art 7 - curriculum guide - final

ART 7 Summer 2017

WRITERS Nick Giordano Sarah Ritchie SUPERVISOR Cheryl Fontana

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7th Grade Art Course Overview

Seventh Grade Art is a visual arts course that introduces students to

basic design and drawing skills. In this course students are exposed to a

broad base of concepts and skills necessary for creative expression and an

appreciation of successful design.

The goal of this 40-week every other day course is to introduce

students to the visual arts and guide them to becoming visually literate

adults. The visual arts employ students with the critical thinking and

problem solving skills needed in everyday life. Seventh Grade Art students

will develop an understanding of essential component of visual

communication such as the Principles of Design, the Elements of Art and

basic drawing and painting skills. This course will prepare students for a

continuation of art study in Eighth Grade Art/ Eighth Grade Advanced Art

as well as the various art courses they are exposed to at the high school level

and beyond.

This Curriculum Guide will present the concepts and skills that the

Bellmore-Merrick Central High School District requires each Seventh Grade

Art student to know and understand. Each unit includes sample lessons and

handouts that may be used to achieve the unit goals. Many of the included

sample lessons may achieve more than one curricular goal and may be used

across multiple units. The teacher is encouraged to explore Art History and

historical styles that demonstrate the concepts discussed in each unit. The

sample lessons are a starting point for dynamic student centered teaching

which allow the teacher flexibility in the development of new projects or

methods of teaching the curriculum utilizing his or her own passions and

creativity.

4

Content / Skills

Units of Instruction-

Observation Drawing o Contour line o Shading and Value o 3D Form

Design Theory o Principles of Design o Elements of Design

Color Theory o Color wheel o Color mixing o Color harmonies

Sketchbook H.W. o Ideas and Suggestions

Art Final: End of Course Assessment o Written Final Exam o Performance Based Final

Assessments/ Rubrics o Student curriculum questionnaire o Grading Rubric

5

Unit: Observation Drawing appx. 10 weeks

Overview: This unit introduces students to the basic Elements of Art and Design: Line, Shape, Form & Texture. Students will use contour line to draw objects from observation. They will explore how to create the illusion of 3D form by using only line. They will build upon this understanding of form when they are introduced to shading. Students will experiment with various shading pencils to create value scales as well as gradient scales. They will apply this knowledge to a shaded drawing from life. As they scaffold upon these drawing skills, students will also study the texture of 3D form. Unit Goals

Develop an understanding of the importance of direct observation and apply this understanding to honing skills when drawing from life

Explore drawing techniques such as contour line, blind contour line, and shading to create the illusion of 3D form in drawings from direct observation

Specific Unit Content/Terms

Direct Observation: “draw what you see, not what you know (or what you think you know)” Contour Line: using only line to map the outer edges of 3D from Blind Contour Line: drawing an object from direct observation, using only contour line and not looking at the paper Shape → Form: turning 2D shape into 3D form Value: the amount of light or dark in a shade Gradation: a smooth even transition from light to dark Categories of Light and Shadow: Highlight, Mid-tone, Core Shadow, Reflected Light, Cast Shadow Shading Techniques (4 Laws of Shading): Build in layers Change pressure Change direction of mark Change pencils (HB-6B)

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Art History: Picasso contour drawings

Process: students take off one shoe and place it on the table looking carefully at the shoe, draw the basic contour

(outline and the shapes within the shoe) details are then added such as stitching, laces, holes and

scrapes Materials/Resources: pencil sketchbook and 9”x12” white drawing paper

Homework:

draw two objects using only contour lines - no shading

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Procedure: 1. Introduce motivation 2. Define terms in sketchbook; shape, form, value, gradation 3. Trace value scale template into sketchbook and apply shading

techniques to create a value scale exploring varying values ranging from dark to light

Shading Techniques (4 Laws of Shading): Build in layers Change pressure Change direction of mark Change pencils (HB-6B)

4. Trace template a second time to create a gradation scale ranging from dark to light

5. Identify categories of light and shadow and apply this understanding along with shading techniques to drawing and shading simple forms in sketchbook

