Mendota Elementary School District, Mendota, Illinois
Priority Targets for Art Grade 7
Goal #25 Know the language of the arts
· Describe the elements and principles of art that create harmony
· Identify the elements and principles of art that convey meaning in a work
Goal #26 Through creating and performing, understand how works of art are produced
· Demonstrate knowledge and skills to create 2D works
· Describe how choices of tools/technology and processes are used to create a work of art
Goal #27 Understand the role of the arts in civilization, past, and present
· Understand how the arts shape and reflect history society and everyday life
· Compare and contrast how the arts function in our culture
What do your students need for success:
- In school (this year, next year, and so on)
- In life
- On state tests
Guiding Questions:
- Which essential understandings and skills to our students need?
- Which standards and outcomes can be clustered or incorporated into others?
Illinois Learning Standards/Targets and Seventh Grade Art – Mendota Elementary School District #289
P-Priority S-Supporting / Essential Outcomes
#1 / #2 / #3 / #4 / 5 / #6 / #7 / #8 / #9 / 10 / 11
Understanding the Arts (25)
Essential Outcome 1
Students will know the language of the arts
X / X / X / X / Target 7 25a Describe the elements and principles of art that create harmony
X / X / X / X / Target 7 25b Identify the elements and principles of art that convey meaning in a work
Understand How Works of Art are Produced (26)
Essential Outcome 2
Students will, through creating and performing, understand how works of art are produced
X / X / X / X / Target 7 26a Demonstrate knowledge and skills to create 2D works
X / X / X / X / X / Target 7 26b Describe how choices of tools/technology and processes are used to create a work of art
Art in Civilizations Past and Present (27)
Essential Outcome 3
Students will understand the role of the arts in civilization, past, and present
X / X / X / X / X / Target 7 27a Understand how the arts shape and reflect history society and everyday life
X / X / X / X / X / Target 7 27b Compare and contrast how the arts function in our culture
Unit Numbers Unit Names Pacing / Outcome / Assessment Targets / Essential Questions
#1 / Understanding Art: Elements and Principles of Art / Three weeks / Students will be able to; Define and recognize the elements of art. Make an abstract design, experimenting with the elements of art. Identify the principles of art. Use the elements and principles of art in studio experience. / 25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. / What are the Elements and Priciples of Art and Design?
How can we apply the Elements and Principles of Art and Design to our artwork?
#2 / Sumi-e Painting / Two and a half weeks / Students will be able to; draw and paint in Japanese Sumi-e style. Students will be introduced to different types of Sumi-e painting. Afterwards students will develop a Japanese inspired subject drawing (flowers, plants, trees, birds, animals). They will then create a larger drawing and transform it into an outline Sumi-e painting using as few strokes as possible.By creating Sumi-e paintings students will learn that a different painting style used by Japanese artists. By comparing a variety of Japanese subject drawings students will realize how unique and technical sumi-e art is. / 25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present. / Artmaking: Develop an understanding of using India ink and ink washes. Students will create a value scale using India ink to create 7 different values. Afterwards, students will develop detailed drawings of a variety of subjects. Students will chose their best drawing and draw that image on 12” X 18” paper. Students will outline the drawing using as few strokes as possible. The same drawing my need to be done several times until the essence of the object he/she is drawing and painting is achieved. Historical/Cultural Context: Orally evaluate images of Japanese and Chinese Sumi-e paintings Emphasizing their subject matter. Criticism: After finishing their sumi-e paintings, students will in writing identify if the color value enhanced his/her drawing.l Aesthetics: After finishing their abstract paintings, students will decide if sumi-e painting is a valid art form.
#4 / Clay Lanterns / 3 weeks / The focus of this lesson is to introduce students to the slab method in building clay forms and for the students to express emotion and meaning through three dimensional art inspired by Japanese garden lanterns and Buddhist ideals as well as Japanese culture and architectural styles. / 25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.A.3e
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present. / Artmaking: Develop an understanding of craft in the slab building method. Fill out a worksheet with sketches of ideas and evidence of research. Create a lantern that is structurally sound and well crafted and is influenced by Japanese architecture. is influenced by Buddhist ideals (conveys an emotion, mood, feeling). Contains personal qualities that includes 4 major components (platform, light box, roof, jewel finial). Generate solutions to problems. Participate and work to full potential. Reflect on own and others’ work through formal and informal assessment Historical/Cultural Context: Orally evaluate images of Japanese lanterns, emphasizing their subject matter. Criticism: After finishing their lanterns, students will in writing identify if the color value enhanced his/her lantern. Aesthetics: After finishing their lanterns, students will decide if slab building with clay is a valid art form.
