Visual Arts Curriculum

Eighth Grade: Unit Two Print-making

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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 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.

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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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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.

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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

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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.

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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

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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

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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 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

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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 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, harmony, 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. 12 | P a g e Unit 2 Grade 8

 1.2.8.A.3

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

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

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Interdisciplinary Connections

Mathematics: 8.EE.A.4 Creation of a print: Use perspective and size equivalence to determine the design of a multicolored print.

English Language Arts: L.8.1, L.8.3.A, RL.8.2 Presentation or critique activity: Upon presentation to group or class support your analysis or inferences for your inspiration for your print. Show how the central theme determined your design choice and color combination.

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Grade: 8th Unit: Two Topic: Printmaking

Description: Artists will learn what printmaking is. Artists will be introduced to Styrofoam and stencil printing as an art form. They will pull several prints about cliché images that are not cliché.

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective

 Students will  What are the qualities of a . Identify four Websites: With partner, student understand the impact fine-art print? printmaking To enhance viewing of the engages in interactive of printmaking, from a techniques and define activities on printing  How did the invention of print and artists’ time when every image the corresponding methods at MoMA the printing press affect inspiration, students can was unique to the vocabulary. website: communication? read Rilke’s poetry and introduction of movable listen to Debussy’s musical http://www.moma.org/int type.  How did twentieth-century interpretations. eractives/projects/2001/w artists use printmaking hatisaprint/print.html differently than their Poetry and music inspired Standards: 1.1.8.D.1, predecessors? by Hokusai's Wave series: Teacher and class discuss 1.1.8.D.2, 1.2.8.A.1, Rilke's"DerBerg": the four techniques and  How do contemporary define vocabulary. 1.2.8.A.2, 1.2.8.A.3, artists use printmaking o http://picture- differently than their poems.com/rilke/features/d Students look at two 15 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective 1.3.8.D.1, 1.3.8.D.2, predecessors? eepsnow.html Hokusai prints, color and Debussy'sLaMer(writingab monochrome. 1.3.8.D.3, 1.3.8.D.4,  How do contemporary outthemusicalpiece&audiot 1.3.8.D.5, 1.3.8.D.6 artists use print today? Students compare and hroughI-Tunes) contrast, with emphasis

 How do art printmaking and o on the elements of art and mass media affect each http://www.laphil.com/phil the relief process used. other? pedia/music/la-mer-claude- Individually, students debussy o Debussy's La nore their activities and Mer (audio of music) observations in their o sketchbooks. http://www.youtube.com/w atch?v=3o8uUP0lS9c As a class, students share o their observations. http://www.youtube.com/w atch?v=xbsX74pFr9I

Images: Japanese woodblock printing: Hokusai,TheGreatWaveatK anagawa,colorprint: http://www.metmuseum.or g/toah/works-of-art/JP1847 Wave,monochromeprint: 16 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective http://www.metmuseum.or g/Collections/search-the- collections/60027340

 Students will closely  How do pen and ink . Learn the intaglio Images: Teacher demonstrates the examine prints by techniques demonstrate process. Albrecht Dürer biography intaglio process by Albrecht Durer and hatching, cross-hatching, . Pull and artist’s print with slideshow of prints: incising lines on a Rembrandt, with focus and stippling to create value using a Styrofoam http://www.metmuseum.or Styrofoam plate and on their use of line, changes and texture? plate. g/toah/hd/durr/hd_durr.htm pulling a print. hatching techniques,  How can these techniques #thumbnails etc., to create form, . Students make Students use botanical be identified in printmaking value, and texture. necessary revisions observational drawings as well? Sleeping Cupid, ca.1630s, and reprint their from their sketchbooks to  Students will assess Bartolomeo Coriolano, plates. plan their intaglio print their prints for chiaroscuro woodcut from on a Styrofoam plate. composition, clarity of two blocks)

image, clarity of line http://www.metmuseum.or Students transfer (depth, thickness), g/toah/works-of- drawings (in reverse) to texture, quality of print art/22.73.3[107] 17 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective (too much, too little plate, and pull an artist’s ink, too little pressure, proof. ink too dry).

