rockwood school district visual art curriculum seventh grade... · 2015-04-14 · this document is...
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ROCKWOOD SCHOOL DISTRICT VISUAL ART
CURRICULUM
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Art Program Understandings
Students will understand that:
• Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.
• Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.
• Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.
• Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.
• Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live.
IMPLEMENTATION GUIDELINES AND EXPECTATIONS
This document is externally aligned with the Missouri Show-Me Standards and Grade Level Expectations for Visual Arts. Content standards, process standards, and GLEs are coded for each course and grade level. There is internal alignment between the standards, facilitating activities, and assessments. Teachers develop, implement, and assess the curriculum by following the Rockwood Data-Driven Teaching and Learning Model. The Visual Arts curriculum presents broad, recurring standards along with the specific, essential content and process skills taught at each grade or course level. Teachers pre-assess to determine students’ prior knowledge, and then differentiate instruction to provide appropriate challenge for each student. The essential content and skills are presented in student-friendly language as daily Learning Targets. Essential Understandings place student learning in the context of life beyond schooling. Facilitating Activities and Differentiation Suggestions offer teachers various models for teaching the knowledge and skills. Teachers are expected to give students specific formative feedback during the learning process. Students and teachers use Scoring Guides to describe and improve student achievement. This is a living, changing, document that will be reviewed and revised annually. Teacher feedback is essential to this process. Therefore, teachers are encouraged to record observations and comments about the curriculum as well as ideas for additions and deletions. Throughout the course of the year, teachers should document demonstrations of each summative assessment to be used in the refinement of scoring guides and the development of consistent scoring.
Rockwood Mission and Vision
Curriculum Department Mission Statement:
The Curriculum Department is dedicated to providing the district with a continuous, systematic process to enhance student learning. Our goal is to improve the education opportunities and increase the effectiveness of the educational programs and services provided to students throughout the district. Mission Statement: The Mission of the Curriculum Department is to provide leadership for development of research-driven, quality and effective curriculum for all members of the school community through a process of on-going support, professional development, student assessment and program evaluation. Rockwood Teaching and Learning Model
Principles of Effective Character Education
Differentiation/Acceleration Guidelines
How
will
we res
pond if stu
dents already know it?
What do we want students to know, understand and be able to do?
How will we respond if students have not learned it?
How will w
e know if students h
ave learn
ed it
?
Teaching and Learning Model
Group Related Standards and Identify those that are essential
Unpack Standards and Develop a Unit Plan Give Pre-Assessment
as Needed
Administer F
ormativ
e Assessm
ent
(Asse
ssment fo
r Learn
ing)
Reteach, R
elearn, R
eassess
Introduce Essential Questions to Students
Begin Core Instruction to Uncover Learning Targets.
Analyze Formative Assessment Results
Implement Purposeful Di�erentiation and/or
Complete Core Instruction
Analyze Summative Assessment Results
Identify Students in Need of Additional Interventions
Impl
emen
t Interventions
Administer Summative Assessment
(Assessment of Learning)
Reteach, Relearn, Reassess
Members of the Writing Committee and Steering Committee The writing team gratefully acknowledges those parents, patrons, teachers, and administrators who provided direction and feedback to the document:
Writing Committee Elementary: Laura Fanaei, CCL Julianne Glossenger, Chesterfield Meredith Luethy, Wild Horse Melissa Messina, Pond Kathy Patrick, Stanton Kerri Sellmeyer, Kellison Lauren Wilhelm, CCL Middle School: Rochelle Bower, Selvidge Lindsay Gamel, Wildwood Julie Lee, Crestview James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Maria Otto, Wildwood Jeffrey Sass, Rockwood South Laura Southman, Crestview High School: Mindy Anderson, Rockwood Summit Diane Bashirian, Eureka Emily Benner, Lafayette Lyubov Briginets, Lafayette Steve Bruns, Rockwood Summit Krista Davis, Eureka Abbey Gradle, Marquette Tara Harrow, Marquette Joy Lamb, Lafayette Theresa Long, Eureka Monica Maher, Marquette Stephanie McDaniel, Marquette Erin Miller, Eureka Elizabeth Morningstar, Lafayette Lauren Sakowski, Lafayette Kari Smith, Eureka Christine Warner, Rockwood Summit Jamie Wildt, Marquette Melissa Zemann, Marquette
Content Facilitator Mark McHale, Fine Arts Professional Review E. Louis Lankford, Ph.D., Des Lee Foundation Endowed Professor in Art Education at the University of Missouri – St. Louis Administrative Review Dr. Matt Fredrickson, Director of Curriculum Steering Committee Diane Bashirian, Eureka High School Lynn Blosser, CCL Steve Bruns, Rockwood Summit Tara Harrow, Marquette Natasha Head, Green Pines Darcey Kemp, Babler Corinne Luczak, Uthoff Valley James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Jeffrey Sass, Rockwood South Lauren Sakowski, Lafayette
STRAND I: Product/Performance Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and
solve challenging visual art problems.
Grade/Course Content and Skills Kindergarten Drawing: Produces a line using crayon, marker, and pencil
Painting: Tempera and watercolor resist Other Media : Simple printmaking (stamping, thumb, objects)
Grade One Drawing: Fill an area with solid color/value using crayon, pencil or marker Painting: Apply paint with a dragging, not pushing motion Other Media: Monoprint process
Grade Two Drawing: Change pressure to create two values using crayon, or pencil. Painting: Lines with control; Cleaning brush; Mixing 2 colors to create a 3rd. Other Media: Plain weave with paper
Grade Three Drawing: Layer 2 or more colors using crayon, colored pencil, chalk , or oil pastel Painting:Apply paint in even strokes to create a watercolor/thinned tempera wash. Paint lines and fill shapes with even color using tempera. Other Media: Additive process; Printmaking: collagraph plate
Grade Four Drawing: Create light, medium, and dark values using pencil Painting: Watercolor – wet on wet technique; Tempera – create tint and shade Monochromatic Scale Other Media: fiber weave with simple loom
Grade Five Drawing: Create a texture or surface quality using any drawing media. Painting: mix hues to create new colors; Watercolors – layers from light to dark; Tempera – produce sharp, clear edge between areas of color. Other Media: Subtractive printmaking process (styrofoam, eraser etc)
Grade Six Art Studio
Drawing: Values and mixed colors with dry media Painting: Smooth, even color Digital/Computer: Adobe Design
Grade Six Design Studio
Digital/Computer: Adobe Design
Grade Seven Art Studio
Drawing: Simulated textures Painting: Brush selection Digital/Computer: Adobe Design Other Media: Printmaking process;
Grade Seven Design Studio
Digital/Computer: shapes Other Media: Demonstrate the process used in one type of fiber art.
Grade Eight Art Studio
Drawing: Even, continuous, and graduated tone Painting: Mixing pigments Digital/Computer: Adobe Design Other Media: Printmaking process using variety of ink colors
Grade Eight Design Studio
Digital/Computer: Adobe Design Other Media: Manipulate fibers; Create a simple fiber artwork.
STRAND I: Product/Performance Scope and Sequence Chart World Arts Digital/Computer: Use of general software
Other Media: relief block printmaking; fiber arts process Art Fundamentals Drawing: Single drawing media; smooth areas of single value; smooth, gradual
value change; ruler measurement Painting: Brush selection; cleaning; mixing to create hues; range of values
Drawing I Drawing: Conte, Pencils, Ink Graphic Design I Digital/Computer: typographic sign; brand-mark; layout using balance,
emphasis, contrast, rhythm, and unity; grid system; Photoshop; Illustrator; scan, import and adjust images; digital camera
Painting I Painting: change in value with texture; brush selection; solid area of color; blend one color/value into another; gradual change of value or hue; glazes; watercolor process; acrylic process
Photography I Image Processing: demonstrate contrast; components of 35mm SLR camera; shutter speed, f/stop and ISO controls; exposing film; developing film; enlarger components; producing enlarged photographs in darkroom; tonal values; corrective darkroom techniques; handling chemicals; composition techniques; depth of field; portrait techniques; effects of motion
Drawing II Drawing: range of 10 smoothly graduated values; color blending and layering to create modeling and texture; range of values by hatching, crosshatching, and stippling; use blending tools to create range of values; 4 drawing media Other Media: printmaking process requiring registering; create edition
Graphic Design II Digital/Computer: sequential timing; dynamic movement; typography; Photoshop – layers, masking, type effects, pen tool; Illustrator – shape builder techniques, pen tools, layers; InDesign – masterpages, guides, imported text, images, flowing text, text wrapped around images; use of multiple platforms
Painting II Painting: canvas preparation; brush selection; expressive mark-making; Watercolors – creating texture with non-brush materials; additives to create actual texture; palette knife texture; layering different media
Photography II Image Processing: film exposure; developing film; advanced darkroom; handling chemicals; techniques; alternative processes; components of DSLR; manipulation of photograph with software; use of props, environment, lighting, background; low light exposure techniques; communicating a message conceptually; series of photographs that tell story or show process
AP Art Studio Drawing: surface manipulation and mark-making sensitivity; effective use of variety of materials Other Media: series of related works on a variety of surfaces (Drawing)
STRAND I: Product/Performance Scope and Sequence Chart
2. Select and apply three-dimensional media, techniques, and processes to communicate ideas
and solve challenging visual art problems.
