2015-2016 Curriculum Blueprint
Grades: 6 - 8
Course: M/J Exploring 2D Art
Time Allowed:
3 Weeks
Unit 1: Intro to Art
Instructional Focus Benchmarks
The benchmark(s) below is linked to
the CPALMS site that contains the
Specifications to include the Content
limits, Attributes/Stimulus, and
addition information.
Learning Goal: Students will be able to explain the visual arts by integrating Applied and Fine Art with Art Appreciation and Art Critique
Objectives: Students will be able to:
1. Understand that everything is Art
2. Develop their own personal style, techniques, and skills based on their own life experiences.
3. Describe, analyze, and judge art.
4. Understand guidelines for artworks in museums.
5. Study the important jobs that it takes to run an art museum.
EduSoft Mini-Assessment(s):
Benchmarks/Standards
Supporting Florida Standards
Date Range: Given during the
instruction per the outline in this
section
VA.68.C.2.1 Apply a range of interests and contextual connections
to influence the art-making and self-reflection processes.
Key Vocabulary:

Applied Art

Fine Art

Style

Function

Media

Art criticism

Focal point

Symmetrical

Art careers
1st Quarter
VA.68.C.2.3 Examine artworks to form ideas and criteria by which
to judge/assess and inspire personal works and artistic growth.
Essential Content & Understanding :
Three functions of art
 Personal
 Practical
 Cultural
Media to develop personal art attributes

Drawing

Painting
VA.68. H.1.2 Identify suitable audience behaviors needed to view or
experience artworks found in school, art exhibits, museums, and/or Use critiquing and interpretive tools on their own and
community cultural venues.
others artworks

Focal point
VA.68.F.2.1 Investigate career opportunities available in the visual

Symmetry
arts to determine requisite skills and qualifications for each field..

Balance
VA.68.F.3.4: Follow directions and complete art tasks in a timely

Four areas of Art Criticism
manner to show development of 21st-century skills.

Style
 Techniques
VA.68.0.1.1: Understanding the organizational structure of an art
form provides a foundation for appreciation of artistic works and
Art museum
respect for the creative process.

Guidelines for safety of art
VA.68.S.2.3 Us visual-thinking and problem-solving skills in a

Importance
sketchbook or journal to identify, practice, develop ideas, and

Artistry of buildings
resolve challenges in the creative process.
Art career opportunities

Docent

Curator

Other art museum positions

Other art gallery position
Essential Questions:
What is Art?
How does an artwork affect you?
In what ways can we interpret art?
What is the difference between Applied Art and Fine
Art?
Why do we keep art in a museum?
What type of art career opportunities are there in the
field of Art museums and Art galleries?
Supplemental Resources: textbook – Art by Scott
Foresman (pages 8 – 11) Posters – by Scott Foresman
Resources/Links:
http://www.enchantedlearning.com/Home.html
Artful Amy
Art Smart for kids
Incredible Art for Middle school
Instructional tools and activities for kids
Writing Links:
Connect Art and writing
Higher Order Questioning:
Bloom’s Taxonomy
HOTS
Remediation & Enrichment Resources
Artful Amy
Teacher Resources - 21st Century Skills
2015-2016 Curriculum Blueprint
Grades: 6 - 8
Course: M/J Exploring 2D Art
Time Allowed:
3 weeks
Unit 2: Elements of Design/Art
1st Quarter
Instructional Focus Benchmarks
Learning Goal: Students will demonstrate the importance of the Elements of Design and how to use them.
The benchmark(s) below is linked to the CPALMS Objectives: Students will be able to:
site that contains the Specifications to include the
1. Identify the Elements of Design
Content limits, Attributes/Stimulus, and additional
2. Understand how the Elements of Design are used in Art
information.
3. Develop a knowledge of how to combine the uses of the Elements of Design
4. Study how the Elements of design are the tools needed to make the Principles of Design
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per the
outline in this section
Benchmarks/Standards
Supporting Florida Standards
VA.68.C.1.1: Apply a range of interests and contextual
connections to influence the art-making and selfreflection processes.
Key Vocabulary:

Line

Space

Color

Value

Form

Shape

Texture

Cohesive
VA.68.C.3.1 Incorporate accurate art vocabulary during
the analysis process to describe the structural
elements of art and organizational principles of design.
VA.68.F.3.4 Follow directions and complete art tasks in
a timely manner to show development of 21st-century
skills.
VA.68.H.3.3 Create imaginative works to include
background knowledge or information from other
subjects.
VA.68.C.2.3 Examine artworks to form ideas and
criteria by which to judge/assess and inspire personal
works and artistic growth.
VA.68.S.2.3 Us visual-thinking and problem-solving
skills in a sketchbook or journal to identify, practice ,
develop ideas, and resolve challenges in the creative
process.
Essential Content & Understanding:
The Elements of Design:
Essential Questions:
Why are the Elements of Design important?







