mcps visual arts curriculum seventh grade art revised … visual arts... · mcps visual arts...

MCPS Visual Arts Curriculum Seventh Grade Art Revised June, 2011 1

MCPS Objective

Essential Knowledge and Skills / VA SOL

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Visual Communication and Production

M7.1: The students will investigate various reasons for making art.

Art concepts – Ideas for Art 7.5: The student will communicate information and ideas through illustration. 7.11: The student will create works of art by representing and interpreting ideas from other fields of knowledge. 7.14: The student will use problem-solving skills to create a work of art that communicates ideas or emotions.

symbolism expression imagination style emotion influences illustrate storyboard

Students will work individually and/or in pairs to create a cartoon. Students will illustrate a story they are reading in English class. Students will create internal self –portraits. Students will create a poster for the Lion’s Club Peace Poster Project. Students will explore the art of artists Roy Lichtenstein and Andy Warhol and explore Pop Art culture. Students will read “emotional driven” cartoons and discuss how the comic strip is successful in showing the emotion.

Current comics Roy Lichtenstein Andy Warhol “Exploring Art”, p. 146 and p. 88, lesson 7


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M7.2: The student will investigate the varied media through making both 2D and 3D works of art.

Processes and Skills 7.6: The student will create the illusion of depth in two-dimensional works of art, using a variety of the following devices: 1. Overlapping; 2. Atmospheric perspective; 3. Diminishing size and detail; and 4. Object placement in the picture plane. 7.12: The student will use mechanical graphic arts instruments and devices to solve commercial design problems.

contour implied line middle ground directional perspective background vanishing point horizon line texture bird’s eye view worm’s eye view eye level illusion foreground

Students will paint one of the land regions they are studying in history. Students will create surreal and fantasy landscapes. Students will create one and two-point perspective drawings. Students will create an Op Art still life.

Surrealist Fantasy Artists such as Dali, Magritte, Miro, Rousseau

Op Art artists such as Bridget Riley

Still life art

Folk Art Landscapes

Civil War Landscapes

Grandma Moses

Da Vinci – The Last Supper

M7.3: The student will investigate the use of line in two point perspective, contour drawing, and line variations in a composition.

Line 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

7.4: The student will use line variations, including directionality, width, and implied line, to create contrasting qualities in a composition.

7.7: The student will create contour line drawings that demonstrate perceptual skill.

7.8: The student will use two-point perspective to create the illusion of depth in a two-dimensional drawing.

7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design.

contour implied line middle ground directional perspective background vanishing point horizon line texture bird’s eye view worm’s eye view eye level illusion foreground 5 types of line – vertical, horizontal, diagonal, curved, zig zag

Students will create a number of blind and modified contour drawings. Students will create two-point perspective drawings with words and/or cityscapes. Students will create abstract line designs. Students will create figure studies inspired by Matisse. Students will draw line drawings of “upside down” examples concentrating on what is there, not what it is.

Bridget Riley Henri Matisse Betty Edwards Brunelleschi Sisley Masaccio


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M7.4: The student will investigate the use of geometric shapes in 2D and 3D works of art.

Shape 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity. 7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design. 7.10: The student will create three-dimensional works of art, using geometric forms.

principles of design rhythm unity emphasis variety balance proportion elements of design line shape value form space color texture

Students will create cone or cylinder bodied fantasy figures out of clay (3-D). Students will build robots from spheres, cones, cylinders, and cubes.

Durer Mondrian Ken Price - ceramics

M7.5: The student will investigate the use of geometric form in a 3D work.

Form 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity. 7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design. 7.10: The student will create three-dimensional works of art, using geometric forms.

three-dimensional form length width depth space kinetic freestanding organic

Students will create Calder inspired table top stabiles.

Students will create Henry Moore plaster figure sculptures.

Students will create Louise Nevelson “Think Inside the Box” found object sculptures.

Students will create a paper mache for organic/geo forms.

Students will use construction paper to produce original 3-D forms using a variety shapes and forms.

