INTRODUCTION TO EIGHTH GRADE ART
FOUNDATIONAL SKILLS AND EXPECTATIONS
In Middle School art lessons, students are introduced to slightly advanced techniques like traditional Islamic drawing, various shading techniques, color theory and other media. This is in addition to the Roots of Risers character building themes, social-emotional learning, spiritual development and developing an understanding of Islamic cultural heritage.
EIGHTH GRADE ART PROJECTS INDEX
| THEME | INSPIRATION | PROJECT | TECHNIQUE | MEDIUM |
|---|---|---|---|---|
| Wilāyah | “Have you not regarded how Allah has drawn a parable? A good word is like a good tree: its roots are steady and its branches are in the sky.” Noble Qurʾān 14:24 | Triadic | COLOR THEORY | PAINT |
| Trust | “He is the One Who sends to His servant manifest signs that He may lead you from the depths of Darkness into the Light and verily Allah is to you most kind and Merciful.” Noble Qurʾān 57:9 | Mix: Hatching, cross hatching, stippling, blending, scumbling | LIFE DRAWING WITH SHADING | WHITE & BLACK COLOR PENCILS ON TONED PAPER |
| Patience | “And with Him are the keys of the unseen; none knows them except Him. And He knows what is on the land and in the sea. Not a leaf falls but that He knows it. And no grain is there within the darknesses of the earth and no moist or dry [thing] but that it is [written] in a clear record.” Noble Qurʾān 6:59 | Patterns | LINEAR DRAWING | WATERCOLORS & DRAWING PENS |
| Respect | “The servants of the Most Merciful are those who walk upon the earth in humility, and when the ignorant address them, they say words of peace.” Noble Qurʾān 25:63 | Choice of color theme | COLOR THEORY | MIXED MEDIA/ PRINTMAKING |
| Justice | “And the heaven He raised and imposed the balance. That you not transgress the balance. And establish weight in justice and do not make deficient the balance.” Noble Qurʾān 55:7-9 | Three-dimensional artwork | TECHNICAL DRAWING | DRY MEDIA & PAPERCRAFT |
| Gratitude | “And were you to count the blessings of God, you could not number them. Truly God is Forgiving, Merciful” Noble Qurʾān 16:18 | Vase with various coil techniques | 3D MOLDING | CERAMICSCLAY |
| Mercy | “Allah has prepared for them gardens beneath which rivers flow, wherein they will abide eternally. That is the great attainment.” Noble Qurʾān 9:89 | Tezhip I | TRADITIONAL DRAWING | PAINT ON PAPER |
LESSON PLAN STRUCTURE
Here’s a brief outline of the lesson structure. Please refer to the section in the main curriculum about the Studio Thinking Framework by Project Zero for more information.
| LESSON SEGMENT | EXPLANATION | VIEWER |
|---|---|---|
| THEME & ART PROJECT | This section mentions the name of the specific Root of Risers, on which the art lesson is based. This section also shows the name of the art project as well as a sample image of the project. | Students |
| OBJECTIVES | There are usually three kinds of objectives we aim to achieve through teaching the art project - a spiritual objective, a technique/skill based objective and an art concept based objective. | Students |
| INSPIRATION | This section contains the Qur’anic verse, hadith or other spiritual content which inspires the creation of the art project. It is a literary branch of the main Roots of Risers theme. | Students |
| OVERVIEW & DISCUSSION | This section elaborates on the inspiration verse. It discusses the spiritual dimension of the art project. It also discusses the art skills, techniques and ideas that will be introduced to students in the art project. | Students |
| PROJECT PREPARATION | This section has two main components.It has a list of art materials needed for the project. It also has a ‘Background Prep’ section, with information on what the teacher needs to do before the lesson begins. | Teacher and/or Students. Online students may need to see this slide. |
| TIMEFRAME | This section breaks down the time needed to work on the project. The teacher can use this as a recommended guideline, since each art class is different and has students with different skill levels. | Teacher |
| MODIFICATIONS | This section has suggestions for project modifications and adaptations for the benefit of all types of learners in the classroom. | Teacher |
| CREATION PROCESS | This section shows the step by step process of project creation. It has sample images to guide students, as well as tips on modifications. Students should always be given a choice to add or subtract ideas in the creation process, and be encouraged to personalize their artwork to reflect their own ideas. | Students |
| PRESENTATION & PEER REVIEW | This section is about students displaying and presenting their work. It also encourages students to provide positive and valuable feedback to their peers. | Students |
| WHOLE GROUP DISCUSSION | This section has been set up as a reflection time for the teacher to ask students questions about their projects, to review the art concepts and wrap up the lesson with a reference to the spiritual context of the lesson. The teacher may choose to revisit the inspiration verse at this time. | Students |
| HOLISTIC ASSESSMENT | This section has a guide to help assess each student holistically. It has pointers for formative assessments. Teachers may also use other types of assessments to grade students. Please refer to the ‘Sample Assessments’ section in the main curriculum. | Teacher |
| LESSON SPECIFICS | This section mentions the National Core Arts Standards implemented in the lesson plan. It also lists the cross curricular connection between different subjects. | Teacher |
| INSPIRATION IMAGES | This section has a larger view of the images that were used as visual inspiration for the art project. | Students |
SCOPE AND SEQUENCE: MIDDLE & HIGH SCHOOL BY MEDIUM & TECHNIQUE
