Art. Content Area: ART. Course Primary Resource: Introducing Art, Exploring Art & Understanding Art Grade Level: 7

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1 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: ART Art Course Primary Resource: Introducing Art, Exploring Art & Understanding Art Grade Level: 7 Unit Plan 1: Careers in Art Career Spotlights in Art/ Exploring Art Discussion of other career possibilities Art Portfolio Development Trimesters 1, 2 & 3 Units 2-8: 7 Elements of Art Unit Plan 2: Line Discovery of Line Artist Scholastic Arts Magazine reinforcement Selection of Line Assignments Straight Line Drawing Good to the Core Line Drawing Flip Book/ As Line Moves Unit Plan 3: Shape Shapes that form Patterns Optical Illusions Tessellations Lines with Tim Burton: Artist Review & Packet Unit 3 Part 2: As Lines Take Shape with Color African Expressions with Lines/Wild Animals Geographic & Historical video 3D Film with Tim Burton Peter Max: As Line & Shape Meet Color Unit Plan 4: Element of Art: Color 11 Color Sheets/ When Science Meets Art Primary & Secondary Changing Colors Color Experiments Choice of 1 for each section Trimester 1, 2 & 3 7 TH GRADE ART CURRICULUM 1

2 Intermediate Colors Complimentary Colors Tertiary Color Wheel Mixing colors with white White and Black Gray Scale Monochromatic Warm it Up & Cool it Down Using Warm & Cool Colors Unit Plan 5: Element of Art: Form Origami: a simple form Pinch Pot with a Purpose: Clay Tiki Gods: Hawaii in Clay Quilts in Clay/ Mexico Niches in Clay/ Mexico Face Jugs: Africa in Clay Unit Plan 6: Element of Art: Space Spatial Artist Review Reinforce Artist / Scholastic Magazine Negative & Positive Space Pen & Ink rendition with Feeling of Space 7 Circles/ Feeling of Space/ Water Color Unit Plan 7 : Element of Art: Value Value Sheet Value Artist Review #1 Reinforcement with Scholastic Magazine Drawing With an Eraser/ Shading Spheres, Cones & Cylinders Value with Color/ Monochromatic Drawing with Lights and Darks/ Artist Review Unit Plan 8: Element of Art: Texture Texture Artist Review Scholastic Magazine Reinforcement Texture with Impasto Texture with Forgers Master Class/ Self Portrait Implied Texture Van Gogh s Bedroom/ The beginning of Perspective Textured Printmaking: Layering of Color 2 7 TH GRADE ART CURRICULUM

3 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Unit Plan 9 Greatest Artists Paul Klee Tim Burton MC Escher Peter Max Aguste Renoir Rembrandt vonrhine Andrew Wyeth Vincent Van Gogh Choose 1 in Each Category Choice of Trimesters 1, 2 &3 Date created: 11/18/12 Created by: Marsha Bayly Turner Board approved on: 12/17/12 Unit Overview Content Area: ART Target Course/Grade Level: 7th Unit Summaries: Unit 1 Careers in ART Summary This unit will enlighten students to the vast careers in the field of Art. Reading/Exploring the Arts Text Pages Introduces an over-view of careers and opportunities. The students will analyze and discuss the possibilities for their future. Art Portfolio: Students will review the fundamentals of book binding and have a keepsake for their art work. 7 Elements of Art: For Introduction of the 7 Elements, the students will read in the Elements of Art Text Pages Unit 2 Line: Lines are a dots going for a walk Paul Klee A review of a Line Artist is done for comparison and relativity to each assignment. Line Elements: Horizontal, vertical, diagonal, curved & zigzagged will be introduced and used. Straight Line: Students will be utilizing the straight line approach to drawing a still life set up. Introducing Art pg. 188 c Good to the Core: Students will draw the apple in stages as they eat each bite, using line elements. Flip Book Improvisation: Students develop a flip book that will convey lines that move. Step it Up: Students will be challenged drawing their shoe. Analyzing Line Forms, students choose 8 or more different forms, to create an original piece with shadows & details. Example of lines / pgs. 178 Introducing Arts 7 TH GRADE ART CURRICULUM 3

