Subjects By Grade
ESSENTIAL QUESTION

How are the Elements of Art used in artwork? To make a new artwork? How are they used individually and as a group?

Common Core Standards 2017-2018 Print Unit 1
Middle - Fine Arts - Grade 7 - Unit 1
Elements of Art
Students will review the Elements of Art: Line, Shape, Form, Color, Texture and Space, which they had learned the previous year. Instead of taking a daily focus on the Elements of Art like they have in the past, students will be asked to identify which Elements are being used in artworks, as well as using them in their own through several projects. Students will complete both daily formative assessments and large summative assessments, through art projects and an end of unit exam. Each project challenges the students' artistic level, as well as providing opportunities for abstract problem solving.
OVERVIEW Show All | Hide All | Top

Elements Review Game (Pre-Assessment) (1 day)

Line, Shape, Color- Creative Color Wheel (3-4 days)
Form, Texture, Space - Op Art, 1pt Perspective (3-4 days)

Elements of Art Review (1 day)
Elements of Art Test (1 day)

 

 

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COMMON CORE STANDARDS Show All | Hide All | Top

 

Program of Studies: Skills and Concepts

AH-7-SA-S-VA1
Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks

AH-7-SA-S-VA2
Students will use the elements of art, principles of design and a variety of processes in creating artworks

AH-7-SA-S-VA3
Students will apply organizational structures and describe what makes them effective or not effective in communicating ideas

AH-7-SA-S-VA4
Students will identify and analyze the use of elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (e.g., focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks

AH-7-SA-S-VA5
Students will identify a variety of subject matter in visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

AH-7-PA-S-VA1 Students will be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design

AH-7-PA-S-VA2
Students will use knowledge of the elements and principles of art and art terminology to:

  • create expressive artworks
  • describe and critique their own work and the work of others

 AH-7-PA-S-VA3
Students will identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, variety, interest)

 AH-7-PA-S-VA4Students will demonstrate behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way

AH-7-PA-S-VA5
Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)
 


Program of Studies: Understandings

AH-7-SA-U-2
Students will understand that the principles of design and the elements of visual art are intentionally applied in creating works of art.

AH-7-PA-U-1
Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. 

AH-7-PA-U-2
Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes. 

AH-7-PA-U-3
Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. 

AH-7-PA-U-4
Students will understand that existing and emerging technologies can extend the reach of the art form to new audiences. 


Academic Expectations:

2.23         Students analyze their own and others' artistic products and performances using accepted standards.
2.22         Students create works of art and make presentations to convey a point of view.
Related Core Content:

AH-07-4.4.1 Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.

AH-07-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.

 
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STUDENT LEARNING TARGETS Show All | Hide All | Top

I can demonstrate the basic rules of color theory through color relationships, including tints and shades, by creating a color wheel.
I can use the Elements of Art to create artworks.
I can create optical illusions using 1-point perspective.

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CRITICAL VOCABULARY Show All | Hide All | Top

Line
---Horizontal
---Vertical
---Diagonal
---Curved
---Zig-Zag
---Swirl

Shape
---Geometric
---Organic

Form
---Hatching
---Cross-Hatching
---Stippling
---1pt Linear Perspective

Color
---Color Wheel (Primary/Secondary/Tertiary)
---Monochromatic
---Complementary
---Value
---Shade
---Tint

Texture
---Tactile
---Visual

Space
---Positive
---Negative

Optical (Op) Art
M.C Escher
Bridget Riley

 

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
E-TOOLS Show All | Hide All | Top

Coming Soon.

RESOURCES Show All | Hide All | Top
LITERACY STRATEGIES Show All | Hide All | Top

Students will have to do an open response question at the end of their exam instructing them to identify an example of each of the Elements of Art and write a paragraph about how each of these examples are utilized in an artwork.

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THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

 Graffiti
Students are randomly assigned teams as they enter the room. I've generated 12 questions that I've hung around the room. After explaining the rules of the game, I will give each team a colored marker. As they go around the room, they will complete the tasks on each of the posters to the best of their ability. After all the groups are finished, I will go over the answers and reward the winners.

Questing (Day 3-4)
---Q: How are the Elements of Art like Legos? (They are the building blocks of artwork, what artwork is made of)
---U: Visualize other examples of objects/concepts that require different parts to make a whole.
---E: List the Elements of Art and how you have/can use them in an artwork you create
---S: Draw examples beside your list
---T: Share your examples with a partner.

Boggle (Review Day Hook)
1. Students review notes for 2 minutes
2. Students write down as much as they can remember in 5 minutes
3. Students compare with a small group for 2 minutes (Pre-divided into teams)
4. Students pair up for 2 minutes. They get points for every idea that their partner doesnt have.
5. Students return to their team and compute the score.
6. I lead a review based on what is important to know and understand for tomorrows test.

 

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