Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 2 weeks. New Jersey Core Curriculum Content Standards

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1 Unit/Chapter Title: Unit 1 Shape Unit Length: 2 weeks Course/Grade: Visual Art Grade 8 Interdisciplinary Connection: Language Arts Unit Overview: In this unit, students will learn how to use highlights and shadows to express a mood or tone. Students will learn how to draw in 1- point perspective and apply it to a work of art. Students will be able to critique their classmate s craftsmanship through their work of art. New Jersey Core Curriculum Content Standards Visual and Performing Arts Core Curriculum Content Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

2 Cumulative Progress Indicators D.1 Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three-dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern) D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, them-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. 21 st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Interdisciplinary Connections: English Language Arts Common Core State Standards: CCSS.ELA-Literacy.W.8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.

3 CCSS.ELA-Literacy.W.8.3d - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-Literacy.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Essential Questions: How does lighting affect a work of art? What is perspective? How is it used? Enduring Understandings Essential Questions/Enduring Understandings Light can set a mood or tone in a work of art through the use of light and dark. Perspective is the angle at which you view something. Different perspectives can be used to add detail, realism and interest to your work. Are you small and looking up or are you tall and looking down? Is a building tall from the ground or are you a bird flying above? Light can set a mood or tone in a work of art through the use of light and dark. Perspective is the angle at which you view something. Different perspectives can be used to add detail, realism and interest to your work. Are you small and looking up or are you tall and looking down? Is a building tall from the ground or are you a bird flying above?

4 Student Learning Objectives (NJDOE Model Curriculum) What students should know and be able to do? Instructional Strategies/Activities How will the students reach the learning targets? Modifications/Extensions How do I differentiate? Assessments How will the students demonstrate mastery? Resources/Technology What resources and materials will students need? Describe the elements of art and principles of design. Students will respond to a posted Do Now question based on the lesson on the elements of art and principles of design. Then students will discuss it with a classmate using Turn and Talk strategy Mini lesson review Students will be working collaboratively. Formative: Do Now Class discussion Teacher observation Partner assessment Technology: Starboard Materials: Paper Pencil Interdisciplinary Assessment (see Appendix A) Observe and argue the tone of different lighting situations. Showunderstanding of 1-point perspective in a work of art. Developa short narrative that matches drawing. Teacher demonstration and class discussion on 1-point perspective and different lighting situations. Students will draw a set of books in 1-point perspective and write a few story telling sentences that describe their perspective (birds eye view, ants view, etc). Hard copy of material discussed Teacher assistance Posted powerpoint on class page for further review Formative: Class discussion Teacher observation Partner assessment Interdisciplinary Assessment (see Appendix A) Technology: Starboard for PowerPoint (Lesson 1- Perspective) Materials: Paper Pencil Ruler Resources:

5 Perspective Example Light Chart Explain the purpose and proper use of appropriate materials. Create works of art by applying the elements of art and principles of design in order to express an emotion. Create a work of art by using the appropriate art material provided in order to best convey their work. Analyze and critique their classmate s work and support their responses with their knowledge of color. Students will explain the proper use of materials before beginning their project. Students will create a still life and draw from observation. Drawings should be in 1-point perspective and show dramatic lighting. Students will display their work around the room and critique each other s work during an art gallery show by providing positive and constructive feedback to classmates. One on one assistance with teacher Visual example Printed rubric Gallery walkthrough questionnaire in place of speaking or partner critique. Extensions: Give a Time Frame Students that are more advanced or finish early can add another object or small details to their drawing. Students will be allotted extra time. Summative : (Please see Appendix B) Critique-Gallery Walkthrough Still Life graded using a rubric Materials: 18x24 Drawing Paper Pencil Colored Pencils Ruler Resources: Perspective Example Light Chart Exemplar Rubric Corrections

6 Vocabulary Words/Key Terms: 1-point perspective, horizon line, vanishing point, diffused lighting, direct lighting, back lighting, side lighting, top, lighting, front lighting, under lighting.

