DEAR STUDENTS AND PARENTS BEGINNING THE 'O8-'09 SCHOOL YEAR: The information below will tell you what is scheduled for my class. Sixth grade is listed first, then seventh grade. If a date isn't current, you are looking at the schedule for the previous trimester, which will give you a pretty good idea of what will be happening when. Each trimester is different, however, depending on field trips, assemblies, standardized testing, and just the general daily happenings. (Sometimes I even think of a better way of doing something!) I will update the schedules as we go along. If you have any questions or concerns, feel free to e-mail. Let's make it a great year!
Ms. Hayday
ART 6, 2008-2009
TRIMESTER 3 (FOR GRADE 7, KEEP SCROLLING....)
3/9: General introduction to class. Begin "Expressive Line" activity. This teacher-guided activity will not receive a grade.
3/10: Instructions for "Elements of Art" sheet. (No letter grade on this teacher-guided activity, which will be checked for completion and returned to students to use in studying for the midterm vocabulary test.)Due tomorrow.
3/11: In-class activity in which students use their art textbook to find works of art that utilize art elements (line, shape, color, value, etc.)to express particular feelings or ideas. Students then discuss in groups which works are the best examples and a spokesperson presents the result to class. Hours 4 and 5 get "Expectations" packet for homework.
3/12: Rollerskating field trip. Sixth hour gets "Expectations" packet to work on, as they will return to class.
3/13: Activity in which students identify art works as either realistic or abstract and why, then begin their own abstract colored-pencil drawings expressing an idea or feeling of their choice. Students are given approximately 3 days in class to produce 2 small drawings, due by 3/30. (These will each receive a letter grade.)
3/16-3/20: Spring break.
3/23, 3/24, 3/25: Continue work on abstract colored pencil drawings expressing an idea or emotion. (Two are due on Monday 3/30.)
3/26: Students view examples of quilt designs and watch a video on the quilts created by the women of Gee's Bend, Alabama, which have been exhibited in major art museums and included in a series of U.S. postal stamps. Students begin drawing a related design of their own.
3/27, 3/30: Students finish designs and use a "crayon rubbing" technique to create patterns in the spaces on their quilt-inspired design. The project will be continued during class. No homework has been assigned.
3/31: Discussion of resist techniques such as batik and Easter egg dying. Demonstration of procedures for mixing watercolor washes to apply to the crayon texture rubbings to create a contrasting resist. Vocabulary: wash, transparent, contrast, resist.
4/1: Students continue applying watercolors to their quilt designs. Students are notified that the VOCABULARY TEST will be given on APRIL 28**** Students have received a list of terms and definitions to study, with the test terms marked. (Note: Only one class has received the list so far, because I have delayed the test because of all the standardized testing going on. I'm afraid that students will lose the materials before they start studying if I hand them out to everyone too soon. If a student is ready to start studying and asks for the materials, I am happy to provide them.)
4/2: More Elements sheet, done in class, due tomorrow. Finish resist, study for midterm test.
4/3, 4/6: Paint the Color sheet, an in-class assignment requiring students to use only the primary colors (red, yellow, and blue) to mix all colors on the color wheel. On the sheet, colors are identified as primary, secondary, or intermediate and as either warm or cool. Instructions for painting with tempera paint are given.
4/7: Add colored-pencil emphasis to rubbing/resist project. Students apply the principle of Emphasis by darkening, brightening, or adding detail to areas of texture and color to make them more prominent.
Turn project in when finished.
4/8: Instructions for painting #1, using geometric shapes, warm colors, and opaque tempera paint.
4/9, 4/13, 4/14: Paint.
MCA testing April 14 and 15 will result in shorter class periods. Continue painting on 4/15?
4/16: Instructions for painting #2, using freeform shapes, cool colors, and watercolor wash.
4/17: Continue painting.
4/20: Instructions for painting 3. This assignment is
a landscape or cityscape incorporating foreground, middleground, and background space. Color scheme is neutrals mixed/layered with spectral colors. Medium is watercolor colored pencils.
4/21, 4/22: MCA math tests. Continue work on paintings. This will be a challenge in shortened class periods...
4/28: Vocabulary TEST******.
4/29: Sketching practice in preparation for upcoming bird/reptile/amphibian drawing. (See note below regarding felt-tip pen.) Using basic shapes in sketching, measuring proportion, and attention to detail were stressed in class. Due 10/13 when class begins. Students who need to finish paintings may do so, but the sketching assignment then becomes homework.
4/30: More sketching practice.
