This week, we are beginning our photography unit in Art class. This is an exciting unit for students because 7^th/8^th grade students are the only grades that currently have this as an option within Westgate.

This year, thanks to the generous donations of our community to the Let’s Gogh Fun Run, our art program was able to purchase a set of brand new DSLR Cameras for students to use. This means that students will now have more flexibility and opportunities to alter, enhance, and manipulate their photographs before they even upload them into the computer.

As a result of this, I am sending home a contract for you to look over and sign with your student stating that they understand the outlined expectations around the use of the new cameras. Westgate would like these cameras to stay in very good condition so that they are able to be used for years to come.

Westgate DSLR Contract

I appreciate your help in ensuring students understand the importance of keeping our equipment safe and taken care of. I have attached a copy of the contract here, please have them signed and returned to me by Monday, May 4^th, 2026. If you have any questions, please feel free to reach out.

Welcome back to 7th and 8th Grade Art! As we begin Semester 2, we’ll continue using our knowledge of the Elements of Art and Principles of Design while shifting our focus to sculptural and 3D art. Get ready to experiment, build, and problem-solve as we work with materials like cardboard, clay, and found objects to bring your ideas off the page and into space.

Quarter 3: 3D/Sculpture

• Project 1: Cardboard Architecture
  • In this project, students design and construct an architectural model inspired by an architect of their choice. Using cardboard, students explore structure, balance, and form while translating two-dimensional plans into three-dimensional designs. This hands-on process encourages research, problem-solving, and creative thinking, while connecting art to real-world design careers.
  • The project aligns with National Visual Arts Standards for 7th and 8th grade, including:
    • VA:Cr1.1.7 – Apply methods to overcome creative challenges in developing original ideas
    • VA:Cr2.1.8 – Demonstrate persistence and willingness to experiment with materials and techniques
    • VA:Cn10.1.8 – Make art that reflects personal interests, knowledge, and understanding of the world.
  • Through this architectural model project, students gain insight into design thinking and experience how artistic skills are applied in professional architecture and engineering fields
• Project 2: Clay Bust
  • In this project, students create a three-dimensional self-portrait bust inspired by the realism and proportions of ancient Greek and Roman sculpture. Using a subtractive clay method, students begin with a solid form and carefully carve away material to define facial features, structure, and expression. This process emphasizes observation, craftsmanship, and problem-solving while introducing classical sculpture techniques.
  • This project aligns with National Visual Arts Standards for 7^th and 8^th grade, including:
    • VA:Cr2.1.7 – Demonstrate persistence in developing skills through practice and revision
    • VA:Cr3.1.8 – Apply relevant criteria to examine, reflect on, and plan revisions for a work of art
    • VA:Cn11.1.8 – Analyze how art reflects historical and cultural contexts.
  • Through this sculptural experience, students connect art history with contemporary self-expression while building advanced 3D design and critical thinking skills.
• Project 3: Found Art
  • In this project, students create three-dimensional sculptures inspired by Found Art, using recycled and everyday materials to transform discarded objects into meaningful works of art. Students explore form, balance, texture, and problem-solving while considering how materials can communicate ideas about sustainability and creativity.
  • This project aligns with key National Visual Arts Standards for 7^th and 8^th grade, including:
    • VA:Cr1.1.7 – Apply methods to overcome creative blocks and generate innovative ideas
    • VA:Cr2.1.8 – Demonstrate willingness to experiment, innovate, and take risks in art-making
    • VA:Cn10.1.7 – Create works of art that reflect social, cultural, and environmental themes
  • Through this sculptural process, students develop spatial thinking, collaboration, and an understanding of how art can repurpose materials to make powerful statements.

Our middle school art program is evolving! This year, we’re transitioning from a traditional art curriculum to a more dynamic, career-focused approach. While students will continue to explore foundational art techniques and creativity, the new curriculum will introduce them to real-world applications of art through exposure to art-related careers. From graphic design and animation to architecture, photography, fashion, and product design, students will learn how their creative interests can translate into high school electives, college majors, and fulfilling careers. This shift aims to inspire students to see art not just as a subject, but as a pathway to their future.

