Visual Curriculum

Eighth Grade: Unit Three

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Course Description

The eighth grade curriculum focuses on the theme of Identity through the exploration and manipulation of a variety of media. Students will first explore the qualities in tools, , , and X-acto knives and silhouette . Students will be welcome to explore intense, personal his/herstories in their artwork. Eighth grade will also be welcome to collaborate on a community mural project that be altered to a large canvas if the school does not have a wall for them. After students explore their own identities, they will be welcome to make work about events or eras from his/herstory that resonate with them.

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Pacing Chart

Unit 1 Drawing Comics 10 weeks

Unit 2 Printmaking 8weeks

Unit 3 Mural painting 9 weeks

Unit 4 Paper Cut-Outs 9 weeks

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving Interviews Writing to learn Role Playing Making thinking visible Diagrams, charts and graphs Note-taking Storytelling Rereading & rewriting Coaching Establishing text-based norms for discussions & writing Reading partners Establishing metacognitive reflection & articulation as a regular Visuals pattern in learning Reading Aloud Quick writes (I Do), Guided (We Do), Independent (You Do) Pair/trio Sharing Mind Mapping Turn and Talk Trackers Charting Multiple Response Strategies Gallery Walks Choral reading Whole class discussions Reader’s/Writer’s Notebooks Modeling Conferencing Word Study Drills Cards

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Computer Science and Thinking

Standards

8.1.8.B, 8.2.8.B, 8.2.8.C, 8.2.8.D

➢ and Innovation Illustrate and communicate original ideas and stories using multiple digital tools and resources. Example of use within the Unit: scholar will upload pictures to an online or to a presentation program to showcase their artwork and critique.

Ex: www.artsonia.com www.prezi.com www.emaze.com ➢ Technology and Demonstrate how reusing a product affects the local and global environment. Example of use within the Unit: Create a collaborative mural with an environmental theme. Use reusable containers for and water. ➢ Design Describe how the parts of a common toy or tool interact and work as part of a system. Example of use within the Unit: Use various tools to create a collaborative mural and explain how all parts of system work together. Abilities for a Technological World Identify the strengths and weaknesses in a product or system.

Example of use within the Unit: Compare and Contrast places and styles to use for a collaborative mural.

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Career Readiness, Life Literacies and Key Skills

Standards: CRP2, CRP4, CRP6, CRP8

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

Example to use within the unit: Using prior knowledge about , make connections to real-world applications.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at Interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the outcome.

Example to use within the unit: Present to a group or the class the different ideas for a mural. Use proper grammar and full sentences in your presentation.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example to use within the unit: Using research and prior knowledge of murals, try unconventional ideas to solve a problem in the creation of a mural.

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Career Readiness, Life Literacies and Key Skills

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

Example to use within the unit: Problem-solve where, how, and when the mural will be done. Follow through with your own actions to make sure that the mural is done correctly and on time.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General Processing Comprehension Recall

• time for assigned tasks • Extra Response time • Precise step-by-step directions • Teacher-made checklist

• Adjust length of assignment • Have students verbalize steps • Short manageable tasks • Use visual graphic organizers

• Timeline with due dates for • Repeat, clarify or reword • Brief and concrete directions • Reference resources to reports and projects directions promote independence • Provide immediate feedback • Communication system • Mini-breaks between tasks • Visual and verbal reminders between home and school • Small group instruction • Provide lecture notes/outline • Provide a warning for • Graphic organizers transitions • Emphasize multi-sensory learning • Reading partners

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

• /whiteboard • Extended time • Consistent daily structured • Individual daily planner routine • Tape recorder • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Shortened tests rules • Note-taking assistance

• Audio-taped books • Read directions aloud • Frequent feedback • code materials

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Course Specific Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

• Mural techniques poster (Large and individual) • Venn Diagram template • Principle of Design poster (Large and individual) • Artist biography and pictures. • Art posters • Step by step directions (LL) • Instructional how to make a mural, collaboration, and • Artist Statement template (Various levels) principles of design • Use different rubrics (HL-ML-LL) • Student, professional, or teacher made samples • Large • Collaborative worksheet • Self-Evaluation form varied for LL, ML, LL • Student choice on project • Art critique worksheet • Vocabulary definitions with pictures specific to lesson and unit

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Enrichment

Accommodate Based on Students individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers • Unit Assessments, Chapter Assessments, Quizzes (art content, elements and principles content) • Critiques/Reflection time • Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share • Projects, Portfolio, Presentations, Prezi, Gallery Walks • Homework • Essays, Short Answers • Thumbnail sketches, Blueprints • Artists statements • Rubrics

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New Jersey Student Learning Standards (NJSLS):

❖ 1.3.8.D.2

Content Statement: Themes in art are often communicated through , allegory, or irony. There are a wide variety of art mediums, each having appropriate tools and processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are components of art-making.

