ART 6, 2009-2010  TRIMESTER 3

(For grade 7, keep scrolling to the next large heading)


3/15: General introduction to class. Begin "Expressive Line" activity. This teacher-guided activity will not receive a grade.


3/16: Complete "Expressive Line" activity. Instructions for "Elements of Art" sheet, which is due tomorrow.


3/17: In-class activity in which students use their art textbook to find works of art that utilize art elements (line, shape, color, value, etc.) to express particular moods or ideas. Students then discuss in groups which works are the best examples, and a spokesperson for each group presents the result to the class.

3/18: Yesterday's activity is completed. Students learn to identify works of art as either realistic or abstract and to explain why. They then begin their own abstract colored-pencil drawings expressing an idea or feeling of their choice. Students are given approximately 3 days in class to produce the drawings, due by 3/26. (These will each receive a letter grade.)

3/19, 3/22, 3/23: Continue work on abstract colored pencil drawings expressing an idea or emotion.

3/24: Students view examples of quilt designs and watch a video on the quilts created by the women of Gee's Bend, Alabama, which have been exhibited in major art museums and included in a series of U.S. postal stamps. Students begin drawing a related design of their own.

3/25, 3/26: Students finish designs and use a "crayon rubbing" technique to create patterns in the spaces on their quilt-inspired design. They may also draw their own patterns. The project will be continued during class.  (Abstract colored-pencil drawing is due.)

4/5: Discussion of resist techniques such as batik and Easter egg dying. Demonstration of procedures for mixing watercolor washes to apply to the crayon texture rubbings to create a contrasting resist. Vocabulary: wash, transparent, contrast, resist.

4/6:  Students continue applying watercolors to their quilt designs.

NOTE: MCA testing on April 13 and 14 will cause class periods to be shorter on those days.

: Discussion of resist techniques such as batik and Easter egg dying. Demonstration of procedures for mixing watercolor washes to apply to the crayon texture rubbings to create a contrasting resist. Vocabulary: wash, transparent, contrast, resist.

: Students continue applying watercolors to their quilt designs.

: More Elements sheet, done in class, due tomorrow. This sheet deals with the concepts of shape and form, positive and negative space, and visual and tactile texture. Students finish resist, study for midterm test, scheduled for MAY 4******.  Students have received a list of terms and definitions (the Art Terms list), with the test terms marked for them.  Students who need to work on the quilt designs may continue to do so.

: Paint the Color sheet, an in-class assignment requiring students to use only the primary colors (red, yellow, and blue) to mix all colors on the color wheel. On the sheet, colors are identified as primary, secondary, or intermediate and as either warm or cool. Instructions for painting with tempera paint are given. Students who still need to work on the quilt designs may do so.

: Students add colored-pencil emphasis to the rubbing/resist project. Students apply the principle of emphasis by darkening, brightening, or adding detail to

: Instructions for painting #1, using geometric shapes, warm colors, and opaque tempera paint. Students mix secondary and intermediate warm colors and tints (made by adding white).

NOTE: VOCABULARY TEST WILL BE MAY 4.

: Instructions for painting #2, using freeform shapes, cool colors, and watercolor wash.

: Continue painting.

4/27: Instructions for painting #3. This assignment is a landscape incorporating foreground, middleground, and background space. Color scheme is neutrals (black, white, brown, gray) mixed/layered with spectral colors, to create golden-browns, reddish browns, bluish grays, yellowish whites, etc. The medium to be used is watercolor colored pencils or oil pastels--the students may choose.. 

4/28: Continue work on paintings.

4/29, 4/30, 5/3: REVIEW FOR UPCOMING VOCABULARY TEST (May 4). Two sketching packets are done in class in preparation for the upcoming bird/reptile/amphibian drawing. (Students will need a black felt-tip pen for that assignment.) Using basic shapes in sketching, measuring proportion, and attention to detail were stressed in class. Students who need to finish paintings may do so, but the sketching assignment then becomes homework.

5/4: Test.  Work on sketching packets when finished.

5/6: Instructions for felt-tip pen drawing of bird, reptile, or amphibian. Project goals include use of a variety of textures and values, through shading styles such as hatching, crosshatching, and stippling, as well as invented textures.  Sketching packets due.

5/7, 10, 11, 12, 13: Work in class on drawings.

