LONG RANGE PLANS

Grade 8 Visual Arts

Michleine Cloutier

Table of Contents
Introduction3 Year at a Glance..4 The Colour Theory.5 Self-Portraits..7 Abstract Expressionism..9 Shading, Texturing and Light Source13 Art and Literature..15 Still Life Compositions and Exploring Chalk Pastels16 Alex Calder and Working With Wire.18 Salvador Dali and Surrealism.21 Working with Clay Clay Coil Pots.23 Art and Culture A Changing Society25 Impressionist Painting.26 Paper Mache African Masks28 Additional Resources29

INTRODUCTION Welcome to Grade 8 Visual Arts! This year promises to be an exciting year, filled with new and exciting learning experiences. The goal in the planning of this year of visual arts has been to provide students with a comprehensive set of knowledge and experiences which will enhance their lives and their educational experiences throughout all areas of the curriculum. Through this program, students will learn about various Art Movements and use a variety of two dimensional and three dimensional mediums. They will also develop valuable skills in critical thinking which will be an asset to them throughout their lives. The hope is that students come to understand and appreciate the role of the Arts in society and in their individual lives.

YEAR AT A GLANCE
Lesson or Unit of Study The Colour Theory Self Portraits Abstract Expressionism Shading, Texturing Light Source Art and Literature Total Length of Time Spent on Unit/Lesson 120 minutes Approximately 5.5 hours Approximately 4 hours Approximately 3 hours Time will vary depending on literature studied Approximately 2.5 hours Month of Instruction September September September September/October October (The Tell Tale Heart) December (Touching Spirit Bear) November

Still Life Compositions and Exploring Chalk Pastels Alex Calder and Working with Wire Salvador Dali and Surrealism Working With Clay Clay Coil Pots Art and Canadian Culture A Changing Society Impressionist Painting African Masks

Approximately 2.5 hours Approximately 2.5 hours Approximately 4 hours Will vary

December January February Beginning in March

Approximately 3.5 hours Approximately 4.5 hours

April/May May/June

THE COLOUR THEORY

Lesson Summary This lesson will introduce students to the basic concepts of the colour theory such as the colour wheel, colour mixing, primary/secondary/tertiary colours, tone, tint, analogous colour schemes, monochromatic colour schemes, etc The information learned in this lesson will give student the knowledge necessary to use colour effectively with only red, blue, yellow, white and black when creating their art. As a consolidation activity, students will be required to create their own colour theory using acrylic paint and complete a quiz to show their understanding. Learning Goals By the end of this lesson, students will Understand the science behind colours Be familiar with terms commonly used when referring to colours in art Be able to create any colour they want using only primary colours, black and white

Materials List Smart Board, computer and projector piece of Bristol board per student Red, blue, yellow, white and black acrylic paint Paintbrushes and water Quiz handout for student completion

Timeline Smart Board interactive lesson (40 minutes) Completion of individual colour wheels (60 minutes) Colour theory quiz (20 minutes)

Expectations Although this lesson does not address any of the Grade 8 overall or specific expectations in the curriculum, it is a necessary component to a complete arts education in order for students to have the knowledge necessary to meet their full potential when creating art. Some students may have been introduced to this in previous grades and for them this would be a review lesson.

Assessment Consolidation of learning assignment Quiz

SELF PORTRAITS
Unit Summary To start the year, students will begin a self-portrait unit for which their final task will be to create a digital and a painted self portrait, accompanied by a written piece (non-rhyming poem) entitled Who I Am. As we explore for this unit, we will look at various artists self-portraits such as those of Vincent Van Gogh and Paul Gauguin. We will also explore music dealing with personal identity such as Jessica Andrews Who I Am and Amanda Marshalls Everybodys Got a Story. Learning Goals By the end of this unit, students will Understand how various forms of media can be used to express identity (music, art) Understand the ways some prominent artists expressed their personalities through selfportraiture (Vincent Van Gogh, Paul Gauguin) Create their own self-portrait that expresses their own identity and unique characteristics Know how to manipulate digital photos to create a personalized digital self-portrait that portrays their unique personality and characteristics in creative ways Understand the visual effects that can be created by a complimentary colour scheme Be familiar with the painting style of Vincent Van Gogh Be familiar with the biographies and backgrounds of a few famous names in art

