My 8th grade 3D class is currently working on wire & panty hose sculptures. I found the idea on a google search (and quite possibly a pin...
My 8th grade 3D class is currently working on wire & panty hose sculptures. I found the idea on a google search (and quite possibly a pin...
This unit focuses explicitly on Dale Chihuly: his life, his art. The artmaking pursued in this unit is inspired by one of Chihuly’s most well-known themes: the bowl.
8th Grade Students Create 3D Wheelchair for Special Needs Kitty - World's largest collection of cat memes and other animals
This unit focuses explicitly on Dale Chihuly: his life, his art. The artmaking pursued in this unit is inspired by one of Chihuly’s most well-known themes: the bowl.
My 8th grade 3D class is currently working on wire & panty hose sculptures. I found the idea on a google search (and quite possibly a pin...
My 8th grade 3D class is currently working on wire & panty hose sculptures. I found the idea on a google search (and quite possibly a pin...
Soon to be seen in the Media Center! Come take a look as these sculptures will be mounted on a canvas board and hung in the front hall way of the library.
Ceramics artist Tsang Cheung Shing created this double-take-inducing piece entitled "Ying Yeung," referencing both a beverage of mixed coffee and tea and
My second semester 8th graders recently completed glazing their ceramic food pieces and the 'dinner party' is on display in the lower lobby of the Middle School. I challenged them to create their favorite meal or food (plates included), and this time, many of them really stepped up and even did all sorts of additional pieces to accompany their dishes. Is your mouth watering like mine is?! Here are a few snapshots of the students in the construction and glazing process:
NYLON STOCKING SCULPTURE First student create a base using a square block. They drill holes into the base and attach wire into the holes. Then the students cover the wire and the base with a single nylon stocking. They then form the wire to a pleasing form. Students then cover the nylon with Gesso. After sculpture are dry student can use paint to give their sculpture character. Painting the sculptures took them to the next level by creating character and bold statements.
I teach middle school (6th-8th grade) science. To call it an adventure would be an understatement. It is both challenging ...
This project was inspired by the giant sculptures of Claes Oldenburg. We started off by looking at a slide show of Oldenburg’s works around the world. This was an intense lesson as it took we…
Some say the changes could complicate efforts around the country to put 8th graders in Algebra 1—a still-debated trend that’s grown over the past two decades.
After referring about the advent of photography and its influence on impressionist painting, the eighth-grade students have took photos of normal moments at home, following a few guidelines: –…
So this is a really fun project that I did with my 8th grade students just this last quarter. I had never done this project before but I got...
I have specifically designed this workbook for 8th grade students. I wanted to have a one and done workbook for any choice novel, so I could assess a variety of standards, and avoid those sometimes very boring [and poorly performed] book talks. I would also recommend printing these in booklet formatting if your printer at school can do that! It would also be a great workbook to send home for summer reading, if your school requires that! In terms of grading, the workbook is 250 points. I would grade this periodically on silent reading days. Students collect and analyze significant quotes, identify and examine the development of theme, summarize the plot, analyze elements such as: character, dialogue, diction, tone, structure, etc., connect informational text, collect vocabulary, and write a literary review. To purchase a paper PDF version: click here! Any way you use it, it will be helpful in assessing the following standards: RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. L.8.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. W.8.2.B Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
I'm sure many of you have seen the packing tape sculpture craze all over Pinterest. As soon as I saw it at the beginning of the school year, I knew it was something I had to try with my art club kids. We looked at the artwork of Mark Jenkins. Jenkins is an American artist who creates packing tape installations. The kids loved his work. It was so fun and unexpected. To start, the kids got into groups of 3-4 to help speed up the taping process. The first layer of tape had to be wrapped sticky side out. The following 2-3 layers were wrapped sticky side in. Once they got a large section wrapped (or when they wrapped too tight and the model started losing circulation), they cut the tape off and taped the form back together. Every student in art club will get to be the model for this project. I cannot wait to see these finished! Some important lessons we learned today was to not wrap too tightly and to not wrap too many layers or you run out of tape quickly. Here are some progress photos! And here is a fun little video of a quick way to wrap the torso... Here are more photos from 2/5/13 "The proposal" Gangnam Style The tangled mess of body parts! More photos from 2/6/13
Pop art is a great way to get students excited about art history and appreciation. What child doesn’t appreciate a giant banana peel or a humungous slice of cake, right!? So, for a sculpture …
Ever since I first found the whole idea of Styrogami (probably on Pinterest like everything else I do), I have been obsessed with it! It's t...
