LOGAN-ROGERSVILLE R-VIII ART CURRICULUM
7TH GRADE
Class discussion, vocabulary/terms, visual
materials, and creative assignments will aid in the development of visual and
tactile awareness and perception.
Through the creation of personal art, students will learn to use a variety
of media effectively for practical and expressive communication. Students will demonstrate an understanding of
and apply basic art concepts while creating original art. Students will apply their knowledge of basic
art concepts in describing, analyzing interpreting, and judging their own art
works and artworks of others. Art and
cultural history correlated with creative assignments are designed to assist in
the understanding and appreciation; of
This is a one-semester course focused on the
experience of creating original artworks while developing a broader art
vocabulary and understanding of the elements and principles of art/design
through the study of America’s rich cultural and artistic heritage. Students will be exposed to a wider variety
of art media and a higher level of techniques with emphasis on personal
creative expression. Students will be
required to keep a sketchbook/journal to apply newly learned knowledge/skills,
imagination, and observations in and beyond the classroom.
1. Demonstrate and appreciation
of self and others by exploring art cultures and heritage using the following
skills
2. Analyze how changes in
history and materials contribute to change in style
3. Identify a variety of
professional career choices in the visual arts using the following skills
4. Recognize, analyze, and
argue persuasively the aesthetic merits of art from different historical
periods using the following skills
5. Critically evaluate personal
artwork using the following skills
6. Use current technologies to
create and analyze art products and improve art skills
7. Demonstrate proper use,
control, and maintenance of tools and media
8. Utilize basic elements and
principles of design when working on two dimensional work of art using the
following skills
9. Utilize elements and
principles of design in producing three dimensional works of art
10. Adapt ideas for expression
to media and technique
11. Develop an awareness and
sensitivity through seeing and feelings
12. Describe in appropriate
language and art terms the qualities of a work of art
Grade or Class: Art 7th grade
Writer: Livy Stevens
By
the end of grade 7 students will be able to
District Competency 1: Demonstrate and appreciation of self and others by exploring art cultures and heritage. |
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Sub-competenciesDefine
and understand the term aesthetics. |
Realize
that art includes objects form societies all over the world and from
throughout history. |
Recognize
that each person has their own personal aesthetic awareness based on personal
life experiences. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
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8.5 |
FA 5 |
MO1.6, MO2.3, MO2.4 |
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Write a personal definition of art and aesthetics how art effects
your personal life. -
Look in your textbook, find a work of art from another culture that
you like or would like to know more about.
Give an oral explanation as to why it appeals to you and you might
want to know about it. -
Look in your textbook for 3 works of art from other cultures that
remind you of something from your own culture today. Discuss why it is important to understand
how a culture views art when viewing the art of another culture? Discuss the reasons a culture/society might
create art. In
many cultures, artifacts are given a special or significant place in the
home, or a special placement for public viewing. Discuss personal and public/community
artifacts in your home and community today and how they are exhibited,
maintained and discussed. |
Teacher observation (70%) Student written critique (70%) Informal test (70%) Class discussion (70%) |
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COMPETENCY
1 RESOURCES:
Student textbook
Brommer, G. F., Exploring Drawing.
Rose, T., Discovering Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
By
the end of grade 7 students will be able to
District Competency 2: Analyze how changes in history and materials contribute to change in style. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.5 |
FA 4, 5 |
MO1.6, MO1.9, MO1.10, MO2.3,
MO2.4, MO2.5 |
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Research and discuss how Pop Art satirized popular culture by
borrowing themes from comics, advertising and ordinary life. -
Look at pop culture today.
Create a work of art using a popular image of today’s culture in the
style of a 1960’s artist. -
Watch the video Maria: Indian
Pottery. Display samples of
different types of clay wet in small plastic bags. Discuss artists using clay, a natural
resource to create works of art. -
Watch video Legacy: American
Indian Pottery. Look at images of
Native American pottery and fabric designs.
Discuss how the images were apart of the native environment and were
used as symbol in their lives. Create a clay pot using the imagery of the
Native American Indians to decorate the pottery. -
View the Multicultural Mask Prints Large reproduction portfolio. Discuss how each mask was decorated using
materials native to each environment.
Observe the differences in color and texture from the native
materials. Create a mask from objects
found in nature. -
In a class discussion, investigate the effects that inventions like
printing, the camera, synthetic paints, and the computer had/have on art
(drawing, painting, printing). |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique from check list of visual
criteria Objective Test (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
COMPETENCY
2 RESOURCES:
Teacher lead discussion
Handouts of Native American Imagery
Student textbook
Brommer, G. F., Exploring Drawing.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R.Ph.D., Art Talk.
Audio/Visuals
Video: Maria: Indian Pottery. American Adventure
Series, 27 minutes
The Legacy of
Generations: Pottery by American Indian Women.
WETA.
30 minutes
Visual Arts Large Reproductions
Multicultural Mask Prints.
By
the end of grade 7 students will be able to
District Competency 3: Identify a variety of professional career choices in the visual arts. |
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Sub-competenciesName
ten areas in which art careers are possible. |
Be
familiar with some of the skills and responsibilities associated with art
careers. |
Demonstrate
greater understanding of commercial and industrial art. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
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8.5 |
FA 5 |
MO1.1, MO1.2, MO1.4, MO2.1 MO2.3, 4.8 |
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Students will participate in “Career Day” workshop at their school. -
Students will research job opportunities in the visual arts and
compile a list of jobs. -
Visiting art professionals in the business arena will address
students on job opportunities. -
Through a -
Create a poster of an art career choice or of several art related
career choices. |
Teacher generated checklist of visual criteria
(70%) Teacher oral critique (70%) Student written critique from check list (70%) of visual criteria (70%) Objective Test (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
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COMPETENCY
3 RESOURCES:
School counselor
Colorado Art Institute
Local Arts Council
College catalogues
Student textbook
Brommer, G. F., Exploring Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Video: Career Day Series (6 videos) Crystal
Productions.