5/1: Instructions for project. Students select a bird, reptile, or amphibian to draw in its environment. Use of textures, patterns, and a variety of values (areas of light and dark) are objectives of the project.
5/4, 5/5, 5/6, 5/7, --: Continue work on drawing. Grade tests.
5/8: Work on drawing if necessary. Complete "Language of Art" sheet in class.
5/11: Go over Language of Art. Begin art history packet.
5/12: Complete art history packet.
5/13: Due to so many students being absent from class to finish their MAP testing, we did not go over the packet on the 13th. Instead, classes saw video on Maya Lin, designer of the Vietnam War Memorial and Civil Rights Memorial.
5/14: Bird/reptile/amphibian drawing due. Art history videos.
5/15: Go over art history packet, short lesson on drawing boxes in one-point linear perspective.
5/18: Continued work on one-point perspective with worksheet assignment in which students draw boxes and complete a drawing of a hallway with lockers.
5/19, 5/20, 5/21, 5/22: Design, enlarge, color and paint fish mobile project. In any free time, students should be preparing for the final test, having received a list of which terms will be on that test.
TEST DATE: FRIDAY, 5/29. NOTE: THIS IS A CHANGE************* Students should study their Art terms lists, their Language of Art sheet, and their art history packets. They have been given a list of exactly which vocabulary is on the test.
6/1-6/4: Continue fish. FISH DUE THURSDAY JUNE 4.
6/5: Grade final tests, locate missing fish.
6/8: Last day of art class. Work passed back. Fish returned and prepared for hanging. Clean out storage shelves.
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SIXTH-GRADE MATERIAL BELOW THIS LINE HAS NOT YET BEEN UPDATED FOR THE CURRENT TRIMESTER. FOR SEVENTH-GRADE INFORMATION, SCROLL FURTHER.
2/26: Review for final test.
2/27: Final test. Bring rulers for the next few days for linear perspective activity.
3/9: Introduction to art class and the concept of creativity. Video featuring a television producer, a dancer, a photographer, a writer and teacher, a clothing designer, and an architect and their ideas about learning and creating.
3/10: Reading assignment and sheet on art careers begun in class.
3/11: Students finish work on Careers sheet and do Expectations packet (on class behavior and procedures). Students receive a list of terms to study for their careers test, scheduled for Wednesday, April 1.
3/12: Go over Careers sheet.
3/13: Shortened first hour because of dance field trip. Go over Expectations, see video about the making of the animated character SpongeBob Squarepants, including viewing storyboards and voice actors.
Note: CAREERS TEST has been scheduled for Wednesday, April 1*******
3/23: Short video segment on Sesame Street's international range and its use as an educational tool. Work in class on Frank Lloyd Wright sheet, due tomorrow. (Finish as homework if necessary.)
3/24: Go over Frank Lloyd Wright sheet, see video on Falling Water house, discuss tips for remembering names on test. Students have the list of the test terms for the DECEMBER 17 careers test and have been given instructions for making a sheet or flashcards to study. ********
3/25: Video segments on Frederick Law Olmsted (designer of New York's Central Park) and Frank Gehry (Weisman Art Museum in Minneapolis, glass fish in the Sculpture Garden, etc.). Students receive assignment sheet for developing a cartoon character, due 3/27.
3/26: Video on history of special effects. Groups for cartoon project requested/assigned.
3/27: Cartoon-character assignment sheet due when students come into class. Students begin working in small groups to compare and refine ideas and develop one character per group.
3/30, 3/31: Groups continue working to produce a final idea (detailed on the group sheet) and a large, color drawing of the final character. Review for careers test.
4/1: Careers test.******* Students should bring a book to read in case they finish early. When all students are finished, groups may work on their cartoon character.
4/2: In groups, do Color Terms sheet, and work on cartoon in remaining time. When/if finished, students should read, do other homework, or draw.
4/3: Class goes over Color Terms sheet, makes corrections, and receives a list of the terms that will be on the___________ COLOR TEST******. Class also gets a copy (and performance)of Ms. Hayday's "Color Rap," written as a study aid. CARTOON DUE.
4/6: Grade careers test, finish work on cartoon project. Students should assign the tasks of presenting the visuals, voice, and other descriptions of their characters as they are to be given by the group on the next day in class. In remaining time, work on flashcards.
4/7: Groups present their cartoon projects to the class.
4/8: In class, using tempera paint, begin painting color wheel. Using only the primary colors, students are to mix secondary and intermediate colors and paint them in the correct location on the wheel.
