Kristin Donato

Curriculum Map Template

Visual Arts Grade 6 Trimester Format
Timeline

Curriculum Standards

Content/Topics

Weeks 1 to
4

MA Visual Arts Standard 1.7

Use the appropriate vocabulary
related to the methods, materials,
and techniques students have
learned and used in grades PreK8
MA Visual Arts Standard 4.4
Produce work that shows an
understanding of the concept of
craftsmanship
MA Visual Arts Standard 4.7
Maintain a portfolio of sketches
and finished work

Unit 1: Color Scheme

Mannequin Drawing
Studio Introduction

MA Visual Arts Standard 10.2

Apply knowledge of science in
learning in and about the arts
MA Visual Arts Standard 3.4
Create 2D representational
artwork from direct observation in
order to develop skills of
perception, discrimination,
physical coordination, and
memory of detail

Figure drawing
7 head theory
Ruler
Gesture drawing

Essential
Questions

Skills/Activities

Assessments

Why is it
important to
explore art
materials in a
safe and
responsible
way?

Discussion:
What are the expectations for
art class? Why do we need to
follow them?

Informal
Assessment:
Students
participate in a
class discussion
on the
expectations for a
studio art class.

How does
proportion
and
interpretation
affect figure
drawing?

Teacher-led drawing:
Teacher demonstrates and
draws proportions based on 7
head theory, students follow
along in sketchbooks.

How does
science
inform art?

Individual skill
demonstration:
Create a portfolio to use for
the trimester

Demonstration and
independent practice:
Teacher demonstrates ruler
method of drawing
proportions, students practice
using student models.
Small group activity:
Find comparisons between
skeleton images and how a
figure appears.
Demonstration and
independent practice:
Students create 1-minute, 3minute, and 5-minute gesture
drawings. Students act as
models for the class.

PreAssessment
drawing
activity:
Students are asked
to draw a
proportional
human figure to
the best of their
ability.
Informal
Assessment:
Proportional
sketches using
each method.
Teacher circulates
and provides
support while
students are
working to ensure
that students
demonstrating
understanding.

Timeline

Curriculum Standards

Content/Topics

Essential
Questions

MA Visual Arts Standard 2.8

For line, use and be able to
identify various types of line
MA Visual Arts Standard 1.5
Expand the repertoire of 2D
processes and techniques

Line drawing
Types of lines
Blind contour
Contour drawing
mannequins

How can
various lines
illustrate a
form?

Skills/Activities

Assessments

Worksheet:
Elements of art - Line
Students use a worksheet to
define line and create various
types of line.

Sketchbook
Prompt:
Draw and label
five types of lines
used to show form

Demonstration and
independent practice:
Teacher demonstrates blind
contour drawing of mannequin
pose, students set up
mannequin at table and use
blind contour drawings to find
shapes.

Critique:
Teacher
individually meets
with students to
critique contour
line drawings.

Independent skill
demonstration:
Create a contour line drawing
of mannequin in a visually
interesting pose.

Timeline

Curriculum Standards

Content/Topics

Essential
Questions

MA Visual Arts Standard 2.7

For color, use and be able to
identify hues, values, intermediate
shades, tints, tones,
complementary and analogous
colors

Color Theory
Color mixing
Warm and cool
Values, tints and shades

How do
colors relate?
Why is
knowledge of
color
important?

Skills/Activities
Demonstration:
Teacher demonstrates basic
brush care and use.
Small group activity:
Using small amounts of
primary color tempera paints,
students explore basic color
mixing, experimenting to find
secondary colors.
Teacher-led skill
practice:
Teacher explains how the
experimentation of color
mixing is organized into a
color wheel. Students create
their own color wheels.
Worksheet:
Elements of art - Color
Students use a worksheet to
define color and various color
schemes.

Assessments
PreAssessment:
Students are asked
to list the primary,
secondary, and
tertiary colors.
Informal
Assessment:
Completed color
wheel with
primary,
secondary, and
tertiary, as well as
tints and shades.
Exit Ticket:
List the warm and
cool colors.

