6th Grade Art
Unit: Color and Design
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions Concepts
Big Idea :
The elements and principles of art are recognized as powerful tools in the creation of art.
Standards:
PA9.1.8ABCGHJK
Essential Questions :
1.
Can you recognize some of the elements and some of the principles of design?
2.
What is a composition?
3.
Are you able to create a balanced composition?
4.
Can you mix colors according to the needs of the assignments?
5.
Can you identify color families on the color wheel?
6.
Do you understand and use related vocabulary.
7.
Does your work demonstrate
Students should know:
 The importance of composition in any work of art

How to incorporate the elements and some principles of art in their work
 related vocabulary
Competencies
Students will be able to:
 Answer questions regarding the elements and principles of design

Describe the meaning of composition

Exhibit the use of various elements and principles of design in the production of a balanced composition

Mix colors according to the needs of the assignment

Identify color groupings on the color wheel

Display careful craftsmanship

Maintain workspace and materials properly
Vocabulary
Suggested Vocabulary: elements of design principles of design composition color wheel primary and secondary colors color families and harmonies assessment
Instructional
Materials
Variety of papers or work surfaces
Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, Ink and holders, brushes, drawing tools
(stencils, protractors, etc.), pencil sharpeners, utility knives and blades, scissors, paper cutter
Paints: acrylic, tempera, watercolors, metallic paints, gesso, mod podge
Adhesives: Masking tape, clear tape, glue, hot glue, staplers, staples
Miscellaneous: fabrics, metals, found objects, glitter, beads, feathers, fake jewels, newspapers, containers
Related technology
Suggested
Activities
Participate in teacher-led discussions
Observe, review, and/or analyze resources provided by the teacher
Research additional resources when necessary
Observe teacher demonstration of techniques and processes
Learn and demonstrate all safety considerations and good work habits
Verbal or written self evaluation
Writing assignments
Reading

good craftsmanship?
8.
Can you maintain materials and workspace and materials properly? and art textbooks
Books and resources
Teacher and student examples
Assignments
Formal or informal assessments
Discuss historical background and various artists as they relate to the unit

6th Grade Art
Unit: Drawing
Duration: 20 sessions
Standards, Big Ideas, and
Essential Questions
Big Idea : Drawing is the foundation of all art which combines the experiences and skills of the artists.
Standards:
PA 9.1.8A,B,C,G,H,J
9.2.8A,F,
9.3.8A C
Essential Questions :
1.
2.
3.
4.
5.
6.
Can you demonstrate the use of line, shape, value, and texture in a drawing?
Can you create foreground, middle-ground, and background through your drawing skills?
Can you use the specified drawing tools successfully?
Does your work demonstrate good craftsmanship?
Can you maintain materials and workspace properly?
Do you understand the related vocabulary?
Concepts
Students should know:

Drawing Is an art form

Drawing assists in the development of many other art forms

Many materials can be used for drawing

Related vocabulary
Competencies
Students will be able to:

Demonstrate the use of various elements in their drawings

Create and understand middle ground, foreground, and background

Demonstrate skill in using different tools and drawing techniques in the studio

Maintain workspace and materials properly

Display careful craftsmanship
Vocabulary
Suggested Vocabulary: line shape value color texture space form balance composition linear perspective atmospheric- perspective proportion assessment
Instructional
Materials
Variety of papers or work surfaces
Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, ink and holders, brushes, drawing tools
(stencils, protractors, etc.), pencil sharpeners, utility knives and blades, scissors, paper cutter
Related technology and art textbooks
Books and resources
Teacher and student examples
Suggested
Activities
Participate in teacher-led discussions
Observe, review, and/or analyze resources provided by the teacher
Research additional resources when necessary
Observe teacher demonstration of techniques and processes
Learn and demonstrate all safety considerations and good work habits
Verbal or written self evaluation
Writing assignments
Reading
Assignments

Formal or informal assessments
Discuss historical background and various artists as they relate to the unit

6th Grade Art
Unit : Painting
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions Concepts
Big Idea :
Painting is a traditional form of art.
Standards:
PA 9.1.8 ABCFGHJ
PA9.2.8BCG
PA9.3.8AC
Essential Questions :
1.
Have you developed a subject and theme?
2.
Do you understand the historical and cultural context of a painting?
3.
Can you apply paint properly as shown by instructor?
4.
Have you incorporated some elements and principles in your painting?
5.
Can you mix colors according to the needs of the assignment?
6.
Do you understand and use related vocabulary?
7.
Do you know what tools are necessary for your painting?
8.
Can you maintain materials and workspace properly?
9.
Does your work demonstrate
Students should know:

Paintings may reflect the values and beliefs of a culture

Different materials will create different effects
 Color theory

Have an awareness of subject and theme in painting

Related vocabulary
Competencies
Students will be able to:

