Schoo Middle School Curriculum Map Adam Schwaninger 6th Grade

Op Art (Weeks 1-3) Line, Space, Perspective, Contrast, Pattern Op Art in history Op Art in our world today Creating a unique whole from small, learned pieces. Core Abilities: 2,3,4,5 National Standard: 1,2,3,4 Description: Students create a piece of Op Art using rulers compasses and free drawn elements. The composition is completed with black and colored sharpies to create the illusion of perspective and other Op Art elements. Examples:

DOTD Skulls / Oaxacan Animals (Weeks 3-6)

Creative Process, 3D creation, Contrast, Pattern DOTD and Oaxacan Animals in history/culture DOTD and Oaxacan Animals in our world today Using the creative process to plan and create a final piece Core Abilities: 1,2,3,4,5,6,7 National Standard: 1,2,3,4,5,6 Description: Students learn about the history and cultural significance of the Day of the Dead celebration and Oaxacan wood carvings. Students then create thumbnail and draft sketches of either an animal or skull that they will create. Both, the animals and skulls are created three-dimensionally from newspaper, tape and papier-mache.

After the animals and skulls are created the students draw designs in pencil, trace in sharpie, and then paint their art with acrylic and tempura paints. Examples:

7th Grade

Album Artwork (Weeks 1-2) Contour Line, Composition, Water color, Colored Pencil shading, Mixed Media History and evolution of album artwork Album artwork in our world today Using text in art/composition Using the creative process to plan and create a final piece Core Abilities: 1,3,4,5 National Standard: 1,2,3,4 Description: Students find images of their favorite musical group/artist/rapper and design an album cover. The students are allowed to transfer the contour lines of found images to familiarize them with contour lines and to help them have a successful first project. Students add color and shading with watercolor paints, watercolor colored pencils and sharpies. Examples: see next page

Graffiti (Weeks 3-4)

Contour Line, Rhythm, Pattern, Grid Drawing, Mixed Media Graffiti in history/culture Graffiti in our world today Using the creative process to plan and create a final piece Core Abilities: 1,2,4,5,6 National Standard: 1,2,4,5 Description: Students learn about the history and evolution of Graffiti. We then use the online resource graffiti creator or dafont to create a digital mockup of their graffiti designs. The digital mockups are printed and students draw a grid on their prints and papers to enlarge the graffiti and help keep proportions accurate. We then add color with a variety of media including, paint, sharpie, colored pencil, watercolor and oil pastel. Examples:

Abstract Color Self Portrait (Weeks 5-7) Contour Line, Color, Value Self Portrait examples throughout history/media Facial Proportions/using math and measurements Creating depth with lights and darks, analogous and complimentary colors Core Abilities: 1,2,3,4,5,7 National Standard: 1,2,3,4,5 Description: Students are photographed. These pictures are printed in a 6 x 9 format with a 1 grid. The students then create a 2 grid. After drawing the contour lines of their portrait, students add value with oil pastels. Students are using an abstract analogous/complimentary color scheme. Examples:

Tattoos (Weeks 8-9) Contour Line, Digital integration Tattoos throughout history Tattoos as body art, and as a career Core Abilities: 1,3,5,6 National Standard: 1,3,6 Description: Students design a tattoo. They outline with fine point sharpie and erase all pencil lines. The tattoo drawings are then scanned and imported to their computers using docushare. Students add color and gradients and remove background with the computer program GIMP. Once their tattoo is colored they super-impose the tattoo picture over a picture of

themselves and reduce the opacity to create a digital image that looks as if they have the tattoo they designed. Examples:

8th Grade Text Portrait (Weeks 1 -2)

Contour Line, Value, Creating depth with value History and professional examples of portraiture Skills of observation Description: Students practice creating values scales and gradients by shading with pencil, cross hatching and stippling with pen, and then finally by overlapping words with pen. Students are photographed. The students transfer the contour lines from their photo. Every mark on their paper after the contour line transfer is a written word. Students vary the style and size of their writing to create areas of light and dark. Examples:

Magazine/Comic/Book Cover or Concert Poster (Weeks 3 - 4) Illustration, Composition, Digital Integration, Text with art Connecting students with illustration/graphic design/photography careers Description: Students decide which style of cover/poster they would like to create. After planning their design they execute by creating their main image. These images are scanned and students then add elements such as text additional images/graphics to their work using GIMP or Comic Life. Examples:

Critter Slab (Weeks 5 - 6)

Observational Drawing, Additive and Relief Sculpture, Form, Texture Sculpting and modeling techniques, how to work with clay Skills of observation, creating 3D work from 2D image Painting Color/Mixing/Painting Clay Sculpture in the world around them/throughout history Description: Students create sketches of animals. One drawing is refined on a 5x5 square. This drawing is traced onto a 5x5 clay slab. Students then use additive and relief sculpture techniques to create their animal on the clay slab. Form and texture are emphasized as students create their work. Once fired the slabs are painted with acrylic paint. Students are attempting to create the most realistic recreation of their chosen animal. Examples: see next page

Pop Art Painting (Weeks 7 - 8)

Shape, Form, Contrast, Focal point, Color Pop art in history and in our lives today Pop culture and art Description: Students choose a pop culture icon or artifact for their work. In Photoshop, we create a pop art high contrast image. Students transfer their prints onto gessoed masonite. Images are painted with acrylic paint. Examples:

Photo Realism (Weeks 9) Line, Shape, Form, Value, Color Skills of observation Drawing/shading techniques Photo Realism in art history Description: Students choose an object or photo. If the student uses a photo they use a grid to assist with the drawing. The drawing is completed in graphite or colored pencils. Examples:

Linocut Prints (Weeks 10-11) Shape, Positive and negative space, contrast Linoleum block printing process Printmaking in history and our lives today

Description: Students simplify images that represent their interests or hobbies. The images are carved and printed in a series of 4

Billboard/Pop Out (Weeks 12-14) 3D imagery. Space, Shape, Line Advertising and Art Description: Students creates a promotional work for something of their choosing. Students are allowed to trace large projections of their images for the initial sketch on to chipboard. The chipboard is painted with acrylic and cut out. Students build layer of chipboard scaffolding under each layer. The layers are combined to create a 3D final piece.

Animal Interaction (Week 15)

Photography, Digital integration, Photo manipulation, creativity How Photoshop has changed photography, Digital photography Description: Students find stock images of animals. They pose for a photograph as if they are interacting with the animal. Using GIMP students create a background, animal, and self layer. They combine the images on the computer to create a final image that appears to be the student interacting with the animal of their choice.

Spray Paint Stencils (Weeks 16) Positive Negative Space, Shape Street art, Making a statement with art, Legal issues Stencil process, Use of materials and spray paint Description: Students combine original and found images to create stencils. Students are also shown how to create a stencil from a variety or images. Stencils are laid over paper, wood or canvas and sprayed with spray paint. Examples:

Sticker Making (Week 17)

Contrast, Color, Positive and negative space, Shape Sticker industry history Description: Students create drawings made of shapes. The drawings are copied and laid over vinyl. The shapes are cut and layered to create their sticker. Once students have created an original sticker they are allowed to print images and create stickers supporting their areas of interest.