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City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE

ADVANCED ART MIDDLE SCHOOL A

Course #: 200103

This course is the PACED VERSION of Advanced Art (Grade 8 – First Semester), and a requirement for

culmination. This course’s purpose is to provide a balanced visual arts program, which guides students to achieve the

standards in the visual arts. In Advanced Art, students expand their personal growth in the visual arts through the

identification of specialized areas of interest explored through the use of traditional and contemporary media and

techniques as students observe, create and speak, think read and write about visual art in greater depth. Emphasis is also

place on investigation career and lifelong learning opportunities in the visual arts. It is aligned with Reading and Writing

Standards for Literacy in History/Social Studies for Grades 6–12, part of the Common Core State Standards (CCSS)

available at http://www.cde.ca.gov/re/cc/.

Content

Material covered in this course will include the following California Visual Art Content Standards:

1.1 Describe the environment and selected works of art, using the elements of art and the principles of design.

1.2 Use artistic terms when describing the intent and content of works of art.

2.1 Demonstrate an increased knowledge of technical skills in using art media and processes (e.g. printing press,

silk screening, computer graphics software)

3.1 Examine and describe or report on the role of a comment or protest social conditions

3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.

4.1 Define their own points of view and investigate the effects from cultures other than their own.

4.3 Construct an interpretation of a work of art based on the form and content of the work.

5.3 Demonstrate an understanding of the effects of visual communication media (e.g. television, music videos,

film, Internet) on all aspect of society.

Text

There is NO Assigned Textbook for this course.

Websites

The course website is at the Student City of Angels website www.cityofangelsschool.org. Some coursework must be

completed online. If you do not have internet access at home, you may complete online assignments from a student

computer at your school site. See your teacher for usernames and passwords.

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2

hours per day, Monday through Friday.

Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 0-59%

Weekly coursework makes up 90% of your final course grade. The Final Exam or Project will constitute the

remaining 10%.

http://www.cde.ca.gov/re/cc/

http://www.cityofangelsschool.org/

ADVANCED ART 8A MIDDLE SCHOOL INSTRUCTIONAL GUIDE Course ID # 200103

Revised 1/29/20 of 29 www.cityofangelsschool.org

ASSIGNMENTS FOR WEEK #1: Purposes of Art

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________

Essential Question: How can we learn about people and events in history from observing art??

CA 1.1, 2.1, 3.1

ARTISTIC PERCEPTION

o Observe Teacher Selected Artworks-“Portrait of Queen Isabella”, or “Isabella in Black” Titian. 1534-36

Isabella d’Este (1474-1539)

o “Eramus” Hans Holbein the younger. 1528. Oil on wood panel. (32 x 26)

o “Head of the Virgin” Leonardo da Vinci. 1508. Charcoal on paper

o Student Teacher Discussion or Written Response Use 4 Steps or Art Criticism to analyze the artworks listed above.

See attached*

o Observe and take notes on Power Point Presentation: Purposes of Art… (from Student Website)

o GoTo: khanacademy.org “How Can Art Help You Analyze”

CONNECTIONS TO TECHNOLOGY

o WebQuest-Use the Internet to search for and observe 4 examples of Renaissance portraits (1450-1700)

Copy and paste each portrait on to a Word document with title and credit line

Create a Folder title Artist Journal. Save all computer work here.

Choose 1 of the portraits to respond to in writing.

o Written Response-Use the 4 Steps of Art Criticism to analyze the chosen artwork.

Record your response on the graphic organizer (attached)

Objectives:

1. Make a claim about the subject of the artwork (“The subject of the artwork is wealthy”)

2. Explain the clues you found to support your claim (evidence- “The subject is wearing jewels”)

3. Connect your ideas about how the clues support the claim. (Help the viewer to understand)

CREATIVE EXPRESSION: Contour Line Self Portrait

Objectives:

o Choose colored-pencils to reflect a mood such as blue for “sad”, orange for happy, etc.

o Use a continuous contour line, (no erasing) to draw a self portrait

o Create your portrait to fill an 8 ½ x 11 drawing paper, or colored paper.

Instructions:

o Use a mirror to observe your face and the shapes that make up your features-eyes, nose etc.

o Use light lines to plan out the composition.

o Add line to define the shapes and contour of the face.



ASSIGNMENTS FOR WEEK #2: Purposes of Art-Indigenous Art in America


Essential Question: How is spirituality depicted in art of Native Peoples?