Timeline

Curriculum Standards
MA Visual Arts Standard 2.10
For shape, form, and pattern, use
and be able to identify an
expanding and increasingly
sophisticated array of shapes and
forms

Content/Topics
Form

Highlights and Shadows

Value
How to imply form on
mannequin drawings

Essential
Questions

Skills/Activities

Assessments

How can we
show form
through
values?

Small group discussion:

Students work to identify
shadows on forms from
observation

Informal
Assessment:
Black and white
value scale

Why is it
important to
show 3D
form on 2D
paper?

Demonstration:
Teacher demonstrates how to
use shading to imply shadows.

Informal
Assessment:
Value scale
created with tints
and shades

Worksheet:
Elements of art - Value
Students complete a worksheet
defining value and how to
create different values.
Independent activity:
Students practice shading on
simple geometric forms, first
in black and white, then using
tints and shades.
Independent Skill
Demonstration:
Students use warm or cool
colors to add shading to
mannequin drawing, using
tints and shades. Students
should use the opposite color
scheme in the background.

Formal
Assessment:
Districtwide
middle school
rubric assessing
care and use of
paints, skill
development of
drawing a
proportional
mannequin from
observation,
craftsmanship, use
of value to show
form, use of
warm/cool color
scheme, and
effective use of
time to draft and
complete project.

Timeline

Curriculum Standards

Content/Topics

Essential
Questions

Skills/Activities

Assessments

Weeks 5 to
6

MA Visual Arts Standard 1.7

Use the appropriate vocabulary
related to the methods, materials,
and techniques students have
learned and used in grades PreK8
MA Visual Arts Standard 4.4
Produce work that shows an
understanding of the concept of
craftsmanship
MA Visual Arts Standard 4.7
Maintain a portfolio of sketches
and finished work
MA Visual Arts Standard 2.10
For shape, use and be able to
identify an expanding and
increasingly sophisticated array of
shapes (organic and geometric)
MA Visual Arts Standard 5.5
Demonstrate the ability to
recognize and describe the visual,
spatial, and tactile characteristics
of their own
MA Visual Arts Standard 6.4
Describe how artistic production
can shape and be influenced by the
aesthetic preferences of a society
MA Visual Arts Standard 10.2
Apply knowledge of history in
learning in and about the arts

Unit 2: Architecture Collagraph

Shape
Organic vs Geometric
Greek architecture
Connection to Greek
Society
Styles of columns
Doric
Ionic
Corinthian

How does our

view of the
world affect
how we make
art?

Small group activity:

Students are given a variety of
shapes and forms, then asked
to identify similarities and
differences in the shapes.

Is
architecture
art?

Worksheet:
Elements of Art Shape and
Form
Students complete a worksheet
defining shape and form and
exploring the differences
between the two.

PreAssessment:
Students are asked
to define organic
and geometric
shapes.

Teacher-led discussion
and PowerPoint:
History and style of Greek
architecture. Students look for
organic and geometric shapes
in columns.
Worksheet:
Students complete skeleton
notes on Greek architecture.

Informal
Assessment:
Class discussion
with a compare
and contrast of the
three styles of
columns.
Sketchbook
Prompt:
List two
characteristics of
each style of
Greek column.

Timeline

Curriculum Standards
MA Visual Arts Standard
2.9
For texture, use and be able
to differentiate between
surface texture and the
illusion of texture (visual
texture)

Content/Topics
Texture
Texture definition and
exploration
Physical vs Implied

Essential
Questions
How does
texture
enhance a
work of art?

Skills/Activities
Class discussion:
Compare and contrast images
of famous artworks that use
actual texture and implied
texture
Worksheet:
Elements of art - Texture
Students use a worksheet to
define texture and create
various types of visual texture.

Assessments
PreAssessment
drawing
activity:
Give students
objects with
LARGE textures
and ask them to
try to draw the
textures as they
see them.
Exit ticket:
What is the
difference
between physical
texture and
implied texture?
Sketchbook
Prompt:
Draw three
different visual
textures.