Grade/ Course Content and Skills Kindergarten Sculpture, Ceramics, Other Media:
Use scissors with control Clay modeling – create a sphere, pinched forms
Grade One Sculpture, Ceramics, Other Media: Use glue with control Fold paper and identify folded edge Modeling with clay or similar material – pushes objects into clay hard enough to see and feel the impression
Grade 2 Sculpture, Ceramics, Other Media: Manipulate paper to create a low relief Clay – score and slip; joints are smoothed and sealed, scoring grooves have depth, a layer of slip is applied to joined pieces together: applied textures
Grade 3 Sculpture, Ceramics, Other Media: Manipulate paper to create forms with paper (in-the-round) Cut a symmetrical shape from folded paper Clay – slab method: scoring, slipping, joining
Grade 4 Sculpture, Ceramics, Other Media: Build or layer materials to create relief; plaster or paper mache Clay – coil method
Grade 5 Sculpture, Ceramics, Other Media: Combine simple forms to create complex form (in-the-round) Clay – combine two methods (slab, coil, or pinch) to create original piece
Grade 6 Art Studio
Sculpture, Ceramics, Other Media: organic form; modeling techniques
Grade 6 Design Studio
Sculpture, Ceramics, Other Media: create three dimensional artwork
Grade 7 Art Studio
Sculpture, Ceramics, Other Media: in-the-round using layering material
Grade 8 Design Studio
Sculpture, Ceramics, Other Media: three-dimensional piece using clay
World Arts Sculpture, Ceramics, Other Media: hand-building process, joining techniques, and uniform thickness
Art Fundamentals
Sculpture, Ceramics, Other Media: concepts of sculpture; variety of media
Ceramics I Sculpture, Ceramics, Other Media: footed pinch form; wedging/kneading clay; glaze as decorative finish; coil-built vessel; sgraffito; burnish/polish; slab-built form with beveled joints and welded seams; combining pinch, coil and slab; underglaze/slip;
Sculpture I Sculpture, Ceramics, Other Media: armature; pliable media; manipulate wire; carving tools and techniques; carving to create contrast in form and texture; mixed media; mold from simple form/cast a positive; sculpture from observation; human figure; realistic, abstract or non-objective sculpture; personal or cultural issue; specific site; maquette; choose appropriate site
Ceramics II Sculpture, Ceramics, Other Media: terra sigillata; majolica; symmetrical cylinder, symmetrical bowl; symmetrical cup; symmetrical plate; repeated wheel-thrown forms; piercing or openwork; trimmed, thrown piece; inlay/mishima
Sculpture II Sculpture, Ceramics, Other Media: sculpture upon student-produced armature; use traditional carving tools; scale model; casting process; sculpture basd on observation
AP Art Studio Sculpture, Ceramics, Other Media: surface manipulation; activation of physical space and volume;
STRAND I: Product/Performance Scope and Sequence Chart
3. Communicate ideas about subject matter and themes in artworks created for various purposes
Grade/Course Content and Skills Kindergarten Subject Matter – Fine Art:
Portrait – self or other person Landscape – outside Non-objective – design using lines Theme: people, indoors, outdoors, stories
Grade 1 Subject Matter – Fine Art: Portrait – family; Still life – one object Subject Matter – Functional Art: Design Wearable art Theme: people, animals, things
Grade 2 Subject Matter – Fine Art: still life – from observation; landscape Subject Matter – Functional Art: design a building Theme: nature, places
Grade 3 Subject Matter – Fine Art: Figure – action pose; Landscape – seascape or cityscape; Non-objective – using line, shape and color Subject Matter – Functional Art: Create a container Theme: community, group identity (family, scouts, sports)
Grade 4 Subject Matter – Fine Art: Portrait – Realistic; facial features in correct proportion/Abstract; Still life – Abstract; Landscape - Weatherscape Subject Matter – Functional Art: graphic art Theme: Missouri, environment
Grade 5 Subject Matter – Fine Art: Portrait – from observation; Still life – from observation showing the illusion of form; Landscape – outdoor scene showing illusion of space Subject Matter – Functional Art: create an original building based on architectural styles Theme: United States, Patriotism, World, Point of view
Grade 6 Art Studio
Subject Matter – Fine Art: work from observation; expressive artwork
Grade 6 Design Studio
Subject Matter – Functional Art: illustrate text; form and function Theme: personal identity; functions of art in culture
Grade 7 Art Studio
Subject Matter – Fine Art: still life – from observation
Grade 7 Design Studio
Subject Matter – Fine Art: still life – from observation; realistic landscape Subject Matter – Functional Art: wearable art Theme: nature; group identity
Grade 8 Art Studio
Subject Matter – Fine Art: realistic portrait; abstract landscape
Grade 8 Design Studio
Subject Matter – Functional Art: original functional object; form and function of design Theme: culture and environment
World Arts Subject Matter – Functional Art: functional purpose based on a cultural example Art Fundamentals Subject Matter – Fine Art: work from observation; abstract; non-objective;
realistic; portrait; still life Theme: communicate ideas through themes (identity, power, time, nature, illusion)
Drawing I Subject Matter – Fine Art: portrait, still life, landscape and architecture; complex object still life Theme: emphasis to create ideas through theme
Painting I Subject Matter – Fine Art: landscape; non-objective; portrait; still life Theme: conceptual painting based on student interest
Sculpture I Theme: social, political or cultural message Graphic Design I Theme: communicating historical and cultural influences to mass audience; social
commentary; symbolism; advertisement Drawing II Subject Matter – Fine Art: underlying skeletal and muscular structure
Theme: national identity, spirituality, vision, progress, human condition, narrative Painting II Subject Matter – Fine Art: portrait; human figure; landscape, seascape or
cityscape Sculpture II Subject Matter – Fine Art: communicate personal or cultural issues
Theme: memorial Graphic Design II Subject Matter – Functional Art: design reflects purpose
Theme: series of related images; metaphors and design as social commentary; create identity system; communicate text in visual format
AP Art Studio Subject Matter – Fine Art: media use; body of work around an idea; effective integration of concept and technique; range of intentions and purposes through elements and principles of design; manipulation and transformation of appropriated imagery; imagination, experimentation, and risk-taking Theme: communicate variety of themes or subject matter
STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and use elements of art for their effect in communicating ideas through artwork
Grade/Course Content and Skills Kindergarten Line: identify and use lines
Shapes: identify and use shapes; categorize as small and large Color: identify and use color
Grade One Line: straight, curved, thick, and thin lines Shapes: triangle, circle, square, rectangle, oval; categorize as large, medium, small Form: identify and use form Texture: identify and use texture Color: primary colors Value: identify and use value
Grade Two Line: zigzag, dotted, wavy lines Shapes: geometric shapes Form: geometric forms – sphere, cube, cylinder, and cone Texture: actual texture Color: secondary colors Value: light and dark values Space: foreground and background to create illusion of space
Grade Three Line: horizontal, vertical and diagonal Shapes: differentiate between shapes and forms Form: sculpture in-the-round Texture: invented texture Color: warm and cool colors Space: middle ground, overlapping, and change of size to create illusion of space
Grade Four Line: Identify and use outlines Form: organic form; identify and demonstrate relief sculpture Color: Identify and use tints and shades Value: Identify and demonstrate a value scale Space: placement and change of detail; positive and negative space
Grade Five Line: contour lines Shapes: symbolic shapes Form: illusion of form – cube, sphere, cylinder, and cone Texture: implied or simulated texture Color: identify and use intermediate colors; neutral colors. Identify the arrangement of colors on a color wheel Space: Identify and use converging lines to create the illusion of space. Identify and use a single horizon line.