Alexander Calder, “Myxomatose”, 1953 Louise Nevelson Henry Moore, “Reclining Figure”, 1939


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M7.6: The student will investigate analogous, complementary, and monochromatic color schemes in 2D and 3D works of art.

Color 7.1: The student will identify and use analogous, complementary, and monochromatic color relationships in works of art.

monochromatic analogous complementary warm cool hue tint shade primary secondary tertiary intermediate

Students will produce a cubist style painting using a monochromatic color scheme.

Students will create a Robert Indiana inspired word painting using color schemes of their choice.

Students will create cartoon figures drawn large and painted in a monochromatic color scheme.

Students will create Frank Stella inspired cardboard sculptures.

Frank Stella, “Harran II”, 1967 Pablo Picasso Robert Indiana

M7.7: The student will investigate the use of value in a work of art.

Value 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity. 7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design.

value scale highlight cast shadow gradation hatching cross-hatching stippling contrast

Students will draw and shade in spheres, cubes, cylinders, and cones.

Students will create value scale exercises using pencil, pen and ink, and paint.

Students will create a still life with value.

Students will create a value grid drawing from a picture from the internet.

Students will create a work with stippled landscapes.

Students will create Value Robots using shade in spheres, cubes, cylinders, and cones and assembling.

Durer “Exploring Art”, p. 36


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M7.8: The student will investigate the use of texture in a work of art.

Texture 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity. 7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design.

depth undercut texture hi, low relief bas-relief entablature impediment

Students will create a plaster relief sculpture. Students will create a collage still-life that stresses texture –using exposed cardboard, different types of paper, etc. like the collage cubists. Students will create a sgraffito work in clay with a yarn weaving attached. Students will use different materials (burlap, lace, dollies, ric-rac, etc.) to create textures on clay before assembly.

Roman relief architecture Rodin


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M7.9: The student will investigate the use of overlapping, atmospheric perspective, diminishing size, and object placement in a composition.

Space 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

7.6: The student will create the illusion of depth in two-dimensional works of art, using a variety of the following devices: 1. Overlapping; 2. Atmospheric perspective; 3. Diminishing size and detail; and 4. Object placement in the picture plane.

7.8: The student will use two-point perspective to create the illusion of depth in a two-dimensional drawing.

7.9: The student will create two-dimensional and three-dimensional works of art, integrating the elements of art and principles of design.

positive negative format balance-symmetric and asymmetric scale perspective overlapping foreground middle ground background

The student will create still life drawings. The students will create positive/negative space drawings. The students will create Notans (Japanese paper cutouts).

Raphael, “The Betrothal of the Virgin (Sposalizio)”, 1504 Betty Edwards Grant Wood Bruegel Grandma Moses

M7.10: The student will investigate the use of proportion using overlapping, atmospheric perspective, diminishing size and abject placement.

Proportion 7.6: The student will create the illusion of depth in two-dimensional works of art, using a variety of the following devices: 1. Overlapping; 2. Atmospheric perspective; 3. Diminishing size and detail; and 4. Object placement in the picture plane.

portraits architecture mean ratio

Students will paint a cityscape showing atmospheric perspective. Students will create human figure drawings, portraits, and hand drawings.

Brunelleschi


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M7.11: The student will investigate the use of illusion of movement in 2D and 3D works of art.

Rhythm/Movement 7.2: The student will create the illusion of movement in two-dimensional and three-dimensional works of art. 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

pattern repetition alternation

Students will draw their sneaker. Students will create Molas. Students will create abstract line designs. Students will create a work inspired by Calder’s Circus.

Rockwell Calder

M7.12: The student will investigate balance as a principle of art.

Balance 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

joint seam slab kiln cone score slip

Students will use the slab method to create a ceramic house. Students will create a Chinese watercolor painting stressing asymmetry and exaggerated negative space, using fruit, veggies, and flowers.

Ceramic Monthly magazine

M7.13: The student will investigate emphasis as a principle of art.

Emphasis 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

center of interest focal point

Students will create a poster for a play and/or activity.

Toulouse Lautrec


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M7.14: The student will investigate variety as a principle of art.