Line
Space
Color
Value
Form
Shape
Texture
Media to experience the Elements of design:

Drawing

Painting

Process Sequencing

Collage

Multi - Media
How can the Elements of Design be used in Art?
How do famous artists apply the Elements of Design?
Supplemental Resources: textbook – Art by Scott
Foresman (pages 15 - 64) Posters – by Scott
Foresman
Resources/Links:
Introduction to Elements of Design
Introduction to Graphic Elements of Design
Incredible Art for Middle school
Art Smart for kids
Elements of Design video done by kids
Writing Links:
Connect Art and writing
Higher Order Questioning
Bloom’s Taxonomy
HOTS
Remediation & Enrichment Resources
Artful Amy
Teacher Resources - 21st Century Skills
2015-2016 Curriculum Blueprint
Grades: 6 - 8
Course: M/J Exploring 2D Art
Introduction to
Unit 3: Introduction to Media and Methods-Integration into Cross Curriculum
Time Allowed:
3 weeks
1st Quarter
Learning Goal: Students will demonstrate using a variety of mediums and methods and how to apply those to other subjects.
Instructional Focus Benchmarks
The benchmark(s) below is linked to the CPALMS Objectives: Students will be able to:
site that contains the Specifications to include the
1. Identify how to use different mediums, methods and techniques in Art
Content limits, Attributes/Stimulus, and additional
2. Show how to maintain tools safely and take care of them
information.
3. Study different ways Art is influenced and part of other curriculum classes
4. Develop an understanding of the essential part that art plays in our cultural society
Cross Curriculum
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:

Integrating

Cultural

Media

Safety

Procedures

Sequencing

Techniques

Essential
Benchmarks/Standards
Supporting Florida Standards
VA.68.H.3.3 Create imaginative works to include
background knowledge or information from other
subjects.
Essential Content & Understanding:
Media and methods to use to experience integrating
Cross Curriculum:

Drawing

Painting

Process Sequencing
VA.68.F.1.1 Use non-traditional thinking and

Collage
various techniques to create two-, three-, and/or four
Multi – Media
dimensional artworks.
Integrating Cross Curriculum:

Language Arts/ Creative Writing
VA.68.H.3.3 Create imaginative works to include

21st Century Skills
background knowledge or information from other

Standardize testing skills
subjects.

Reading
VA.68.S.1.2 Use media, technology, and other

Math
resources to derive ideas for personal art-making.

Social Science

Critical Thinking Skills
VA.68.S.2.3 Use visual-thinking and problem-solving

Problem Solving
skills in a sketchbook or journal to identify, practice ,

Technology
develop ideas, and resolve challenges in the creative

Other Art forms: music, dance, drama and
process.
other cultural influences
Essential Questions:
How are tools and techniques needed to create two –
dimensional works of art?
What safety guidelines and clean –up techniques would
you apply for the well-being of your art tools?
How does other disciplines and Art influence each
other?
How is Art essential to the other areas of Learning?
Supplemental Resources: Art by Scott Foresman
(pages 106-156; 318) Posters – by Scott Foresman
Resources/Links:
integrate-science-art -across-curriculum
10-skills-children-learn-from-the-arts/
Incredible Art for Middle school
Art Smart for kids
Middle School art by medium
Art and Curriculum resources
Writing Links:
Connect Art and writing
Higher Order Questioning
Bloom’s Taxonomy
HOTS
Remediation & Enrichment Resources
Teacher Resources - 21st Century Skills
Artful Amy
2015-2016 Curriculum Blueprint
Grades: 6 - 8
Course: M/J Exploring 2D Art
Time Allowed:
3 weeks
Unit 4: Principles of Design
Instructional Focus Benchmarks
2nd Quarter
Learning Goal: Students will demonstrate the importance of the Principles of Design and how to use them.
The benchmark(s) below is linked to the CPALMS Objectives: : Students will be able to:
site that contains the Specifications to include the
1. Identify the Principles of Design
Content limits, Attributes/Stimulus, and additional
2. Understand how the Principles of Design are used in Art
information.
3. Develop a knowledge of how to combine the uses of the Principles of Design
4. Study how the Principles of design use the Elements of Design to create art
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:

Balance

Emphasis

Proportion

Pattern

Rhythm

Movement

Unity

Variety
Benchmarks/Standards
Supporting Florida Standards
VA.68.F.3.4 Follow directions and complete art tasks
in a timely manner to show development of 21stcentury skills.
Essential Content & Understanding:
Principles of Design:

Balance

Emphasis

Proportion
VA.68.C.1.1: Apply a range of interests and contextual

Pattern
connections to influence the art-making and self
Rhythm
reflection processes.

