Poyen School
Poyen School Curriculum K - 12 2007-2008

Fine Arts - 7th Grade Art


Art

    Inquire/Explore/Discover
The learner will be able to inquire/explore/discover historical, cultural, social, environmental, and personal references from which to develop concepts/ideas.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks Content Standard 1
  
    Language of Art
The learner will be able to further investigate the language of art including, but not limited to, the elements and principles of design. *Students will understand the language of art in reproductions of art work.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.1
Instructional Resources
- Elements of Design, Video introduces the 7 elements of design [Video].  line, shaper, form, color, value, texture, and space
- Principles of Design, show video [Video].  The elements of design are combined and used in developing the 7 principles of design: balance, movement, rhythm, contrast, emphasis, pattern, and unity.
- Art Talk, Chapter 1 [Textbook].  
Assessment Resources
- Language of Art, Pages 3 - 11 [Book].   Read, discuss, take notes on Chapter 1. Answer questions on page 11. Define terms. Discuss art worksin chapters 5 - 12 to model examples of elements and principles. Standardized test from textbook. Chapter 1 test.
- Visual Art Project, Pencil drawings [Student].   Create a line drawing. Draw a nature collage (see Natural Materials), etc. Several drawings will be created to show mastery. A portfolio will be started.
- cooperative groups, ID specific art elements [Student].   from a reproduction of artwork. Present findings to the rest of the class.
  
    Art tools
The learner will be able to examine and identify how art tools, materials, and processes communicate ideas and meanings. *Students will examine and indentify materials appropriate for each process that can best communicate an idea.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.2
Instructional Resources
- Visual Art Projects, to express ideas [Student].  
- Art Meaning, Method, and Media, work of Matisse; page 112 [Textbook].  
- Video, Henry Moore [Video].  He discusses organic shapes he uses to create his sculptures.
- Activity, Colloge composition [Teaching Strategies].  Choose techniques from a list to combine for collage.
Assessment Resources
- Visual Art Project, Mixed media project [Student].   Students will develop skill using a variety of art media and techniques. Example: 1 & 2 point perspective, crayon etching, etc.
- Art Meaning, Method & Media, Page 112; [Textbook].   Cut paper designlike Matisse. Use organic or geometric shapes. Proportion: real scale and distorted scale.
  
    Periods of Art
The learner will be able to research and discuss diverse cultures, styles, and periods of art. *Students will recognize ancient/old masters/modern periods in art.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.3
Instructional Resources
- Art Smart, Show 40 slides [Slides].  Show slides covering The Stone Age, Egyptian, Greek and Roman, The Middle Ages, The Renaissance, The Post Renaissance, Pre through Post Impressionism, Modern Art, Art of the Americas, Art of the Middle and Far East, and Art of Africa.
- Art Smart! II, Show 20 slides [Slides].  Art Smart Supplementary Slide Portfolio II, Manet/Impressionism to African Magical Sculpture.
- Art Smart! I, Show 20 slides [Textbook].  Art Smart Supplementary Slide Portfolio I, PreHistoric Rock Designs to Baroque
- Multicultural Art Activities Kit, Create an original multicultural project [Textbook].  Multicultural activities acquaint students with various art forms from cultures around the world, encourages a respect for the values of others and prepares students for responsible citizenship.
- Sister Wendy's Art History, Show 6 videos [Video].  Watch art history videos on Prehistoric cultures, Gothic, Middle Ages, Renaissance, Baroque, and the Modern Period.
- Art Talk, Chapter 3, pages 26 - 45 [Textbook].  Read, discuss and take notes on chapter 3. Answer questions on page 45. Define terms. Standardized test from textbook, Chapter 3 (Art History)
- Activity, ID styles and produce examples [Teaching Strategies].  of techniques that represent styles from the different periods of art and the media.
Assessment Resources
- Visual Art Project, Multicultural project [Student].   Student will be assessed on creativity and quality of project.
  
    Creative insight
The learner will be able to gain creative insight through personal observations and reactions to life experiences. *Students will explore using personal reactions to an event as a source of/for ideas.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.4
Instructional Resources
- Art Talk, chapter 1, page 1 [Textbook].  Discuss how visual art satisfies human needs. It satisfies our need for display and celebration. Also our physical needs for useful objects and shelter. Most of all it satisfies our need for personal expression and communication.
- Activity, create an art work in reponse to a happy event [Teaching Strategies].  
Assessment Resources
- Journal, Self evaluation [Student].   Keep a journal with daily thoughts about how to communicate your ideas and feelings to others. Express something visually observed or felt that day. Ideas could be expressed through a poem or a sketch.
  