STRAND II: Elements and Principles Scope and Sequence Chart Grade Six Art Studio
Line: contour lines Texture: actual and simulated texture Color: monochromatic colors
Grade Six Design Studio
Space: positive and negative shapes in 2-D
Grade Seven Art Studio
Line: rhythmic lines Shapes: complex shapes; rhythmic shapes Texture: simulated texture Color: analogous colors Space: positive and negative space in 3-D; one-point perspective
Grade Seven Design Studio
Form: organic and inorganic forms
Grade Eight Art Studio
Line: varied line quality Color: complementary colors Value: tints and shades; value scale; range of value
Grade Eight Design Studio
Shapes: varied shapes Texture: invented texture
STRAND II: Elements and Principles Scope and Sequence Chart World Arts Shapes: geometric, organic
Form: relief (high and low), freestanding/in-the-round Space:
Art Fundamentals
Line: converging, parallel and perpendicular lines with ruler Shapes: geometric and freeform, organic Form: illusion of form – sphere, cube, cone, and cylinder Texture: real, invented and simulated textures Color: color theory – value and schemes; primary, secondary, and intermediate colors Value: lines to define objects, show shape or form through contrast of values Space: positive and negative space in 2-D; perspective techniques to create illusion of space (1-ponit linear perspective, overlapping and change of size, detail, placement and value/color)
Ceramics I Form: organic and geometric Texture: applied, incised/carved, and impressed ceramic textures
Drawing I Line: gestured, implied and weighted lines Texture: specific and observed texture through mark making Space: positive and negative space; 2-ponit perspective, atmospheric perspective, overlapping and change in size, detail, placement
Graphic Design I Line: text as line; calligraphic line using brush definition Shapes: letterforms as symbolic or implied shape; text body as symbolic or implied Color: psychological color information; culturally-based color symbolism; arbitrary color based on personal meaning
Painting I Texture: contrast textures to show illusion of depth or form Color: color theory – intensity; split complementary color scheme; local, real, and optical color; expressive use; arbitrary and symbolic Value: 9-step and graduated monochromatic value scale; values to show illusion of depth or form; color values to produce sequential movement
Sculpture I Line: contour line Form: organic Texture: contrast in surface qualities Space: balance between positive and negative
Photography I Line: demonstrate use of line Shapes: demonstrate the use of shapes Form: demonstrate form Texture: simulated texture Space: demonstrate illusion of space through perspective
Drawing II Line: expressive use Color: arbitrary, symbolic and expressive; color theory to layer media for variety of hues, values and intensities Space: positive and negative space; perspective techniques to create illusion of space
Painting II Line: expressive use Texture: expressive use Color: local, real and optical color, mixing paints to match range of observed color; expressive use
Ceramics II Form: complex clay form Photography II Line: various types of line
Form: demonstrate form Texture: lighting to create texture
Sculpture II Form: in-the-round complex form Space: balance between positive and negative
AP Art Studio Line: wide range of line qualities Form: wide range of value to create illusion of form Value: wide range of tonal values Space: illusion of depth (space) through linear perspective, atmospheric perspective, overlapping and change in size, detail, value
STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 2. Select and use principles of art for their effect in communicating ideas through artwork
Grade/Course Content and Skills Kindergarten Rhythm/Repetition:
Identify and use a pattern by repeating single shape, line or color Grade One Balance: Identify and demonstrate the concept of middle or center
Rhythm/Repetition: alternating pattern (abab) Grade Two Rhythm/Repetition: Identify and create acomplex pattern
Contrast: Identify and use color contrast Grade Three Balance: symmetrical (formal)
Contrast: size contrast Grade Four Balance: radial
Emphasis: center of interest (focal point) Contrast: value contrast Proportion: realistic facial proportion
Grade Five Balance: asymmetrical Contrast: texture contrast Proportion: relative size (realistic scale)
Grade Six Design Studio
Balance: symmetrical Contrast: one element (color, line, shape)
Grade Seven Art Studio
Balance: radial Emphasis: center of interest Rhythm/Repetition: regular rhythm
Grade Seven Design Studio
Proportion: abstract facial proportion
Grade Eight Art Studio
Balance: asymmetrical (informal) Contrast: three elements (color, line, shape) Proportion: facial features in realistic proportion; scale relationship
Grade Eight Design Studio
Rhythm/Repetition: identify and use rhythm
STRAND II: Elements and Principles Scope and Sequence Chart World Arts Balance: symmetrical, asymmetrical, radial
Rhythm/Repetition: regular, alterring Unity: as created through repetition
Art Fundamentals Balance: symmetrical, asymmetrical, radial Emphasis: creating a focal point Contrast: variation within a single element Rhythm/Repetition: regular, alternating, random, flowing and progressive rhythms Unity: explain how elements and principles create unity Proportion: realistic size relationships of the face
Ceramics I Balance: symmetrical Unity: through continuous repetition of a motif Proportion: functional form - lip, neck, shoulder, body, foot
Drawing I Balance: compositional balance through at least 3 elements Emphasis: focal point through contrast, convergence, isolation and location, overlapping, unusual juxtaposition Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of an element Unity: unified composition through elements Proportion: realistic facial proportions ; realistic figure proportions ; objects in relative size to each other
Graphic Design I Emphasis: differentiate the use of dominant and subordinate elements in a layout. Proportion: letter spacing (kerning, leading).
Painting I Contrast: variation of elements in same artwork Rhythm/Repetition: Specific, sequential movement within a composition using color/value Unity: unity to support communication of an idea Proportion: realistic; distortion for expressive purpose
Photography I Balance: symmetrical, asymmetrical, or radial Emphasis: create a focal point through contrast and emphasis Contrast: demonstrate contrast Rhythm/Repetition: demonstrate rhythm Unity: use relating elements to create unity Proportion: placement, size of objects, and proximity to camera lens Composition: rule of thirds, space, detail, leading lines, rile of odds, breaking the edge, triangular arrangements, framing, and contrast
Sculpture I Balance: actual physical stability in 3-dimensional form Contrast: textures Unity: repetition of elements Proportion: realistic 3-dimensional human proportions
Ceramics II Balance: Asymmetrical Unity: repetition and balance of positive and negative spaces Proportion: traditional and non-traditional forms
Drawing II Balance: compositional balance using 3 or more elements Emphasis: support communication of idea Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of elements Unity: unified composition through elements Proportion: foreshortened and realistic figure proportions
Painting II Balance: use 4 elements and unity; use to support communication of idea Contrast: variation of elements in same artwork; use to support communication of idea Unity : unity to support communication of an idea
Sculpture II Balance: actual physical stability Contrast: texture; elements Rhythm/Repetition:.lead viewer’s eye around and through the artwork Unity: through use of elements Proportion: accurate proportions
AP Art Studio
Balance: various types – 2D and 3D Emphasis: strong focal point through various methods – 2D and 3D Contrast: simultaneous contrast of elements Rhythm/Repetition: use motif to create rhythm Proportion: correct size relationships according to scale – 2D and 3D
STRAND III Artistic Perceptions Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Investigate the nature of art and discuss response to artworks (Aesthetics)
Grade/Course Content and Skills Grade One Discuss a response (feeling or idea) to an artwork based upon the student's life
experience Grade Two Explain different responses you have to different artworks Grade Three Compare different responses students may have to the same artwork Grade Four Discuss and develop answers to questions about art. (What is art? Should art be
beautiful?) Grade Five Discuss and develop answers to questions about art, such as: Who decides what
makes an artwork special, valuable or good? Grade Six Design Studio
Explain how feelings, ideas, and perceptions of artwork are tied to experience.
Grade Seven Art Studio
Discuss and develop answers to questions about art. (What is art? Should art look real? Should art be beautiful?); Compare and contrast realistic, abstract, and non-objective artworks through group discussion.
Grade Seven Design Studio
Describe, analyze, interpret, and judge an artwork; Discuss how different cultures have different concepts of beauty
Grade Eight Design Studio
Identify and explain symbolism or message communicated in an artwork; Discuss how people might respond differently to specific American artworks based upon their context.
STRAND III: Artistic Perceptions Scope and Sequence Chart Art Fundamentals
Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism; Define Aesthetics as the branch of philosophy that deals with the nature and value of art; Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
Ceramics I Express personal idea of ceramic piece; compare and contrast the cultural expectations and aesthetic values of ceramic objects in Native American and Chinese cultures.