Variety 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

bas-relief assemblage texture

Student will create an “assemblage collage” with a variety of textures.

Ringgold Stella

M7.15: The student will investigate unity as a principle of art.

Unity 7.3: The student will apply in two-dimensional and three-dimensional works of art the elements of art and the principles of design, including line, shape, form, color, value, texture, space, proportion, rhythm, balance, emphasis, variety, and unity.

Students will create a still life of their drawer contents.

Rockwell Fashion magazines

M7.16: The student will investigate the use of computers to create original works of art.

Technology 7.13: The student will use computer design programs to create original works of art.

gradient software insert graphics select save rotate delete menu bar cursor tools edit

Students will create tessellations on the computer. Students will create a collage using computers for research, pulling pictures for a drawing reference, for word processing, and/or to include words and pictures.

M. C. Escher


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M7.17: The student will investigate critical thinking, meaningful writing, creative problem solving and research as part of the artistic process.

Artistic Development 7.11: The student will create works of art by representing and interpreting ideas from other fields of knowledge. 7.12: The student will use mechanical graphic arts instruments and devices to solve commercial design problems. 7.14: The student will use problem-solving skills to create a work of art that communicates ideas or emotions.

advertising photography compass protractor iconography logo motif

Students will create a T-shirt design. Students will investigate the large number of art contests that are offered each year by a variety of agencies, local and national, through the use of an “art contest” bulletin board, teacher input and discussion, and/or web investigation. Students will create a label for a new food/ company/ product/invention and create an advertisement.

Andy Warhol Peace symbol

Cultural Context and Art History

M7.18: The student will investigate styles and themes in works of art from historical times and places.

Historical 7.16: The student will identify styles and themes in contemporary and historical works of art.

Arts and Crafts movement Renaissance Commercial Art Nouveau Tribal Futurism Pop Art Ethnic Modernism Religious

Students will create a slide show presentation about a chosen movement of art. Students will create a power point presentation based on an art period of interest.

Louis Comfort Tiffany, “Landscape with Waterfall”, early 1920’s (Art Nouveau) Umberto Boccioni, “Unique Forms of Continuity of Space”, 1913 (Futurism)


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M7.19: The student will investigate the characteristics of public art and monuments.

Community/Culture 7.17: The student will compare and contrast the characteristics of public art, including monuments. 7.18: The student will examine the uses and impact of persuasive techniques in print and electronic media.

environmental art installation advertising subliminal message

Students will work in groups to list ways in which artists commemorate public or civic events. Students will observe and study public works of art by using the internet.

Picasso, “Guernica”, 1937

Frederic Auguste Bartholdi, “Statue of Liberty”, dedicated October 28, 1886

Rodin

M7.20: The student will investigate various art careers and methods of education.

Careers 7.15: The student will compare various art careers and the methods of preparing for them.

art teacher architect conservator jeweler animator graphic artist photographer potter designer historian fashion designer landscape designer cinematographer illustrator gallery director commission

Students will prepare a slide show presentation about a specific career in art. Students will create a power point presentation based on the variety of careers in art or they may pick one career and do an in-depth presentation.

Frank Lloyd Wright Gabrielle “Coco” Chanel Ansel Adams

Judgment and Criticism

M7.21: The student will critique art work by comparing the life experiences depicted in works of art from other cultures with personal experiences.

Evaluation and Assessment 7.20: The student will understand the use of personal information, artist intent, cultural influences, and historical context for interpretation of works of art. 7.24: The student will compare and contrast personal experiences with the life experiences depicted in works of art from other cultures.

compare/contrast evaluate rubric

Students will evaluate works of art either verbally or in written form.

Curator magazine


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M7.22: The student will investigate the preliminary processes used by artists to create works of art.

Commitment and Accomplishment 7.25: The student will identify the processes artists use to create works of art, using analysis of rough sketches, drafts, and series.

rough draft clientele funding ethics

Students will plan a public work of art to be installed in the center of town.

Rodin Moore

M7.23: The student will investigate criteria for evaluating works of art based on the elements and principles of design.

