Fine Arts (MS and HS)

 

High School art will be delivered through our new program, Acellus! I will try to have materials for anything the students need. I would really appreciate some charcoals for my students!!! Please note, that creating art takes time and each student is different. I want them to have power and the creative drive to complete a wonderful work of art. Therefore, I do not hold deadlines in my class. They have a reasonable time to complete their art as the well known artists do and did. 

 

Art Lesson Plans for the week of October 26, 2020

We will continue our study of Dias de los Muertos.  The students have completed their papel picados, printed calaveras, and are finishing their painted 3-D calaveras.  We have also set up an offrendas and will be watching "Coco" which depicts Dia de los Muertos with upmost accuracy. It is a touching, humorus, and culturally inviting movie about a young boy who loves music and finds himself in the world of the dead and several long passed relatives. Tears will be shed at the end of this wonderful movie.  A quite famous artist, Freida Kahlo, is depicted in this film. Also, the way the art of Dia de los Muertos is created will be of interest.

7th Grade OAS

STANDARD 2: Visual Art History and Culture: “Responding” 

  • The student will recognize the development of visual art from a historical and cultural perspective. Œ
  • Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions. 
  • Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. ŽIdentify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs. 

High School OAS

STANDARD 2: Visual Art History and Culture: “Responding” 

  • The student will recognize the development of visual art from a historical and cultural perspective.

PROFICIENT:  Research works of art within their cultural and historical context. 

ADVANCED: Analyze common characteristics of works of art and artifacts across time and among different cultural groups. 

 

PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art.

ADVANCED: Classify works of art based on time-periods, movements or specified style, and understand the role of visual art in documenting history.

 

 

 

 

 

 

 

 

 

 

 

 

Here is the overview for the year of Art: Drawing

Unit 1 - The AP Portfolio In this introductory unit, students gain understanding of how to create a drawing portfolio.

They learn about the three sections of a portfolio (quality, concentration, breadth), and about ethics, artistic integrity, and plagiarism.

They discuss developing concentration ideas and photographing artwork, and learn how to critique art through description, analysis,

interpretation, and evaluation.

Unit 2 - Line and Expression/Line Quality In this unit students learn about line and expression, and line quality.

They study types of lines and see a demonstration of line quality.  They learn to use blind contour lines, cross contour lines,

gesture lines, implied lines, and line quality, and learn about exploration of mark making, and monoprint and line exploration.

Unit 3 – Composition In this unit students delve into composition, learning about visual potential, positive and negative shapes,

and the rule of thirds. They receive composition recommendations and a demonstration of negative shape design.

Unit 4 - Principles of Design This unit provides students with the principles of design, beginning with design basics.

They learn about unity and variety, contrast emphasis, balance, movement, repetition and rhythm, and an overview of

the principles of design.

Unit 5 – Form In this unit students are introduced to form. They explore planar analysis, mass gesture drawing,

continuous line drawing, and topographical drawing. They are given a demonstration of planar analysis drawing with value,

as well as a demonstration of painting cloth.

Unit 6 - Illusion of Depth In this unit students learn to create the illusion of depth. They gain understanding of figure-ground

relationship, methods for creating three-dimensional space, foreshortening, and ambiguous space.

Unit 7 - Linear Perspective In this unit students come to understand linear perspective. They study point of view, one-

and two-point perspective, units on a receding plane, three-point perspective, the circle in perspective, and the benefits and

limitations of linear perspective. They are given a demonstration of combining 1- and 2-point perspective.

Unit 8 – Proportions In this unit students discover proportions. They learn about measuring with a pencil, more basics of

pencil sighting, using a viewfinder, and seeing angles, and receive a demonstration of sighting a doorway.

Unit 9 - Value (Light and Shade) In this unit students investigate value. They study value scale, value shapes,

and value on form. They are given demonstrations of drawing reflective objects, value and line as texture, and tonal drawing.

Unit 10 – Color In this unit students learn to work with color. They explore hue and value, receive a demonstration

of landscape drawing, and learn about intensity, color schemes, and space and form. They are given demonstrations of

drawing an apple and of complementary color painting.

Unit 11 – Ideation In this unit students gain understanding of ideation. They learn about scamper, about real, abstract,

and non-objective, about design ideas, and about building on ideas. They are given a demonstration of creating a collage.

Unit 12 - The Human Figure

In this unit students learn to draw the human figure. They discuss ideal proportions, basic shapes,

gesture drawing,the head and face, the foot, the hand, and the foreshortened figure. They are given a demonstration of

drawing a charcoal portrait.  