4 Unit 3 Shape: When a line comes together it forms a shape. This shape is 2D./ Exploring Arts pgs Shapes that form patterns: Students will create shapes. When two or more recurring shapes are used sequentially they form a pattern. Creating a fabric design will repeat and reinforce this element of design. Exploring Art pgs Optical Illusions: Lines and Shapes can also create a 3D look. Students will be challenged to create spheres and shapes that pop off the page. Introducing Art pages Exploring Arts pgs Tessellations: Combining lines and shapes, the students will discover tessellations. MC Escher Artist review and puzzle like patterns are created. Jim MC Neil video demonstration, Introducing Art Text: Pages Lines & Shapes with Tim Burton: Technological changes have and will continue to substantially influence the development of the arts. With a review of the artist s unusual life and work, the students will be complete a MOMA packet on the artist using lines and shapes. They will develop their own Burton style character and setting. Scholastic Arts Magazine for artist review. Unit 3 Part 2: As Lines Take Shape With Color African Expressions with Lines/ Wild Animals: With the awareness of these elements, students will analyze the shape of a wild animal and create a contour drawing. Water colors will be applied to these areas. After drying, the challenge of 8 or more line forms will be drawn inside those shapes with a permanent marker. 3D Film with Tim Burton: With the principles of design and art, students will create their character and background on two separate pieces of film. With this process a 3D pop out will be created as the film is turned 90 degrees. Reference of Nightmare Before Christmas/ making of the movie. Peter Max: As Line & Shape Meet Color: The 70 s has influenced Max s Artwork. Students will learn about the artist and create their version of a time period poster. Scholastic Art Magazine review of artist. Beetles music is played as a cross curricular and 70 s referenced is created. Unit 4: Color This unit combines Science with Art. All students will demonstrate and understanding of the element of color as they blend and mix colors. Differentiating the terminologies of the different types of colors and their properties will be required as they complete their 11 Color Sheets: Primary & Secondary, Changing colors, Color Experiments, Intermediate colors, complimentary colors, Tertiary Color Wheel, Mixing colors with white, Monochromatic, and Warm it up and Cool it Down. Tempera paints are used. Introducing Art Text pgs Unit 5: Form Origami: A piece of paper is 2D until it is folded. It then becomes 3D or form. A simple Origami will challenge the students. Pinch Pot with a Purpose: The foundations of clay are discussed as well as the rules. This simple form of clay is created by kneading the clay, rolling it into a sphere, placing thumb in center and pulling upwards. Bowls of any size and shapes may be created. Food Safe will be created by re-firing with a special glaze on top. Tiki Gods: Hawaiian history and cultures are discovered. After analyzing types of Tiki Gods, the students will create a resemblance of themselves. Slab rolling technique will construct this piece. Bottoms may be created to make it into a mug. Food Safe Glaze must be used and it must be refired. Quilts in Clay: Students will create a slab roll technique that may be turned into a trivet. Presentation resembles a quilt. These pieces must be fired twice to make them heat resistant, add color and be water proof. Niches in Clay: Mexico is rediscovered as the artistic culture impacts the project. Slab rolling is used for the front and back of the piece. A cut out of the center front piece is done so it looks like a picture frame. A shelf is added for tiny trinkets that historically sit on them. These are fired once and painted in acrylics. Face Jugs: African American inspired jugs were to hold water. The historical aspect is discovered as a creative interpretation is done. The coiled method is used to create a food safe and water tight piece. Dioramas with Tim Burton: Students will apply the previous knowledge of Tim Burton and develop a diorama as group. Four jobs are divided: setting director, dwelling, tree & character designer. The students must collaborate and create a Tim Burton inspired diorama. Unit 6: Space Space is an area that surrounds a form, or that the form occupies. Spatial artist is reviewed Scholastic artist magazine is used for reinforcement. Negative and Positive Space: Differences of space and shape are analyzed and discussed as they create a piece that 4 7 TH GRADE ART CURRICULUM