CA 1.1, 2.1, 4.1

Aesthetic Valuing

Observe student artwork from last week.

ARTISTIC PERCEPTION

o Observe Student Selected Artwork and Written Response from Week 1 homework-Portraits

o Observe Video Tutorial: Native American Art

https://www.ducksters.com/history/native_american_art.php

o Observe Teacher Selected Artworks

“Mask from an Incense Burner, Portrait of Old Deity of Fire” Teotihuacan, Mexico. 450-750 A.D.

Ceramic, pigment. (14 x 13 inches) Art Institute of Chicago

“Transformation Mask, Kwakwaka’wakw”. Stylized eagle. Early 20th

century. Wood. Burke Museum of

Natural History and Culture. University of Washington, Seattle.

o Observe Video Tutorial: Totem Poles of the Pacific Northwest

https://www.wonderopolis.org/wonder/what-is-a-totem-pole/

CREATIVE EXPRESSION

o Studio Activity: Self Portrait Totem Sculpture or Drawing

Objectives-

o Choose 3 animal spirit symbols to create your “Self Portrait” according to your personality traits, shared family

traits, etc. (for example, a Bear may represent strength, a fox for clever, an owl for wise, etc.)

o Emphasize these traits in the design of your spirit symbols, rather than the anatomically correct animal.

o Create forms which are “readable” to viewers.

https://www.ducksters.com/history/native_american_art.php

https://www.wonderopolis.org/wonder/what-is-a-totem-pole/



ASSIGNMENTS FOR WEEK #3: Purpose of Art-Record Places and Events


Essential Question: How do artists communicate through illustration?

CA 1.1, 2.1, 4.3

Aesthetic Valuing


Artistic Perception

o Observe Student Artwork: 4 Steps of Art Criticism

o What do you like? What would you change?

o Observe Teacher Selected Artworks: Landscape

o “June Morning” Thomas Hart Benton. 1945. Oil on Masonite. (41 x 58) The Cummer Museum of Art

and Gardens, Jacksonville, Fl

“Luccombe Chine, Isle of Wight” Jasper Francis Cropsey. 1861. Oil on canvas. (31 x 26) High

Museum of Art, Atlanta GA

Connections to Technology

o Observe video tutorial: Landscape Drawing

https://www.google.com/search?client=firefox-b-1-

d&q=landscape+drawing+video+tutorial#kpvalbx=_EC4hXpu9FoXStQaduJyoCg9

o Observe video tutorial: One-Point Perspective

https://www.youtube.com/watch?v=qOojGBEsWQw

Creative Expression

Objectives:

o Use accurate one-point perspective to draw of landscape of early America (such as the Woodlands of the

Northeast, the Desert of the Southwest, Grassland of the Great Plains, etc.)

o Create a composition with a subject in the foreground, the middle ground and the background.

(such as a cactus very close in the foreground with rocks and grasses in the middle ground and a mountain

range far in the distant background)

o Use the elements of line, shape, and value to effectively communicate the image of the selected landscape to the

viewer. Color is optional.

Instructions: Choose a subject such as the examples listed above.

Make small drawings to plan out your composition, using light pencil lines.

Include subjects in all three areas of the space; the back ground, middle ground and foreground.

Subjects that are far away in the scene are smaller and lighter.

***BRING YOUR WORK TO CLASS, EVEN IF IT IS INCOMPLETE***

https://www.google.com/search?client=firefox-b-1-d&q=landscape+drawing+video+tutorial#kpvalbx=_EC4hXpu9FoXStQaduJyoCg9

https://www.google.com/search?client=firefox-b-1-d&q=landscape+drawing+video+tutorial#kpvalbx=_EC4hXpu9FoXStQaduJyoCg9

https://www.youtube.com/watch?v=qOojGBEsWQw



ASSIGNMENTS FOR WEEK #4: Functional Forms


Essential Question: How does the function of an object affect the form of the object?

CA 3.4, 4.1, 4.3

Observe student artwork from last week. Work should be complete or in progress and ready to be completed.