 

 

 

 

 

 

 

 

VISUAL ART GRADE 7
STANDARD 1: Language of Visual Art: “Presenting”

  • The student will identify and communicate using a variety of visual art terms. Œ
  • Compare and contrast works which are similar or different in expressive quality, composition, and style. 
  • Describe and apply knowledge of the principles of design, including: rhythm, balance (symmetrical, asymmetrical, radial) contrast, movement, variety, center of interest (emphasis), and repetition in his/her own art work and the art works of others. Ž
  • Describe and use the elements of art, including: line, color, form, shape, texture, value (light and dark), and space in works of art. 
  • Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, perspective, overlapping, negative space, positive space, size, color) in his/her own artwork and the artworks of others.
  • Infer meaning from and discuss how artists use the elements of art and principles of design in creating art.
  • ‘Identify and evaluate solutions to visual design problems.

VISUAL ART HIGH SCHOOL
STANDARD 1: Language of Visual Art: “Presenting”

  • The student will identify and communicate using a variety of visual art terms. Œ
  • Compare and contrast works which are similar or different in expressive quality, composition, and style. 
  • Identify and apply knowledge of the principles of design, including: rhythm, balance (symmetrical, asymmetrical, radial) contrast, movement, variety, center of interest (emphasis), and repetition in personal artwork and the artwork of others.
  • Identify and apply the elements of art: line, color, form, shape, texture, value (light and dark), and space in works of art. 
  • Differentiate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, one-, two-, and three- point perspective, overlap, negative space, positive space, size, color) in personal artwork and the artwork of others. 
  • Analyze how the elements of art and principles of design are used in the presentation of visual arts. ‘
  • Discuss visual arts skills and processes used to identify and solve design problems in visual art and other creative disciplines.

Monday, 08-03-2020: Introduction to class, rules explained, orientation.   

Tuesday, 08-04-2020: Instruction Video on Elements of Art and Principles of Design, Link on Acellus.

Wednesday, 08-05-2020: Students will do worksheet covering "LINE" and create artwork using line element. Submit through Acellus.

Thursday, 08-06-2020: Students will do worksheet covering "COLOR" and create artwork using color element. Submit through Acellus.

Friday, 08-07-2020: Enrichment-Take A Virtual Art Museum Tour (MOMA) and answer questions on worksheet.  Submit worksheet through Acellus. Extra Credit. 

Modifications: As per students’ IEP.

Monday, 08-10-2020: Create Art Portfolio 

Tuesday, 08-11-2020: Students will do worksheet covering "FORM" and create artwork using form element. Submit through Acellus.

Wednesday, 08-12-2020: Students will do worksheet covering "SHAPE" and create artwork using shape element. Submit through Acellus.

Thursday, 08-13-2020: Students will do worksheet covering "TEXTURE" and create artwork using texture element. Submit through Acellus.

Friday, 08-14-2020: Enrichment-Take A Virtual Art Museum Tour (MFAH) and answer questions on worksheet.  Submit worksheet through Acellus. Extra Credit. 

Modifications: As per students’ IEP.

Monday, 08-17-2020: Students will do worksheet covering "VALUE" and create artwork using value element. Submit through Acellus.

Tuesday, 08-18-2020: Students will do worksheet covering "SPACE" and create artwork using space element. Submit through Acellus.

Wednesday, 08-19-2020: Students will do worksheet covering "RHYTHM" principle. Submit through Acellus.

Thursday, 08-20-2020: Students will do worksheet covering "BALANCE" principle. Submit through Acellus.

Friday, 08-21-2020: Enrichment-Take A Virtual Art Museum Tour (Louvre) and answer questions on worksheet.  Submit worksheet through Acellus. Extra Credit. 

Modifications: As per students’ IEP.

Monday, 08-24-2020: Students will do worksheet covering "CONTRAST" principle.

Tuesday, 08-25-2020: Students will do worksheet covering "MOVEMENT" principle.

Wednesday, 08-26-2020: Students will do worksheet covering "VARIETY" principle.

Thursday, 08-27-2020: Students will do worksheet covering "EMPHASIS" principle. 

Friday, 08-28-2020: Enrichment-Take A Virtual Art Museum Tour (Amon Carter) and answer questions on worksheet.  Submit worksheet through Acellus. Extra Credit. 

Modifications: As per students’ IEP.

Monday, 08-31-2020: Students will do worksheet covering "REPETITION" principle. 

Tuesday, 09-01-2020: Lecture on color theory (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values).

