Joan Willen Cohen, Curriculum Specialist
Middle School Office
Curriculum Timeline – Visual Arts
GRADES 6 - 8
1st Semester
Grades 6 and 7: This is an introductory program of study of the elements of art and their application to composition and applied design. The course offers a wide range of two and three dimensional art problems, emphasizing exploration and experimental approaches using a variety of materials, techniques, and processes.
Grade 8: Basic skills and experiences are extended and reinforced at the eight-grade level. Concepts are increasingly sophisticated and problems more complex.
Unit / Unit Area and Emphasis / Resources* / Time/9 weeks
I – Exploratory Art Unit
(grades 6-7)
Two and Three Dimensional Design
(grade 8) / Drawing:
Line – qualities and characteristics in drawing, line to create shapes, values, and movement in drawings.
Characteristics of various drawing materials (soft pencils, charcoal, crayons, pastels, found objects).
Drawing for various purposes (contour, gesture, sketching).
Application of drawing techniques - personal interpretation of experiences and observations (single objects, group objects, action figures, single figures, group figures, landscapes, cityscapes).
Perspective as it relates to drawing problem (change in size, value, overlapping, figure ground).
Historical significance of drawing as relating to works of art and recording history (historical perspective). / Visual Arts Middle School Curriculum Guide / 2 weeks
II – Exploratory Art Unit
(grades 6-7)
Two and Three Dimensional Design
(grade 8) / Painting:
Identification and use of art elements and principles of design in painting compositions (color properties, emotional and symbolic aspects of color).
Exploring media and techniques (tempera paint, transparent watercolor, mixed media – resist, collage).
Application of paint media and techniques to subject matter (landscape, cityscape, figures, objects).
Historical development of painting. / Visual Arts Middle School Curriculum Guide / 2 weeks
III – Exploratory Art Unit
(grades 6-7)
Two and Three Dimensional Design
(grade 8) / Printmaking:
Elements and principles of art (repetition of shape and color, movement, overlapping, pattern, organizing composition).
Exploring and experimenting with printing processes and techniques, emphasizing the inherent qualities of materials as integral part of the design (relief, monotype, scrap – linoleum, wood block, plastic block, brayer and scrap printing).
Historical perspective (art history, significance today, commercial and fine arts application). / Visual Arts Middle School Curriculum Guide / 1 week
IV – Exploratory
Art Unit (grades 6-7)
Two and Three Dimensional Design
(grade 8) / Three-Dimensional Design:
Design elements and principles in relation to processes and techniques (constructing, modeling, carving).
Exploring sculpture techniques and processes (constructing, modeling, carving - paper, wire, paper-mache, clay – in the round and relief).
Historical development and appreciation. / Visual Arts Middle School Curriculum Guide / 1 weeks
V – Exploratory
Art Unit
(grades 6-7)
Two and Three Dimensional Design
(grade 8) / Lettering and Layout:
Historical background – origins and development of lettering, role of contemporary lettering in advertising.
Exploring use of lettering – Gothic alphabet, cut paper letters, application of cut paper letters.
Art elements and principles in relation to lettering and layout (unity in design, color relationships, arrangements of letters and symbols, balance of component parts).
Lettering (Gothic alphabet, characteristics and style, uniformity in size and structure, spacing), expressive lettering, techniques (cut paper, pen and ink, brush and paint), relationship of lettering to illustration, use of symbols, simplicity, use of color for impact.
Processes and techniques – cut paper, tempera, mixed media.
Application of lettering and layout – signs, posters, program covers, album covers, advertisements, illustrations.
Historical perspective. / Visual Arts Middle School Curriculum Guide / 1 week
VI – Exploratory
Art Unit
(grades 6-7)
Two and Three Dimensional Design
(grade 8) / Crafts Design:
Design and crafts – design in relation to materials, form and function of crafts object, expressive and functional nature of crafts, craftsmanship in the creation of quality craft objects.