Drawing I Compare and contrast two artworks on ideas of beliefs and culture, function of art in culture/society; Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism
Graphic Design I Analyze graphic design examples (posters, magazine layouts, pamphlets, brochures, etc.) made to protest or promote current events; Analyze the relationship between definitions of good design and a particular target audience.
Painting I Compare and contrast the aesthetic value of Painting in the context in which it was created with viewer’s personal response.
Photography I Develop a definition for what makes a photograph fine art. Ceramics II Create a functional artwork that communicates personal ideas and values. Painting II Analyze, compare, and contrast the aesthetic value placed upon originality
for works created in different time periods and cultural contexts. Sculpture II Relate a sculpture's depiction of a significant historical figure, to the role
they played in history. AP Art History Analyze how the subject matter and style of artworks reflect aesthetic
preferences in a particular historical/ cultural context; Demonstrate the role of aesthetics in art production as influenced by society, politics, religion, and/or individual needs and tastes.
STRAND III: Artistic Perceptions Scope and Sequence Chart 2. Analyze and evaluate using art vocabulary (Art Criticism)
Grade/Course Content and Skills Kindergarten Identify the subject of artworks Grade One Identify the following in artworks: Lines, Shapes, Colors, Patterns Grade Two Identify the following in artworks: Geometric shapes, Geometric forms,
Foreground and Background, Real textures, Contrast/variety of colors Grade Three Identify the following in Artworks: Warm and cool colors, Symmetrical
Balance, Invented textures, Horizontal, vertical and diagonal lines, contrast/variety of sizes
Grade Four Identify the following in artworks: Outlines, organic shapes, organic forms, tints and shades, values, positive and negative space, radial balance, center of interest, contrast, complex patterns, facial proportions
Grade Five Describe use of the following in artworks: Contour lines, Symbolic shapes, Illusion of form, Implied/Simulated textures, Intermediate and Neutral colors, Asymmetrical balance, Contrast/Variety of textures, Perspective: Change in size, Point of View
Grade Six Art Studio
Identify the type of artwork/media used.
Grade Eight Art Studio
Describe, analyze, interpret, and judge an artwork.
STRAND III: Artistic Perceptions Scope and Sequence Chart World Arts Write a critique of an artwork that follows the Feldman Model Art Fundamentals Write a critique of an artwork that follows the Feldman Model Ceramics I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Drawing I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Graphic Design I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Painting I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Photography I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Sculpture I Compare and contrast aesthetic value and meaning among sculptures
created in various historical periods and cultures; Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Ceramics II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Drawing II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Graphic Design II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Painting II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Photography II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Sculpture II Write critiques of sculpture using the Feldman Model Advanced Placement Art History
Complete the process of art criticism for historical artworks, comparing and contrasting how the work would have been judged when/where it was created with how it is judged today.
STRAND IV: Interdisciplinary Connections Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Explain connections between visual art and performing arts
Grade/Course Content and Skills Kindergarten Use physical movement to interpret line artwork Grade One Create and discuss an artwork with a piece of music Grade Two Compare patterns in music to patterns in artworks Grade Three Compare the art and music of a particular culture. Grade Four Compare a work of art to a work of music. Grade Five Compare a work of art to a work of music. Grade Six Design Studio
Compare and contrast artworks from contexts of history and cultures.
Grade Seven Art Studio
Compare and contrast music and art from the same culture.
Grade Seven Design Studio
Explain connections between visual art and performing arts;
Grade Eight Art Studio
Compare and contrast examples of American art and music.
World Arts Connect meanings of Elements of art with terms in music, theatre or dance. Graphic Design II
Use theater techniques to present information in art (voice, stage presence, props, video, or script-writing)
STRAND IV: Interdisciplinary Connections Scope and Sequence Chart 3. Explain the connections between Visual Arts and Communication Arts, Math, Science
or Social Studies Kindergarten Explain how stories can be told in pictures and /or words Grade One Explain how patterns in art are similar to patterns in other disciplines Grade Two Explain the connection between Native American culture and art Grade Three Explain how the math principle of symmetry is used in art Grade Four Explores subjects discussed in the general education classroom and integrate
the visual arts to further understanding. Grade Five Explore subjects discussed in the general education classroom and integrate
the visual arts to further understanding. Grade Six Art Studio
Compare and contrast artworks from contexts of history and cultures.
Grade Six Design Studio
Compare and contrast historical and modern design.
Grade Seven Design Studio
Explain the relationship between illustration and written text.
Grade Eight Design Studio
Explain how events and ideas in the United States are communicated through artworks.
World Arts Explain how historical events and social ideas are reflected in artworks from
selected cultures or historical time periods. Art Fundamentals
Compare and contrast the art criticism method with the process for analytical writing in Language arts.
Ceramics I Make connections between visual arts and another content area; connect clay bodies in ceramics to mineral composition in science.
Photography I Compare and contrast the human eye and the lens of a camera; Compare and contrast different types of lenses; Understand how light rays are recorded on film or paper
Ceramics II Compare and contrast the chemical composition of glazes; compare and contrast the chemical composition of underglazes.
Painting II Use a student-composed creative writing as the stimulus for a painting.
STRAND V: Historical and Cultural Contexts 1. Compare and contrast artworks from different historical time periods and/or cultures
Grade One Historical Period or Culture: Identify works of art from : United States,
Europe(cave), Asia Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, Use of line, color, and shape
Grade Two Historical Period or Culture: Identify works of art from: United States, Native American, Egypt Characteristics of Artworks: Compare and Contrast two artworks on : Subject matter, Media, use of line, color, shape, and texture, Theme: Purpose of art in culture, place
Grade Three Historical Period or Culture: Identify works of art from: United States, Europe (Realistic), and Africa Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, media, Use of line, color, shape and texture, Theme: Purpose of art in culture, Place
Grade Four Historical Period or Culture: Identify works of art from: United States, (Realistic: Missouri, Westward Expansion) Europe (Abstract) Characteristics of Artworks: Compare and Contrast two artworks on: Subject matter, Media, Use of value and space, Theme: Purpose of art in culture, Place
Grade Five Historical Period or Culture: Identify works of art from: United States (Painting, Architecture) Europe (Painting, Architecture) Characteristics of Artworks: Compare and contrast two artworks on: Time, Place, Subject Matter, Media, Use of Elements, Theme, Purpose of art in culture, Use of materials and technology
Grade Six Art Studio
Characteristics of Artworks: Compare and contrast two artworks on time, place, subject matter, characteristics, and cultural context.
Grade Six Design Studio
Historical Period or Culture: Compare and contrast the cultural meaning of art from various cultures; Identify works of art from various cultures of early civilization
Grade Seven Art Studio
Historical Period or Culture: Identify works of art from Europe and United States (Real, Abstract, Non-Objective). Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, and characteristics of style.
Grade Seven Design Studio
Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, cultural context.
Grade Eight Art Studio
Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, characteristics of style, and beliefs of culture.
Grade Eight Design Studio
Historical Period or Culture: Identify works of art from the United States (Native American, Painting, Sculpture, Architecture, Industrial Design) Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, materials/technology, and function in culture.
STRAND V: Historical and Cultural Contexts World Arts Historical Period or Culture: Identify artworks from the following
cultures: Ancient Greece/Rome, African, Pre-Columbian/Native American, Asian and Latin American art Characteristics of Artworks: Analyze artworks to determine how they would be valued according to the aesthetic beliefs of a society; Compare and contrast 2 artworks with reference to time period, place, theme/subject matter, materials/technology, ideas and beliefs of culture, function of art in culture/society, and characteristics of style.
Art Fundamentals Historical Period or Culture: Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art Characteristics of Artworks: Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme
Drawing I Historical Period or Culture: Identify architectural styles from the classical, gothic and modern time periods; identify drawings by Renaissance (i.e. Durer) and German Expressionism artists (i.e. Kollwitz) Characteristics of Artworks:
Graphic Design I Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, characteristics, and purpose of style based on their beliefs and culture, function of art in culture and society.
Painting I Historical Period or Culture: Identify artworks from the following: Baroque (e.g. Rembrandt, Caravaggio, Vermeer), Impressionism, Post Impressionism (e.g. Van Gogh, Cezanne, Gaugin, Seurat), Expressionism/Fauvism (e.g. Marc, Kandinsky, Blue Riders, The Bridge), Cubism (e.g. Picasso, Braque, Hockney) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style.