Wednesday, 09-02-2020: Project on color theory. Mix different colors of icing to decorate cookies. 

Thursday, 09-03-2020: Test covering Principles of Design and Elements of Art.

Friday, 09-04-2020: Enrichment-Take A Virtual Art Museum Tour (Oklahoma City) and answer questions on worksheet.  Submit worksheet through Acellus. Extra Credit. 

Modifications: As per students’ IEP.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7th Grade and High School Art Distance Learning Lesson Plans

7th Grade Art OAS

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

  • Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.
  • Use observation, memory, and imagination in making original works of art.
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
  • Apply knowledge of a basic art vocabulary through experiences in making original works of art.
  • Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).

High School Art OAS

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

  • Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media
  • Prepare a portfolio (collection) of the learner’s original artwork.
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.
  • Apply knowledge of a basic art vocabulary through experiences in making original works of visual art.
  • Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).
  • Create original visual art using skills and knowledge learned in other content disciplines of learning.
  • Analyze and discuss the influences of digital media and technology on the visual arts.

Students will create a drawing of their choice using a scratch board.

Students will create a faux stain glass design.

Students will draw a bird using a grid system

Students will draw a landscape using a grid system

Students will draw a cat using a grid system.

Other grid drawings are available.

Materials will be distributed to the students to complete these tasks.

 

Students, you lessons are the drawing grids and the scratch paper or film activities. You can return these or take pictures of then and send them to me via email  or my Facebook page.

Email: denise.smith@boswellschools.org

Facebook: Denise Ensminger Smith

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For the month of March 2020

March 2-5, we will be studying and working on Ojo de Dios, Eye of God 

March 9-11 and March 23 and 24, we will be reviewing and discussing Art Museum rules and etiquette for our art trips on March 25, and April 8. 

We will be practicing analyzing art using the Feldman Teachnique

 

7th Grade Art OAS

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

  • Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.
  • Use observation, memory, and imagination in making original works of art.
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
  • Apply knowledge of a basic art vocabulary through experiences in making original works of art.
  • Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).

STANDARD 4: Visual Art Appreciation: “Connecting” The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.

  • Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery.
  • Demonstrate respect for personal artwork and the artwork of others.
  • Demonstrate thoughtfulness and care in completion of artworks.
  • Make learning connections between visual art and other disciplines, such as mathematics, science, English Language Arts, social studies, and media arts.
  • Analyze and reflect upon personal artwork based on formative evaluations of the work.

High School Art OAS

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

  • Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media
  • Prepare a portfolio (collection) of the learner’s original artwork.
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.
  • Apply knowledge of a basic art vocabulary through experiences in making original works of visual art.
  • Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).
  • Create original visual art using skills and knowledge learned in other content disciplines of learning.
  • Analyze and discuss the influences of digital media and technology on the visual arts.


STANDARD 4: Visual Art Appreciation: “Connecting” The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.

PROFICIENT: Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery.
ADVANCED: Understand the collaborative relationships between cultural art organizations, and the citizens they serve.

PROFICIENT: Demonstrate respect for personal artwork and the artwork of others.
ADVANCED: Create a personal artistic style in the development of a portfolio of personal artwork.
PROFICIENT: Demonstrate thoughtfulness and care in completion of artworks.
ADVANCED: Develop an artist statement of personal artwork.

PROFICIENT: Make learning connections between visual art and other disciplines, such as mathematics, science, English Language Arts, social studies and media arts.
ADVANCED: Understand how knowledge gained in other disciplines of learning can lead to the creative resolution of design challenges in the visual arts.

PROFICIENT: Critique personal artwork based on thoughtful inquiry.
ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

For the month of February 2020:

February 3-19, 2020-Vincent Van Gogh. Students will explore the life and work of Van Gogh. We will be discussing the song "Starry, Starry Night" by Don McLean, watching the movie based on the novel by Irving Stone, "Lust for Life" starring Kirk Douglas as Van Gogh, and Anthony Quinn as Paul Gauguin. The students will analyze the painting "The Starry Night" and other important works of Van Gogh. Finally, the will create an acrylic painting using the brush strokes, color and impasto technique of Van Gogh. We will also take a look at the American Landscape Painter, Albert Bierstadt. 

February 20-27-Mardi Gras. Students will explore the cultural and historic significance of Mardi Gras. We will look at traditions, foods, and celebration of this holiday. Students will paint a paper mache mask and will be served an authentic King Cake from New Orleans on February 25. 

