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8th Grade Art
Unit: Color and Design
Durations: 15-20 Sessions
www.pdesas.org
Standards, Big Ideas,
and
Essential Questions
Big Idea: The elements and
principles are powerful tools
that are accessible to study
and practice resulting in a
greater appreciation of the
art of different cultures and
civilizations.
Standards:
PA9.18ABCDEFGHIJK
PA9.2.8ABCDEGI
PA9.3.8ABCDE
PA9.4.B
Essential Questions
 What are the elements
and principles of design?
 Are you able to create an
interesting and welldeveloped composition?
 Are you able to use and
understand various
elements and principles
needed to create a
strong composition?
 Can you demonstrate
the ability to successfully
use various techniques?
 Can you apply your
knowledge of color
theory in the creation
Concepts
Competencies
Vocabulary
Students should know:
Students will be able to:
Suggested Vocabulary:



Elements of design
line
color
value
shape
form
texture
space
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


Related vocabulary
All of the elements
and most of the
principles of design
The difference
between the
elements and
principles of design
Understand and have
a working knowledge
of the color wheel
and color theory
How to analyze art
based on the
elements and
principles
The meaning of
composition








Demonstrate use and
understanding of vocabulary
relating to the elements and
principles of design
Use the elements and principles
of design in the production of a
strong composition
Identify, understand, and
respond critically to works of
art, personal or other, with
regards to the formal use of the
elements and principles of
design
Properly mix or blend colors
Mix complex color as needed
Develop a composition using
selected materials properly
Show skill and control when
applying a variety of materials
to enhance the design of the
composition
Display careful craftsmanship
Maintain materials and
workspace
Principles of design
balance
contrast
emphasis
variety
unity
rhythm and
movement
proportion
composition
Color
color scheme
primary, secondary, &
tertiary colors
color families and
harmonies
complementary colors
analogous colors
tints and shades
Instructional
Materials
Suggested
Activities
Variety of papers or
work surfaces
Participate in teacherled discussions
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
Observe, review, and/or
analyze resources
provided by the teacher
Paints: acrylic,
tempera,
watercolors,
metallic paints
gesso, mod podge
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
Adhesives: masking
tape, clear tape,
glue, hot glue,
staplers, staples
Reading Assignments
Miscellaneous:
fabrics, metals,
Discuss historical
background and various
Formal or informal
assessments




and interpretation of
art?
Can you respond
critically either verbally
or in writing to a work of
art?
Do you understand and
use related vocabulary?
Does your work
demonstrate good
craftsmanship?
Can you maintain
workspace and materials
properly?
analyze
found objects,
glitter, beads,
feathers, fake
jewels,
newspapers,
containers
Related technology
and art textbooks
Related books and
resources
Teacher and
student examples
artists as they relate to
the unit
8th Grade Art
Unit: Drawing
Duration: 20 sessions
Standards, Big Ideas,
and
Essential Questions
Big Idea: Drawing is the
foundation of all art. Artists
use tools and resources as
well as their personal
experiences and skills to
create art.
Standards:
9.1.8ABEFGHIJK
9.2.8ABCDEFIJKL
9.3.8ABCDEF
Essential Questions:
 Can you use elements
and or principles of
design to create a
properly proportioned
drawing?
 Can you use linear
perspective to create the
illusion of space on a flat
surface?
 Can you experiment with
and select appropriate
drawing tools and
techniques successfully?
 Does your work
demonstrate good
craftsmanship?
 Can you maintain
workspace and materials
Concepts
Competencies
Vocabulary
Students should know:
Students will be able to:
Suggested Vocabulary:


Elements of design
line
color
value
shape
form
texture
space





Drawing can be the
foundation of all
works of art.
A strong drawing
exhibits the elements
and principles of
design
How one or two point
linear perspective is
used to create depth
in a work of art
Perspective is an art
form developed
during the
Renaissance
Lettering is a valuable
tool for
communication
Related vocabulary
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





