Arts 8

Units

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Art History/Studio

Does art always reflect dominant elements of culture -How is art represented  by other Cultures? Who makes art and why? -Does life experiences, cultural origins, techniques and materials influence the creation of art?
-How does art reflect what a culture is? Do cultures always appreciate what artists say?

*Students reserch periods of art or an artists. They look at the artist's life, artists training, and how the world they lived in influences them. Students choose to create a work ir work in the style of their chosen artist. They must use appropriate materials, technology and design elements to realize their work.

*Students will create two works in the style of their artists or period art. They may create work in that is either like an original or just in the style of their chosen artist* They also create an art work for a  cooperative mural that is both a design problem and another opportunity to work in the style of their chosen artist. The last assigned work is a self portrait that is is not representational but reflects elements and values of the students life. Students may do a series or create a self directed course of study.*Students are encouraged to problem solve and experiment with media to realize their ideas.

Work is looked through Peer critiques, *Class critiques, Individual critiques, self/assessments, Teacher narratives and Student/teacher conferences.

Current art periodicals, books, art cataloges and Web based sources that include; individual artists web sites, gallery and museum web sites.

Other source include visits to Artist shows, studios and Gallery and Art museums.

*Students are not limited to any time period, Ethnicity or culture. Presentations are made that reflect; diverse ehtinic, historcal as wellas 

justaposed cultural periods and artists.

Students utilze technolgy, library resources, and utilize the materials and concepts to create presentations and project for other

Middle School courses.

Drama 8

How can we use drama to engage with and explore events and issues relevant in our individual lives and in the life of our community?

How can we use drama to communicate?

How can we use theatrical performance to engage our community with an event and/or issue?

How does trust increase creativity?

How do we build a supportive, creative ensemble?

 

Using dramatic exercises, students collaborate creatively to create an original "devised" performance piece that addresses themes, issues and events relevant to their lives. This piece is performed for the middle school community (and sometimes in public performances)

- Buiding Trust and Creating Ensemble

- Theatrical Conventions

- Collecting Source Materials

- Group Exploration and Improvisation

- Script Writing

- Public Performance

 

 

Collaborating and negotiating with a group to create an original "devised" theatrical piece

Discuss and analyze themes and events and how they affect one personally as well as globally.

Improvisation

Writing personal narrative

Interpreting text for performance (including personal narratives, short stories, poetry, news sources and music lyrics)

Interpreting a theme through individual and group movement

Integrating theatrical conventions to interpret a theme, issue and/or event

Public speaking

Public performance

Performance notes

Self Assessment

Theatre of the Oppressed - Augusto Boal

Games for Actors and Non-Actors - Augusto Boal

The Viewpoints Book: A Practial Guide to VIewpoints and Composition - Anne Bogart and Tina Landau

Theatre for Community Conflict and Dialogue: The Hope is Vital Training Manual - Michael Rohd

Theatre Games for the Classroom - Viola Spolin

 

 

Topics for devised performances have included:

immigration (Mexican/U.S. border issues)

Arab Spring

Diversity at Catlin Gabel

Changing perception of the United States in the Global community

Personal and community identity

Bullying

Gender

Economics of Coffee Production

Global Hunger

Homelessness

 

 

 

Media Arts 8

How can I grow my film's audience?

 

Music Video

Advertisement

Contest Entry

Animation

Daily lessons: female filmmakers

power of camera angle & placement

functions of A-roll & B-roll

intellectual property rights

engaging the arts community

writing a treatment

storyboarding

video editing

creating web media content

tripod techniques

small and large group critiquing

film festivals how-to

uploading to YouTube

posting to blogs

production, distribution, exhibition

daily check-ins

 

peer feedback

self-evaluation

screenings for large audiences

 

content completion 

camcorders

 

tripods

digital cameras

stop motion software

iMovie

Final Cut Express

Adobe Photoshop

Garageband

 

costumes & props

green screen

filmmakers explore the varied expression of the Portland arts community

a wide study of filmmakers who are not white males.

Reinforces skills in organization, community outreach, and self-promotion that serve in all other content areas.

Projects often include collaborations with other content areas, programs, and disciplines.

Rock n' Roll

What are the basic elements of Rock music?

What were the historical roots of Rock 'n Roll?

How to create a meaningful Rock experience?

*As a result of this unit of work students will:
Understand the social and historic beginnings of Rock. 

Perform Twist and Shout (or other simple three chord Rock piece) using band equipment in class

Chose a piece to learn and play at a school assembly

*Students shall begin the class learning about early influences on Rock: Jazz, Gospel, Country and the Blues. Students will learn how to play a 12 bar blues pattern using classroom instruments and learn how to accompany it with a rock beat on the drum kit. Students will listen to and analyze early Rock artists. Some video will be shown about the Beatles and their rise to fame. Students will learn to perform and sing Twist and Shout, individuals will sing solos and backing vocals using PA equipment.
After studying what makes a rock piece, students will bring in their own examples of rock and play them on the stereo for the class. Students will (via a vote) select one of the pieces and begin working on performing it.

Students will learn the basic chord progressions of the selected piece on the keyboard as well as guitar, bass, drums and vocals. Students will rehearse the piece and perform it with amps turned to 11 for the performance in front of the Middle School student body.

Students will write a self evaluation

Teacher observation and notes

Formal written report

Parent Conferences

 

Piano, classroom instruments, drum kit, whiteboard, PA gear, amplifiers, microphones, computers and keyboard. TV and video player.

*Discuss aspects of some characteristics of African music that influenced Rock. Rock music of Great Britain. African American influences on Rock