Photography I Historical Period or Culture: Explain how camera obscuras were used throughout history; Understand the relevance of certain artists, including but not limited to: (Inventors) i.e. Louis Daguerre, Joseph Nicephore Niepce, Willam Henry Fox Talbot; Understand the relevance of certain artists, including but not limited to: (Early) i.e. Matthew Brady, Julia Margaret Cameron; Understand the relevance of certain artists, including but not limited to: (Modern) i.e. Ansel Adams, Henri Cartier Bresson, Alfred Stieglitz, Dorothea Lange; Understand the relevance of certain artists, including but not limited to: (Camera Obscura) Abelardo Morell; Understand the relevance of certain artists, including but not limited to: (Post-Modern) i.e. Jerry Uelsmann, Gordon Parks Characteristics of Artworks:
Ceramics II Historical Period or Culture: compare and contrast art/craft with reference to time period, place, characteristics of style and context. (Asian Teapots, Contemporary Ceramicist, Greek Vessel Forms, Islamic Tiles)
Drawing II Historical Period or Culture: Identify artworks from Photorealism, Surrealism and the following themes: figure as a compositional element, architecture as a compositional element, series, narrative, and reflections/transparencies
Graphic Design II Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style among historical design styles: Art Deco, Destijl, Swiss School, and New York School.
Painting II Historical Period or Culture: Identify artworks from the following: American Regionalism (e.g. Hudson River School, George Caleb Bingham, Grant Wood), Surrealism (e.g. Dali, Escher, Magritte, Kahlo), Post-Modernism (e.g. contemporary, conceptual, multimedia, performance, digital, etc.) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, meaning, and characteristics of style.
Photography II Historical Period or Culture: Make photographic connections between historical events and social ideas; Understand the relevance of certain artists, including but not limited to: (Infrared) Robert W. Wood, Jill Enfield; Understand the relevance of certain artists, including but not limited to: (Surrealism) Jerry Uelsmann, Gregory Crewdson, Man Ray; Understand the relevance of certain artists, including but not limited to: (Portraiture) Cindy Sherman, Diane Arbus, Richard Avedon, Annie Liebovitz; Understand the relevance of certain artists, including but not limited to: (Conceptual) Sandy Skoglund; Understand the relevance of certain artists, including but not limited to: (Narrative) W. Eugene Smith, Gordon Parks, David Hockney; Understand the relevance of certain artists, including but not limited to: (Low light Exposures) Michael Frye, Brassї Characteristics of Artworks:
Sculpture II Characteristics of Artworks: Compare and contrast artworks with reference to the time, place, context, aesthetics, and characteristics of style.
Advanced Placement Art History
Historical Period or Culture: Demonstrate how artists have had an influence upon the cultures in which they lived; Compare and contrast artwork in terms of: time period, place/culture, artist, style, elements and principles of art, technical processes, themes, and the function of the work in its historical context; Evaluate artworks in historical context, considering such issues as patronage, gender, and their functions and effects; Demonstrate how particular artists have had an influence on other artists
Grade Level/Course: 7th Grade Art Studio
Content Area: Visual Arts
Grade Level/Course Overview: Students will learn about and use the techniques of drawing media, watercolors, cardboard, and ceramics to create original two and three-dimensional artworks. They will observe and communicate ideas about landscapes or interiors in one-point perspective, realistic and abstract portraits, and nonobjective art. Students will analyze and critique artworks, discuss aesthetic issues, and understand how art is related to history and culture. Strands/Domains Product and Performance Elements and Principals Artistic Perceptions Interdisciplinary Connections Historical and Cultural Context
Interdisciplinary Themes
Program Understandings (pk-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.
Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.
Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.
Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.
Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live. Units of Study Computer Art Drawing from Observation Printmaking Sculpture
7TH Grade Art Studio
Strand/Domain* Product-Performance
Cluster* Painting
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Choose brushes of an appropriate shape and size to create varied textures. I.1.B.7 FA
1 VA1
Strand/Domain* Product-Performance
Cluster* Digital/Computer
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Create artwork using most current version of Adobe Design Premium Creative Suite. I.1.C.7 FA
1 VA1
7TH Grade Art Studio
Strand/Domain* Product-Performance
Cluster* Other Media
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Demonstrate a printmaking process. I.1.D.7 FA
1 VA1 Strand/Domain* Product-Performance
Cluster* Sculpture, Ceramics, Other Media
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Create an in-the-round artwork using a layering material. I.2.A.7 FA
1 VA1
7TH Grade Art Studio
Strand/Domain* Product-Performance
Cluster* Subject Matter: Fine Art
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Create a still life from observation. I.3.A.7 FA
1 VA1
Strand/Domain* Elements and Principles
Cluster* Line
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Use Line expressively to communicate ideas II.1.A.7 FA
2 VA2
7TH Grade Art Studio
Strand/Domain* Elements and Principles
Cluster* Shapes
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and create complex shapes. II.1.B.7 FA
2 VA2
E Identify and use rhythmic shapes. II.1.B.7 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Texture
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not GLE/CLE’s ACT CCSS MO National
E Identify and use simulated texture. II.1.D.7 FA
2 VA2
7TH Grade Art Studio
Strand/Domain* Elements and Principles
Cluster* Color
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use of analogous Colors. II.1.E.7 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Balance
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use radial balance. II.2.A.7 FA
2 VA2
7TH Grade Art Studio
Strand/Domain* Elements and Principles
Cluster* Emphasis
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use center of interest. II.2.B.7 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Rhythm/Repetition
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use regular rhythm. II.2.D.7 FA
2 VA2
7TH Grade Art Studio
Strand/Domain* Artistic Perceptions
Cluster* Aesthetics
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Discuss and develop answers to questions about art. (What is art? Should art look real? Should art be beautiful?) III.1.A.7 FA
3 VA3
E Compare and contrast realistic, abstract, and non-objective artworks through group discussion. III.1.A.7 FA
3 VA3
Strand/Domain* Interdisciplinary Connections
Cluster* Connecting Visual and Performing Arts
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Compare and contrast music and art from the same culture. IV.1.A.7 FA
4 VA6
7TH Grade Art Studio
Strand/Domain* Historical and Cultural Contexts
Cluster* Historical Period or Culture
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify works of art from Europe and United States (Real, Abstract, Non-Objective). V.1.A.7 FA
5 VA4
Strand/Domain* Historical and Cultural Contexts
Cluster* Characteristics of Artworks
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Compare and contrast artworks with reference to the time, subject matter, and characteristics of style. V.1.B.7 FA
5 VA4
COURSE/GRADE LEVEL: Art Studio 7th grade UNIT TITLE Working from Observation
SUGGESTED UNIT TIMELINE: 2 – 4 Weeks
ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How do artists accurately represent what they see? What are the characteristics of a successful still life? How can objects communicate a message? Does object placement effect perception? What ideas are expressed by a still life?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Create a still life from observation X
Identify and create complex shapes x
Identify works from the US & Europe (realistic, abstract & non-objective) X
Identify and use a center of Interest x
UNIT DESCRIPTION: Students will create a still life from observation
UNIT VOCABULARY: Still Life Realistic Abstract Shape (simple/complex) Center of Interest Emphasis
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Strand I: Product / Performance
Subject Matter : Fine Art
Create a still life from observation
DOK 3
Create artwork with Scoring guide
Strand II: Elements and Principles
Shapes
Identify and create complex shapes
DOK 1 DOK 3
Create artwork with Scoring Guide
Strand V: Historical and Cultural Contexts
Historical Period or Culture
Identify works from the US & Europe (realistic, abstract & non-objective)
DOK 1 Written Assessment
Strand II: Elements and Principles
Emphasis Identify and use a center of Interest
DOK 1 DOK 3
Create artwork with Scoring Guide
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS
EXTENSIONS
Create a still life from observation
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and create complex shapes
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify works from the US & Europe (realistic, abstract & non-objective)
Lecture, Question Answer Class/small group discussion, cooperative learning
Re-teach, Reassess Work with additional artworks
Identify and use a center of Interest
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
RESOURCES Janet Fish, Cezanne, vanGogh,
COURSE/GRADE LEVEL: 7th Grade Art Studio UNIT TITLE Photoshop Art
SUGGESTED UNIT TIMELINE: 2 weeks
ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How can artists use digital technology to create art?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Create artwork using most current version of Adobe Design Premium Creative Suite x
UNIT DESCRIPTION: Students will create an original artwork using Photoshop software.