Timeline

Curriculum Standards

Content/Topics

MA Visual Arts Standard 1.5

Expand the repertoire of 2D art
processes, techniques, and
materials with a focus on the range
of effects possible within each
medium
MA Visual Arts Standard 1.6
Create artwork that demonstrates
an awareness of the range and
purpose of printing tools
MA Visual Arts Standard 4.8
Create and prepare artwork for
group or individual public
exhibitions

Collagraph printing
Printing plate
construction and sealing
Printing techniques
Finishing

Essential
Questions
What is the
purpose of
creating
multiple
images?

Skills/Activities

Assessments

Independent drawing
activity:
Draft a chosen style of Greek
architecture in contour lines,
then sketch the drawing on the
plate that will act as a base for
the collagraph printing plate.

Informal
Assessment:
Individual
critiques with the
teacher on contour
line drawings of
Greek columns

Demonstration:
Teacher demonstrates
collagraph printing to show
students how textures may
change in appearance when
printed.

Selfassessment:
Choose the best
print and prepare
it for exhibition
by mounting the
print

Small group activity:

Explore collections of textural
objects to see what may work
to create the form of Greek
columns.
Independent skill
demonstration:
Create and seal a collagraph
printing plate depicting a
column using textural objects.
Demonstration:
Teacher explains and
demonstrates printing and
mounting process.
Independent skill
demonstration:
Students print collagraphs and
choose best image to mount.

Formal
Assessment:
Districtwide
middle school
rubric assessing
care and use of
printing materials,
skill development
of drawing a
Greek column,
craftsmanship, use
of texture in the
collagraph, and
effective use of
time to draft and
complete project.

Timeline

Curriculum Standards

Content/Topics

Essential
Questions

Skills/Activities

Assessments

Weeks 7 to
10

MA Visual Arts Standard 1.7

Use the appropriate vocabulary
related to the methods, materials,
and techniques students have
learned and used in grades PreK8
MA Visual Arts Standard 4.4
Produce work that shows an
understanding of the concept of
craftsmanship
MA Visual Arts Standard 4.7
Maintain a portfolio of sketches
and finished work
MA Visual Arts Standard 2.8
For line, use and be able to
identify various types of line
MA Visual Arts Standard 2.10
For shape and pattern, use and be
able to identify an expanding and
increasingly sophisticated array of
shapes and forms
MA Visual Arts Standard 5.5
Demonstrate the ability to
recognize and describe the visual
characteristics of their own work
and that of others
MA Visual Arts Standard 6.3
Interpret the meanings of artistic
works by explaining how the
subject matter and form reflect the
events, ideas, religions, and
customs of people living at a
particular time in history
MA Visual Arts Standard 7.2
Describe the roles of artists in
specific cultures and periods
MA Visual Arts Standard 8.4
Identify American styles of visual
arts, describe their sources, trace
their evolution, and cite wellknown artists associated with
these styles

Unit 3: Pueblo Pottery

Pueblo culture
Background and general
information
Oral history
Maria Martinez

How can art

be purposeful
and
functional?

Teacher-led discussion
and PowerPoint:
Teacher introduces
background on Pueblo culture
and pottery. Show short video
of Maria Martinez and discuss
her role in exposure of Pueblo
pottery to outside cultures.

PreAssessment:
Ask students to
identify what
various symbols
on Pueblo pottery
might represent.

Pueblo pottery
Purpose of forms
Symbolism
Connection to
culture and
communication
of message
Natural
elements
Simplification
Patterns
Review and
identification of
lines
Review and
identification of
shapes

How can
shapes
convey an
idea?
Why is it
important to
understand a
culture or
society in
order to
understand its
art?

Worksheet:
Students complete skeleton
notes on Pueblo culture and
pottery.
Class analysis:
Students view examples of
Pueblo pottery. As a group,
they make observations and
inferences about use of
symbolism in Pueblo pottery,
while the teacher moderates.
After a review on lines and
shapes, the teacher asks
students to identify the use of
these in patterns on the
pottery.

