Name Sharon Brand Projected Map for: Grade 6

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1 Name Sharon Brand Projected Map for: Grade 6 Essential Questions Content Skills Text/Resources Assessment Can students create art that reflects a particular historical period/culture other than their own? Can students develop and use skills in using a variety of media? Can students show competency in one media? Study of Greek art Hydria Vases as usable vessels for display of common Greek themes. Use of watercolor paints and black crayon to mimic ancient Greek Clay. Use of curving lines to obtain round form and 3-D effects in design. Draw half vase rubbed transfer technique obtains opposite symmetrical half. Use of curved lines in vessel design. Decoration based on Greek themes including border designs. Some watercolor mixing. Scholastic Art Sept/Oct Adventures in Art 6 by Chapman A completed originally designed Greek Hydria Vase based on common Greek themes. Form is essential SEPTEMBER

2 Can students emphasize a Halloween themed focal point within a work of art? Can students skillfully fold and cut a paper to create a symmetrical design? Can students draw with line for its dynamic quality to capture Halloween inspired characteristics in their art? Symmetry will be defined and discussed as an artistic quality for visual balance and proportion in an artwork. Working with folded paper, drawing half, cutting half, achieving symmetrical whole technique will be utilized. Students will choose a style of line to infuse themed characteristics to art. Fold a paper evenly Draw against folded side creating half of intended image. Cut against folded side following pencil plan exactly sometimes cutting in from edge, sometimes piercing paper to cut out images. An original Halloween themed face from neck up filling background black space that is symmetrical. OCTOBER

3 Will students be able to generate original ideas based upon subjects/themes, specifically a Thanksgiving scene? Can students portray a specific view established in their drawing such as looking down upon a scene/scape? Students will communicate in visual form (drawing) historical information based on knowledge of Social Studies specifically about the first Thanksgiving. Students will draw items on a tablescape establishing correct view of looking down upon. Students will fold a paper to give a 3-D effect for table Draw a background either interior or exterior coinciding with an established pilgrim native American people group. Fold a paper and glue in front to represent a 3-D table. Draw clear details for maximum interest in creating scene. A completed Thanksgiving scene depicting pilgrims and native Americans celebrating together. Art is colored and outlined. NOVEMBER

4 Can students create an artwork that reflects a particular historical period? Will students connect how art works and artifacts from diverse cultures reflect aspects of those cultures? Can students design a symmetrical, balanced shape incorporating a sense of roundness? Students will choose and apply designs, images that coincide with mummification and process in meaning. Students will mimic with design and color choices materials used for Egyptain mummy covers. Students will attempt metallics when possible. Trace a basic mummy shape and cut out. Draw to fill entire shape and break down into sections for head, arms and legs front body view. Color and paint. Detail sections of mummy cover design with intricately created patterns, forms, shapes, use of metallic imitation wherever possible. VHS tape King Tut Tomb of Treasure by Packer Classroom textbooks Art room book resources Each students pencil plans shared during class One mummy cover design drawn and decorated in ancient Egyptain style. One completed original designed mummy cover outlined and mounted. DECEMBER Embellishments of jewel, gold, textures using found media. Will students communicate in visual form, cultural or historical information based upon their knowledge of social studies and art history? Students will imitate patterns, designs, forms in their mummy cover designs similar to what they observed in video and textbook research but adding their own personal flare to creations Detail sections of mummy cover design with intricately created patterns, forms, shapes, use of metallic imitation wherever possible. Embellishments of jewel, gold, textures using found media. Art room textbook resources Every student s pencil plans One completed original designed mummy cover outlined and mounted JANUARY

5 Will students communicate in visual form, cultural or historical information based upon their knowledge of social studies and art history? Same content as January. Additional presentation requirements are mounting final mummy work on black mummy shaped back paper. Art room textbook resources One completed original designed mummy cover. MARCH FEBRUARY Can students build upon their home pencil drawing by coloring, outlining and adding magazine details in collage form for a completed scene? Students will create a pencil drawing of their own house with an established background and foreground space. Students will fill entire art spaces with background and foreground. Students will line draw only no shading. Students will capture as many details of their house as possible. Include background and foreground A completed pencil/drawing of own house filling art paper.

6 APRIL Can students draw a detailed rendering of their own home and include a background and foreground? Students will find magazine details to add to their pencil draw, appropriate in content, size and placement. Students can infuse humor and fantasy as an original flair. Students must cut and trim magazine additions close to form. Gluing of magazine pieces are done in glue stick securely and neat. Coloring and outlining of drawn spaces are complete and make drawn work stand out. A unified collage style home portrait with 3 distinct areas: Background Ground line Foreground Can students model their own hand and render a pencil drawing depicting character and gesture? Students must choose and maintain a comfortable pose at least one finger must be extended. Life size and realistic style drawing and shading used. Students will lay hand in chosen pose directly on paper surface for scale. Outline draw lightly then move to shading. Draw only to include hand and forearm. Class room textbooks A pencil drawing of realistic life size hand presented in finished mount. JUNE MAY Will students use the blending qualities of colored chalk to create nighttime glowing light effects on original designed cityscape? Night time lights give off a glow and haze in nighttime atmosphere. Random window light on/off pattern gives off more realistic effect. Back/Fore ground buildings will give depth. Students will pencil a cityscape design that runs off right and left side of black art paper. Skillful application of white tempera paint to outline and show light sources colored chalk is used over white tempera to change white light to colored light. A city nightscape with all lights in color.