Repetition | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
82 | Additional Resources: Perspective practice sheet Emotional color pairing All about community Community connections How does art contribute to communities Videos; What is architecture- video What is architecture video guided questions What is Perspective- video What is perspective video guided questions | Important Dates: Apr 30th Teacher student holiday ***International Festivals typically end of April/beg. of May | ||||||||||||||||||||||||
83 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric In progress peer review How to write an exhibition label Praise, question, polish, critique 4 3 2 1 reflection | |||||||||||||||||||||||||
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85 | Unit 14 - Finding Function with Ceramics | Cycle 6: Midcycle | ||||||||||||||||||||||||
86 | TEKS: MS1.1B, MS1.1C, MS1.1D, MS1.2A, MS1.2C, MS1.4A, MA1.4B Learning Objective: Students will examine the purpose and process of evaluating works of art based on functionality Demonstration of Learning: Students will create and evaluate a functional ceramic planter and other air dry clay sculptures | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
87 | Art of Education Lessons: Planter Portraits Trinket Treasure Dish - Use your judgement to incorporate the lesson for your students depending on their skill levels | Media Focus: (sub for Air Dry Clay) Ceramics Movements: Artists: Chris Theiss Stella Baggott 10 functional designers | Vocabulary: Ceramics Elements of art Principles of design General 6-8 Vocabulary General focus of the EOA and POD *Space *Form *Texture *Balance *Proportion *Emphasis | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
88 | Additional Resources: Portrait Bust Design Purpose of an artwork Functional art; vases over time Everyday objects can be art Videos; What are ceramics- video What are ceramics video guided questions | Important Dates: Apr 30th Teacher student holiday ***International Festivals typically end of April/beg. of May | ||||||||||||||||||||||||
89 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric | |||||||||||||||||||||||||
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91 | Unit 15 - Connecting to Culture | Cycle 6: Midcycle - May 26 | ||||||||||||||||||||||||
92 | TEKS: MS1.1B, MS1.2A, MS1.2C, MS1.3A, MS1.4B Language Objective: Students will consider how art reflects the time, culture, and tradition during which it is made. Demonstration of Learning: Students will apply their understanding by creating paintings influenced by two different time periods and cultures inspired by mindfulness, Cubism, and nature. | Substitute Plans: If your current lesson is not able to be carried through by a substitue, please use these provided plans or things you find more comparable from the ART OF ED for you to have accessible for a sub to use. Please keep in mind the expectations of your campus as well when it comes to setting things up for your Sub for the day. | ||||||||||||||||||||||||
93 | Art of Education Lessons: Watercolor Mandala Cubist Animals - visit unit 2 for HHM Other lesson: Tree of Life Acrylic Painting Lesson | Media Focus: • Drawing (markers) • Painting (watercolor) | Vocabulary: Mandala Cubism Elements of art Principles of design General 6-8 Vocabulary General focus of the EOA and POD • Unity • Line *balance- radial symmetry | 5 Easy Sub Plans Easy one-day lessons 7 Easy Art Lessons Elements and Principles Card Game | ||||||||||||||||||||||
94 | Additional Resources: Intermediate Watercolor Techniques What is Cubism? | Important Dates: May 26 - Last Day of School May 31 - Memorial Day | ||||||||||||||||||||||||
95 | Assessments: You may visit other units or search different ways of assessment that you prefer by lesson or unit or year. These are for a general asssessment for grading, not for the test but should help with retention of information to get ready for the test. Mid-point critique Create reflection rubric | |||||||||||||||||||||||||
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97 | Notes from survey: I saw some really great input about the YAG and what was being requested. Many overlapping requests like how to videos. How to videos are not part of the curriculum unless you utilize the whole platform. There are ways to see teachers implement a lesson or to follow their Youtube channel on working through a project. WE ARE NOT SUPPOSED TO BE USING YOUTUBE FOR OUR STUDENTS. Unless you are able to embed a video in a slide so that the Ads are not played. You need to be the one demonstrating the learning process the best of your ability. You are the exemplar. Kids only grasp true attention for an average of 3 minutes. So even a video is not always the answer. It is how you want your class to learn. The point of our Tuesday meetings is to talk about demos and techniques and having examples to share. I have been asking for that for awhile now and I just get crickets. I can't help whhat i don't know just like I can't assess what I can't see. Only a select few ever follow through. So if there is a technique you aren't strong at, ask! or find classes and join your community to strengthen your abilities. Resources was mentioned by almost everyone but did not expand as what resources you wanted me to find. If you look at the individual lesson at the bottom is the resources. However there is a ways to look up just resources that your can apply to any lesson. External resources won't work since it's not part of the platform. We went ahead and copied and pasted and hyperlinked the corresponding resources for the unit of lessons. I might record myself in some demos I can share but that doesn't mean everyone is capable or comfortable with my process. The first lessons should start with the elements of art and principles of design. There has always been a breakdown on what elements and principles are of focus per lesson. This should be expressed and assessed for every lesson. Slideshows, classroom management, art history, artitist, knowing TEKS, and differentiation are your responsibility. How one teacher runs their classroom will be different from another teacher's classroom. The art of education has slowly started adding slides of a lesson and adding more step by step pictures of the lesson. Please remember to toggle through the photos of the step by step. You can copy and paste those photos to a slide show. The art of ed also has the lessons broken down for you as far as the teks, writing points, differentiation, connections to artists and art history. most of the resources at the bottom have an artist. if the lesson is pop art and the artists are known for pop art then the art history connection/art movement is pop art. Itis all in the lessons its how you want to oraganize it and introduce it to your students. I can't predict who is in your classroom. Classroom management... that is on you and the culture of your classroom. Every campus is different. What works for me might not work for you. When we meet on Tuesday you can ask for advice. Ask your mentors on your campus for advice. Some campuses have a set management expectation and implementation process. It has to come from you. All the TEKS are explained at the top of the YAG. The examples of the TEKS is how the project is made and presented. Once again, Tuesdays are how we talk about things. You should be planning and working through the lessons ahead of time to catch what areas of struggle there could be for your kids. I feel like no one cares really since I also got the same questions repeated multiple times in the meetings and sometimes several weeks of the same question. If you don't want to take the opportunities to help yourself or others, then that is your choice. Your Tuesday PLC is not to be interrupted, you should not be in a meeting or duty at that time or pulled away. Teachers in your room should respectfully give you space. No students should be in the room either. I am aware that some campuses have different schedules and cannot meet. All you have to do is be active in the chat and reach out to see if I can meet at a different time. Expectations of these PLCs are not negotiable for those that can attend. Participation isn't optional. How can you expect that from your students when you may have the same questions and needs and then don't help yourself? | |||||||||||||||||||||||||
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