Eighth+Grade

Eighth Grade
Standard(s) Aligned System 
 * **Clear Standards **
 * __**Standards**__

**9.1.8 Production, Performance and Exhibition of Visual Arts**

A. Know and use the elements and principles of each art form to create works in the arts and humanities.

//** · Elements **// • color • form/shape • line • space • texture • value // · **Principles** // • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony ||
 * B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

· Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media  || · Analyze the use of materials. · Explain issues of cleanliness related to the arts. · Explain the use of mechanical/electrical equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate how to work in selected physical space/environment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate the selection of safe props/stage equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate methods for storing materials in the arts. || · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain and demonstrate traditional technologies · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain and demonstrate contemporary technologies  ||
 * <span style="font-family: 'Verdana','sans-serif';">C. Identify and use comprehensive vocabulary within each of the arts forms. ||
 * <span style="font-family: Georgia,serif;">D. <span style="font-family: 'Verdana','sans-serif';">Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. ||
 * <span style="font-family: Georgia,serif;">E. <span style="font-family: 'Verdana','sans-serif';">Communicate a unifying theme or point of view through the production of works in the arts. ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">F. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain works of others within each art form through performance or exhibition.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain the function and benefits of rehearsal and practice sessions.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Know where arts events, performances and exhibitions occur and how to gain admission.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">J. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others.
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">K. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.  ||

· <span style="font-family: 'Verdana','sans-serif';">Africa · <span style="font-family: 'Verdana','sans-serif';">Asia · <span style="font-family: 'Verdana','sans-serif';">Australia · <span style="font-family: 'Verdana','sans-serif';">Central America · <span style="font-family: 'Verdana','sans-serif';">Europe · <span style="font-family: 'Verdana','sans-serif';">North America · <span style="font-family: 'Verdana','sans-serif';">South America || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">musical theatre). ||
 * **<span style="color: black; font-family: Georgia,serif; font-size: 12pt;">9.2.8 Historical and Cultural Contexts ** ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">A. Explain the historical, cultural and social context of an individual work in the arts. ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">B. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">C. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts to varying styles and genre and to the periods in which they were created  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">D. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze a work of art from its historical and cultural perspective.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">E. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">F. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Know and apply appropriate vocabulary used between social studies and the arts and humanities.  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts to geographic regions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">H. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American <span style="font-family: 'Verdana','sans-serif';">
 * J. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music). ||
 * <span style="font-family: Georgia,serif;">K. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- blue grass). ||
 * <span style="font-family: Georgia,serif;">L. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s //Appalachian Spring// and Millet’s //The// //Gleaners//). ||


 * **<span style="color: black; font-family: Georgia,serif; font-size: 12pt;">9.3.8 Critical Response **

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;"> || · <span style="font-family: 'Verdana','sans-serif';">Compare and contrast · <span style="font-family: 'Verdana','sans-serif';">Analyze · <span style="font-family: 'Verdana','sans-serif';">Interpret · <span style="font-family: 'Verdana','sans-serif';">Form and test hypotheses · <span style="font-family: 'Verdana','sans-serif';">Evaluate/form judgments  || · <span style="font-family: 'Verdana','sans-serif';">Contextual criticism · <span style="font-family: 'Verdana','sans-serif';">Formal criticism · <span style="font-family: 'Verdana','sans-serif';">Intuitive criticism  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif';">A. Know and use the critical process of the examination of works in the arts and humanities.
 * <span style="font-family: 'Verdana','sans-serif';">B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music). ||
 * <span style="font-family: Georgia,serif;">C. <span style="font-family: 'Verdana','sans-serif';">Identify and classify styles, forms, types and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). ||
 * <span style="font-family: Georgia,serif;">D. <span style="font-family: 'Verdana','sans-serif';">Evaluate works in the arts and humanities using a complex vocabulary of critical response. ||
 * <span style="font-family: Georgia,serif;">E. <span style="font-family: 'Verdana','sans-serif';">Interpret and use various types of critical analysis in the arts and humanities.
 * <span style="font-family: Georgia,serif;">F. <span style="font-family: 'Verdana','sans-serif';">Apply the process of criticism to identify characteristics among works in the arts. ||
 * <span style="font-family: Georgia,serif;">G. Compare and contrast critical positions or opinions about selected works in the arts and humanities (e.g., critic’s review and comparison of Alvin Ailey’s //Revelations// to Tchaikovsky’s //Swan Lake).// ||