5/14, 5/17: Use textbook to complete Language of Art sheet and vocabulary crossword puzzle.  Some students began art history packet.

5/18: Continue working on above and art history packet.

5/19: Go over Language of Art.

5/20: Go over prehistoric, Egyptian, and Greek and Roman art.

5/21: Go over art and architecture of the Middle Ages and Renaissance.

5/24: See art history dvd's.

NOTE: FINAL TEST ON VOCABULARY AND ART HISTORY WILL BE GIVEN ON MONDAY JUNE 7.  A list of terms to study for the test has been made available to the students.

6/4: Review for test.

6/7: Test.  Fish due.

6/8: Grade test.

6/9: Pass back fish and other work to be taken home. Attach strings and baby fish to mobiles. Receive credit for baby fish. Clean off storage shelves.

SIXTH-GRADE MATERIAL BELOW THIS LINE HAS NOT YET BEEN UPDATED FOR THE CURRENT TRIMESTER. FOR SEVENTH GRADE, PLEASE KEEP SCROLLING.

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2/19: Lesson on drawing boxes in one-point perspective. Complete a drawing of a hallway with lockers.

2/22, 23, 24, 25, 26; 3/1, 3/2, 3/3: Design, enlarge, color, and paint fish mobile project. (Students may make smaller "baby" fish to hang from the primary fish.) In any free time, students should be preparing for the final test, having received a list of which terms will be on that test.  Definitions are in the Art Terms list and the art history packet. The Language of Art sheet covers some of the terms as well.

3/8: Finish and turn in fish. Work on baby fish. Bring a book to read.

3/9: Grade tests. Bring a book to read. Pass back work.

3/10: Attach strings and baby fish, give credit. Clean storage shelves. 

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ART 7, 2009-2010 TRIMESTER 3

3/15: Introduction to art class and the concept of creativity. Video featuring a television producer, a dancer, a photographer, a writer and teacher, a clothing designer, and an architect and their thoughts about learning and creating. (Begin Creativity sheets.)

3/16: Discussion of creativity continues. (Turn in Creativity sheets.) Reading assignment and sheet on art careers is done in class.

3/17: Go over Careers sheet. See video about the making of the animated character SpongeBob Squarepants, including viewing storyboards and voice actors.

3/18: Work on idea for cartoon character during class, while work groups are requested/assigned. Cartoon idea due tomorrow when students come to class.

3/19, 3/22, 3/23, 3/24: Collaborate in groups on final idea, draw and color cartoon character. Students are to act as if they are a creative team who will pitch their ideas to a company who might produce their cartoon as a TV series. The class functions as the company/audience when the groups present their work.

3/25: Complete work, see video on the history of special effects.

3/26: Present cartoons to class.

Note:  Careers test HAS BEEN *RESCHEDULED* for Friday April 16. MCA testing on April 13 and 14 will require shortened class periods, and that's enough testing for a couple of days.... 

: Finish presentations, receive list of words that will be on the APRIL 16 CAREERS TEST.  Nearly all the terms were covered on the careers sheet, which the students have. (Frank Lloyd Wright and Frank Gehry will be covered soon.) 

: Short video segment on Sesame Street's international range and its use as an educational tool. Work in class on Frank Lloyd Wright sheet.

: Go over FLW sheet, see video on Falling Water house, discuss tips for remembering names on test.

: Video segments on Frederick Law Olmsted (designer of New York's Central Park) and Frank Gehry (Weisman Art Museum in Minneapolis, glass fish in the Sculpture Garden etc.).

: Do Color Terms sheet in class. Study for Careers test in any extra time. 

4/12: Go over Color Terms sheet, review for Careers test by using a game show format to answer questions from the test.

4/13: Having learned about the job of a graphic designer, students work in class to create a design for the front of a t-shirt. The design may be a personal logo, representing the student and his or her name, initials, or interests. Colored pencil or marker, due Monday 4/19.

4/14: Work on T-shirt, study for Careers test.

4/15:  In class, using tempera paint, begin painting color wheel. Using only the three primary colors, students are to mix the secondary and intermediate colors and paint them in the correct location on the wheel.  

4/16: Careers test.  Finish t-shirt. Study for Color test, scheduled for May 4.

 : Paint value and intensity scales. (Students create a range of values, or dark and light, by adding black and white to a primary color. Adding black creates a shade, adding white creates a tint. Next, students paint an intensity scale by selecting a primary color and mixing into it increasing amounts of its complement, or opposite. The color deepens, then gradually turns neutral.)  Students received a list of the terms that will be on the January 28 color test. Their Color Terms sheets contain the definitions.

