ROCKWOOD SCHOOL DISTRICT VISUAL ART CURRICULUM Seventh Grade... · 2015-04-14 · This document is externally aligned with the Missouri Show-Me Standards and Grade Level Expectations

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

http://www.rockwood.k12.mo.us/aboutus/strategicplan/Pages/default.aspx

http://www.rockwood.k12.mo.us/curriculum/Documents/Matt%20Frederickson%20-%20Teaching%20Learning%20Model.pdf

http://www.rockwood.k12.mo.us/curriculum/Documents/Matt%20Frederickson%20-%20Teaching%20Learning%20Model.pdf

http://www.rockwood.k12.mo.us/parent/Caring%20Schools%20Community%20Downloads/The%20Eleven%20Principles%20of%20Effective%20Character%20Education.pdf

http://www.rockwood.k12.mo.us/curriculum/Pages/DifferentiationandAcceleration.aspx

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


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


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


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


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


Space: positive and negative shapes in 2-D


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


Form: organic and inorganic forms


Line: varied line quality Color: complementary colors Value: tints and shades; value scale; range of value


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)


Balance: symmetrical Contrast: one element (color, line, shape)


Balance: radial Emphasis: center of interest Rhythm/Repetition: regular rhythm


Proportion: abstract facial proportion


Balance: asymmetrical (informal) Contrast: three elements (color, line, shape) Proportion: facial features in realistic proportion; scale relationship


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.


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.


Describe, analyze, interpret, and judge an artwork; Discuss how different cultures have different concepts of beauty


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


Identify the type of artwork/media used.


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.


Compare and contrast music and art from the same culture.


Explain connections between visual art and performing arts;


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.


Compare and contrast historical and modern design.


Explain the relationship between illustration and written text.


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


Characteristics of Artworks: Compare and contrast two artworks on time, place, subject matter, characteristics, and cultural context.


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


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.


Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, cultural context.


Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, characteristics of style, and beliefs of culture.


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


Cluster* Digital/Computer




National Standards



E Create artwork using most current version of Adobe Design Premium Creative Suite. I.1.C.7 FA

1 VA1



Cluster* Other Media




National Standards



E Demonstrate a printmaking process. I.1.D.7 FA

1 VA1 Strand/Domain* Product-Performance

Cluster* Sculpture, Ceramics, Other Media




National Standards



E Create an in-the-round artwork using a layering material. I.2.A.7 FA

1 VA1



Cluster* Subject Matter: Fine Art




National Standards



E Create a still life from observation. I.3.A.7 FA

1 VA1

Strand/Domain* Elements and Principles

Cluster* Line




National Standards



E Use Line expressively to communicate ideas II.1.A.7 FA

2 VA2



Cluster* Shapes




National Standards



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


Cluster* Texture




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



Cluster* Color




National Standards



E Identify and use of analogous Colors. II.1.E.7 FA

2 VA2


Cluster* Balance




National Standards



E Identify and use radial balance. II.2.A.7 FA

2 VA2



Cluster* Emphasis




National Standards



E Identify and use center of interest. II.2.B.7 FA

2 VA2


Cluster* Rhythm/Repetition




National Standards



E Identify and use regular rhythm. II.2.D.7 FA

2 VA2


Strand/Domain* Artistic Perceptions

Cluster* Aesthetics




National Standards



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




National Standards



E Compare and contrast music and art from the same culture. IV.1.A.7 FA

4 VA6


Strand/Domain* Historical and Cultural Contexts

Cluster* Historical Period or Culture




National Standards



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




National Standards



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


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





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





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?



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 Cluster


Type of Target/DOK

Level

Assessment Method


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


• Creates a basic artwork using some computer tools

With step-by-step help:

• Creates a below basic artwork using one type of computer tool



NOT LEARNED?


STANDARD #



INTERVENTIONS

EXTENSIONS

Create artwork using most current version of Adobe Design Premium Creative Suite





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?



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



Other Media Demonstrate a printing process

DOK 2 Scoring Guide


Shapes Identify and use rhythmic shapes

DOK1 DOK 3

Scoring Guide


Line Identify and Use rhythmic lines

DOK 1 DOK 3

Scoring Guide


Color Identify and use analogous colors

DOK 1 DOK 3

Scoring Guide


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


Balance Identify and use radial Balance

DOK 1 DOK 3

Scoring Guide



NOT LEARNED?


STANDARD #



INTERVENTIONS EXTENSIONS

Demonstrate a printing process





Identify and use rhythmic shapes





Identify and Use rhythmic lines





Identify and use analogous colors





Identify and use regular rhythm





Compare & contrast

realistic, abstract & non-objective

artworks through group

discussion



Identify and use radial Balance





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?



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 Cluster


Type of Target/DOK

Level

Assessment Method



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


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




NOT LEARNED?

STANDARD #



INTERVENTIONS

EXTENSIONS

Create an in-the-round artwork using a layering material





Identify and use a variety of simulated textures





Choose brushes of an

appropriate shape and size to

create varied textures





Discuss and develop answers

to questions about art (What is art? Should art

look real? Should art be beautiful?)



Compare and contrast Music

and Art from the same culture



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



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.


(Factual) Do


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



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.


(Factual) Do


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




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.


(Factual) Do


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 be beautiful?

☐Level-1 Recall



☒Level-4 Extended Thinking


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.


(Factual) Do


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






Cluster: Color

Understand (Conceptual): Students will understand that… Color schemes are used in art to achieve various effects.

Standard: Identify and use analogous colors.


(Factual) Do


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






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.


(Factual) Do


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






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.


(Factual) Do


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





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.


(Factual) Do


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





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).


(Factual) Do


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





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.


(Factual) Do


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






Cluster: Line

Understand (Conceptual): Students will understand that… A repetition of lines can create rhythm in art

Standard: identify & use rhythmic lines


(Factual) Do


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





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.


(Factual) Do


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






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.


(Factual) Do


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






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.


(Factual) Do


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






Cluster: Shape

Understand (Conceptual): Students will understand that… Complex shapes are the actual shapes as opposed to simple shapes

Standard: Identify & create complex shapes


(Factual) Do


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






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.


(Factual) Do


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






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.


(Factual) Do


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






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.


(Factual) Do


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




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


hands and tools to create

a mostly smooth surface

Simple composition

Sculpture is balanced and

self-supporting


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…


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


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

print

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


Creates a proficient

artwork using multiple

computer tools


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


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


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


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


Two colors next to each


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


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


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



same culture with


each

Addresses significant

characteristics of each



same culture with


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


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.


and specific.


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.



based on time, subject

matter, and


Includes all major ideas.


periods/styles from given

artworks.

Almost all information is

correct.



based on most of the

following:

characteristics, time,

subject matter, and


Missing some major

concepts/ideas


be incorrect.


one period/style from a

range of given artworks.

Describes how works are

similar or dissimilar

Missing some major

concepts/ideas


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 be beautiful?)

Almost all objects can be


their guidelines



end up with the same

objects classified in the

same manner

Lists guidelines to




beautiful?)

Most objects can be


their guidelines



end up with most objects

classified in the same

manner

Lists guidelines to




beautiful?)

Too many/few guidelines

Explanation and

guidelines are too vague