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Visual Arts Curriculum Visual Arts Curriculum Eighth Grade: Unit Two Print-making 1 | P a g e Unit 2 Grade 8 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 drawing tools, printmaking, paint, and X-acto knives and silhouette paper. Students will be welcome to explore intense, personal his/herstories in their artwork. Eighth grade artists 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. 2 | P a g e Unit 2 Grade 8 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 3 | P a g e Unit 2 Grade 8 Educational Technology Standards 8.1.8.B.1, 8.2.8.B.2, 8.2.8.C.4, 8.2.8.D.6 Creativity and Innovation Illustrate and communicate original ideas and stories using multiple digital tools and resources. Example of use within the Unit: Artist scholar will upload pictures to an online museum or to a presentation program to showcase their artwork and critique. Ex: www.artsonia.com www.prezi.com www.emaze.com Technology and Society Demonstrate how reusing a product affects the local and global environment. Example of use within the Unit: Explore recyclable materials to do printmaking and determine which material has the best visual aesthetics. Design Identify the steps in the design process that would be used to solve a designated problem. Example of use within the Unit: Describe tools used to make prints and how materials are part of a system. Abilities for a Technological World Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment. Example of use within the Unit: Compare and contrast with emphasis on the elements of art and the relief process used. 4 | P a g e Unit 2 Grade 8 Career Ready Practices 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 printmaking create a print that has a real-world application. 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 inspiration for your print and the process involved in the creation of the print. Speak clearly, and use proper grammar. 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 printmaking, show the challenges of multicolor printing and how you solved 5 | P a g e Unit 2 Grade 8 the problem. 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 various ways to cut out a design with greater details. Use your knowledge and skill in printmaking to find a solution to common problems. 6 | P a g e Unit 2 Grade 8 Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall Extra 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 Computer/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 Color code materials 7 | P a g e Unit 2 Grade 8 Course Specific Differentiated Instruction Accommodate Based on Students’ Individual Needs: Printmaking poster (Large and individual) Venn Diagram template Elements of Art and Principles of Design poster (Large and Artist biography and pictures. individual) Step by step directions (LL) Art Style posters Artist Statement template (Various levels) Instructional Videos on how to make a multicolor print Use different level rubrics (HL-ML-LL) Student, professional, or teacher made samples Large pencils Student choice on project Self-Evaluation form varied for LL, ML, LL Vocabulary definitions with pictures specific to lesson and unit Art critique worksheet 8 | P a g e Unit 2 Grade 8 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 9 | P a g e Unit 2 Grade 8 Assessments Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Unit Assessments, Chapter Assessments, Quizzes (art history 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 10 | P a g e Unit 2 Grade 8 New Jersey Student Learning Standards (NJSLS): 1.3.8.D.2 Content Statement: Themes in art are often communicated through symbolism, 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 conceptual art) 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 cultures. Art may embrace multiple solutions to a problem. Cumulative Progress Indicator: Delineate the thematic content of multicultural artworks, and plan, design, and execute
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