7 Appendix A: Performance Task/s (Interdisciplinary Connections) Art, Writing Pretend you are writing a children s book and your perspective drawing is an illustration in the book. Write a few descriptive sentences that tell a story that describe the perspective in the drawing. Ex: The troll was wondering through the library forest and came across a stack of books that were as tall as a building! CCSS.ELA-Literacy.W.8.3d

8 Appendix B: Summative Assessment Unit 1 CPI s: D.1, D.2, A.7 NJCCCS: CCSS.ELA-Literacy.W.8.2d, CCSS.ELA-Literacy.W.8.3d, CCSS.ELA-Literacy.SL st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Introduction: You are an artist that is asked to visually communicate how a bird or insect may view objects in real life to a group of students. You will use a 1 point perspective and shadows and highlights in your drawing. Task Part 1: Createa still life and draw it from observation in 1-point perspective. Add dramatic lighting by drawing shadows and highlights. Procedure: -Set up still life objects on the table consisting of at least 3 objects -Sit at the angle you wish to draw in -Begin drawing filling the entire paper for an interesting composition -Add shadows and highlights

9 Task Part 2: Critique a classmate s work of art by providing positive feedback and constructive criticism using the rubric below. Follow the class rules in providing feedback. Did the artist draw an accurate perspective? Explain your answer. Materials: 18x24 Drawing Paper Pencil Colored Pencils Ruler Resources: Perspective Example Light Chart Exemplar Rubric Grading: (Refer to rubric)

10 Visual Art Grade 8 Summative Assessment Rubric Content Expert Practitioner Apprentice Novice # of objects Points 4 Points 3 Points 2 Points Use of Space Interesting composition by covering 100% of the paper and having some objects cropped off the page. Interesting composition by covering % of the paper. 4 Points A lot of negative space is left only covering 66-85% of the paper. 3 Points Only used the center of the page covering 46-65% 2 Points 5 Points Shadows and Highlights Strong shadows and highlights throughout91-100% of the piece. Dark strong shadows and bright highlights make the objects look 3- demensional and realistic. 20 Points Shows a good understanding of shadows and highlights but applying them throughout 76-90% of the piece. Some objects pop off the page and show dimension, but some need more work. 18 Points Shadows and highlights are visible throughout 61-75% of the piece but need to be stronger by adding more contrast. 15 Points Shadows and highlights are visible throughout 0-60% of the piece.the overall piece looks flat. 12 Points Perspective Perspective is 100% accurate and includes Perspective is % accurate. Some angles Perspective is 66-85% Perspective is not accurate. Please see me

11 Understanding extra details. are slightly off. accurate. for review. 20 Points 18 Points 15 Points 12 Points Total Points: /50

12 Unit/Chapter Title: Unit 2 /Value Unit Length: 2 weeks Course/Grade: Visual Art Grade 8 Interdisciplinary Connection: Language Arts Unit Overview: In this unit, students will learn how to use different drawing techniques and apply them to shading. Students will create a work of art that demonstrates their understanding of value by using a drawing technique. Students will be able to critique their classmate s craftsmanship through their work of art. New Jersey Core Curriculum Content Standards Visual and Performing Arts Core Curriculum Content Standards: 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Cumulative Progress Indicators D.1 Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three-dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

13 1.3.8.D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, them-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals D.5 Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art B.1 Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content or form. 21 st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Interdisciplinary Connections : English Language Arts Common Core State Standards: CCSS.ELA-Literacy.W.8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

14 led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Essential Questions/Enduring Understandings Essential Questions What are some different drawing techniques and how do you apply them to shading? How is value used in a work of art? Enduring Understandings Some popular drawing techniques used are cross-hatching, blending, stippling, rendering, and cross contour. When an artist is working on a 2D work of art, such as a painting or drawing, they need to rely on illusion. Value adds realism. Generally, lighter values appear to be closer to the viewer, and darker values tend to recede from the viewer. All of these characteristics of value help the artist create illusions of space in two-dimensional works of art. Values can be different on different types of surfaces. Some popular drawing techniques used are cross-hatching, blending, stippling, rendering, and cross contour. When an artist is working on a 2D work of art, such as a painting or drawing, they need to rely on illusion. Value adds realism. Generally, lighter values appear to be closer to the viewer, and darker values tend to recede from the viewer. All of these characteristics of value help the artist create illusions of space in two-dimensional works of art. Values can be different on different types of surfaces.