On the first day of class, students were given the assignment to collect materials found at home, in nature, etc. and adhesives to bring to class the following day. In a two hour period they had to assemble 3 spheres between 3"-6" varying in materials and construction methods. Its was a simple exercise dealing with issues of construction, time, parameters and material exploration. The following critique was a great introduction to the interests and character of each student.
Middle school grades art lesson plans. Grade 6-8 (ages 11-14 years). Middle school art activities and projects. KinderArt.com
OMG I am so excited about how these turned out! Check it out for yourself !
Towards the end of each semester, in an attempt to keep the 8th grade classes challenged, I include some 3-d assignments. Here are just a few. The fiber coil pots start out a bit difficult, but once the students get the hang of the rhythm of the stitches, they tend to turn out beautifully. We usually complete these before the holidays so they can take them home and use as gifts. In the spring, students create a paper mache letter and a plaster mask. The letters are constructed from tag board with 3 layers of paper mache and then decoupaged with 3 colors of tissue paper. The masks are created from plastic molds with two layers of plastercraft wrap and then painted and/or embellished. Above is an attempt at using my new hallway display cases. I am lucky to have them, but I am still getting used to the not-so-secure shelves and the non-corked back wall...any suggestions on using the space better, especially from those of you that are veteran art displayers?
By Barbara Benson The primary reference text recommended in A Rough Guide for Seventh Grade is Mathematics Around Us. The primary text for Eighth Grade is Mathematics in Nature, Space and Time. These are both great books with wonderful illustrations. I would like to share with you the 4 week main lesson outline that I […]
Soon to be seen in the Media Center! Come take a look as these sculptures will be mounted on a canvas board and hung in the front hall way of the library.
The Spring student show, a comprehensive exhibition of work from all levels and all studios, is currently on display at Baltimore School for the Arts now through May 4th. The opening reception was this past Friday afternoon and I had the pleasure of going to see two of my former Calvert art students who graduated in '08 and '09 who had several impressive pieces of work on display. If you have a chance to go, you should! The work is incredible! 712 Cathedral St., corner of Cathedral and Madison...
On Friday, the sixth grade got to take a closer look at their very own city of Baltimore. This exciting day gave them a head start on thinking about their seventh grade History research project about Baltimore City. The day will began with an "urban ranger" guided walking tour through the Baltimore National Heritage Area, which is designed to highlight landmarks that students probably pass quite regularly in the city, but might not know much about (such as the Civil War Museum, shot tower, and Battle Monument). Students then traveled to the “Top of the World,” the observation level of the World Trade Center, to see the city from a bird’s eye view. Then, after a picnic lunch, we got a behind the scenes tour of Oriole Park at Camden Yards, including the press box, suites, and even the O’s dugout! Check out these photos of our amazing day: At the base of the War Memorial, honoring the militia in the war of 1812 Outside of City Hall The Shot Tower Inside the residence of Balitmore's second mayor, Thorogood Smith Checking out the artifacts in the Metro station (discovered upon digging to create the Metro line) The Outside of the Flag Museum Checking out Baltimore from above at the Top of the World, World Trade Center At Camden Yards In the O's dugout! Chaperones having fun too Umpires' hallway In the Press Box What a cool city we live in!
Name sculptures.