5 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS will include black & white with Negative & Positive connotations. The project can be cut out, or drawn in marker. Understanding the Arts Text pg. 111 Pen & Ink techniques are discovered and demonstrated as the students test their abilities. A Pen & Ink landscape, will give the feeling of a closed in space, or open space. Close strokes create great value. For a different look, watercolor may be done first, then layered with Pen & Ink after drying. 7 Circles Spatial Relations: Students are challenged with a ditto of 7 different sized circles. They must cut out, over lap by gluing down and create that feeling of closed or open space. After the composition of these circles is created, students will be add color to their project. Unit 7: Value Any hue of color may have an infinite number of values or tones. Value Sheet: Value in pencil is challenged as the students smudge, burn, lighten and darken areas on the sheet. Terminologies and techniques will be covered. Artist #1 is reviewed as the students now relate value in art pieces from the past. Discussions of foreground and background value are reviewed. Scholastic Magazine and text are used for reinforcement.exploring the Arts Text pg. 54 Drawing with an eraser: Creating cylinders, spheres & cones with value. Understanding Foreground, middle ground & back ground as they are used for perspective flair. The eraser helps to lighten or highlight the shapes. Grouping Objects for Still Life/ Introducing Art pg. 188, Introducing Art pgs Value in Monochromatic Colors: Color has value too. This visual statement piece uses only one color with black and white blended to create value. They are encouraged to use their name and items that represents them as their focal piece. The monochromatic color tells the story. Drawing with lights and darks: Review of artist #2 with reinforcement of texts or Scholastic Magazine is done. With this knowledge the students render in pencil, their interpretation of the artist. The creation of great value must be represented in this piece as the artist did. Unit 8: Texture: An uneven surface or the illusion of one. Exploring Arts pgs Texture Artist reviewed with supplemental reinforcement of Texts and Scholastic Magazine. Texture with Impasto: The principles of impasto (laundry soap added to paint) are discovered and applied as texture. An original piece of the outdoors is created from a postcard on vacation. Their pieces should resemble the techniques of the artist. Texture Forgers Master Class: John Myatt s past is uncovered and his passion for the Masters of Arts. Applying his methods and techniques the students will create their rendition of a Master from a different view. Impasto or wax resist may be used. Texture with Van Gogh: Review of Artist and reinforcement is used to cover the insane Impressionistic works of Van Gogh. Van Gogh s Bedroom painting is reviewed as the students learn simple perspective techniques to create their own bedroom in pencil. Discovering the properties of implied texture, the students will create texture first with a crayon then paint over with water colors. Scholastic Arts Magazine for artist reference. Unit Plan 9: Greatest Artist Series Paul Klee: Known as a Line Artist Painter in expressionistic or surrealistic style. Tim Burton: present: Artist, director, producer & writer. Creator of Nightmare Before Christmas MC Escher: : Dutch Graphic Artist, Mathematical Wizard, creator of Tessellations & Pen and Ink Peter Max: 1937-present: German born, Contemporary painter of posters in the 70 s & American Illustrator Aguste Renoir: : French Artist and Impressionistic Painter of the human figure and the outdoors. Rembrandt vonrhine: : Master of light and dark. Dutch painter and etcher. 7 TH GRADE ART CURRICULUM 5