#5 / Lacquer Picture Frames / 2 1/2 weeks / Students will be creating a lacquered picture frame inspired by lacquered items produced by Kashmir valley artists in Northern India. All types of household items are developed using lacquer techniques and northern India and sold world wide. Students will create a picture frame painted with several layers of lacquer using leaf and floral designs. In Kashmir a popular method of decoration starts with an overall coat of black with floral designs painted on top. After the paintings dry, the entire painting is outlined in gold along with additional gold decorative lines added around and through the entire painting. Students will develop their painted lacquer picture frames in a similar fashion using cardboard frame, paint, and gold paint pens. / 25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present. / Artmaking: Students will create a lacquer painted picture frame using an 11” X 14” pre-cut matte board. Students will draw a minimum of 5 leaf and floral design sketches before painting his/her design onto the frame. Students will select their best sketch and paint that design onto his/her frame using tempera paint. Once the frames are complete, students will use gold paint pens to outline their designs and add additional designs over the entire painted frame. Historical/Cultural Context: Orally evaluate images of lacquered art from the Kashmir valley in northern India. Students will compare and contrast the most widely used decorative design motifs of leaf and floral designs and the importance of such motifs to this culture. Criticism: After finishing their frames, students will in writing identify if the color and additional line enhanced his/her overall design motif. Aesthetics: After completing their lacquer frames, students will decide if lacquer work is a valid artform and a good example of the Kashmir valley culture/art.
#6 / Artist Research/
Art of Animation: Time Burton / 1 Week / Students will learn and understand the art of animation and the artists role in animation. Students will compare and contrast several work of visual art created by the artist/animator, Tim Burton. Students will read a magazine discussing the artist Tim Burton and will complete a packet to check their understanding of how tools/ technologies and processes are used to create specific types of animation (particularly stop motion animation). / 25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present. / Students will complete Artist Research Questions Worksheet by researching an artist of his/her choice.
In addition to the worksheet, a Tim Burton book with be used to answer a packet of questions about he artist and his career.
Unit / Big Ideas / Front Loaded Vocabulary / Interdisciplinary Standards / Student Progressions
#1 / Line, Shape, Color, Value, Form, Texture, Space, Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, Unity / 2012-2013 / Drawing & Painting
#2 / By creating Sumi-e paintings students will learn that a different painting style used by Japanese artists. By comparing a variety of Japanese subject drawings students will realize how unique and technical sumi-e art is. / Sumi-e painting
Value
Wash
Bamboo Brush
India Ink
Outline Sumi-e
Broken Sumi-e
Boneless Sumi-e
Upright brush stroke
Oblique brush stroke / 2012-2013 / Drawing & Ink Painting
#3 / Lantern
Pedestal
Base
Light box
Roof
Finial
Clay
Slab
Bonedry
Fire glaze / 2012-2013 / Sculpture
Slab Building with clay
#4 / By creating lacquer picture frames students will learn the process and history of lacquer painting in northern India. By comparing different household items produced using lacquer technique students will realize the importance of this craft to the Kashmir valley culture and why their lacquer work has continued over hundreds of years. By participating in a debate about lacquer design motifs students will come to understand the importance of Kashmir decoration and how it is applied through their artwork. / Lacquer Work
Lacquer
Papier-mâché
Leaf and floral designs
Tempera Paints
Glazing
Wet-into-wet painting
Kashmir, India / 2012-2013 / Decorative Arts/Craft
#5 / Understanding stop motion animation opens up the digital world to students through the use and knowledge of how to visually create characters, film, photography, animation, and puppets (2 and 3 dimensional works of art). We will describe in writing (packet) how different art careers and jobs used in a Tim Burton production contribute to the world of animation and how such art careers impact our culture and society. / Animation
Art careers
Art Director
Illustrator
Producer
Stop motion Animation
Story Boards
Tim Burton / 2012-2013 / Research/ Art Careers
Pre-Requisite Skills
“What skills should students posses before instruction begins on a specific target(s)?” / Student Progressions “What will students need to be able to do to master this target?” / Teacher Progressions
“What will I need to do as a teacher to assist students in mastering this target?” / Assessment Questions
“What potential types of assessment or assessment questions can you generate based on the targets to be mastered?
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.A.3e
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
25.A.3d Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
Assessment Worksheet