8th Grade Visual Art
Cranbrook Kingswood Middle School for Girls
Alternating Days Semester Class
The purpose of Eighth Grade Visual Art class is to build 2D and 3D Art skill through the exploration of higher level concepts and art media.
New techniques and media will help prepare the student for high school level art classes.
The Art created will reflect student responses to given problems, incorporating knowledge with critical and aesthetic awareness, as well as personal creative insight.
Student work will be displayed around campus. Some students may volunteer to enter their art work in the Wayne and Oakland County Scholastic Art Competition as well as other competitions as they become available during the school year.
Use of Art Historical Examples to teach art technique, intent, and history may include the following Artists and Art Movements/Time Periods:
1. Chair Design Research Project (10 points)
Together we will investigate significant designers and share information. We will try to give everyone a different designer. We will be collaborating on a Google Presentation. Please click on the link for the presentation for your class and complete your assigned page. (Each student is assigned a different designer.)
Use the following links to help find the information on your designer:
Google Slide Presentation for 8A: https://docs.google.com/a/cranbrook.edu/presentation/d/1r6l70UCAPjc3df6uAo2T4CruYJSo_-wqOKGH36Cdg9I/edit?usp=sharing
Google Slide Presentation for 8B: https://docs.google.com/a/cranbrook.edu/presentation/d/1FyecyBA_YfKeLENuDJCwYuY_SXBYBeVxdBJFj2MIN9U/edit?usp=sharing
The links below are useful sources for information:
You may be assigned one of these designers:
Florence Schust Knoll Bassett
Ludwig Mies van der Rohe
Charles-Edouard Jeanneret Gris or Le Corbusier
2. Furniture Collection Visit to the Cranbrook Art Museum
Each student will participate in a guided tour of the Cranbrook Furniture Collection. During the visit, the student will sketch furniture and participate in a docent led discussion regarding the evolution of chair technology, function, and design.
Sketches and answers to the questions at the museum will lay the foundation for further discussions, chair model making (out of paper), and eventual creation of a 3-D model on the computer to be printed in class on the 3-D printer.
3. Paper Model Making: Following a demonstration on basic paper manipulations, each student will model a chair from paper according to her proposed design. After a critique of the chairs, students will be paired up to create a second chair with a partner using the best elements from both chairs to help make the collaborative chair. Materials used: paper, tape, stapler, and imagination.
4. TinkerCad Skills: Following a guided demonstration of four basic skills, the student will demonstrate understanding of the 4 manipulations before starting the chair construction in TinkerCad.
5. Creating the Chair in TinkerCad:
Using your sketches and paper models as a starting point, design your chair in TinkerCad. You will have two class periods to complete the task.
Begin with your paper model as a starting point. Ask yourself, is this chair type interesting enough for me to continue? If not, decide right now how to change direction before you go any further.
TinkerCad Chair Rubric
_____(5) Legs, cushions, base, etc. are easily identified.
_____(5) Construction and Quality
_____(5) Originality and Challenge–
_____(5) Classroom/Lab Time
_____(3) Up to 3 points extra credit for the following:
_____20 Total Possible for TinkerCad Model Construction
B. Ceramic Unit (Clay Slab Container with optional Design Elements)
Note: Art Historical Examples are reviewed prior to design and construction. In 2016-2017, the students in Art class were able to visit the John Glick Show at the Cranbrook Art Museum. At the museum, students reviewed the Glick collection and critiqued the work and his processes before returning to the classroom to create their own slab constructions.
These Video demos might be good to see if you have not made a slab construction before:
Vocabulary: Form, Function, Color, Texture, Slab, Slip, Score, Kiln, Fire, Balance, and Proportion
C. Drawing Unit
Vocabulary: Line, Visual Texture Value, Emphasis, Balance, Variety, Movement, Rhythm, Proportion, Composition (Rule of Thirds), and Unity
1. Drawing Exercises (to be completed over at least three days
2. Final Project for the Drawing Unit: “Zen-Tangle” Ink Pattern Study
Principles of Design
Keep in mind that you will be evaluated on the following:
____(5) Composition is Balanced
____(5) Variety of Textures have been used in your design
____(5) You have created rhythm through repetition of visual elements.
____(5) Craftsmanship – Your project is ready to hang in an art show!
____20 Points Total
D. Painting Unit
Vocabulary: Line, Shape, Color, Space, Value, Emphasis, Balance, Movement, Rhythm, Proportion, and Unity.
Landscape (Acrylic or Watercolor depending on time)
E. Metals Unit
Vocabulary: Shape, Texture, Balance, Harmony, and Variety
Mr. Thies uses this web site to organize information for Art. Student specific information will be occasionally showcased on Mr. Thies’ CranNet pages.
You may e-mail Mr. Thies at firstname.lastname@example.org