EK.Flip Book.7th and 8th Grade.final version new

PSYCHOLOGICAL

DEVELOPMENT

Middle Grade Students:
• Are often erratic and inconsistent in their behavior; anxiety and fear

are contrasted with periods of bravado; feelings shift between
superiority and inferiority;
• Have chemical and hormonal imbalances which often trigger
emotions that are frightening and poorly understood; may regress to
more childish behavior patterns at this point;
• Are easily offended and are sensitive to criticism of personal
shortcomings;
• Tend to exaggerate simple occurrences and believe that personal
problems, experiences, and feelings are unique to themselves;
• Are moody, restless; often feel self-conscious and alienated; lack self
esteem; are introspective;
• Are searching for adult identity and acceptance even in the midst of
intense peer group relationships;
• Are vulnerable to naive opinions, one-sided arguments;
• Are searching to form a conscious sense of individual uniqueness,
wonder "Who am I?";
• Have emerging sense of humor based on increased intellectual ability
to see abstract relationships; appreciate the "double entendre";
• Are basically optimistic, hopeful;
• Are psychologically at-risk; at no other point in human development
is an individual likely to encounter so much diversity in relation to
oneself and others;
• Want to be part of shaping rules for classroom and projects.

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USE OF SOCIAL MEDIA AND
ELECTRONIC LEARNING
DEVICES

o Text alerts and Email can be utilized for class reminders
and communication

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MORAL

AND

ETHICAL

DEVELOPMENT

Middle Grade Students:
 Are essentially idealistic; have a strong sense of fairness in human

relationships;
 Experience thoughts and feelings of awe and wonder related to

their expanding intellectual and emotional awareness;
 Ask large, unanswerable questions about the meaning of life; do

not expect absolute answers but are turned off by trivial adult
responses;
 Are reflective, analytical, and introspective about their thoughts
and feelings;
 Confront hard moral and ethical questions for which they are
unprepared to cope;
 Are at-risk in the development of moral and ethical choices and
behaviors; primary dependency on the influences of home and
church for moral and ethical development seriously
compromises adolescents for whom these resources are absent;
 adolescents want to explore the moral and ethical issues which
are confronted in the curriculum, in the media, and In the daily
interactions they experience in their families and peer groups.

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DEVELOPMENT
IN
ART

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NYS VISUAL ART
STANDARDS

Standard 1: Creating, Performing and Participating in the Arts
Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre,
and visual arts) and participate in various roles in the arts.
1. Students will make works of art that explore different kinds of
subject matter, topics, themes, and metaphors. Students will understand
and use sensory elements, organizational principles, and expressive
images to communicate their own ideas in works of art. Students will
use a variety of art materials, processes, mediums, and techniques, and
use appropriate technologies for creating and exhibiting visual art
works.
a. produce a collection of art works, in a variety of mediums, based

on a range of individual and collective experiences
b. know and use a variety of sources for developing and conveying

ideas, images, themes, symbols, and events in their creation of art
c. use the elements and principles of art to communicate specific

meanings to others in their art work

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Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the
materials and resources available for participation in the arts
in various roles.

2. Students will know and use a variety of visual arts materials,
techniques, and processes. Students will know about resources and
opportunities for participation in visual arts in the community
(exhibitions, libraries, museums, galleries) and use appropriate materials
(art reproductions, slides, print materials, electronic media). Students
will be aware of vocational options available in the visual arts.

a. develop skills with a variety of art materials and competence in at
least one medium

b. use the computer and other electronic media as designing tools
and to communicate visual ideas

c. take advantage of community opportunities and cultural
institutions to learn from professional artists, look at original art,
and increase their understanding of art

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Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the
arts, connecting the individual work to other works and to
other aspects of human endeavor and thought.
3. Students will reflect on, interpret, and evaluate works of art, using the
language of art criticism. Students will analyze the visual characteristics
of the natural and built environment and explain the social, cultural,
psychological, and environmental dimensions of the visual arts. Students
will compare the ways in which a variety of ideas, themes, and concepts
are expressed through the visual arts with the ways they are expressed
in other disciplines.
a. discuss and write their analyses and interpretations of their own

works of art and the art of others, using appropriate critical
language
b. identify, analyze, and interpret the visual and sensory characteristics
that they discover in natural and human-made forms

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Standard 4: Understanding the Cultural Dimensions and
Contributions of the Arts

Students will develop an understanding of the personal and
cultural forces that shape artistic communication and how the
arts in turn shape the diverse cultures of past and present
society.