7th Grade

STANDARD 2: Visual Art History and Culture: “Responding”  The student will recognize the development of visual art from a historical and cultural perspective.

  • Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions. 
  • Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž
  • Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs. 
  • Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. 

  • Create original visual artworks using a variety materials  (media), techniques (skills), and sources for ideas. 
  • Use observation, memory, and imagination in making original works of art.
  • Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 
  • Apply knowledge of a basic art vocabulary throughexperiences in making original works of art. 
  • Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media  arts, and sculpture).

High School:

STANDARD 2: Visual Art History and Culture: “Responding”  The student will recognize the development of visual art from a historical and cultural perspective. 

PROFICIENT: Research works of art within their cultural and historical context.
ADVANCED: Analyze common characteristics of works of art and artifacts across time and among different cultural groups. PROFICIENT: Describe the basic ideas underlying several major art movements or historical periods including: Ancient (Egyptian, Greek and Roman), Renaissance, Impressionism/PostImpressionism and 20th Century.


ADVANCED: Analyze issues related to chronology and discuss or debate contemporary issues in relation to historical perspectives.
Ž PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art.


ADVANCED: Classify works of art based on time-periods, movements or specified style, and understand the role of visual art in documenting history. PROFICIENT: Describe the relationship between visual art and other academic disciplines.


ADVANCED: Analyze the creative and analytical principles, themes, and t echniques relating to visual art and contrast them with other academic disciplines.  PROFICIENT: Identify major regional, national, and international collections of art.


ADVANCED: R  esearch exemplary art exhibitions at local, regional, national, or international museums or art galleries. ‘ PROFICIENT: Identify the use of visual art in business and industry, advertising, television and film.


ADVANCED: Document and create a visual art career plan based on personal portfolio, and develop an in depth investigation of future educational possibilities. ’ PROFICIENT: Understand the role of visual arts in United States history
ADVANCED: Interpret the role of visual arts in United States history from a cultural, and/or historical perspective.

STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ

  • Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media.
  •  Prepare a portfolio (collection) of the learner’s original artwork. Ž
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art. 
  • Apply knowledge of a basic art vocabulary through experiences in making original works of visual art.
  • Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘
  • Create original visual art using skills and knowledge learned  in other content disciplines of learning. ’
  • Analyze and discuss the influences of digital media and technology on the visual arts.

For the month of January we will begin painting with acrylics on a canvas board a la Bob Ross and his happy little painting style. 

 

7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. 

  • Create original visual artworks using a variety materials  (media), techniques (skills), and sources for ideas. 
  • Use observation, memory, and imagination in making original works of art.
  • Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 
  • Apply knowledge of a basic art vocabulary throughexperiences in making original works of art. 
  • Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media  arts, and sculpture).

 

High School: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ

  • Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media.
  •  Prepare a portfolio (collection) of the learner’s original artwork. Ž
  • Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art. 
  • Apply knowledge of a basic art vocabulary through experiences in making original works of visual art.
  • Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘
  • Create original visual art using skills and knowledge learned  in other content disciplines of learning. ’
  • Analyze and discuss the influences of digital media and technology on the visual arts.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For the Month of  October 2019

Lessons: Art Movements and Periods

For the week of October 7 - Introduction to Art Movements and Periods -Pre-Historic Art

For the week of October 14th-Egyptian Art and Mythology.

For the week of October 21-We will deviate from the movements and study the Dia de los Muertos. This week we will watch a documentary on Dia de los Muertos and paint small ceramic sugar skulls and make papal picados.  We will continue with the art movements and periods next week. 

For the week of October 28-Students will be finishing papel picados, constructing marigolds, and coloring monarchs for the ofrenda we will construct in class. Students are ask to bring photos of loved ones passed on. 

For the Month of November 2019

For the week of November 4-Greek Art and Mythology-lectures, videos, and worksheets.

For the week of November 11-Ancient Roman Art and Mythology-lectures, videos, and worksheets.

For the week of November 18-Renaissance Art Movement...the study of Leonardo DaVinci, Michelangelo Buonarotti,  Raffaello Sanzio da Urbino (Raphael), and  Donato di Niccolò di Betto Bardi (Donatello).-lectures, videos, and worksheets.

Objective: Students will learn about and explore art history and the art movements and periods

For the Month of December 2019

For the week of December 2-Impressionism and Post-Impressionism-lectures, videos, and worksheets featuring Monet, Boudin, Degas, Cassatt, Manet, Van Gogh, Toulouse-Lautrec, Seurat, Rousseau, Merisot, and Gauguin.