Assessment Criteria 7.21: The student will identify and apply criteria for judging works of art. 7.22: The student will identify and examine ethical and legal considerations in the use of appropriated images and information.

happy universal controversial sad specific issue impression valid bold personal persuasion depressing

Students will critique a public work of art in their town and interview members of the public for their opinion.

Local newspapers Local reporters

M7.24: The student will investigate and interpret persuasive techniques in the media. The student will also identify meaning in works of art by interpreting subjects, themes and symbols.

Visual Literacy 7.19: The student will explore and identify subjects, themes, and symbols as they relate to meaning in works of art. 7.20: The student will understand the use of personal information, artist intent, cultural influences, and historical context for interpretation of works of art.

interpretation subliminal message symbolic meaning

Students will search for and report on artist interviews found on line and/or information on various art openings and first time showing of works of art.

Warhol Stella


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M7.25: The student will critique works of art based on the elements of art and principles of design.

Analytical Skills 7.23: The student will analyze, interpret, and judge works of art based on biographical, historical, or contextual information.

interpretation planning production environment composition communication substance form medium function

Students will demonstrate an understanding of a universal theme by creating a mixed media/collage. Students will research two different works and then compare and contrast the two pieces.

Example: Mondrian vs Pollock vs Monet

M7.26: The student will investigate the ethical and legal ramifications of using appropriated images and information.

Ethics 7.22: The student will identify and examine ethical and legal considerations in the use of appropriated images and information.

ethics copyright

Students will research and read the review of the Corcoran Art Museum removal under President Reagan. Students will select a photo and change this photo at least 5 ways incorporating the changes in an Altered book spread.

Mapplethorpe

Aesthetics

M7.27: The student will pose questions and possible responses to questions about art.

Purpose and Meaning 7.27: The student will generate questions about the nature of art and possible answers to the questions. 7.28: The student will describe ways that social and cultural beliefs can influence responses to works of art.

aesthetics value culture meaning beauty factors experience value system knowledge beliefs

Students will create a two sided trading card illustrating a concept, plus its opposite, i.e. organic/geometric.


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M7.28: The student will investigate how cultural and social beliefs may influence responses to works of art. The student will communicate personal sensory responses to the visual qualities of a work of art.

Personal Response 7.28: The student will describe ways that social and cultural beliefs can influence responses to works of art. 7.29: The student will describe personal responses to the visual qualities of a work of art.

religious influences prejudice cultural generation preference values honor customs historical heritage expression classic ethnic

Students will complete a personal current event two page spread in their *Altered book (including a familiar interview and/or handwritten letter).

*Altered Book - An altered book

is a form of mixed media artwork that changes a book

from its original form into a different form, altering its

appearance and/or meaning.

An altered book artist takes a

book (old, new, recycled or multiple) and cuts, tears, glues,

burns, folds, paints, adds to,

collages, rebinds, gold-leafs, creates pop-ups, rubber-

stamps, drills, bolts, and/or be-ribbons it. The artist may add

pockets and niches to hold

tags, rocks, ephemera, or other three-dimensional objects.

Some change the shape of the book, or use multiple books in

the creation of the finished piece of art.

M7.29: The student will investigate how time and place effect the images that give meaning and value to a work of art.

Life Long Appreciation 7.26: The student will analyze and describe how factors of time and place influence visual characteristics that give meaning and value of a work of art. 7.30: The student will investigate the purposes of art.

Students will create a diptych illustrating a before and after image of a common topic. In it they will illustrate the history of change, i.e. painting, sculpture, technology, photography, etc.

http://en.wikipedia.org/wiki/Mixed_media

http://en.wikipedia.org/wiki/Work_of_art

http://en.wikipedia.org/wiki/Artist

http://en.wikipedia.org/wiki/Collage

http://en.wikipedia.org/wiki/Gold_leaf

http://en.wikipedia.org/wiki/Rock_(geology)

http://en.wikipedia.org/wiki/Ephemera

mcps visual arts curriculum seventh grade art revised … visual arts... · mcps visual arts...

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