Cumulative Progress Indicator: Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals.

❖ 1.3.8. D.3

Content Statement: The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties, theoretical components, cultural context). Many genres of art are associated with discipline-specific arts terminology.

Cumulative Progress Indicator: Identify genres of art (including realism, abstract/nonobjective art, and ) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles.

❖ 1.3.8.D.4

Content Statement: Universal themes exist in art across historical eras and . Art may embrace multiple solutions to a problem.

Cumulative Progress Indicator: Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content.

❖ 1.4.8.A.1

Content Statement: Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.

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Cumulative Progress Indicator: Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art

❖ 1.4.8. B.2

Content Statement: Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist.

Cumulative Progress Indicator: Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.

❖ 1.4.8. B.3

Content Statement: Universal elements of art and principles of design apply equally to artwork across cultures and historical eras.

Cumulative Progress Indicator: Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

❖ 1.3.8.D.1

Content Statement: The creation of art is driven by the principles of balance, , unity, emphasis, proportion, and rhythm/movement.

Cumulative Progress Indicator: Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

❖ 1.3.8. D.5

Content Statement: Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making.

Cumulative Progress Indicator: Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. 13 | P a g e Unit 3 Grade 8

❖ 1.2.8.A.3

Content Statement: reflect cultural mores and personal throughout the ages.

Cumulative Progress Indicator: Analyze the social, historical, and political impact of artists on and the impact of culture on the arts.

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Interdisciplinary Connections

Mathematics: 8.G.B.6, 8.G.A.2 Use in the creation of mural: Analyze proportional relationships and use them to solve real-world and mathematical problems. Use mathematic tools to construct a mural. (grid or free-hand) English Language Arts: RL.8.1, RL.8.2, RL.8.3

Presentation or critique activity: Determine using textual evidence which supports analysis of a text and draw inferences for the central theme of the mural. Use knowledge of elements of an historical story analyzing setting, character, and plot.

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Grade: 8th Unit: Three Topic: Mural Painting

Description: Artists will be introduced to murals as an art form. They will become familiar with murals and mural techniques. Eighth graders will build on their collaboration skills by working together to plan, design, and execute a mural for their school.

NJSLS Essential Questions Skills Resources Sample Activities

• Students will analyze • What are murals? ▪ Visual art Websites: Look at murals and talk historical and comprehension skills. about technique and • Why do people make http://www.kuidaosumi.co contemporary murals. . murals? ▪ Interview question skills m/murals/muralguide.html • Students will respond Draft questions to ask • How can we make a mural to artworks and students, parents, and that represents our explore cultural : staff of our school to community? heritage through art. Jataka tales from the gather information for our mural. • Students will draft Ajanta caves, 7th century: interview questions https://en.wikipedia.org/wi for the school ki/Mural#/media/File:Meis community. ter_des_Mah%C3%A2jana ka_J%C3%A2taka_001.jpg

Standards : 1.1.8.D.1, 1.1.8.D.2, 1.2.8.A.1, Sistine Chapel ceiling by 1.2.8.A.2, 1.2.8.A.3, 1.3.8.D.1, 1.3.8.D.2, Diego Rivera’s murals:

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NJSLS Essential Questions Skills Resources Sample Activities 1.3.8.D.3, 1.3.8.D.4, https://homepages.bluffton. 1.3.8.D.5, 1.3.8.D.6 edu/~sullivanm/mexico/me xicocity/rivera/class.html