15 Student Learning Objectives (NJDOE Model Curriculum) What students should know and be able to do? Instructional Strategies/Activities (How will the students reach the learning targets?) Modifications/Extensions (How do I differentiate?) Assessments (How will the students demonstrate mastery?) Resources/Technology (What resources and materials will students need?) 1. Recognize and Describe different drawing techniques. 2. Explain value and the purpose of value. 3. Differentiate between drawing techniques in famous works of arts. 4. Find and use the characteristics found in works of art as inspiration. 5. Demonstrate understanding of a drawing technique by applying it to a value chart. Students will respond to a posted Do Now question based on the lesson and discuss it with a classmate. Teacher will provide examples of drawing techniques and a value chart. Students will discuss as a class drawing techniques and value. With a partner, students will write down the drawing technique used by Seurat, Durer, Tenniel and Escher via powerpoint presentation followed by a class discussion. Students will choose 1 drawing technique they wish to use for their final project. Students will draw a value chart and use the drawing technique to create Mini lesson review Students will be working collaboratively. Provide hard copy Posted powerpoint on class page for further review Visual examples Teacher demonstration on drawing technique Teacher assistance Provide value chart Formative: Do Now Observation Discussion Interdisciplinary Assessment (see Appendix A) Formative: Teacher observation Partner assessment Seurat, Durer, Tenniel and Escher Starboard for PowerPoint (Lesson 2- Drawing techniques) Other Resources Paper Pencil Kneaded eraser Blending Stick Value Chart 6x3.5 Drawing Paper Pencil Ruler

16 different values. 6.Explain the purpose and proper use of appropriate materials. 7.Create works of art by applying a drawing technique to show value. 8.Create a work of art by using the appropriate art material provided in order to best convey their work. 9.Analyze and critique their classmate s work and support their responses with their knowledge of color. Students will explain the proper use of materials before beginning their project. Students will create a scratch art drawing that uses a drawing technique to create all values. Students will display their work around the room and critique each other s work during an art gallery show by providing positive and constructive feedback to classmates. One on one assistance with teacher Visual example Printed rubric Value chart Practice drawing on regular paper or create thumbnails sketches. Gallery walkthrough questionnaire in place of speaking or partner critique. Extensions: Give a Time Frame Summative : (Please see Appendix B) Critique-Gallery Walkthrough Scratch art graded using a rubric Value Chart Exemplar Rubric Gallery Walkthrough Questionnaire Scratch Art Paper Wood stick Students that are more advanced or finish early can add more details to their drawing. Students will be allotted

17 extra time. Corrections Vocabulary Words/Key Terms: Value, shading, space, cross-hatching, blending, stippling, rendering, and cross contour, drawing technique, realism, scratch art, thumbnail sketches, critique, constructive feedback

18 Appendix A : Performance Tasks/s (Interdisciplinary Connections) Grade: 8 Art, Writing Using your notes from our class discussion, evaluate which technique is used in the chosen works of art and label them with the appropriate drawing technique. Describe the techniques and how they are used. Do these techniques have a purpose? CCSS.ELA-Literacy.W.8.2d

19 Appendix B: Summative Assessment Unit 1 Grade: 8 CPI s: D.1, D.2, D.5, A.3, A.7, B.1 NJCCCS: CCSS.ELA-Literacy.W.8.2d, CCSS.ELA-Literacy.SL st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Introduction: You have been asked to draw an idea for a black and white scene in a movie. The movie is a fairytale, so you can design creatures and scenery from your imagination. What would be in a fairytale scene? Your drawing needs to be realistic by showing proper values and lots of details in order for the director to visualize the real scene. Task Part 1: Create a scratch art drawing that uses a drawing technique to create all values.

20 Procedure: 1. Brainstorm what you are going to draw 2. Begin sketching outlines with the wood stick 3. Begin shading using an appropriate drawing technique of your choosing 4. Add small details to add interest to your drawing Task Part 2: As the director, can you understand the artist s scene through their use of value and detail. Critique a classmate s work of art by providing positive feedback and constructive criticism. Materials: Scratch Art Paper Wood stick Resources: Value Chart Exemplar Rubric Gallery Walkthrough Questionnaire Grading: (Refer to rubric)

21 Visual Art Grade 8 Summative Assessment Rubric Content Expert Practitioner Apprentice Novice Use of Space Interesting composition by covering 100% of the paper. Interesting composition by covering % of the paper. A lot of negative space is left only covering 66-85% of the paper. Only used the center of the page covering 46-65% 10 Points 9 Points 7 Points 5 Points Shadows and Highlights Strong values throughout % of the piece. Dark strong shadows and bright highlights make the objects look 3- demensional and realistic. Shows a good understanding of values but applying them throughout 76-90% of the piece. Some objects pop off the page and show dimension, but some need more work. Values are visible throughout 61-75% of the piece but need to be stronger by adding more contrast. 15 Points Values are visible throughout 0-60% of the piece. The overall piece looks flat. 12 Points 20 Points 18 Points Understanding of drawing technique Technique is 100% recognizable and neat. 20 Points Technique is % recognizable. Some areas are sloppy. 18 Points Technique is 66-85% recognizable. 15 Points Technique is not recognizable. Please see me for review. 12 Points Total Points: /50