UNIT VOCABULARY: Photoshop Tools (ie: elements: shape, paint brush, paint bucket, crop, text, magic wand, etc…)
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Strand I: Product/Performance
Digital/Computer Create artwork using most current version of Adobe Design Premium Creative Suite
DOK 3 DOK 4
Creation of Artwork with Scoring Guide
Criteria 4
Advanced
3
Proficient
2
Basic
1
Below Basic
Software Independently:
• Creates a complex artwork using a strong variety of computer tools
With some prompting:
• Creates a proficient artwork using multiple computer tools
With some prompting:
• Creates a basic artwork using some computer tools
With step-by-step help:
• Creates a below basic artwork using one type of computer tool
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS
EXTENSIONS
Create artwork using most current version of Adobe Design Premium Creative Suite
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
RESOURCES
COURSE/GRADE LEVEL: Art Studio 7th grade UNIT TITLE: Printmaking
SUGGESTED UNIT TIMELINE: 2-4 Weeks
ESSENTIAL QUESTION(S): How and why do artists communicate ideas through printmaking? How does the use of rhythm affect the feeling or mood expressed in printmaking?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Demonstrate a printing process X
Identify and use rhythmic shapes X
Identify and Use rhythmic lines X
Identify and use analogous colors X
Identify and use regular rhythm X
Compare & contrast realistic, abstract & non-objective artworks through group discussion X
Identify and use radial Balance X
UNIT DESCRIPTION: Students will create a print using: analogous colors, rhythmic line & shape, radial balance, and regular rhythm.
UNIT VOCABULARY: Printmaking Analogous colors Rhythmic line Rhythmic shape Regular rhythm Radial balance
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT Curriculum
Strand/Domain Curriculum
Cluster Learning Target
(Standard) Type of
Target/DOK Level
Assessment Method
Number of Items Notes
Strand I: Product/Performance
Other Media Demonstrate a printing process
DOK 2 Scoring Guide
Strand II: Elements and Principles
Shapes Identify and use rhythmic shapes
DOK1 DOK 3
Scoring Guide
Strand II: Elements and Principles
Line Identify and Use rhythmic lines
DOK 1 DOK 3
Scoring Guide
Strand II: Elements and Principles
Color Identify and use analogous colors
DOK 1 DOK 3
Scoring Guide
Strand II: Elements and Principles
Rhythm/Repetition Identify and use regular rhythm
DOK 1 DOK 3
Scoring Guide
Strand III: Artistic Perceptions
Aesthetics Compare & contrast realistic, abstract & non-objective artworks through group discussion
DOK 3 DOK 4
Written Assessment
Strand II: Elements and Principles
Balance Identify and use radial Balance
DOK 1 DOK 3
Scoring Guide
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Demonstrate a printing process
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and use rhythmic shapes
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and Use rhythmic lines
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and use analogous colors
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and use regular rhythm
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Compare & contrast
realistic, abstract & non-objective
artworks through group
discussion
Lecture, Question Answer Class/small group discussion, cooperative learning
Re-teach, Reassess Work with additional artworks
Identify and use radial Balance
Lecture, Demonstration, Guided Practice
Lecture, Demonstration, Guided Practice
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
RESOURCES
COURSE/GRADE LEVEL: Art Studio 7th Grade UNIT TITLE: Sculpture
SUGGESTED UNIT TIMELINE: 3-4 Weeks
ESSENTIAL QUESTION(S): How do artists convey ideas and meaning through sculpture?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Create an in-the-round artwork using a layering material x
Identify and use a variety of simulated textures x
Choose brushes of an appropriate shape and size to create varied textures x
Discuss and develop answers to questions about art (What is art? Should art look real? Should art be beautiful?) x
Compare and contrast Music and Art from the same culture x
UNIT DESCRIPTION: Students will create a 3D sculpture using modeling materials.
UNIT VOCABULARY: Sculpture Texture Simulated Texture Brush Size Techniques and Processes for chosen modeling materials Art Aesthetics Compare & Contrast
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Strand I: Product/Performance
Sculpture, Ceramics, Other Media
Create an in-the-round artwork using a layering material
DOK 3 Scoring Guide
Strand I: Elements and Principles
Texture Identify and use a variety of simulated textures
DOK 1 DOK 3
Scoring Guide
Strand I: Product/Performance
Painting Choose brushes of an appropriate shape and size to create varied textures
DOK 1 Scoring Guide
Strand III: Artistic Perceptions
Aesthetics Discuss and develop answers to questions about art (What is art? Should art look real? Should art be beautiful?)
DOK 3 DOK 4
Written Assessment
Strand IV: Interdisciplinary Connections
Connecting Visual and Performing Arts
Compare and contrast Music and Art from the same culture
DOK 3 DOK 4
Written Assessment
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
NOT LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS
EXTENSIONS
Create an in-the-round artwork using a layering material
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Identify and use a variety of simulated textures
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Choose brushes of an
appropriate shape and size to
create varied textures
Lecture, Demonstration, Guided Practice
Discussion, Practice, Creation of Original Artwork
Re-teach, Re-assess, Break Tasks into smaller elements, Simplify
Have Students incorporate additional elements/principles into work Create a more in depth artwork
Discuss and develop answers
to questions about art (What is art? Should art
look real? Should art be beautiful?)
Lecture, Question Answer Class/small group discussion, cooperative learning
Re-teach, Reassess Work with additional artworks
Compare and contrast Music
and Art from the same culture
Lecture, Question Answer Class/small group discussion, cooperative learning
Re-teach, Reassess Work with additional artworks
RESOURCES
7th Grade Art Studio
Strand/Domain: Product/Performance
Cluster:
Drawing Understand (Conceptual): Students will understand that… Artists use simulated textures to give artwork a sense of dimension, realism, and expression.
Standard: Use a variety of media to create simulated textures.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Texture Simulated Texture Pattern Detail Expression
Identify a variety of real and simulated textures Practice creating simulated textures with a variety of media. Practice incorporating fine details into simulated textures Create an original expressive artwork that incorporates simulated textures
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Product/Performance
Cluster: Sculpture, Ceramics, Other Media
Understand (Conceptual): Students will understand that… Artists transform two-dimensional ideas into three-dimensional artwork
Standard: Create an in-the-round artwork using a layering material.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Two-dimensional Three-dimensional In the round Armature Layering Media
Create a sketch to represent their sculpture in the round Transform their 2 dimensional concept into a
plan for a 3 dimensional form Use layering materials and techniques to create an original form
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Artistic Perceptions
Cluster: Aesthetics
Understand (Conceptual): Students will understand that… All styles of art possess similarities and differences.
Standard: Compare and contrast realistic, abstract, and non-objective artworks through group discussion.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Realistic Abstract Non-objective Compare Contrast
Participate in a group discussion based on analyzing realistic, abstract, and non-objective artwork.
Discover differences and similarities among realistic, abstract, and non-objective artworks.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Design Studio
Strand/Domain: Artistic Perceptions
Cluster: Aesthetics
Understand (Conceptual): Students will understand that… Questioning the purpose of art in our society will result in a better understanding of the artistic context.
Standard: Discuss and develop answers to questions about art.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… What is art?
Should art look real?
Should art be beautiful?
Develop answers to the following questions:
What is art?
Should art look real?
Should art be beautiful?
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Balance
Understand (Conceptual): Students will understand that… Varying types of balance affect a composition.
Standard: Identify and use radial balance.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Radial Balance Formal Balance (symmetrical) Informal Balance (asymmetrical) Balance
Identify examples of radial balance in artwork and/or their environment.
Communicate, verbally or in writing, the differences among the various types of balance.
Create an artwork demonstrating an understanding of radial balance.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Color
Understand (Conceptual): Students will understand that… Color schemes are used in art to achieve various effects.
Standard: Identify and use analogous colors.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Hue Color scheme Color wheel Analogous Ratios
Correctly Label a Color Wheel Identify analogous colors on the color wheel Mix colors to create a set of analogous colors
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Product/Performance
Cluster: Digital/Computer
Understand (Conceptual): Students will understand that… Artists employ current technology to create art.
Standard: Create artwork using the most current version of Adobe Design Premium Creative Suite.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Order of operations for current software
Study Graphic Artists and learn how technology can be used as a tool for artists. Learn the basic functions of Adobe Design Premium Creative Suite Make an artwork in which technology was used as a tool or media.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Emphasis
Understand (Conceptual): Students will understand that… Elements and principles can be used to create center of interest in an artwork.
