Learning Activities/Facts/Information

Fine Arts Assessment/Activity Worksheet

LEVEL: Three (Grades 6-8) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, Pr, R1, R4) Benchmark: ART.VA.I.1(L3) Apply understanding of the varying qualities of materials, techniques, media technology, and processes to the selection of appropriate tools and media to design, solve creative problems, and achieve desired artistic effects.

Assessment (before, during, after):

Before: Activity #1- Ask students to fill a page in their daily sketchbook with as many different kinds of lines they can think of. Call on students to share ideas on the board.

Activity #2- Class discussion to determine students’ prior knowledge of color (Question and answer session about primary, secondary, complimentary, analogous, color wheel). Point out examples of each term around the classroom. Instruct students to write definitions in their daily sketchbooks.

Activity #3- Value handout #1. Check students’ work for smooth transition of value. Ask student to squint while looking at work and if there is no evidence of transition they have succeeded. If not, demonstrate changing pencil pressure and have student try again. Instruct students to write “value = shading” in their daily sketchbooks and list the 5 ways to create value.

During: Activity #1- Observation Activity #2- Grade color packets and have students correct any mistakes. Discuss how to mix colors on votives and how to mix frosting successfully. Activity #3- Value quiz: match shading techniques to the correct term.

After: Activity #1- Project Rubric Activity #2- Color Test: match definitions to the correct term. Activity #3- Project Rubric

1 Learning Activities/Facts/Information: Resources:

Demonstrate proficiencies with materials and techniques Xerox copies of reference sheets for facial features 1. Line quality: BED HEAD Students will draw a large U on a blank sheet of paper and Color Wheel trace it with a black marker. Then, students will choose to use the U as a chin with the paper right side up or as a Examples of artwork created forehead with the paper upside down. Next, students will draw facial features inside the U using a black sharpie. using value Students must fill the entire page and add line variety using colored markers in varying sizes; these lines Examples of prior student become the “hair.” work of assignment

2. Color mixing: COLOR PACKET Examples of all five shading Students practice color mixing by filling in labeled spaces. techniques On the last page students will create their own color wheel by mixing and labeling colors. Value handout #1 A) VOTIVE CANDLES- Discuss overlapping and review Value handout #2 color mixing. Demonstrate color change when tissue paper is overlapped. Students will tear multicolored tissue paper into small pieces and, using Mod Podge and a small piece Show examples of prior of sponge, glue tissue to the sides of a glass votive candle. student work Once dry students can present “color changes” to the class. B) COLORFUL COOKIES Teacher supplies frosting in primary colors and plain sugar cookies. Each student chooses two primary colors to mix a secondary color. Frost cookie. Student must give teacher their “color equation” before they can eat their cookie.

3. Gray scale: VALUE Practice: Students practice moving from light to dark and from dark to light with a smooth transition using handout #1. Next, students lay out three shapes for an interesting composition. They shade each shape from light to dark based on given light source. Distribute value handout #2 and discuss five ways to create value: pointillism, hatching, crosshatching, rendering, and scribbling. Students complete handout by practicing each of the five shading techniques. Assignment: Students create a line drawing (pencil) of a potted plant on a 12 x 18 sheet of paper. Instruct students to trace a circular object (approx 5”) on their drawing three times. One must be rendered in color. Students choose two other techniques to shade the remaining circles.

New Vocabulary: line, variety, repetition, primary colors, secondary colors, complimentary colors, analogous colors, color wheel, overlapping, value, shading, light source

2 Fine Arts Assessment/Activity Worksheet

LEVEL: Three (Grades 6-8) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, Pr, R1, R4) Benchmark: ART.VA.I.2(L3) Develop, understand, and appropriately apply the concept of the safe and responsible use of art materials.

Before: Students take a matching pre-test about tools and their usage.

During: Students participate in “Tools and Safety” Scavenger Hunt generated by teacher.

After: Students must pass a “Tools and Safety” Quiz before they can participate in art class. Students must also get a parent signature on successful quiz.