22 Unit/Chapter Title: Unit 3/ Pattern Unit Length: 2 weeks Course/Grade: Visual Art Grade 8 Interdisciplinary Connection: Language Arts Unit Overview: During this unit, students will analyze emotion through movement. Students will also explore ways to communicate through body language. Student will research a career in animation and discover different styles and solutions to create animation. Students will create their own short story animation and critique their classmate s work. New Jersey Core Curriculum Content Standards Visual and Performing Arts Core Curriculum Content Standards: 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Cumulative Progress Indicators D. Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three-dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern) D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, them-based, two- and three-

23 dimensional works of art, using tools and technologies that are appropriate to the theme and goals D.3 Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art B.1 Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content or form. 21 st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Interdisciplinary Connections: English Language Arts Common Core State Standards: CCSS.ELA-Literacy.W.8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

24 led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-Literacy.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Essential Questions and Enduring Understandings Essential Questions: How can emotion be shown through motion and body language? What are some different ways of animating? Enduring Understandings: Posture, gestures, movements, expressions, visual symbols The most common type of animation is drawn on cells and is 2-D. 3-D animation is commonly made of clay and is referred to as claymation. The most popular type of animation is computer animation.

25 Student Learning Objectives (NJDOE Model Curriculum) What students should know and be able to do? Instructional Strategies/Activities (How will the students reach the learning targets?) Modifications/Extensions (How do I differentiate?) Assessments (How will the students demonstrate mastery?) Resources/Technology (What resources and materials will students need?) 1. Recognize and Describe emotion in movement. 2. Interpret the body language used in the video and explain what emotion it is showing. 3. Find and use the characteristics found in works of art as inspiration. Students will respond to a posted Do Now question based on the lesson and discuss it with a classmate. Teacher will play a short animated video called Thought of You by Ryan Woodward. As a group, students will discuss their thoughts on the meaning of the video. The teacher will monitor group discussions. Modifications: Mini lesson review Students will be working collaboratively. Posted video on class page for further review Teacher observation Formative: Do Now Observation Discussion Resources: Thought of You by Ryan Woodward Technology: Starboard for video A whole class discussion will be held to compile thoughts and teacher will reveal the true meaning of the video along with the strategies used to reach that meaning.

26 4.Explore body language and the emotional meaning. 5.Compile information about a career in animation and different styles of animation. Students will explore different ways to communicate through body language. Keep notes in log. Students will explore different styles and solutions to create an animation. Keep notes in log. Modifications: Provide printed visual examples Teacher assistance Provide websites to explore Extensions: Give a Time Frame Formative: Teacher observation Students notes log Interdisciplinary Assessment (see Appendix A) Technology: Computer Materials: Pencil Paper 6.Create a short story and draw thumbnail sketches to help brainstorm and plan. Students will write a short story that involves emotions. Students will create thumbnails sketches to help visualize the story. Students will be allotted extra time. Modifications: Provide example Teacher assistance with thumbnail brainstorming. Extensions: Give a Time Frame Formative: Interdisciplinary Assessment (see Appendix A) Thumbnail sketches Materials: Pencil Paper 7.Create a work of art by using the appropriate art material provided in order to best convey their work. Teacher will provide students with assignment example. Teacher will discuss the assignment and rubric. Students will critique and grade the example Students will be allotted extra time. Modifications: Group and Teacher assistance Review on perspective and shading Formative: Observation Summative: (Please see Appendix B) Technology: Mac Computer with camera imovie

