Arts Curriculum Guide
Visual Arts
Grade 7
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| 1
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| Demonstrate an understanding of two point perspective.
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Compare and contrast a variety of 3-dimensional geometric figures as they appear in space. Demonstrate how these are drawn in a 2 point perspective. | Create a 2 point perspective drawing of 3 dimensional figures as they would appear above, below, and crossing the horizon line. | Teacher observation.
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Create a design with Cuisenaire rods. Draw diagrams to show appearance from multiple views: front, side, aerial, etc. Share with partner. Discuss design elements. | - Technical Drawing, An Usborne Guide by Susan Peach - Design Concepts & Applications by Cheatham, Cheatham, & Haler
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| 2
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| Demonstrate an understanding of composition, perspective and value in the creation of a drawing or painting. | - Discuss concepts in composition, perspective and value.
Show examples of contrasting works of famous artists such as Grant Wood and Gramma Moses. - Present video Elements of Design. |
Create a landscape painting using concepts in composition, perspective, and value. | Teacher observation. | Analyze Matthew Brady's photographs of Civil War with emphasis on compostion and perspective. Share insights with suitable audience. | - Internet sites - Reference material - Prints of representative works
- Elements of Design. |
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| 3
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| Demonstrate the ability to improve or change scale and
proportion.
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- Demonstrate method (s) or strategy to use to change scale
and proportion. - See Scaling a Dinosaur activity from Art Connections, pp. 61-67. |
- Choose a figure or object (from adverstisment in magazine).
Superimpose grid. - Change scale using graph paper of smaller or larger dimension than the grid. - Reproduce figure or object on smaller or larger scale. |
Teacher observation. |
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Technical Drawing, An Usborne Guide by Susan Peach
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| 4
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| Demonstrate refined drawing techniques to increase likeness
to model/subject.
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Define facial and figure proportions, demonstrating drawing techniques to achieve human likeness. | Produce a collection of figure and facial sketches and drawings using a variety of materials. | Teacher observation. | - Use reference material, draw likeness of an American
President. Add written details of presidency. - Create a gallery of Presidents on large bulletin board or in hallway. |
- Art Connections by Thompson & Loftus - Art Synectics by Nicholas Roukes - Teaching Drawing from Art by Wildon, Hurwitz, Wilson
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| 5
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| Produce designs in radial, symmetrical, and asymmetrical
patterns.
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- Explain and show examples of design concepts of radial,
symmetrical, and asymmetrical patterns. - Present video, Pencil Drawing. |
- Create a unique radial, symmetrical or asymmetrical design
with markers. - Optical Orbs activity from Zounds!, p. 14. |
Teacher observation. | Use a computer drawing program to generate and color a radial, asymmetrical or symmetrical design. Teach the process to students in younger class. | - Twenty-Nine Master Prints by Escher - Experiences in Visual Thinking by Robert H. McKim - Art Explorer Adobe Software - Zounds! - Video Pencil Drawing
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| 6
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| Create works characteristic of various abstract or nonrepresentational styles. | - Initiate dialogue related to various abstract or
nonrepresentational styles. - Show and discuss examples by Miro, Klee, Pollock and Kandinsky. - Surrealism, Silhouettes and Shadow activities from Zounds!, p. 15. |
Create an abstract nonrepresentational composition, incorporating basic art elements using oil pastels. | Teacher observation/assessment per characteristics of style. | Research and report on a specific artist whose work was in the abstract or nonrepresentational style. | - Reference materials - Zounds! - Prints of representative works from supplier, Ex: Art Visuals (P.O. Box 925, Orem, UT 84059) - Art Gallery Microsoft Software
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| 7
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| Describe the contribution of the arts to community
life/culture.
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- Prepare a graphic organizer with the arts as center on
large easel or chalkboard. - Give student prompt questions such as What would life be like without art? or What contribution does art make to community and/or culture?
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- Work with small group to brainstorm and fill out graphic
organizer with as many art contributions students can think of. - Share and discuss with class; generate a class master list. Display in class and add to as other examples are thought of. |
- Attend a gallery showing during free time. Write a review
in the style of art critic to share with class. - Create a brochure of upcoming art event(s) within school, district or town. Publish and disseminate.
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- Art from Many Hands by Jo Miles Schuman - Newspaper - How to Visit a Museum by David Finn
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