Homework: Draw a simple form found at home and apply understanding of shading 3D form

Closure: Turn in sketchbook at completion of lesson Assessment: Collect sketch book and use grading rubric to assess

students understanding of shading

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unconscious mind, for example by the irrational juxtaposition of images. 3. Have students close their eyes and remember a vivid dream, discuss the juxtaposition they notice in their dreams. 4. Introduce homework: bring in a small object from home to juxtapose with classroom still life objects. 5. Show student examples of surreal still life drawings. 6. Practice drawing small objects in sketchbook. 7. Set up a still life of folded white paper/ simples forms at each table. Invite students to add their small objects to the still life. 8. Introduce Principles of Design such as Emphasis, Balance and Movement. Instruct students to use viewfinders to zoom in on the still life and draw various thumbnail drawings that explore successful composition using the Principles of Design. 9. Enlarge most successful thumbnail sketch to final copy paper. Apply understanding of contour line and shading to create surreal still life drawing. 10. Further the challenge by inviting students to add a pop of color and/or challenge themselves with a more complex object. Homework: Bring in a small object to draw from observation Closure/ Assessment: Students will turn in final drawing along with a reflection sheet. Use grading rubric to assess student’s success at meeting the lessons criteria.

14

Title: Pastel Animal Portrait Time: 15-18 periods Objectives: at the conclusion of this lesson students should be able to: - draw a naturalistic / realistic drawing from a reference - create the illusion of texture on the picture plane - experiment with pastel as a medium - identify warm and cool colors Motivation: Prerequisite homework- students research and print a photograph of an animal of his/her choice focusing on composition and the texture of the animal. - demonstration on the techniques of using oil pastel - show student work and other examples of the project Content - contour drawing - texture - the surface qualities - warm colors - red, orange, yellow - cool colors - green, blue, violet Process: Day 1: - draw animal studies from reference on newsprint or in sketchbook paying close attention to texture and composition Day 2:- Oil pastel color/texture worksheet to learn oil pastel techniques and practice textures studied the day before that will be used on the final drawing. Day 3: - choose warm or cool colored pastel paper as dictated by the image - lightly draw contours on pastel paper Day 4 – color demonstration on the final drawing paper - students begin to add basic color blocking with pastel Days 5-completion - students continue to add color with pastel, defining details with colored pencil - teacher circulates the room checking for student understanding - teacher provides individualized instruction based upon student needs

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16

Title: Zen-tangle Animal Portrait

Time: 8-10 classes

Goal: Use observation skills to create a line drawing portrait of an animal.

Apply Zen-tangle designs to explore Design Theory as well as texture and the power of optical blending.

Objectives: -Review terms: line, line weight, shape, form, value... -Understand terms such as Zen-tangle, texture, optical blending,

objective/ non-objective drawing -Explore/ review understanding of Design Theory and Composition -Apply understanding of composition, contour line, Zen-tangle to

Zen-tangle Animal Portrait drawing -Use critical thinking skills to make sophisticated choices when

creating a stylized objective drawing that applies non-objective Zen-tangle designs

Motivation: Student examples of Zen-tangle Animal Portraits

Materials: Pencils White Erasers Sharpies Sketchbooks Visuals/ Artist Examples Final Copy Paper

Procedure:

1. Introduce motivation and homework; discuss the art technique of Zen-tangle and practice Zen-tangle techniques.

2. Use observation skills to draw the outline of animals from photo reference. Discuss anatomy proportions and the importance of looking at more unique contour line AFTER plotting basic shapes/ forms (skeletal, underlying structure).

3. Use pencil to divide outlined proportions into chunks based on the texture of the animal being drawn. Fill these chunks with Zen-tangle patterns. Consider the direction the fur/ feathers/

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19

Unit: Design Theory appx. 20 weeks

Unit Content In this unit students will be introduced to the Principles and Elements of Design and learn an understanding of successful compositions. Composition is an essential part of every style and media of art, and therefore is the basis of all art and design. The Principles and Elements are central to strong design and should be reinforced not only for the duration of the unit, but throughout the course. Unit Goals

To identify and define the Principles of Organization. To identify and define the Elements of Design. To define composition as how the Elements of Design are arranged. To gain an understanding of the importance of composition to design. To challenge students to creatively solve design problems by applying acquired

knowledge of the Principles of Organization.