Exhibit drawing skills used to
develop a properly
proportioned drawing using
various elements and principles
Develop a composition creating
the illusion of depth.
Demonstrate skill in using
different tools and drawing
techniques in the studio
Form letters properly
Incorporate lettering in a
composition
Select an appropriate lettering
style
Display careful craftsmanship
Maintain materials and
workspace properly
Principles of design
balance
contrast
emphasis
variety
unity
rhythm and
movement
proportion
composition
one-point perspective
two-point perspective
Instructional
Materials
Suggested
Activities
Variety of papers or
work surfaces
Participate in teacher-led
discussions
Tools and media:
pencils, colored
pencils, erasers,
rulers, pastels,
charcoal,
markers,
crayons, paint
pens, ink and
holders, brushes,
drawing tools,
stencils,
protractors,
pencil
sharpeners,
utility knives and
blades, scissors,
paper cutter
Observe, review, and/or
analyze resources
provided by the teacher
Paints: acrylic,
tempera,
watercolors,
metallic paints,
gesso, mod
podge
Writing assignments
Adhesives: tapes,
glue, hot glue,
staplers and
staples
Discuss historical
background and various
artists as they relate to
the unit
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
Reading Assignments
Formal or informal
assessments
Renaissance
Middle Ages
assessment



properly?
Can you choose an
appropriate style of
lettering in relation to
your composition?
Are you able to see the
value of lettering as an
art form and/or a tool
for communication?
Do you understand and
use related vocabulary?
Miscellaneous:
fabrics, metals,
found objects,
glitter, beads,
feathers, fake
jewels,
newspapers,
containers
8th Grade Art
Unit: Painting
Duration: 15 Sessions
Standards, Big Ideas,
and
Essential Questions
Big Idea: Painting is a
traditional means of
communication and
expression.
Standards:
9.1.8ABCDEFGHIJK
9.2.8ABCDEFGJKL
9.3.8ABCDEF
9.4.8ABCD
Essential Questions:
 In addition to using the
painting tools properly,
can you achieve your
desired surface texture?
 Can you differentiate
among the types of
paints and can you apply
those paints properly?
 Are you incorporating
your understanding of
color theory into the
mixing of your paint
palette?
 Does your use of paint
enhance your subject
matter?
 Are you able to
understand and use
Concepts
Competencies
Vocabulary
Students should know:
 Painting is a
traditional means of
communication and
expression.
 The cultural and
historical context of a
work of art
 The color wheel and
color theory
 The differences
between types of
paint and the
outcomes they
achieve
 Related vocabulary
 Appropriate elements
and principles of
design
Students will be able to:
 Achieve desired surface
textures by using appropriate
tools and techniques
 Apply different paints properly
 Mix a color palette successfully
based on the rules of color
theory
 Enhance their work by the
application of paint
 Display careful craftsmanship
 Maintain materials and
workspace
Suggested Vocabulary:
Instructional
Materials
Suggested
Activities
Variety of papers or
work surfaces
Participate in teacherled discussions
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
Observe, review, and/or
analyze resources
provided by the teacher
subject
theme
style
color theory
color scheme
analogous
complementary
monochromatic
tints and shades
elements and
principles of design
tempera
watercolor
Paints: acrylic,
tempera,
watercolors,
metallic paints
gesso, mod
podge
acrylic
wash
Related technology
and art textbooks
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


related vocabulary?
Does your work
demonstrate good
craftsmanship?
Can you maintain
workspace and materials
properly?
assessment
Books and
resources
Teacher and
student examples
Discuss historical
background and various
artists as they relate to
the unit
8th Grade Art
Unit: Printmaking
Duration: 15 Sessions
Standards, Big Ideas,
and
Essential Questions
Big Idea
The art of printmaking is a
process of formal and
informal assessment starting
with the proof and
concluding with the final
print.
Standards:
9.1.8 ABCEHJ
9.2.8CG
9.3.8A
Essential Questions:
 Do you understand the
potential and limitations
of various graphic
methods?
 Can you compare and
contrast various graphic
methods from previous
years to the current
method?
 Can you demonstrate
the ability to use basic
positive and negative
space effectively?
 Can you understand and
use related vocabulary?
 Are color and design
integral parts of your
Concepts
Students should know:







