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Art Pacing Guide Grade 7
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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
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
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
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
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
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
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
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
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
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
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
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
Copying this document is prohibited without written permission from Cicero School District 99. 11