Artistic Perception

Historical and Cultural Content: Native American Art

o Observe Teacher Selected Artwork

“Jar”. San Idelfonso, New Mexico. 1925. Clay and pigments. (11 x 12)

Fenimore Museum, Cooperstown, NY

Describe the kinds of shapes do you see in the decoration? Look closely at the shape of the jar. What do you

think is the purpose or function? Does the form support the function?

o “Smithsonian National Museum of the American Indian” Architecture. Douglas Cardinal

(Native Canadian) Blackfoot. 2004. Photograph by Alex Wong.

Describe the lines created in the design of this building. Why do you think the artist designed this building in

this way? Does the form of the building support its function?

o Jaune Quick-to-See Smith (artwork from Scholastic Art Magazine)

o Student Teacher Discussion and/or Student Written Response.

Compose a summary of your response or discussion of the previous artworks.

Use adjectives to describe the elements of art

Include information to explain the location in artwork (ex. “in the upper left corner”, “alongside of the line”)

o (see rubric attached)***

Creative Expression

Studio Activity: Continue Landscape Drawing from last week

OR

Option 1-Architectural Drawing

Create an architectural drawing using accurate one-point perspective on a 8 ½ x 11 paper

Add highlight and shadow to show realism

Exhibit planning, organization and good craftsmanship



ASSIGNMENTS FOR WEEK #5: Man vs Machine


Essential Question: What events contributed to the changes in art during the Modern Period (1800s)?

CA 3.4, 4.1

Aesthetic Valuing

o Observe student artwork from last week.

o Observe video tutorial: History of Realism

https://www.youtube.com/watch?v=ArCbx99mc8k

o Observe Video Tutorial: History of Photography in Art

https://www.youtube.com/watch?v=rsYzSZlzC4Y

o Observe video tutorial: Printmaking

https://www.youtube.com/watch?v=2cCpfTOGp6w

o Vocabulary: Realism, Impressionism, Romanticism, Victorian, Trompe-l’oeil

o WEBQUEST: Search for definitions for these terms in art.

Artistic Perception

o Observe Teacher Selected Artwork

o “Starry Night” Vincent van Gogh. Oil on canvas. 1890.

o “The Old Cupboard Door” William Michael Harnet. (American, born Ireland) Oil on canvas.1889 (61

x 41) Sheffield Galleries and Museums Trust, Sheffelid England, UK

Creative Expression: Repetition

1. Studio Activity: Print Making or Stencil (Styrofoam plate/tray, dull pencil, tempera or acrylic paint,

colored paper, paper towels)

2. Create a 4 x 4 inch printing plate from a Styrofoam plate or tray

3. Design a motif to be repeated to create a pattern

4. Use the handmade tool to create reproduction of print

Instructions: Create a design to print-and-repeat.

1. Cut out a 4 x 4 inch square from a Styrofoam plate or serving tray. (the thicker the better)

2. Use a dull pencil, with a smooth, rounded tip, to impress lines into the Styrofoam to make printing plate.

3. Use a toilet paper roll as a “brayer” and roll it across the wet paint to get an even coat.

4. Roll the paint onto the Styrofoam printing plate

5. Carefully place the paint side down onto paper and press to get an even distribution of paint.

6. Lift one corner and peel away, being careful not to distort your print.

7. Repeat the process, repeating your motif to create a pattern on colored paper.

8. Allow the prints to dry.

https://www.youtube.com/watch?v=ArCbx99mc8k

https://www.youtube.com/watch?v=rsYzSZlzC4Y

https://www.youtube.com/watch?v=2cCpfTOGp6w



ASSIGNMENTS FOR WEEK #6: Color


Essential Question: How can color be an expressive element in traditional American arts?

CA 1.1, 4.3

Aesthetic Valuing

o Observe student artwork from last week.

Historical Content: American Quilts (See attached)

o Observe Video Tutorial: American Quilts - https://www.youtube.com/watch?v=WEfZx4nwsRE

o Observe “Tar Beach” Faith Ringold. Silk Quilt. (66 x 64) 1990 Philadelphia Museum of Art, Pennsylvania

o Student Teacher Discussion or Written Response-Use 4 Steps of Art Criticism to compare and contrast the

elements and principles of art in both works. (Venn Diagram)

Artistic Perception

o Observe Video Tutorial: Color Wheel

https://www.colormatters.com/color-and-design/basic-color-theory

o Observe Video Tutorial: Paper Collage

https://www.100directions.com/make-paper-collage-art-in-15-minutes/

o Observe Visual Aid: Color Wheel ****see attached ****

Creative Expression

o Studio Activity: Paper Collage

o Objectives:

1. Create a composition of color, using EITHER warm colors OR cool colors to emphasize a symbol.

2. Use shapes cut out of colored paper to create the subject (the symbol) and the background.

3. Exhibit planning, organization and good craftsmanship

https://www.colormatters.com/color-and-design/basic-color-theory

https://www.100directions.com/make-paper-collage-art-in-15-minutes/



ASSIGNMENTS FOR WEEK #7: Project Based Learning


Essential Question: How can my opinion be represented in visual images in order to communicate to my viewers?

