Vous êtes sur la page 1sur 5

Mount Clemens International Baccalaureate

Middle Years Program

Course Outline
Seventh Grade Visual Arts

I. Course Description

The art program in place at Mount Clemens Junior High contributes to the students and the school curriculum
by offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that when combined allows a
student to communicate on a visual, aural and tactile level. Students at MCJH are encouraged to identify particular
creative abilities and to master art techniques as a form of expression.
Middle years art explores multiple units covering a wide variety of materials and techniques. These units are
based on art history, intercultural awareness, visual themes and techniques to accomplish a visual communication.
Wherever possible, units will compliment the other middle school topics and questions. All students will work in
their Developmental Workbook (DW) on a daily basis, exploring the creative process, journaling this process with
images, and reflecting on what they have personally discovered. The middle school art course is a two year rotation
for students to experience visual arts without repeating the same coursework in the seventh and eighth grades.
The art program will establish links between subjects, cultures, and different areas of experience. MYP art
allows students to develop the ability to express themselves and their ideas about the world they live in, working
both independently and as cooperative members of a group.
The program will provides a response to painting, drawing, and three dimensional works as students explore
new mediums, techniques, styles, medium, drawing implements, and subject matter. This will be accomplished with
a focus on use of the Art Elements and Principles of Design. The art course organizes learning around the design
cycle, a dynamic, ongoing process of thinking, planning, creating and evaluating art. This cycle involves creative
energy, communication, interaction and reflection. The program emphasizes the concepts and skills development
with the Michigan State Standards for art in context, art as inquiry, and with creating art. Best effort, originality,
application of knowledge and progressive improvement contribute to the evaluation process.

II. Visual Arts Aims & Objectives


A. Aims
1. understand how the arts play a role in developing and expressing personal and
cultural identities
2. appreciate how the arts innovate and communicate across time and culture
3. become informed and reflective practitioners of the arts
4. experience the process of making art in a variety of situations
5. explore, express and communicate ideas
6. become more effective learners, inquirers, and thinkers
7. develop self-confidence and self-awareness through art experiences
8. appreciate lifelong learning in and enjoyment of the arts.

B. Objectives and State Standards

IB Objectives Correlation to State Standards

A- Knowledge and Understanding

At the end of the course students should be


able to:

• Demonstrate knowledge and • ART.I.VA.M.1, ART.I.VA.M.2,


understanding of the theoretical ART.I.VA.M.3
basis of the art studied
• Demonstrate knowledge and • ART.IV.VA.M.1, ART.IV.VA.M.2,
understanding of a variety of styles, ART.IV.VA.M.3
developments and ideas which have
shaped the arts across time and
cultures
• Communicate a critical • ART.III.VA.M.1, ART.III.VA.M.2,
understanding of the art form ART.III.VA.M.3, ART.III.VA.M.4,
studied in the context of their own
artwork.

B- Application

At the end of the course students should be


able to:

• Develop an idea, theme or personal • ART.III.VA.M.5, ART.II.VA.M.1,


interpretation to a point of ART.II.VA.M.2, ART.II.VA.M.3,
realization, expressing and ART.II.VA.M.4, ART.II.VA.M.5,
communicating their artistic ART.II.VA.M.6
intentions
• Apply skills, techniques and • ART.I.VA.M.1, ART.I.VA.M.2,
processes to create, perform and/or ART.II.VA.M.1
present art.

C- Reflection and evaluation

At the end of the course students should be


able to:

• Reflect critically on their own • ART.III.VA.M.4, ART.III.VA.M.5


artistic development and processes
at different stages of their work
• Evaluate their work • ART.III.VA.M.4, ART.III.VA.M.5
• Use feedback to inform their own • ART.I.VA.M.4, ART.V.VA.M.3
artistic development and processes

D- Personal engagement

At the end of the course students should be


able to:

• Show commitment in using their • ART.I.VA.M.4


own artistic processes
• Demonstrate curiosity, self-
motivation, initiative and a
willingness to take informed risks
• Support, encourage and work with
their peers in a positive way
• Be receptive to art practices and • ART.V.VA.M.3, ART.IV.VA.M.1,
artworks from various cultures ART.IV.VA.M.2, ART.IV.VA.M.3
including their own.
III. Major Units of Study