Design Theory A design is the organization of the ELEMENTS of ART into a unified composition, in

accordance with the PRINCIPLES of DESIGN. Composition - the placement or arrangement of visual Elements in a work of art

Elements of Design:

the “materials” used to create a design/ work of art. One, two, three or any number of the Elements may be used in such a way as to achieve the desired design.

LINE length- 1 dimension SHAPE height and width - 2 dimensional - a closed line

FORM height, width and depth- 3 dimensional TEXTURE surface quality

COLOR The name given to a specific wavelength of light

20

Principles of Design: the “rules” or guidelines to creating a successful/ strong work of art. The Principles are

the basis of all works of art, and are used in various ways in every style of art.

BALANCE - a sense of evenness

EMPHASIS - one or more parts of a design that stand out

RHYTHM - a sense of movement

MOVEMENT- the direction the viewer's eye moves through a work of art

UNITY - when all parts fit together to form a whole

21

Sample Lessons

Title: Introduction to the PRINCIPLES OF ORGANIZATION / DESIGN Time: 2 days Objectives: at the conclusion of this lesson students should be able to:

To identify and define the Elements of Design. To identify and define the Principles of Organization. To define composition as how the Elements of Design are arranged To challenge students to creatively solve design problems by applying acquired

knowledge of the Principles of Organization. Motivation: discussion of the principles using terms and ideas the students can relate to. Content: -see attached Design Theory handouts Art History: -every style of art uses the principles to create strong compositions. The teacher may draw upon his/her knowledge of art history to show examples of the Principles and Elements being used in painting, sculpture, fashion, automobiles, interior design, advertising, webpage design or any other visual media. Process: -discuss the principles in terms relevant to student’s lives. (Balance: riding a bike, Unity: sports teams wearing the same uniform, ect.) -show examples of each principle in a painting or other media and by drawing on the board using line and shapes. -students draw an example of each principle on a worksheet as mini abstracts or create cut paper designs like Matisse.

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29

Unit: Color Theory appx. 10 weeks

Overview Color is the element that elicits an immediate emotional response from the viewer more than any other element. In this unit we will explore the element of color, the color wheel, color mixing and color harmonies. Unit Goals

Mix primary colors to make secondary and tertiary colors on a color wheel

Create color studies that demonstrates a knowledge and understanding of Color Theory

Apply knowledge of value to create tints, shades and tones


Color -The name given to a specific wavelength of light

Hue – the basic color on the color wheel Value – the lightness or darkness of a color Intensity or Saturation – how much of the hue is in the color

Color Harmonies

Complementary Colors- Colors across from each other on the color wheel

Analogous Colors- Colors next to each other on the color wheel

Primary Colors- Colors that can not be made by mixing colors

(Red, Blue, & Yellow)

Secondary Colors- Colors that are made by mixing two primaries

(Green, Orange, & Violet)

30

Tertiary Colors (Intermediate)- Colors that are made by mixing a primary and secondary

Warm Colors- Red, Orange, & Yellow

Cool Colors- Blue, Green, & Violet

Monochromatic Colors- Different values of one color

Using tones, tints and shades. (Add white + black)

Neutral Colors (Grayscale)- Shades ranging from white to black

31

Sample Lessons:

Title: Mixing Primary Colors Found in the Everyday World: Introduction to Color Theory Time: 2 Periods Objectives:

Explore color variations/ relations Mix and create new colors (secondary, tertiary, shades, tints…) using the 3 primary

colors Review/ learn terms: Primary, secondary, tertiary, complimentary, contrasting,

value, gradation Materials/ Resources:

Color Ditto Color wheel Red drink, yellow drink, blue drink, clear drink Clear Cups Paper towels White Paper

