GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: 7th Grade Art Cycle
Subject: Visual Arts
Grade Level: 7
Department/School: Visual Arts/ Middle
School Program
Duration: 6 to 8 weeks
Number of Credits: N/A
Prerequisite: None
Elective or Required: Required
Author: Anne P. Malone
Date Submitted: Summer 2005
Course Description
The 7th grade art cycle course will introduce students to
the various differences and similarities of both applied art and fine art and
the particular need and purpose of each in the world. By discovering an applied art object at home
and researching its history, students will enhance their appreciation and
understanding of the concept of form and function in design. Students will refine their knowledge and use
of the art elements and principles of design through various creative
activities that are reflective of personal exploration, art genres and/or
artists. Learned terms, concepts,
approaches and personal aesthetics will be encouraged for students to use in
critiques and various artistic discussions.
GLEN RIDGE PUBLIC SCHOOLS
VISUAL ARTS
An education in the arts is an essential part of the
academic curriculum for the achievement of human, social, and economic
growth. An arts education enables
personal, intellectual, and social development for each individual and strives
to enhance the student’s sense of confidence and self-esteem. The visual arts are uniquely qualified to
cultivate a variety of multiple intelligences with powerful ways of
communicating ideas, thoughts and feelings.
A well-rounded program for intellectual growth must support the
development of spatial, kinesthetic, interpersonal and intrapersonal intelligences. Creativity in solving art-related problems
provides students with values that will prepare them for leadership positions
in future endeavors as well as an enriched quality of life.
Visual Arts
STANDARD 1.1 (AESTHETICS)
ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF
AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.
STANDARD 1.2 (CREATION
ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND
TECHNOLOGIES, APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND
PRESENTATION OF DANCE, MUSIC, THEATER AND VISUAL ART.
STANDARD 1.3 (ELEMENTS AND PRINCIPLES)
STANDARD 1.4 (CRITIQUE)
ALL STUDENTS WILL DEVELOP, APPLY, AND REFLECT UPON KNOWLEDGE
OF THE PROCESS OF CRITIQUE.
STANDARD 1.5 (HISTORY/CULTURE)
ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE,
DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD
CULTURES, HISTORY, AND SOCIETY.
Curriculum Description
CCCS: 1.1.A.1, 1.1.A.2, 1.1.A.3, 1.1.A.6, 1.1.B.1,
1.1.B.5, 1.1.b.6, 1.2.D.8, 1.3.D.3, 1.3.D.5
Objectives:
The students will:
1. Examine,
analyze and discuss works of art that have both form and function.
2. Apply
domain-specific vocabulary in the various areas of art learned and created.
3. Explain
the aesthetic qualities of art works in an oral or written form, as well as
differentiate between the unique and common properties in art works.
4. Distinguish
among artistic styles, trends and movements in various art forms.
Activities
The students will:
- Discover the two forms of art, applied and fine art, through various readings, discussions and analysis of a myriad of art objects.
Time: 2 to 3 classes
- Show their understanding of the use of form and its aesthetic qualities in design through written analysis and synthesis.
Example: A written report on an historical and aesthetic investigation
about an applied art object that is found in the student’s home.
Time: Homework – 2 weeks, class review – 1 class.
- Apply domain-specific vocabulary during class discussion and written work.
Time: throughout the cycle.
- Identify and differentiate various forms of artistic styles, trends and movements through small group discussions and analysis of prints and/or slides.
Examples: Expressionism, Abstract Expressionism, Surrealism, Pop Art
etc.
Time: 1 to 2 class days.
CCCS: 1.2.D.1, 1.2.D.3, 1.2.D.5, 1.2.D.6, 1.2.D.7, 1.2.D.9,
1.5.B.3
Objectives:
The students will:
1. Create
original works of art that are reflective of form and function in different
mediums and utilize some of the same art elements and principles of design.
2. Recognize
and discuss the use of various media and materials in creating different works
of art by both artists and other students and how it may be applied in similar/different
ways within their own work.
