Month

Day

September
1

10

Big Idea
Lesson
Abstract

Standards

How I see Myself: Self Portraits multiple media

The Students will be introduced to the big idea for the year and will
be introduced to the first lesson. They will create self portraits out
of multiple forms of media.

Use a variety of media such as pencil, pastels, color sticks, and/or

markers to create simulated/implied texture

Use a variety of brush strokes to create various textures

Create original artwork using the following subjects: human figure,

still life from observation
Identify and use regular rhythm
Compare and contrast responses of class members to realistic,
abstract, and non-objective artworks
Select an aesthetic theory and explain why it best fits the artwork:
Showing a real or idealized image of life (Imitationalism); Expressing
feelings (Emotionalism/ Expressionism); Emphasis on elements and
principles (Formalism); Serving a purpose in the society or culture
(Functionalism)

Compare and contrast two artworks on: characteristics

National

Analyze how response to art is influenced by understanding the time

and place in which it was created, the available resources, and cultural
uses

7th Grade Quarter 1

September
11

12

13

14

15

16

17

18

19

20

Identity
How others See me: Print Making

My Comm

This printmaking lesson will involve the second part of the Big idea. It This lesson they will be visiti
will be made with lino blocks. They will also spend time looking at
will create baskets out of redifferent types of printmaking and various artists and their work.
types of materials to create

Demonstrate a type of relief block printmaking

Demonstrate the process use

jewelry-making, knotting, pap
arts)

Differentiate between and demonstrate high and low relief

Create an in-the-round artwo

a layering material (e.g., papie
fibers)

Identify and use analogous colors

Create an original artwork th

following themes: Group Iden

Identify and use radial balance

Identify and use rhythmic lin

Identify and use center of interest (focal point)

Identify and use positive and

work

Discuss and develop answers to questions about art: What is art?, Identify and use radial balan
Should art look real?, Should art be beautiful?, Should art look
real?

Describe the artwork and subject matter

Describe elements (line, form

principles (balance, emphasis,
artworks

Compare and contrast two artworks on: theme

Compare and contrast two ar

Explain how art is used in designing sets in film, television, or live

theater

Compare and contrast two ar

Identify works of art from: Europe (Real, Abstract, NonObjective), United States (Real, Abstract, Non-Objective)
Compare and contrast two artworks on: subject matter

Compare and contrast how technologies have changed the way artwork Interpret art by analyzing a
is preserved, presented, and experienced.
the characteristics of form a
contextual information, subje
ideas and mood conveyed.

October
3

10

My Community: Basket Weaving

lesson they will be visiting the third part of their big idea. They
reate baskets out of re-used materials. They will use multiple
s of materials to create their baskets.

11

12

13

14

My Community compared to othe

In the final lesson for the big idea they wil

using various video software. Lets look at "s
infomercial that explains how your communi
its sister city.

onstrate the process used in one type of fiber arts (e.g., weaving, Compare and contrast two artworks on: cult
lry-making, knotting, paper-making, batik, quilt, appliqu, book

te an in-the-round artwork by joining two or more surfaces using Identify and use implied or simulated textu
ering material (e.g., papier mache, paper, plastercraft, cardboard,
rs)

te an original artwork that communicates ideas about the

wing themes: Group Identity, Nature

Create different types of shapes using gen

tify and use rhythmic lines & Shapes

Identify and use center of interest (focal p

tify and use positive and negative forms in three-dimensional

Describe the artwork and subject matter

tify and use radial balance

Interpret the subject and theme, supportin

use of elements and principles

ribe elements (line, form, shape, color, value, texture, space) and Explain how art is used in designing sets in
iples (balance, emphasis, contrast, rhythm) as they are used in
theater
orks

pare and contrast two artworks on: time

Explain the relationship between illustratio

pare and contrast two artworks on: place

Compare and contrast two artworks on: cult

erpret art by analyzing art-making approaches,

characteristics of form and structure, relevant
extual information, subject matter, and use of media to identify
s and mood conveyed.

Develop criteria to guide making a work of a

identified goal.

15

16

17

18

19

20

munity compared to others: Commercials

for the big idea they will develop and original piece
software. Lets look at "sister cities" and create an
plains how your community compares/contrasts to

ast two artworks on: cultural context

mplied or simulated texture

ypes of shapes using general software

enter of interest (focal point)

rk and subject matter

ect and theme, supporting them with the artists

d principles

used in designing sets in film, television, or live

nship between illustration and written text.

ast two artworks on: cultural context

guide making a work of art or design to meet an

Use a variety of media such as pencil, pastels, color sticks, and/or markers to create simulated/implied
Use a variety of brush strokes to create various textures
Create different types of shapes using general software
Demonstrate a type of relief block printmaking

Demonstrate the process used in one type of fiber arts (e.g., weaving, jewelry-making, knotting, pape
Create an in-the-round artwork by joining two or more surfaces using a layering material (e.g., papier
Create original artwork using the following subjects: human figure, still life from observation
Not assessed at this grade level

Create an original artwork that communicates ideas about the following themes: Group Identity, Natur
Identify and use rhythmic lines
Identify and use rhythmic shapes
Differentiate between and demonstrate high and low relief
Identify and use implied or simulated texture
Identify and use analogous colors
Not assessed at this grade level
Identify and use positive and negative forms in three-dimensional work
Identify and use radial balance
Identify and use center of interest (focal point)
Identify and use regular rhythm

Not assessed at this level

Not assessed at this level
Discuss and develop answers to questions about art: What is art?, Should art look real?, Should
Compare and contrast responses of class members to realistic, abstract, and non-objective artworks
Describe the artwork and subject matter
Describe elements (line, form, shape, color, value, texture, space) and principles (balance, emphasis,
Interpret the subject and theme, supporting them with the artists use of elements and principles

Select an aesthetic theory and explain why it best fits the artwork: Showing a real or idealized image
Expressionism); Emphasis on elements and principles (Formalism); Serving a purpose in the society or
Explain how art is used in designing sets in film, television, or live theater
Explain the relationship between illustration and written text.

Identify works of art from: Europe (Real, Abstract, Non-Objective), United States (Real, Abstract, No
Compare and contrast two artworks on: time
Compare and contrast two artworks on: place
Compare and contrast two artworks on: subject matter
Compare and contrast two artworks on: theme
Compare and contrast two artworks on: characteristics
Compare and contrast two artworks on: cultural context