Exit ticket:
Why is pottery so
important to
Pueblo culture?
Informal
Assessment:
Students
participate in the
analysis of Pueblo
pottery.
Sketchbook
Prompt:
How do Pueblo
potters use
elements of nature
in their pottery?

Timeline

Curriculum Standards
MA Visual Arts Standard 3.5
Create symbolic artwork by
substituting symbols for
objects, relationships, or ideas
MA Visual Arts Standard 4.5
Demonstrate the ability to describe
preliminary concepts verbally; to
visualize concepts in clear
schematic layouts; and to organize
and complete projects
MA Visual Arts Standard 4.6
Demonstrate the ability to
articulate criteria for artistic work,
describe personal style, assess and
reflect on work orally and in
writing, and to revise work based
on criteria developed in the
classroom

Content/Topics
Symbolism
Brainstorming
Drafting

Essential
Questions

Skills/Activities

Assessments

How can we
visually
communicate
an idea?

Small group activity:

Students brainstorm natural
elements in their environment.
They can research local flora
and fauna to enhance these
ideas.

Critique:
Teacher
individually meets
with students to
analyze designs.

Group discussion:
Teacher leads a discussion on
how the Pueblo potters
simplified elements, as well as
how students can try to
symbolize their environment.
Independent skill
demonstration:
Students draft out motifs using
symbolic versions of their
natural elements to be used on
their pottery.

Timeline

Curriculum Standards
MA Visual Arts Standard 1.5
Expand the repertoire of 3D art
processes, techniques, and
materials with a focus on the range
of effects possible within each
medium
MA Visual Arts Standard 1.6
Create artwork that demonstrates
an awareness of the range and
purpose of clay tools, as well as
brushes when used with glaze
MA Visual Arts Standard 5.6
Demonstrate the ability to describe
the kinds of imagery used to
represent subject matter and ideas,
for example, literal representation,
simplification, abstraction, or
symbolism

Content/Topics
Coil pottery
7 stages of clay
Wet
Leatherhard
Greenware
First Fire
Bisque
Glaze
Second Fire
Coil technique
Score and slip
attachments
Clay tools
Glazing

Essential
Questions
How will
basic
knowledge of
clay
techniques
and tools
provide a
foundation
for ceramic
artwork?
How can we
use the coils
to create
different
forms?

Skills/Activities
Teacher-led discussion
and PowerPoint:
Teacher introduces the seven
stages of clay, and
demonstrates the proper care
and use of clay.
Demonstration:
Teacher demonstrates basic
coil building and attachment,
as well as forms that do and do
not work well with the coil
method.
Independent skill
demonstration:
Students use the coil method
to build a pot influenced by
Pueblo pottery.
Demonstration:
Teacher demonstrates glazing
techniques, and explains rules
of glazing.
Independent skill
demonstration:
Students use glaze to decorate
their pottery in the style of
Pueblo potters.

Assessments
PreAssessment:
Have students list
the seven stages
of clay.
Informal
Assessment:
Teacher circulates
to offer support
and suggestions
while students are
building coil pots.
Reflection:
Students write out
the purpose and
the symbolic
motif of their
pottery.
Formal
Assessment:
Districtwide
middle school
rubric assessing
care and use of
clay and glaze,
skill development
using symbolism
to represent their
environment,
craftsmanship, use
of form to reflect
the purpose of
their pottery, and
effective use of
time to draft and
complete project.