1. Create artwork using best solution DaVinci Sketches Activity #1 BRAINSTORMING What kind of tools do you think you’ll use in art class? Students The making of the Statue of brainstorm ideas in their daily sketchbook. Select Liberty artist sketches students to share ideas. Pre-Test Pages from The Diary of a Activity #2 SKETCHING Ask students to sketch Wimpy Kid their morning routine in their daily sketchbook for sketching practice. Examples of photographs, Activity #3 REFERENCE Define reference for the calendar pages, magazines, students. Invite students to write this in sketch etc. to be used as reference book. Call on students to suggest things that could be used as reference for their artwork. Ask them to Collection of tools that list these in their sketch book. students will utilize during an entire semester. (Show again per assignment) 2. Teacher demonstration of tools and materials Teacher generated Activity #1 TEACHER DEMONSTRATION Teacher presentation of expectations, goes through list of classroom tools and safety. tools and safety Teacher shows proper use and safety precautions. Students take notes in sketch book. Teacher generated quiz on Activity #2 DVD or PowerPoint Presentation of tools and safety in the Tools and Safety in the classroom. Distribute PPT classroom handouts and ask students to take notes per slide. Activity #3 WRITTEN SEQUENCE OF TASKS Explain daily routine to students. Instruct students to write this sequence in daily sketch books.

3. Students pass quiz on responsible use of materials prior to using. Activity #1 Verbal review about tools and safety for written quiz. Activity #2 Students must individually take and pass teacher generated quiz regarding tools and safety in the classroom before they can participate. Parents must sign each passing quiz.

New Vocabulary: brainstorming, sketching, reference, safety, responsibility, expectations

LEVEL: Three (Grades 6-8) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.I.3(L3) Select and apply visual characteristics, vocabulary, and organizational principles to communicate effectively when designing and solving creative problems.

Before: Review elements and principles of art.

During: PowerPoint presentation of examples of artwork through the ages demonstrating the elements and principles. Break into 5 groups each one discussing then identifying what elements and principles they see.

After: Come back as a class and discuss each group’s findings of the elements and principle. Discuss whether or not they agree on the findings and point out any that were missed.

Project Rubric: Each student must participate in the group discussion with meaningful contributions.

Incorporate elements and/or principles of art in www.artcyclopedia.com artwork.

1. Activity #1 ELEMENTS: color, value, texture, shape, space, form, line

2. Activity #2 PRINCIPLES: Pattern/repetition/rhythm, Balance, Unity, Movement, Emphasis, Variety, contrast

New Vocabulary: Principles of Art: pattern, repetition, rhythm, balance, unity, movement, emphasis, variety, and contrast

LEVEL: Three (Grades 6-8) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.I.4 (L3) Develop, employ, and effectively use reflective thinking skills to observe, analyze, and critically evaluate works of art for the purpose of improving technical quality.

Before: Ask students: What is a critique? Call on students to share answers. Define “critique” for students and give examples of words that can be used for a helpful and kind critique.

During: A critique can frequently be given in the middle of an assignment to help the artist finish strong. This can be done as a class or individually between teacher and student.

After: Written or Verbal per Activity #3.

1. Classroom critique (to be performed frequently Teacher generated guidelines throughout the semester) for silent critique Activity #1 SILENT CRITIQUE Student work is displayed around work stations (tables). Each Teacher generated questions student is given a guideline and begins at their on popsicle sticks assigned seat. Teacher will signal students to move one seat to their right for next critique. Teacher generated ‘tokens’ Critique continues until students are back in their own seats. Teacher cuts worksheets into strips per student and collects critiques in envelopes to be given back to artists for feedback. Activity #2 CLASSROOM DISCUSSION Six pieces of student work is displayed at a time for class discussion. The teacher facilitates discussion or students choose popsicle sticks and answer the question given. Activity #3 CRITIQUE TOKENS Cut one-inch squares out of construction paper in different colors. Laminate 30 of each color. Each student receives 3 tokens. Teacher assigns a corresponding value to each color. Students browse student work and “vote”, using tokens, on artwork. Tally the tokens and give prizes to the students with the most tokens.

2. Self-reflection Activity #1 WRITTEN Students use complete sentences to tell what they liked about the assignment, what they did not like about the assignment, and what they would change next time. Activity #2 VERBAL Students present their artwork to class. They tell what they liked about the assignment, what they did not like about the assignment, and what they would change next time.

New Vocabulary: critique

LEVEL: Three (Grades 6-8) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.I.5(L3) Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique.

Before: Students will participate in group discussions of student artwork.