Standard: Identify and use center of interest.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Center of Interest
Focal Point
Contrast (line, color, shape, etc…)
Be able to define center of interest.
Be able identify the center of interest of an artwork.
Be able to create a center of interest in an artwork.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Historical and Cultural Contexts
Cluster: Characteristics of Artworks
Understand (Conceptual): Students will understand that… Artwork from similar time periods, cultures, and themes share common characteristics in subject matter and media.
Standard: Compare and contrast artworks with reference to the time, subject matter, and characteristics of style.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Compare
Contrast
Varied time periods
Varied subject matters
Characteristics of style
Identify time period, subject matter and style characteristics in various artworks Make generalizations about characteristics of artworks that are useful in identifying artworks of a particular time period, subject matter, or style
Compare and contrast works of art with reference to time, subject matter, and characteristics of style.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Historical and Cultural Contexts
Cluster: Historical Period or Culture
Understand (Conceptual): Students will understand that… Reflecting on historical artwork assists artists in better understanding our history and creating original artwork.
Standard: Identify works of art from Europe and United States (Real, Abstract, Non-Objective).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… 0T Realism
Abstract
Non-Objective
0T Recognize artwork from Europe.
Recognize artwork from the United States.
Recognize artwork from various themes: Real, Abstract, Non-Objective.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Interdisciplinary Connections
Cluster: Connecting Visual and Performing Art
Understand (Conceptual): Students will understand that… Music and visual art are often linked in specific cultures.
Standard: Compare and contrast music and art from the same culture.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Music elements and principles related to those of art (e.g. rhythm/repetition, color (timbre), line, form) Cultural identifiers of music and art
Listen critically to a piece of music Identify key elements in the music that characterizes it sonically and culturally View an artwork with a critical eye. Identify key elements in the artwork that characterizes it visually and culturally Explain how the elements in the artwork are related to those in the music, using textual evidence to support their claims
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Line
Understand (Conceptual): Students will understand that… A repetition of lines can create rhythm in art
Standard: identify & use rhythmic lines
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Line Rhythmic Rhythmic Lines
Create various types of rhythmic lines Be able to identify examples of rhythm
Be able to create a rhythmic lines
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Product Performance
Cluster: Other Media
Understand (Conceptual): Students will understand that… The printmaking process may be used by artists to for repetition or mass-production.
Standard: Demonstrate a printmaking process.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Different Printmaking Processes (reduction, lithography, serigraphy, etc…) Print
Series
Tools associated with chosen process (block, brayer, ink, etc…)
Negative Space
Positive Space
Learn about various printmaking processes Practice the skills necessary in the chosen printmaking process Develop a plan and make a practice print using a printmaking process Create an original final print using a printmaking process.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Product Performance
Cluster: Painting
Understand (Conceptual): Students will understand that… Brushes may be used to achieve texture in artwork.
Standard: Choose brushes of an appropriate shape and size to create varied textures.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Texture
Simulated texture
Brush sizes
Brush shapes
Identify various textures Practice making textures using a variety of brush sizes and types Demonstrate a variety of textures using brushes of different shape and size.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Rhythm
Understand (Conceptual): Students will understand that… Rhythm is the repetition of elements to create movement and unity in artwork.
Standard: Identify and use regular rhythm.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Rhythm Regular rhythm
Be able to define rhythm0T
Identify examples of regular rhythm in artwork and/or their environment.
Create an artwork demonstrating an understanding of regular rhythm.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Shape
Understand (Conceptual): Students will understand that… Complex shapes are the actual shapes as opposed to simple shapes
Standard: Identify & create complex shapes
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… 0T Repetition
Rhythm
Rhythmic Shapes
Be able to define rhythmic shape. Be able to identify rhythmic shapes in artworks and their surroundings.
Be able to use rhythmic shapes to create a pattern.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Shape
Understand (Conceptual): Students will understand that… A rhythmic shape is a patterned (regular or irregular) repetition of a shape
Standard: Identify and create rhythmic shapes.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… 0T Repetition
Rhythm
Rhythmic Shapes
Be able to define rhythmic shape. Be able to identify rhythmic shapes in artworks and their surroundings.
Be able to use rhythmic shapes to create a pattern.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Product Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Everyday objects can be expressed from an abstract or realistic perspective
Standard: Create a still life from observation.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Still life Abstract Realistic Value Form Proportion
Observe realistic and abstract still life masterworks. Compare and contrast abstract and realistic still life art. Create a still life based on observed objects.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
7th Grade Art Studio
Strand/Domain: Elements and Principles
Cluster: Texture
Understand (Conceptual): Students will understand that… Simulated texture is created on a 2D surface but gives the illusion how an object would feel if touched.
Standard: Identify and use simulated textures.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… 0T Texture
Actual Texture
Simulated texture
Differentiate between actual and simulated texture Identify examples of simulated texture in artwork and/or their environment.
Create artwork simulated texture.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Scoring Guide for Grade Seven Art Studio, Product/Performance (PP)
Criteria
4
Advanced
3
Proficient
2
Basic
1
Below Basic
Brush Technique
Applies even thickness
of paint across
composition
Uses a wide variety of
brushstrokes to create
contrasting textures
including soft edges of
appropriate objects (for
example smooth lines,
dry brush, dabbing)
Creates smooth, hard
edges by controlling
brush
Selects from and uses a
wide variety of brush
types and sizes for
appropriate parts of the
composition
Applies even thickness
of paint across
composition
Uses a few different
brushstrokes to create
contrasting textures
including soft edges of
appropriate objects
Creates smooth, hard
edges by controlling
brush
Selects from and uses a
few different brush types
and sizes for appropriate
parts of the composition
Applies paint with some
variation in thickness
Uses a couple of
brushstrokes to show two
textures
Creates hard edges by
controlling brush
Uses two brushes of
different size or type for
appropriate parts of the
composition
Applies paint unevenly
with several thin or
lumpy spots
Uses one type of
brushstroke rather than
changing it to contrast
textures
Edges of objects may be
uneven, ragged, or
blurred
Uses one brush which
may be too large for
small details or too small
for evenly covering large
areas
Sculpture:
Layering Techniques
Forms the material with
hands and tools to create
a completely smooth
finished surface
Complex composition
Sculpture is balanced and
self-supporting
Forms the material with
hands and tools to create
a mostly smooth surface
Simple composition
Sculpture is balanced and
self-supporting
Forms the material with
hands and tools
Sculpture is balanced
Some pieces come apart
due to incomplete
bonding
May fall over
Nonobjective Art
No recognizable
subjects
Line, shape/form, color,
value, texture, and space
are arranged to make an
interesting composition
Composition is balanced
Elements lead the eye
through the composition
Negative and positive
shapes/spaces are given
equal importance in
designing the space
No recognizable
subjects
Line, shape/form, color,
and value are arranged
to make an interesting
composition
Composition is balanced
Elements lead the eye
through the composition
Some recognizable
subjects
Line, shape, and color,
are arranged in order to
make an interesting
composition
Composition is almost
balanced, some parts
need more attention
Subject may be
recognized
Line, and shape are
arranged into a design
The background may be
what is “left over”
instead of spaces that
were designed to be
interesting
Printmaking:
Relief block
Carving process:
Lines carved deep and
smooth with many
varieties of shapes and
sizes
Only intended lines
carved
Cut away areas are clear
of ridges
Carving is neat, edges
clean
Negative and Positive
Space is clearly Defined
Appropriate use of
different sized blades
Carving process:
Lines carved deep and
wide
Only intended lines
carved
Cut away areas are clear
of ridges
Carving is slightly
sloppy, chips missing,
etc…
Negative and Positive
Space is defined
Uses correct blade size
Carving process:
Most lines carved deep
and wide
Cut lines may
occasionally be
unintended
Cut areas may have a
few ridges which were
not part of intended
design
Negative and Positive
space are not defined
Carving is sloppy and
finished product is
difficult to recognize
Carving process:
More than half of lines
are not carved deep and
wide
Cut lines that were not
part of intended design
Cut areas show many
ridges that were not part
of intended design
No use of Negative and
Positive Space
Carving is extremely
sloppy and finished
product is completely
unrecognizable
Block was not carved
Printing process:
Roll correct amount ink
onto plate to create clear
print in all areas
Plate did not slide
when placed onto paper
No scraps of printing
block are found stuck in
ink
Printing process:
Roll correct amount of
ink onto plate to create
clear print
Plate did not slide
when placed onto paper
No scraps of printing
block are found stuck in
ink
Printing process:
Rolled too much/little
ink onto plate sometimes
Some movement of the
plate after placed on
paper is evident
Few scraps of printing
block are present
Printing process:
Rolled too much ink onto
plate causing a blurry
print and/or rolled too
little ink onto plate
causing a light, unclear
Slid plate when placing
onto paper
Printing Block scraps are
present in the ink
Software Independently:
Creates a complex
artwork using a strong
variety of computer tools
With some prompting:
Creates a proficient
artwork using multiple
computer tools
With some prompting:
Creates a basic artwork
using some computer
tools
With step-by-step help:
Creates a below basic
artwork using one type of
computer tool
Working from Observation:
Still Life
Artwork shows a highly
interesting arrangement
of objects: (e.g. has
many examples of
overlap, has complex
shapes, has a wide
variety of shapes, sizes
of objects, textures,
colors, values, angles,
etc.)
