6th Grade Art Syllabus
Panorama Middle School
Mrs. Lindstrom
6th Grade students will create art from observation, personal experience and imagination. They will learn and use drawing, painting, and sculpture techniques to create two and three-dimensional artworks. Students will express their personal or group identities, and create realistic or abstract works of art. They will analyze artworks, discuss aesthetic issues, and understand how art is related to history and culture.
*This syllabus is subject to change!
Drawing:
- Students will create a still life from observation
- Students will create an artwork with accurate proportion by observing
and drawing 3D objects
Terms
Proportion
Observation
Realistic
Abstract
Contour Line
Texture (actual, simulated)
Value
Color
3.What are you thinking???? Self-Identity Portrait
Introduce yourself to the viewer by putting your thoughts, things that describe you, your likes and dislikes. Favorite things: food, music, sports, etc.
4.Art To Remember
Students will design an art work that will be sent to the Art to Remember program. This helps raise money for Middle school art materials.
Graphic Design:
Peace Poster Project:
This project is in conjunction with our local Lion’s Club. Students have to convey peace and understanding in their poster to promote peace on our planet. No words can be used on the poster! Students will learn about graphic design elements.
Painting:
Students will create a watercolor painting exploring watercolor the techniques of masking, wet on wet, wet on dry, salt, and plastic wrap.
Terms
Primary Color
Secondary Colors
Warm Colors
Cool Colors
Expressive Color
Monochromatic
Blending
Masking
Brushwor
Ceramics:
Students will study the history of functional art in cultures, create
sketches for a 3D Functional container, and then choose one to
develop into 3D Functional Artwork using a modeling material.
Terms
Three-Dimensional
Form
Function
Balance
Symmetrical Balance
Ceramics
Abstract
Grades
Grades will be based on rubrics provided with drawing project. Please ask questions if you do not understand the components in the rubric. Students will have a conference with the teacher at the end of the term to review their artwork.
Sample Rubric:
Criteria / Advanced4 / Proficient
3 / Basic
2 / Below Basic
1
Expression / Viewers easily read the stated purpose of the artist through the use of elements and principles / Viewers can see the relationship between the elements and principles chosen and the stated purpose / Viewers may be confused about the relationship between the elements and principles and the stated purpose / Viewers may not see the relationship of the elements and principles to the
stated purposed
6th-8th Grade
A.06-08.01.01 / STANDARD 1: Understanding and applying media, techniques, and processes - Uses various media to demonstrate understanding of the elements of art / Combines multiple elements of art when visually expressing ideas and feelings
A.06-08.01.02 / STANDARD 1: Understanding and applying media, techniques, and processes - Uses various media to demonstrate understanding of the elements of art / Utilizes the understanding of positive/negative space in creation of personal art
A.06-08.01.03 / STANDARD 1: Understanding and applying media, techniques, and processes - Uses various media to demonstrate understanding of the elements of art / Uses one-point and two-point perspective to create art
A.06-08.01.04 / STANDARD 1: Understanding and applying media, techniques, and processes - Uses various media to demonstrate understanding of the elements of art / Creates art in three dimensions
A.06-08.02.01 / STANDARD 2: Using knowledge of structures and functions - Perceives and responds to works of art, objects in nature, events and the environment. Uses the vocabulary of art to express observations. Creates artwork that uses organizational principles. / Generalizes about the effects of visual structures and functions and reflect upon these effects in personal art work
A.06-08.02.02 / STANDARD 2: Using knowledge of structures and functions - Perceives and responds to works of art, objects in nature, events and the environment. Uses the vocabulary of art to express observations. Creates artwork that uses organizational principles. / Employs organizational structures and analyzes what makes them effective or not effective in the communication of ideas
A.06-08.02.03 / STANDARD 2: Using knowledge of structures and functions - Perceives and responds to works of art, objects in nature, events and the environment. Uses the vocabulary of art to express observations. Creates artwork that uses organizational principles. / Selects and uses the qualities of structures and functions of art to improve communication of ideas
A.06-08.03.01 / STANDARD 3: Choosing and evaluating a range of subject matter, symbols and ideas - Develops competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. / Integrates visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
A.06-08.03.02 / STANDARD 3: Choosing and evaluating a range of subject matter, symbols and ideas - Develops competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. / Uses subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
A.06-08.04.01 / STANDARD 4: Understanding the visual arts in relation to history and cultures - Analyzes the role and development of the visual arts in past and present cultures throughout the world. Notes and understands human diversity as it relates to visual arts and artists. / Relates the works of well-known artist to historical and social events of the period in which the works were created
A.06-08.04.02 / STANDARD 4: Understanding the visual arts in relation to history and cultures - Analyzes the role and development of the visual arts in past and present cultures throughout the world. Notes and understands human diversity as it relates to visual arts and artists. / Demonstrates a functional knowledge of the characteristics of artworks in various eras and cultures
A.06-08.04.03 / STANDARD 4: Understanding the visual arts in relation to history and cultures - Analyzes the role and development of the visual arts in past and present cultures throughout the world. Notes and understands human diversity as it relates to visual arts and artists. / Analyzes, describes, and demonstrates how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
A.06-08.04.04 / STANDARD 4: Understanding the visual arts in relation to history and cultures - Analyzes the role and development of the visual arts in past and present cultures throughout the world. Notes and understands human diversity as it relates to visual arts and artists. / Compares and contrasts the correlation between a period in art/cultural history and the same period in world art/cultural history
A.06-08.05.01 / STANDARD 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others - Evaluates and describes various kinds of art using appropriate art vocabulary and terminology. Derives meaning from works of art, including own work, according to the elements of art, the principles of art and aesthetic qualities. / Compares multiple purposes for creating works of art
A.06-08.05.02 / STANDARD 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others - Evaluates and describes various kinds of art using appropriate art vocabulary and terminology. Derives meaning from works of art, including own work, according to the elements of art, the principles of art and aesthetic qualities. / Analyzes contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
A.06-08.05.03 / STANDARD 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others - Evaluates and describes various kinds of art using appropriate art vocabulary and terminology. Derives meaning from works of art, including own work, according to the elements of art, the principles of art and aesthetic qualities. / Describes and compares a variety of individual responses to personal artworks and to artworks from various eras and culture
A.06-08.06.01 / STANDARD 6: Making connections between visual arts and other disciplines - Describes what is learned in the visual arts, and apply that knowledge to other curricular areas. / Compares the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
A.06-08.06.02 / STANDARD 6: Making connections between visual arts and other disciplines - Describes what is learned in the visual arts, and apply that knowledge to other curricular areas. / Describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
Vocabulary
Proportion- relative size: the correct or desirable relationship of size, quantity, or degree between two or more things or parts of something
Observation-the action or process of observing something or someone carefully or in order to gain information, in drawing or painting; looking at objects or people and trying to create them in an artwork
Realistic-representing familiar things in a way that is accurate or true to life.