Motivation: Mix a color wheel using red, blue and yellow fruit punch (Gatorade or food color) Activity/Procedure: 1. Review what students already know about color theory. Discuss the way we see color by looking at colors around the room. “What colors stand out? What colors blend in? Why?” 2. Introduce motivation: “Can we use red, blue and yellow fruit punch to make the color wheel? Why/ Why not?” 3. Demonstrate how mixing two primary colors will make a secondary, mixing a primary and secondary will make a tertiary, mixing compliments will make shades, mixing clear will make tints and so on…NOTE: Students seemed excited by the drinks. The next time the lesson is done the teacher should consider bringing in small Dixie Cups to allow students to sample color combinations. To reinforce this lesson, students can select a color combination they would like to sample by stating: the proper name of the color, if it is a primary/secondary/ tertiary/shade, and the colors used to mix it 4. Students will complete their own color mixing worksheet using colored pencils or paint

32

Assessment: Student question and answer opportunities. Student level of engagement and participation in the class debates and discussions. Student completion of color mixing worksheet

34

Title:Optical Illusions / Op Art Time: 5-6 periods Objectives: at the conclusion of this lesson students should be able to: - create an optical illusion based on a pattern - discover the effects of color on our perception - apply complimentary pairs to create a visual tension Motivation: - perception test - discuss complimentary colors - show examples of and discuss Op Art - show “the Magic Eye” books - talk about M.C. Escher and show his work (tessellations) Content: - illusions / perception - Complimentary colors - colors directly across from each other on the color wheel. - Analogous colors - colors next to each other on the color wheel Art History: - Op Art - 1960’s - Painting based on optical illusion, perception and their physical and psychological effects. Op Art is non-objective and hard-edge style. Process: - on 12”x12” white paper, students develop their own Op Art -it may in part be based on existing optical illusions - add color with complimentary colored markers Materials/ Resources: - 12”x12” white paper - rulers and compasses - colored markers Extra Credit: - a design using analogous or neutral colors

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Sketchbook H.W. Ideas and Suggestions HOMEWORKS You must do one homework drawing each week

All homework must be done in your sketchbook with pencil (unless specified as in color)

Each drawing should take a minimum of 20 minutes You MUST draw from a reference. Look at the object or a photograph of what

you want to draw

1. yourself 2. favorite food 3. stuffed animal 4. Leaf in color 5. FREE DRAW 6. cartoons/ comic 7. sports equipment 8. your hand 9. What inspires you 10. FREE DRAW 11. animal or pet 12. a landscape 13. your bedroom 14. clothing 15. FREE DRAW 16. favorite movie 17. candy 18. flower 19. a window 20. FREE DRAW 21. something in light 22. black and white 23. something colorful 24. container 25. FREE DRAW 26. favorite place 27. something in water 28. a family member 29. your dream home 30. FREE DRAW 31. Summer fun 32. FREE DRAW

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Final Assessment Suggestions

Teachers are encouraged to assess students’ learning by giving a final assessment. This may take the form of a written reflection, exam, a drawing or other assessment.

Written exam: sample questions-

19. Hue is: a. color on the color wheel b. the lightness or darkness of a color c. how much red is in a color d. all of the above 20. Composition is: a. a style of painting b. how the Elements of Design are arranged c. an artist from the Renaissance d. all of the above 21. Monochromatic colors are:

a. one color plus tints and shades b. colors next to each other on the color wheel c. colors across from each other on the color wheel d. all of the above

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Sample drawing assessment #1: Draw your hand using contour lines. Draw it in an interesting and appropriate gesture.

*NO CREDIT will be given if drawn flat or traced. *Value rendering will be considered if used.

Sample drawing assessment #2:

2-3 Day Observed Drawing: On final copy paper you will demonstrate your understanding of shading 3D form on a 2D surface. Use what you know about the Elements and Principles of Design to make an interesting and dynamic composition. Apply techniques we have used throughout this year to make the drawing unique to you.

Requirements: Bring in a printed photograph or still life object of your choice Choose a subject that you feel confident will take about 2-3 days to

draw to the best of your ability

Students can review notes and reference classroom resources as they work independently on this final drawing assignment. Students should use all class time given. “Unfinished” work can still receive a passing grade so long as student used all of the class time given.

Sampple Assessmentss/ Rubriics:

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art 7 - curriculum guide - final

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