4/9: Paint value and intensity scales. (Students create a range of values, or dark and light, by adding black or white to a primary color. Adding black creates a shade; adding white creates a tint. Next, students paint an intensity scale by selecting a primary color and mixing into it increasing amounts of its complement.)
PLEASE NOTE: MCA testing on April 14 and 15 will affect scheduling for some classes.
4/13, 4/14: Paint Color Schemes sheet. On this sheet, students select colors for painting the first two designs in monochromatic and complementary color schemes. The third design is to be painted in an analogous scheme. Students are to copy the definitions of the schemes and write their selected colors on the sheet. Students must have the teacher verify that the colors fit the intended scheme before applying paint.
MCA TESTING AND SHORTENED CLASS PERIODS ARE IN EFFECT FOR 4/14 AND 4/15.
4/28: Color vocabulary TEST.******
: Turn in finished Color Wheel and Color Schemes sheets before beginning design for new project: an abstract design based on letters of the student's name, using alphabets and symbols from around the world or invented by the student. Students are to select a color scheme (monochromatic, analogous, complementary, or neutral), list the colors they intend to use in the scheme, and have the teacher check the list before beginning to apply tempera paint.
: Continue project. Review for color test.
5 days: Paint, grade test.
: Reading assignment on balance and proportion.
: Read, answer questions on Chuck Close sheet.
5/4: Go over Chuck Close sheet. Watch video on the artist, who painted large portraits by using a grid.
5/5: Use a grid to draw a face. Portrait partners for upcoming project are requested/assigned.
5/6: Go over balance/proportion sheet. Turn in this sheet and the gridded faces. Portrait partners are announced. With portrait drawing handout, students practice drawing eyes, nose, and mouth using basic shapes and adding shading.
5/7: Shading styles are desribed. Students spend the class period on practice sheet for shading a face. Blending, hatching, erasing highlights, noting the shapes of shadows, and careful attention to each feature on the face are stressed. Assignment is collected at the end of the class period.
5/8: Instructions are given for drawing face, neck, and shoulders of a classmate. Location of eyes, methods of drawing nose and mouth are reviewed. "Sighting," a technique of visually measuring proportion, is explained. Students begin drawing portraits of their partners.
5/11: Continue work on portraits.
5/12, 5/13: Work on portraits. Each student should complete a shaded drawing that includes at least four different values (degrees of darkness and light).
5/14: Begin art history unit with video on the Impressionist artist Claude Monet. (Art history TEST will be THURSDAY JUNE 4.*****
5/15: Finish Monet dvd and video.
5/18: Start art history packet #1 (Impressionism and Post-Impressionism). Students who still need to work on portraits may do so.
5/19: Continue packet #1, start #2 (Matisse and Fauvism, Picasso and Cubism, Surrealism, Dada, Frida Kahlo, Diego Rivera, Regionalism and Grant Wood, Assemblage and Louise Nevelson, Georgia O'Keeffe, Abstract Expressionism, Op Art, Pop Art, New Realism, etc.
5/20: Go over packet #1.
5/21, 5/22: Work on packet #2.
5/26, 5/27: Go over packet #2, see related dvd's.
5/28: Finish art history videos. Watch Romare Bearden video, get instructions for collage project. Students should remember to bring pictures or magazines from home or use what is available in class.
5/29, 6/1, 6/2: Work on collage.
6/3: Review for test, work on collage.
THURSDAY, JUNE 4: Art history test.************ Work on collage when finished with test.
6/5: Collage due at the end of the hour.
6/8: Grade tests. Pass back all other work and clean out storage shelves.
------------------------------------------------------MATERIAL BELOW THIS LINE HAS NOT YET BEEN SCHEDULED/UPDATED FOR THE CURRENT TRIMESTER.
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2/18, 2/19: Work on art history packets #1 and #2. Get list of artists and styles that will be on the art history test MARCH 3.******* Any work not completed in class becomes homework. Please note the dates that we will be going over the packets in class, which are the due dates for the two packets.
2/20: Go over packet #1.
Get as much of packet #2 as possible done for homework this weekend. Start studying for test.
2/23, 2/24: Work on finishing packet #2 in class.
2/25: Go over packet #2. (At home, students should begin gathering photos, scraps, etc., to use in the upcoming collage project, which should reflect their lives/interests. Homework: Study for test.)
2/26: Finish going over packet (p.26), see videos.
2/27: Bearden sheet, video, collage instructions. (Homework: Study for test, gather materials for collage.)
3/2: Review for test, work on collage.
3/3: Art history test. Work on collage at home if necessary.
3/4: Grade tests. Finish and turn in collage project.
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