Contour Line-Theoutlineofafigure,body,ormass.
Texture (actual, simulated)- - how something feels, using tools to create a surface on clay (actual) drawing lines or dots for the appearance of texture (simulated)
Value- An element of art, value refers to the lightness or darkness of a color. Value becomes critical in a work which has no colors other than black, white, and a gray scale. For a great example of value in action, think of a black and white photograph. You can easily visualize how the infinite variations of gray suggest planes and textures.
Color-Theappearanceofobjectsorlightsourcesdescribedintermsoftheindividual'sperceptionofthem,involvinghue,lightness,andsaturationforobjectsandhue,brightness,andsaturationforlightsources.
Dry Media Types- charcoal, pencil, colored pencil, oil pastels, pastels, etc.
Primary Colors-colors linked by triangle on the color wheel:red,yellow,orblue,mixtureyields allothercolors.
Secondary colors-Created by two primary colors
Visual Culture- academic subject is a field of study that generally includes some combination of cultural studies, art history, critical theory, philosophy, and anthropology, by focusing on aspects of culture that rely on visual images.
Personal or Group Identity-objects, words, symbols or groups a people you might affiliate yourself with because of personal taste, beliefs, culture and race.
Expressive Color-- Expressive color refers to one manner in which color is used to describe shapes. Expressive color specifically refers to a use of color that is based on the artist's creative choice, whether the choice is based on a design decision or based on a conceptual decision. For example, painting a banana blue would be use of expressive color. Expressive color is also referred to as subjective color.
Monochromatic-Different shades or values of one color
Three-Dimensional-Having height, width and depth
Form-is one of the seven elements of art. At its most basic, a form is a three-dimensional geometrical figure (i.e.: sphere, cube, cylinder, cone, etc.), as opposed to a shape, which is two-dimensional, or flat.
Function-an activity or purpose natural to or intended for a person or thing
Balance- a state in which different things occur in equal or proper amounts or have an equal or proper amount of importance
Symmetrical- same visual weight on both sides of an artwork
Ceramics-theartortechnologyofmakingobjectsofclayandsimilarmaterialstreatedbyfiring.
Abstract-can be a painting or sculpture (including assemblage) that does not depict a person, place or thing in the natural world
Organic Form-a natural form like a leaf, flower, etc.
Glaze-liquid minerals paint on bisque clay to create color and unique surfaces
Culture- thebehaviorsandbeliefscharacteristicofaparticularsocial,ethnic,oragegroup
Historical Context- Historical context is the political, social, cultural, and economic setting for a particular idea or event. In order to better understand something in history, we must look at its context--those things which surround it in time and place and which give it its meaning. In this way, we can gain, among other things, a sense of how unique or ordinary an event or idea seems to be in comparison to other events and ideas.
Line-the path of a moving point. It can be straight, curved, zig-zag, bent, etc.
Shape-An element of art, space refers to distances or areas around, between or within components of a piece. Space can be positive (white or light) or negative (black or dark), open or closed, shallow or deep and two-dimensional or three-dimensional. Sometimes space isn't actually within a piece, but the illusion of it is
Contrast-- Contrast is a principle of art. When defining it, art experts refer to the arrangement of opposite elements (light vs. dark colors, rough vs. smooth textures, large vs. small shapes, etc.) in a piece so as to create visual interest, excitement and drama.
Positive Shapes- Positive space is the area or part of a painting's composition that the subject occupies. For instance, the positive space could be a vase of flowers in a still life painting, a person's face in a portrait, the trees and hills of a landscape painting. The area around the positive space is called the negative space.
Negative Shapes-Negative space is the space between objects or the parts of an object, for example the area between a cup and its handle. Also the space between an object and the edges of the canvas, i.e. the space around an object. The opposite of negative space is positive space.