Materials List Computers with internet and a Photo manipulation program Smart Board Acrylic paint, brushes and water Canvas paper Sketchbooks, pencils and erasers Van Gogh Self Portrait handout Double Identity: To Gauguin Self Portraits handout I Am poem template Digital Self-Portrait handout A head shot portrait of each student Magazines for cutting if desired Self-reflection form
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Timeline Discuss the idea of identity and how people represent themselves (through personality, music, art, fashion, etc) (10 minutes) Listen to some songs that refer to personal identity and discuss the content, having students do this in small groups referring to hard copies of the lyrics. (15 minutes) Examine the self portraits of Van Gogh and read his biography, looking at his painting style and technique and the use of complementary colour schemes to express himself. (30 minutes) Discuss the use of the background to express feelings and ideas (use of various symbols as well as the elements and principles of design), showing examples (10 minutes) Begin planning individual self-portrait. What will the background look like? Will symbols be used? What colour schemes will be used? Will emphasis be placed on certain features? Will you use mixed media or only one medium? (30 minutes) Begin good copy on heavy canvas paper by first sketching contour in pencil, then completing the work as previously planned out. (2-60 minute periods with more time given as necessary) Discuss digital manipulation in art and view examples of digitally enhanced selfportraits. (20 minutes) Using Smart Board, instruct students on how to use the features of the digital photo manipulation program to be used. Students will also have a handout explaining details of the assignment and points to keep in mind.(20 minutes) Go to the computer lab to complete digital self-portrait (photos will already be loaded on the computers in a central drive for students to access) (60 minute class period) Completion of a self-reflection at the end of the unit (15 minutes) Students write their I Am poem using the template provided.

Overall Expectations D1, D2, D3

Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.1, D2.2, D2.3, D2.4, D3.1, D3.2

Assessment Observation Rubric Self-assessment

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ABSTRACT EXPRESSIONISM
Unit Summary In this unit, students will gain an in depth understanding of the Abstract Expressionism Movement. Through the completion of an independent research assignment, students will discover who some of the most prominent abstract artists were, learn a little bit about their personal backgrounds, and begin to understand some of the techniques they used in the creation of their works. Students will them apply their learning to the creation of an original painting using acrylics on canvas. Learning Goals By the end of this unit students will Be familiar with some well know artists of the Movement and their individual styles Understand some of the general background of this Art Movement Be familiar with a variety of tools and techniques used by abstract artists Understand how non-figurative imagery can create emotion in viewers using only colour, line and form Understand the role of the creative process when creating original art

Materials List Computers with internet Computer, Projector, Smart Board Acrylic Paint, Brushes, spray bottle and other tools to create various textures and effects Paper Towels, drop cloths and cups for water One canvas per student Peer Critique/Reflection forms

Timeline Individual Research Assignment (2-60 minute blocks) Class Power Point Presentation (30-40 minutes) Individual Completion of Paintings (40-60 minutes) Peer Critique and Personal Reflection (30 minutes)

Overall Expectations D1, D2, D3

Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.1, D2.2, D2.4, D3.2 Assessment Observation Rubric Self Reflection Peer Critique

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REFLECTION ON ABSTRACT PAINTING EXPERIENCE To accomplish any task to ones full potential, it is important to be able to critically evaluate ones own work and realistically evaluate ones strengths and areas for improvement. With a critical eye, look at your abstract creation. Now is the time to decide if you are completely satisfied with your work or if you want to make changes and/or improvements of any kind. It is attention to the little details that separates good work from excellent work, so with that in mind, complete this final step in the unit on the study of Abstract Art. Make any changes you want to make feel free to take out the paint and supplies you need to do this right now. Answer the reflection questions below to show your thinking about what youve learned and what youve created. Critically analyze the painting of ONE of your peers.

Reflection 1. What feeling/mood did you try to portray in your painting? ________________________________________________________ 2. Do you feel you got your message across? How did you do it? ________________________________________________________ ________________________________________________________ 3. Give your painting a name. _________________________________ 4. Explain how you came up with the name you chose. ________________________________________________________ ________________________________________________________ 5. Share any comments or feedback you may have about this unit. ________________________________________________________ ________________________________________________________

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Critical Analysis of a Peers Abstract Painting Critics name: __________________________________ Artist: ______________________________ Name of painting: __________________________________ DESCRIBE WHAT YOU SEE WITHOUT JUDGEMENT: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

ANALYZE (Mood it portrays and how it does this, etc) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

INTERPRET (Connect with itreminds me of, possible message, makes me feel like) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