For the week of December 9-will begin working on Christmas Decorations. 

For the week of December 16...9 weeks and 1st Semester Testing.

 

OAS: 7th Grade
STANDARD 2: Visual Art History and Culture: “Responding”  The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. ŽIdentify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School-STANDARD 2: Visual Art History and Culture: “Responding”  The student will recognize the development of visual art from a historical and cultural perspective.

PROFICIENT: Research works of art within their cultural and historical context.
ADVANCED: Analyze common characteristics of works of art and artifacts across time and among different cultural groups. 

PROFICIENT: Describe the basic ideas underlying several major art movements or historical periods including: Ancient (Egyptian, Greek and Roman), Renaissance, Impressionism/PostImpressionism and 20th Century.
ADVANCED: Analyze issues related to chronology and discuss or debate contemporary issues in relation to historical perspectives.

PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art.
ADVANCED: Classify works of art based on time-periods, movements or specified style, and understand the role of visual art in documenting history.

PROFICIENT: Describe the relationship between visual art and other academic disciplines.
ADVANCED: Analyze the creative and analytical principles, themes, and t echniques relating to visual art and contrast them with other academic disciplines.

PROFICIENT: Identify major regional, national, and international collections of art.
ADVANCED: Research exemplary art exhibitions at local, regional, national, or international museums or art galleries. ‘

PROFICIENT: Identify the use of visual art in business and industry, advertising, television and film.
ADVANCED: Document and create a visual art career plan based on personal portfolio, and develop an in depth investigation of future educational possibilities. ’

PROFICIENT: Understand the role of visual arts in United States history
ADVANCED: Interpret the role of visual arts in United States history from a cultural, and/or historical perspective.

Assignment: Watch and discuss Art Movement and Periods video on Monday, Octobe 7.  We will be moving to Pre-Historic Art on October 8. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of May 6, 2019

9 weeks and 2nd Semester tests

______________________________________________________________________________________________________________________________-

 

For the weeks of April 15,  22,  and 29, 2019

Lesson: Painting on canvas

Objectve: 7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  Use observation, memory, and imagination in making original works of art. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  Apply knowledge of a basic art vocabulary through experiences in making original works of art.  Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media  Prepare a portfolio (collection) of the learner’s original artwork. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.  Apply knowledge of a basic art vocabulary through experiences in making original works of visual art Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ Create original visual art using skills and knowledge learned in other content disciplines of learning. ’ Analyze and discuss the influences of digital media and technology on the visual arts. STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture and style from an historical context. Ž Use visual images from a variety of media and technological sources to communicate creatively.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Research and explain how the visual arts are reflected in different cultures throughout history.

Assignments:  Students will learn about clay and pottery techniques and create a clay thumb pot. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

 

For the weeks of April 1 and 8, 2019

Lesson: Pottery and Clay

Objectve: 7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  Use observation, memory, and imagination in making original works of art. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  Apply knowledge of a basic art vocabulary through experiences in making original works of art.  Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media  Prepare a portfolio (collection) of the learner’s original artwork. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.  Apply knowledge of a basic art vocabulary through experiences in making original works of visual art Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ Create original visual art using skills and knowledge learned in other content disciplines of learning. ’ Analyze and discuss the influences of digital media and technology on the visual arts. STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture and style from an historical context. Ž Use visual images from a variety of media and technological sources to communicate creatively.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Research and explain how the visual arts are reflected in different cultures throughout history.

Assignments:  Students will learn about clay and pottery techniques and create a clay thumb pot. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

 

Week of February 25, 2019

Lesson: Collages

Objectve: 7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  Use observation, memory, and imagination in making original works of art. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  Apply knowledge of a basic art vocabulary through experiences in making original works of art.  Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media  Prepare a portfolio (collection) of the learner’s original artwork. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.  Apply knowledge of a basic art vocabulary through experiences in making original works of visual art Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ Create original visual art using skills and knowledge learned in other content disciplines of learning. ’ Analyze and discuss the influences of digital media and technology on the visual arts. STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture and style from an historical context. Ž Use visual images from a variety of media and technological sources to communicate creatively.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Research and explain how the visual arts are reflected in different cultures throughout history.