Standards: 1.1.8.D.1, 1.1.8.D.2, 1.2.8.A.1, 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, 1.3.8.D.5, 1.3.8.D.6

 Students will know  Where have you seen . Uses simple shapes Literary Links:  Students use their how to create and use a stencils? taken from a previous chosen Stencil Graffiti (Street simple stencil to make a drawing project drawings/shapes to  What is the point of Graphics / Street Art) print. design and cut their stenciling in an art context? . Inks the stencil and by Tristan Manco own stencils.  Students will use, in demonstrates pulling a context, the words print Images:  Students proceed to stencil and template, in printing stations. addition to previously John Fekner’s South Bronx Each station is acquired printmaking project: equipped with one vocabulary. http://johnfekner.com/fekn color of ink in a cup, several brushes, a cup  Students will erArchive/?p=72 of water, and a pad of understand that the newspaper on which stencil technique is one 18 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective of many printmaking to place a piece of techniques and is blank newsprint connected to the history paper. of printmaking.  Students place the stencil over the blank paper and hold it Standards: 1.1.8.D.1, securely. It may be 1.1.8.D.2, 1.2.8.A.1, taped at the corners 1.2.8.A.2, 1.2.8.A.3, with a bit of masking 1.3.8.D.1, 1.3.8.D.2, tape. Students apply 1.3.8.D.3, 1.3.8.D.4, an even, flowing coat 1.3.8.D.5, 1.3.8.D.6 of ink inside the stencil, making sure to fill in the entire shape.  Student will carefully remove the stencil by lifting it off without dragging it across the wet ink.  Student will remove the print, and the station is ready for the next print.

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(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective

 Students place or hang wet prints in a designated place for drying.  Students read excerpts  What is cliché? . Understanding of Websites:  Students brainstorm from artist biographies registration in and begin to develop  Why do we try to avoid it in Warhol: (interactive) Make and look at images by printmaking drawings of cliché art? Your own Silkscreen: Warhol, Rosenquist, http://edu.warhol.org/silksc imagery turning them Lichtenstein, and other reen/main.html into non-cliché Pop Art artists. imagery.

 Students will make  Drawings are connections between Videos: flattened and Pop images and artistic Warhol: Interactive outlined. intentions. (2 days) Marilyn Monroe color  Students translate the

exploration and related drawing into two sound recording: Standards: 1.1.8.D.1, separate stencils. One is the shape of the 1.1.8.D.2, 1.2.8.A.1, http://www.webexhibits.or g/colorart/marilyns.html object. The other is 1.2.8.A.2, 1.2.8.A.3, the outline. 1.3.8.D.1, 1.3.8.D.2,  Students ink the 1.3.8.D.3, 1.3.8.D.4, shape, pull the print, 1.3.8.D.5, 1.3.8.D.6 and allow it to dry.  When it is dry, they 20 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective ink the outline and, using registration technique, print the outline over the first print.  In small groups, students display and assess each other’s work using a rubric.  Students will to alter  How and why do . Alter an image Images:  Students may use an images using printmakers alter images through digital altered image from Photoshop, another while making final pieces? technology. Rauschenberg: the computer, printer, digital imaging program, or Xerox machine as  What does an altered image . Alter an image http://www.nga.gov/exhibit or a collage technique. ions/rauschenberginfo.shtm a basis for creating do for a piece of art? through collage technique. layered images. Standards: 1.1.8.D.1,  Students may stencil 1.1.8.D.2, 1.2.8.A.1, directly on the printer 1.2.8.A.2, 1.2.8.A.3, image, or create a more layered image 1.3.8.D.1, 1.3.8.D.2, by repeating one or 1.3.8.D.3, 1.3.8.D.4, more processes. 1.3.8.D.5, 1.3.8.D.6  Mechanical transfer of images may also be explored. 21 | P a g e Unit 2 Grade 8

(NJSLS) New Jersey Essential Questions Skills Resources Sample Activities Student Learning Standards Objective Websites: Appendix A  Students will make  How can you celebrate your . Students will write judgments about their their own artist hard work and also identify Kennedy Center: own artwork and that of places where you can grow statements. Students https://artsedge.kennedy- others. through your work? will participate in a rigorous and center.org/educators/how- Standards: 1.4.8.A.1,  How can we make thoughtful critique to/tipsheets/student- connections from this 1.4.8.A.2, 1.4.8.A.3, about each other’s critique.aspx project to our everyday work. 1.4.8.A.4, 1.4.8.A.5, lives? 1.4.8.A.6, 1.4.8.A.7

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Unit Vocabulary

 artist's proof  edition  artist's statement  ink  baren (Japanese hand tool for printmaking)  monoprint  brayer  monotype  collagraph  multiple  composition  negative space  contour  numbering  dating  plate  drawing from observation  positive area

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Appendix A

Attachment 3: Writing an Artist’s Statement - Student Planning Page

Name of Artist

Class:

Medium

Main Idea Details

Paragraph #1

Paragraph #2

Paragraph #3

Writing my own artist’s statement made me realize.....

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