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If you have a scheduled pickup date with the office to pick up your locker stuff, and you want to pick up art stuff from my room, you need to let me know before Monday. I will need to go to school and find your stuff and label it and take it to the office. If you are not scheduled for a pick up, don’t worry. I will not throw away your projects. My plan is to go to school this summer when this is over and sort your projects and either deliver them to you or hold on to them to give you when school starts.
Art Pacing Guides  

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Monroe County Middle School           Art Rotation Pacing Guides

6th,  7th, and 8th  grade academic standards- Standards are ongoing through entire rotation

Structure of Arts

1.12 - Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13- Students make sense of ideas and communicate ideas with the visual arts.

2.23- Students analyze their own and others' artistic products and performances using accepted standards

 

Humanity in the Arts

2.24- Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

2.25- In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.

2.26- Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

 

Purposes for Creating the Arts

1.12- Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13- Students make sense of ideas and communicate ideas with the visual arts.

2.22- Students create works of art and make presentations to convey a point of view.

2.26- Through the arts and humanities, students recognize that although people are different, they

share some common experiences and attitudes

 

Processes in the Arts

1.12- Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13- Students make sense of ideas and communicate ideas with the visual arts.

2.22- Students create works of art and make presentations to convey a point of view.

2.25- In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.

 

Interrelationships Among the Arts

1.12- Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13- Students make sense of ideas and communicate ideas with the visual arts.

2.22- Students create works of art and make presentations to convey a point of view.

2.26- Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

 

Vocabulary used throughout the year

line, implied line, shape,( organic shape, geometrical shape), form, texture, (implied texture, actual texture), color, (warm and cool colors), emphasis, pattern, balance, (symmetrical, asymmetrical, radial), contrast, space, (positive and negative space), value, repetition, rhythm, proportion, movement, landscape, portrait, still life, nonrepresentational, abstract, non-objective, ceremonial, artistic expression, narrative, functional, persuasive, media/medium, Perspective, pointillism

 

                                                                               

 

 

6th Grade Rotation

Week/ Unit Title

Students Can

Projects/ Assessments

1/Elements

  • use appropriate terminology to describe and analyze the use of elements of art  and principles of design  in a variety of visual artworks

 

  • use the elements of art, principles of design, and a variety of processes in creating artworks

 

  • identify and analyze the use of elements of art and principles of design a variety of two and three dimensional artworks

 

Line, Shape, Value Art Project

2/ Principles

  • use appropriate terminology to describe and analyze the use of elements of art  and principles of design  in a variety of visual artworks

 

  • use the elements of art, principles of design, and a variety of processes in creating artworks

 

  • identify and analyze the use of elements of art and principles of design a variety of two and three dimensional artworks

 

Watercolor painting

3/Art Media

be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design

use knowledge of the elements and principles of art and art terminology to:

  • create expressive artworks
  • describe and critique their own work and the work of others
  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular
  • context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way
  • describe personal responses to artwork; explain why there
  • might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

 

 

4/Art Styles and Subject

identify a variety of subject matter in visual artworks (representational –e.g., landscape, portrait, still life, nonrepresentational –e.g., abstract, non-objective

 

Students will create a landscape or city scape with a teacher Demo

5/Purpose of Art

  • compare and explain purposes for which visual art is created
  • (ceremonial, artistic expression, narrative, functional)
  • create new, choose and experience artworks created to fulfill a variety of specific purposes

 

All about me Art work- Narrative art work

6/Art History

  • describe and analyze distinguishing characteristics of visual art representing a variety of world cultures (Latin America, Asian) and time periods
  • observe, classify and create visual art according to styles and

processes used in a variety of world cultures and historical periods

  • examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture
  • examine visual artworks from various time periods and explain the influence of time and place that are reflected in them
  • use print and non-print sources to explore, describe, and

compare themes, characters, and situations in artworks from different cultures or time periods

 

Diego Rivera class mural or Sidewalk chalk mural

Asian Pottery

Writing over Asian or Latin American

 

Program Review

7/Portrait Unit

identify a variety of subject matter in visual artworks (representational –e.g., landscape, portrait, still life, nonrepresentational –e.g., abstract, non-objective

 

Teacher Demo Portrait

Portrait Template

Portrait  Drawing

8/Art Criticism

  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
  • use knowledge of the elements and principles of art and art terminology to:
    • create expressive artworks
    • describe and critique their own work and the work of others
  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular

context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way

  • describe personal responses to artwork; explain why there

might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

  • recognize common terms and concepts used in various arts (e.g., tempo in dance and music)
  • identify communication of common themes or ideas across different art forms
  • identify and explain connections between and among different art forms from the same culture or from the same time period
  • describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and
  • social studies, shape in visual art and mathematics, dance and a healthy lifestyle, fractions in music notation and mathematics, composing music and writing)
  • communicate common meaning through creating and performing in the four art forms

 

Art Criticism Activity and Student Choice-  Must develop their own art project according to their interest

 

Program Review

9/ Student Choice

  • examine visual artworks from various time periods and explain the influence of time and place that are reflected in them
  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
    • use knowledge of the elements and principles of art and art terminology to:
    • create expressive artworks
  • describe and critique their own work and the work of others
  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular
  • context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way
  • describe personal responses to artwork; explain why there
  • might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

 

Students will research famous artist and try to create a replication of a famous art work or art style

 

 

 

7th Grade Rotation

Week/ Unit Title

Students Can

Projects

1/Elements and Principles

  • use appropriate terminology to describe and analyze the use of elements of art  and principles of design  in a variety of visual

artworks

  • use the elements of art, principles of design, and a variety of processes in creating artworks
  • identify and analyze the use of elements of art and principles of design a variety of two and three dimensional artworks

Pointillism project

2/Subjects and Styles

identify a variety of subject matter in visual artworks (representational –e.g., landscape, portrait, still life, nonrepresentational –e.g., abstract, non-objective

 

Students will create a one point perspective art work of a room.

