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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
ii
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
iii
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
iv
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.
2
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.
3
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.
4
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
ACHIEVEMENT STANDARDS FOR STUDENTS:
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
ACHIEVEMENT STANDARDS FOR STUDENTS:
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
ACHIEVEMENT STANDARDS FOR STUDENTS:
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.
5
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
ACHIEVEMENT STANDARDS FOR STUDENTS:
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
ACHIEVEMENT STANDARDS FOR STUDENTS:
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.
6
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.
7
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.
8
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
9
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
10
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
though they might feel, if touched.
Collage
Line design
Printing, gadgets
Printing, stencils
Weaving, metal and fiber
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
Weaving, metal and fiber
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
11
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
12
MIDDLE SCHOOL ART CURRICULUM
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
to an object with three dimensions.
Spacial Designs
-overlapping
Pathways in Line
Maze Craze
Contour drawing of organic and non-
organic still life
Scrimshaw
13
SEVENTH GRADE COURSE DESCRIPTION (Cont.)
TEXTURE: How things feel, or look as
though they might feel, if touched.
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
SEVENTH GRADE COURSE DESCRIPTION (Cont.)
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
SEVENTH GRADE COURSE DESCRIPTION (Cont.)
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
Printmaking, linoleum block
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
of art to accent their similarities.
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.
16
SEVENTH GRADE COURSE DESCRIPTION (Cont.)
PROPORTION: How parts of a work
relate to each other and to the
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
17
MIDDLE SCHOOL ART CURRICULUM
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.
COLOR: What the eye sees when light
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
18
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
COLOR: What the eye sees when light
is reflected off an object. (Cont.)
Caricatures
Pointillism
Locker art
Totem pole
Printmaking, linoleum block
Printmaking
Collograph
Weaving
Ojo
Tie dye stationary
Marbling paper
Designer paper
CD cover design
Billboard design
FORM: An element of art that refers
to an object with three dimensions.
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
19
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
TEXTURE: How things feel, or look as
though they might feel, if touched.
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
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
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
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
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.
Stained glass window design
Collage, found objects
Abstract design
Noton design
Abstract patterns
Geometric patterns
Painting, perspective
Weaving, wall hanging
Painting, collage
Painting, circus poster
Surrealism, locker art
Drawing, portrait
Pointillism
Tessellations
Printmaking, linoleum block
Weaving, pocket
Ojo
Weaving, dream catcher
22
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
VARIETY: A principle of art which
involves combining one or more elements
of art to create interest.
Stained glass window design
Collage
Abstract design
Geometric patterns
Collage, paper food
Mask, monochromatic
Painting, perspective
Weaving
Painting, collage
Painting, circus poster
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
Painting, circus poster
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
Painting, perspective
Pointillism, sectional
23
EIGHTH GRADE COURSE DESCRIPTION (Cont.)
RHYTHM: The repetition of an
element of art to make a work seem
active.
Abstract pattern
Noton design
Contrapuntal
Painting, perspective
HARMONY: Combining the elements
of art to accent their similarities.
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
relate to each other and to the
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
ELEMENTS DESCRIPTION BENCHMARKS
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
ELEMENTS DESCRIPTION BENCHMARKS
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
ELEMENTS DESCRIPTION BENCHMARKS
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
ELEMENTS DESCRIPTION BENCHMARKS
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
ELEMENTS DESCRIPTION BENCHMARKS
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
PRINCIPLES DESCRIPTION BENCHMARKS
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
PRINCIPLES DESCRIPTION BENCHMARKS
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
Principles of Design.
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
Principles of Design.
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.
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
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.
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
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
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
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
Drawing Unit: Part 2
Paper Mache Animal on Wire Armature
EIGHTH GRADE
Drawing Unit: Part 1
Drawing Unit: Part 2
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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
Requirements Points Earned Student/Teacher
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)
Name, first and last, and marbling pattern on back of each piece of marbled paper
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)
Name, first and last, and marbling pattern on back of each piece of marbled paper
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
Name, first and last, and marbling pattern on back of each piece of marbled paper
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
Requirements Points Earned Student/Teacher
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.
I . Materials and Equipment
A. Computer with Internet access
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
A. Computer with Internet access
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
I . Materials and Equipment
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
PICTURES WORTH A THOUSAND WORDS
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
PICTURES WORTH A THOUSAND WORDS
(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.