EVALUATE (What do you like/dislike about the piece, how could it be improved, etc) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

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SHADING, TEXTURING AND LIGHT SOURCE

Unit Summary In this unit, students will learn how to employ various shading techniques to create life and depth in graphite and colour pencil drawings. They will be instructed on choosing a light source and through a variety of activities, they will come to understand the connection between the direction the light is coming from and the shading needed to achieve the desired effect. The assessment piece for this unit will be the completion of a Remembrance Day poster which can be done in either black and white or colour. Learning Goals At the end of this unit, students will Understand how to create depth in drawings through shading Be able to create a drawing with an identifiable light source Be able to employ a variety of shading techniques to produce the desired effects Understand the use of symbols that may be used in a theme to communicate a universal feeling (connected to war and remembrance)

Materials List Practice shading handout Large drawing paper Pencils and erasers Colouring crayons (if desired)

Timeline Class demonstration with a flashlight and natural light to show how the visual perception of real objects is affected by light (10 minutes) Whole class instruction on shading techniques (with demonstrations) and how light and the direction from which it originates can affect the viewers perception (15 minutes) Students take time to complete practice shading with light source coming from different directions (20-30 minutes) The idea of symbols is introduced (specifically universal symbols that may be connected with war and remembrance) (20 minutes) Various activities to evoke student reactions and feelings about war, loss, etc (music, videos, stories and narratives) (30 minutes)

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Students are instructed to explore their reactions and what they learned to plan and complete Remembrance Day Poster using the shading and texturing techniques learned (2-60 minute periods)

Overall Expectations D1, D2, D3

Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.3, D2.4, D3.2

Assessment Rubric Self-Reflection

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ART AND LITERATURE

Unit Summary *This is not a unit of its own merit, but rather literature studies that incorporate an element of artistic expression. At various times throughout the year, students will read literary works that contain themes that lend themselves well to the integration of artistic expression. With a focus on the creative process, students will express their thoughts and ideas stemming from these works through art. Students will then be required to write an artists statement to explain their work. The medium for students work will be left to their choice. The Tell Tale Heart by Edgar Allan Poe Touching Spirit Bear by Ben Mikaelsen

Other titles studied may be deemed to lend themselves well to artistic representation but no current plans are in place for titles other than those above. Learning Goals Through incorporating Art into student literature studies, students will understand How art can be used to express thoughts and ideas in response to literature How symbolism can be used artistically to express themes from literature How to write an artists statement to explain a work of art Understand how the creative process applied to a challenge leads to an original product

Materials List A variety of creative materials as determined by students in planning stages Paper and pen to write artists statement

Overall Expectations D1, D2 Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.4 Assessment Rubric
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STILL LIFE COMPOSITIONS AND EXPLORING CHALK PASTELS

Unit Summary Students will build on their learning of drawing and shading from the previous unit by learning about composition in drawing. We will discuss the basic rules of composition and touch on the elements and principles of design that are most relevant in this unit (form, space, texture, value, repetition and rhythm, proportion, balance, unity and harmony). Students will then be responsible for creating their own original composition using items from home or within the classroom. Instruction will be given on the proper use of chalk pastels and students will use this medium in their art. Learning Goals By the end of this unit, students will Understand how to create a proper composition with consideration for the appropriate elements and principles of design Develop skills in the proper use of chalk pastels

Materials List Pencils and erasers Drawing paper Student sketchbooks Items to use for composition (may need to be brought from home depending on subject chosen) Chalk pastels

Timeline Large group instruction on how to put together a composition, showing a variety of examples. (15 minutes) Review of the elements and principles of design and discussion about which will be most relevant in this type of work. (15 minutes) Arrange an original composition and begin drawing, using chalk pastels to add colour, layering and mixing colours to create depth. (2-60 minute periods with more time given as needed)

Overall Expectations D1
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Specific Expectations D1.1, D1.2, D1.4 Assessment Rubric

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ALEX CALDER AND WORKING WITH WIRE

Unit Summary Students will be introduced to a more unconventional medium and have the opportunity to complete a three dimensional work of art. Through large group discussion, students will learn about Alex Calder and his wire sculptures. After looking at various examples and thoroughly discussing safety guidelines for working with wire, students will begin planning their original wire sculpture. This project will focus mainly on the creative process and students will receive minimal instruction, being required to determine their method by examining an exemplar of a completed wire sculpture. However, before beginning their work, we will debrief on the findings of their sculpture examination to ensure that everyone has some basic ideas of how the sculptures are basically constructed. Learning Goals By the end of this unit, students will Understand the use of wire as a medium for art Gain a better understanding of the steps used in the creative process to arrive at a final product Understand the importance of self-reflection in learning

