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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:






th
8 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.

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