Fifth and sixth grade students continue with visual vocabulary, texture, line, shape, value, color, and three-dimensional form. Drawing skills are reintroduced yearly. Line, contour line, movement, blind contour, perspective, and value are stressed. Emphasis is placed on figurative subject matter in development of self and visual awareness. During this time, group and individual projects are explored. Projects are introduced individually to provide opportunities in problem-solving and critical thinking. Books, slides and historical references are used to provide background information in the development of projects. Contemporary examples of work are often used to provide a basis for understanding artists and their work. Contemporary work often is used as motivational material to provide choices in problem solving. Group projects are initiated to involve students in participation and critical discussions of technique and material usage.

Students in the seventh and eighth grades continue their development of art vocabulary and reinforcement of the elements of design on this level. Drawing materials are explored. In developing awareness of line quality, value and perspective, various pencils are used to enhance and sharpen technique and sensitivity. Examples of contemporary art and historical references are used in projects to encourage students to overcome preconceptions, to extend the space beyond the classroom and to approach problem solving from objective and subjective points of view. Project themes are selected from the classroom curriculum and/or children's literature. Activities are sequential in thought process but diverse in media. Within class time, additional materials are provided for individual, spontaneous needs. Other projects are designed to encourage creative thinking with no limitations placed on choice of media.