Assignments:  Students will create a multi-media collage. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

Week of February 18, 2019

Lesson:Mardi Gras and Mask Decoration and Mardi Gras Tradition and History...ALL CENSORED!!! ;)

Objectve: 7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  Use observation, memory, and imagination in making original works of art. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  Apply knowledge of a basic art vocabulary through experiences in making original works of art.  Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media  Prepare a portfolio (collection) of the learner’s original artwork. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.  Apply knowledge of a basic art vocabulary through experiences in making original works of visual art Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ Create original visual art using skills and knowledge learned in other content disciplines of learning. ’ Analyze and discuss the influences of digital media and technology on the visual arts. STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture and style from an historical context. Ž Use visual images from a variety of media and technological sources to communicate creatively.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Research and explain how the visual arts are reflected in different cultures throughout history.

Assignments:  Students will explore the origins of Mardi Gras, traditions, and customs. They will decorate a paper mache mask/ try out  New Orleans bakery made King Cake/receive beads/listen to tradition New Orleans Mardi Gras music. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

 

Week of February 11, 2019

Lesson: Weaving

Objectve: 7th grade: STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  Use observation, memory, and imagination in making original works of art. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  Apply knowledge of a basic art vocabulary through experiences in making original works of art.  Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).

High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. Œ Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media  Prepare a portfolio (collection) of the learner’s original artwork. Ž Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art.  Apply knowledge of a basic art vocabulary through experiences in making original works of visual art Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ Create original visual art using skills and knowledge learned in other content disciplines of learning. ’ Analyze and discuss the influences of digital media and technology on the visual arts..

Assignments:  Students will create an Ojo de Dios with dowels and yarn.  They will know where the Ojo de Dios originated and the meaning behind them. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

 

Week of February 4, 2019

Lesson: Greek and Roman Art/Architecture and Mythology

Objectve: 7th grade: STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ PROFICIENT: Research works of art within their cultural and historical context. ADVANCED: Analyze common characteristics of works of art and artifacts across time and among different cultural groups.  PROFICIENT: Describe the basic ideas underlying several major art movements or historical periods including: Ancient (Egyptian, Greek and Roman), Renaissance, Impressionism/PostImpressionism and 20th Century. ADVANCED: Analyze issues related to chronology and discuss or debate contemporary issues in relation to historical perspectives. Ž PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art. ADVANCED: Classify works of art based on time-periods, movements or specified style, and understand the role of visual art in documenting history.  PROFICIENT: Describe the relationship between visual art and other academic disciplines. ADVANCED: Analyze the creative and analytical principles, themes, and techniques relating to visual art and contrast them with other academic disciplines.  PROFICIENT: Identify major regional, national, and international collections of art. ADVANCED: Research exemplary art exhibitions at local, regional, national, or international museums or art galleries. ‘ PROFICIENT: Identify the use of visual art in business and industry, advertising, television and film. ADVANCED: Document and create a visual art career plan based on personal portfolio, and develop an in depth investigation of future educational possibilities. ’ PROFICIENT: Understand the role of visual arts in United States history ADVANCED: Interpret the role of visual arts in United States history from a cultural, and/or historical perspective.

Assignments:  Students will explore Greek and Roman Art.  

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

Weeks of  January 21 and 28 , 2019

Lesson: Pre-Historic Art and Egyptian Art

Objectve: 7th grade: STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanic traditions.  Identify and be familiar with a range of art works, identifying artist, culture, and style from an historical context. Ž Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.  Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.  Understand how the visual arts are reflected in different cultures throughout history.

High School -STANDARD 2: Visual Art History and Culture: “Responding” The student will recognize the development of visual art from a historical and cultural perspective. Œ PROFICIENT: Research works of art within their cultural and historical context. ADVANCED: Analyze common characteristics of works of art and artifacts across time and among different cultural groups.  PROFICIENT: Describe the basic ideas underlying several major art movements or historical periods including: Ancient (Egyptian, Greek and Roman), Renaissance, Impressionism/PostImpressionism and 20th Century. ADVANCED: Analyze issues related to chronology and discuss or debate contemporary issues in relation to historical perspectives. Ž PROFICIENT: Compare cultural and ethnic art forms throughout the world that have influenced visual art. ADVANCED: Classify works of art based on time-periods, movements or specified style, and understand the role of visual art in documenting history.  PROFICIENT: Describe the relationship between visual art and other academic disciplines. ADVANCED: Analyze the creative and analytical principles, themes, and techniques relating to visual art and contrast them with other academic disciplines.  PROFICIENT: Identify major regional, national, and international collections of art. ADVANCED: Research exemplary art exhibitions at local, regional, national, or international museums or art galleries. ‘ PROFICIENT: Identify the use of visual art in business and industry, advertising, television and film. ADVANCED: Document and create a visual art career plan based on personal portfolio, and develop an in depth investigation of future educational possibilities. ’ PROFICIENT: Understand the role of visual arts in United States history ADVANCED: Interpret the role of visual arts in United States history from a cultural, and/or historical perspective.