Videos:

https://www.khanacadem y.org/humanities/renaissa nce-reformation/high- ren-florence- rome/michelangelo/v/mic helangelo-ceiling-of-the- sistine-chapel-1508-12

https://www.youtube.com /watch?v=WMVPVNwre Zk

• Students will • How do we conduct ▪ Conduct interviews with Images: • Students turn into a interview students, community members. successful interviews so A collection of murals: media team of news parents, and staff at that we get the reporters. If possible, school. information we need? https://www.cartridgesave. one students should co.uk/news/the-50-most- videotape or tape stunning-wall-murals- record conservations. Standards: 1.1.8.D.1, from-around-the- The conversations

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NJSLS Essential Questions Skills Resources Sample Activities 1.1.8.D.2, 1.2.8.A.1, world.html can then get 1.2.8.A.2, 1.2.8.A.3, transcribed and 1.3.8.D.1, 1.3.8.D.2, students look at the transcriptions for 1.3.8.D.3, 1.3.8.D.4, themes. As themes 1.3.8.D.5, 1.3.8.D.6 arrive, the mural team decides on ways to

capture the themes visually.

• Students will decide • What will our mural be ▪ Plan a mural using Images: • Students divide into on a theme or about? found images and made Amazing collection of working groups and political message for up images by artists. murals: draw thumbnail their collaborative sketches separately. mural. https://www.cbc.ca/stromb Each group votes on o/news/11- 1 to turn into a beautifulmindblowing- blueprint and then street-murals-from-around- Standards: 1.1.8.D.1, create the blueprint the-world.html together. The class 1.1.8.D.2, 1.2.8.A.1, votes on their favorite 1.2.8.A.2, 1.2.8.A.3, blueprint or decides 1.3.8.D.1, 1.3.8.D.2, to combine some of 1.3.8.D.3, 1.3.8.D.4, them. 1.3.8.D.5, 1.3.8.D.6

• Students will transfer • How do you transfer a ▪ Use a projector for Websites: • Students draw the their plans to the wall small drawing to a tracing Mural steps: mural outline on the or large canvas. humongous wall for a ▪ Using the grid method, http://www.wikihow.com/ mural surface. mural? transfer the small 18 | P a g e Unit 3 Grade 8

NJSLS Essential Questions Skills Resources Sample Activities drawing to the mural Paint-a-Mural surface. Standards : 1.1.8.D.1, Make a projector: https://www.youtube.com/ 1.1.8.D.2, 1.2.8.A.1, watch?v=va8TprRgl7s 1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2, 1.3.8.D.3, 1.3.8.D.4, http://www.amazon.com/T 1.3.8.D.5, 1.3.8.D.6 racer-Projector-Drawing- Murals- More/dp/B003554SAK

gridding a picture: https://www.instructables.c om/Gridding-a-picture- make-any--bigger- small/

• Students will paint the • How does an individual ▪ Recognize individual Images: • Students should mural. artist work within a team style and how it fits into Kent Twitchell’s Edward decide on a color • Students will express to create one mural? a bigger plan scheme and working Ruscha: ideas by creating a with the beck to front collaborative mural for https://www.google.com/se technique, they the school. arch?q=kent+twitchell+ed should paint the • Students will share ward+ruscha&rlz=1C1GC background and main their own style within EA_enUS803US803&sxsrf and shapes

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NJSLS Essential Questions Skills Resources Sample Activities a bigger piece. (6 =ALeKk02qlZiMz4eBIHK first. Save the mixed days) rq8c6ZzJz9TusIA:1604950 paint in recycled food 113307&source=lnms&tb containers. • Standards: 1.1.8.D.1, m=isch&sa=X&ved=2ahU 1.1.8.D.2, 1.2.8.A.1, KEwiy1YqLmfbsAhUCZj 1.2.8.A.2, 1.2.8.A.3, UKHZ2rClsQ_AUoAXoE 1.3.8.D.1, 1.3.8.D.2, CBUQAw&biw=1024&bi 1.3.8.D.3, 1.3.8.D.4, h=625 1.3.8.D.5, 1.3.8.D.6 Judy Baca’s murals:

http://www.judybaca.com/ artist/portfolio-test/

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Unit Vocabulary

• Mural • Abstract

• Exploration • Thumbnail sketches

• • Working drawing

• Abstract • Under drawing

• Line • Subjective

• Viscosity • Objective

• • Empathy

• Opacity • Sympathy

• Translucency • Figurative

• Realistic

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