Materials List Computer with internet, projector and Smart Board Wire sculpture exemplars (done by teacher) 5-6 large rolls of galvanized wire Masking Tape to put names on student sculptures Personal reflection sheet

Timeline Large group introduction to Alex Calder, examples and discussion (40 minutes) Instruction on safety procedures for working with wire (15 minutes) Physical examination of exemplars and discussion of findings (25 minutes) Completion of wire Sculptures (60 minutes with more time given as needed) Personal reflection (15 minutes)

Overall Expectations D1, D2

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Specific Expectations D1.1, D1.4, D2.4 Assessment Rubric Observation Self-Reflection

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Name: ___________________________________

WIRE ART REFLECTION

1. What was the most challenging aspect of this project? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What would you do differently, given the opportunity to create another wire sculpture? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What are some things you have learned about the creative process through this project? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. Share some of your other thoughts about your experiences with this project and rate the project on a scale of 1-5 (5=best) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Rating: ________
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SALVADOR DALI AND SURREALISM

Unit Summary Students are first hooked into the study of this Movement with an activity in which they are asked to complete a critical analysis of Salvador Dalis The Persistence of Memory. This activity is designed to teach students to develop critical thinking skills and questioning strategies which will be useful to them in a variety of tasks throughout their educational career. Through this activity, students will begin to engage in higher order thinking, asking pertinent questions that dig below the surface to reveal deeper meanings and connections. Specific to the Art Movement, students will examine the basic concept of Surrealism by looking at various works of surrealist art, after which they will plan and sketch their own original work of surrealism. Medium will be oil pastels on paper. Learning Goals By the end of this unit, students will Gain an understanding of how the critical analysis process contributes to a better understanding of art Learn to use higher order thinking by formulating questions to help them understand a work of art (the questioning skill will then be transferred to various other academic challenges) Have worked with the creative process to produce an original piece of surrealist art Be familiar with techniques for using oil pastels Be familiar with the surrealist movement and some of its artists

Materials List Computer with internet, projector and Smart Board Laminated Q charts (1 per student) Small sticky notes Student journals Student sketchbooks Art paper Colouring crayons and/or oil pastels

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Timeline Introduction to Salvador Dalis The Persistence of Memory with brief discussion (10 minutes) Explanation of Q chart and its set up as well as the expectations of the activity (10 minutes) Individual formulation of 10 questions about the work (15 minutes) Class discussion/sharing of questions students wrote down (15 minutes) Individual journal entry Give their best answer to any 3 of their questions (20 minutes) Class introduction to surrealism and what it is, look at examples (20 minutes) Small group sharing of ideas/individual planning and sketching (15 minutes) Completion of good copy and final completion with pastels (1-2 60 minute periods)

Overall Expectations D1, D2, D3 Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.1, D2.2, D2.3, D2.4, D3.1, D3.2 Assessment Observation Rubric Self-Reflection Peer Critique Journal

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WORKING WITH CLAY

Unit Summary Students are introduced to the concept of clay work and its significance in ancient cultures. They will learn about where clay comes from and its unique physical properties. They will be shown examples clay coil pots and be given an opportunity to engage in some preliminary planning through the sharing of ideas in small groups. After some preliminary sketching, each student will be given one full block of air drying clay for the completion of their pot. Learning Goals By the end of this unit, students will Be familiar with tools and techniques for working with clay Understand the role of clay in various cultures Have used the creative process to produce an original clay coil pot

Materials List Computer with internet, projector and Smart Board One bar of air drying clay per student Drop sheets or mats for cleanliness on desks water

Timeline Whole class discussion to introduce clay, its properties and cultures that use(d) clay (15 minutes) Introduction of the concept of clay coil pots and examination of various examples (10 minutes) Small group sharing of ideas, planning for individual pieces and completion of preliminary rough sketches (20 minutes) Creation of individual projects (60 minutes with more time given as needed)

Overall Expectations D1, D3 Specific Expectations D1.1, D1.4, D3.1, D3.2

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Assessment Rubric Observation Self-Reflection

