Grade 6 Art CG | Waltham Public Schools

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Symbolism		Student artists will create symbolic artwork by substituting symbols for objects, relationships or ideas. Their artwork will employ the use of free form symbolic imagery that demonstrates personal invention, and /or conveys ideas and emotions..They will learn and use appropriate art vocabulary related to these artistic methods.	What makes a Strong Design? How do every day Symbols influence our lives? Symbols as Communication
Form		For shape, form and pattern, student artists will use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry.	How is form created through lines, texture, color? How does its creation differ 2-Dimensionally vs 3-Dimensionally?
Design		Student artists will use and be able to identify multiple components related to color, such as hues, values, shades, tints, tones, complementary, analogous, and monochromatic. They will study shape, form, and pattern, symmetry and other related components. They will also learn and use space and composition elements such as 2D and 3D compositions using balance, repetition, scale, proportion,etc.	How does contrast clarify a design?
2-D to 3-D		Student artists will create 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis.	What does it mean to create a 3-D project from a 2-D rendering?
Portraiture		Student artists will create artwork that demonstrates an awareness of the range and purpose of tools. They will learn how to use linework, space and observation and other learned artistic methods to compose a portrait that resembles a subject in form, detail and proportion.	What characteristics create a likeness to the subject? How do I create this likeness?

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Design		Student artists will use and be able to identify multiple components related to color, such as hues, values, shades, tints, tones, complementary, analogous, and monochromatic. They will study shape, form, and pattern, symmetry and other related components. They will also learn and use space and composition elements such as 2D and 3D compositions using balance, repetition, scale, proportion,etc.	What makes a strong design?
Symbolism		Student artists will create symbolic artwork by substituting symbols for objects, relationships or ideas. Their artwork will employ the use of free form symbolic imagery that demonstrates personal invention, and /or conveys ideas and emotions..They will learn and use appropriate art v	How can one portray the concept of symbolism in art?
Perspective		Student artists will use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies that will help them understand perspective and its role in art..They will Create 2D compositions that give the illusion of 3D space and volume in an architectural like piece.	What are ways to create the illusion of 3D on a 2D plane?
Sculpture		Student artists will expand their knowledge and experience of 2D and 3D art processes, techniques, and various material and mixed media. They will experience a wider range of material and tool use and medium manipulation. They will practice using both representational and observational skills in forming their work.They will continue to use newly learned vocabulary and procedures that allow them to maintain the workspace, materials, and tools responsibly and safely.	What makes a strong theme
Clay			How does one abstract and simplify the form of their subject?
		Student artists will expand their knowledge and experience of 2D and 3D art processes, techniques, and materials. They will experience a wider range of tool use and medium manipulation within a kiln-dried clay base endeavor. They will practice using both representational and observational skills in forming their work.They will expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within clay.	How can the atmosphere be represented in 2D?
Painting and Portraiture		Students will learn and expand previously learned 2D techniques in painting and portraiture projects. They will use transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects. They will apply knowledge of color theory to a project focusing on the use of complementary colors, and be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface.	How do tones and values create the illusion of three dimensions?

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Design		4.7. Maintain a portfolio of sketches and finished work 4.8. Create and prepare artwork for group or individual public exhibitions	What makes a strong design?
Clay		1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in grades PreK–8 Maintain the workspace, materials, and tools responsibly and safely 3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail 4.4 Produce work that shows an understanding of the concept of craftsmanship	What makes a sculpture representational?
Portraiture		1.6 Create artwork that demonstrates an awareness of the range and purpose of tools such as pens, brushes, markers, cameras, tools and equipment for printmaking and sculpture, and computers 2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors 2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume 9. Connections strand	How do scale and value affect the impact of an image
Design		2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors Demonstrate awareness of color by painting 2.10 For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry 4.4 Produce work that shows an understanding of the concept of craftsmanship 10.2 Continue the above and apply knowledge from other disciplines in learning about the arts	How can you incorporate design elements into a color value piece?
Editorial Social Justice/Functionality in Art		1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D – mobile and stabile forms, carved, molded, and constructed forms 2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume 2.15 Create artwork that demonstrates an understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects 5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism	How does an artist use focus, metaphor and exaggeration to convey an opinion?