3/Art Media

  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
  • use knowledge of the elements and principles of art and art terminology to:
    • create expressive artworks
    • describe and critique their own work and the work of others
  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular

context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way

  • describe personal responses to artwork; explain why there

might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

 

Rotations using different art mediums, students must try to recreate a famous art work using each medium

4/ Purposes of Art

  • compare and explain purposes for which visual art is created

(ceremonial, artistic expression, narrative, functional)

  • create new, choose and experience artworks created to fulfill a variety of specific purposes

 

Persuasive advertisement

 

Program Review

5/ Art History

  • describe and analyze distinguishing characteristics of visual art

representing a variety of world cultures (e.g., Classical Greece, Ancient Rome and Egypt) and historical periods (e.g., Medieval)

  • observe, classify and create visual art according to styles and

processes used in a variety of world cultures and historical periods

  • examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture
  • examine visual artworks from various time periods and explain

the influence of time and place that are reflected in them

  • use print and non-print sources to explore, describe and compare themes, characters, and situations in artworks from different cultures or time periods

 

Students will create architectural piece.  This piece can be 23 or 3d and must contain architectural aspects from different cultures.

6/ Art Criticism

  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
  • use knowledge of the elements and principles of art and art terminology to:

create expressive artworks

describe and critique their own work and the work of others

  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular

context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way

  • describe personal responses to artwork; explain why there

might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

  • recognize common terms and concepts used in various arts (e.g., tempo in dance and music)
  • identify communication of common themes or ideas across different art forms
  • identify and explain connections between and among different art forms from the same culture or from the same time period
  • describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and
  • social studies, shape in visual art and mathematics, dance and a healthy lifestyle, fractions in music notation and mathematics, composing music and writing)
  • communicate common meaning through creating and performing in the four art forms

 

 

Art Criticism Activity and Student Choice-  Must develop their own art project according to their interest

 

 

Program Review

 

 

 

8th Grade Rotation

Week/ Unit Title

Students Can

Projects

1/Elements and Principles

  • use appropriate terminology to describe and analyze the use of elements of art  and principles of design  in a variety of visual artworks
  • use the elements of art, principles of design, and a variety of processes in creating artworks
  • identify and analyze the use of elements of art and principles of design a variety of two and three dimensional artworks

 

Students will create a drawing that emphasis value and texture

2/Art Subjects and Styles

identify a variety of subject matter in visual artworks (representational –e.g., landscape, portrait, still life, nonrepresentational –e.g., abstract, non-objective

 

Students will create a landscape collage 

3/ Art Media

  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
  • use knowledge of the elements and principles of art and art terminology to:

create expressive artworks

describe and critique their own work and the work of others

  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular

context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way

  • describe personal responses to artwork; explain why there

might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

 

Rotations using different art mediums.

Students will create a single art work multiple times using different materials. 

4/ Purposes of Art

  • compare and explain purposes for which visual art is created

(ceremonial, artistic expression, narrative, functional)

  • create new, choose and experience artworks created to fulfill a variety of specific purposes

 

Split Portrait

5/ Art History

  • describe and analyze distinguishing characteristics of visual art representing a variety of world cultures and time periods (Early American through Civil War)
  • observe, classify and create visual art according to styles and processes used in a variety of world cultures and historical periods
  • examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture
  • examine visual artworks from various time periods and explain the influence of time and place that are reflected in them (e.g., European Neo-classical influences on architecture)
  • use print and non-print sources to explore, describe and compare themes, characters, and situations in artworks from different cultures or time periods

 

Students will do an on demand over early American art 

 

 

Program Review

6/ Art Criticism

  • be actively involved in selecting media, techniques and processes for creating artworks applying the elements of art and principles of design
  • use knowledge of the elements and principles of art and art terminology to:

create expressive artworks

describe and critique their own work and the work of others

  • identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest)
  • demonstrate behavior appropriate for observing the particular
  • context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way
  • describe personal responses to artwork; explain why there
  • might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)
  • recognize common terms and concepts used in various arts (e.g., tempo in dance and music)
  • identify communication of common themes or ideas across different art forms
  • identify and explain connections between and among different art forms from the same culture or from the same time period
  • describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and
  • social studies, shape in visual art and mathematics, dance and a healthy lifestyle, fractions in music notation and mathematics, composing music and writing)
  • communicate common meaning through creating and performing in the four art forms

 

Art Criticism Activity and Student Choice-  Must develop their own art project according to their interest

 

 

Program Review

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