Aesthetic Valuing


Connections to Community and Technology

Project: Comment on a Social Issue

You have seen how the Elements of Art and Principles of Design work together to communicate ideas and opinions,

create emotional responses, or just offer us something beautiful/interesting to view. Now you will choose a topic to

use as the subject of an artwork, in which you express your opinion or response to one side of a social issue. The

first step toward social change is awareness. Artists often bring awareness to a subject by “bringing to light” an

issue or an opinion thru visual images. In the past, artists have commented on highly controversial issues by

representing their opinions in visual images and performances.

Objectives:

Choose a social issue to use as the subject of an artwork

Research an event to communicate the main idea of your message

Use symbols and visual images to illustrate your ideas (no words)

Topic Examples: Social Issue-Global Warming………………….Event- Loss of Ice Habitat for Polar Bears

-Racial Discrimination……………. -Trayvon Martin Case

-Crowded Classrooms…………….. -Personal Experience and Statistics

Part 1: Research and Composition

Instructions:

1. Use the Internet to become informed about your chosen social issue. Who What Where When and Why.

2. Choose an event or circumstance when the social issue was in question. Report the facts.

3. Organize the results of your research on a graphic organizer to SEE all parts of the issue/event.

4. Decide what to say about the issue/event. Choose symbols for your ideas, arrangements for colors, etc.

5. Create your composition, planning how to organize the elements for the best communication.

6. Discuss with your teacher. You might even have ‘Plan A” and “Plan B” prepared for discussion.

Aesthetic Valuing

Student Teacher Discussion or Written Response-What are your plans/opinions about your topic?

Use 4 Steps of Art Criticism to evaluate the chosen message and composition.



ASSIGNMENTS FOR WEEK #8: Project Based Learning-Connections to Community


Essential Question: Visual Literacy-Does my artwork convey my response to my chosen issue?

Aesthetic Valuing


Historical and Cultural Content

Observe Video

Comment on A Social Issue -Part 2 (see objectives on previous page)

Highlighting, Shading, layering to create realism, symbolism, or impressionism, or chosen technique/medium.

Continue work on your composition, using linear perspective to show depth, or other chosen technique.

Add details, finishing marks etc.

Aesthetic Valuing-

Evaluate work according to rubric. *****See attached.

Artistic Perception Compose a 1 page (5-6 paragraphs) artist statement using a required graphic organizer.

Explain your issue/event to 6th graders, who did not research this topic, taking their level of knowledge into consideration.

Describe how you used symbols and images in your response



ATTACHMENTS

WEEK 1

“Portrait of Queen Isabella de Este” Titian. 1534-1536



Week 1

o “Eramus” Hans Holbein the younger. 1528. Oil on wood panel. (32 x 26)

Traditionally, portraits in art were created according to strict rules. The subjects are seated, formally dressed in their

finest, with dark backgrounds and little emotion. If you were wealthy enough to commission a portrait from an artist,

you wanted to look your best. These artists showed us what people looked like in the past, before the invention of the

camera.

Queen Isabella is shown with her jewels and crown, in a dark background of rich fabric. She seems to emerge from

the darkness into candle light. This is the same with “Eramus” whose hands and face are central to the viewer due to

the use of warm light. The face showing serious concentration and the hands recording his work, being the most

important part of the subject, emerge from darkness into glowing light.



Week 1

o “Head of the Virgin” Leonardo da Vinci. 1508. Charcoal on paper

o Highlighted check bones and nose form the contours of the face, emerging from the shadow of her hair. The

drawing “demonstrates the artist’s mastery of shading and blending values to create the illusion of a three-

dimensional form.”

o

o Vocabulary Review

o Smufato-shading and blending to achieve gradual, smooth transitions from dark to light values. Smoke-like

shadows show the contours instead of lines. The light emerges from the shadows like a fire in smoke.



