• All assignments will include one or more of the following Artistic Concepts from the South Carolina Visual Arts Frameworks (2017)


    Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes.

                                Anchor Standard 1: I can use the elements and principles of art to create artwork.

                                Anchor Standard 2: I can use different materials, techniques, and processes to make art

    Artistic Processes: Presenting - I can choose and organize work that demonstrates related concepts, skills, and/or media.                         

                                Anchor Standard 3: I can improve and complete artistic work using elements and principles.

                                Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and/or media.

    Artistic Processes: Responding - I can evaluate and communicate about the meaning in my artwork and the artwork of others.

                               Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

    Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context.

                               Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures

                                Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.


    Course Description:

    A one-semester survey course designed for students in grades 6-8 who are enrolling. It provides a variety of experiences that build on the concepts, techniques, and use of media introduced in the middle school program.  Generally, a laboratory in nature,  Art explores and gives experience in two-dimensional (drawing, painting, printmaking) and three-dimensional (sculpture, ceramics, textiles) formats and integrates art history, design principles, and aesthetic criticism  and response.


    All classes are a mixture of first-, second-, and third-year students, as well as Special Education, Gifted and Talented and Non-English speaking students.


    Standards and Benchmarks:


    Analysis and Interpretation Standard:

    The student will understand and apply the artistic process to analyze, interpret, and evaluate artworks. 


    Visual Arts. The student will:

    1.   support personal reactions to visual artworks using the components of visual arts; and


    The student may understand and use artistic processes to create original works of art.


    Visual Arts. The student will:

    1. understand the integration of the following components of visual arts:
      1. elements, including color, line, shape, form, texture, and space;
      2. principles, such as repetition, contrast, or balance; 
      3. vocabulary;
      4. styles, such as abstract or impressionist;
      5. structures, such as two dimensional or three dimensional; and
      6. technical skills, such as selecting and using tools and techniques of the medium;

    2.   use artistic processes to create a single, complex work or multiple works in visual arts.


    Content-based Instructional Practices:

    Project based, integrated, interdisciplinary and cross-curricular instruction; thematic, inquiry based; interactive and hands-on; teaching to varied learning styles (concrete, abstract, random, sequential) and multiple intelligences; use of Visual Thinking Strategies instructional methods.


    Assessments (on-going, formative and summative):


         Formative - portfolio review, preliminary sketches, teacher observation, student self-assessment, descriptive feedback to and from students.


         Summative - portfolio critiques (responding and creating), sketchbook review, presentation, self or peer review of completed work, written responses, descriptive review protocols, use of rubrics, unit exams, final exams.


         Instructional Materials:

    Discovering Art History, Davis Publishing, 1997



    Exploring Visual Design, Davis Publishing, 2005


    Art 21 Seasons 1-4,  PBS Home Video, 2002-2005


    Additional Resources










    Technology and the Internet:

    Technology is used by students in a variety of ways, as a tool to explore and inspire students' creativity in the visual arts. DVDs, videos and united streaming help bring the history and world of visual arts into the classroom, allowing students to see the wide scope of introducing students to people, arts movements, events and artists that have shaped art history.  Electronic media enable students to chart their own development and self-evaluate. The Internet and computer software provide students with the opportunity to study visual arts in many ways, including the creation and documentation of original artwork, installations, performance art and other means of visual expression.


    Suggested Adaptations for English Language Learners, Gifted and Talented and Special Education Students:


    Instructional Structure – cooperative, collaborative, peer partners, teams, common interest, and independent work.


    Instructional Strategies – organization tools; brainstorm/web; predict; demonstrate; illustrate; use models; mini-lessons; inquiry; imagery; pre-teach vocabulary; hands-on lessons; teaching artists; use of authentic objects/art (connect with vocabulary); expanded rigor; translate abstract to concrete; use KWL chart; games, puzzles, drawing/illustrating, role playing, drama.


    Differentiated Curriculum – advanced, accelerated or compacted content; interdisciplinary and inquiry-based assignments; abstract or higher-level thinking; variety and types of resources; community involvement and partnerships; teaching artist instruction; apprenticeships; internships, mentorships; advance placement; independent study.


    Adaptations – simplify/expand vocabulary and sentence structure; concrete examples with hands-on activities; elaborate understanding using accountable talk and demonstrations; emphasize key words and phrases, use intonation and repetition; use oral, visual, graphic presenting materials and picture dictionaries.