Unity
VA.68.F.3.4 Follow directions and complete art tasks

Variety
in a timely manner to show development of 21st
Movement
century skills.
Media to experience the Principles of Design:

Drawing

Painting

Process Sequencing
VA.68.F.1.1 Use non-traditional thinking and various

Printmaking
techniques to create two-, three-, and/or four
Multi - Media
dimensional artworks.
Essential Questions:
How are the Principles of Design used within different
media?
Why are the Principles of Design important?
How can the Principles of Design be used in Art?
How do famous artists apply the Principles of Design?
Supplemental Resources: textbook – Art by Scott
VA.68.H.3.3 Create imaginative works to include
background knowledge or information from other
subjects.
Foresman (pages 64- 102) Posters – by Scott
Foresman
Resources/Links:
Principles and Elements of Design
Incredible Art for Middle school
Principles of Design slideshow
Principles and Elements of Design video done by kids
VA.68.C.2.3 Examine artworks to form ideas and
criteria by which to judge/assess and inspire personal
works and artistic growth.
Writing Links:
VA.68.S.2.2 Create artwork requiring sequentially
ordered procedures and specified media to achieve
intended results.
VA.68.S.2.3 Use visual-thinking and problem-solving
skills in a sketchbook or journal to identify, practice ,
develop ideas, and resolve challenges in the creative
process.
Connect Art and writing
Higher Order Questioning
Bloom’s Taxonomy
HOTS
Remediation & Enrichment Resources
Teacher Resources - 21st Century Skills
Artful Amy
2015-2016 Curriculum Blueprint
Grades: 6 - 8
Course: M/J Exploring 2D Art
Unit 5: Integrating Curriculum, Media, Methods and Technology into a Two - Three
Dimensional Project
Time Allowed:
6 weeks
2nd Quarter
Instructional Focus Benchmarks
Learning Goal: Students will demonstrate how to use a variety of mediums, methods, research and how to apply those to other subjects, using the Elements
and Principles of design – to create a three dimensional project.
The benchmark(s) below is linked to the CPALMS
site that contains the Specifications to include the
Objectives: Students will be able to:
Content limits, Attributes/Stimulus, and additional
1. Identify how to use different mediums, methods and techniques in Art
information.
2. Show how to maintain tools safely and take care of them
3. Study different ways Art is influenced and part of other curriculum classes
4. Develop an understanding of the essential part that art plays in our cultural society and around the world
EduSoft Mini-Assessment(s):
5. Research a three dimensional art subject so they can recreate it with their own style
6. Create their own three dimensional artwork using step by step processing and sequencing
Date Range: Given during the instruction per the
outline in this section
Key Vocabulary:

Armature

Three dimensional

Reproduction

Culture

Esthetics

Influence
Benchmarks/Standards
Supporting Florida Standards
VA.68.H.3.3 Create imaginative works to include
background knowledge or information from other
subjects.
VA.68.F.3.4 Follow directions and complete art tasks
in a timely manner to show development of 21stCentury skills.
VA.68.S.2.2 Create artwork requiring sequentially
ordered procedures and specified media to achieve
intended results.
VA.68.C.1.1 Apply a range of interests and contextual
connections to influence the art-making and selfreflection processes.
VA.68.S.3.3 Create imaginative works to include
background knowledge or information from other
subjects.
VA.68.S.1.2 Use media, technology, and other
resources to derive ideas for personal art-making.
VA.68.S.3.4 Demonstrate respect for copyright laws
and intellectual property ownership when creating
and producing works of art.
VA.68.S.2.3 Use visual-thinking and problem-solving
skills in a sketchbook or journal to identify, practice ,
develop ideas, and resolve challenges in the creative
process.
Essential Content & Understanding:
Media and methods to use to experience integrating
Cross Curriculum for our final project:

Drawing

Painting

Process Sequencing

Textiles/weaving

Multi – Media

Three dimensional form:
sculpture/pottery/Paper Mache
Integrating Cross Curriculum:

Language Arts/ Creative Writing

21st Century Skills

Standardize testing skills

Reading

Math

Social Science

Critical Thinking Skills

Problem Solving

Technology
Other Art forms: music, dance, drama and other
cultural influences
Essential Questions:
How do you combine the Elements and Principles of
Design into a two-three – dimensional artwork?
How does research prepare you to create a
reproduction of a three dimensional artwork?
How does art influence our culture?
What new safety guidelines do you need to apply when
using 3-D art tools, techniques and media?
Supplemental Resources: textbook – Art by Scott
Foresman (pages 106-186; 215-260; 318) Posters –
by Scott Foresman
Resources/Links:
3-D art sculpture ideas at pinterest.com
Middle School art by medium
Art Smart for kids
Middle school art projects
Art and Curriculum resources
Writing Links:
Connect Art and writing
Higher Order Questioning
Bloom’s Taxonomy
HOTS
Remediation & Enrichment Resources
Teacher Resources - 21st Century Skills
Artful Amy
Supporting Florida Standards
LAFS.6.SL.1.2:
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
LAFS.6.SL.1.3:
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from
claims that are not.
LAFS.6.SL.2.4:
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main
ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.68.RST.2.4:
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
ELD.K12.ELL.SI.1:
English language learners communicate for social and instructional purposes within the school setting.