    Artists express life experiences
The learner will be able to research how artists express life experiences through their art work. *Students will research the life and work of an artist.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.5
Instructional Resources
- Art Meaning, Method, and Media, chapter 1 [Textbook].  
- Activity, research & identify 2 artists [Teaching Strategies].  Artists who use environmental issues in their art work.
Assessment Resources
- The Visual Experience, pages 3 - 9; see page 8 [Textbook].  
  
    Career opportunities
The learner will be able to discover career opportunities that directly or indirectly relate to visual art. *Students will list and identify career opportunities relating to art.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.6
Instructional Resources
- Your Future in Art/Your Future in Fashion, The Design Schools [Video].  1st video shows career opportunities in the fields of commercial art, photgraphy and interior design. The 2nd video is a documentary on fashion merchandising.
- Art Talk, read about careers [Textbook].  
- Activity, research and write about different careers in art [Teaching Strategies].  
Assessment Resources
- Careers in Art, Pages 48 - 57 [Book].   Read, discuss and take notes on chapter 4. Answer questions on page 57. Define terms. Standardized test from textbook. Chapter 4.
  
    Safety precautions
The learner will be able to recognize the rationale for reponsible safety precautions within the visual arts environment. *Students will recognize the rationale for responsible safety precautions.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.7
Instructional Resources
- Activity, Emphasize art safety in the classroom [Student].  Talk about safety when using sharp tools such as X-acto knives, scissors, compass, and linoleum cutters. Using safe materials is important as well. For example, use water based paints only; not oil paint, spray paint, or turpentine without adequate ventilation.
- Activity, select an art material [Teaching Strategies].  research health concerns associated with that material.
  
    Artists choices
The learner will be able to examine how physical environments affect choices made by artists. *Students will examine how physical environments affect the choices they make as an artist.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.8
Instructional Resources
- Art Talk, review chapter 1; pages 6 - 8 [Textbook].  
- Video, Frank Lloyd Wright [Video].  
- Activity, examine their art work [Student].  Discuss the influences of their physical environments on their work.
Assessment Resources
- The Visual Experience, chapter 1 [Textbook].  
  
    Arts & other disciplines
The learner will be able to discover relationships among the arts, technology, environments, and other disciplines. *Students will discover relationships among the arts and computers.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.9
Instructional Resources
- Video, Computer as an Art tool [Video].  
- Activity, Make cards, posters, pamphlets, etc [Student].  Use scanner for pictures. Advertise an event, design logos, or T shirts.
Assessment Resources
- Writing Prompt, technology & the future [Teaching Strategies].   Students will write about creative ideas on how they think technology will change the world for future generations.
  
    Community issues
The learner will be able to discover relevant community issues as creative resources through interviewing, personal observation, and/or research. *Students will discover relevant community issues as creative resources through research.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.10
Instructional Resources
- Writing Projects, Pages 57 - 71 [Book].  
- Activity, Interview; classmates & community members [Student].  Interview about community issues. Write about findings.
- Activity, ID a community issue [Student].  Discuss the impact of that issue on the community.
  
    Group problem solving
The learner will be able to engage in group problem solving activities e.g. brainstorming, generating ideas, discussion, and research). *Students will engage in group problem solving activities through research.
Strand Bloom's Scope Hours Source
Inquire/Explore/Discover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 1.11
Instructional Resources
- Writing Projects, Pages 51 - 71 [Book].  
- Exploring Visual Design, Draw an editorial cartoon; page 254 [Book].  
- Activity, use research techniques [Student].  ID a community issue and its impact.
  
    Create
The learner will be able to use their creativity in a wide variety of media, techniques, processes, and tools to develop original works of art and design.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks Content Standard 2
  
    Art media
The learner will be able to utilize a variety of art media, tools/technology, and processes, both two and three dimensional, to communicate ideas and feelings to achieve artistic solutions. *Students will communicate ideas and feelings through use of media.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A2.1
Instructional Resources
- Visual Art Projects, expression of student ideas [Student].  
- Activity, create an artwork using a variety of media [Student].  
- Activity, Crayon etching [Student].  Combine wax and ink resist. Contour line drawing: combine ink, charcoal, washes. Print: lino, mono, cardboard, glue line.
  