Select necessary tools for painting

Demonstrate specific painting techniques as taught by instructor

Mix colors

Maintain materials and workspace properly

Display careful craftsmanship
Vocabulary
Suggested Vocabulary: subject theme color theory elements principles tempera watercolor acrylic palette palette knife brush types assessment
Instructional
Materials
Variety of papers or work surfaces
Tools and media: pencils, colored pencils, erasers, rulers, pastels, charcoal, markers, crayons, paint pens, Ink and holders, brushes, drawing tools
(stencils, protractors, etc.)
Paints: acrylic, tempera, watercolors, metallic paints gesso, mod podge
Related technology and art textbooks
Related books and resources
Teacher and student examples
Suggested
Activities
Participate in teacher-led discussions
Observe, review, and/or analyze resources provided by the teacher
Research additional resources when necessary
Observe teacher demonstration of techniques and processes
Learn and demonstrate all safety considerations and good work habits
Verbal or written self evaluation
Writing assignments

good craftsmanship
Reading
Assignments
Formal or informal assessments
Discuss historical background and various artists as they relate to the unit

6th Grade Art
Unit: Printmaking
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions Concepts
Big Idea : The art of printmaking is a process.
Standards:
PA 9.1.8ABCHJ
Essential Questions
1.
:
Can you define the process of printing?
2.
Can you demonstrate the use of color and design in the graphic arts?
3.
Can you care for and use the tools safely and properly in the printmaking process?
4.
Can you recognize related vocabulary.
5.
Does your work demonstrate good craftsmanship?
6.
Can you maintain materials and workspace and materials properly?
Students should know:

The difference between a print and other forms of art

Prints can be produced by using many different methods

Printmaking is a process

The importance of color and design in printmaking

Related vocabulary
Competencies
Students will be able to:

Proceed with the steps of the printing process

Care for and use the tools safely and properly in the printmaking process

Select appropriate color to enhance the image

Maintain the art studio and materials

Display careful craftsmanship
Vocabulary
Suggested Vocabulary: print plate brayer barren proof reverse mirror image relief print elements of design assessment
Instructional
Materials
Variety of papers and work surfaces, linoleum or similar material, styrofoam, gum erasers, cardboard, plexiglass
Tools and media: linoleum cutters and handles, brayers, barrens, utility knives and razors, ink trays, brushes, drawing tools
Adhesives: glue, tape, staples
Paint: water soluble ink, tempera and watercolor paint, India ink
Miscellaneous: string, fabrics, newspapers, found objects, wood, containers
Related technology and art textbooks
Reproductions
Suggested
Activities
Participate in teacher-led discussions
Observe, review, and/or analyze resources provided by the teacher
Research additional resources when necessary
Observe teacher demonstration of techniques and processes
Learn and demonstrate all safety considerations and good work habits
Verbal or written self evaluation
Writing assignments

Related books and resources
Student and teacher examples
Reading
Assignments
Formal or informal assessments
Discuss historical background and various artists as they relate to the unit

6th Grade Art
Unit: Sculpture and Ceramics
Duration: 15-20 Sessions
Standards, Big Ideas, and
Essential Questions Concepts
Big Idea : Sculpture and Ceramics is a unique three dimensional art form.
Standards: PA 9.1.8A,B,C,H,J
Essential Questions :
1.
What is the difference between the elements of shape and form?
2.
Can you recognize threedimensional art?
3.
Can you demonstrate the ability to properly construct a sound three-dimensional form?
4.
Do you know the names of the tools, and can you show how to use them properly?
5.
Do you know what ceramic glaze is?
6.
Do you know how to apply ceramic glaze properly.
7.
Does your work demonstrate good craftsmanship?
8.
Can you maintain materials and workspace and materials properly?
Students should know:

How to develop a sound three dimensional form

Related vocabulary

The challenges and critical thinking involved in creating three dimensional
Forms

The difference between shape and form

The use of glaze on ceramics
Competencies
Students will be able to:

Create a 3-dimensional form or relief sculpture

Demonstrate proper hand building methods: slab construction, modeling, slipping, scoring, wedging
 Apply glaze correctly

Properly use and handle tools and materials
 Display careful craftsmanship
 Maintain materials and workspace properly
Vocabulary
Suggested Vocabulary: slab construction slip score wedge form kiln fettling knife potters needle toggle wire air pockets glaze assessment
Instructional
Materials
Materials: clay, oak tag, newspaper, papier mache, heavy gauge foil, wire, plastic bags, paper towels,pencils, straight edge, plastic wrap, tape, craft sticks or yarn
Tools: fettling knives, potter’s needle, rolling pins, toggle wire, double ended clean up tool, wire loop tools, scissors, kidney tool, sponges, extruders , popsicle sticks, paint brushes, pencils, markers, pens ceramic glazes, mod podge, acrylic glaze
Paint: acrylic, tempera, gesso, watercolors
Miscellaneous: fabrics, metals, found objects, glitter, beads, feathers, fake jewels
Adhesives: hot glue guns
Suggested
Activities
Participate in teacher-led discussions
Observe, review, and/or analyze resources provided by the teacher
Research additional resources when necessary
Observe teacher demonstration of techniques and processes
Learn and demonstrate all safety considerations and good work habits
Verbal or written self evaluation
Writing assignments
Reading

and sticks, white glue, staples, nails
Kiln: kiln furniture, hardware, ventilation
(fan & pipe system), kiln wash
Plaster
Related technology and art textbooks
Books and resources
Teacher and student examples
Assignments
Formal or informal assessments
Discuss historical background and various artists as they relate to the unit