Subject Skills MYP


Subject Content
Instructional Taught and Prescribed
Taught and
Block Taught Learner Profile Assessment(s)
Areas of Interaction
(marking period) Attributes And Teacher
Connections
Addressed Assessment(s)
Elements and Principles of Formal written critiques, MYP: developmental
Design use of the concepts of art workbook and projects
Clay such as balance and
Drawing proportion, and use of Teacher: quizzes,
Charcoal artistic ideas of movement, worksheets, reflections,
Color Wheel/ Color pattern, color, and shading journals, and other
Theory will be taught. assignments
Colored Pencil
1st Quarter
Learner Profile:
Various world artists are
used for examples Inquirers
Principled
ATL, Human Ingenuity, Communicators
and Environment, Balanced
Community Service Caring

Soft Pastel Techniques in each media MYP: developmental


Papermaking covered will be taught and workbook and projects
Ink explored. Monumentalism,
Paper Mache Asian Art, and Mexican Teacher: quizzes,
Art will all be covered. worksheets, reflections,
Various world artists are journals, and other
2nd Quarter used for examples Learner Profile: assignments
Inquirers
ATL, Human Ingenuity, Thinkers
and Environment Knowledgeable
Open-minded

Architecture Techniques in each media MYP: developmental


Oil pastel covered will be taught and workbook and projects
Acrylic explored. Technology,
Printmaking one-point perspective, and Teacher: quizzes,
art history will all be worksheets, reflections,
Various world artists are addressed. journals, and other
3rd Quarter
used for examples assignments
Learner Profile:
ATL, Human Ingenuity, Thinkers
and Environment Knowledgeable
Open-minded
Risk-takers

IV. Texts and Resources

A. Textbook:
• Introducing Art, TIME for Art, Glencoe

B. Resources
• Posters
• Prints
• Images
• Videos
• Scholastic Art Magazines
• Internet

C. Books
• Hooked on Art
• Survival Guide for Secondary Art Teachers
• Art is Elementary
• Strengthening your Secondary Art Program
• Chasing Vermeer

V. Methodology

A. Lessons are taught in a variety of ways, including presentations, demonstrations, books, research
materials and independent reading. The DW book is essential to the daily creative journaling. Every
week t least two small drawings must be made in the book. Evidence of the process, product and
awareness of the areas of interaction should be included. Due dates will be written on the gray board
and in handouts that are to be pasted in the DW.

B. Students will participate in engaged learning everyday. Students will participate in lectures, critiques,
individual and group coursework. Students will have the ability to participate in community service
projects and contests that relate art to the world around them. Each student will have the ability to
participate in a variety of art shows, as well as an art club. Students will have a cooperative learning
group for group work. I teach to all learning styles and differentiate instruction with every lesson.

C. Teaching Strategies Used:

• Blooms Taxonomy
• Differentiated Instruction
• Cooperative Learning
• Knowledge of Different Learning Styles

VI. Methods of Assessment

A. Formative Assessment:

• Teacher/Student Conferencing
• Rubrics
• Daily Journals/warm-ups
• Homework/ DW assignments
• Daily Assignments
• Quizzes

B. Summative Assessment:

• Portfolio
• Projects
• End of Unit Tests

C. MYP Assessment:

While by 10th grade, students will submit a project utilizing all four criteria, students in seventh grade will
complete four separate projects, one each marking period, to be marked using the four criterions, one for
each project. Students will also keep their developmental workbook.
Criterion A: Knowledge and Understanding
Criterion B: Application
Criterion C: Reflection and Evaluation
Criterion D: Personal Engagement
VII. Grading Policy
Students in MYP art are graded from an art rubric that includes four main concepts along with other
project/lesson specific objectives. The four core areas that are assessed are: effort, following directions,
creativity, and craftsmanship.

VII. International Mindedness

Art is Global. Every Country in the world recognizes some form of art. Students will learn of a variety of artists
and cultures through the MYP visual arts program. They will learn about African, Mexican, Native American,
European, and Asian art and artists. Thus, they will have a broader knowledge of different types of art, techniques,
and cultures.