    Create art work
The learner will be able to create art work using the elements and principles of design to express thoughts and experiences. *Students will study elements and principles of design.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.2.
Instructional Resources
- Art Talk, Chapter 1 [Textbook].  
- Activity, select 3 elements & principles of design [Student].  Create a work of art.
- Activity, Texture rubbing using shapes, color, textures [Student].  
- Activity, Drawing using line, value & contrast, variety [Student].  
- Activity, Pattern for wrapping paper or wallpaper. [Student].  
  
    Artwork involving problem solving
The learner will be able to produce artwork that involves problem solving as evidenced through practice, drafts, sketches and/or models. *Students will produce art involving problem solving.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.3
Instructional Resources
- Exploring Visual Design, page 33 [Book].  
- Video, Drawing On The Right Side of the Brain [Video].  
- Activity, create a work of art from drafts [Student].  
- Activity, Contour drawing, potrait, hands, shoes [Student].  skulls, still life
- Activity, 1 & 2 point perspective [Student].  
- Activity, 3 - D forms on table cast shadows [Student].  
- Activity, learn to use a grid [Student].  
  
    Community issues to produce artwork
The learner will be able to use community issues to stimulate the production of artwork which promotes dialogue. *Students will create a work of art stimulated by community issues.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.4
Instructional Resources
- Visual Art Projects, use to express student ideas [Student].  
- Activity, draw pictures/posters for community event [Student].  Fall Festival; Poyen 4th of July Celebration; AA State Ball Championships; Ugly or pretty drawing of community
  
    Responsible use of tools
The learner will be able to demonstrate consistent and responsible use of tools/technology and materials to produce art works that may include, but are not limited to, painting, drawing, printmaking, sculpture, clay/ceramics, architecture, graphic design, fiber arts, and digital imagery. * Students will explore responsible use of painting tools and materials.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.5
Instructional Resources
- Activity, teacher instruction [Student].  Students will use brushes to paint and clean properly after painting. They will use pencils, chalk, etc. properly.
- Activity, Paint using a color scheme [Student].  Primary, secondary, warm, cool, complementary, monochromatic, etc.
- Activity, Value or intensity scale. [Student].  
  
    Artwork based on observations
The learner will be able to create artwork based on personal observations and reactions to life experiences. *Students will use personal experiences for inspiration of artwork.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.6
Instructional Resources
- Activity, art work as means of expressing ideas [Student].  
- Activity, draw picture of important event/family celebration [Student].  Drawing of summer vacation, birthday, graduation, job promotion, reaching a personal goal. Use color pencils or oil pastels.
  
    Display knowledge of cultures/styles
The learner will be able to produce art work that displays knowledge of diverse cultures, styles, and periods of art. *Students will display knowledge of periods of art.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.7
Instructional Resources
- Art Meaning, Method, and Media, Baroque Style page 96 [Textbook].  
- Art Meaning, Method, and Media, Greek vase page 44 [Textbook].  
- Art Meaning, Method, and Media, Impressionist Dots and Dabs page 100 [Textbook].  
- Art Meaning, Method, and Media, Word art representing an art period page 118 [Textbook].  
- Art Meaning, Method, and Media, Gothic stained glass page 68 [Textbook].  
- Activity, produce a work of art from specific period of art [Student].  
  
    Group interaction
The learner will be able to use group interaction in the process of art production. *Students will experience working in groups.
Strand Bloom's Scope Hours Source
Create Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 2.8
Instructional Resources
- Exploring Visual Design, Painted quilt page 223 [Book].  
- Exploring Visual Design, mobile page 243 [Book].  
- Exploring Visual Design, scupture or assemblage [Book].  styrofoam sculpture apge 37
- Art Meaning, Method, and Media, triangle of straws; architecture [Textbook].  wall hanging; page 92
- Activity, work in small/large group; produce weaving [Student].  
  