: Paint Color Schemes sheet. After creating three designs on this sheet, students select colors for painting the first two designs in monochromatic and complementary color schemes. The third design is to be painted in an analogous scheme. Sudents are to copy the definitions of the schemes and write their selected colors on the sheet. Students must have the teacher verify that the colors fit the intended scheme before applying paint.

4/27: Turn in finished Color Wheel and Color Schemes sheets before beginning design for new project: an abstract design based on letters of the student's name, using alphabets and symbols from around the world or invented by the student. Students are to select a color scheme (monochromatic, analogous, complementary, or neutral), list the colors that they intend to use in the scheme, and have the teacher check the list before the students apply tempera paint.

5 DAYS: Continue painting.

NOTE: COLOR VOCABULARY TEST WILL BE MAY 4.

4/30, 5/3: Review for color test.

5/10: Paint, work on art history packets.

5/11, 5/12: Watch Monet video or paint if not yet finished.

5/13: Go over the first of two art history packets.

5/14: Video on Mary Cassatt, paint if necessary.

5/17: Watch remainder of Cassatt video, paint if still not finished.

5/18, 5/19: Work on art history packet #2.

5/20, 5/21: Go over art history.

5/24: Art history dvd's.

5/25: Artists Chuck Close and Romare Bearden; instructions for collage project.

5/26, 27, 28: Work in class on collages.

6/1: Start portrait lesson: instructions, practice drawing features, and assignment of portrait partners.  Collage is due; must include an explanation on the back.

6/2, 6/3: Continue portraits.

6/4: Review for test.

6/7: Test.  Work on portraits when both students are finished with test.

6/8: Finish portraits, turn them in.

6/9: Grade tests, pass back work, clean storage shelves.

MATERIAL BELOW THIS LINE HAS NOT YET BEEN UPDATED FOR THE CURRENT TRIMESTER.

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1/13: Paint value and intensity scales. (Students create a range of values, or dark and light, by adding black and white to a primary color. Adding black creates a shade, adding white creates a tint. Next, students paint an intensity scale by selecting a primary color and mixing into it increasing amounts of its complement, or opposite. The color deepens, then gradually turns neutral.)  Students received a list of the terms that will be on the January 28 color test. Their Color Terms sheets contain the definitions.

2/1: Reading assignment on balance and proportion.

2/2: Discussion of the artist Chuck Close. Watch video about the artist, who painted large portraits by using a grid.

2/3: Use a grid to draw a face. Portrait partners for upcoming project are requested/assigned.

2/4: Go over balance/proportion sheet. Turn in this sheet and the gridded faces. Portrait partners are announced. With portrait drawing handout, students practice drawing eyes, nose, and mouth using basic shapes and adding shading.

2/5: Shading styles are desribed. Students spend the class period on practice sheet for shading a face. Blending, hatching, erasing highlights, noting the shapes of shadows, and careful attention to each feature on the face are stressed. Assignment is collected at the end of the class period.

2/8: Instructions are given for drawing face, neck, and shoulders of a classmate. Location of eyes, methods of drawing nose and mouth are reviewed. "Sighting," a technique of visually measuring proportion, is explained. Students begin drawing portraits of their partners.

2/9, 2/10, 2/11: Work on portraits. Each student should complete a shaded drawing that includes at least four different values (degrees of darkness and light).

2/12: Begin Monet dvd.

2/16: Finish Monet dvd and video.

2/17, 2/18: Dvd on American Impressionist Mary Cassatt.

2/19: Start art history packet #1 (Impressionism and Post-Impressionism). (Birch team on field trip)

2/22: Finish packet, in class and at home if necessary.

2/23: Go over packet #1.  Keep to study for test.

NOTE: ART HISTORY TEST WILL BE TUESDAY, MARCH 9.

2/24, 2/25: work on packet#2 in class. 

2/26: Romare Bearden information and dvd. Description of upcoming collage project.

3/1, 3/2: Go over packet #2, see related art history dvd's.

3/3, 3/4, 3/5: Work on collage.

3/8: Review for test, collage due.

3/9: Test.  Bring a book to read when finished.

3/10: Grade tests, pass back work, clean storage racks.