6 Andrew Wyeth: Visual artist and realist painter Vincent VanGogh: : Post Impressionistic Painter of Starry Night & 800 others. Content Area Skills: New Jersey Technology Standards: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. For specific technology cumulative progress indicators: 21 st Century Themes: 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. For specific college and career readiness anchor standards: Unit Rationale Big Idea: Unit 1 Exploring the Careers in Art broadens the horizons of the possibilities for the future. Unit 2 Understanding Line forms and their properties as they apply to the assignments. Unit 3 Incorporating different Shapes that form patterns in any of the assignments. Unit 3 Part 2 As lines take Shape and show Space, color will be added to their pieces. Unit 4 Science is brought into the classroom, as the students will learn the properties of color and explore their blending results. Unit 5 Historical reference is explored as they independently create an original clay form. Unit 6 Exploring the feeling of Space through an artist s eye, the students will create an original piece with that feeling. Unit 7 Identifying with the properties of Value as it applies to color and the gray scale. Unit 8 Texture is either Visual or Tactile. Students enrich their works with this knowledge. Unit 9 Incorporating the Greatest Artists reflection to their assignments brings history to life. Learning Targets 2009 New Jersey Core Curriculum Content Standards Content Area Standard 6 7 TH GRADE ART CURRICULUM Visual and Performing Arts 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

7 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Strand By the end of grade 5 8 D. Visual Art Content Statement CPI# Cumulative Progress Indicator (CPI) NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. Understanding the function and purpose of the elements of art and principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living D.1 Identify elements of art and principles of design that are evident in everyday life. The elements of art and principles of design are universal D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design. NOTE: By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. Art is a universal language. Visual communication through art crosses cultural and language barriers throughout time D.1 Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures. The study of masterworks of art from diverse cultures and different historical eras assists in understanding specific cultures D.2 Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages. Content Area Standard Strand By the end of grade 5 8 Visual and Performing Arts 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. A. History of the Arts and Culture Content Statement CPI# Cumulative Progress Indicator (CPI) NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Art and culture reflect and affect each other A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Characteristic approaches to content, form, style, and design define art genres A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Technological changes have and will continue to substantially influence the development and nature of the arts A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Tracing the histories of dance, A.2 Differentiate past and contemporary works of dance, 7 TH GRADE ART CURRICULUM 7

8 music, theatre, and visual art in world cultures provides insight into the lives of people and their values. The arts reflect cultural morays and personal aesthetics throughout the ages. Content Area Visual and Performing Arts Standard Strand By the end of grade TH GRADE ART CURRICULUM A.3 music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. D. Visual Art Content Statement CPI# Cumulative Progress Indicator (CPI) NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. The elements of art and principles of design can be applied in an infinite number of ways to express personal D.1 Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. responses to creative problems. Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages D.2 Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. Each of the genres of ual art D.3 Identify common and distinctive characteristics of genres (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres. approach to art-making. The characteristics and physical properties of the various materials available for use in artmaking present infinite possibilities for potential D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. application. There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills D.5 Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. NOTE: By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. The creation of art is driven by D.1 Incorporate various art elements and the principles of the principles of balance, balance, harmony, unity, emphasis, proportion, and harmony, unity, emphasis, rhythm/movement in the creation of two- and threeproportion, and dimensional artworks, using a broad array of art media rhythm/movement. and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

9 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Themes in art are often communicated through symbolism, allegory, or irony. There are a wide variety of art mediums, each having appropriate tools and processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are components of artmaking. The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties, theoretical components, cultural context). Many genres of art are associated with disciplinespecific arts terminology. Universal themes exist in art across historical eras and cultures. Art may embrace multiple solutions to a problem. Each of the many genres of art is associated with disciplinespecific arts terminology and a stylistic approach to art-making. The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques D D D D D.6 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals. Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles. Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content. Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. Content Area Standard Strand By the end of grade 5 Visual and Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A. Aesthetic Responses Content Statement CPI# Cumulative Progress Indicator (CPI) NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes) A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. Formalism in dance, music, theatre, and visual art varies A.2 Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and 7 TH GRADE ART CURRICULUM 9

10 8 according to personal, cultural, and historical contexts. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts A.3 historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. Art may be used for utilitarian and non-utilitarian purposes A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre s stylistic traits. Symbolism and metaphor are characteristics of art and artmaking. Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality A A A A A.7 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras. Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Differentiate between traditional works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Content Area Standard Strand By the end of grade TH GRADE ART CURRICULUM Visual and Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies Content Statement CPI# Cumulative Progress Indicator (CPI) NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Identifying criteria for evaluating performances results in deeper understanding of art and artmaking B.1 Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