Week 2 Pictures



Week 2 Questions

Mask from an Incense Burner, Portrait of Old Deity of Fire” Teotihuacan, Mexico. 450-750 A.D.

Ceramic, pigment. (14 x 13 inches) Art Institute of Chicago

Many native cultures have spirituality based in nature. Their spiritual practices are tributes to the animals and plants that thrive

in their areas. In ancient Mexico, Teotihuacan was the center of the pre-Colombian culture and one of the largest cities in the

world. Natural resources such as water supplies, alluvial soil, and obsidian deposits were beneficial to the people of the area.

The first mask, found at a ceremonial or burial site, would have stood on a base to burn incense during a religious ceremony. The

stylized Quetzal bird, ear spools and ceremonial markings are symbols used by the ancestors of the Aztec.

The second mask is from the Canadian First Nations people in British Columbia. It is carved of wood and used in initiation

ceremonies when young men come of age. “Young men are taken away to learn the rituals of the society. When they return a

ceremony, using the bird masks, is danced to complete the ritual.”

In both of these masks, the Indigenous cultures have used native materials, and depict native animals from the surroundings.

These animals have spiritual symbolism with a long standing history with the Indigenous people.

Vocabulary Review Stylized- When a subject is simplified and/or exaggerated to create a visually pleasing design. Certain characteristics may be

emphasized while other less important features may be left out or highly simplified. (See “logos” such as Baby Phat and Ecko)

Totem Sculpture – Week 2



WEEK 3 Pictures



Week 3 Questions

o “June Morning” Thomas Hart Benton. 1945. Oil on Masonite. (41 x 58) The Cummer Museum of Art and Gardens, Jacksonville, Fl

o “Luccombe Chine, Isle of Wight” Jasper Francis Cropsey. 1861. Oil on canvas. (31 x 26) High Museum of

Art, Atlanta, GA

Both of these American Artists have similar subjects; beautiful compositions of natural landscapes, showing depth

and realistic details.

Benton’s work is simplified, whimsical and looks as if it were illustrating a children’s tale about a farm. The dark

storm clouds on the upper left corner cloud this side of the painting in gloom, while the light breaking through the

clouds offers comfort. The old, broken wood planks contrast with the green grass and clusters of blooms that frame

the scene. Benton painted this work, one month after Germany surrendered in World War II. The painting

symbolizes the strength of the American people.

Cropsey’s painting is more photographic, with more realistic shadows and less-controlled-overgrown look to the land.

The trees grow up and out of the frame, as in a photograph. The viewer is invited to walk along the shady path into

the painting.

In both artworks the artists have used linear perspective and atmospheric perspective to show depth in the art space.

Objects that are closer to the view are larger, brighter in color and have more detail. In the background the objects are

smaller, lighter and less detailed making them appear farther away

Vocabulary Review

Linear perspective, back ground, foreground, middle ground,



Week 4

“Jar” Maria Martinez. San Idelfonso, New Mexico. 1925. Clay and pigments. (11 x 12) Fenimore Museum, Cooperstown, NY Describe the kinds of shapes do you see in the decoration? Look closely at the shape of the jar. What do you think is the purpose or function? Does the form support the function?

The artist fought poverty by making traditional pottery and selling to tourist in the Southwestern United States. She taught others to make the traditional forms, made from clay dug and harvested from near her village in San Idelfonso. Making pottery was once a necessary part of everyday life in the Pueblo. Maria’s interest renewed this art and showed the strength of her people.

Pottery is formed by building up the walls with coils of clay and smoothing the surface. When the form is air dry, her husband, Julian paints the constructed pot with colored clay slips and black paint made from plants nearby. Simplified shapes symbolize plants, animals, birds, weather patterns and mythological creatures important to the Southwest Native American culture. Finally the pot is fired in a pit in the ground to be finished.



Week 4

“Smithsonian National Museum of the American Indian” Architecture. Douglas Cardinal

(Native Canadian) Blackfoot. 2004. Photograph by Alex Wong.

Describe the lines created in the design of this building. What symbols do you see? What do they represent?

Why do you think the artist designed this building in this way?

Does the form of the building support its function?

Previously, building of the National Mall in Washington D.C. have been influenced by the architectural style of

ancient Greek, Roman and European design. This museum, designed by a Native Canadian and initiated by the

Northern Cheyenne congressman at the time, opened its doors on the fall equinox on 2004. It is dedicated to the

preservation, presentation and celebration of the ten-thousand year cultural history of Native Americans, in North,

South and Central America.

