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Community based projects are a great way to assist students to understand careers available in the field of visual arts. 
NMMS: Art
Instructor:  Ramona Joyce
(603) 744-8162 2003  
rjoyce@sau4.org
 

NASD K-12 Visual Art Competencies


1. CREATE:

    Generate, conceptualize, organize & refine artistic work.

2. PRODUCE:

   Analyze, interpret, develop, refine & convey meaning of artistic work.

3. RESPOND:

   Perceive, analyze, interpret & apply criteria to evaluate artistic work.

4. CONNECT:

   Synthesize personal experiences & relate societal, cultural & historical context to deepen understanding through art.


Grade 6:  Students begin their grade six art experience by learning about cave art.  Problems are given to solve using varied line art, later forming them into shapes to create visual compositions.  Rulers and measurement are introduced in addition to shading where focus is necessary to demonstrate control of material.
 
Grade 6 art also works with color terminology and techniques which are applied to varied painting problems.  Historical period painters such as Van Gogh, Wyeth, Winslow Homer, Chuck Close and more are viewed and discussed for varied subject themes such as monochromatic, foreshortening, landscape, portraits, and a final painted sculptural product. 
 
Grade 7:  Students begin with introduction to perspective through such artists as M. C. Escher.  They begin by creating geometrical shapes using a ruler.  They then plot a point while using the ruler to create one point perspective.  A bird's eye view where students create their own city using perspective takes the one point perspective problem further where they must then include parallel lines to define the height of their buildings. 
 
Projects then transfer to creating three dimensional problem solving.  Students work with cylinders.  They also plan a folded form sculpture where measurement is defined in their preliminary plan before they build it using a heavy weight board.  Different types of containers are taken apart where packaging is discussed.  Risk taking is encouraged where students must consider incorporating tabs to hold their structure together as no staples nor tape must be holding together on the final product.  Possible careers are discussed in relationship to math, visual communication, industry/product design, craftsmanship and more.  Introduction to basic clay hand building techniques is incorporated as time allows.
 
Grade 8:  Texture is introduced and incorporated into a review on perspective.  Students are then given choices to a wide variety of materials to problem solve.
 
The next project allows students to pick which one they feel most comfortable to begin.  Each requires a preliminary plan that becomes a large illustration.  The next step is to take the subject to create in a three dimensional form larger than 12 inches.  The topics students are given include Surrealism where artists such as Rene Magritte are studied.  Architecture may also be chosen where various structures are studied such as Frank Lloyd Wright's house Falling Water.  Students discuss readings based upon interviews from contemporary architects through various articles from magazines.  Students have a choice as to the variety of materials to create their projects. 
 
Grading-Project rubrics used are available to students.  Grading is divided into 3 categories consisting of art projects, independent/group class projects, and daily work/organization/preparation.  If students have extra time available in class they are encouraged to work on an independent project that needs to be done by the end of the term which will be included as a grade. 
 
 
                                             Grade 7 Folded Form Project
 
 
                 Learners utilize various risk taking and problem solving skills
                   where there is often more than one solution to a problem.

6th grade proportion project
                                           Grade 6 Proportion Project

                                                    STREAM
            Challenges to problem solving can incorporate science, technology, reading, engineering, arts, math, social studies,
                           personal interests, awareness of the world
                          around them and beyond into visual forms.  
                
                                                                            
                                                                              Grade 6 Painted Sculpture