3. Develop
original works of art that explore art elements and principles, various media,
technologies and processes in the production of two and three dimensional art.
4. Incorporate
form, function, craftsmanship and originality when creating a work of art.
5. Distinguish
the common artistic elements that help define a given historical period and
incorporate these ideas into an original design.
6. Identify
and investigate art-related careers by experiencing in the development of a
middle school student gallery.
Activities:
The students will:
- Learn and apply proper technical skills, art elements and principles, and original approaches in creating an applied art object.
Example: Stained glass: coaster, switch plate, etc…, or other.
Time: duration of 4 to 6 weeks.
- Utilize some of the same art elements and principles of design within several artistic (applied and fine art) endeavors incorporating various media and recognize the different purposes of its use.
Example: Incorporating art principles harmony and variety in
conjunction with the elements of color, texture, and shape in a nature collage,
a Pop Art design, and stained glass piece.
Time: throughout the course of the class.
- Create original works of art in various media: watercolor paint, oil pastel, nature, etc., which incorporates form, function, craftsmanship and originality and is reflective of an art genre.
Example: Pop Art dessert design reflective of Wayne Thiebaud’s
style.
Time: duration of 2 weeks.
- Participate in the development of a middle school student gallery: selection committee, matting/tagging, displaying, etc…, and discuss how this is relative to career opportunities.
Time: duration of 2 to 3 days.
CCCS: 1.4.A.1, 1.4.A.2, 1.4.A.3, 1.4.B.1, 1.4.B.4
Objectives:
The students will:
1. Classify
elements of unity or repetition in a work of art.
2. Apply
domain-specific arts terminology to express statements of both fact and opinion
regarding their works of art.
3. Describe
the technical proficiency of the artist’s work, orally and/or in writing.
4. Critique
performances based on the application of the elements of the art form.
5. Evaluate
the judgment of others based on the process of critique.
Activities:
The students will:
- Through various class discussions and written work, classify the art elements and principles that are repeated within a design to create unity.
Example: Discussion of Wayne Thiebaud’s Pop Art food designs using
harmony and variety of shapes, colors, and textures.
Time: 1 class.
- Use learned terms to describe facts, opinions, and technical proficiency of their own art work and art work of others, as well as refute or agree with the judgment of others during class critique discussions.
Example: A discussion of
effective use of space, shape, color, texture, harmony, variety, scoring
styles, originality and craftsmanship within their stained glass piece.
Time: 2 to 3 classes.
- Evaluate their own work through written or oral analysis of the application of the elements of the art form.
Example: An analytical worksheet that asks students to evaluate their
work based on the project’s rubric.
Time: 2 to 3 classes.
CCCS: 1.5.A.2,
1.5.A.3, 1.5.B.2, 1.5.B.3
Objectives:
The students will:
1. Recognize
that a chronology exists in all art forms.
2. Analyze
how technological changes have influenced the development of the arts.
3. Hypothesize
how the arts have impacted world culture.
4. Identify
the common artistic elements that help define a given historical period.
Activities:
The students will:
- Through the use of visual observations and historical investigation, discover that there is a sequence of events that occurs in the world of art. One form of art derives from or is an outcome from another form of art.
Example: Stained glass windows and panels in European churches to the
development of stained glass windows and lamps for the home.
Time: 1class.
- Read, write and discuss the development of an applied art form and its advancement due to technological changes, including its aesthetic and monetary values, as well as its impact on world culture.
Example: A written report on an historical and aesthetic investigation
about an applied art object that is found in the student’s home.
Time: Homework – 2 weeks, class review – 1 class.
- Compare and contrast various artists’ artwork within an historical genre through visual observations of prints and/or slides.
Example: Wayne Thiebaud and Andy Warhol’s Pop Art paintings.
Time: 1 class day.
Texts, Resources, and/or Literature
·
Text: Exploring Art, Glencoe McGraw-Hill,
copyright 1999, ISBN 0-02-662356-0
·
Resources: prints, slides, and the Internet
·
Literature: Art
and Man magazine, Scholastic Art magazine, and others.