Ashley PorterNovember 14, 2006EDU 396Middle School Visual Arts Semester CurriculumUnit 1: Drawing (approx. 6 weeks)A. Meaningful objects from every day life (1 – 1½ weeks)1.) Show artist examples of still life a. J.D. Hillberryb. Barbara Sloanc. Paul Cezanne d. Vincent Van Gogh2.) Discuss connections between common objects used in those time periods and those today; explain differences and similarities in society.3.) Discuss how objects can hold personal meaning; even simple, every day things4.) Have each student bring in one object that holds personal meaning or tells something about themselves (for example: bringing in your favorite stuffed animal from childhood or favorite pair of sunglasses, etc.) 5.) Draw sketches of just one object. Study line through contour drawings. 6.) Final composition will include objects from all the students at each table (composition of about 4 objects) 7.) Make final drawing using graphite pencils to show line, space, form, and value. B. Clothing, patterns in fabrics (colored pencil) (1½ weeks)1.) Introduce patternsa. Look at different patterns in things such as clothing, wallpaper, fabrics, etc. b. Explain how patterns are formedc. Study pattern, line, color (in designs), shape, repetitiond. Discuss connections to math/geometrye. Have students bring in examples of their own favorite patterns found on clothing, blankets, curtains, etc. 2.) Use graph paper and colored pencils to create composition of a number of patterns in different shapes (squares, rectangles, triangles) C. Self Portrait with words describing self (colored pencil) (2 weeks – 2 ½ weeks) 1.) Show works of other portrait artists a. Fairfield Porterb. Norman Rockwell2.) Discuss/study line, form, value, color in portrait drawings/paintings3.) Use mirrors to draw self-portraits just of face, neck, shoulders in the middle of paper4.) Use magazine clippings to cut out words/phrases that describe interests, personality, hobbies; paste around the self-portraitsUnit 2: Painting (Approx. 6 weeks)A. Personal Symbolism (2 weeks)1.) Discuss how we use symbols to represent different areas in life (personal meaning, family, faith, country, etc.)2.) Power Point presentation a. Amate bark paintings of Mexicob. Symbolism found in paintingsc. History of culture3.) Make sketches of possible ideas for final painting in the style of Amate bark paintingsa. Students will create symbols that represent something from their own life4.) Study shape, color, line, variety, emphasis, unity5.) Make final acrylic painting in Mexican art style but with symbols of personal meaningB. Yearbook covers (2 – 3 weeks)1.) Discuss different ideas for a yearbook cover a. Talk about what represents the schoolb. Various sports, clubs, groups of people, dances, plays, school colors, etc.2.) Show examples of past yearbook covers3.) Have students draw sketches for ideas they might include on their final compostion4.) Show examples of font and discuss how different font gives a different feel and emotion to viewers5.) Final assignment will be to create and paint their own yearbook color using pictures that represent the school as a whole. The design will also include a title using one of the fonts discussed in class. (To be done in acrylic paint.) C. Fall trees (2 weeks)1.) Talk about favorite memories from fall (jumping in leaves, playing football outside, etc.) a. Do you have any memories associated with trees? b. Christmas trees? Raking leaves as a child? Picking up acorns? Picking fruit? Playing in the woods? 2.) Study landscape artists such as Moneta. Look at various paintingsb. Discuss color, brush strokes, light, etc. in paintings3.) Discuss different types of treesa. Talk about the different shapes of leavesb. Colors of bark and leavesc. Texture you see in trees4.) Go on a nature walk and have students look up pictures of various trees5.) Students will find a photograph of a tree that most appeals to them 6.) They will create a final painting (acrylic) of a tree that is aesthetically appealing to them 7.) Study line, texture, light, shape, form, color, emphasis in their compositionUnit 3: Sculpture (approx. 7 weeks)A. Halloween witches (2 weeks)1.) Discuss history of Halloween 2.) Discuss personal traditions, favorite costumes, etc. 3.) Introduce project of paper cone witches (show examples)4.) Talk about different themes their witch could have: athlete, dancer, artist, singer (microphone?), so on and so forth5.) Students will create their own cone witch with a theme using paper to make cone for body and arms, adding on other mixed media elements if needed to addto the theme (for example: stick for broom, pipe cleaner for hockey stick, etc.) 6.) Students will use different lines, colors, and shapes to make their sculptureB. If I were an animal… (2 – 3 weeks)1.) Study different animals and their body shape 2.) Discuss students’ favorite animals and why they like those animals3.) Ask students what animal they associate themselves with (for example: a panther because they like the run)4.) Look at works from artists such as Alexander Calder and Deborah Butterfield5.) Use various sized sticks and glue to create animal sculptures6.) Study of line and form C. Hand Sculpture/Symbols (Paper Mache) (2 – 3 weeks) 1.) Study art of Ken Parker2.) Learn skill of paper mache 3.) Create abstract version of hand (and forearm) in form of sculpture4.) Incorporate symbol of personal meaning on hand or arm (discuss symbolism) a. Students may form hand itself into something of a symbol (examples: peace sign, I love you (in sign language), hang ten sign, etc.)1.) Discuss color, form, shape, line,