During: Artwork selected for display in the hallways or display cases should reflect the highest caliber of student effort. Students look at artwork of their peers with an eye for quality craftsmanship and technique. Depending on the nature of the project and the medium, a list of criteria for excellence needs to met or exceeded. All artwork must be neat and presentable.

After: Students will help place artwork for public display with careful regard for presentation.

1. Take students on a virtual tour of art and natural history Poster board for matting museums to see examples of displays and installations.

2. Show examples of display cases of major department stores to give students ideas of creative and engaging installations.

New Vocabulary: exhibition, installation

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P, P2, P4, R1, R2, R3, R4) Benchmark: ART.VA.II.1(L3) Effectively identify, design, and solve creative problems.

Before: Students will design a sign to represent a class using a design that can be easily recognized by people of all languages. These signs will be black and white only.

During: Show a PowerPoint about universal symbols already used. Make a list on the board of the different classes as students name them. Write a student’s name next to the class they will be doing so that all the classes are used and none are repeated.

After: Put all of the signs up on the wall and walk around discussing how identifiable each sign is.

1. Discuss the need for universally recognizable signs White paper, pencils, (include images only without identifying words). black marker

2. Show examples of existing universal symbols in a PowerPoint examples of PowerPoint. universal symbols

3. Design signs for subject classrooms.

4. Display signs and hold a class discussion.

New Vocabulary: universal symbol

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.2(L3) Effectively develop and apply critical thinking strategies through the art making process.

Before: Discuss how images can be used to tell you about something or someone. The letters of the name should tell the viewer about the person.

During: Show examples of names written using images to represent each letter. Students should make a list of things they like to do, things they like to eat and other things that they like. Students need to look at what images would best represent the letters of their name. Images should be colored in with colored pencils, markers, or paint.

After: Place the names up on the wall. Students will walk around reading the names and describing what they have learned about that person based on the images represented.

Project Rubric: No image should be repeated.

1. Students will list things that they like to do, things Drawing paper, pencils that they like to eat, and other likes or interests. Colored pencils, markers, 2. The students will sketch their ideas of images that paint, or oil pastels would best represent the letters of their name (this may take some help from the teacher).

3. Paper should be cut 18 inches by 4 to 5 inches.

4. Students need to measure out the space to fit all the letters of their name.

5. Draw each image to represent the letter (it should look like the letter).

6. Color images.

7. Display on the wall.

New Vocabulary:

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.3(L3) Effectively collaborate, communicate, and work with others to create new ideas.

Assessment (before, during, after): Create a political poster that advocates for causes that individual students support.

Before: The teacher will show examples of political art and propaganda that has been utilized in the past to advance an agenda. Students will work in small groups of three or four to brainstorm ideas that have meaning or relevance to their lives.

During: Each group will make a poster on a sheet of 18-inch by 24-inch tagboard that promotes or advances a cause.

After: Student artwork can be displayed for public consideration.

1. Discuss how propaganda has advanced throughout 18-inch by 24-inch tagboard the years. Show pictures of this progression. Examples of propaganda and 2. Show examples of editorial cartoons to the class. editorial cartoons

New Vocabulary: propaganda, activism, advocate, political cartoons

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.4(L3) Independently initiate new ideas employing inventiveness and innovation.

Before: Consider an existing product that could be improved upon or design a completely new product or service. Show students a PowerPoint presentation about common everyday objects (telephone, ink pen, tennis shoes, and iPads) and their humble origins from idea to implementation.

During: Students will make preliminary sketches in the form of blueprints. Student designers will first write a few sentences about their product’s function or purpose in society. Next, students will draw out a design to show details and product specifications. Additionally, students may build three dimensional models of their products for a full visualization of their product.

After: Group critiques of the proposals will reflect the response or excitement generated by individual projects.

1. Students will come away from the activity with a www.uspto.gov (U.S. Patent greater appreciation for the origins of the products office) in use every day.

New Vocabulary: inventor, patent, product design

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.5(L3) Consistently demonstrate reflective thinking practices when identifying, designing, and solving creative problems.

Assessment (before, during, after): Create an original and unique collage project composed of geometric shapes

Before: Students will be given a sheet of plain copy paper and a variety of geometric shapes (4 circles, 4 triangles, 3 rectangles, 2 octagons, 2 rhomboids) cut from different color construction paper (Outside dimensions of the pre-cut shapes should not exceed two inches).