4. Students will explore art and artifacts from various historical periods
and world cultures to discover the roles that art plays in the lives of
people of a given time and place and to understand how the time and
place influence the visual characteristics of the artwork. Students will
explore art to understand the social, cultural, and environmental
dimensions of human society.

a. demonstrate how art works and artifacts from diverse world
cultures reflect aspects of those cultures

b. demonstrate the ways in which some particular art works and
artifacts reflect important aspects of the diverse cultures of the
United States

c. create art works that reflect a particular historical period of a
culture

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PERCEPTION
AND

DRAWING ABILITY

o Many learners often express great interest in learning to draw more
realistically.

o Students use chiaroscuro drawing for shading values and light on
objects.

o Mechanical drawing techniques with rulers and curves or the
computer can be used to show structure and measurement.

o Students work with layered mark making at this level.
o They have advanced use of line.
o Students have a more detailed sketching ability than before this age.
o Students can depict an almost accurate proportion in bodies and

faces.
o Students are capable of depicting 3/4 views of faces and bodies as

well as more complex poses in addition to frontal and profile views.
o Students use (limited) foreshortening from observation.
o They have an increased ability to draw groupings of figures and

crowds.
o At this age they show exaggeration and morphing of features and

forms.
o They also can show overlapping forms and more complex

arrangements of objects.

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TYPICAL ART MEDIA SKILLS,
TOOLS,

AND TECHNIQUES

 Overlapping
 Movement
 Positive and Negative Space
 Perspective
 Foreshortening
 Hue
 Complements
 Grouping
 Scale
 Value/Contrast

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COMMON
MATERIALS

 Pencil  Oil Pastel  Cardstock
 Crayon
 Marker  Chalk pastel  Glue
 Sharpie
 Pen & ink  Colored pencil  Scissors
 Paint
 Charcoal  Water color  Wire

 Construction paper  Clay

 Tissue paper  Computer art
 Cloth programs

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ART

• Line • Positive Space • Intensity
• Horizontal • Negative Space • Tint
• Vertical • Shape • Shade
• Diagonal • Geometric • Neutral Gray
• Zig-zag • Organic • Complimentary
• Curved • Form
• Line Variations • Value Colors
• Contour Line • Hatching • Warm Colors
• Space • Cross-Hatching • Cool Colors
• Foreground • Stippling • Texture
• Middle-ground • Color • Actual Texture
• Background • Primary Color • Visual Texture
• Linear Perspective • Secondary Color • Simulated Texture
• Vanishing Point • Tertiary Color • Invented Texture
• Horizon Line • Color Wheel • Principles of Design
• Atmospheric • Hue
• Value
Perspective

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VOCABULARY

• Rhythm • Variety
• Calming • Unity
• Lively • Media
• Balance • Transparent
• Symmetry • Opaque
• Formal Balance • Pastels
• Radial Balance • Colored Pencils
• Informal Balance • Paint
• Emphasis • Watercolors
• Pattern • Oil
• Motif • Tempera
• Module
• Contrast
• Harmony

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ART
CRITICISM

At this age children are skeptical about the value of critical
discussion influencing their interpretation of a work of art.

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ART
HISTORY

o At this age they can articulate formal qualities of an artwork and
identify technique, medium etc.

o They can recall dates, locations, styles, genres and historical
contexts related to an artwork.

o Personal information about artists help build connection
between students’ lives and the artist they’re studying.

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SYMBOLISM
IN
ART:

MEANING MAKING

o Students understands the idea that
“something” represents,“something else” by
association.

o Printed or written signs can represent an
operation, element, quantity, quality, etc.

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