Fair winds and smooth sailing...
Sixth Grade Curriculum
Sixth graders will review the Elements of Arts, but will find themselves immersed in the study of colors as they explore specially, shape/form, line, and pattern. They will create three dimensional stars and color them with primary, secondary, and tertiary colors as well as tints and shades.
Sixth graders will also have an in depth introduction into perspective. Creating their own “artists trading cards” ATC; students will create miniature studies of geometric forms, (while learning the basics of shading and highlighting). Students will complete this project with a drawing study of a meal that has a surprise touch. The sixth graders will study the contemporary works of Paul Cadden, Diego Koi and others as well as the classic works of Leonardo da Vinci, Van Gogh, and Escher.
The final work of the sixth graders will be a drawing of a group of people showing emotion, however, staged in such a way to show perspective. Students will include some collage’ images from magazines to further teach perspective. Students will be calling upon all of their insights to construct such a work. Students will be introduced to the surreal works of Alex Prager, Rick Parker, Clarence Daroow and Jack Brummel . These artists will hopefully inspire and broaden your children’s perception on the incorporation of hyper-realism and perspective.
Seventh Grade Curriculum
Seventh graders will build upon prior knowledge. For their first project they will produce a line drawing of a “place” of their choosing – the goal is to explore perspective on a more advanced level than when in sixth grade – recording an experience. However, they will practice various points of view as they make multiple mini studies for the purpose of honing their critical thinking skills.
Seventh graders will also have the opportunity to make a two page graphic novel this year as they learn about sequencing, higher level critical thinking, (as they focus on what is essential to their message) and executive functions, (a.k.a. cognitive processes - thinking). Students will use nursery rhymes or fairy tales as the catalyst for their works.
To ready seventh graders for the expectations and responsibilities of eighth grade art; students will re-create the work of a famous artists’ depiction of a room/space or some type of “scape”. They will add to this space in the fore, middle and back ground areas cut out pictures that fit. This project actually adds a different twist to last year’s sixth grade project. Students will basically, free-hand draw a line drawing of the artist work, then alter the coloring, textures, mood, etc., while maintaining the integrity of the original work. For example, imagine with me, Van Gogh’s “Bedroom at Arles” as a line drawing and then colored in with a quilt and teddy bear instead of the red blanket and pillows on the bed. Hopefully, you will recognize the work as Van Gogh, but will be delighted with the surprises. Students will learn about the artist, their eye for perspective as well as the principles of design and much more.
Eighth Grade Curriculum
Eighth graders will learn about conveying the unknown through art this year. It is my goal, as in previous years, to assist students in getting to the deeper meaning of their art – understanding and conveying their rationale – hopefully helping them to see the importance of the messages they wish to share.
Students will re-learn concepts of contrasting colors and hues as they apply a culmination of prior knowledge to the creation of self-portraits using various hues of one media, (one media is defined for this purpose as one, non-artist material, i.e., salt, sand, walnut hulls, twigs, rice, pebbles, etc.). Students will learn observational skills, in addition to line, shape, mood, and texture, all while creating tones while creating depth. Students will create a self portrait based upon what they believe they look like and what they want others to see of themselves. Students will view portraitures produced by classical and contemporary artists.
To continue with the study in observation, students will contrast imagery while addressing problem solving. Students will either use my photographs or provide their own and fit a images that contrast the original scene. This is not a lesson about contrasting tones, however, important – this is a lesson where students must contrast the images, the suggested mood or main idea of the scene and fit found or created images within the scene. To accentuate this view, students will “pop” the fitted images out from the surface. Students will view selected works of Richard Renaldi, Mark Laita, Jill Greenberg and others.
Eighth grade students will be challenged with executive functions of “flexible shift” for the purpose of working and adjusting to several variables at one time. Students will need the skill of multi-tasking. To assist them in their development of this critical thinking skill, students will “play” a type of musical chairs as they move from place to place about their room using different medium at every station as they work towards creating a single portrait. Students will have to overcome changes in the feel of various materials and/or the application of those materials. They will have to consider what is the best use of the material for the outcome to be its best. They will have to consider their goal and purpose of the piece and may have to abandon pre-conceived notions of their expectations and develop new thoughts on the “fly” – be spontaneous.
Students will also have the opportunity to create icons and reflect upon the meaning and message of the chosen symbol. Students will be expected to create positive and negative space images of self, a product, school, family and an app. This assignment have a short essay component, where students must offer some written explanation for their work.
Students will also have the opportunity to work three dimensionally; creating a box with a fitted lid. They will seriously consider the purpose of the box, along with its contents, or lack thereof. Students will deliberately select specific materials that express personally, what they wish to “say” to the viewer about themselves, as it is a reflection of their inner thoughts – a sort of self portrait. Students will also be expected to create an poem, haiku or short essay offering an explanation. Students will study the works of Pete Carl Faberge, mixed media artists and assemblage artists
Sixth graders will review the Elements of Arts, but will find themselves immersed in the study of colors as they explore specially, shape/form, line, and pattern. They will create three dimensional stars and color them with primary, secondary, and tertiary colors as well as tints and shades.