During: Students will create a project inspired by Henri Matisse and his collage cut-outs. Students will combine the construction paper shapes into a collage that demonstrates a strong sense of visual cohesion (figurative or abstract).

After: Student artwork will be evaluated on the basis of completion, originality, and creative problem solving.

1. Show and discuss the late career cut-out collage 8.5” x 11” white copy paper, work of Henri Matisse. construction paper shapes, glue

New Vocabulary: collage, cut-outs, Henri Matisse

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.6(L3) Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to effectively articulate ideas and communicate intended meaning.

Before: Students will choose any subject as the inspiration for their art project and decide on a medium that best serves their needs (could be wet or dry media, crayon, oil pastel, ink pen, or a pencil).

During: Students commit to a specific image (based on instructor approval) with specific materials and techniques for intended purposes.

After: Assess individual artwork and defend choices made in terms of material used for final project. Consider alternative material choices and reflect on the outcome or effectiveness of alternative material choices.

1. The choice of medium is one of the fundamental Ink, paint, paper, brushes, choices an artist makes. Students can see that crayons, and pastels. different responses can arise out of similar subject matter rendered in different media.

New Vocabulary: medium/media

LEVEL: Three (Grades 6-8) Strand: II. Create Standard: 2. Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4) Benchmark: ART.VA.II.7(L3) Create and apply preliminaries, possibilities, and drafts in the creative problem solving process.

Assessment (before, during, after): Create a sketchbook for in-class use

Before: Share about the way that artists use sketchbooks to plan out projects, make notes, and record observations from nature.

During: Students can make a simplified sketchbook from sheets of paper folded inside a construction paper cover and bound with staples along the folded edge.

After: Students should inaugurate their sketchbook with a drawing from the view out of the classroom window.

1. Students will learn about the importance of Copy paper, construction sketchbooks for recording their ideas. paper, stapler

New Vocabulary: sketchbook

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.1(L3) Critically observe, describe, and analyze visual characteristics within works of art.

Before: Students will engage in an activity to evaluate works of art based on a list of criteria. Each student will be given a set of tokens to facilitate the evaluation process.

During: Masterworks from past cultures will be shown to students through a PowerPoint presentation.

After: Vocabulary building and fluency of critical language related to art will grow and enhance as students are exposed to a variety of artistic expressions.

1. Students will respond to and describe a work of art www.moma.org is part of the purpose and appreciation of art in society. www.dia.org

2. Students will practice becoming more conversant in PowerPoint of masterpieces the language of art criticism. from past cultures

List of evaluation criteria

New Vocabulary: evaluate, criticism

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.2(L3) Develop interpreting skills and effectively interpret artwork, searching for embedded meaning, function, and personal connections.

Before: Discuss: Contemporary art often uses themes that incorporate movements and trends from cultures of the past. Analysis of past art movements can be seen in some of the trends of today.

During: Students will compare and contrast Iberian art and Picasso’s painting, “The Women of Avignon.” Students will make a profile picture of themselves in the style of Iberian art.

After: Students will share their profile pictures. The class will engage in a discussion about comparisons and contrasts between significant works of art from the past and modern art today.

1. The teacher will present a timeline of world events www.moma.org that occurred at the time of the unveiling of Picasso’s masterpiece, known as the first modern Timeline of world events art painting. during Picasso’s time

New Vocabulary: Iberian culture, modern art

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.3(L3) Develop the ability to effectively describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer.

Before: The teacher will present a PowerPoint with examples of contemporary and cutting-edge art, including video art, digital art, and performance art.

During: Discuss: How does the changing platform of art presentation affect the viewers response to artwork in the twenty-first century?

After: Students will create and share a form of contemporary art.

1. Students will analyze and describe contemporary www.digitalartsonline.co.uk art forms including performance and digital art. PowerPoint with examples of contemporary and cutting- edge art

New Vocabulary: contemporary art, performance art, digital art, cutting-edge art

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.4(L3) Develop the ability to effectively use critical thinking strategies to observe, compare, and contrast artworks.

Before: The teacher will show examples of artwork for student consideration. This artwork will include pieces from at least three different locales and three different eras.

During: Artwork will be evaluated on any number of the principles/elements of art based on the piece being viewed.

After: The teacher will facilitate a class discussion to critique artwork through making connections stylistically and culturally. Students will verbally compare and contrast different types of artwork.