• Quarter 1: Drawing – August 4^th – October 3^rd
  • Project 1: Blackout Poetry
    • Blackout poetry is a creative process where students transform a page of text into visual art by blacking out words to reveal a hidden poem. This activity encourages critical thinking, interpretation, and design skills as students select meaningful words and use visual elements to enhance their message.
    • This project aligns with Art Standards, including:
      • VA: Cr1.2.7a – Develop criteria to guide making a work of art or design to meet an identified goal.
      • VA: Cr2.1.8a – Demonstrate awareness of ethical responsibility when producing images or objects.
      • VA: Re7.1.6a – Identify and interpret works of art or design that reveal how people live around the world and what they value.
    • Blackout poetry merges literacy and visual expression, helping students explore personal voice through both language and design.
  • Project 2: Textbook Illustrator
    • Textbook illustration is a creative and technical process that combines strong drawing skills with subject-specific knowledge to support student learning. Illustrators work closely with editors, educators, and designers to create clear, engaging visuals that align with curriculum standards.
    • This project aligns with Art Standards, including:
      • VA: Cr1.2.7a—developing ideas and planning for art
      • VA: Pr4.1.8a—selecting effective visuals for communication.
    • This career path highlights how art can educate, inform, and inspire on a national scale.
  • Project 3: Landscape Designer
    • Landscape Designers blend creativity and environmental planning to design outdoor spaces like parks, gardens, campuses, and urban areas. They consider aesthetics, functionality, and sustainability in their work, often using hand-drawn and digital renderings to communicate ideas.
    • This project aligns with Art Standards, including:
      • VA: Cr1.1.8a - apply methods to generate and conceptualize artistic ideas)
      • VA: Cr2.1.8a - demonstrate willingness to experiment and innovate)
      • VA: Pr4.1.8a - analyze, select, and curate artworks for presentation)
    • Through this career path, students see how art can shape the world around them.
  • Project 4: Tattoo Artist
    • Tattoo artists use their drawing and design skills to create permanent body art. They work closely with clients to develop custom designs, requiring strong communication, precision, and knowledge of safety and sanitation practices. The process involves sketching ideas, transferring designs to skin, and using specialized tattoo machines to ink the artwork.
    • This project aligns with Art Standards, including:
      • VA: Cr1.1.7a – Apply methods to generate ideas for art-making.
      • VA: Cr2.1.8a – Demonstrate willingness to experiment and take creative risks.
      • VA: Pr6.1.6a – Analyze how art is displayed and preserved in various contexts.
      • VA: Cn10.1.7a – Make art inspired by personal experiences and outside influences.
    • Exploring tattoo artistry helps students see how creative expression can lead to meaningful, real-world careers.
• Quarter 2: Painting – October 20^th – December 19^th
  • Project 1: Art Historian
    • Art Historians study, analyze, and interpret artworks, architecture, and cultural artifacts to understand their historical and cultural significance. Their work involves research, writing, curating exhibitions, and often teaching at museums or universities.
    • This project aligns with Art Standards, including:
      • VA: Re7.2.7 – Perceive and Analyze artistic works
      • VA: Re8.1.7 – Interpret intent and meaning in artistic work
      • VA: Cn11.1.7 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
  • Project 2: Caricaturist
    • A caricaturist is an artist who specializes in exaggerated, often humorous portraits that highlight a person's distinctive features and personality. These artists work at events, theme parks, or freelance, combining strong observational skills with creativity and quick execution.
    • This project aligns with Art Standards, including:
      • VA: Cr2.1.7 – Apply visual organization strategies to solve artistic problems.
      • VA: Re7.2.8 – Compare and contrast contexts and media to deepen understanding of artistic expression.
      • VA: Cn10.1.7 – Explore how art connects to career opportunities and personal meaning.
    • Learning about caricature encourages students to think critically, refine technical skills, and understand how art can become a professional path.
  • Project 3: Museum Curator
    • A museum curator is responsible for acquiring, organizing, and interpreting art and historical collections for public education and enjoyment. They research artworks, plan exhibits, and collaborate with artists and educators to create meaningful experiences
    • This project aligns with Art Standards, including:
      • VA: Re7.1.7 – Identify and analyze cultural associations suggested by visual imagery.
      • VA: Cr3.1.7 – Reflect on and revise work in response to feedback and research.
      • VA: Cn10.2.7 – Understand how art reflects and influences culture and history.
    • Exploring the role of a curator helps students connect art with storytelling, critical thinking, and community engagement.
  • Project 4: Garden Ornament Designer
    • A garden ornament designer creates decorative and functional pieces such as sculptures, fountains, and planters that enhance outdoor spaces. This role combines artistic creativity with knowledge of materials, design principles, and environmental considerations.
    • This project aligns with Art Standards, including:
      • VA: Cr1.1.7 – Use multiple approaches to begin creative endeavors.
      • VA: Pr4.1.7 – Analyze, select, and curate artifacts for presentation or exhibition.
      • VA: Cn10.1.7 – Investigate careers in the visual arts and how art connects to personal and community life.
    • Exploring garden ornament design encourages students to apply artistic problem-solving and understand the practical impact of art in everyday environments.