8th Grade

Art 8 Syllabus (4).pdf

Abstract Art-Franz Kline

Found-Object Art-Robert Rauchenberg

Course Topics

What is Art?:

(SOL's: 8.1,8.2,8.3,8.4,8.5,8.8,8.9,8.10, 8.14, 8.19,8.20,8.21,8.22 )Students will dig deep and come up with their own conclusions about what ART really means and what their personal aesthetic is. To begin, students will review the elements and principles of design with a color theory activity using the color wheel.

Drawing-A Study in Value and Form:

(SOL's: 8.6, 8.8, 8.9, 8.10, 8.11, 8.13, 8.15, 8.18, )Students will learn about value and how to use drawing pencils to achieve a rich variety of tones while shading.Artists MC Escher and Albrecht Durer will be introduced.

Giacometti Wire Sculpture:

(SOL's: 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.10, 8.11, 8.12, 8.18 )Students will sketch and plan for a 3wire sculpture figure based on the style of Swiss artist Alberto Giacometti. Students will use an air dry white clay to place on top of the wire before adding a final metalic patina.

Printmaking:

(SOL's: 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.12, 8.15, 8.18, 8.21, 8.22 )Students will explore the technique of linoleum printblocking with relief cuts using negative space.

Weaving:

(SOL's: 8.1, 8.3, 8.4, 8.5, 8.6, 8.8, 8.11, 8.18, 8.21, 8.22 )Students will engage in an introductory study of basic weaving techniques and explore the world of fiber arts. They will use a variety of yarn colors and textures and learn how to use looms.

Abstract Art Study:

(SOL's:8.1, 8.3, 8.4, 8.6, 8.8, 8.9, 8.13, 8.15, 8.16, 8.18 )Students will explore the realm of abstract art, comparing the differences with other prior art movements. They will learn about different types of abstract art and iconic artists such as Wassily Kandinsky, Jackson Pollock, Franz Kline and more!

Found-Object Art:

(SOL's: 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.11, 8.12, 8.13, 8.16, 8.21, 8.22)Students will learn about assemblage and collage in found-object art with background studies in dada and surreal art. They will be introduced to artists and activists such as Marcel Duchamp, Robert Rauschenberg, Meret Oppenheim, Salvador Dali, Hugo Ball and Andre Breton.

Developing a Symbolic Self-Portrait-Who Am I and How Do I Want Others To See Me?:

(SOL's: 8.1,8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.12, .8.15, 8.16, 8.18, 8.21, 8.22) Students will create symbolic self portrait by using symbols or icons that represent themselves (their likes or abilities/interests) to fill in a space outlined by their silhouette. Students will be encouraged to use image overlapping to create depth and interest in their portrait. Peers will be able to identify what make each other unique!

Graffiti Art:

(SOL's: 8.1, 8.3, 8.4, 8.5, 8.7, 8.8, 8.12, 8.14, 8.18 )Students will learn about the history of graffiti art, how it has impacted society and changed over time. Students will learn about different styles and create work that reflects this newer art form.

Artist Study Part 1:

(SOL's: 8.4, 8.8, 8.9, 8.12, 8.13, 8.14, 8.15, 8.16, 8.18, 8.20, 8.21 )Students will begin with an introduction to a variety of artists and their art styles. They will choose one artist to study and complete a variety of written activities and a personal art piece inspired by the artist.

Artist Study Part 2:

(SOL's: 8.4, 8.8, 8.9, 8.12, 8.13, 8.14, 8.15, 8.16, 8.18, 8.20, 8.21 )Students will create a poster representing an artist of their choice, either on physical posterboard, or digitally. The prior week study will be used to showcase information about their chosen artist to share with classmates.

Portfolio Production-Reflection on the Artistic Process:

(SOL's: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.14, 8.15, 8.17, 8.18, 8.20, 8.21, 8.22 )Students will have the opportunity to develop a portfolio of their work bymeans of a digital presentation or printed book. Students will reflect on their artisticjourney through middle school visually and in writing.

Daily Block Schedule: 2021-2022

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