1. Students will learn about how to analyze and Examples of artwork from at evaluate art to compare and contrast a variety of least three different locales artwork from different locales and eras. and three different eras

New Vocabulary: locale, era, stylistic, culture, critique

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.5(L3) Develop and defend informed aesthetic opinions about works of art using effective artistic vocabulary.

Before: Assign students the role of reporters for a world-famous art newspaper. Two pieces of artwork are being unveiled in the capitol city of their origin and the students must report on the artwork and its merits.

During: Write a review of the artwork as if it were unveiled that morning to a crowd of adoring fans. Reviews should be a minimum of three paragraphs in length and utilize effective artistic vocabulary.

After: Have the students view two works of art and list as many descriptive words that come to mind. Then, the students will describe what makes the artwork successful. Note that some artwork that is successful today was received with criticism at the time of its making.

1. Students will write newspaper articles that describe Art magazines, newspapers two new pieces of art through using artistic vocabulary. Two pieces of art for the students to describe

New Vocabulary: aesthetics

LEVEL: Three (Grades 6-8) Strand: III. Analyze Standard: 3. Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.III.6(L3) Identify personal and community experiences within works of art.

Before: Show students examples of the four basic mask designs: male, female, animal, and supernatural beings. The background history of Mexican masked dances will be provided to give students a point of entry to the creation of their own mask. The teacher will lead a discussion with the students about the use of masks within the student’s own society.

During: Students will make masks from colored paper plates and yarn. The students will wear their masks and incorporate them into a dance created by the students.

After: Students will appreciate the performances of their peers and should come away with a sense of community that the dance represents in contemporary Mexican culture.

1. Students will learn about how Mexican dance Internet web search Mexican masks are created in rural Mexico to celebrate dance masks information and agricultural festivals. images

2. Students will create masks individually and Paper plates, yarn, hole incorporate them into a group performance. punch, markers, crayons

New Vocabulary: Mexican dance masks

LEVEL: Three (Grades 6-8) Strand: IV. Analyze in Context Standard: 4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.IV.1(L3) Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures.

Assessment (before, during, after): An analysis of the artists Frida Kahlo and Andy Warhol will introduce the students to the cultures of Mexico and American popular culture respectively.

Before: The teacher will show a PowerPoint presentation of the works of Frida Kahlo and Andy Warhol.

During: Students will identify the signifiers of the cultures represented. For example, Kahlo uses Meso-American images and iconography while Warhol uses celebrities and images of American mass consumption.

After: Students will research a culture other than their own and write a reflective essay on the contributions of the arts within that community.

1. Students will learn about the art of Frida Kahlo and PowerPoint about Frida Kahlo Andy Warhol. and Andy Warhol

2. Students will learn about how culture is reflected in Mexican and American artwork.

3. Students will research about another culture and write an essay about typical features in that culture’s artwork.

New Vocabulary: pop culture (popular culture), society, culture

LEVEL: Three (Grades 6-8) Strand: IV. Analyze in Context Standard: 4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.IV.2(L3) Develop and articulate an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication.

Before: Students will create slips of paper with a period of time and a specific part of the world written on them. Students will be responsible for exploring the major art trends, movements, and events that correspond to the “where and when” of their assigned moment in time.

During: Students will combine their timelines to generate a whole class timeline that reflects major art movements from a variety of cultures over a considerable expanse of time.

After: The timeline can be displayed in the classroom or hallway.

1. Students will research a specific time and place in Internet access to research art the world and create a timeline of the progression and time periods of art.

New Vocabulary: context

LEVEL: Three (Grades 6-8) Strand: IV. Analyze in Context Standard: 4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4) Benchmark: ART.VA.IV.3(L3) Effectively decode and interpret artwork to discern between prejudice and tolerance, bias and fact.

Before: The teacher will define propaganda and through examples show how it has been used in the past.

During: Students will do research online for images and information about propaganda posters. After locating at least two images to analyze, students will identify and interpret the meaning and context of the messages conveyed.

After: Students may be encouraged to generate a poster of their own to promote a cause or an agenda specific to their interests and needs.