    Reflect/Respond/Rediscover
The learner will be able to reflect upon, respond to, and rediscover the art work and concept of self, of others (past and present), of environments, and of diverse cultures.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks Content Standard 3
  
    Range of subject matter
The learner will be able to examine and reflect on a range of subject matter, symbols, and/or ideas used in creating art works. *Students will discuss symbols used by different cultures.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3.1
Instructional Resources
- Exploring Visual Design, Heraldic Shield page 133 [Book].  
- Multicultural Art Activities Kit, Design a badge for a culture [Textbook].  North American Indians, self, class, etc.
- Activity, select a culture; create a colloge [Student].  use the symbols of that culture
  
    Student generated rubrics
The learner will be able to develop student generated rubrics, checklists, questionaires, tests, or other forms of assessment. *Students will assess forms of assessment.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A.3.2
Instructional Resources
- Studio Art Handbook, Rubric [Book].  
- Activity, devise a test to help determine good career choice [Student].  
- Activity, create a rubric for evaluating work [Student].  
- Activity, use a checklist [Student].  
  
    Aesthetic discussion
The learner will be able to engage in aesthetic discussion and apply knowledge when observing works of art. *Students will apply aesthetic reasoning to a piece of art work.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3.3
Instructional Resources
- Art Talk, Chapter 2 [Textbook].  Read pages 13 - 23 on Critique. Standardized test from textbook. Chapter 2.
- Activity, view a drawing [Student].  Discuss its aesthetic qualities
  
    Exhibits
The learner will be able to participate in the process of exhibiting student art work (plan, select, promote, install, and attend). *Students will review the art exhibition process.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A3.4
Instructional Resources
- Art Meaning, Method, and Media, Chapter 58: Preparing for a show [Textbook].  
- Art Meaning, Method, and Media, Chapter 59: Our Annual Art Show [Textbook].  
- Activity, Research methods for displaying artwork in exhibit [Student].  
- Activity, Malvern National Bank Art Show & competition [Student].  
- Activity, Make Bulletin board [Student].  
- Activity, Present at PTO meeting [Student].  
- Activity, Design invitations on computer [Student].  
- Activity, Label work to show what was learned. [Student].  
  
    Develop a portfolio
The learner will be able to develop a portfolio which includes periodic assessments e.g. selfassessment, peer critique, teacher interview, checklist, essay, etc. *Students will organize a portfolio of work.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A.3.5
Instructional Resources
- Activity, Portfolio presentation [Student].  Student collects samples of their work during the term for their portfolio, using a variety of media. Pictures can be taken of 3 D work.
- Activity, Select a piece of their own art work [Student].  Critique it verbally or in writing
- Activity, make a portfolio [Student].  
- Activity, use a rubric to critique work [Student].  
  
    Design choices
The learner will be able to determine and justify why artists make certain design choices. *Students will discuss why artists make different design choices.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3.6
Instructional Resources
- Exploring Visual Design, Monoprint page 45 [Book].  Cardboard, found object, vegetable, glue line print
- Activity, create a piece of pottery [Student].  tell or write why they made the design choices they made.
  
    Art & the future
The learner will be able to determine/project ways art may envision the future. *Students will create artwork that shows how art reflects the future.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3.7
Instructional Resources
- Visual Art Projects, used to express student ideas [Student].  
- Activity, Computer software, digital camera, scanner [Student].  
- Video, Computer in Art [Video].  
- Activity, create a clay model of a car [Student].  Based on projected styles and materials.
- Activity, Draw a city of the future using perspective [Student].  
- Activity, Study new art trends; enlarge and area [Student].  
- Activity, Polarize a picture of self [Student].  In Photoshop and paint an abstract or popart
  
    Connections to other disciplines
The learner will be able to discuss and evaluate connections between the visual arts and other disciplines e.g. in math, d-D forms, symmetry, patterns. *Students will discuss the connections between the visual arts, literature, and writing.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3.8
Instructional Resources
- Visual Art Projects, means of expressing student ideas [Student].  
- Activity, write a short poem [Student].  combine with illustration to create a piece of art work
- Activity, Plan a stamp design [Student].  Famous person, historical event, or community issue. Use symmetry and pattern.
  
    Art history
The learner will be able to evaluate the importance of art history and heritage. *Students will select and research an artist from a specific time period.
Strand Bloom's Scope Hours Source
Reflect/Respond/Rediscover Master 1.0 Arkansas Fine Arts Curriculum Frameworks A 3. 9
Instructional Resources
- Art Talk, chapter 2 [Textbook].  
- Activity, evaluate & write explanation of themes [Student].  used by artist within a historical context
- Activity, Research an artist [Student].  Pick one that has a style and theme you like. Explain why you chose them. Use art theories in chapter 2.
  

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