Sixth graders will also have an in depth introduction into perspective. Creating their own “artists trading cards” ATC; students will create miniature studies of geometric forms, (while learning the basics of shading and highlighting). Students will complete this project with a drawing study of a meal that has a surprise touch. The sixth graders will study the contemporary works of Paul Cadden, Diego Koi and others as well as the classic works of Leonardo da Vinci, Van Gogh, and Escher.
The final work of the sixth graders will be a drawing of a group of people showing emotion, however, staged in such a way to show perspective. Students will include some collage’ images from magazines to further teach perspective. Students will be calling upon all of their insights to construct such a work. Students will be introduced to the surreal works of Alex Prager, Rick Parker, Clarence Daroow and Jack Brummel . These artists will hopefully inspire and broaden your children’s perception on the incorporation of hyper-realism and perspective.
Seventh Grade Curriculum
Seventh graders will build upon prior knowledge. For their first project they will produce a line drawing of a “place” of their choosing – the goal is to explore perspective on a more advanced level than when in sixth grade – recording an experience. However, they will practice various points of view as they make multiple mini studies for the purpose of honing their critical thinking skills.
Seventh graders will also have the opportunity to make a two page graphic novel this year as they learn about sequencing, higher level critical thinking, (as they focus on what is essential to their message) and executive functions, (a.k.a. cognitive processes - thinking). Students will use nursery rhymes or fairy tales as the catalyst for their works.
To ready seventh graders for the expectations and responsibilities of eighth grade art; students will re-create the work of a famous artists’ depiction of a room/space or some type of “scape”. They will add to this space in the fore, middle and back ground areas cut out pictures that fit. This project actually adds a different twist to last year’s sixth grade project. Students will basically, free-hand draw a line drawing of the artist work, then alter the coloring, textures, mood, etc., while maintaining the integrity of the original work. For example, imagine with me, Van Gogh’s “Bedroom at Arles” as a line drawing and then colored in with a quilt and teddy bear instead of the red blanket and pillows on the bed. Hopefully, you will recognize the work as Van Gogh, but will be delighted with the surprises. Students will learn about the artist, their eye for perspective as well as the principles of design and much more.
Eighth Grade Curriculum
Eighth graders will learn about conveying the unknown through art this year. It is my goal, as in previous years, to assist students in getting to the deeper meaning of their art – understanding and conveying their rationale – hopefully helping them to see the importance of the messages they wish to share.
Students will re-learn concepts of contrasting colors and hues as they apply a culmination of prior knowledge to the creation of self-portraits using various hues of one media, (one media is defined for this purpose as one, non-artist material, i.e., salt, sand, walnut hulls, twigs, rice, pebbles, etc.). Students will learn observational skills, in addition to line, shape, mood, and texture, all while creating tones while creating depth. Students will create a self portrait based upon what they believe they look like and what they want others to see of themselves. Students will view portraitures produced by classical and contemporary artists.
To continue with the study in observation, students will contrast imagery while addressing problem solving. Students will either use my photographs or provide their own and fit a images that contrast the original scene. This is not a lesson about contrasting tones, however, important – this is a lesson where students must contrast the images, the suggested mood or main idea of the scene and fit found or created images within the scene. To accentuate this view, students will “pop” the fitted images out from the surface. Students will view selected works of Richard Renaldi, Mark Laita, Jill Greenberg and others.
Eighth grade students will be challenged with executive functions of “flexible shift” for the purpose of working and adjusting to several variables at one time. Students will need the skill of multi-tasking. To assist them in their development of this critical thinking skill, students will “play” a type of musical chairs as they move from place to place about their room using different medium at every station as they work towards creating a single portrait. Students will have to overcome changes in the feel of various materials and/or the application of those materials. They will have to consider what is the best use of the material for the outcome to be its best. They will have to consider their goal and purpose of the piece and may have to abandon pre-conceived notions of their expectations and develop new thoughts on the “fly” – be spontaneous.
Students will also have the opportunity to create icons and reflect upon the meaning and message of the chosen symbol. Students will be expected to create positive and negative space images of self, a product, school, family and an app. This assignment have a short essay component, where students must offer some written explanation for their work.
Students will also have the opportunity to work three dimensionally; creating a box with a fitted lid. They will seriously consider the purpose of the box, along with its contents, or lack thereof. Students will deliberately select specific materials that express personally, what they wish to “say” to the viewer about themselves, as it is a reflection of their inner thoughts – a sort of self portrait. Students will also be expected to create an poem, haiku or short essay offering an explanation. Students will study the works of Pete Carl Faberge, mixed media artists and assemblage artists