Skyview Middle School Arts

  • Art  

    Sixth Grade (Quarter) - We will experiment with a variety of art media and techniques to sharpen skill with a variety of art media to include 2- and 3-dimensional projects. These might include drawing, painting, design, sculpture, printmaking, and ceramics.
     
    Seventh Grade (Semester) - This course will continue to build on art skills and knowledge gained in Elementary school and 6th grade. Students will be exposed to and further develop the ability to manipulate art media in ways that allows them success in creating individual art projects. We will focus on drawing skills, understanding and use of color and color mixing, painting techniques, design, historical and cultural expressions, proper use of tools and materials, paper Mache, 3-D projects, ceramics, and analysis.
     
    Eighth Grade (Semester) - We will continue to work on drawing skills, address color value and how to use it, paint, and use a variety of art techniques to understand various processes. We will understand how to draw in 2-point perspective and work in 3-D as well as mixed media.

    Theater (Drama)

    All students will be guided in applying interpersonal, problem solving, communication, and organizational skills to group and independent activities (including performing and critiquing) connecting theatre arts to culture, other studies, and daily life. We will be videoing the students’ group performances, to be played back in each individual class as a critiquing tool – and for fun! A History of Theatre video may be shown to the 8th grade classes; “Fractured Fairy Tales” animations may be used for the 6th grade classes. Video clips may also be used at various times for all grades, in order to demonstrate or confirm a lesson objective; filmed theatrical performances in whole or in part may be used as part of a lesson plan, particularly in case of my absence. All students are encouraged to participate in the twice-yearly SET (Skyview Eagles Theatre) productions, but will not be penalized if they choose not to do so. (More detailed information on the productions themselves will be provided as their dates approach.) Auditions for these shows will be open to the entire student population, and will be advertised via announcements, posters, word-of-mouth, Infinite Campus, and the school newsletter. Please note that students who do participate in the productions may be expected to meet eligibility expectations, as well as the behavioral expectations of the director.

    Sixth Grade (Quarter) - Sixth graders will begin by getting to know each other and start becoming comfortable with being “on stage” through a simple and fun interview/introduction process. They will then move on to an introduction to theatre, which will include basic theatre history, terminology, and areas of the stage. Along the way, they will learn and apply basic stage movement and expression as they create and act out various characters, while working as part of an ensemble during performance-based, collaborative activities. Various play styles will be explored and discussed, and by the end of the quarter, students will be able to plan and develop a playlet, which they will then rehearse and act out for their classroom peers, complete with costuming and props, while applying good audience and critiquing skills that they will have learned and practiced throughout the quarter, as well. (Basic puppetry may also be included in the curriculum, as time permits.)

    Seventh Grade (Semester) - Seventh graders will get started with some fun, confidence-building activities, then move on to review the basics of theatre (including history and vocabulary, and an expansion of their stage knowledge). They will then build on those to increase their understanding of the subject, and improve their communicative and creative abilities, as they participate in tasks and performances with a continued emphasis on characterization and acting techniques. Students will have the opportunity to work both collaboratively and individually on projects, to include learning about and performing different styles of plays and monologues, ranging from classical to contemporary, as well as developing and performing in their own work, both scripted and improvised. Basic technical and design elements will be introduced, explored and applied, and students will continue to practice and build upon good audience and critiquing skills, including self-reflection. (A variety of activities will be used to enhance and direct the learning process, including but not limited to, theatre “games”, basic improv, mask work, basic choreography, and readers theatre.)

    Eighth Grade (Semester) - Eighth graders will also start off with some fun confidence-builders and a review of the basics, then progress to learning even more about the history, themes, styles, and elements of theatre. They will become more immersed in character development and performance techniques, as they explore societal and cultural themes, and meet and resolve various artistic challenges, as they work collaboratively on ensemble pieces (to include improvisation, scripted work, and choreography) and individually on monologue work. They will continue to practice and refine good audience and critiquing skills (to include more in-depth critical thinking and questioning) as well as recognize to a greater extent the importance of their contributions and commitment through planning and preparation, rehearsals, and self-reflection. Technical and production skills will be further introduced and explored, and then applied as the students take part in identifying, creating, and preparing scenery, props, sound, lighting, costuming, etc., both in class and for the school plays. As time permits, students may also have the opportunity to participate in a stage-makeup workshop. 

Fine Arts Department Overview

  • The fine arts are art forms that create works that are primarily visual in nature, such as ceramics, drawing, painting, sculpture, printmaking, design, crafts, photography, video, filmmaking and architecture. These definitions should not be taken too strictly as many artistic disciplines (performing arts, conceptual art, textile arts) involve aspects of the visual arts as well as arts of other types. Also included within the visual arts are the applied arts such as industrial design, graphic design, fashion design, interior design and decorative art. The current usage of the term "visual arts" includes fine art as well as the applied, decorative arts and crafts.

    Teaching the arts disciplines is essential to developing creativity, synergistic thinking, empathy, expression and the ability to view the world through multiple perspectives. Whether students are learning individual skills or are applying skills to enhance a collaborative ensemble, the arts demand perseverance, diligence, flexible thinking and innovation. The 21st century, conceptual age requires people who are dynamic, multi-disciplined, global thinkers which are the fundamental benefits of a comprehensive arts education.
     
    Music is an art form whose medium is sound and silence. Its common elements are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; "art of the Muses"). The creation, performance, significance, and even the definition of music vary according to culture and social context. Music ranges from strictly organized compositions (and their recreation in performance), through improvisational music to aleatoric forms. Music can be divided into genres and subgenres, although the dividing lines and relationships between music genres are often subtle, sometimes open to personal interpretation, and occasionally controversial. Within the arts, music may be classified as a performing art, a fine art, and auditory art. It may also be divided among art music and folk music. There is also a strong connection between music and mathematics. Music may be played and heard live, may be part of a dramatic work or film, or may be recorded.

Educational Content Areas

  • The power of Colorado’s education improvement efforts lies in having a comprehensive system consisting of relevant and rigorous standards, aligned and meaningful assessments, excellent teachers and school leaders, and high-performing schools and districts. All aspects of the system are continuously improving to advance student learning and prepare students to succeed in an increasingly competitive workforce The Colorado Academic Standards are the expectations of what students need to know and be able to do at the end of each grade. They also stand as the values and content organizers of what Colorado sees as the future skills and essential knowledge for our next generation to be more successful. State standards are the basis of the annual state assessment.

    Colorado has 10 content areas:
    • Colorado Arts
      • Music
      • Visual Arts
      • Theatre
      • Dance
    • Comprehensive Health and Physical Education
    • Mathematics
    • Reading, Writing, and Communicating
    • Science
    • Social Studies
    • World Languages