11 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS 8 Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology. Levels of proficiency can be assessed through analyses of how artists apply the elements of art and principles of design. Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?) B B B B.5 Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Define technical proficiency, using the elements of the arts and principles of design. Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work s content and form B.1 Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content or form. Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist. Universal elements of art and principles of design apply equally to artwork across cultures and historical eras B B.3 Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. 7 TH GRADE ART CURRICULUM 11

12 Unit Essential Questions Unit 1 Careers in Art Name an Art Career that showcases artwork? What Art Career uses many mediums in a classroom setting? Weaving fabrics is in what career? If you want to work outdoors with plants, choose what career? Unit 2 Element of Line What type of line goes from left to right? Straight lines that slant are called what? Lines that are formed with joining several diagonals in different directions are named what? Lines drawn closely together and in opposite directions are called what? Unit 3 Element of Shape When a line comes together it forms a what? A pattern is created when what happens? Optical Illusions create what? A Tessellation is what? Unit 4 Element of Color Intermediate colors are found where on the color wheel? Complimentary colors are located where on the wheel? Adding a Primary & a Secondary color has results of what type of color term? Warming up a color would add what three colors? Unit 5 Element of Form What is the process where you get the air bubbles out? The word form means what? How do you slab roll the clay? To what temperature does the kiln fire to? Unit 6 Element of Space Having negative space in a piece is considered what? If you have overlapping shapes in a space the space has less what type of space? Space is empty until shapes and forms do what? Name an artist that we learned about that uses space? Unit 7 Element of Value The term value is what? Monochromatic is adding what to a color? Unit Enduring Understandings Unit 1 Careers in Art Museum Curator Art Teacher, Art Therapist, Nursery School Textile Designer Landscape Architect Unit 2 Element of Line Horizontal Diagonal Zigzag Crisscrossed Unit 3 Element of Shape Shape Repeated shapes in a design 3D look on 2D paper A pattern that fits together like a puzzle created in Alhambra, by MC. Escher Unit 4 Element of Color Next to each other Across the wheel from each other Tertiary Red, Yellow or Orange Unit 5 Element of Form Kneading Having Height, Width & Depth Roll with a rolling pin 2300 degrees Unit 6 Element of Space Empty spaces Negative Occupy that space Wyeth, Max, Burton, Rembrandt, Van Gogh, Renoir & MC Escher Unit 7 Element of Value Lightness or darkness of a hue White or black Light One color Unit 8 Element of Texture 12 7 TH GRADE ART CURRICULUM

13 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Using the eraser in your renderings will create what? The term monochromatic means what? Unit 8 Element of Texture Impasto is created by adding what to oil paints? Why did artists add this to their paints? Implied texture means what? What material is used that will make water colors not stick? Unit 9 Greatest Artist Series Which artist created famous 70 s posters? Who was the artist that was also a film maker, and a producer? There was an artist who came from a family of famous artist family. What was the family name? Which artist was famous for Tessellations? Who was a post Impressionistic painter and loved to paint people on the water? This artist was so crazy and in love that he cut his ear off and gave it to her. Who was this mad man artist? Who was the Master of Light and Dark? Which artist was a Line artist painter? Dry laundry soap To extend their oils because of expense & it created great texture. Looks like texture, yet may not have relief to it. Crayon Unit 9 Greatest Artist Series Peter Max Tim Burton Wyeth MC Escher Renoir Van Gogh Rembrandt vonrhine Paul Klee Unit Objectives: Unit 1 Careers in Art Students will be able to create a portfolio for their assignments D.2, D.1 Unit 2 Element of Line Students will be able to delineate the thematic content of works of art from diverse cultural and historical eras D.4 Students will be able to distinguish artist style & trends within cultures a.4 Students will be analyze the artwork to apply that knowledge to the concept of the assignment a.7 Students will be able to identify line forms and integrate them in a project d.1, D.1, Unit 3 Element of Shape Students will be able to compare and contrast the shape elements as they apply to Patterns, Illusions & Tessellations B.2, A.5,1.4.8.B.3 Students will be able to analyze Optical Illusions and how they create a 2D to 3D look a.7 Students will be able to interpret the symbolism of Tim Burton and create their inspired original work A.5, Students will be able to apply the shape concept while themes in art are communicated through poster work D.2, D.1 7 TH GRADE ART CURRICULUM 13