Exploring the use of crafts materials, techniques and processes – (stitchery, appliqué, weaving, macramé, mosaics, stained glass, pebbles, wood, combination of materials), ceramics (coil, slab, wheel), puppetry (hand, marionettes).
Historical perspective – understanding and appreciating the work of craftsperson of different culture, past and present, role of crafts in contemporary society. / Visual Arts Middle School Curriculum Guide / 2 weeks
Note – Scope of the visual arts curriculum is dependant upon availability of materials, equipment, and supplies at each school, along with a fifty-minute art period each day for middle school students.
* Resources:
· Cultural/Academic Program
· Visual Arts Middle School Curriculum Guide
· Becoming An Art Teacher, Dr. Jane Bates
· Visual Arts Content Standards, BCPSS
· Fine Arts Reproductions
· Baltimore Museum of Art
· Walters Art Museum
· American Visionary Art Museum
· Getty Center ( and other art/art education web sites
· National Art Education Association (www.naea.org)
· Contemporary Museum
· Maryland Institute College of Art
· Art A Global Pursuit, Katter and Stewart
· Discovering Art History, Gerald F. Brommer
· Art In Focus, Gene A. Mittler
· Exploring Visual Design, Davis Publication
· New technologies in the Art Room, Deborah Greh
· Art Careers, Davis Video Publication
Writing: Students will write to inform, to persuade, and to express personal ideas.
· Describe a process, step- by-step procedures related to producing a work of art.
· Descriptive writing, to describe a work of art from a specific period of history as relates to social studies units.
· Compare and contrast works of art; explain how two works of art are different and alike. Include art vocabulary in explanation.
· Write a story relating events in order in which they happened or will happen using art reproduction as the focus for this writing assignment.
· Persuasive writing – State your feelings about a work of art, giving clear reasons why you feel this way.
· Descriptive writing – Describe a work of art, how it looks, how it makes you feel, how objects in the work of art might smell or sound.
Reading: Students will read self-selected or assigned texts for a variety of purposes, applying appropriate strategies to construct, extend, and examine meaning. (Reading for the literary experience, to be informed, and to perform a task.)
· Read about works of art, encourage oral and written reports on favorite artworks and artists.
· Read poems or stories and create original art based on these poems or stories.
· Read about a specific period in history in conjunction with social studies units, exploring works of art from this period. Ex. Read about the tombs of King Tutankamen.
· Read and research an art form from a specific time period or a particular culture.
· Read articles about a specific artist (Picasso) and construct a time-line of important events of his time.
· Read, research, and compare the artistic styles of two artists.
· Read and discuss murals by famous artists. Work cooperatively to create a mural that represents a community or school.
· Read and research several historical portraits and write a biography of one of the portraits.
Cross Curricular Connections:
· Social studies and art: Students should study drawing, painting, printmaking, crafts from cultural perspectives, analyzing works of art from historical, social, political, and economic perspectives. Reading, research and writing are natural cross-curricular components of the social studies curriculum.
· Mathematics and art: Students should analyze works of art from a mathematical perspective, using rulers and mathematical equations to dissect works of art from a compositional perspective. Students should explore connections between art, architecture, and mathematics.
· Science and art: Science and the arts happen when children mix primary colors to get secondary colors. Studying the DNA of art objects for classification regarding specific periods in history is an example of science and art. Art conservation and restoration is another focus for cross-curricular learning in science and the arts.
· Language arts and art: Language arts and art cross all academic disciplines as students read, write, and speak about works of art, either their own artwork or art work created by well know artists.
Assessments:
· Teacher will evaluate student’s work of art focusing on MSDE Essential Learner Outcomes.
§ Student portfolios will be used as assessment tools.
§ Written and oral communication assignments will be used as assessment tools.
§ Teachers will develop criteria for students to personally assess their own works of art.
§ Students will apply knowledge, developing ability to identify, analyze, and apply criteria for making aesthetic visual aesthetic judgments regarding their own works of art and other works of art.