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ART AND CANADIAN CULTURE

Unit Summary At various opportune times, there will be opportunities to integrate Art into the study of History, especially during the unit on A Changing Society. Within this unit, we look at how society has changed and how the Industrial Revolution has affected this change. We may also examine the plight of women and how they gained the right to vote and be treated as equal persons under the law. The integration of Art may come in the form of art analysis and relevant discussion of works such as with Alex Colvilles Horse and Train or the work of Emily Carr. This is mainly a unit in History with Art integrated for interest and variety. Student artworks may include collaborative pieces such as murals, installation pieces and found art sculptures. In the studies on Settling the Canadian West, students may examine the works of Emily Carr and emulate her style in an original landscape painting. Learning Goals By the end of this unit, students will Have a better grasp of the various concepts in History (A Changing Society) through the examination of various works of art. Use original artworks to express their understandings, thoughts and opinions on issues dealing with the industrial revolution and changing society.

Materials List Smart Board, computer and projector to show specific artworks Various art supplies

Timeline Will vary as it is spread across many other areas of the curriculum

Expectations Various across all areas of the curriculum

Assessment Rubrics Artists statements Observation and discussion

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IMPRESSIONIST PAINTING
Unit Summary Students will be introduced to the Impressionist Movement in Art and artists like Vincent Van Gogh, Monet and Degas. Students will take part in some interactive activities to discover the role that light plays in art, specifically in this style of art. They will take a closer look at the techniques used in this style, learn details about the Movement and create their own impressionist style painting with water colour on canvas paper. Learning Goals By the end of this unit, students will Be familiar with the history and techniques of the Impressionist Movement Recognize prominent artists within that Movement and their individual styles Know how to properly paint with watercolours Understand the role of light in impressionist painting

Materials List Computers with internet, Smart Board and projector Canvas Paper Watercolour palettes (1 per 2 or 3 students) Watercolour brushes and cups of water Sketchbooks, pencils and erasers

Timeline Light demonstration to examine colours and shadows and how light affects these. (15 minutes) Explain the use of these characteristics in Impressionist art (10 minutes) Examine examples of Impressionist paintings that demonstrate these effects of light (such as Starry Night by Van Gogh, The Star by Degas, Garden Path at Giverny by Monet) (15 minutes) Discuss the history of Impressionism (students may do a web quest for this activity) (15 minutes) View YouTube videos of Watercolour Impressionist painting in action (20 minutes) Students plan their painting (30 minutes) Students complete their painting (2-60 minute periods)

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Overall Expectations D1, D2, D3

Specific Expectations D1.1, D1.2, D1.3, D1.4, D2.1, D2.2, D2.4, D3.1, D3.2

Assessment Peer and Self assessments Rubric Observation

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AFRICAN MASKS IN PAPER MACHE

Unit Summary Through the use of paper mach, students will learn about the use of masks in various cultures, then create and paint their own. Learning Goals By the end of this unit, students will Understand the role of masks in various indigenous cultures Understand some of the symbolism used in mask making Have developed skills in the art of paper mache

Materials List Computer with internet, Smart Board and projector Old newspapers (lots!) White glue, water and bowls for dipping Brushes for spreading the watered down glue mixture Aluminum foil to aid in the formation of features Acrylic paint and brushes

Timeline Discussion and research into the history of indigenous masks (60 minutes) Explanation of procedures to follow when doing paper mache (15 minutes) Planning and completion of masks (approximately 3-60 minute periods)

Overall Expectations D1, D3

Specific Expectations D1.1, D1.4, D3.1, D3.2

Assessment Observation Rubric Self-assessment

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ADDITIONAL RESOURCES
Note: Some resources that would be used can also be found on the Visual Arts page of my website at www.mrscloutier.weebly.com
1. Colour Theory lesson plan for Smart Board created using Smart Notebook Express 2. Abstract Expressionism Power Point presentation 3. Art History Power Point Presentation 4. Creative Process Anchor Chart 5. Critical Analysis Anchor Chart 6. Intermediate Art Survey to complete first day of school 7. Wire Sculpturing Power Point Presentation 8. Lesson on the landscapes of Emily Carr (to accompany Art in Culture) 9. Peer Review form for landscapes 10. Landscapes grading rubric 11. Web resource for Self Portrait lesson: http://www.nga.gov/education/classroom/self_portraits/index.shtm http://www.princetonol.com/groups/iad/lessons/elem/selfport.htm

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