14 Unit 4 Element of Color Students will be able to identify primary colors and their blended secondary results D.3 Students will be able to compare intermediate colors with analogous colors b.3 Students will be able to warm a color up and cool it down D.1, D.1 Students will be able to apply black and white to a color with great value D.2 Unit 5 Element of Form Students will be able to visualize the past through Cross Curriculum with their S.S. Classes and video of Mexico, Hawaii or Africa D.2 Students will be able to describe pottery s significance conveyed by the application of the elements on the pieces D.1, D.2 Students will learn the techniques necessary for proper execution of food safe piece D.3 Students will be able to create a slab rolled piece that they can convert to a niche D.1 Unit 6 Element of Space Students will be able to compare and contrast negative and positive space d.3 Students will be able to identify with the feeling of space and portray that feeling an original piece D.3, D.1 Students will be able to generate observational responses to the family of artists, then compare and contrast them A A.4, 12.8.A.3 Students will be able to apply various art mediums and processes as they are challenged to do water colors, pen and ink & detailed cutouts D.1, D.2 Unit 7 Element of Value Students will be able to describe the intellectual and emotional significance conveyed by the value of light and dark in the assignments D.1 Students will be able to compare and contrast the artist s works of art with other pieces D.2 Students will be able to create a gray scale with great value D.1, D.1 Students will be able to create value with one color as they examine & identify, and then apply this knowledge to paint D.2, D.3, D.5 Unit 8 Element of Texture Students will be able to compare and contrast the artist s work with others from the same time period d.1 Students will be able to differentiate between the terms relief and applied as it pertains to texture A.2, D.2 Students will be able to incorporate impasto into their paints as it enhances the expression and style of the artist d.2, Students will be able to and contrast the artist s works of art with other pieces D.2 Unit 9 Greatest Artist Series Students will be able to discover and retain the information on each artist A.2, A.2 Students will be able to incorporate the historical knowledge as it applies to the assignment D.2, D.1 Students will be able to utilize the appropriate materials needed for the assignments D.2, Students will be able to create an original piece of historical based work of art D.2, D.2 Formative Assessment: 14 7 TH GRADE ART CURRICULUM Evidence of Learning

15 Ringwood Art Curriculum Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Teacher Informal Observation Independent Class Assignments Oral Question Answer Responses Observation of Cooperative Groups Class Discussion Individual Progress Performance Summative Assessment: Quizzes Midterms/Tests Report Card Assessments after each project Modifications (ELLs, Special Education, Enrichment, 504 & I/R&S): Modification, materials and equipment will be determined by grade level. Differentiated instruction will be provided at all grade levels. Student s education plan will be followed. Equipment Needed: Computer to TV hookup, White Board, TV, DVD / VHS, Kiln, rolling pins, brushes, brayers Common Resources Available (Including, but not limited to): Glencoe: Introducing Art, Understanding Art & Exploring Art, Scholastic Magazines, Time Life Library Posters, various videos on artists and type periods & 3D models Content Area: ART Lesson Components 21 st Century Themes x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration Information Literacy x Media Literacy ICT Literacy x Life and Career Skills Interdisciplinary Connections to be determined: History is the basis of Art. We learn from our Masters that have preceded us. 7 TH GRADE ART CURRICULUM 15

16 A cultural ramification to art. Particular areas give Art a different flair. Science is discovered while mixing the paints. Literary aspects are covered as they use Writing Across the Curriculum before they illustrate. Integration of Technology: Computer to TV hook up/ In the News, Artist comparison, how to videos on UTube, Stop Action Video with Flip Cams from Media Center 16 7 TH GRADE ART CURRICULUM