Visual Arts Large Reproduction Poster Series of Art Careers
By
the end of grade 7 students will be able to
District Competency 4: Recognize, analyze, and argue persuasively the aesthetic merits of art from different historical periods. |
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Sub-competenciesIdentify
some conditions used to determine that an object is art. |
Identify objects that are designed well and prompt an aesthetic response. |
Discuss
some of the differences between art works and well-designed utilitarian
forms. |
Know
the aesthetic theories of imitationalism and literal. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
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8.1,
8.2, 8.5 |
FA 2, 3, 5 |
MO1.1, MO1.2, MO1.4, MO1.5 MO1.9, MO2.1, MO2.4, MO4.1 |
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Using a Create A Time Line,
develop individual time lines with photocopies of works of art from
different historical periods
of time. Noting artist, title of work, media, and year of completion. -
Display two objects, example, a ceramic vessel and a tea-kettle. Divide the class into 2 groups. Assign one of the objects to each
group. Give students 5 minter to list
reasons for deciding whether the object is or is not an artwork. Then have the students discuss their
findings. -
After a discussion aesthetic theories, have the students imagine
being a layout editor from a magazine and create a page for a magazine ad
that would emphasize one of the three theories. -
Have the students look at all the artworks in their painting text book and select 3 works of art
from 3 different time periods; one over 200 years old, one form the 19th
century and one from the last 30 years.
Have the student’s write 5 descriptive adjectives about each of the
works. Write their ideas to answer the following question, “What general statements can be made
concerning the ways artistic expression was used at different times in the
history of art?” -
In the textbook, find 3 works of art of the same theme, subject
matter or style that were produced in different time periods; 200 years ago,
1900’s and in the last 30 years. Use a
chart to analyze the elements and principles of design. Use appropriate art
vocabulary to describe and interpret works of art. Invent
a game of identifying artist/period/style of American art. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Student /class/peer oral critique (70%) Objective Test (70%) Informal test (70%) Class discussion (70%) Rubric
of completed work (70%) |
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COMPETENCY
4 RESOURCES:
Mittler’s Chart of Elements and Principles of Design
Student textbook
Brommer, G. F., Exploring Drawing.
Brommer, G. F. and Klinne, N. Exploring Painting.
Rev. ed.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R. Ph.D., Art Talk.
By
the end of grade 7 students will be able to
District Competency 5: Critically evaluate personal artwork. |
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Sub-competenciesExplain
the purpose of art criticism. |
Use
the steps of art criticism to evaluate your own work. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
|
8.4 |
FA 3 |
MO1.9, MO2.4, MO2.5, MO2.7 |
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Keep a daily sketchbook for observation of progress. At the end of one quarter, have students
evaluate their own work. Select the
best and worst sketch of the quarter.
List 3 reasons why each
work was selected. List suggestions for improving both sketches. -
Complete a drawing or painting, use the 1-2-3 critique sheet to
analyze your work. Make a list of the
areas of improvement you need to improve your work. Present your work and you critique to the
class orally. -
Following a reading a unit on criticism and class discussion, write a
process definition of art criticism. |
Check list/critique sheet of composition (70%) Student/class/peer oral critique (70%) Informal test (70%) Class
discussion (70%) |
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COMPETENCY
5 RESOURCES:
Teacher demonstration
Teacher generated handouts
Student textbook
Rose, T., Discovering Drawing.
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R. Ph.D., Art Talk.
By the end of grade 7 students will be able to
District Competency 6: Use current technologies to create and analyze art products and improve art skills. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
1.5, 8.3, 8.2 |
FA 1 |
MO1.4,
MO2.5, MO2.7, |
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Use an electric potter’s wheel to create a vessel from clay. -
Use a laser disc to compare/contrast paintings on the same theme from
different cultures or time periods. -
Use the computer to create original work of art applying the basic
elements and principles of design. -
Use the tools of your choice on the computer to create a complex
design illustrating one of the following: formal balance, informal balance,
symmetry, approximate symmetry, or radial balance. Students verbally evaluate the design as to
how it meets the criteria for the type of balance chosen. |
Teacher generated checklist of visual criteria (70%) Teacher observation during class work (70%) Teacher oral critique (70%) Student written critique (70%) Student/class/peer
oral critique (70%) |
COMPETENCY
6 RESOURCES:
Teacher demonstration of potter’s wheel
Teacher generated handouts
Teacher Reference textbooks
Chapman, L. H., A World of Images.
Ragans, R. Ph.D., Art Talk.
Audio/Visuals
Computer Compact Disc
Laser Disc
By
the end of grade 7 students will be able to
District Competency 7: Demonstrate proper use, control, and maintenance of tools and media. |
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Graduate
Goals |
Content
Standards |
Performance Standards |
Activities
|
Assessments |
|
8.3 |
FA 1 |
MO1.10,
MO2.4, MO2.5, MO2.7 |
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Painting: Demonstrate the
proper use and care of brushes, mixing of paint, effective and correct use of
brushes, cleaning and storage of brushes and supplies. - Drawing: Demonstrate the proper use and storage of pencils, marke | |