Timeline

Curriculum Standards

Content/Topics

Essential
Questions

Skills/Activities

Assessments

Weeks 11 to
13

MA Visual Arts Standard 1.7

Use the appropriate vocabulary
related to the methods, materials,
and techniques students have
learned and used in grades PreK8
MA Visual Arts Standard 4.4
Produce work that shows an
understanding of the concept of
craftsmanship
MA Visual Arts Standard 4.7
Maintain a portfolio of sketches
and finished work
MA Visual Arts Standard 1.5
Expand the repertoire of 2D art
processes, techniques, and
materials with a focus on the range
of effects possible within each
medium
MA Visual Arts Standard 1.6
Create artwork that demonstrates
an awareness of the range and
purpose of brushes when working
with watercolors

Unit 4: Watercolor Landscape

Watercolor techniques
Wet on wet
Controlled wash
Graded Wash
Dry brush
Glazing
Blotting
Masking
Wax Resist
Salt
Plastic Wrap
Scraping

How can we
use art tools
to create
different
effects?

Review:
Basic brush care and use
Teacher-led skill
practice:
Teacher demonstrates various
watercolor techniques as
students follow along.

Informal
Assessment:
Students complete
a practice sheet
effectively
demonstrating all
11 painting
techniques.

MA Visual Arts Standard 5.5

Demonstrate the ability to
recognize and describe the visual,
spatial, and tactile characteristics
of their own work and that of
others
MA Visual Arts Standard 7.2
Describe the roles of artists in
specific cultures and periods, and
compare similarities and
differences in these roles.

Famous watercolor artists

Winslow Homer
John Singer Sargent
Edward Hopper

Why is it
important to
analyze
artwork?

Class analysis:
Students compare and contrast
the works of various American
watercolor artists, as well as
identify techniques that may
have been use in the paintings.
The teacher moderates the
discussion.

Informal
Assessment:
Students
participate in the
analysis of
famous
watercolor
paintings.

Timeline

Curriculum Standards
MA Visual Arts Standard 2.11
Create 2D compositions that give
the illusion of 3D space and
volume
MA Visual Arts Standard 3.4
Create 2D representational
artwork from direct
observation in order to
develop skills of perception,
discrimination, physical
coordination, and memory of
detail
MA Visual Arts Standard 4.5
Demonstrate the ability to describe
preliminary concepts verbally; to
visualize concepts in clear
schematic layouts; and to organize
and complete projects

Content/Topics
Space

Foreground,
middleground,
background
Drafting a landscape

Essential
Questions

Skills/Activities

Assessments

Why is it
important to
show depth in
artwork?

Class discussion and

activity:
Teacher demonstrates how to
identify the areas of space in a
landscape, as well as how this
creates depth. Students then
identify the fore-, middle-, and
background in famous
paintings.

PreAssessment:
Students are asked
to identify the
different areas of
space in a
landscape image.

Worksheet:
Elements of art - Space
Students complete a worksheet
defining space.
Independent skill
demonstration:
Students draw a contour
sketch of a landscape, using a
photograph as a reference.
Students then identify the best
techniques that can be used to
recreate the textures seen in
the photograph.

Informal
Assessment:
Students
participate in the
analysis of space
in famous works.
Critique:
Teacher leads
class critique on
contour line
landscape
sketches for
constructive
criticism.

Timeline

Curriculum Standards
MA Visual Arts Standard 2.7
Demonstrate awareness of color
by painting objective studies from
life and free-form abstractions that
employ relative properties of color
MA Visual Arts Standard 2.9
For texture, use and be able to
differentiate between surface
texture and the illusion of texture

Content/Topics
Painting
Color blocking
Atmospheric
perspective
Glazing and layering
Adding texture
Finishing

Essential
Questions
How does
landscape
painting
affect our
view of the
world?

Skills/Activities

Assessments

Demonstration:
Teacher demonstrates layering
techniques to build up a
watercolor painting.

Informal
Assessment:
Teacher circulates
while students are
painting to
provide
suggestions and
support.

Independent skill
demonstration:
Students create a realistic
landscape painting, using a
photograph as a reference.

Formal
Assessment:
Districtwide
middle school
rubric assessing
care and use of
watercolors, skill
development of
drawing a realistic
landscape,
craftsmanship, use
of color and
texture to create a
realistic
representation of
their landscape,
and effective use
of time to draft
and complete
project.