art pacing guide grade 7 - cicd99.edu€¦ · art pacing guide grade 7 q1 w1 q1 w2 q1 w3 q1 w4 q1...

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Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2 W8 Q2 W9 Q3 W1 Q3 W2 Q3 W3 Q3 W4 Q3 W5 Q3 W6 Q3 W7 Q3 W8 Q3 W9 Q4 W1 Q4 W2 Q4 W3 Q4 W4 Q4 W5 Q4 W6 Q4 W7 Q4 W8 Q4 W9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun Unit 1 - Painting/Drawing (2- D) X X X X w w X X X X Unit 2 - 3-D Form (Mask) X X X X X X i i X X X X X X Unit 3 - Mixed Media X X X X n n X X X X Unit 2 - Technology X t t X X X Unit 5 - Perspective X e e X X X Unit 6 - Abstract X X X X X X X r r X X X X X X X X X Unit 7 - Art Contributions X X X X X X X b b X X X X X X X X X Unit 8 - Art Careers X X X X X X X r r X X X X X X X X X Unit 9 - Art History X X X X X X X e e X X X X X X X X X

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Page 1: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

Art Pacing Guide Grade 7

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Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

Unit 1 - Painting/Drawing (2-D) X X X X w w X X X X

Unit 2 - 3-D Form (Mask) X X X X X X i i X X X X X X

Unit 3 - Mixed Media X X X X n n X X X X

Unit 2 - Technology X t t X X X

Unit 5 - Perspective X e e X X X

Unit 6 - Abstract X X X X X X X r r X X X X X X X X X

Unit 7 - Art Contributions X X X X X X X b b X X X X X X X X X

Unit 8 - Art Careers X X X X X X X r r X X X X X X X X X

Unit 9 - Art History X X X X X X X e e X X X X X X X X X

Page 2: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

25A Sensory Elements:

Dimension and value in

black/white and color

understanding contour and

cross contour

2

weeks

How can an artist use

value and dimension

to enhance contour

drawing?

Value, shading,

shape, contour,

contrast

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

still-life,

landscape, mural

drawing, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Draw a still-life, landscape, or mural

adding value using a variety of

materials inspired by Diego Rivera,

Faith Ringgold, or other artists.

25A Sensory Qualities:

Use of the same symbols in

different art works (cross,

flag, ring)

3

weeks

How can an artist use

symbols to create

more interest in a

composition?

Symbolism, pattern Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

symbolic

composition/artw

ork, rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Develop compositions that

demonstrate the use of the same

symbols in different works of art.

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

UNIT 1 - Painting/Drawing (2-D)

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Copying this document is prohibited without written permission from Cicero School District 99. 1

Page 3: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

26B Skills and Creating:

Decorative abstract 2-D

work using shapes and color

to convey mood

How can an artist use

shape and color to

convey mood in an

artwork?

mood, shape, color,

line

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

composition

demonstrating

lines, shapes,

colors to convey a

mood, rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Develop art work using lines, shapes,

and color to convey a mood.

27B Artists or works with trends

and/or influences they

create

What influences do

artists create with

their artwork in

today's culture? How

have past styles of art

influenced artists in

current society?

styles of art (i.e. Pop

art, Impressionism,

Modern, Baroque,

etc.)

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Analysis of artistic

influence in our

culture, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Evaluate how artists change and

influence the world around them.

CAREER CONNECTIONS: muralist, art teacher, art therapist, illustrator, court room artist, police sketch artist, fashion designer, art critic

Copying this document is prohibited without written permission from Cicero School District 99. 2

Page 4: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

26A Tools and Processes: Special

effects in 2-D art work (film,

animation, and video)

What tools would you

use to create special

effects in 2-D

artwork?

fore-ground, middle-

ground, background,

proportion, film,

animation, video, 2-D

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

story board,

animation, or

cartoon strip,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Develop a story board, animation, or

cartoon strip using the artwork of

artists Charles Shultz (Peanuts), Walt

Disney/Pixar, Wallace and Grimace,

Tim Burton, or other artists.

26B Skills and Creating:

Computer to create a

simple animated art work

How does simple

animation build on art

concepts?

animation,

illustration, computer

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

animation, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Using the computer lab create a

simple animation.

Unit 2 - Technology

Copying this document is prohibited without written permission from Cicero School District 99. 3

Page 5: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

27A Contributions of the Arts:

Technology used to

communicate in each of the

arts

How is technology

used in the arts?

technology,

communication

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Technology based

assignment,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Use of different technology to

communicate art ideas.

CAREER CONNECTIONS: web designer, graphic artist, publication design, photographer, cartoonist, animator, art magazine publisher

Copying this document is prohibited without written permission from Cicero School District 99. 4

Page 6: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

25A Sensory Elements: Color

schemes that create an

interest in a work of art

How can an artist use

color or value to make

a composition

interesting?

Color scheme,

primary, secondary,

intermediate, warm,

cool, neutral,

complementary

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

sculpture or mask,

rubric, self-

evaluation,

presentation/proj

ect with a rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Applying color to 3-D forms and

adding cultural studies when

applicable.

26A Tools and Processes:

Combining media, tools,

and processes for unique

special effects (clay tools to

texturize, glue to attach

textural objects, computer

word programs/fonts and

sizes) media or tools can

enhance communication of

ideas(watercolors to paint

seascapes/clouds, using

computer programs to

create animation)

Why is it necessary for

artists to incorporate

a variety of materials

in their artwork?

Mixed Media,

texture, form,

additive/subtractive

sculpture, emphasis,

computer word

programs/fonts,

seascapes, animation

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

mixed media

sculpture, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Creation of sculpture using different

materials.