Arrangement is balanced
Includes many fine,
important/characteristic
details
Shows a consistent
viewpoint
Artwork shows an
interesting arrangement
of objects: (e.g. has
overlap and a variety of
shapes, sizes of objects,
textures, colors, values,
angles, etc.)
Arrangement is
balanced
Includes
important/characteristic
details
Shows a viewpoint
Creates an original
artwork. Another
artist’s work may be
Artwork shows an
arrangement of objects
Arrangement is mostly
balanced, although there
may be too much or too
little in a given area
Includes a few
important/characteristic
details or simple details
Shows a viewpoint,
although it may not be
consistent, object-to-
object or may show a
very simple view Parts
are missing (e.g.
objects, backgrounds,
lighting, color)
Artwork shows few
details or has many
simple details
Arrangement has too
much or too little in
given areas
Includes no
important/characteristic
details
Shows a viewpoint,
although it is not
consistent, object-to-
object or may show a
very simple view
Objects are floating
Creates a highly original
artwork. Another artist’s
work may be used as
reference and/or
inspiration, but all of the
final work is the
student’s.
used as reference, but
most of the work is the
student’s.
Artwork is based on
another’s with some
changes
Important parts are
missing (e.g. objects,
backgrounds, lighting,
color)
Artwork is based on
another’s with few
changes
Scoring Guide for Grade Seven Art Studio, Elements and Principles (EP)
Criteria 4
Advanced
3
Proficient
2
Basic
1
Below Basic
Analogous Color Scheme Three colors next to each
other on the color wheel
Analogous scheme fits
the expressive purpose of
the work
Three colors next to each
other on the color wheel
Two colors next to each
other on the color wheel
Colors are not next to
each other on the color
wheel or might be tints
and shades of one color
Simulated Texture
Creates a detailed surface
that looks the way an
object would feel
More than one pattern is
used
Each pattern created
looks like the way it
would feel
Each pattern fills a
different space
Creates a surface that
looks the way an object
would feel
A repeated pattern is
created to show a surface
The pattern fills a space
A repeated pattern is
created
The pattern fills part of a
space
Creates a surface that
does not look like the
way it would feel in real
life
Radial Balance
Arranges elements
around a center point
(wheel, spiral, etc.)
Equal spacing and visual
weight
Composition is complex,
with several elements
precisely arranged
Arranges elements
around a center point
Equal spacing and visual
weight
General center point is
apparent
Elements may not be
evenly spaced or
weighted
Design may go part of
the way around center
No center point is
apparent in composition
Rhythm:
Regular rhythm Creates a complex
design made up of a
visual unit that repeats
(motif)
Intervals between
repeated motifs are
consistent
Forms a complex pattern
Use of regular rhythm
helps make the artwork
expressive
Creates a design made up
of a visual unit that
repeats (motif)
Intervals between
repeated motifs are
consistent
Creates a simple design
made up of a visual unit
that repeats (motif)
Intervals between
repeated motifs are
mostly consistent
Creates a very simple
design made up of a
visual unit that repeats
(motif)
Intervals between
repeated motifs are
inconsistent
Line:
Rhythmic line Intervals between
repeated lines are
consistent
Forms a complex pattern
Intervals between
repeated line are
consistent
Intervals between
repeated lines are mostly
consistent
Intervals between
repeated lines are
inconsistent
Shape:
Rhythmic shape
Intervals between
repeated shapes are
consistent
Forms a complex pattern
Intervals between
repeated shapes are
consistent
Intervals between
repeated shapes are
mostly consistent
Intervals between
repeated shapes are
inconsistent
Shape:
Complex shape
Clearly and consistently
identifies and uses
complex shapes
All shapes drawn
accurately to show the
subject matter.
Use of shapes is
expressive
Identifies and uses
complex shapes
Most shapes drawn to
show the subject matter
with some accuracy.
Identifies and uses
complex shapes with a
few errors
Most shapes drawn are
somewhat simplified
versions of the subject
matter.
Identifies and uses
geometric and
freeform/organic shapes
and/or forms with some
errors
Most shapes drawn are
stereotypical versions of
the subject matter.
Emphasis: Center of interest
Composition of many
complex objects all lead
eye toward the same
point
Use of emphasis helps
make the artwork
expressive.
Composition of many
objects all lead eye
toward the same point
Simple composition of
few objects lead eye
toward a point
Does not draw attention
to a central part of the
composition because of
random design
Scoring Guide for Grade Seven Art Studio, Interdisciplinary Connections (IC)
Criteria 4
Advanced
3
Proficient
2
Basic
1
Below Basic
Music and Art
Compares and contrasts
art and music from the
same culture with
reference to elements of
each
Addresses the most
significant characteristics
of each
Compares and contrasts
art and music from the
same culture with
reference to elements of
each
Addresses significant
characteristics of each
Compares and contrasts
art and music from the
same culture with
reference to elements of
each
Addresses less important
characteristics of each
Lists information about
art and music without
explanation
Information may be
incomplete
Information may be
Defends statements with
detailed reference to each
All information is correct
and specific
Defends statements with
reference to each
All information is correct
Supports some
statements with
reference each
Some important
comparisons are missing.
Some information may
be incorrect
incorrect
Scoring Guide for Grade Seven Art Studio, Historical and Cultural Contexts (HC)
Criteria 4
Advanced
3
Proficient
2
Basic
1
Below Basic
Compare and Contrast
artworks with reference to the
time, subject matter, and
characteristics of style
Given periods/styles,
student is able to identify
individual artists and
artworks.
All information is correct
and specific.
Compares and contrasts
two or more artworks
based on time, subject
matter, and
characteristics of style.
All information is
correct and specific.
Includes all major and
some minor/supporting
ideas.
Student is able to identify
periods/styles from given
artworks.
All information is
correct.
Compares and contrasts
two or more artworks
based on time, subject
matter, and
characteristics of style.
Includes all major ideas.
Student is able to identify
periods/styles from given
artworks.
Almost all information is
correct.
Compares and contrasts
two or more artworks
based on most of the
following:
characteristics, time,
subject matter, and
characteristics of style.
Missing some major
concepts/ideas
Some information may
be incorrect.
Student is able to identify
one period/style from a
range of given artworks.
Describes how works are
similar or dissimilar
Missing some major
concepts/ideas
Some information may
be incorrect.
European and American
Art
Identify and explain
realistic, abstract, and
non-objective art
Identify realistic,
abstract, and non-
objective art
Identify some realistic,
abstract, and non-
objective art
Identify less than half of
realistic, abstract, and
non-objective art
Discuss and develop
answers to questions
about art
Discusses and develops
clear guidelines to
questions about art.
(What is art? Should art
look real? Should art be
beautiful?)
All objects can be
classified based upon
their guidelines
Other people can use the
student’s guidelines and
end up with the same
objects classified in the
same manner
Develops clear
guidelines to questions
about art. (What is art?
Should art look real?
Should art be beautiful?)
Almost all objects can be
classified based upon
their guidelines
Other people can use the
student’s guidelines and
end up with the same
objects classified in the
same manner
Lists guidelines to
questions about art.
(What is art? Should art
look real? Should art be
beautiful?)
Most objects can be
classified based upon
their guidelines
Other people can use the
student’s guidelines and
end up with most objects
classified in the same
manner
Lists guidelines to
questions about art.
(What is art? Should art
look real? Should art be
beautiful?)
Too many/few guidelines
Explanation and
guidelines are too vague