Art, 8Th Grade, Revised July 2012

CMS Curriculum Guide Grade/ Course: 8th/Art Date of Revision:___April, 2012

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Essenti How can you use art to express What is Surrealism? What is the difference between How do painters use media, tools al yourself? fine art and commercial art? and techniques expressively? Questi How do we construct a work of ons How does expressionism differ sculpture? from Realism?

Core -classroom print collection -classroom print collection PPT: “Printmaking” “A is for Artist” A Getty Museum Instru Alphabet ctional -VHS Drawing for All Vol.4 -Scholastic Art Chapman, L.H. (1992) Art: People, Crystal video Salvador Dali, Rene Magritte Images and Ideas p.178 -Canvas Materi Frida Kahlo -Acrylic paint -Block als -Scholastic Art -Chalk pastels Alice Neel, Portraits -Wire -Block ink -Plaster strips -Oil pastels -Alice Neel documentary -Brayers -Classroom print collection -Acrylic paint -Butcher paper - drawing paper -Guest Speaker Stan Sperlack if -Poster board -Craving tools available (Local Pastel Artist) -pencils -Markers -Cardboard -Colored pencils -Watercolor paint -Art Text: A World of Images, -Markers Laura Chapman Ch. 6 Art -Magazines -Watercolor paper History: The Twentieth Century -Glue stick -PPT: “William Turner” -Canvas -Construction paper

-Acrylic paint

-Color wheel

Ver. 2006-05 -Paste Paint

Standa 1.3.8.D.2 1.1.8.D.2 Examine and discuss 1.2.8.A.3 1.2.8.A.2,1.4.8.B.3, 1.1.8.D.2, rd/ Students will choose a category the elements of surrealism. Read about the difference 1.3.8.D.2 Strand that represents them and list between printmaking and graphic Each student will receive a letter /Activi visual items that fit in that 1.3.8.D.2, 1.3.8.D.4, 1.3.8.D.6 design and compare and contrast of the alphabet letter and they ty category. They will morph, Design a 3D sculpture that fine art and graphic design in a will find a masterpiece with an distort, and change the image to combines two animals and Venn diagram. image that begins with the letter look like the letters of their name construct the form using wire, and create a cropped painting of and draw them on a skewer. newspaper, masking tape, plaster 1.3.8.D.1 the image. Teacher will assemble and acrylic paint Draw a repeating design from a the artworks together in a book. 1.3.8.D.3 graphic design image for a 3 Paint color study, experimenting 1.3.8.D.3, 1.4.8.B.1 color reductive print. Use soft 1.4.8.B.3 with mixing color and creating Design an informational poster rubber block, carving tools and Each student will write a short value by mixing a color with exhibiting a surrealistic artist. block ink and print block biography of the artist and the black and white and its Include the elements and multiple times lining up the specific artwork geared to an complement principles of art and design and repeated pattern elementary reader. present to the class. 1.1.8.D.2, 1.2.8.A.3 1.3.8.D.3 1.3.8.D.2, 1.3.8.D.1, 1.1.8.D.2 Learn about the art movements of1.3.8.D.2 Learn and use proper vocabulary Use chalk pastels to paint an Realism and Expressionism Create a collage of a surrealistic associated with printmaking expressive landscape picture in compare and contrast different scene using magazines through a PowerPoint and the style of William Turner. works of art in a group worksheet discussion. 1.4.8.B.3 1.3.8.D.1, 1.1.8.D.2 Watch “Alice in Wonderland” 1.3.8.D.2, 1.3.8.D.3 Study Paul Cezanne and create a 1.2.8D1 and understand that the genre of Design a product that will change still-life arrangement of fruit use Review the facial proportions in surrealism has affected other the world. Create a flyer/poster oil pastels and watercolor to paint drawing a portrait. View video: forms of art including cinema. for marketing the product. the still-life. DaVinci The Art of Drawing, Students will list all the instances Lesson #2 that could be considered surreal 1.4.8.B.1, 1.4.8.B.2, 1.3.8.D.6 in the movie and discuss/debate Each student will create a “store 1.3.8.D.3 in groups after the movie. front” to sell their product. After Paint a self portrait representing each presentation, students will an emotion through body have “money” to purchase a language using Alice Neel as product that they feel will change inspiration. the world they cannot choose