Assignments:  Students will explore Pre-Historic and Egyptian Art.  

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

 

Week of January 14 , 2019

Lesson: Feldman Technique of Critiquing art. 

Objectve: 7th grade:STANDARD 4: Visual Art Appreciation: “Connecting” The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.  Standard 5-Analyze and reflect upon personal artwork based on formative evaluations of the work.

High School -STANDARD 4: Visual Art Appreciation: “Connecting” The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.

Assignments:  Critique works of art-painting, photography, sculpture, etc. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. Standard 5-PROFICIENT: Critique personal artwork based on thoughtful inquiry. ADVANCED: Construct persuasive and reasonable arguments, individually and/or in collaboration with other students, to defend or critique works of art.

 

Week of December 17, 2018

Study for semester test on Monday. Semester test on Tuesday. Color therapy and exercises on Wednesday and Thursday. 

 

Week of December 10, 2018

Lesson: Christmas Art

Objectve: 7th grade-STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. 1. Create original visual artworks using a variety materials (media), techniques (skills), and sources for ideas.  2. Use observation, memory, and imagination in making original works of art. Ž 3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.  4. Apply knowledge of a basic art vocabulary through experiences in making original works of art. 5.   Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). High School -STANDARD 3: Visual Art Expression: “Creating” The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art. 1. Create original two-and three-dimensional works of visual art from observation, memory, and imagination using a variety of art media 2.  Prepare a portfolio (collection) of the learner’s original artwork. Ž 3.Demonstrate safe and proper use, care, and storage of media, materials, and equipment while creating visual art. 4. Apply knowledge of a basic art vocabulary through experiences in making original works of visual art.  5. Create original visual art using a variety of art tools, media, techniques and processes in the visual art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture). ‘ 6. Create original visual art using skills and knowledge learned in other content disciplines of learning. ’7.  Analyze and discuss the influences of digital media and technology on the visual arts.

Assignments:  3-D star ornament, beaded ornament

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of December 3, 2018 

Lesson : Salvidor Dali

Objective: After completing this unit, the students will critique art and will subjectively describe art. Students will explore the major art movements of pre-19th Century, 19th Century, and 20th Century. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. We will also explore certain cultural and ethnic events and the art and history behind these events. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: Salvidor Dali Power Point, Discussion, Dream artwork, and Color Sheet.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of November 26, 2018 

Lesson : Albert Beirstadt

Objective: After completing this unit, the students will critique art and will subjectively describe art. Students will explore the major art movements of pre-19th Century, 19th Century, and 20th Century. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. We will also explore certain cultural and ethnic events and the art and history behind these events. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: Albert Beirstadt Power Point, Discussion, Letter Back Home, Bierstadt resume,  and Color Sheet.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of November 12, 2018 

Lesson : Claude Monet

Objective: After completing this unit, the students will critique art and will subjectively describe art. Students will explore the major art movements of pre-19th Century, 19th Century, and 20th Century. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. We will also explore certain cultural and ethnic events and the art and history behind these events. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: Claude Monet discussion, Power Point, Reproduction of Boats of Le Harve marker sheet.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of November 5, 2018 

Lesson : Art Appreciation/History: 19th Century Art Movements

Objective: After completing this unit, the students will critique art and will subjectively describe art. Students will explore the major art movements of pre-19th Century, 19th Century, and 20th Century. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. We will also explore certain cultural and ethnic events and the art and history behind these events. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: 19th Century Art Movements. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of October 29, 2018 

Lesson : Art Appreciation/History: Dia de los Muertos

Objective: After completing this unit, the students will critique art and will subjectively describe art. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. We will also explore certain cultural and ethnic events and the art and history behind these events. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: In looking at art history, we will take a break and explore the cultural aspect of "Dia de los Muertos" and the art history associated with this day. Students will construct calaveras, papel picados, and know the significance of this important event in the countries where it is celebrated. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of October 22, 2018 

Lesson : Art Appreciation/History: Vincent Van Gogh

Objective: After completing this unit, the students will critique art and will subjectively describe art. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: The students will learn about Van Gogh and explore his life and his painting styles, Post-Impressionism and Neo-impressionism, and look at some of his more famous paintings. A quiz wll be giving following the lessons. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of October 15,  2018 

Lesson : Art Appreciation/History: El Greco

Objective: After completing this unit, the students will critique art and will subjectively describe art. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: The students will learn about El Greco and explore his life and his painting style, Mannerism, and look at some of his more famous paintings. A quiz wll be giving following the lessons. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Week of October 8,  2018 

Lesson : Art Appreciation Unit begins-

Objective: After completing this unit, the students will critique art and will subjectively describe art. They will learn about artists and the paintings of the artists. We will be looking at paintings, by Van Gogh, Munch, Monet, Hopper, Bierstadt, Dali, Picasso, El Greco, Pollock, to name a few. 