The potential and
limitations of the
selected graphic
method
How to compare and
contrast various
graphic methods from
previous years to the
current method
How to use basic
positive and negative
space effectively
The difference
between a monoprint
and a print series.
The importance of
color and design in
printmaking
Related vocabulary
How to care for and
use the tools safely
and properly in the
printmaking process
Competencies
Vocabulary
Students will be able to:
 Select an appropriate subject
based on the printmaking
method and media
 Use positive and negative space
effectively
 Choose color to enhance the
design
 Care for and use tools safely
and properly
 Display careful craftsmanship
 Maintain art studio and
materials properly
 “Pull a proof” and make
adjustments as needed
 Make a series of prints as
required
Suggested Vocabulary:
print
plate
brayer
barren
proof
ink
reverse
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
mirror image
relief print
proof
Adhesives: glue,
tape, staples
Suggested
Activities
Participate in teacherled 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
Paint: water soluble
ink, tempera and
watercolor paint,
India ink
Verbal or written self
evaluation
Reading Assignments
elements and
principles of design
Miscellaneous:
string, fabrics,
newspapers,
found objects,
wood, containers
assessment
Related technology
monoprint
Writing assignments
series
linoleum cutter
Formal or informal
assessments
Discuss historical
background and various



print?
Can you care for and use
the tools safely and
properly in the
printmaking process?
Does your work
demonstrate good
craftsmanship?
Can you maintain
workspace and materials
properly?
and art textbooks
Related books and
resources
Teacher and
student examples
artists as they relate to
the unit
8th Grade Art
Unit: Ceramics/Sculpture
Duration: 20 sessions
Standards, Big Ideas,
and
Essential Questions
Concepts
Big Idea:
Sculpture and ceramics are
unique three-dimensional art
forms used to express
experiences and ideas
throughout time and across
cultures.
Students should know:
Standards:
PA9.1.8ABCEFHJ
PA9.2.8ABDG
9.3.8ABEG
9.4C

Essential Questions:
 What is the difference
between working three
dimensionally or two
dimensionally?
 What are the qualities of
a successful sculpture?
 Were you able to
express your ideas
through your project?
 Did your initial ideas
guide you through to the
completion of your
project?
 How does your
knowledge and use of
tools and materials




Understanding of a
sculpture stems from
examining the piece
itself and the
environment in which
it is displayed
Basic construction
methods
How to compare and
contrast three
dimensional works of
art with a verbal or
written response
Related vocabulary
The challenges and
critical thinking
involved in creating
three-dimensional
forms
Competencies
Students will be able to:
 Exhibit the ability to create a
three-dimensional form
 Satisfy the goals of the lesson
while developing a project
which reflects a unique
interpretation
 Work independently
 Demonstrate proper hand
building methods: slab
construction, coil, modeling,
slipping, scoring, wedging
 Properly use and handle tools
and materials
 Select either glaze or paint to
enhance the project
 Display careful craftsmanship
 Maintain materials and
workspace properly
Vocabulary
Suggested Vocabulary:
ceramics
sculpture
relief sculpture
sculpture in the round
three dimensional
slab
slip
score
wedge
kiln
fettling knife
potter’s needle
loop tool
toggle wire
ceramic glaze
Instructional
Materials
clay, oak tag,
newspaper, papier
mache, plaster of
paris, heavy gauge
foil, cardboard,
containers, 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,
Suggested
Activities
Participate in teacherled 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




dictate the outcome of
the project?
Can you use the related
vocabulary properly?
Can you identify and
compare and contrast
known threedimensional works of art
in a verbal or written
response?
Does your work
demonstrate good
craftsmanship?
Can you maintain
workspace and materials
properly?
acrylic paint
watercolors
assessment
Miscellaneous:
fabrics, metals,
found objects,
glitter, beads,
feathers, fake
jewels
Adhesives: hot glue
guns and sticks,
white glue,
staples, nails
Kiln: kiln furniture,
hardware,
ventilation (fan &
pipe system), kiln
wash
Related technology
and art textbooks
Related books and
resources
Teacher and
student examples
artists as they relate to
the unit