Category Archives: Grade 8 Art

Grade 8 Art Reflection

Final Project Summary – Comparative Art

Report & Presentation

1- Prepare a title for your work (creativity and reflect your art) /2

2- Plan an intro. to explain what you will present  – theme you chose   /2

-brainstorming that went into deciding what you would do /4

3-Explain the elements of design you used  (definitions and application to your art) /10

Organization   /2

Overall marks /20



Art – Grade 8 In-Class Test

1. What are cool colors? Why are they used?

2. What are warm colors? Why are they used?

3. What is a close up?

4. Name 3 elements of design and what they do.

5. Name the types of ground planes.

6. Give an example of balance.

7. What is the dictionary definition for color?

8. Name 3 Landscape artists.

9. What is a landscape? Name the 3 styles for painting. (i.e Watercolors)

10. What is a proportion? Give clear example.

11. What is exaggeration? Give clear example.


Grade 8 Art In-Class Assignnment

With a partner, choose a theme from one of these below:





Sports/ Athleticism

1. Generate/ Brainstorm  questions about the theme that will help you and your partner decide what to create, for example:

– what do we know about this theme?

– what would we like to express?

– how could we express this – what tools would we need?

2. Choosing at least 10 terms from p. 189 curriculum

create a plan of how you will create your image.  You and your partner should have a plan for your own unique image, though they are along the same theme.

Also, choose an artist that you will be mimicking his/ her style from the artists listed below.

3. Create the plan like this:

Image:  A tree dying

Part I

1. Advancing colour: I will use green paint to show advancing colour moving upwards from the ground to the tree

2. Allegory: There will be an imaginary wood cutter standing behind the tree, appearing as though he will be chopping it down. He has an evil look at on his face.

and so on.

Part II

The artist we will be mimicking will be L.L. Fitzgerald, Don Snyder House. The elements we will be incorporating will include: …..

Here is the link for the artists featured in the last assignment:

Curriculum outline:

D2.2. analyse ways in which elements and principles
of design are used in a variety of art works
to communicate a theme or message, and evaluate
the effectiveness of their use on the basis
of criteria generated by the class

Grade 8 Art- See and compare

copy and paste:


Click on “See and Compare”

*Read the descriptions and comparisons of each set of pictures.

Open this link in a new window:

go to page 189 and go until the end of the document to look for at least 10 new art terms that could be used to describe each set of paintings.

In your notebook:

Describe your thoughts on each set of paintings using those new terms.


Grade 8 Art – Comparing themes of War & Nature

Käthe Kollwitz (July 8, 1867 – April 22, 1945) was a German painter, printmaker, and sculptor whose work offered an eloquent and often searing account of the human condition, and the tragedy of war, in the first half of the 20th century. Her empathy for the less fortunate, expressed most famously through the graphic means of drawing, etching, lithography, and woodcut, embraced the victims of poverty, hunger, and war.[1][2] Initially her work was grounded in Naturalism, and later took on Expressionistic qualities.[3]




Francisco José de Goya y Lucientes (Spanish pronunciation: [fɾanˈθisko xoˈse ðe ˈɣoʝa i luˈθjentes]; 30 March 1746–16 April 1828) was a Spanish romantic painter and printmaker regarded both as the last of the Old Masters and the first of the moderns. Goya was a court painter to the Spanish Crown, and through his works was both a commentator on and chronicler of his era. The subversive and imaginative element in his art, as well as his bold handling of paint, provided a model for the work of later generations of artists, notably Manet, Picasso and Francis Bacon.[1]


Themes of Nature



Katsushika Hokusai (葛飾 北斎?, September 23, 1760 – May 10, 1849)[1] was a Japanese artist, ukiyo-e painter and printmaker of the Edo period. He was influenced by such painters as Sesshu, and other styles of Chinese painting.[2] Born in Edo (now Tokyo), Hokusai is best known as author of the woodblock print series Thirty-six Views of Mount Fuji (富嶽三十六景 Fugaku Sanjūroku-kei?, c. 1831) which includes the internationally recognized print, The Great Wave off Kanagawa, created during the 1820s.


Adams, Ansel (Feb. 20 1902 — Apr. 22, 1984), photographer and environmentalist, was born in San Francisco, California, the son of Charles Hitchcock Adams, a businessman, and Olive Bray. The grandson of a wealthy timber baron, Adams grew up in a house set amid the sand dunes of the Golden Gate. When Adams was only four, an aftershock of the great earthquake and fire of 1906 threw him to the ground and badly broke his nose, distinctly marking him for life. A year later the family fortune collapsed in the financial panic of 1907, and Adams’s father spent the rest of his life doggedly but fruitlessly attempting to recoup.