Ver. 2006-05 their own and they will write a 1.3.8.D.3 short explanation of why they Create and design a personal chose the product. sketchbook that will be use throughout the year

Modifi Tier 1: Students will assist others Tier 1: Students will assist others Tier 1: Students will assist others Tier 1: Students will assist others cations in completion of projects. in completion of projects. in completion of projects. in completion of projects. for Students will complete projects Students will complete projects Students will complete projects Students will complete projects SpEd/ without frameworks. Students without frameworks. Students without frameworks. Students without frameworks. Students Ell/Gif who have completed projects will who have completed projects will who have completed projects will who have completed projects will go online to research additional go online to research additional go online to research additional go online to research additional ted & works in the same genre. works in the same genre. works in the same genre. works in the same genre. Talent ed Tier 2: Students will follow Tier 2: Students will follow Tier 2: Students will follow Tier 2: Students will follow procedures listed in activities. procedures listed in activities. procedures listed in activities. procedures listed in activities.

Tier 3: Any of the following Tier 3: Any of the following Tier 3: Any of the following Tier 3: Any of the following modifications/interventions may modifications/interventions may modifications/interventions may modifications/interventions may be used, as needed: be used, as needed: be used, as needed: be used, as needed:

A. Accomodations for A. Accomodations for A. Accomodations for A. Accomodations for Environment, such as seating Environment, such as seating Environment, such as seating Environment, such as seating arrangements, peer/buddy work arrangements, peer/buddy work arrangements, peer/buddy work arrangements, peer/buddy work sessions and small group sessions and small group sessions and small group sessions and small group instruction; Options such as instruction; Options such as instruction; Options such as instruction; Options such as shortened assignments and extra shortened assignments and extra shortened assignments and extra shortened assignments and extra credit options. Lesson credit options. Lesson credit options. Lesson credit options. Lesson Presentation differentiation such Presentation differentiation such Presentation differentiation such Presentation differentiation such as providing visual aids, written as providing visual aids, written as providing visual aids, written as providing visual aids, written outlines and modeling directions. outlines and modeling directions outlines and modeling directions outlines and modeling directions

Ver. 2006-05 Assess class participation class participation class participation class participation ment quizzes quizzes quizzes quizzes

completed projects completed projects completed projects completed projects -skewered name -sculpture -repeated, reductive print -“ABC’s of Art” by the -color study -Poster - 2-D and 3-D product 2013 8th grade -self portrait -collage design -pastel landscape painting -sketchbook -graphic design poster -watercolor still-life painting

21st 9.1.4.A.5: Apply critical thinking 9.1.4.A.5: Apply critical thinking 9.1.4.A.5: Apply critical thinking 9.1.4.A.5: Apply critical thinking Centur and problem solving skills and problem solving skills and problem solving skills and problem solving skills y Life & 9.1.4.B.1: Participate in 9.1.4.B.1: Participate in 9.1.4.B.1: Participate in 9.1.4.B.1: Participate in Career brainstorming sessions to seek brainstorming sessions to seek brainstorming sessions to seek brainstorming sessions to seek information, ideas and strategies information, ideas and strategies information, ideas and strategies information, ideas and strategies s that foster creative thinking. that foster creative thinking. that foster creative thinking. that foster creative thinking.

(4th- 9.1.4.C.1: Practice collaborative 9.1.4.C.1: Practice collaborative 9.1.4.C.1: Practice collaborative 9.1.4.C.1: Practice collaborative 8th skills in groups skills in groups skills in groups skills in groups grade) 9.1.4.F.2: Establish and follow 9.1.4.F.2: Establish and follow 9.1.4.F.2: Establish and follow 9.1.4.F.2: Establish and follow performance goals performance goals performance goals performance goals

Ver. 2006-05