OAS: 7th Grade and High School Standard 4 Visual Art Appreciation: "Connecting" The Student will appreciate and utilize visusal art to make interdisiplinary connections and informed aesthetic decisions.  

Assignment: The students will learn about Edward Hopper and his famous "Night Hawk" painting. They will then create a short story about the possible story behind the painting and present them to the class. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of October 1,  2018 9 weeks test on Tuesday, October 2, 2018

Lesson : The Human Form - facial features: eyes, mouth, nose, ears, hair, eyebrows...

Objective: After completing this lesson, will 7th grade students will explore anatomy and learn to sketch a reasonable facsimile of the human face in different poses.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.4: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will work on the human form. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of September 24,  2018

Lesson : The Human Form 

Objective: After completing this lesson, will 7th grade students will explore anatomy and learn to sketch a reasonable facsimile of the human form in different poses.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.4: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will work on the human form. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of September 17,  2018

Lesson : Contour and Shading 

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of contour and shading in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.4: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will draw and shade trees and mountain landscape this week.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP. 

 

Week of September 10,  2018

Lesson : Contour and Shading 

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of contour and shading in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.4: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will draw and shade the head of a dog and starburst this week.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Week of September 4, 2018

Lesson : City Scape

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of two point perspective in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.4: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will explore create a city scape utilizing all the knowledge gained through this lesson.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Students will begin contour and shape drawing drawing Wendi the WooLoo and the head of a dog on Thursday and Friday

 

Week of August 20, 2018

Lesson : One Point Perspective

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of one point perspective to his work and work of others. 

OAS: 7th Grade Standard 1.4: Language of Visual Art: Presenting", High School Standard 1.4: Language of Visual Art: "Presenting"

Assignment: The students will explore one point perspective by creating a small sketch using one point perspective. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Week of August 27, 2018

Lesson : Two Point Perspective

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of two point perspective in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will explore two point perspective by creating a small sketch using two point perspective.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Lesson : Three Point Perspective

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of two point perspective in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.4 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will explore two point perspective by creating a small sketch using three point perspective.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Week of September 4, 2018

Students explore the Elements and Principles of Art.

Monday, August 13 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.2 & 1.3: Language of Visual Art: Presenting", High School Standard 1.2 &1.3: Language of Visual Art: "Presenting"

Assignment: The students will complete a packet on shape, form, color, texture, and value and create a small drawing utilizes these elements.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Tuesday, August 14 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will complete their art pieces and finish any project not completed.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Wednesday, August 15, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will follow instructor as the instructor sketches a cup and saucer and models examples of utilizing the elements of art.  

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

Thursday, August 16,, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will explore color as they re-color the famous painting, "Starry Night" by Vincent Van Gogh.

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Monday, August 6, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.2 & 1.3: Language of Visual Art: Presenting", High School Standard 1.2 &1.3: Language of Visual Art: "Presenting"

Assignment: Students will be given a worksheet with vocabulary and a Power Point presentation will be shown to the students. They will point out principles and elements in artwork shown. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Tuesday, August 7, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will create a contour of their hand and using the element of line and principle of design, rhythm and pattern, create a 3-D appearance of a hand. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Wednesday, August 8, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Complete project assigned yesterday. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.

 

Thursday, August 9, 2018

Lesson : Introduction to the Elements and Principles of Art

Objective: After completing this lesson, will 7th grade students will describe, use, and apply knowledge of the principles and elements of art in his/her own artwork and the art work of others. High school students willidentify and apply knowledge of the principles of design and the elements of art in personal artwork and the artwork of others.

OAS: 7th Grade Standard 1.3 : Language of Visual Art: Presenting" and Standard 3.4 Visual Art Expression "Creating", High School Standard 1.3: Language of Visual Art: "Presenting" and Standard 3.4 Visual Art Expression "Creating"

Assignment: Students will create Zen doodle design using the element of line, shape, and color. 

Modification: Allow more time, quantity may be reduced for quality, and other modifications as per students’ IEP.