27 8. Incorporate art elements and principals of design using different art media. 9. Apply a new technique to their work of art in order to create a final animation. provided using the rubric. Students will create a series of drawings that tell a story in motion. Teacher will demonstrate how to put images into motion using the computer. Students will take a picture of each drawing and put it on the computer to animate in imovie. Visual examples Printed rubric Review on computer and program Extensions: Give a Time Frame Students that are more advanced or finish early can add more detail or color. Graded using a rubric Materials: Paper Pencil Ruler 10. Analyze and critique their classmate s work and support their responses. 11. Evaluate the effectiveness of their classmate s work of art. Students will show their video to the class and their classmates will critique it by providing positive and constructive feedback. Students will be allotted extra time. Modifications: Gallery walkthrough questionnaire in place of speaking or partner critique. Extensions: Corrections Formative: Critique-Gallery Walkthrough Resources: Gallery walkthrough questionnaire Materials: Pencil Vocabulary Words/Key Terms: Animation, claymation, body language, posture, gestures, movements, expressions, visual symbols, thumbnail sketches, critique, constructive feedback, effectiveness

28 Appendix A : Performance Task/s (Interdisciplinary Connections ) Grade: 8 Art, Speaking and Listening, Writing Using the computer, explore different ways to communicate through body language. What are different ways people move? What are different hand gestures that express different emotions? What form does the body have when it is expressing different moods? Record notes, thoughts and pictures in log. What are different ways to animate? What styles are popular? What styles go together and can advance into a different type of animation? Students will explore different styles and solutions to create an animation. Record findings in your log. CCSS.ELA-Literacy.SL.8.1, CCSS.ELA-Literacy.W.8.2d Art, Language, Writing Think of a story that involves an emotion. Write a short story that describes the characters, the situation and the emotions the characters have. Use Ryan Woodward s Thought of You video as inspiration to visualize you character s body language. Create thumbnail sketches to visually communicate the character displaying the emotions. CCSS.ELA-Literacy.L.8.1, CCSS.ELA-Literacy.L.8.2, CCSS.ELA-Literacy.L.8.3, CCSS.ELA-Literacy.W.8.2d, CCSS.ELA- Literacy.W.8.3

29 Appendix B: Summative Assessment Unit 1 Grade: 8 CPI s: D.1, D.2, D.3, A.1, A.7, B.1 NJCCCS: CCSS.ELA-Literacy.W.8.2d, CCSS.ELA-Literacy.SL.8.1, CCSS.ELA-Literacy.SL st Century Life and Careers Standards 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.2 Create and respond to a feedback loop when problem solving D.1 Interpret spoken and written communication within the appropriate cultural context F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Introduction: Pretend you are an animator and you were asked to create a silent movie. How can you visually communicate and emotional story using body language and other details without having words or sounds? Task Part 1: Using your short story and thumbnail sketches as reference, create a series of drawings that tell a story in motion. Add lots of details to help explain the story. Consider your perspectives and shading in order to make your drawings interesting and dramatic. No stick figures!

30 Procedure: 1. Brainstorm what you are going to draw 2. Begin drawing each page. Trace what stays still and alter what moves. 3. Add shading 4. Add small details to add interest to your drawing Task Part 2: Take pictures of each page and import them into imovie. Create an animation out of your still images. When you are finished, present your animation to the class for constructive feedback and to check the effectiveness of your work. Did you effectively communicate the emotional story through body language and detail? Technology: Mac Computer with camera imovie Materials: Paper Pencil Ruler Gallery Walkthrough Questionnaire Grading: (Refer to rubric)

31 Visual Art Grade 8 Summative Assessment Rubric Content Expert Practitioner Apprentice Novice Background/Details Student went above and beyond with details in order to fill every piece of the paper. A strong background is incorporated using the whole paper. 20 Points Details are prominent throughout most of the drawing in order to make it interesting. Background is included using the space wisely. 18 Points Some details are visible but some parts of the drawing are lacking. Background is lacking in creativity and does not fill the space completely. 15 Points Little or no details are shown in order to make the drawing interesting. Background is weak with little or no detail. Space is not used wisely to create an interesting composition. 12 Points Craftsmanship Drawing is neatly and patiently done with no errors or imperfections in tracing. 10 Points Drawing is done neatly with minor imperfections in tracing. 9 Points Drawing and tracing is a little messy. Lacks finishing touches. 7 Points Lack of pride in work. Drawing and tracing shows a lot of errors and is messy. 5 Points Movement/Emotion Student went above and beyond by having more than one object in motion. Objects are moving in a creative way and emotion is Motion is very interesting and creative throughout the piece. Emotion is 80-99% recognizable. 18 Points Motion could be stronger to keep the viewer interested. Emotion is 60-79% recognizable. 15 Points Little motion is visible. Movie lacks in creativity and emotion is not recognizable. 12 Points

32 Total Points: /50 100% recognizable. 20 Points