 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.4.8 ****<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Aesthetic Response **

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> ||
 * <span style="font-family: 'Verdana','sans-serif';">A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities (e.g., group discussions on musical theatre versus the individual’s concept of musical theatre). ||
 * <span style="font-family: 'Verdana','sans-serif';">B. Compare and contrast informed individual opinions about the meaning of works in the arts to others (e.g., debate philosophical opinions within a listserve or at an artist’s website). ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif';">C. <span style="font-family: 'Verdana','sans-serif';">Describe how the attributes of the audience’s environment influence aesthetic responses (e.g., the ambiance of the theatre in a performance of Andrew Lloyd Weber’s //Cats//).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif';">D. <span style="font-family: 'Verdana','sans-serif';">Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities (e.g., T. Ganson’s //Destructive Periods in Russia During Stalin’s and Deniken’//s //Leadership// conveys her memories and emotions of a specific incident).  ||

<span style="font-family: Georgia,serif; font-size: 70%;">**<span style="font-family: Georgia,serif;">R8.A.2 Understand nonfiction appropriate to grade level. ** <span style="font-family: Georgia,serif;"> =<span style="font-family: Georgia,serif; font-size: 70%;">M8.B.2 Apply appropriate techniques, tools and formulas to determine measurements. = =<span style="font-family: Georgia,serif; font-size: 70%;"> = =<span style="font-family: Georgia,serif; font-size: 70%;"> = =<span style="font-family: Georgia,serif; font-size: 70%;">M8.C.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and demonstrate understanding of geometric relationships. =
 * __**<span style="font-family: Georgia,serif;">Anchors **__


 * <span style="font-family: Georgia,serif;">**Fair Assessments**


 * __<span style="font-family: Georgia,serif;">**Summative** __


 * __<span style="font-family: Georgia,serif;">**Formative** __


 * __<span style="font-family: Georgia,serif;">**Diagnostic** __


 * __<span style="font-family: Georgia,serif;">**Benchmark** __ ||
 * <span style="font-family: Georgia,serif;">**Curriculum Framework**


 * <span style="font-family: Georgia,serif;">__**Big Ideas**__
 * 1) <span style="font-family: Georgia,serif;">The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.
 * 2) <span style="font-family: Georgia,serif;">Artists use tools and resources, as well as their own experiences and skills, to create art.
 * 3) <span style="font-family: Georgia,serif;">People create, experience, and engage with art throughout their lives.
 * 4) <span style="font-family: Georgia,serif;">The arts provide a medium to understand and exchange ideas.
 * 5) <span style="font-family: Georgia,serif;">Art is created for a variety of purposes; artists create for a variety of reasons.
 * 6) <span style="font-family: Georgia,serif;">Humans have expressed experiences and ideas through the arts throughout time and across cultures.
 * 7) <span style="font-family: Georgia,serif;">There are formal and informal processes used to assess the quality of works in the arts.
 * 8) <span style="font-family: Georgia,serif;">People use both aesthetic and critical processes to assess quality, interpret meaning, and determine value.


 * <span style="font-family: Georgia,serif;">**__Concepts__**
 * 1) <span style="font-family: Georgia,serif;">The creative process requires that artists integrate knowledge, solve problems, and synthesize ideas.
 * 2) <span style="font-family: Georgia,serif;">Artists produce work that is influenced by their experiences, emotions, ideas, and cultures.
 * 3) <span style="font-family: Georgia,serif;">Artists use specific vocabulary when making, analyzing, synthesizing, and interpreting art.
 * 4) <span style="font-family: Georgia,serif;">Works of art can be analyzed in different ways.
 * 5) <span style="font-family: Georgia,serif;">Artists demonstrate preferences in the choices they make when creating and exhibiting art.


 * <span style="font-family: Georgia,serif;">__**Competencies**__
 * 1) <span style="font-family: Georgia,serif;">Students will employ traditional or contemporary technologies to explore knowledge and ideas and invent unique solutions to problems.
 * 2) <span style="font-family: Georgia,serif;">Students will create works of art that reflect their experiences, ideas, and/or culture.
 * 3) <span style="font-family: Georgia,serif;">Students will integrate vocabulary that demonstrates their ability to analyze, synthesize, and hypothesize when making or describing art.
 * 4) <span style="font-family: Georgia,serif;">Students will use formal, intuitive, and contextual analysis to critique works of art.
 * 5) <span style="font-family: Georgia,serif;">Students will make artistic choices and justify them.


 * <span style="font-family: Georgia,serif;">**__Essential Questions__**
 * 1) <span style="font-family: Georgia,serif;">Are reflection and revision necessary to the process of art-making?
 * 2) <span style="font-family: Georgia,serif;">Why are there elements common to many different art forms?
 * 3) <span style="font-family: Georgia,serif;">Is a work of art ever finished?
 * 4) <span style="font-family: Georgia,serif;">In what ways have technological changes influenced artistic expression?
 * 5) <span style="font-family: Georgia,serif;">How does art reflect as well as shape culture?
 * 6) <span style="font-family: Georgia,serif;">In what ways are people stewards of the arts?
 * 7) <span style="font-family: Georgia,serif;">In what ways do the elements and principles of the arts influence what we see, hear and touch every day?
 * 8) <span style="font-family: Georgia,serif;">Do artists have a responsibility to their audience?
 * 9) <span style="font-family: Georgia,serif;">What factors inspire or influence an artist’s work?
 * 10) <span style="font-family: Georgia,serif;">How do people express meaning through the arts?
 * 11) <span style="font-family: Georgia,serif;">How do people interpret meaning of works in the arts?
 * 12) <span style="font-family: Georgia,serif;">In what ways do artists generate new perspectives?
 * 13) <span style="font-family: Georgia,serif;">In what ways do artists solve problems?
 * 14) <span style="font-family: Georgia,serif;">Can artists influence the way people see the world?
 * 15) <span style="font-family: Georgia,serif;">How do works in the arts reflect the time and place in which they were created?
 * 16) <span style="font-family: Georgia,serif;">How do works in the arts reflect the time and place in which they are performed or revived?
 * 17) <span style="font-family: Georgia,serif;">Why is informed discussion a key component of critical inquiry?
 * 18) <span style="font-family: Georgia,serif;">Should aesthetics supersede function?
 * 19) <span style="font-family: Georgia,serif;">How does critical analysis impact our response to a work of art?

<span style="font-family: Georgia,serif;">**balance -** visual weight created by one or more elements of design variation emphasis focal point movement rhythm proportion scale** repetition pattern unity - the overall meaning or feeling (mood) of an artwork harmony - the unification of elements to create an overall interpretation <span style="font-family: Georgia,serif;">**Chiaroscuro** - the arrangement of dramatic contrasts of light and shadow <span style="font-family: Georgia,serif;">**Concept:** Artists produce work that is influenced by their experiences, emotions, ideas and cultures.
 * <span style="font-family: Georgia,serif;">**Vocabulary**
 * <span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif;">Additional vocabulary is used relating to emergent curriculum. **
 * symmetry -** equally distributed visual weight, matching placement of elements, or the mirroring of objects
 * contrast
 * Folk art** - art made by artists who have had no formal training
 * Perception** - an awareness of the elements of an environment by means of the senses
 * Non-objective art** - artwork in which there is no recognizable subject matter
 * Muralist** - an artist who paints large artworks directly onto walls or ceilings
 * Visual culture** - is a method to understand the values, traditions, and beliefs of groups of people based on the visual imagery that is produced and consumed by that culture
 * <span style="font-family: Georgia,serif;">**__Exemplars__**
 * Competency:** Students will employ traditional or contemporary technologies to explore and invent unique solutions.
 * Exemplar:** Students will explore Ancient Indian myth and sculpture, comparing the ancient application of "avatar" to contemporary contexts. Students will trace the evolution of the word "avatar" from ancient Sanskrit to the modern day.

//Assessment// - Students will choose a positive virtue or quality to represent in their own personal avatars. Students will compose a myth, rich in symbolism and fantasy, that explains how their avatar acquired notoriety for its positive virtues. The avatar can be created as a clay sculpture, as collage, or by employing 2.0 web resources.

Student work will be assessed with a rubric. The rubric criteria will assess the visual art content and may also assess the creative writing process. As a class, the students will contribute assessment criteria that they feel are important qualities for super human avatar representations to possess. ||