Unit 3 - 3-D Form (Mask)

Copying this document is prohibited without written permission from Cicero School District 99. 5

Page 7: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

26A Tools and Processes:

Comparison and contrasting

materials used when

depicting similar subjects

How do artists

evaluate artwork by

emphasizing

communication skills?

critique, subject

matter, evaluation

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

critique evaluating

artwork, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Emphasize oral communication skills

by evaluating artworks.

27A Contributions of the arts:

Comparison and contrasting

function of the arts in two

types of ceremonies

(parades - Thanksgiving,

Mardi Gras, Ceremonies -

Super Bowl and World

series)

How can an artist

compare and contrast

the function of

artwork in different

ceremonies?

ceremonies,

traditions, cultural,

parade

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Cultural

explanation of

artistic function,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Functions of Art in cultural

ceremonies.

Copying this document is prohibited without written permission from Cicero School District 99. 6

Page 8: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

27A Roles of artists and

audiences: Good audience

behavior changes a product

or performance

How does an audience

influence a product or

performance?

critique, respectful

behavior, product,

performance

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Observation of

students behavior,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Demonstrate proper behavior at an

assembly or field trip.

27B Reasons why artists or

works of art reflect culture

(totems, rituals)

How do artists reflect

their culture in their

artwork?

culture, rituals,

totems

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Cultural artwork,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Evaluate how artwork reflects

culture.

CAREER CONNECTIONS: sculptor, ceramicist, toy designer, set designer, interior designer

Copying this document is prohibited without written permission from Cicero School District 99. 7

Page 9: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

25A Expressive Qualities:

Expressive qualities in a

series of works with the

same themes (nature,

family values,

political/social issues)

How do artists use

themes and symbols

to help convey

messages?

Theme, composition,

balance

(symmetry/asymmet

ry), issues

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

cross-curricular

composition,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Create a composition that develops a

cross-curricular theme (science,

math, social studies, language arts).

25B Two works in one art form

that share similar themes or

subject matter examining

artistic components

Why do artists

differentiate the use

of elements with

different themes?

Subject matter, art

form, composition,

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

composition using

elements of art,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Demonstrate the use of art

elements in a composition.

Unit 4 - Perspective

Copying this document is prohibited without written permission from Cicero School District 99. 8

Page 10: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

26B Skills and Creating:

Perspective to create the

illusion of 3-D on a flat

surface

How does spacial and

linear perspective

create the illusion of 3-

D?

perspective, value,

fore-ground, middle-

ground, background,

spacial relationship,

linear perspective, 3-

D

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

1 or 2 point

perspective

drawing, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Demonstrate spacial relationship

through use of 1 or 2 point

perspective.

26B Skills and Creating:

Perspective to create the

illusion of 3-D on a flat

surface

How does special and

linear perspective

create the illusion of 3-

D?

perspective, value,

fore-ground, middle-

ground, background,

special relationship,

linear perspective, 3-

D

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

1 or 2 point

perspective

drawing, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Demonstrate special relationship

through use of 1 or 2 point

perspective.

CAREER CONNECTIONS: architect, cartographer, scientific illustrator, drafter

Copying this document is prohibited without written permission from Cicero School District 99. 9

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ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

26B Skills and Creating: Use

of video in a performance

work

How does video

performance exhibit

creative ability in an

artist?

advertising,

performance prop,

script, art careers

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

advertising

product, rubric,

self-evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Develop a commercial pitch

advertising a product (script in

language arts, creation of product in

art, performance). Expand

knowledge of art careers by

introducing marketing, advertising,

architecture, theater/film,

photography, and other careers.

26B Skills and Creating: Art

work based on a plan

incorporating research and

problem solving

Why is it important

for an artist to

research and problem

solve?

art appreciation,

research, problem

solving

Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

research based

assignment,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Using the media center or computer

lab create a project using research.

Unit 5 - Mixed Media

Copying this document is prohibited without written permission from Cicero School District 99. 10

Page 12: Art Pacing Guide Grade 7 - cicd99.edu€¦ · Art Pacing Guide Grade 7 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5 Q2 W6 Q2 W7 **** **** Q2

ART CURRICULUM GUIDE - GRADE 7

The District 99 Art Framework is aligned with the following Illinois State Goals and Standards:

ILS Performance Descriptor/

Essential Content

Range Essential Questions Vocabulary Suggested Formative

Assessments

Suggested

Summative

Assessments

Suggested Accommodations Resources/Activities

Goal 25 - Know the language of the arts.

Goal 26 - Through creating and performing, understand how works of art are produced.

Goal 27 - Understand the role of the arts in civilizations past and present.

Essential Content Key:

I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

27A Contributions of the Arts: In

each art form cover 2 artists

roles and how they

contribute to the world of

work

What roles do artists

contribute in the

world of work? What

occupations that

involve art do we see

in mass media and

technology?

careers in art Critique, Cooperative

structure, sketching,

homework, teacher-

generated worksheet,

teacher observation with

documentation, graded

classroom assignment

Analysis of

occupations

involving art,

rubric, self-

evaluation,

presentation/

project with a

rubric

BG: Extended due date, visual

demonstration, note handouts

ELL: Peer helper, note

handouts, visual

demonstration, rephrase

objectives often GL: Peer

helper, advanced requirements,

differentiate materials

Compare/contrast how artists

contribute in the world through roles

or art work.

CAREER CONNECTIONS: set designer, jewelry designer, make-up artist, art material manufacturer

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