From the curriculum

D2.1 interpret a variety of art works and identify
the feelings, issues, themes, and social concerns
that they convey (e.g., hold a mock debate
between artists on a topic such as the emotional
impact of realist versus expressionist styles of art;
compare art works in different artistic media
that express a common theme, such as wartime
suffering in the art work of Käthe Kollwitz and
Francisco Goya; interpret images of social issues
that are explored in historical art works, contemporary
art works, and media arts)
Teacher prompts: “How can a landscape image
express ideas or concepts, such as the power
of nature in works by printmaker Hokusai or
photographer Ansel Adams?” “How have you
been influenced by art work from other cultures
or historical periods?” “What makes one
image a stereotyped illustration and another
image an authentic expression?”

Special Workshop for Grade 8 (Wed. morning)

How do you shape Canada? How does Canada shape you? We’re calling on young Canadians to explore, express, and showcase their individual and collective identities!

When do you feel most Canadian? And if you could express it creatively, through any medium, what would you create?

Defining Moments: Discovering Our Canadian Stories invites you to submit artwork that expresses your personal relationship with Canada. Offered by TakingITGlobal and supported by Canadian Heritage, Defining Moments is a national digital media arts and citizenship project, taking participants on a journey through accounts of Canadian identity.

Open to 13 to 30 year olds across the country, we will be showcasing the artwork of young Canadians here on the Defining Moments website and a traveling exhibit.

Check out the video and more information:

Curriculum connections

D1.4 use a variety of materials, tools, techniques,
and technologies to determine solutions to
increasingly complex design challenges

D1.3 use elements of design in art works to communicate
ideas, messages, and understandings
for a specific audience and purpose

D2.2 analyse ways in which elements and principles
of design are used in a variety of art works
to communicate a theme or message, and evaluate
the effectiveness of their use on the basis
of criteria generated by the class

Ivory Coast: Senufo Art (Grade 8 unit)

Grade 8 Art Class – Landscapes sketching today!

Grade 8 Art In-class Quiz

Salam students!

This morning we will be continuing our work on landscapes. As mentioned on Tuesday, we will have a quiz on the glossary terms we have to learn and understand for Art Class.

We will be looking at step-by-step descriptions of artist Mike Callahan’s creation of a painting called Sierra Splendor.In our notebooks, we will be writing the following title : “Principals of Design Quiz” with the date.

We will be asked to look at each step of his painting and figuring out whenever he is applying principals of design we have studied.

*******Copy and paste the following link in a new tab in our browser at the computer lab*******

We write down when we see him utilizing the principal and describing how he is using it. Please underline the principal of design you find.

For example, near the start, I would write:

The artist begins by choosing a colour for his art work.

Any questions?


Here are the Glossary Words

Balance. A principle of design. A feeling of

balance results when the elements of design

are arranged to create the impression of

equality in weight or importance.


Colour. An element of design. Colour is the

particular hue that is seen when light is

reflected off an object.


Cool colours. Colours that suggest coolness

(e.g., blue, green, purple). These colours tend

to recede and appear smaller in an art work.


Elements of design. Fundamental

components of art works. They include

colour, line, texture, shape, form, and space.


Emphasis. A principle of design. Emphasis

may be defined as the special attention or

importance given to one part or element in an

art work. Emphasis can be achieved through

placement, contrast, size, etc.


Hue. The common name of a colour (e.g., red).


Intensity. The brightness or dullness of a

colour. Pure colour is the most intense; adding

black or white will decrease its intensity.


Movement. A principle of design. Movement

is the way in which the elements of design are

organized so that the viewer’s eye is led

through the work of art in a systematic way.


Opaque colour. A flat colour, not



Principles of design. Principles or guidelines

used by artists to organize the visual elements

of an art work. They include balance,

emphasis, rhythm, unity, movement, variety,

harmony, and proportion.

Rhythm. A principle of design. Rhythm

involves the repetition of elements to create

the illusion of movement.


Shade. A dark value of a colour obtained by

adding black to a pure colour.


Temperature of colour. Generally speaking,

colours are either cool or warm.


Texture. An element of design. Texture is the

feel or appearance of an object or material.


Tint. A light value of a colour obtained by

adding white to a pure colour.


Translucent colour. A semi-transparent



Unity. A principle of design. Unity is the

coherence of a work that gives the viewer

the feeling that all the parts of the piece are

working together.


Value. The lightness or darkness of a colour.


Variety. A principle of design. Achieving

variety involves the use of differences or



Warm colours. Colours that suggest warmth

(e.g., red, orange, yellow). These colours tend

to come forward and appear bigger in an art





Grade 8 Art Landscape

Grade 8 Art Assignment

Explore the Group of Seven Artists

Prepare a short biography of one of the artists

Choose *three of their paintings to critically analyze using the same questions in Appendix A of our first homework for Landscape art. Here they are:

1. Describe the colours the artist has used. Describe their intensity, value and temperature.

2. Describe areas of colour and shapes that are repeated throughout the painting.

3. Describe the path your eye follows from one area of colour to the next.

4. How does the artist effectively create a sense of rhythm through the use of colour and shape.