Notes: No straight lines, or right angles, the design not a box or a cube. Curving lines, organic, natural form, light

natural color, protruding and recessed areas in balance with the landscape around it.



Week 4

Gifts for Trading

Jaune Quick-to-See smith



Rubric for Studio Activities

Rubric 4 meets all objectives listed on IG.

shows evidence of thought and planning

effectively uses skills from lesson

effectively illustrates vocabulary from lesson

exhibits good craftsmanship

Rubric 3 meets all objectives listed on IG

some evidence of thought and planning

uses skills from the lesson

illustrates vocabulary from lesson

exhibits mostly good craftsmanship

Rubric 2 meets most of the objectives

needs more thought and planning

attempts to use skills from lesson

some vocabulary illustrated from lesson

some areas of good craftsmanship

Rubric 1 meets only 2 objectives or less

little to no evidence of thought and planning

missing/poor skills from lesson

little to no vocabulary illustrated the lesson

poor craftsmanship NOTE: Studio Activity objectives represent real life scenarios of meeting the criteria of an employer or professor. Student drawing ability, creativity, innovation is not required to get a 4, so that high scores are possible for students of all abilities.



Content Support

Elements of Art- Basic parts an artist uses to create an artwork with understanding. Most commonly referred to as

LINE, COLOR, TEXTURE, SHAPE, FORM, SPACE, sometimes VALUE.

Principals of Design- Artists arrange the elements of art in to a desired composition using the principals of design.

Balance, Pattern, Repetition, Rhythm, Unity, Harmony, Dominance, Emphasis. (An artist may choose to emphasize

an idea using color)

Art Criticism: 4 Steps to Looking at Art

What do you see?

Describe the elements of art you see in an art work.

How is it arranged?

Observe the decisions the artist made to compose the work, such as bright and dark colors placed next to each other to

make something stand out.

What does it mean?

The decisions the artist made were meant to communicate something to the viewer, such as showing how far away an

object is from the subject to communicate the struggle to get it.

Is it successful?

If you think about these clues and consider the purpose of the artwork, you can decide if it is successful or not.

Forming an opinion and making a judgement is more effective when we have observed the work, perceive the

elements and what the arrangement tells us, and sort out the things that make the work successful or not.

Color Theory

Color is the most expressive element of art. We use color to describe emotions or feeling like “red with anger” or

“green with envy”

Hue-The family of colors such as Baby Blue, Indigo Blue, Cobalt Blue, Dodger Blue, etc….

Value-How dark or how light a color is

Intensity-How pure or saturated a color is. Adding black or white to a color makes it less saturated.

Artist Statement

A revised written statement explaining the process or message to the audience. See graphic organizer.

Written Response-A revised written response explaining student’s response to the 4 Steps of Art Criticism regarding

a work of art. See graphic organizer.



Week 5

“Starry Night” Vincent van Gogh. Oil on canvas. 1890



Week 5

“The Old Cupboard Door” William Michael Harnet. (American, born Ireland) Oil on canvas. 1889 (61 x

41) Sheffield Galleries and Museums Trust, Sheffield England, UK

Vocabulary Review

o Trompe l’oeil -a technique of three-dimensional, photographic realism. The new practice of documenting reality

with photography sparked interest in this style of the late nineteenth century. Harnet creates scene that looks more

realistic than photographs.

o Realism -

o Romanticism -

o Impressionism -



Week 6a

Tar Beach



WEEK #6b

COLOR WHEEL

Vocabulary: Warm Colors, Cool Colors, Primary, Secondary, Complimentary

(Adjectives: Pastel, natural, fluorescent, vibrant, muted)

Artists use color to communicate mood and emotion.

The absence of color can have meaning also.

How does color change the meaning of a work?



Week 7 Comment on a Social Issue

Week 8 Social Issues



Week 8 Social Issues



WRITTEN RESPONSE

USE THE 4 STEPS OF ART CRITICISM TO EVALUATE AN ARTWORK

What do you see? (Elements of Art)

How is it arranged? (Composition of Principles of Design)

What does it mean? (Symbolism, Interpretation of composition)

Is it Successful? (Use specific details to explain why the artwork is successful or not)

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