1. Students will learn about art can be used as Internet access propaganda. Samples of propaganda 2. Students will learn about how to evaluate motivations, prejudices, or biases in a piece of Poster board or construction artwork. paper, markers

New Vocabulary: propaganda, prejudice, tolerance, bias, motivations

LEVEL: Three (Grades 6-8) Strand: V. Analyze and Make Connections Standard: 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, P4, R1, R2, R3, R4) Benchmark: ART.VA.V.1(L3) Effectively recognize and describe personal, family, and community connections with artworks.

Before: The teacher will show examples of classical portraiture from various times while noting the similarities and differences. The teacher will present excerpts from National Public Radio’s oral history project, StoryCorps, as an example of compiling an oral tradition.

During: Students will draw a traditional head and shoulders self-portrait based on direct observation using handheld mirrors. The teacher should model the proportions that are common on most human heads (eyes half way from the top of the head to the chin, eyes have one eye width separating them, corners of the mouth line up under the eyes, etc.)

For the second project, the students will collect a family story from the student’s oldest living relative and somehow record the story in the form of artwork, a written story, or audio recording.

After: Students will share their family stories with the class.

1. Storytelling and oral traditions are as old as humanity http://www.npr.org/series/ and for a very long time were the means of 4516989/storycorps communicating knowledge and traditions from one generation to the next.

New Vocabulary: oral history, self-portrait, proportions

LEVEL: Three (Grades 6-8) Strand: V. Analyze and Make Connections Standard: 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, P4, R1, R2, R3, R4) Benchmark: ART.VA.V.2(L3) Effectively recognize and describe the skills used in visual arts careers.

Before: Invite a professional working within the visual arts or applied arts to address the class for career day.

During: Students will be responsible for taking notes regarding the education, practice, and implementation required to succeed with a career in the visual arts.

After: Students will complete a quiz about the information presented by the speaker. In addition, students will research other potential job opportunities in the arts.

1. Any career day speaker should impress upon the A professional working in the young people that the path to any successful and arts rewarding career is paved with dedication, education, and commitment. There are no shortcuts on the road to achievement.

New Vocabulary: fashion photographer, interior designer, web page designer, commercial artist.

LEVEL: Three (Grades 6-8) Strand: V. Analyze and Make Connections Standard: 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, P4, R1, R2, R3, R4) Benchmark: ART.VA.V.3(L3) Effectively analyze and compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context.

Before: The teacher will show two or more examples of a specific medium of art that crosses a range of time. For example, an oil painting from one century will look markedly different from another oil painting that was created two centuries later. Likewise, a figurative sculpture from ancient Greece bears little resemblance to the work of the Modern master Albert Giacometti.

During: Students will divide a sheet of paper down the middle and make lists of descriptive words for the images presented in class. In a well composed essay, the students will write about the similarities of the artwork even though it spans over hundreds of years.

After: Examples of the artwork can be posted with descriptive essays beneath them to share with the class.

1. An analysis of any given artwork will reveal a Internet search for suitable art wealth of information about the culture it was images created in.

New Vocabulary:

LEVEL: Three (Grades 6-8) Strand: V. Analyze and Make Connections Standard: 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, P4, R1, R2, R3, R4) Benchmark: ART.VA.V.4(L3) Effectively demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society.

Before: The work of dissident Chinese artist Ai Weiwei and his presence in the global art community will be presented and discussed.

During: Students will access Weiwei’s web page to explore his work, philosophy, and potentially communicate via e-mail.

After: Students should come away from this assignment with an appreciation of the work of artists around the world who remain connected to a global community.

1. Artists today have access to the work of others in http://aiweiwei.com/ an unprecedented way thanks to the internet.

New Vocabulary:

LEVEL: Three (Grades 6-8) Strand: V. Analyze and Make Connections Standard: 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. (VPAA: C2, C3, C4, C5, P2, P3, P4, R1, R2, R3, R4) Benchmark: ART.VA.V.5(L3) Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with visual arts.

Before: The proportions of the face relate to basic mathematic principles. Also, any artwork from any period can be tied into a social studies lesson of the same time period, such as ancient Egypt, the Middle Ages, or the Renaissance.

During: Students will compose a short story to illustrate, making a connection to the English Language Arts department.

After: Finished artwork will be presented either in a compilation booklet or mounted on tagboard as a finished product to be displayed on the wall.

1. Students will learn that cross-curricular connections Compilation booklets or can be made with visual art lessons. tagboard

New Vocabulary: