stanford university loudoun county public schools middle ......2 table of contents middle school...
TRANSCRIPT
The Arts are fundamental resources
through which the world is viewed,
meaning is created, and the mind developed.”
Elliott W. Eisner, Professor of Education and Art,
Stanford University
Loudoun County Public Schools Middle
School Art Education Curriculum
Dr. Eric Williams Ned D. Waterhouse
Superintendent Deputy Superintendent
Dr. Terri L. Breeden Timothy Flynn
Assistant Superintendent Director of Curriculum & Instruction
Melissa A. Pagano-Kumpf
Art Supervisor
Revised July 2011
Compiled by:
Elizabeth Cheever, Cheryl Lacy, Lesley McWilliams Colleen Basinger, Elizabeth Chodrow,
Glenna Campbell with historical reference from previous art curriculum and LCPS Middle School Art Educators.
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Table of Contents
Middle School National Standards 3
Middle School VA Standards of Learning 5
LCPS Philosophy of Middle School Art Education 16
Middle School VA Standards of Achievement 17
6th Grade Art Production, Art History, Art Criticism, Aesthetics:
Drawing 22
Color Theory/Painting 24
Sculpture 27
Computer Graphics 30
Design 34
Printmaking 36
7th Grade Art Production, Art History, Art Criticism, Aesthetics
Drawing 40
Color theory/Painting 44
Printmaking 48
Sculpture 52
Computer Graphics/Imaging 56
Design 60
8th Grade Art Production, Art History, Art Criticism, Aesthetics
Drawing 64
Color Theory/Painting 68
Printmaking 72
Sculpture 76
Computer Graphics/Imaging 80
Design 84
Student Assessment 89
Safety 92
Kiln Safety Rules 93
Exhibits/Displays 94
Unit/Lesson Plan Format 95
Internet Safety 95
Educator Resources 96
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National Visual Arts Standards/Goals 2000
The standards were created by the national Art Education Association to provide a set of goals for
the nation’s arts education curriculum. Their inclusion in Goals 2000 “recognizes that the arts are
as important to public education as other firmly established disciplines.” [Hausman, J. (spring,
19940. National Standards for Visual Arts Education NAEA Advisory.]
Grades 5 – 8: 1. Content Standard: Understanding and applying media, techniques, and processes. Achievement Standard:
Students
a.) select media, techniques, and process; analyze what makes them effective or not
effective in communicating ideas; and reflect upon the effectiveness of their choices. b.) intentionally take advantage of the qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and ideas.
2. Content Standard: Understanding and applying media, techniques, and processes. Achievement Standard:
Students a.) generalize about the effects of visual structures and functions and upon these effects
in their own work.
b.) employ organizational structures and analyze what makes them effective or not
effective in the communication of ideas. c.) select and use the qualities of structures and functions of art to improve
communication of their ideas.
3. Content Standards: Choosing and evaluating a range of subject matter, symbols and ideas. Achievement Standard:
Students a.) integrate visual, spatial, and temporal concepts with content to communicate
intended meaning in their art works.
b.) use subjects, themes, and symbols that demonstrate knowledge of contexts. Values,
an aesthetics that communicate intended meaning in art works.
4. Content Standard: Understanding the visual arts in relation to history and cultures. Achievement Standard:
Students
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a.) know and compare the characteristics of art works in various eras and cultures.
b.) describe and place a variety of art objects in historical and cultural contexts
c.) analyze, describe, and demonstrate how factors of time and place (such as climate,
resources, ideas, and technology) influence visual characteristics that give meaning and
value to a work of art.
5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work
and the work of others. Achievement Standard:
Students a.) compare multiple purposes for creating works of art.
b.) analyze contemporary and historic meanings in specific art works through cultural
and aesthetic inquiry
c.) describe and compare a variety of individual responses to their own art works and to
art works from various era and cultures.
6. Content Standard: Making connections between visual arts and other disciplines. Achievement Standard:
Students a.) Compare the characteristics of works in two or more art forms that share similar
subject matter, historical periods, or cultural context.
b.) Describe ways in which the principles and subject matter of other disciplines taught
in schools are interrelated with the visual arts
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Visual Arts Standards of
Learning for Virginia Public Schools Adopted in April 2006 by the
Board of Education
Mark E. Emblidge, President
Ella P. Ward, Vice President
Thomas M. Brewster
Isis M. Castro
David L. Johnson
Gary L. Jones
Kelvin L. Moore
Andrew J. Rotherham
Eleanor B. Saslaw
Acting Superintendent of Public Instruction
Patricia I. Wright
Commonwealth of Virginia
Board of Education
Post Office Box 2120
Richmond, VA 23218-2120
© April 2006 Mark E. Emblidge, President
Ella P. Ward, Vice President
Thomas M. Brewster
Isis M. Castro
David L. Johnson
Gary L. Jones
Kelvin L. Moore
Andrew J. Rotherham
Eleanor B. Saslaw
Acting Superintendent of Public Instruction
Patricia I. Wright
Commonwealth of Virginia
Board of Education
Post Office Box 2120
Richmond, VA 23218-2120 © April 2006
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Visual Arts Standards of Learning Introduction The Visual Arts Standards of Learning identify the essential content and skills required in the
visual arts curriculum for each grade level or course in Virginia’s public schools. Standards are
identified for kindergarten through grade eight and for four core high school courses. The standards
are designed to be cumulative, progressing in complexity by grade level from kindergarten through
the sequence of high school courses.
Throughout visual arts education, course content is organized into four specific content strands or
topics:
Visual Communication and Production
Cultural Context and Art History
Judgment and Criticism
Aesthetics.
It is through the acquisition of the concepts, content, and skills that the goals for visual arts
education can be realized. A comprehensive visual arts education program provides students with
multiple means of expression as well as with analytical skills to evaluate information that is
conveyed by images and symbols.
The standards are not intended to encompass the entire curriculum for a given grade level or course
nor to prescribe how the content should be taught. Teachers are encouraged to go beyond these
standards and select instructional strategies and assessment methods appropriate for their students.
Teachers will consistently model appropriate use of copyrighted and royalty-protected materials.
Goals The content of the Visual Arts Standards of Learning is intended to support the following goals
for students:
• Select and use art media, subject matter, and symbols for expression and communication.
• Demonstrate understanding of and apply the elements of art and the principles of design
and the ways they are used in the visual arts.
• Solve visual arts problems with originality, flexibility, fluency, and imagination.
• Develop understanding of the relationship of the visual arts to history, culture, and other
fields of knowledge.
• Use materials, methods, information, and technology in a safe and ethical manner.
• Interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work
and the work of others.
• Identify, analyze, and apply criteria for making visual aesthetic judgments of their work
and the work of others.
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• Develop aesthetic awareness and a personal philosophy regarding the nature of, meanings
in, and values in the visual arts.
• Develop understanding and appreciation of the roles, opportunities, and careers in the
visual arts and related areas.
• Develop awareness of copyright and royalty requirements when exhibiting, producing, or
otherwise using the works of others.
• Strands Visual Communication and Production Students will develop and communicate ideas by creating works of art. They will develop fluency
in visual, oral, and written communication, using art vocabulary and concepts. Through art
production, students will express ideas and feelings in two-dimensional and three-dimensional art
forms and gain respect for their own work and the work of others. Students also will demonstrate
safe and ethical practices in the use of art materials, tools, techniques, and processes.
Cultural Context and Art History Students will develop understanding of the visual arts in relation to history and cultures by
investigating works of art from different times and places. Through the study of works of art and
the people who produced them, students will learn to understand the role the visual arts play in
communicating historical and cultural beliefs and ideas.
Judgment and Criticism Students will examine works of art and make informed judgments about them based on established
visual arts criteria. Through the understanding of visual arts principles and processes, they will be
able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works
of art. They will also employ critical evaluation skills in the production of their works of art.
Aesthetics Students will reflect on and analyze their personal responses to the expressive and communicative
qualities of works of art. They will understand that their background, knowledge, and experiences
influence their perceptions of works of art. Through the examination of issues related to the visual
arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on
their dual roles as both creator and viewer of art. They will learn to recognize the difference
between personal opinion and informed judgment when reflecting on, discussing, and responding
to visual imagery.
Safety Safety must be given the highest priority in implementing the K–12 instructional program for
visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and
equipment appropriate to the students’ age levels, must be carefully considered with regard to the
safety precautions needed for every instructional activity. Safe visual arts classrooms require
thorough planning, careful management, and constant monitoring of student activities. Class
enrollments should not exceed the designated capacity of the room.
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Prior to using them in an instructional activity, teachers must be knowledgeable about the
properties, use, storage, and proper disposal of all art materials that may be judged as hazardous.
Art materials containing In implementing the Visual Arts Standards of Learning, teachers must
teach and students must understand the rationale for safe practices and guidelines. They must
demonstrate appropriate classroom safety techniques and use materials, equipment, tools, and art
spaces safely while working individually and in groups. Teachers are responsible for ensuring that
students know why some materials and practices are unsafe.
Toxic substances that can cause acute or chronic health effects are prohibited from use with
students in pre-kindergarten through grade six, or up to twelve years of age. All hazardous art
materials are required to have been tested by the manufacturer and to exhibit the safety labeling
“Conforms to ASTM D-4236,” “Conforms to ASTM Practice D-4236,” or “Conforms to the health
requirements of ASTM D-4236.”
Toxic materials can enter the body in three different ways: inhalation, ingestion, or through the
skin. If toxic material does enter a child’s body, it can result in an allergic reaction, acute illness,
chronic illness, cancer, or death. Toxic materials can be more harmful to children than to adults
for several reasons. Since children are smaller than adults, any given amount of a toxic material in
a child’s body is more concentrated than in an adult’s body. Since children are still growing and
developing, their bodies more readily absorb toxic materials, which can result in more damage
than in adults. Children are also at higher risk because of their behavior: they may not understand
why it is important to be careful when using harmful materials, and, for example, they may put
things in their mouths or swallow them without regard for the consequences.
While no comprehensive list exists to cover all situations, the following guidelines from The
Center for Safety in the Arts should be reviewed to avoid potential safety problems:
1. Avoid certain art supplies for students in pre-kindergarten through grade six, or up to twelve
years of age. The general rules are as follows:
• No dust or powders
• No chemical solvents or solvent-containing products
• No aerosol sprays, air brush paints, or other propellants
• No acids, alkalis, bleaches, or other corrosive chemicals
• No donated or found materials, unless ingredients are known
• No old materials, as they may be more toxic and have inadequate labeling
• No lead, metals, or cadmium products, as found in paints, glazes, metal work, and
stained glass
When feasible, substitution of nontoxic materials for hazardous materials should be made a priority
with students over twelve years of age.
2. High-risk students are at greater than usual risk from toxic materials, and they must be treated
with special care and attention when using potentially harmful art supplies. High-risk students
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include those who have visual or hearing problems, physical disabilities, or asthma; take
medication; or are emotionally disturbed.
3. Make sure products are adequately labeled. Do not use any product that does not have a label
or has a label that gives inadequate information. In general, the more the label describes the
product, the easier it will be to use safely. The label should state how the product is to be used. It
should also state what to do in case of an accident. Even if the label says “nontoxic,” do not assume
that it is completely safe. Art materials must contain one of the three ASTM-D 4236 labels listed
above for assurance that they are safe products. If containers are changed, be sure to label the new
container.
4. Purchase hazardous products in small containers, because the smaller the amount of a product,
the less potential there is for exposure to it. Also, larger amounts often are not quickly depleted,
and leftover products need to be properly stored. Accidental poisonings may occur when stored
products are left unattended. If such an accident should occur, call the local poison control center
immediately. Art educators are responsible for the art materials they order and supply to students
and for the safe use of those materials. Numerous safe art materials are available for use in place
of materials identified as being toxic. Keep in mind that art materials containing toxic substances,
which can cause acute or chronic health effects, are prohibited from use with students up to twelve
years of age. Teachers of students twelve years of age or older should also avoid the use of toxic
hazardous art materials. Only art materials manufactured and labeled for use in the production of
art projects and activities should be used in the execution of art projects within the classroom
Exhibiting Student Art Students at all grade levels should have opportunities to exhibit their artwork throughout the school
year in different contexts and venues and for various purposes. Exhibiting their own art is
particularly beneficial to students when they participate directly in the exhibition process.
The exhibition process has the following five phases:
• Theme development and selection criteria
• Exhibition design (physical design, artist statements, signage)
• Exhibition installation
• Publicity (e.g., announcements, invitations, reviews)
• Event (assessment and reflection)
Simple displays may focus on just one or two of these phases, but as students gain experience,
their exhibitions can become more complex and sophisticated. The exhibition process
encompasses many skills, concepts, and abilities that reflect aesthetic, critical, contextual, and
technical decisions that directly complement the comprehensive visual arts education curriculum.
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Grade Six Virginia Standards of Learning (SOL) The standards for grade six emphasize exploration. Using the elements of art and the principles of
design as a framework, students will investigate a variety of experiences and concepts. Students
will explore various two-dimensional and three-dimensional art media, using a variety of
expressive and technical approaches. Students will understand the factors that distinguish artistic
styles and that clarify the role of art in American culture. Through critical examination, students
will determine how artists convey meaning through the use of forms, media, and symbols. Students
will test and develop their own ideas regarding the nature of art and will encounter philosophical
and ethical questions. Upon the successful completion of the visual arts standards for grade six,
students will possess the skills that will allow them to evaluate the effects of various influences on
the discipline of the visual arts.
Visual Communication and Production
6.1 The student will solve design problems, using color relationships selected from the color
wheel. 6.2 The student will use the principles of design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas and create images. 6.3 The student will use one-point perspective to create the illusion of depth in a two-
dimensional drawing. 6.4 The student will depict the proportional relationships among the parts of the human body or
among other objects. 6.5 The student will use visual memory skills to produce a work of art. 6.6 The student will use appropriate art media and techniques to create both visual and tactile
textures in works of art. 6.7 The student will use chiaroscuro to create the illusion of form in a work of art.
6.8 The student will produce a kinetic work of art. 6.9 The student will utilize fantasy as a means of expression in works of art. 6.10 The student will use computer graphics and computer-generated text to create original
works of art.
Cultural Context and Art History
6.11 The student will describe and discuss various types of collaborative art careers (e.g.,
architect, motion picture producer, animator, Web page designer, interior designer). 6.12 The student will identify the components of an artist’s style, including materials, design,
technique, and subject matter. 6.13 The student will identify major art movements in American culture from 1877 to the
present, with emphasis on relating these movements to changes in science and technology. 6.14 The student will identify how artists contribute to society.
Judgment and Criticism
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6.15 The student will discuss the ways that art can be persuasive. 6.16 The student will explain how the elements of art, the principles of design, art techniques,
and art media influence meaning in works of two- dimensional and three-dimensional art. 6.17 The student will demonstrate inquiry skills and appropriate art vocabulary for:
1. Describing works of art;
2. Responding to works of art;
3. Interpreting works of art; and
4. Evaluating works of art.
6.18 The student will interpret the ideas and emotions expressed in works of art, using
appropriate art vocabulary. 6.19 The student will identify the relationship between art processes and final solutions. 6.20 The student will identify and examine ethical standards in the use of:
1. Print and digital images;
2. Materials protected by copyright; and
3. Information technology.
Aesthetics
6.21 The student will respond to works of art and analyze those responses in terms of cultural
and visual meaning. 6.22 The student will generate philosophical questions regarding meanings in works of art. 6.23 The student will describe the manner in which the belief systems of a viewer may influence
contemplation of works of art. 6.24 The student will explain orally and in writing the means by which visual art evokes sensory
and emotional responses.
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Grade Seven Virginia Standards of Learning (SOL) The standards for grade seven continue to emphasize exploration, analysis, and investigation of
the creative process. Students will develop technical skills that empower them to communicate
ideas visually, with the focus on realistic representations of their environment. Students will
acquire knowledge that permits them to identify art styles and the periods to which those styles
belong. In addition, students will become aware of a variety of art careers that they may consider.
They will develop inquiry skills and vocabulary as they explore the meaning of works of art, using
analysis of subject matter, themes, and symbols. Students will develop an increased awareness of
the nature of art and of their relationship to it as they explore the meaning and value of works of
art.
Visual Communication and Production
7.1 The student will identify and use analogous, complementary, and monochromatic color
relationships in works of art. 7.2 The student will create the illusion of movement in two-dimensional and three-dimensional
works of art. 7.3 The student will apply in two-dimensional and three-dimensional works of art the elements
of art and the principles of design, including line, shape, form, color, value, texture, space,
proportion, rhythm, balance, emphasis, variety, and unity. 7.4 The student will use line variations, including directionality, width, and implied line, to
create contrasting qualities in a composition. 7.5 The student will communicate information and ideas through illustration. 7.6 The student will create the illusion of depth in two-dimensional works of art, using a variety
of the following devices:
1. Overlapping;
2. Atmospheric perspective;
3. Diminishing size and detail; and
4. Object placement in the picture plane.
7.7 The student will create contour line drawings that demonstrate perceptual skill. 7.8 The student will use two-point perspective to create the illusion of depth in a two-
dimensional drawing. 7.9 The student will create two-dimensional and three-dimensional works of art, integrating the
elements of art and principles of design. 7.10 The student will create three-dimensional works of art, using geometric forms. 7.11 The student will create works of art by representing and interpreting ideas from other fields
of knowledge. 7.12 The student will use mechanical graphic arts instruments and devices to solve commercial
design problems.
7.13 The student will use computer design programs to create original works of art.
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7.14 The student will use problem-solving skills to create a work of art that communicates ideas
or emotions.
Cultural Context and Art History
7.15 The student will compare various art careers and the methods of preparing for them. 7.16 The student will identify styles and themes in contemporary and historical works of art. 7.17 The student will compare and contrast the characteristics of public art, including
monuments. 7.18 The student will examine the uses and impact of persuasive techniques in print and
electronic media.
Judgment and Criticism
7.19 The student will explore and identify subjects, themes, and symbols as they relate to
meaning in works of art. 7.20 The student will understand the use of personal information, artist intent, cultural
influences, and historical context for interpretation of works of art. 7.21 The student will identify and apply criteria for judging works of art. 7.22 The student will identify and examine ethical and legal considerations in the use of
appropriated images and information. 7.23 The student will analyze, interpret, and judge works of art based on biographical, historical,
or contextual information. 7.24 The student will compare and contrast personal experiences with the life experiences
depicted in works of art from other cultures. 7.25 The student will identify the processes artists use to create works of art, using analysis of
rough sketches, drafts, and series.
Aesthetics
7.26 The student will analyze and describe how factors of time and place influence visual
characteristics that give meaning and value to a work of art. 7.27 The student will generate questions about the nature of art and possible answers to the
questions. 7.28 The student will describe ways that social and cultural beliefs can influence responses to
works of art. 7.29 The student will describe personal responses to the visual qualities of a work of art. 7.30 The student will investigate the purposes of art.
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Grade Eight Virginia Standards of Learning (SOL) The standards in grade eight focus on the synthesis and application of previously learned concepts.
Using traditional and emerging technologies, students are able to apply more complex technical
skills as they manipulate the elements of art and the principles of design, art media, and ideas.
Students will acquire art skills that enable them to make conscious choices of media and techniques
for expressive purposes.
Students will produce works of art that are developed from preliminary ideas and sketches. They
will compare and contrast art from different world cultures and investigate how context can
influence meaning. Students will debate the purposes of art, formulate reasoned responses to
meaningful art questions, develop their own criteria for making art judgments, and develop a
personal aesthetic. The acquisition of these skills enables students to develop a world view, placing
the discipline of art within a broader context, and relating it to other fields of knowledge.
Visual Communication and Production
8.1 The student will create works of art that emphasize specific formal color relationships. 8.2 The student will further expand and develop the use of the elements of art and the principles
of design. 8.3 The student will use aerial perspective to create the illusion of depth in a two-dimensional
drawing. 8.4 The student will use multiple-point perspective to create the illusion of depth in a two
dimensional drawing. 8.5 The student will use line to create value in a work of art. 8.6 The student will create three-dimensional works of art, using a variety of themes and
processes. 8.7 The student will identify and analyze the uses of typography in graphic arts. 8.8 The student will demonstrate skill in combining text and imagery, using computer
technology. 8.9 The student will create and maintain an art portfolio. 8.10 The student will apply ethical procedures in the execution of works of art. 8.11 The student will provide evidence of the critical and artistic processes used to achieve final
art solutions in personal works of art by documenting preparation, rough drafts, and final
solutions.
Cultural Context and Art History
8.12 The student will identify the roles of artists (e.g., graphic artists, animators, videographers,
photographers, advertising artists) in mass media. 8.13 The student will identify and analyze art and architecture from various world cultures,
periods, or civilizations by styles, symbolism, and technological impact. 8.14 The student will describe and place a variety of works in historical and cultural contexts.
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8.15 The student will compare and contrast works of art according to medium, period, style, and
artist.
Judgment and Criticism
8.16 The student will analyze the effect the elements of art and the principles of design have on
the communication of ideas. 8.17 The student will investigate and discuss the use of social, cultural, and historical context as
they contribute to meaning in a work of art. 8.18 The student will communicate how personal experiences influence critical judgments about
and interpretations of works of art. 8.19 The student will critique in oral and written form, personal work and the work of others,
using appropriate art vocabulary.
Aesthetics
8.20 The student will discuss and analyze the purposes, values, and meanings of works of art. 8.21 The student will formulate and respond to meaningful questions about works of art, based
on observations and interpretations. 8.22 The student will describe personal sensory responses to the visual qualities of a work of art,
using appropriate art vocabulary.
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LCPS Middle School Art Education Philosophy Art is fundamental to the human experience. It exalts and transforms the human spirit and is an
essential expression and definition of our world and its cultures. Art serves as the historical record
of human existence and has become the technique by which highest achievements are
immortalized.
Art education enables students to develop valuable decision making and problem solving skills
through creative and critical thinking. It encourages an understanding of historical and
contemporary artwork. Art education intensifies perceptual awareness, through an involvement of
all the senses and allows for the integration of other curriculums, as art is integral to all education
experiences.
Art education is the doorway that nurtures creative possibilities and yields visual enrichment. It
provides opportunities for children to create,understand and appreciate art and culture. Art
education serves as the catalyst in defining why art is fundamental to the human experience and
by this exploration, stimulates cognitive processes that lead to a discovery of self.
The middle school art education curriculum for the Loudoun County Public Schools includes art
production, art criticism, art history and aesthetics. Art production allows each student to learn
about the inherent qualities of the materials and techniques used for both expression and
communication. It also serves as a means by which students can apply concepts taught in art
education and to cross-curricular assignments. Art history with a global emphasis allows each
student to study the past to better understand how it influences the present and shapes the future.
Studies in art history are reflected in the works of historical and contemporary art of many cultures.
Art criticism teaches each student to judge works of art based on appropriate criteria and thoughtful
reflection. Aesthetics allows each student to consider the meanings of beauty and their emotional
reaction to visual information and art. Art education provides new and innovative approaches to
problem solving and is the key to visual and cultural literacy. It fosters flexibility, divergence,
fluency, originality and imaginative thinking for all students. It is an integral part of each student’s
understanding of and participation in our increasingly complex interdependent society. Loudoun
County Public Schools art education program is an important and often immeasurable element in
the students’ complete education.
Art education classes will establish, reinforce and enhance a positive self-concept in each student,
while providing avenues and skills for self-expression and communication. The student will be
encouraged to apply the fundamentals of problem solving with self-expression and to design
concepts for cross-curricular applications. Participation in public display will enhance the school
and community settings and allow students to gain an appreciation of the importance of art in the
quality of their environment.
Each area of the Virginia State Visual Arts Standards of Learning are met or surpassed by Loudoun
County Public Middle Schools. Included in each area are segments, which include the county
Standards of Achievement and the State Standards of Learning. Following most segments are
examples to achieve or surpass the standard that teachers may adapt to their student’s needs.
6th Grade Art Standards of Achievement (SOA)
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Visual Communication and Production
1-6 Develop perceptual skills by creating a variety of drawings from direct observation
including contour line and value rendering.
2-6 Create the illusion of depth on a two-dimensional surface through the use of:
a. One Point Perspective
b. Overlapping
c. Diminishing Size and Detail
d. Atmospheric Perspective
3-6 Object Placement Create the illusion of movement in a variety of artworks.
4-6 Communicate information and ideas through illustration.
5-6 Differentiate and use analogus, complementary, and monochromatic color relationships
in works of art.
6-6 Demonstrate the knowledge of color properties (value, hue, saturation)through use of
opaque painting media.
7-6 Demonstrate skill and ability in the use of a variety of tools and materials.
8-6 Utilize geometric and/organic shapes to create works of art.
9-6 Produce works of art that appear kinetic in nature.
10-6 Understand and demonstrate the slab construction method of clay.
11-6 Employ tactile textures through experiences in clay.
12-6 Utilize the elements and principles of design in works of art, including line, shape, form,
color, value, texture, space, proportion, rhythm, balance, emphasis, variety and unity.
13-6 Manipulate software to create images and meet objectives.
14-6 Utilize compositional tools such as the rule of thirds and cropping.
15-6 Demonstrate knowledge of printmaking through the creation of mono prints and/or
collagraphs.
16-6 Utilize various media as a means to communicate personal meaning and ideas.
Cultural Context and Art History
17-6 Identify the role of computer graphics in society through the research of various art
careers.
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18-6 Demonstrate knowledge of the connections between technological advancements and
artists styles.
19-6 Identify artworks using knowledge of an artists style, and subject matter.
Judgment and Criticism
20-6 Utilize appropriate art vocabulary to evaluate works of art.
21-6 Identify and utilize ethical procedures regarding computer graphics applications.
22-6 Apply appropriate art vocabulary to describe the emotional and persuasive nature in
works of art.
23.6 Identify an artist’s process, culture, and time period in order to interpret final solutions.
Aesthetic
24-6 Develop an artist statement to communicate an aesthetic response to a personal work of
art and/or series of masterpieces.
25-6 Identify the ways culture influences the perception of beauty. Identify artworks they find
aesthetically pleasing and use appropriate art vocabulary to describe.
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7th Grade Art Standards of Achievement (SOA)
Visual Communication and Production
1-7 Demonstrate multiple points on the horizon line for drawing in real space.
2-7 Develop visual perceptual skills through contour line, and observational drawing.
3-7 Implement line variations (width, direction, and implied line) in contour line drawings.
4-7 Develop drawing techniques to render textures for recognition and realism.
5-7 Utilize specific formal color relationships while creating works of art.
6-7 Apply various painting media using appropriate tools and techniques.
7-7 Pull a series of prints, and edition (number, title and sign).
8-7 Demonstrate craftsmanship and skill required in the application of various media.
9-7 Create three-dimensional works of art that use a variety of processes and themes.
10-7 Create imagery that displays balance through the use of positive and negative space, shape,
11-7 Employ the ethical standards involved with copyrights, property rights, and privacy.
12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and unity to express
ideas and create images.
Cultural Context and Art History
13-7 Participate in class discussions and critiques by comparing and contrasting, interpreting
and synthesizing the history of and work processes of artists’ work and the art work of peers.
14-7 Create identification labels/summary for artworks displayed in class discussions or on
exhibit.
15-7 Research and describe career opportunities involving the arts and computer graphics.
Judgment and Criticism
16-7 Develop an artist statement citing the challenges, and accomplishments of artistic
endeavors.
17-7 Identify symbolism in one’s own and others work.
18-7 Identify cultural/historical context of an artwork in order to accurately analyze, interpret,
and judge.
Aesthetic
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19-7 Prepare and select artwork to include in class discussions and critiques, and participate in
judging the works’ originality, aesthetic value and relevance orally and in writing.
20-7 Write personal responses to the visual qualities of a work of art using appropriate art
vocabulary.
21-7 Identify how factors such as social and cultural beliefs can influence what qualities are
desirable in an artwork.
8th Grade Art Standards of Achievement (SOA)
Visual Communication and Production
1-8 Utilize compositional devices such as:
a. Rule of thirds d. Isolation
b. Cropping e. “S” curve
c. Golden Ration f. Triangle Format
2-8 Use multi-point linear perspective, to create the illusion of depth on a flat surface.
3-8 Create textural renderings in a composition that employ chiaroscuro, hatching, stipple, and
scumble.
4-8 Create realistic renderings from observation that demonstrate an understanding of value and
form.
5-8 Demonstrate an understanding of color theory using formal color relationships.
6-8 Execute various techniques using the appropriate tools for tempera, acrylic, and watercolor.
7-8 Demonstrate expressive mark making in various media.
8-8 Create meaningful and well crafted artworks of a still life, self-portrait and landscape.
9-8 Demonstrate craftsmanship required to pull and edition a series of prints.
10-8 Create imagery that reflects a high level of skill in the use of tools and materials.
11-8 Conceptualize and demonstrate ideas through drawings and models before creating final
artwork, or scale sculpture.
12-8 Create an artwork demonstrating at least two-hand building clay construction techniques.
13-8 Demonstrate understanding of proper use of computer equipment, such as scanners, digital
cameras and software.
14-8 Understand, and incorporate elements of art and principles of design to convey an idea,
feeling or personal meaning into all areas of production.
21
15-8 Employ technical skill in matting and mounting artwork.
Cultural Context and Art History
16-8 Individually, or in a group, research an artist’s style, articulating orally and in writing,
geographical, cultural, and historical influences.
17-8 Recognize and identify differences between relief, kinetic, static, and mobile sculpture.
18-8 Compare and contrast famous works to one’s own and other artworks.
Judgment and Criticism
19-8 Critically analyze works of art through participation in display processes, and formal steps
related to critiquing and judging artwork.
20-8 Describe using appropriate art vocabulary how the elements, and principals effect the
communication of concepts.
21-8 Identify and utilize criteria for judging works of art.
Aesthetic
22-8 Develop an appreciation of art and artwork through an understanding of aesthetic theories
such as, formalism, emotionalism and imitationalism.
23-8 Describe how personal experiences aid in the appreciation of art.
24-8 Identify artworks based on an understanding of an artist’s style, media, and technique.
22
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade - Drawing VA S.O.L. ‘s and LCPS SOA
Visual Communication and Production
VA SOL
The student will:
6-2 Use the principles of design
including proportion, rhythm, balance,
emphasis, variety and unity to express ideas and create images.
6-3 Use on-point perspective to create the illusion of depth in a two-dimensional
drawing.
6-4 Depict the proportional relationships
among the human body or among other
objects.
6-6 Use appropriate art media and
techniques to create both visual and tactile textures in works of art.
6-7 Use chiaroscuro to create the illusion of form in a work of art.
LCPS SOA
The student will:
1-6 Develop perceptual skills by creating a variety of drawings from direct
observation including contour line and
value rendering.
2-6 Create the illusion of depth on a two-
dimensional surface through the use of: One Point perspective, Overlapping,
Diminishing Size and Detail,
Atmospheric Perspective, Object Placement.
3-6 Create the illusion of movement in a variety of artworks.
4-6 communicate information and ideas through illustration.
Recommended Themes
traditions
travels vacations
community
children’s games
Recommended Activities
Render a contour line still-life of basic forms to
understand placement, proportion, scale, and
depth on a two-dimensional picture plane.
Challenge students to bring in personal objects of
meaning, working cooperatively to set up a still life to render in a full range of values and to
emphasize the forms of the chosen objects.
Create meaningful futuristic, historical or cultural
comic book panels with backgrounds that
emphasize one-point perspective.
Art Production Topics of Discussion
What is the definition of a still life?
How do contour lines define form?
What is meant by a rendered drawing? How is value created in a drawing?
How does drawing communicate an idea?
Vocabulary
observation
still life perception
depth
scale background
middle ground
foreground contour line
rendering
value chiaroscuro
illusion
highlights shadows
form
texture linear perspective
directional line
horizon line orthogonal line
vanishing point
atmospheric
Art Tools/Media
graphite pencils
ink pens
colored pencils
markers
23
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade - Drawing Cultural Context/Art History VA SOL
The student will:
6-11 Describe and discuss various types of
collaborative art careers (e.g., architect, motion
picture producer, animator, Web page designer,
interior designer).
6-12 Identify the components of an artist’s style
including materials, design, methods and
subject matter.
6-14 Identify how artists contribute to society.
LCPS SOA
The student will:
19-6 Identify artwork using knowledge of an
artists style and subject matter.
Judgment/Criticism
VA SOL
6-16 Explain how the elements of art,
principles of design, art techniques, and art
media influence meaning in works of two-
dimensional and three-dimensional art.
6-17 Demonstrate inquiry skills and appropriate
art vocabulary for describing works of art,
responding to works of art, interpreting works
of art, and evaluating works of art.
6-19 Identify the relationship between art
processes and final solutions.
LCPS SOA
The student will:
22-6 Apply appropriate art vocabulary to
describe the emotional and persuasive nature in
works of art.
Aesthetics
VA SOL
The student will:
6-21 Respond to works of art and analyze
responses in terms of cultural and visual
meaning.
6-22 Generate philosophical questions
regarding meaning.
6-24 Explain orally and in writing the means
by which visual art evokes sensory and
emotional responses.
LCPS.SOA
24-6 Develop an artist statement to
communicate an aesthetic response to a
personal work of art and/or series of masterpieces.
25-6 Identify the way culture influences the perception of beauty.
Art History Topics of Discussion
After researching an artist, discuss the following:
Explain how the work (shown) is typical of
the artist’s renderings
What were the major influences of this artist?
Where did the artist get ideas for the
rendering?
What is the subject matter of the rendering?
Judgment/Criticism Topics of Discussion
Study a student drawing or artist reproduction of
drawing concepts studied.
Description – What do you see?
Is the drawing rendered accurately?
Analysis – Compositionally, how is the work
organized?
How does the value affect the rendering?
Interpretation - What is the artist trying to define
and convey?
What kind of line qualities and textures stand
out?
Judgment – How effective is this drawing?
Aesthetic Topics of Discussion
Involve class in discussion about selected
artwork with every lesson introduced to encourage students to develop fluid
communication skills and understanding of art
work.
Create an art word wall.
Reiterate use of art terminology.
Vocabulary
descriptive
illustrative
narrative
symbolic
ancient
contemporary
influence
culture
historical period
Vocabulary
critique
description
analysis
interpretation
judgment
assessment
Vocabulary beauty
originality
aesthetic
relevance
craftsmanship
value
beliefs
culture
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial
Arts/Crafts
Movement
24
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Color Theory/Painting VA SOL and LCPS SOA Visual Communication and Production
VA SOL
The student will: 6-1 Solve design problems using
color relationships selected from the
color wheel.
6-2 Use the principles of design
including proportion, rhythm, balance, emphasis, variety and unity
to express ideas and create images.
6-5 Use visual memory skills to
produce a work of art.
LCPS SOA The student will:
5-6 Differentiate and use analogous,
complementary, and monochromatic color
relationships in works of art.
6-6 Demonstrate the knowledge of color
properties (value, hue, saturation) through
the use of opaque painting media.
7-6 Demonstrate skill and ability in the
use of a variety of tools and materials.
Cultural Context/Art History
VA SOL
The student will:
6-11 Describe and discuss various
types of collaborative art careers
(e.g., architect, motion picture producer, animator, web page
designer, interior designer).
6-13 Identify major art movements
in American culture from 1877 to
the present, with emphasis on relating major art movements to
changes in science and technology.
6-14 Identify how artists contribute
to society.
LCPS SOA
The student will:
19-6 Identify artworks using knowledge of an artist’s style, and
subject matter.
Recommended Themes
traditions travels
vacations
community children’s games
Recommended Activities
Create an observational still life drawing with chalk pastel contrasts of warm and
cool colors.
Building on previous observational
drawings, create a painting of a value study
in monochromatic tones.
Create an expressive self portrait using one
specific color scheme to emphasize the mood.
Create painting that communicates a
personal feeling or idea, emphasizing a
specific color scheme.
Art Production Topics of Discussion
What are warm colors? What are cool
colors? How do warm/cool colors make the viewer feel?
What is a monochromatic color scheme?
Does your color scheme emphasize the
desired mood?
How does your painting communicate
personal meaning or ideas?
Demonstrate the proper care of paint
brushes.
Art History Topics Discussion Discuss changes in painting techniques.
Compare and contrast paintings of different
color schemes.
Compare and contrast paintings of warm
and cool colors.
Encourage use of appropriate color theory
vocabulary.
Vocabulary
monochromatic
analogous complementary
warm
cool value
intensity
tint shade
primary
secondary tertiary/intermediate
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Ancient
Contemporary
Influence
Culture
Historical period
Emotion
Art Tools/Media
paint
tempera watercolor
pastel oil
chalk
ink
pen
marker brush
colored pencil
watercolor
colored pencil
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial Arts/crafts/movement
25
Middle School Art Education Curriculum
6th Grade – Color Theory/Painting Judgment/Criticsm
VA SOL The student will:
6-15 Discuss the ways that art can be persuasive.
6-16 Explain how the elements of art, principles of design, art techniques, and
art media influence meaning in works of
two-dimensional and three-dimensional art.
6-17 Demonstrate inquiry skills and
appropriate art vocabulary for describing
works of art, responding to works of art,
interpreting works of art, and evaluating works of art.
6-18 Interpret ideas and emotions expressed in works of art, using
appropriate art vocabulary.
LCPS SOA
The student will:
20-6 Utilize appropriate art vocabulary to
evaluate works of art.
Art Criticism Topics of Discussion
Study the work of a student or notable painter.
Description – What imagery do you see? What colors are used?
Analysis – What color scheme did the artist use? Are brushstrokes noticeable?
Are textures obvious?
Interpretation – What is the artist trying to
convey through the use of color?
Judgment – How effective is this painting?
Vocabulary
Emotion
Warm Cool
Local
Symbolic Influence
Culture
Heritage Traditional
Generation
Ethnic
26
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Color Theory/Painting Aesthetics
VA SOL
The student will:
6-21 Respond to works of art and analyze
responses in terms of cultural and visual
meaning.
6-23 Describe the manner in which the
belief systems of a viewer may influence contemplation of works of art.
6-24 Explain orally and in writing, the
means by which visual art evokes sensory
and emotional responses.
LCPS SOA
The student will:
24-6 Develop an artist statement to
communicate an aesthetic response to a personal work of art and/or series of
masterpieces.
Aesthetic Topics of Discussion
Discuss how artists use color to encourage emotional
responses from the viewer.
Have students select a work of art and write about
the emotions communicated by the colors used in the
painting. Explain what the artist did to encourage particular responses.
Discuss work that includes cultural or geographic use of color.
Vocabulary
Beauty
Originality Aesthetic value
Relevance
Craftsmanship Value system
27
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Sculpture VA SOL and LCPS SOA Visual Communication and Production
VA SOL
The student will:
6-2 Use the principles of design
including proportion, rhythm, balance, emphasis, variety and unity to express
ideas and create images.
6-6 Utilize appropriate art media and
techniques to create both visual and
tactile textures in works of art.
6-8 Produce a kinetic work of art.
LCPS SOA
The student will: 8-6 Understand and demonstrate the slab
construction method of clay.
9-6 Product works of art that appear
kinetic in nature.
10-6 Understand and demonstrate the
slab construction method of clay.
11-6 Employ tactile textures through
experiences in clay.
12-6 Utilize the elements and principles
of design in works of art, including line,
shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis,
variety and unity.
Recommended Themes
traditions travels
vacations
community children’s games
Recommended Activities
Create a mobile around a personal theme with
found objects.
Create a geometric sculpture of a meaningful
contemporary common object.
Create a textured clay box based on your heritage
using the slab construction method.
Production Topics of Discussion
What was the biggest challenge in the construction of your sculpture?
What are the elements and principles of art that are considered when creating sculpture?
What is the definition of a mobile? Name three sculptors who created mobiles.
What should be considered when creating with slabs in clay?
What were the challenges encountered from your (2-d) drawing in your (3-d) sculpture?
Vocabulary
Three-dimensional
Positive space
Negative
Form
Space
Kinetic
Mobile
Static
Slab
Texture
Tactile
Functional
Non-functional
Art Tools/Media
Ceramic clay
Cardboard
Wire
Paper mache’
Found objects
28
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Sculpture Cultural Context/Art History
VA SOL
The student will:
6-12 Identify the components of an
artist’s style including materials, design,
methods and subject matter.
6-13 Identify major art movements in
American culture from 1877 to the present, with emphasis on relating major
art movements to changes in science and
technology.
6-14 Identify how artists contribute to
society.
LCPS SOA The student will:
18-6 Demonstrate knowledge of the
connections between technological
advancements and artists styles.
Art History topics of Discussion
Compare and contrast sculpture pieces from
different cultures and time periods.
How have sculpture materials changed
throughout the last half of the 20th century?
Vocabulary
Art Nouveau
Classical
Contemporary
Cubist
Realism
Commercial
Folk Art
African
Asian
Islamic
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial
Arts/Crafts/Movement
29
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Sculpture Judgment/Criticism
VA SOL
The student will:
6-16 Explain how the elements of art, principles of design, art techniques, and
art media influence meaning in works of
two-dimensional and three-dimensional art.
6-17 Demonstrate inquiry skills and appropriate art vocabulary for describing
works of art; responding to works of art;
interpreting works of art; and evaluating
works of art.
6-18 Interpret ideas and emotions expressed in works of art using
appropriate art vocabulary.
6-19 Identify the relationship between art
processes and final solutions.
LCPS SOA The student will:
23-6 Identify an artist’s process, culture, and time period in order to interpret final
solutions.
Judgment/Criticism Topics of Discussion
Study a student sculpture or of a sculptor.
Description – What imagery do you see?
What forms do you see?
Analysis – How does the use of space and texture
impact the sculpture?
What kind of textures stand out?
Interpretation – What is the artist trying to
define, convey?
Judgment – How effective is this sculpture?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
Assessment
30
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Computer Graphics VA SOL and LCPS SOA Visual Communication and Production
VA SOL
The student will:
6-2 Use the principles of design including
proportion, rhythm, balance, emphasis, variety and unity to express ideas and
create images.
6-9 Utilize fantasy as a means of
expression in works of art.
6-10 Use computer graphics and
computer generated text to create original
work of art.
LCPS SOA
The student will:
13.6 Manipulate software to create
images and meet objectives.
14-7 Utilize compositional tools as the
rule of thirds and cropping.
Recommended Themes
Traditions
Travels
Vacations
Community
Children’s games
Recommended Activities
Using Adobe Photoshop, alter digital camera images created by the student based on the
themes “what’s in your closet?”, or globally,
“where do you live?”
Design a logo for a company and create two-
dimensional and three-dimensional product design.
Production Topics of discussion
What do you find more difficult, drawing with a
pencil or with a mouse?
Explain how the image from camera to computer
translated your idea.
What challenges did you face using the Adobe
Photoshop software?
Vocabulary
Graphic design
Graphics
Copyright
Software
Font
Pixel
Type
Style
Bitmap
Logo
Adobe Photoshop
Edit Imagery
Vocabulary
Save
Insert Rotate
Transform
Scale/size Crop
Art/Tools Media
Computer
Scanner
Digital camera
Graphic software
31
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Computer Graphics Cultural Context/Art History
VA SOL
The student will:
6-11 Describe and discuss various types of collaborative art careers (e.g.,
architect, motion picture producer, animator, web page designer, interior
designer).
6-13 Identify major art movements in
American culture from 1877 to the
present, with emphasis on relating major art movements to change in science and
technology.
6-14 Identify the contributions of artists
to society.
LCPS SOA The student will: 17-6 Identify the role of computer
graphics in society through the research
of various art careers.
Art History Topics of Discussion
In a class or group discussion, determine how technology and computer graphics have
changed the art world.
Are the changes positive?
How has the use of technology changed the creative process?
Vocabulary
Art Nouveau
Classical
Contemporary
Cubist
Realism
Commercial
Folk Art
African
Asian
Islamic
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial
Arts/Crafts/Movement
32
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Computer Graphics Judgment/Criticism
VA SOL
The student will:
6-15 Discuss ways art can be persuasive.
6-17 Demonstrate inquiry skills and
appropriate art vocabulary for describing works of art; responding to works of art;
interpreting works of art; and evaluating
works of art.
6-19 Identify the relationship between art
processes and final solutions.
6-20 Identify and examine ethical
standards in the use of: print and digital images; materials protected by copyright;
and information technology.
LCPS SOA The student will:
21-6 Identify and utilize ethical procedures regarding computer graphics
applications.
Art Criticism Topics of Discussion
Description – What imagery do you see?
What is real and what is computer generated?
Analysis – How does Adobe Photoshop enhance the image?
What tools did the artist use in Adobe
Photoshop?
Interpretation – Why do you think the artist used
Adobe Photoshop?
Judgment – Do you think this project could be
created and produced more effectively in a
different medium?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Computer Graphics Aesthetics
VA SOL
The student will:
6-21 Respond to works of art and analyze
responses in terms of cultural and visual meaning.
6-22 Generate philosophical questions regarding meanings in works of art.
6-23 Describe the manner in which the belief systems of a viewer may influence
contemplation of works of art.
LCPS SOA 26-6 Identify artworks they find
aesthetically pleasing and use appropriate
art vocabulary to describe. .
Aesthetic Topics of Discussion
Does using a computer lessen the role of the
artist?
Is the artist still involved in the whole creative
process? How? Why not?
33
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Design VA SOL and LCPS SOA Visual Communication and Production
The student will:
6-1 Solve design problems using color
relationships selected from the color wheel.
6-2 Use the principles of design including proportion, rhythm, balance, emphasis,
variety and unity to express ideas and
create images.
6-5 Use visual memory skills to produce
a work of art.
LCPS SOA
The student will:
3-6 Create the illusion of movement in a
variety of artworks.
5-6 Differentiate and use analogous,
complementary, and monochromatic color relationships in works of art.
7-6 Demonstrate skill and ability in the use of a variety of tools and materials.
12-6 Utilize the elements and principles of design in works of art, including line,
shape, form, color, value, texture, space,
proportion, rhythm, balance, emphasis, variety and unity.
14-6 Utilize compositional tools such as the rule of thirds and cropping.
Recommended Themes
Traditions
Travels
Vacations
Community
Children’s games
Recommended Activities Create a collage of shapes that express an
emotion.
Design an optical illusion based upon a pattern
from clothing or fabric that emphasizes shape,
color, rhythm and balance in the composition.
Simplify the shape of your favorite object and
overlap it several times to create a pattern.
Vocabulary
Elements of Design
Line
Shape
Value
Form
Texture
Color
Space
Principles of
Design Rhythm
Balance
Unity
Emphasis
Contrast
Proportion
Composition
Eye flow
Enter of focus
Symmetry
Asymmetry
Rule of thirds
Art Tools/Media
Color wheels
Rulers
Triangle
Compasses
34
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Design Cultural Context/Art History VA SOL
The student will:
6-12 Identify the components of an artist’s
style including materials, design, method and subject matter.
6-13 Identify major art movements in American culture from 1877 to the
present, with emphasis on relating major
art movements to changes in science and technology.
6-14 Identify how artists contribute to society.
LCPS SOA
The student will:
18-6 Demonstrate knowledge of the connection between technological
advancements and artists styles.
19-6 Identify artworks using knowledge
of an artist’s style, and subject manner.
Judgment/Criticism
VA SOL
The student will:
6-16 Explain how the elements of art, principles of design, art techniques, and
art media influence meaning in works of
two-dimensional and three dimensional art.
6-17 Demonstrate inquiry skills and
appropriate art vocabulary for describing works of art; responding to works or art,
interpreting works of art; and evaluating
works of art. 6-18 Interpret ideas and emotions
expressed in works of art, using
appropriate art vocabulary. 6-19 Identify the relationship between art
processes and final solutions.
LCPS SOA The student will:
20-6 Utilize appropriate art vocabulary to
evaluate works of art.
Art History Topics of Discussion
Study the works of Frank Stella and Mark Rothko.
How did the simplification of art elements change
society’s view of art?
How are the changes positive?
Art Criticism Topics of Discussion
Study the work of a student or notable painter.
Description – what shapes do you see?
What colors do you see?
What kind of balance is used?
Analysis – How is rhythm created?
How did the artist create balance?
Interpretation – Why do you think the artist used
the shape and color combination?
How does the color add meaning to the design?
Judgment – How effective is the painting?
Vocabulary
Elements of Design
Descriptive
Illustrative
Narrative
Symbolic
Ancient
Contemporary
Influence
Culture
Historical period
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial
Arts/Crafts/Movement
35
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Design Aesthetics VA SOL
The student will:
6-21 Respond to works of art and analyze
responses in terms of cultural and visual meaning.
6-22 Generate philosophical questions regarding meanings in works of art.
6-23 Describe the manner in which the belief systems of a viewer may influence
contemplation of works of art.
6-24 Explain orally and in writing, the
means by which visual art evokes sensory
and emotional responses.
LCPS SOA
The student will:
24-6 Develop an artist statement to
communicate an aesthetic response to a personal work of art and/or series of
masterpieces.
Aesthetic Topics of Discussion
Study the student’s design based upon the color and
shapes. Discuss the emotional properties of each.
Discuss how the responses would change with a change in shape or value.
Discuss the designs based upon cultural and visual meaning.
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
36
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Printmaking VA SOL and LCPS SOA
Visual Communication and Production
The student will: 6-1 Solve design problems using color
relationships selected from the color wheel.
6-2 Use the principles of design including
proportion, rhythm, balance, emphasis,
variety and unity to express ideas and create images.
6-5 Use visual memory skills to produce a work of art.
LCPS SOA
The student will:
5-6 Differentiate and use analogous,
complementary, and monochromatic color relationships in works of art.
7-6 Demonstrate skill and ability in the use
of a variety of tools and materials.
8-6 Utilize geometric and/or organic shapes
to create works of art.
15-6 Demonstrate knowledge of
printmaking through the creation of mono
prints and/or collagraphs.
16-6 Utilize various media as a means to
communicate personal meaning and ideas.
Recommended Themes
Traditions
Travels
Vacations
Community
Children’s games
Recommended Activities
Create a mono print of a meaningful childhood
memory.
Create a collagraph with natural objects from
travels, vacations or the community collected by
students.
Expand and enhance the collagraph by painting or
drawing in the negative spaces it creates.
Mount the collagraph plate with the printed image
to produce a piece of art work of positive and negative imagery.
Art Production Topics of Discussion
Did you remember to paint your image in reverse?
What were some of the differences in printing a
mono print and a collagraph?
How does your mono print/collagraph communicate
an idea?
How is creating a print different from rendering a
drawing?
What kinds of materials can be used in
printmaking?
Vocabulary
Mono print
Collagraph
Relief
Positive space
Negative space
Art
Tools/Media
Printing ink
Brayer
Natural objects
37
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Printmaking Cultural Context/Art History
VA SOL
The student will:
6-11 Describe and discuss various types of collaborative art careers (e.g.,
architect, motion picture producer,
animator, web page designer, interior designer).
6-13 Identify major art movements in American culture from 1877 to the
present, with emphasis on relating major
art movements to changes in science and technology.
6-14 Identify the contributions of artists to society.
LCPS SOA
The student will:
18-6 Demonstrate knowledge of the connections between technological
advancements and artists styles.
Art History Topics of Discussion
After researching an artist, discuss the following:
Which printmaking process did this artist use to
make this print?
What are the qualities and characteristics that
would indicate the printing process?
Historically, what was going on in the world to
impact this artist’s work?
How did printmaking change society’s views and
collection of art?
How does printmaking make art more accessible
to the general public?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Ancient
Contemporary
Influence
Culture
Historical period
Genre
Contemporary
Art Nouveau
Realism
Cubism
Photorealism
Commercial
Arts/Crafts/Movement
38
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Printmaking Judgment/Criticism
VA SOL
The student will: 6-16 Explain how the elements of art,
principles of design, art techniques, and
art media influence meaning in works of two-dimensional and three-dimensional
art.
6-17 Demonstrate inquiry skills and
appropriate art vocabulary for describing
works of art; responding to works of art; interpreting works of art; and evaluating
works of art.
6-18 Interpret ideas and emotions
expressed in works of art, using
appropriate art vocabulary.
6-19 Identify the relationship between art
processes and final solutions.
LCPS SOA
The student will:
23-6 Identify an artist’s process, culture,
and time period in order to interpret final solutions.
Judgment/Criticism Topics of Discussion
Study students’ prints.
Description – what new image appeared after
you pulled the print?
Describe where you see positive and negative
space.
Analysis – Which printmaking process was used
to make this print?
What kind of shapes, line qualities, and texture
stand out?
Interpretation – What is the artist trying to
convey with the print?
Judgment – How effective is the print in relating
to the theme?
Would the print be more interesting transformed
into mixed media?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
39
Loudoun County Public Schools
Middle School Art Education Curriculum
6th Grade – Printmaking Aesthetics
VA SOL
The student will: 6-21 Respond to works of art and analyze
responses in terms of cultural and visual
meaning.
6-22 Generate philosophical questions
regarding meanings in works of art.
6-24 Explain orally and in writing the
means by which visual art evokes sensory and emotional responses.
.
LCPS SOA
The student will:
25-6 Identify the ways culture influences the perception of beauty.
26-6 Identify artworks they find
aesthetically pleasing and use appropriate
art vocabulary to describe.
Aesthetic Topics of Discussion
What was the most appealing to you: designing the layout/imagery; pulling the print; or turning
the print into a mixed media piece of art?
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
Value
Beliefs
Culture
40
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Drawing VA SOL and LCPS SOA Visual Communication and Production
The student will:
7-3 Apply in two-dimensional and three-
dimensional works of art, the elements of art and the principles of design including
line, shape, form, color, value, texture,
space, proportion, rhythm, balance, emphasis, variety, and unity.
7-4 Use line variations including
directionality, width, and implied line to
create contrasting qualities in a composition.
7-5 Communicate information through illustration.
7-6 Create the illusion of depth in two-dimensional works of art using a variety
of the following devices: 1) overlapping,
2) atmospheric perspective, 3) diminishing size and detail and 4) object
placement in the picture plan. Create
contour line drawings that demonstrate perceptual skill.
7-6 Use two-point perspective to create the illusion of depth in a two-dimensional
drawing.
LCPS SOA
The student will: 1-7 Demonstrate multiple points on the
horizon line for drawing in real space.
2-7 Develop visual perceptual skills
through contour line, and observational
drawing.
3-7 Implement line variations (width,
direction, and implied line) in contour line drawings.
4-7 Develop drawing techniques to render textures for recognition and realism.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Friendship
Recommended Activities
From direct observation, create a contour line
rendering of the interior and exterior of your
school locker.
Set up a contemporary still life of meaningful
objects determined by the students. From observation, render a contour line drawing that
includes overlapping of objects.
Using the contemporary still life, create a
rendering that exhibits variations of line and
pattern within the overlapped objects.
Using two-point perspective, render your name.
Within the shapes of the letters, carefully render images that tell more about you.
Art Production Topics of Discussion
What does observational drawing mean?
What is the definition of a contour line?
Magnification? Overlapping of objects?
How does your rendering show depth?
What are important factors to consider when
setting up a still life?
Vocabulary
Linear
Perspective
Vanishing point
Horizon line
Atmospheric
Perspective
Overlapping
Illusion
Value
Hatching
Cross-hatching
Stippling
Picture plane
Contour
Modified contour
Implied line
Render
Art Tools/Media
Graphite pencils
Colored pencils
Marker
Pen
Drawing paper
41
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Drawing Cultural Context/Art History Visual Communication and Production
The student will:
7-15 Compare and contrast various art
careers and the methods of preparing for them.
7-16 Identify styles and themes in contemporary and historical works of art.
LCPS SOA
The student will:
13-7 Participate in class discussions and critiques by comparing and contrasting,
interpreting and synthesizing the history
of and work processes of artists’ work and the art work of peers.
14-7 Create identification labels/summary for artworks displayed in class
discussions or on exhibit.
Art History Topics of Discussion
Research and study the work of particular artists whose focus is on drawing. Explain how the
renderings (shown) are typical of the artist’s
drawings, culture and time period.
Is the artist a member of an art movement or
school?
Where did the artist get ideas for the work?
How does the artist use drawing techniques to get
his idea across to the viewer?
Brainstorm contemporary career possibilities of
artists with strong drawing skills.
What kind of drawings are contemporary artists
creating?
How has the imagery and drawing methods
changed and developed over time and culturally?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
42
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Drawing Judgment/Criticism
VA SOL
The student will:
7-21 Identify and apply criteria for judging works of art
7-23 Analyze, interpret, and judge works of art based on biographical, historical, or
contextual information.
7-25 Identify the processes artists use to
create works of art, using analysis or
rough sketches, drafts and series.
LCPS SOA
The student will:
17-7 Identify symbolism in one’s own and other work.
Art Criticism Topics of Discussion
Description – What imagery do you see?
Is the drawing rendered accurately
In scale and proportion? Why or Why not?
Analysis – How does value impact the drawing?
What kind of line qualities, textures are rendered?
Interpretation –
What is the artist trying to convey?
Judgment – How effective is this drawing in conveying
meaning?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
43
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Drawing Aesthetics
VA SOL
The student will:
7-26 Analyze and describe how factors of time and place influence visual
characteristics that give meaning and
value to a work of art.
7-27 Generate questions about the nature
of art and possible answers to questions.
7-29 Describe personal sensory responses
to the visual qualities of a work of art (using appropriate art vocabulary).
LCPS SOA
The student will:
19-7 Prepare and select art work to
include in class discussions and critiques,
and participate in judging the works’ originality, aesthetic value and relevance
orally and in writing.
Aesthetic Topics of Discussion
2.20 Discuss/analyze the use of line in the artist’s
work. List adjectives/terms and art vocabulary that describe the quality of lines.
3-21 Find another artist who uses lines in the same way and an artist who uses lines very
differently.
4-22 How does the use of lines make you feel?
Vocabulary Beauty
Originality
Aesthetic
Relevance
Craftsmanship
44
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Painting/Color Theory
VA SOL and LCPS SOA
Visual Communication and Production
LCPS SOA
The student will:
7-1 Identify and use analogous, complementary, and monochromatic
color relationships in works of art.
7-2 Create the illusion of movement in
two-dimensional and three-dimensional
works of art.
7-3 Apply in two-dimensional and three-
dimensional works of art the elements of art and the principles of design including
line, shape, form, color, value, texture,
space, proportion, rhythm, balance, emphasis, variety, and unity.
7-11 Create works of art by representing
and interpreting ideas from other fields of
knowledge.
7-14 use problem-solving skills to create
a work of art that communicates ideas or emotions.
LCPS SOA
The student will:
5-7 Utilize specific formal color
relationships while creating works of art. 6-7 Apply various painting media using
appropriate tools and techniques.
8-7 Demonstrate craftsmanship and skill required in the application of various
media.
127 Manipulate movement, proportion, rhythm, balance, emphasis, variety and
unity to express ideas and create images.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Family
Recommended Activities
Paint a landscape of personal meaning to you,
using a specific color scheme that emphasizes
your favorite time of day.
Create a painting about a personal transformation
or possible imagined future transformation that conveys a specific feeling or emotion through the
use of color, brush strokes and textures.
Interpret and paint a design found in nature,
using three specific colors schemes.
Production Topics of Discussion
What are tertiary colors?
Name three analogous colors.
How can an artist create texture in a painting?
Why is it important to use a variety of different shape and size paintbrushes when creating
artwork?
Is it more challenging to paint a loose, emotional
painting or a controlled, realistic painting?
Vocabulary
Primary
Secondary
Tertiary/intermediate
Monochromatic
Complementary
Analogous
Shade
Tint
Art/Tools Media
Paint
Tempera
Watercolor
Brushes
Round
Flat
#1- #10
Thin
Thick
Colored pencils
Pastels
Chalk
Oil
Markers
papers
45
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Painting/Color Theory Cultural Context/Art History
VA SOL
The student will:
7-16 Identify styles and themes in contemporary and historical works of art
LCPS SOA
The student will:
13-7 Participate in class discussions and
critiques by comparing and contrasting, interpreting and synthesizing the history
of and work processes of artists’ work
and the art work of peers. 14-7 Create identification labels/summary
for artworks displayed in class
discussions or on exhibit.
Art History Topics of Discussion
Look at the works of the Impressionists and Post-
Impressionists. Discuss the use of color, light
and brushstrokes.
Compare and contrast the work of the
Impressionists and Post-Impressionists with the German Expressionists Franc Marc and Edward
Munch.
Examine the works of Monet that focus on the
time of day and changes in lighting. Discuss how
light and shadow affects objects and the mood of
a painting.
Vocabulary
Contemporary
Ancient
Symbolic
Political
Descriptive
Illustrative
Narrative
Impressionism
Post-impressionism
Expressionism
Influence
Culture
Historical Time
Period
46
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Painting/Color Theory Judgment/Criticism
VA SOL
The student will:
7-19 Explore and identify subjects,
themes and symbols as they relate to meaning in works of art.
7-21 Identify and apply criteria for judging works of art.
7-23 Analyze, interpret, and judge works of art based on biographical, historical, or
contextual information.
7-24 Compare and contrast personal
experiences with life experiences depicted
in works of art from other cultures.
7-25 Identify the processes artists use to
create works of art, using analysis of rough sketches, drafts and series.
LCPS SOA The student will:
16-7 Develop an artist statement citing the challenges, and accomplishments of
artistic endeavors
Art Criticism Topics of Discussion
Description – What imagery do you see?
What colors are used:
How would you describe this painting to a
Person who could not see it?
Analysis – How are the colors arranged in the
composition?
Identify the color scheme.
How do you think the artist made the colors work
together?
Interpretation – What is the artist trying to convey through the use of color?
What is the mod of the art?
Judgment – What do you think is worth remembering about this painting?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
47
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Painting/Color Theory Aesthetics
VA SOL The student will:
7-26 Analyze and describe how factors of
time and place influence visual characteristics that give meaning and
value to a work of art.
7-27 Generate questions about the nature
of art and possible answers to the questions.
7-29 Describe personal responses to the visual qualities of a work of art using
appropriate art vocabulary.
LCPS SOA
19-7 Select and prepare artwork to include in class discussions and critiques,
and participate in judging the works’
originality, aesthetic value and relevance orally and in writing.
20-7 Write personal responses to the visual qualities of a work of art using
appropriate art vocabulary.
Aesthetic Topics of Discussion
How does the colors artist choose effect the
feeling and mood of the painting?
How does light affect colors that we see on
objects?
What is the difference between a computer-
generated painting and a fine arts painting?
What purpose does this painting serve?
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
48
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Printmaking VA SOL and LCPS SOA Visual Communication and Production
VA SOL
The student will:
7-3 Apply in two-dimensional and three-dimensional works of art the elements of
art and the principles of design including
line, shape, form, color, value, texture, space, proportion, rhythm, balance,
emphasis, variety, and unity.
7-4 Use line variations including directionality width, and implied line to
create contrasting qualities in a
composition. 7-5 Communicate information through
illustration.
7-6 Create the illusion of depth in two-dimensional works of art using a variety
of the following devices: 1) overlapping,
2) atmospheric perspective, 3) diminishing size and detail and 4) object
placement in the picture plane.
7-6 Create two-dimensional and three-dimensional works of art integrating the
elements of art and principles of design.
7-14 Use problem-solving skills to create a work of art that communicates ideas or
emotions.
LCPS SOA
The student will: 5-7 Utilize specific formal color
relationships while creating works of art.
7-7 Pull a series of prints, and edition (number, title and sign).
8-7 Demonstrate craftsmanship and skill
required in the application of various media.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Family
Recommended Activities
Create a propaganda print that evokes a response
from the viewer.
Create a print that communicates a personal
reaction to a current issue.
Create a series of prints that shows
transformation in progress.
Art Production Topics of Discussion
Is the printing ink of correct consistency on your print?
Are the areas around your print clean/without ink smudges?
How does your imagery show a balance of the art
elements?
How were you successful in evoking a response from the viewer with your propaganda print?
Vocabulary
Mono print
Relief
Intaglio
Etching
Linoleum
Positive space
Negative space
Texture
Pattern
Balance
Series
Artist proof
Registration
Art Tools/Media
Brayer
Gouge
Ink
Linoleum block
49
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Printmaking Cultural Context/Art History
VA SOL
The student will:
7-15 Compare various art careers and the
methods of preparing for them. 7-16 Identify styles and themes in
contemporary and historical works of art.
LCPS SOA
The student will:
13-7 Participate in class discussions and critiques by comparing and contrasting,
interpreting and synthesizing the history
of and work processes of artists work and the art work of peers.
14-7 Create identification labels/summary
for artworks displayed in class discussions or on exhibit.
Art History Topics of Discussion
Describe major events that happened during time
a printmaker such as Durer was working. How
did these events influence this printmaker?
How did printmaking change the availability of
art to the masses?
Vocabulary
Contemporary
Ancient
Symbolic
Political
Descriptive
Illustrative
Narrative
Impressionism Post-impressionism
Expressionism
Influence
Culture
Historical time
period
50
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Printmaking Judgment/Criticism
VA SOL The student will: 7-19 Explore and identify subjects,
themes and symbols as they relate to
meaning in works of art.
7-21 Identify and apply criteria for judging works of art.
7-24 Compare and contrast personal experiences with life experiences depicted
in works of art from other cultures.
7-25 Identify the processes artists use to
create works of art by analyzing rough
sketches, drafts, and series.
LCPS SOA
The student will: 16-7 Develop an artist statement citing
the challenges, and accomplishments of
artistic endeavors.
Art History Topics of Discussion
Description – What imagery do you see?
Describe the textures and patterns. Describe the use of positive and negative spaces.
Analysis – How is the imagery arranged compositionally?
What kind of line qualities are used?
Interpretation – What is the artist trying to
convey through the print-making technique?
Judgment – How effective is this print in getting
the idea across?
Why is this print interesting to look at?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
51
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Printmaking Aesthetics
VA SOL
The student will:
7-26 Analyze and describe how factors of
time and place influence visual
characteristics that give meaning and value to a work of art.
7-27 Generate questions about the nature of art and possible answers to the
questions.
7-28 Describe personal responses to the
visual qualities of a work of art (using
appropriate art vocabulary).
7-30 Investigate the purposes of art.
LCPS SOA
The student will:
19-7 Prepare and select artwork to
include in class discussions and critiques, and participate in judging the works’
originality, aesthetic value and relevance
orally and in writing.
21-7 Identify how factors such as social
and cultural beliefs can influence what
qualities are desirable in an artwork.
Aesthetic Topics of Discussion
How has the “purpose” of printmaking changed
throughout the 20th and 21st century?
What is the purpose of printmaking?
How is print making currently viewed in our society?
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
52
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Sculpture VA SOL and LCPS SOA Visual Communication and Production
VA SOL
The student will:
7-2 Create the illusion of movement in
two-dimensional and three-dimensional
works of art.
7-3 Apply in two-dimensional and three-
dimensional works of art the elements of art and the principles of design including
line, shape, form, color, value, texture,
space, proportion, rhythm, balance, emphasis, variety, and unity.
7-9 Create two-dimensional and three-dimensional works of art integrating the
elements of art and principles of design.
7.9 Create three-dimensional works of art
using geometric forms.
7-11 Create works of art by representing
and interpreting ideas from other fields of
knowledge.
7-14 Use problem-solving skills to create
a work of art that communicates ideas or emotions.
LCPS SOA
The student will:
8-7 Demonstrate craftsmanship and skill required in the application of various
media.
9-7 Create three-dimensional works of art
that using variety of processes and
themes.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Family
Recommended Activities
Examine the work of Alexander Calder. Create a
kinetic sculpture that interprets a theme such as
changes, feelings, or transformations.
Examine the work of David Smith. Create a
sculpture that uses geometric and/or organic shapes to create the illusion of movement of a life
cycle or transformation.
Using wire, create an expressive, three-
dimensional, self-portrait that emphasizes the
element of line.
Production Topics of discussion
What are the elements and principles of art that
are considered when creating sculpture?
What is kinetic sculpture? Stabile? Mobile?
What was the biggest challenge in the
construction of your wire sculpture?
How does your sculpture capture the illusion of
movement?
How is your sculpture balanced?
Vocabulary
Two-dimensional
Three-dimensional
Form
Space
Negative space
Positive space
Concave
Convex
Action
Kinetic
Repose
Static
Stabile
Mobile
Balance
Art Tools/Media
Paper
Wood
Cardboard
Plaster
Clay
Wire
53
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Sculpture Cultural Context/Art History
VA SOL The student will:
7-15 Compare various art careers and the
methods of preparing for them.
7-16 Identify styles and themes in contemporary and historical works of art.
7-17 Compare and contrast the characteristics of public art, including
monuments.
LCPS SOA
13-7 Participate in class discussions and
critiques by comparing and contrasting, interpreting and synthesizing the history
of and work processes of artists’ work
and the art work of peers.
14-7 Create identification labels/summary
for artworks displayed in class discussions or on exhibit.
Art History Topics of Discussion
Compare and contrast the work of Alexander Calder and David Smith.
How did the work of Calder evolve?
What are the characteristics of Calder’s stabiles
sited in public places?
Where are the sculptures of David Smith found?
Why in those locations?
Historically, what was the subject matter and
materials of sculptures sited in public places?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
54
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Sculpture Judgment/Criticism
VA SOL
The student will: 7-19 Explore and identify subjects,
themes and symbols as they relate to
meaning in works of art.
7-20 Understand the use of personal
information, artist intent, cultural influences, and historical context for
interpretation of works of art.
7-21 Identify and apply criteria for
judging works of art.
7-23 Analyze, interpret, and judge works
of art based on biographical, historical or
contextual information.
7-24 compare and contrast personal experiences with life experiences depicted
in works of art from other cultures.
7-25 Identify the processes artists use to
create works of art, using analysis or
rough sketches, drafts and series.
LCPS SOA
The student will: 18-7 Identify cultural/historical context of
an artwork in order to accurately analyze,
interpret, and judge.
Art Criticism Topics of Discussion
Description – What forms, shapes, and
textures do you see?
What recognizable symbol(s) or imagery do
you see?
What material(s) is the sculpture sculpted?
Analysis – Compositionally, how is the
sculpture organized?
How does the use of space and texture
impact the sculpture?
How does the use of space and forms create
shadows and light changes?
Interpretation – What is the artist trying to
convey with the sculpture?
What does the sculpture remind you of?
Judgment – How does the sculpture evoke a
particular emotion?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
55
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Sculpture Aesthetics
VA SOL The student will:
7-26 Analyze and describe how factors of time and place influence visual
characteristics that give meaning and
value to a work of art.
7-27 Generate questions about the nature
of art and possible answers to the questions.
7-28 Describe ways social and cultural
beliefs can influence responses to works
of art.
7-29 Describe personal sensory responses
to the visual qualities of a work of art
(using appropriate art vocabulary).
7-30 Investigate the purposes of art.
LCPS SOA
The student will:
21-7 Identify how factors such as social
and cultural beliefs can influence what qualities are desirable in an artwork.
Aesthetic topics of discussion
Why are some of Calder’s sculptures
classified as stabiles? Mobiles?
Which of Smith’s sculptures appeal to you?
Explain why.
Why is craftsmanship so important when
creating a sculpture?
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
56
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Computer Graphics/Imaging VA SOL and LCPS SOA Visual Communication and Production
.The student will:
7-3 Apply in two-dimensional and three-dimensional works of art the elements of
art and the principles of design including
line, shape, form, color, value, texture, space, proportion, rhythm, balance,
emphasis, variety, and unity.
7-5 Communicate information and ideas
through illustration.
7-13 Use computer design problems to
create original works of art.
7-14 Utilize problem-solving skills to
create a work of art that communicates
ideas or emotions.
LCPS SOA
The student will:
11-7 Employ the ethical standards
involved with copyrights, property rights, and privacy.
12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and
unity to express ideas and create images.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Friendship
Recommended Activities
Scan visuals that have been developed in
contexts (cultural, social, historical and/or
political) that will be used to create a visual
art poster that demonstrates an
understanding of a culture. Combine
typography and visuals.
Take a digital photograph of a friend and
transform him/her into and animal of insect
using Adobe Photoshop tools.
Use the rubberstamp cloning tool to create a
symmetrical optical illusion that will
emphasize color schemes and contrast.
Art Production Topics of Discussion
How does your poster design demonstrate a
sense of purpose and understanding of a
cultural issue?
What is the relationship between your
visuals, typography, subject matter,
materials and techniques?
How did the cloning tool help to create your
optical illusion?
Vocabulary
Graphic design
Logo
Copyright
Photomontage
Foreground
Background
Digital
Adobe Photoshop
Edit Imagery
Scan
Clone
Rubber stamp
Altering color
Art Tools/ Media
Computer
Scanner
Printer
Digital camera
Graphic
Software
57
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Computer Graphics/Imaging Cultural Context/Art History
VA SOL The student will:
7-15 compare various art careers and the methods of preparing for them.
7-18 Examine the uses and impact of persuasive techniques in print and
electronic media.
LCPS SOA
13-7 Participate in class discussions and
critiques by comparing and contrasting,
interpreting and synthesizing the history
of and work processes of artists’ work and the art work of peers.
15-7 Research and describe career opportunities involving the arts and
computer graphics.
Art History Topics of Discussion
How has “poster” making changed since the
invention of the computer?
What are other types of “printing” used in
poster production?
How has the computer graphics software
made production easier?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
58
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Computer Graphics/Imaging Judgment/Criticism
VA SOL The student will:
7-19 Explore and identify subjects, themes and symbols as they relate to
meaning in art works.
7-22 Identify and examine ethical and
legal considerations in the use of
appropriated images and information.
7-23 Analyze, interpret, and judge works
of art based on biographical, historical,
contextual information.
LCPS SOA
The student will:
17-7 Identify symbolism in one’s own
and others work.
Art Criticism Topics of Discussion
Description – What optical illusion do you see?
What colors are repeated?
What shapes/symbols are repeated?
Analysis – Compositionally, how is the work
organized?
Interpretation – Why do you think the artist
chose those colors?
What title would you give the artwork?
Judgment – How successful do you think the artist was with the rubber stamp cloning tool?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
59
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Computer Graphics/Imaging Aesthetics
VA SOL The student will:
7-26 Analyze and describe how factors of
time and place influence visual characteristics that give meaning and
value to a work of art. 7-27 Generate questions about the nature
of art and possible answers to the
questions. 7-28 Describe ways social and cultural
beliefs can influence responses to works
of art. 7-29 Describe personal sensory responses
to the visual qualities of a work of art,
using appropriate art vocabulary. 7-30 Investigate purposes of art.
LCPS SOA The student will:
20-7 Write personal responses to the visual qualities of a work of art using
appropriate art vocabulary.
Aesthetic Topics of Discussion
Discuss ethical dilemmas related to computer
graphics such as copyright, privacy,
appropriation and plagiarism. Present scenarios of possible ethical dilemmas in either small or
large group settings.
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
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Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Design .VA SOL and LCPS SOA Visual communication and Production
VA SOL
The student will:
7-3 Apply in two-dimensional and three-
dimensional works of art the elements of
art and the principles of design including line, shape, form, color, value, texture,
space, proportion, rhythm, balance,
emphasis, variety, and unity.
7-9 Create two-dimensional and three-
dimensional works of art emphasizing one of the elements of art.
7-11 Create works of art by representing and interpreting ideas from other fields of
knowledge.
7-12 utilize mechanical graphic arts
instruments and devices to solve
commercial design problems.
7-14 The student will use problem-
solving skills to create a work of art that communicates ideas or emotions.
LCPS SOA
The student will:
5-8 Utilize specific formal color
relationships while creating works of art
. 8-7 Demonstrate craftsmanship and skill
required in the application of various
media.
10-7 Create imagery that displays balance
through the use of positive and negative space, shape, size and pattern.
12-7 Manipulate movement, proportion, rhythm, balance, emphasis, variety and
unity to express ideas and create images.
Recommended Themes
Changes
Life cycles
Transformations
Feelings
Friendship
Recommended Activities
Interpret and create a design from nature that
emphasizes life cycles and transformation.
Using historical, cultural or social references,
create a sequential illustration with three frames
that tells the story of a change in our society.
Using only the element of line, design your family’s dynamic.
Render a natural object that suggests beauty to you. Simply it is a stylized design in four frames.
Art Production Topics of Discussion
Did you find the “three frame” sequence limiting
to your story?
Was it more difficult to rend the natural object
realistically or to gradually simplify it to lines, shapes and color?
Which graphic design tools did you find necessary to use to layout your design?
Vocabulary
Elements of Design
Line
Shape
Value
Form
Texture
Color
Space
Principles of
Design
Rhythm
Balance
Unity
Variety
Emphasis
Proportion
Movement
Composition
Sequence
Layout
Stylize
Art Tools/Media
Graphite
Pencils
Colored pencils
Pens
Markers
Protractor
Compass
French curves
T square
Triangle
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Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Design Cultural Context/Art History
VA SOL
The student will:
7-15 Compare various art careers and the
methods of preparing for them.
7-16 Identify styles and themes in works
of art from historical times and places.
LCPS SOA
The student will:
13-7 Participate in class discussions and
critiques by comparing and contrasting, interpreting and synthesizing the history
of and work processes of artists’ work
and the art work of peers.
14-7 Create identification labels/summary for artworks displayed in class
discussions or on exhibit.
Art History Topics of Discussion
Look at the artwork of Piet Mondrian, Wassily
Kandinsky and Joan Miro’. Compare and contrast
their use of line, shape and color.
Discuss the different uses of graphic design as an
art form relative to Toulouse Lautrec, Barbara Krugar and Andy Warhol.
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
62
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Design .Judgment/Criticism
VA SOL The student will:
7-19 Explore and identify subjects,
themes and symbols as they relate to
meaning in art works.
7-21 Identify and apply criteria for
judging works of art.
7-23 Analyze, interpret, and judge works
of art based on biographical, historical or contextual information.
7-25 Identify the processes artists use to create works of art, using analysis or
rough sketches, drafts and series.
LCPS SOA
The student will: 16-7 Develop an artist statement citing
the challenges, and accomplishments of
artistic endeavors.
Art Criticism Topics of Discussion Description – What optical illusion do you see?
What colors are repeated? What shapes/symbols are repeated?
Analysis – Compositionally, how is the work organized?
Interpretation – Why do you think the artist chose those colors?
What title would you give the artwork?
Judgment – How successful do you think the
artist was with the rubberstamp cloning tool?
Vocabulary
Critique
Description
Analysis
Interpretation
Judgment
Assessment
63
Loudoun County Public Schools
Middle School Art Education Curriculum
7th Grade – Design .Aesthetics
VA SOL
The student will:
7-26 Analyze and describe how factors of
time and place influence visual characteristics that give meaning and
value to a work of art.
7-27 Generate questions about the nature
of art and possible answers to the questions.
7-28 Describe ways that social and
cultural beliefs can influence responses to
works of art.
7-29 Describe personal responses to the
visual qualities of a work of art (using
appropriate art vocabulary).
7-30 Investigate purposes of art.
LCPS SOA
The student will:
20-7 Write personal responses to the visual qualities of a work of art using
appropriate art vocabulary.
Aesthetic Topics of Discussion
Explain the differences between art work
produced from a graphic designer and a fine artist.
How is graphic design valued as an art form since the artist uses preconceived images and computer
tools to with which to draw?
How do the visual qualities of a graphic design
piece vary from an original drawing, painting or
multi-media art work?
Vocabulary
Beauty
Originality
Aesthetic
Relevance
Craftsmanship
64
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Drawing . VA SOL and LCPS SOA
Visual Communication and Production
VA SOL
The student will:
8-3 Create the illusion of depth in a two-dimensional drawing using aerial perspective.
8-4 Create the illusion of depth in a two-dimensional drawing using multiple-point
perspective.
8-5 Create value using line in a work of art.
LCPS SOA The student will:
1-8 Utilize compositional devices such as: the rule of thirds, cropping, golden ratio, isolation,
‘S” curve, and triangle format.
2-8 Use multi-point linear perspective, to create
the illusion of depth on a flat surface.
3-8 Create textural renderings in a composition
that employ chiaroscuro, hatching, stipple, and scumble.
4-8 Create realistic renderings from observation that demonstrate an understanding of value and
form.
8-8 Create meaningful and well crafted artworks
of a still life, self-portrait and landscape.
14-8 Understand, and incorporate elements of art
and principals of design to convey an idea, feeling
or personal meaning into all areas of production.
Recommended Themes
Identity
Relationships
Purpose
Memories
Favorite objects
Heritage
Recommended Activities
Create a series of drawings of an interior
of a room using one and two-point
perspective.
Create a composition of overlapping
contour lines. Shade in with values or create visual texture in the negative
spaces.
Render observational drawings and
compositions of objects including
buttons, small toys, unusual tools, personal objects, plants, shells, and penny
candy.
Render drawings that magnify part of an
object.
Use a variety of drawing media.
Draw a self-portrait. In the background, include aerial perspective and meaningful
symbols that communicate who the
person is.
Art Production Topics of Discussion
What is the definition of a contour line?
Implied line? Weighted line?
What is meant by observational drawing?
Explain the difference between aerial and
linear perspective.
Vocabulary
Linear perspective
Atmospheric
perspective
Horizontal line
Vertical line
Orthogonal line
Vanishing point
Background
Middle ground
Foreground
Depth
Overlapping
Proportion
Value
Form
Contour line
Implied line
Weighted line
Hatch
Crosshatch
Stipple
Scumble
Gesture
Rendering
Composition
Portrait
Self-portrait
Still life
Landscape
Observational
Realistic
Art Tools/Media
Graphite
Ebony pencil
Drawing paper
Textured paper
Colored pencils
Charcoal
Conte’ crayon
Pastel
Chalk
Oil
Kneaded
Eraser
Crow quill
India ink
65
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Drawing Cultural Context/Art History
VA SOL
The student will:
8-13 The student will identify and analyze art and architecture from various world cultures, periods,
or civilizations by styles, symbolism, and
technological impact.
8-14 Describe and place a variety of artists works
in historical and cultural contexts.
LCPS SOA The student will:
16-8 Individually, or in a group, research an artist’s style, articulating orally and in writing,
geographical, cultural, and historical influences.
Art History Topics of
Discussion
After researching an artist, discuss the
following:
Explain how the work (shown) is
consistent with the artist’s style.
What art movements(s) or school is
the artist a member?
What were the major influences for
ideas of this artist?
What idea is the artist trying to
convey?
What symbols (if any) did the artist
use? How? Why?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
Artists
Leonardo da Vinci
Henri de Toulouse Lautrec
Jim Dine
Janet Fish
Chuck Close
66
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Drawing Judgment/Criticism
VA SOL
The student will:
8-16 analyze the effect elements of art and
principles of design have on the communication of ideas.
8-18 communicate how personal experiences
influence critical judgments about interpretations
of works of art.
8-19 Critique in oral and written form, personal
work and the work of others, using appropriate art
vocabulary.
LCPS SOA The student will:
19-8 Analyze works of art critically through
participation in display processes, and formal
steps related to critiquing and judging artwork.
Art Criticism Topics of Discussion
Study a student drawing or artist
reproduction.
Description – Describe the imagery that
you see.
Is the imagery rendered realistically and
proportionately?
Analysis – Compositionally, how is the
work organized?
How do the value and/or color impact the
rendering?
What kind of line qualities, shapes and
textures stand out?
Interpretation – what is the artist trying to convey?
Judgment – How effective is this rendering in getting the viewer to
understand an idea or evoke an emotion?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
Assessment
67
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Drawing Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values
and meanings of works of art.
8-21 Formulate and respond to meaningful questions about works of art, based upon
observation and interpretations.
8-22 Describe personal sensory responses to the
visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA The student will:
22-8 Develop an appreciation of art and artwork through an understanding of aesthetic theories
such as, formalism, emotionalism and
imitationalism.
23-8 Describe how personal experiences aid in
the appreciation of art.
Aesthetic topics of Discussion
Discuss/analyze the use of line in the
artist’s work. In sketchbooks, list adjectives/terms, and art vocabulary that
describes the quality of the lines.
Find another artist who uses lines in the
same way, and an artist who uses lines
very differently.
Which aesthetic theory (formalism,
emotionalism, imitationalism) applies to this drawing? Explain why.
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
68
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Painting/Color Theory VA SOL and LCPS SOA
Visual Communication and Production
VA SOL The student will:
8-1 Create works of art that emphasize specific formal color relationships.
8-2 Expand and develop the use of the elements of art and principles of design.
LCPS SOA The student will:
5-8 Demonstrate an understanding of color
theory using formal color relationships.
6-8 Execute various techniques using the
appropriate tools for tempera, acrylic, and
watercolor.
7-8 Demonstrate expressive mark making in
various media.
8-9 Create meaningful and well crafted artworks
of a still life, self-portrait and landscape.
10-8 Create imagery that reflects a high level of
skill in the use of tools and materials.
14-8 Understand, and incorporate elements of
art and principals of design to convey an idea, feeling or personal meaning into all areas of
production.
Recommended Themes
Identity
Relationships
Purpose
Memories
Favorite objects
Heritage
Recommended Activities
Create a series of three paintings that
utilize a different color scheme to evoke
a response from the viewer.
Using a definite color scheme, create a pattern that could be reproduced as a
textile design representative of a
specified culture or possible gift wrap.
After studying the work of Wayne
Thiebaud, create a painting of a favorite food, using a complementary or triadic
color scheme.
Create a self-portrait with symbols of
meaningful memories in the background
that communicates to others who you
are.
Art Production Topics of
Discussion
What is a triad of colors?
Name two color triads.
What was the hardest part of creating your painting?
How was texture and/or symbolic imagery created in your painting?
What will you do differently with your next painting?
Vocabulary
Color wheel primary
Secondary
Intermediate/tertiary
Neutral
Color schemes Monochromatic
Complementary
Analogous
Triad
Color Properties Hue
Value Tint
Shade
Intensity
Brightness
Dullness
Temperature
Warm
Cool
Art Media/Tools
Paint
Tempera
Acrylic
Watercolor
Pastel Oil
Chalk
Wet/dry
Ink
Pen Marker
Colored pencil
Textiles/fibers
Papers
Mixed media
69
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Painting/Color Theory Cultural Context/Art History
VA SOL The student will:
8-13 The student will identify and analyze art and architecture from various world cultures, periods,
or civilizations by styles, symbolism, and technological impact.
8-14 The student will describe and place a variety of works in historical and cultural contexts.
8-15 The student will compare and contrast works
of art according to medium, period, style, and
artist.
LCPS SOA
8-16 Individually, or in a group, research writing,
geographical, cultural, and historical influences.
8-17 Compare and contrast famous works to
one’s own and other artworks.
Art Production Topics of
Discussion What was happening in Thiebaud’s
world/culture when he began painting?
Who are some other artists who were
painting at this time?
Who are some other artists that include
imagery from their culture in their paintings?
Explain how geography influenced Thiebaud’s work?
Identify symbolism in the painting.
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
Artists
Andrea Delong
Georges Seurat
Edgar Degas
Waynne Thiebaud
Jim Dine
Van Gogh
Chuck Close
Pablo Picasso
70
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Painting/Color Theory Judgment/Criticism
VA SOL The student will:
8-16 Analyze the effect elements of art and
principles of design have on the communication
of ideas.
8-17 Investigate and discuss the use of social,
cultural, and historical context as they contribute to meaning in a work of art.
8-18 Communicate how personal experiences influence critical judgments about interpretations
of works of art.
8-19 Critique in o ral and written form personal work and the work
of others, using appropriate art vocabulary.
LCPS SOA
The student will:
8-19 Critically analyze works of art through participation in display processes, and formal
steps related critiquing and judging artwork.
8-21 Identify and utilize criteria for judging
works of art.
.Art Criticism Topics Discussion
Study the work of a painter.
Description – What imagery do you see?
What are identifying characteristics and imagery of a Thiebaud painting?
What colors and color scheme are used?
Analysis – Compositionally, how is the
painting organized?
Is the imagery painted to look up close or
far away?
Interpretation – what is the artist trying
to convey?
Judgment – How effective is the work in suggesting meaning?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
Assessment
71
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Painting/Color Theory Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values
and meanings of works of art.
8-21 Formulate and respond to meaningful questions about works of art, based upon
observation and interpretations.
8-22 Describe personal sensory responses to the
visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA
The student will:
22-8 Develop an appreciation of art and artwork through an understanding of aesthetic theories
such as, formalism, emotionalism and
imitationalism.
.Aesthetic Topics of Discussion
Why is Thiebaud’s work considered to
be original?
Which aesthetic theory (formalism,
emotionalism, imitationalism) describes this painting? Explain why.
Consider and describe the craftsmanship of the painting.
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
72
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Printmaking VA SOL and LCPS SOA
Visual Communication and Production
VA SOL
The student will:
8-2 Expand and develop the use of the elements of art and principles of design.
LCPS SOA
The student will:
5-9 Demonstrate an understanding of color theory
using formal color relationships.
8-10 Create meaningful and well crafted artworks of a still life, self-portrait and landscape.
9-8 Demonstrate craftsmanship required to pull and edition a series of prints.
15-8 Employ technical skill in matting and
mounting artwork.
Recommended Themes
Identity
Relationships
Purpose
Memories
Favorite Objects
Heritage
Recommended Activities
Create a print that communicates a personal reaction to a social event or
current issue.
Create a series of prints of a personal
story or folktale from the student’s native
country
Screen print a tee shirt design with
individual student designed logos and slogans.
Art Production Topics of Discussion
Explain the differences in creating and producing a mono print and linocut.
Describe the process and purpose of print registration.
Explain the uses of different gouge blade
sizes and shapes.
Vocabulary
Mono print
Relief
Intaglio
Etching
Linocut
Linoleum
Positive space
Negative space
Texture
Series
Artist proof
Registration
Edition
Art Tools/Media
Brayer
Gouge
Ink
Linoleum block
73
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Printmaking Cultural Context/Art History VA SOL
The student will:
8-12 Identify the roles of artists in mass media.
8-14 Describe and place a variety of works in historical and cultural contexts.
8-15 The student will compare and contrast works of art according to medium, period, style and
artist.
LCPS SOA
The student will:
16-8 Individually, or in a group, research an
artist’s style, articulating orally and in writing, geographical, cultural, and historical influences.
Art History Topics of Discussion
Describe major events that happened
during the time artists such as Durer and Hopper were working.
How did these events influence the printmaker?
Why did Edward Hopper begin his career in printmaking?
How did printmaking change the availability of art to the masses?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Modern
Contemporary
Influence
Culture
Historical
period
Artists
Albrecht Durer
Edward Hopper
Andy Warhol
Robert Rauchenberg
Katsushika Hokusai
74
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Printmaking Judgment/Criticism
VA SOL
The student will:
8-16 Analyze the effect elements of art and
principles of design have on the communication of ideas.
8-17 Investigate and discuss the use of social,
cultural, and historical context as they contribute
to meaning in a work of art.
8-19 Critique in oral and written form, personal
work and the work of others, using appropriate art
vocabulary.
LCPS SOA
The student will:
19-8 Analyze works of art critically through participation in display processes, and formal
steps related to critiquing and judging artwork.
20-8 Describe using appropriate art vocabulary
how the elements, and principals effect the
communication of concepts. .
Art Criticism Topics of Discussion
Study a student or artist print from a
series.
Description – Describe the imagery that
you see.
Describe the textures and the use of
positive and negative space.
Analysis – Compositionally, how is the
print imagery organized?
What kind of line qualities, shapes,
spaces and textures are evident?
Interpretation – what do you think the
artist is trying to convey?
Judgment – How effective was the artist in using the printmaking medium to
conveying meaning? Explain.
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
assessment
75
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Printmaking Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values
and meanings of works of art.
8-21 Formulate and respond to meaningful
questions about works of art, based upon observation and interpretations.
8-23 Describe personal sensory responses to the visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA
The student will:
24-8 Identify artworks based on an understanding
of an artist’s style, media, and technique.
Aesthetic Topics of Discussion Which aesthetic theory (formalism,
emotionalism, imitationalism) describes
the print? Explain why.
What is the purpose of printmaking?
How has the “purpose” of printmaking
changed throughout the 20th and 21st
century?
How is printmaking currently valued in
our society?
Art Production Topics of
Discussion
What was the biggest challenge in the
construction of your sculpture/mobile?
What are the elements and principles of
art that are considered when creating
sculpture?
What should be considered when
creating a sculpture for the school environment?
Define assemblage. Name an assemblage sculptor.
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
76
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Sculpture .VA SOLand LCPS SOA
Visual Communication and Production
VA SOL
The student will: 8-2 Expand and develop the use of the elements
of art and principles of design.
8-6 Create three-dimensional works of art using a
variety of themes and processes.
LCPS SOA
The student will:
8-8 Create meaningful and well crafted artworks
of a still life, self-portrait and landscape.
11-8 Conceptualize and demonstrate ideas
through drawings and models before creating
final artwork, or scale sculpture.
12-8 Create an artwork demonstrating at least
tow-hand building clay construction techniques.
14-8 Understand, and incorporate elements of art
and principals of design to convey an idea, feeling or personal meaning into all areas of production.
Recommended Themes
Identity
Relationships
Purpose
Memories
Favorite objects
Heritage
Recommended Activities
Create a retablo (triptych) about a family
or cultural folk story that has personal
meaning.
Create a plan and maquette of a
monumental sculpture to be installed at school.
Create a sculpture or mobile to be installed permanently at school that
stands as a monument to address an issue
relevant to popular culture.
Study the work of Deborah Butterfield.
Investigate the design contemporary images in creating sculptures that convey
personal meaning. Each student should
choose own materials/medium.
Art History Topics of Discussion
What was the biggest challenge in the
construction of your sculpture/mobile?
What are the elements and principles of
art that are considered when creating
sculpture?
What should be considered when
creating a sculpture for the school environment?
Define assemblage. Name an
assemblage sculptor.
Vocabulary
Two-
dimensional
Three-
dimensional
Relief
Mobile
Kinetic
Static
Assemblage
Additive
Subactive
Positive space
Negative space
Form
Shape
Presentation
Space
Texture
Maquette
Monument
sculptor
Art Tools/Media
Clay
Clay tools
Plaster
Paper
Wood
Wire
Found objects
Textiles/fiber
Paper mache’
Vocabulary
(continued)
Ceramics
Slab
Coil
Pinch (model)
Wedge
Bisque ware
Green ware
Glaze ware
Glaze
kiln
77
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Sculpture .Cultural Context/Art History
VA SOL
The student will:
8-13 The student will identify and analyze art and architecture from various world cultures, periods,
or civilizations by styles, symbolism, and
technological impact.
8-14 Describe and place a variety of works in
historical and cultural contexts.
LCPS SOA
The student will:
16-8 Individually, or in a group research an artist’s style, articulating orally and in writing,
geographical, cultural, and historical influences.
17-8 Recognize and identify differences between
relief, kinetic, static, and mobile sculpture.
Art History Topics of Discussion
Compare and contrast the work of Henri
Moore and Rodin and Segal.
How has sculpture materials changed
throughout the last half of the 20th century?
What were the major influences for ideas of these sculptors?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Historical period
Sculptors
Deborah Butterfield
Henri Moore
Auguste Rodin
Alexander Calder
Pablo Picasso
Louise Nevelson
Alberto Giacometti
Claus Oldenburg
George Segal
78
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Sculpture . Judgment/Criticism
VA SOL
The student will:
8-16 Analyze the effect elements of art and
principles of design have on the communication of ideas.
8-17 Investigate and discuss the use of social, cultural, and historical context as they contribute
to meaning in a work of art.
8-18 Communicate how personal experiences
influence critical judgments about interpretations
of works of art.
8-19 Critique in oral and written form personal
work and the work of others, using appropriate art vocabulary.
LCPS SOA The student will:
19-8 Analyze works of art critically through
participation in display processes, and formal
steps related to critiquing and judging artwork.
Art Criticism Topics of Discussion
Study a student sculpture or a sculptor’s
reproduction.
Description – What imagery do you see?
Analysis – Compositionally, how is the
sculpture organized? How does the use
of space and texture impact the sculpture? Why did the sculptor put the
sculpture in the chosen environment?
Interpretation – What is the artist trying
to convey?
How does the title of the work, help you
to understand the sculpture better?
Judgment – How interesting is the
sculpture?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
Assessment
79
Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Sculpture Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values
and meanings of works of art.
8-21 Formulate and respond to meaningful questions about works of art, based upon
observation and interpretations.
8-22 Describe personal sensory responses to the
visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA The student will:
24-8 Identify artworks based on an understanding of an artist’s style, media, and technique.
Aesthetic Topics of Discussion
Why are Deborah Butterfield’s
sculptures classified as assemblages?
Which of Butterfield’s horse sculptures
appeals to you? Explain why.
Explain why craftsmanship is important
to the creation of sculpture.
Why do you think sculptures are put in
unusual or unexpected environments?
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
Sculptors
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Computer Graphics VA SOL and LCPS SOA
Visual Communication and Production
VA SOL
The student will:
8-7 Identify and analyze uses of typography in graphic arts.
8-8 Demonstrate skill in combining text and imagery using computer technology.
8-10 Apply ethical procedures in the execution of
works of art.
LCPS SOA
The student will:
8-8 Create meaningful and well crafted artworks
of a still life, self-portrait and landscape.
13-8 Demonstrate understanding of proper use of
computer equipment, such as scanners, digital cameras and software.
15-8 Employ technical skill in matting and mounting artwork.
Recommended Themes Identity
Relationships
Purpose
Memories
Favorite objects
Heritage
Recommended Activities Create a self-portrait based upon the
repetition of Andy Warhol’s imagery.
Incorporate a color scheme and typography to communicate to others
who you are.
Create a series of photos of an event in
your life. Incorporate typography to name and explain your event.
Create a digital poster design that announces the celebration of a
community or school event. Incorporate
imagery and typography.
Art Production Topics of
Discussion What layers are useful to use when
designing in Photoshop? Explain why.
What is a filter?
Why is it important to apply ethical procedures when creating new works of
art?
Vocabulary
Photography
Font
Italic
Roman
Serif
San serif
Descender
Ascender
Logo
Copyright
Appropriation
Specific
vocabulary related
to software
packages
Filter
Layer
Art Tools/Media
Computer
Scanner
Printer
Digital camera
Graphic software
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Computer Graphics Cultural Context/Art History
VA SOL
The student will: 8-12 Identify the roles of artists in mass media.
8-13 Identify and analyze art and architecture from various world cultures, periods, or
civilizations by styles, symbolism, and
technological impact.
LCPS SOA
The student will:
18-8 Compare and contrast famous works to
one’s own and other artworks.
Art History Topics of Discussion
Compare and contrast the works of
graphic designers Milton Glaser and Shepard Fairey.
How and why has Fairey’s artwork
become propaganda?
How has computer graphics changed the
art world?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Modern
Contemporary
Influence
Culture
Historical period
Designers
Shephard Fairey
Milton Glaser
Target Ads
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Computer Graphics Judgment/Criticism
VA SOL
The student will:
8-16 Analyze the effect elements of art and
principles of design have on the communication of ideas.
8-17 Investigate and discuss the use of social, cultural and historical context as they contribute
to meaning in a work of art.
8-18 Communicate how personal experiences
influence critical judgments about interpretations
of works of art.
LCPS SOA
The student will:
19-8 Analyze works of art critically through participation in display processes, and formal
steps related to critiquing and judging artwork.
20-8 Describe using appropriate art vocabulary
how the elements, and principals effect the
communication of concepts.
21-8 Identify and utilize criteria for judging
works of art.
Art Criticism of Discussion
Study the work of Shephard Fairey.
Description – What imagery and colors
do you see?
How is the imagery created?
Is it photographic in nature or computer
generated?
Analysis – Compositionally, how is the
work organized?
Interpretation – Through his art, what is
the artist trying to convince you to do?
Judgment – Is his approach effective?
Why or why not?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
Assessment
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Computer Graphics Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values and meanings of works of art.
8-21 Formulate and respond to meaningful
questions about works of art, based upon
observation and interpretations.
8-22 Describe personal sensory responses to the
visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA
The student will:
23-8 Describe how personal experiences aid in
the appreciation of art.
24-8 Identify artworks based on an understanding
of an artist’s style, media, and technique.
Aesthetic Topics of Discussion
Which aesthetic theory (formalism, emotionalism, imitationalism relates to
computer graphics. Explain.
What makes a good advertisement?
Do you consider propaganda posters art? Why or why not?
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Design VA SOL and LCPS SOA
Visual Communication and Production
VA SOL
The student will: 8-2 Expand and develop the use of the elements
of art and principles of design.
8-9 Create and maintain a portfolio.
LCPS SOA
The student will:
1-8 Utilize compositional devices such as the rule
of thirds, cropping, golden ration, isolation, “S”
curve and triangle format.
5-8 Demonstrate an understanding of color theory
using formal color relationships.
7-8 Demonstrate expressive mark making in
various media.
10-8 Create imagery that reflects a high level of
skill in the use of tools and materials.
11-8 Conceptualize and demonstrate ideas
through drawings and models before creating final artwork, or scale sculpture.
Recommended Themes Identity
Relationships
Purpose
Memories
Favorite objects
Heritage
Recommended Activities
Maintain a sketchbook to design, generate plans and develop ideas.
Compose personal images based upon
student heritage and family to design a contemporary time line.
Investigate and interpret a universal
theme. Design a graphic image that conveys this
meaning.
With an emphasis on good design, create an accordion book about identity or
personal favorite objects that works as an
image closed as well as each page individually.
Art Production Topics of Discussion
Explain why it is important to maintain a
personal sketchbook.
What elements of art did you use to
create your design?
How do the principles of art relate to the
elements of art?
What is the hardest part in creating good
designs?
Vocabulary
Elements of Design
Line
Shape
Value
Form
Texture
Color
Space
Principles of
Design
Rhythm
Regular
Irregular
Progressive
Staccato
Balance
Symmetrical
Asymmetrical
Radial
Unity
Variety
Emphasis
Proportion
Movement
Contrast
Focal point
Art Tools/Media
Sketchbook
Portfolio
Papers
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Design Cultural Context/Art History
VA SOL
The student will:
8-12 Identify the roles of artists in mass media
8-13 Identify and analyze art and architecture
from various world cultures, periods, or
civilizations by styles, symbolism, and technological impact.
LCPS SOA
The student will:
16-8 Individually, or in a group research an artist’s style, cultural, and historical influences.
18-8 Compare and contrast famous works to one’s own and other artworks.
Art History Topics of Discussion
How has history influenced design?
What artists have been influential in the
development of good design?
How has the role of a designer changed
in the last fifty years?
How do cultures influence design
imagery?
What objects have changed in design
throughout history?
Vocabulary
Descriptive
Illustrative
Narrative
Symbolic
Political
Ancient
Modern
Contemporary
Influence
Culture
Art Tools/Media
Shepherd Fairey
Milton Glaser
Target Ads
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Design Judgment/Criticism
The student will:
8-16 Analyze the effect elements of art and
principles of design have on the communication of ideas.
8-18 Communicate how personal experience influence critical judgments about interpretation
of works of art.
8-19 Critique in oral and written form, personal
work and the work of others, using appropriate art
vocabulary.
LCPS SOA
The student will:
19-8 Analyze works of art critically through participation in display processes, and formal
steps related to critiquing and judging artwork.
21-8 Identify and utilize criteria for judging
works of art.
Art Criticism Topics of Discussion
Study the work of designers.
Description – How was the imagery
designed? Compare and contrast.
Analysis – Compositionally, how is the
work organized?
What elements and principles of design
are used?
Interpretation – How is your design
influenced by your culture and time
period in which you live?
Judgment – Is the imagery or object
designed well?
What criteria should be used when critiquing design?
Vocabulary
Critique
Description
Analysis
Judgment
Interpretation
assessment
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Loudoun County Public Schools
Middle School Art Education Curriculum
8th Grade – Design Aesthetics
VA SOL
The student will:
8-20 Discuss and analyze the purposes, values and meanings of works of art.
8-21 Formulate and respond to meaningful questions about works of art, based upon
observation and interpretations.
8-22 Describe personal sensory responses to the
visual qualities for a work of art, using
appropriate art vocabulary.
LCPS SOA
The student will:
23-8 Describe how personal experiences aid in the appreciation of art.
24-8 Identify artworks based on an understanding of an artist’s style, media, and technique.
Aesthetic Topics of Discussion
Which aesthetic theory (formalism,
emotionalism, imitationalism0 relates to your design. Explain
What makes a good design?
Are the contemporary Target ads
designed well? Is Target successful in promoting their products?
Why or why not?
Vocabulary
Beauty
Originality
Aesthetic value
Relevance
Craftsmanship
Value system
Formalism
Emotionalism
Imitationalism
In 8th grade, students will have opportunities to pursue ideas, concepts and materials in greater depth. Emphasis will
be placed on crafting art beyond their current level by problem solving, critical thinking and application of the
project objectives. Students will further explore various media through a variety of experiences but not limited to
drawing, design, computer graphics and technology, sculpting, printmaking and painting.
Drawing
Continued development of drawing skills will be emphasized. Students will utilize drawing techniques and media
that will create the illusion of depth, form and texture through observation drawing.
Design
Students will continue to make thoughtful and critical decisions when developing their artwork using the principles
and elements of design. Emphasis will be placed on mastering concepts of design to enable students to apply these
concepts to cross-curricular application. Students will develop an art portfolio to demonstrate progress throughout
their art experiences.
Computer Graphics
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Students will understand and create computer generated graphic art. Students will become familiar with typography
and digital technology in communication media such as advertisements, signs, logos, textbooks and commercial
applications.
Sculpture
Students will produce three-dimensional art. The characteristics of three-dimensionality will be emphasized.
Students will create preparatory drawings and maquettes to create sculptural works. Understanding of formal
elements of art, art media, and knowledge of historic, contemporary, religious, symbolic and or/cultural diversity in
art will help students ‘sculpt’ meaningful works of art.
Printmaking
Students will learn printmaking processes and identify styles, techniques and tools of printmaking. Students will
demonstrate an understanding of design elements and principles through printmaking.
Painting/Color Theory
Color theory and relationships will be a focal point in works of art achieved by the students. The expressive and
communicative aspects of color will be emphasized to make personal, meaningful works and paintings.
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STUDENT ASSESSMENT
The LCPS Middle School Art Education Program is based on the belief that art education is an integral part of a
well-balanced education. A quality education depends on the presence of a vital energetic art education program.
Such a program is built around an important body of historical, theoretical and skills-related knowledge. The
student-based program is designed to enhance the conceptual, aesthetic, and cognitive development of each learner.
The development of each student’s self esteem, as well as their critical thinking skills, can be greatly enhanced
through the assessment process, as students develop their own opinions and recognize their abilities to create art.
Art educators must assess student understanding throughout each unit or lesson, as well at the end of each grading
period. Assessment must also take into consideration different needs and learning styles. Assessment should be a
direct response to the lesson objective established by the educator in accordance with the art curriculum, Standards
of Achievement and Standards of Learning. Assessment criteria should be clearly communicated and understood by
the students before engaging in a lesson.
Assessments should be used during a lesson to gauge direction and reinforce objectives, as well as at the end of the
lesson, to evaluate the overall understanding of instruction. Assessment of student achievement is designed to help
students achieve goals, and to help the art educator individualize instruction, identify special needs, plan for
instruction and communicate with parents. Assessments may be done by the students, peers, and the educator.
Using all three sources for reflection encourages students to take an active role in assessment and helps them
understand the process.
Assessment may take many forms throughout Loudoun County art classes. Forms of assessment may include but
not limited to rubrics, teacher check sheets, individual rating scales, anecdotal records, formal and informal
critiques, role playing, art research, process evaluations and portfolios. Students are assessed on the content of their
work and the knowledge, skills, and understandings they have gained. The knowledge they gain should reflect their
understanding of the arts, especially its personal, historical, cultural, and social contexts. The skills they gain should
reflect their perceptual, technical, expressive and reflective ability to communicate their knowledge. Successful use
of both knowledge and skills will determine the quality and depth of their work.
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Assessment
The following are examples of how assessment may be meaningfully integrated into a lesson or unit.
The Assessor
Student
Students assess their progress on a project by noting how well they have accomplished a project’s
objectives on a rubric, and then determine specific goals to address while completing the project.
Students assess their final project by assuming the identity of an art critic and writing an article on their
work, as a unique piece and as part of an entire class’ artwork.
Students assess established works of art with regard to cultural significance, historical works with the
meanings expressed in their own artwork.
During a long-term project, students may keep a daily record of their accomplishments and goals,
motivating them towards a successful completion of their project.
Peer
Peers assess the artwork of their classmates during an auction in which works are bid on based upon the
completion of the unit’s objectives.
Peers evaluate the artwork of classmates by filling out rubrics and offering positive comments and
suggestions before the completion of the assignment.
Peers review all the sketches or work and choose particular examples that they feel meet the objectives of
the unit. Suggestions can be offered regarding alternative ideas or development of the existing work.
Educator
Educator assesses student progress by completing a similar rubric to the student rubric, encouraging
conversation about and clarification of the content and objectives of the unit.
Educator facilitates formal critiques with the class.
Educator and student assess artistic growth through portfolio reviews at each semester’s end.
Assessing Art Production
The examples included in this document reflect the significance of assessing the student’s knowledge and skills.
Student’s artwork should reflect their mastery of the Standards of Achievement as well as each student’s ability to
apply their knowledge and skills in thoughtful, well-crafted and creative ways using a variety of media. The
instructor’s initial presentation should include expectations for the outcome of the project.
Understanding the historical significance of the work.
Personal interpretation and expression of understanding creativity.
Emphasis should also be placed on excellent craftsmanship that allows the message of the work to be clearly
understood. Clear demonstrations of technique should be performed so that students understand the expectations. It
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is helpful to give students a cop of the rubric that will be used to assess their work at the beginning of the lesson so
that they may refer to it while planning, producing, and reflecting upon their work.
Loudoun County Public Schools Middle School Art Education Safety Measures
Specific remarks to the middle school art education program are listed below but are not inclusive to the
myriad of incidents, which may occur in the art room.
*Please be advised that when ordering art and creative materials from catalogs, the products must meet
guidelines set up by The Art and Creative Materials Institute (ACMI). If in doubt of a product’s safety,
refer to the Material Safety Data Sheet – MSDS that may be requested from the manufacturer.
When ordering products the label guidelines are as follows:
Label Guidelines
AP-Approved Product: CP-Certified Product
Grades K through 8th, materials are non-toxic and meet American National Standards Institute (ANSI)
quality conformance standards.
HL-Health Label (Non-Toxic Health Labeling Required)
Grades 9th and through 12th materials are nontoxic when used in a manner as appropriately described on the
label and the Material Safety Data Sheet (MSDS)
HL-Health Label (Cautions Required); CL-Certified Label Contents Warnings)
These products contain Health Warnings and are hazardous. Materials with this label should not be used
in the Loudoun County School System.
*Please use age appropriate tools in the art room (Age appropriate is determined by the art educator’s
assessment of the student ability).
*Please adhere to the Virginia Standards of Learning for Safety located in this Curriculum.
*If the kiln is on when you leave school, please remember it is your responsibility to make certain that it
does not remain on throughout the afternoon and evening. Further, the principal should be made aware that
you will be returning to school to check on the status of the kiln and to confirm that the kiln has shut off.
Artist Safety Handbooks may prove to be valuable sources of information when ordering or for anticipated
use of materials/tools with students. However, in the event of procedural safety conflicts, art educators will
always follow the LCPS safety procedures.
Please contact your school principal if you have any questions regarding safety issues in the art room.
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Kiln Safety Rules
Our LCPS Safety Audit Team has established Kiln Safety rules for all LCPS Art Educators. Please familiarize
yourself with the following recommendations prior to firing your kiln:
1. Knowledgeable Operator – The person operating the kiln should be familiar with the entire manufacturer’s
safety and operating instructions.
2. Kiln rooms – these rooms were not designed to house storage items including any type of flammables, paper
products, wood products, plastics, fabrics, paints, etc. The only things that may be housed in the kiln rooms are the
kiln and requisite accessories, wire racks, and fired clay products.
If your kiln does not have a dedicated kiln room and is located in a classroom or mechanical room, there must be a
minimum clearance of 36” from any type of storage item or access by students. All flammables such as paper
products, wood products, plastics, fabrics, paints, etc., shall be situated well away from the kiln area. Always utilize
caution screens around Kilns situated in classrooms to provide a safe barrier.
3. Ventilation – Please do a “sound check” and visual inspection on your kiln ventilation systems prior to firing
your kiln. This includes the EnviroVent (located underneath and attached to the kiln) as well as the overhead hood
or ceiling vent. Turn them both on and make sure they are operational and sound appropriate. Also, visually check
the ventilation duct work for cracks, holes, or tears. If there is a question regarding sound operation of the
ventilation systems, please report the concern to your building Principal and ask them to report this on a work order
to Facilities Services. Do not use your kiln unless and until the ventilation system is in proper working order.
4. Paper – Do not use paper in your kiln, including stuffing paper into clay items to be fired to help maintain their
shape.
5. Safety Chain for Kiln Lid – Always utilize the safety chain on the kiln lid when raised. These have been
specially installed to prevent the lid from falling on you.
6. Floor Beneath Kiln – Regularly inspect the floor area beneath the kiln to make sure it is completely free from all
dust and debris so your EnviroVent Fan underneath the kiln will operate properly.
7. Firing the Kiln – Do not leave your kiln unattended. If you leave your school for a short amount of time, it is
your responsibility to notify your building Principal and Head Custodian that your kiln is firing and you plan to
return to make certain it is shut off. All firing of kilns should be concluded by 8:00 pm to allow a cool off time
prior to custodial staff leaving the building. Never fire the kiln overnight or when the school is not occupied.
If you have any questions or concerns, please contact your building Principal or the Division of risk Management at (517) 252-1280. Thank you for your cooperation
in maintaining a safe learning environment for our students and staff.
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Exhibitions and Displays
The middle school art education program requires art educators to exhibit student artwork as much as possible both
within and outside of the school. Continuous and attractive exhibits/displays are essential to fostering student
confidence, participation and achievement within the Loudoun County Public Schools Middle School Art Education
program. Exhibits (except for on-line) should always include the name of the student (unless parent/guardian
doesn’t want the students name included), school, and lesson objectives or a brief description of the project.
On-going attempts to advocate art education through exhibits and displays in the community and on-line have
included:
LCPS Administration Building
Loudoun County Libraries
INOVA Loudoun Hospital Center
George Washington University (Ashburn Campus)
LCPS Web Pages
During Youth Art Month (March), art educators will engage in selected activities and exhibits/displays that promote
the art education program in their school and in the community. The Loudoun County Art Education Department
also joins together with an all-county art show during the spring.
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Unit/Lesson Plan
Art educators create lesson and or unit plans in accordance with the guideline detailed in the LCPS MSAE
Curriculum. Below is an example of how it might be formatted as well as the content to be included in each plan.
State/National Standards
Title
Enduring Idea
Grade Level
LCPS Standards of Achievement
Essential Questions
Resources & Materials
Motivation
Activities/Sequence
Extensions/Accommodations
Instruction on Internet Safety:
Please review these guidelines with your students before you begin research projects.
1. Students must talk with teachers, librarians , parents, or guardians before going online. The purpose of this conversation is to discuss the
purpose of searching online for information, and to establish acceptable and unacceptable websites.
2. Students must never reveal any personal information to anyone or any site online. Students should never give their names, addresses, or other
personal information – no matter what online website is asking for it.
3. If unwanted websites “pop-up,” or appear on screen, students must close these right away, and report any “pop-ups” that make them feel
uncomfortable to teachers, librarians, or parents.
4. Students must never agree to meet anyone in person who may have communicated with them online. If communication online takes place,
students should report this to a teacher, librarian, parent, or guardian.
5. Students must interact with the web in ways that are similar to how they are expected to behave with real people. Students must never
disrespect other people online, nor should they use inappropriate language on any interactive sites.
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Educator Resources
Individual teachers may alter their lessons to best meet the needs of all student learners. Differentiation of
instruction ensures all middle school students will have a successful art experience. LCPS middle school art
teachers are encouraged to introduce new concepts and artists as they themselves explore the field.
Pedagogical techniques can assume a wide range of creativity. Video presentations can support or assist in the
understanding of curriculum content. Demonstrations and classroom visuals can aid those students who grasp
concepts by seeing concrete examples. Visiting artists are an excellent way of demonstrating the vitality of art and
opportunities for artists. Varied approaches ensure all learners will understand and be able to creatively apply the
concepts learned.
The Internet provides a myriad of resources to research ideas, and enhance art history presentations. It provides
visual resources as well as reference material to support the curriculum. Sites should be reviewed before
introducing them into a classroom setting. Some reference sites may include:
www.artcyclopedia.com
www.artlex.com :(art dictionary with visual examples)
WebMuseum, Paris: http://www.ibiblio.org/wm/paint/(reference to artists and movements)
ArtsEDGE: http://artsedge.kennedy-center.org/(professional resources, reviews, lessons and programs)
The Getty Institute:www.getty.edu/artsednet (lesson plans, exhibits, discussion groups)
The American Century: www.whitneyartmuseum.net (Timeline of the 20th Century with art and relevant
social and historical events)
Visual Thinking Strategies: http://www.vue.org/
Art History Resources: http://witcombe.sbc.edu/ARTHLinks.html (extensive and comprehensive source for
multicultural civilizations and media)
The National Gallery of Art: www.nga.gov (exhibits, resources, virtual tours)
The Art Institute of Chicago: www.artic.edu/aic (archives, exhibits, collections, et.)
The Louvre Museum: http://louvre.fr/lovrea .html (guided tours, collections. Etc.)
Association for the Advancement of arts education: http://www.aaae.org/teachers.html
Aesthetics On-Line: http://www.aesthetics-online.org/
Teaching Non-Western Aesthetics: http://www.aesthticsonline.org/ideas/sartwell.html#citation1