Visual Art

Curriculum Map
Grade 7
Introduction  
In  2014,  the  Shelby  County  Schools  Board  of  Education  adopted  a  set  of  ambitious,  yet  attainable  goals  for  school  and  student  performance.    The  District  is  
committed  to  these  goals,  as  further  described  in  our  strategic  plan,  Destination  2025.        

By  2025,    

§ 80%  of  our  students  will  graduate  from  high  school  college  or  career  ready  
§ 90%  of  students  will  graduate  on  time  
§ 100%  of  our  students  who  graduate  college  or  career  ready  will  enroll  in  a  post-­‐secondary  opportunity.        

In  order  to  achieve  these  ambitious  goals,  we  must  collectively  work  to  provide  our  students  with  high-­‐quality,  College  and  Career  Ready  standards-­‐aligned  
instruction.      Acknowledging  the  need  to  develop  competence  in  literacy  and  language  as  the  foundations  for  all  learning,  Shelby  County  Schools  developed  the  
Comprehensive  Literacy  Improvement  Plan  (CLIP)  and  the  SCS  Curriculum  Maps  for  Arts  Education.      

Designed  with  the  teacher  in  mind,  the  Arts  Education  (Orff  Music,  Visual  Art,  Media  Arts,  Dance,  Instrumental  Music,  and  Vocal  Music)  curriculum  maps  focus  
on  teaching  and  learning  in  the  domains  of  Perform,  Create,  Respond,  and  Connect.  This  map  presents  a  framework  for  organizing  instruction  around  the  TN  
State  Standards  so  that  every  student  meets  or  exceeds  requirements  for  college  and  career  readiness.  The  standards  define  what  to  teach  at  specific  grade  
levels,  and  the  SCS  Arts  Education  curriculum  maps  provide  guidelines  and  research-­‐based  approaches  for  implementing  instruction  to  ensure  students  achieve  
their  highest  potentials.  

The  SCS  Arts  Education  curriculum  maps  are  designed  to  create  artistically/musically  literate  students  by  engaging  them  both  individually  and  collaboratively  in  
creative  practices  of  envisioning,  investigating,  constructing,  and  reflecting.  To  achieve  these  goals  the  curriculum  maps  were  developed  by  expert  arts  teachers  
to  reflect  the  conceptual  framework  of  the  four  artistic  processes:  present,  create,  respond,  and  connect.    

How  to  Use  the  Arts  Education  Curriculum  Maps  

The  SCS  Arts  Education  curriculum  maps  are  designed  to  help  teachers  make  effective  decisions  about  what  content  to  teach  and  how  to  teach  it  so  that,  
ultimately,  our  students  can  reach  Destination  2025.  Across  all  arts  disciplines,  this  is  generally  reflected  in  the  following  quarterly  framework:  

Knowledge  and  Skills-­‐  This  column  reflects  the  anchor  standards  and  essential  tasks  associated  with  grade  level  mastery  of  each  discipline.        

Activities  and  Outcomes-­‐  Generally  phrased  similar  to  “I  Can”  statements,  this  portion  identifies  the  specific  performance  indictors  that  are  expected  for  
students  at  a  given  time  within  the  quarters/semester.      

Assessments-­‐  This  section  of  the  quarterly  maps  focuses  on  the  formative  and  summative  methods  of  gauging  student  mastery  of  the  student  performance  
indicators  listed  in  the  activities/outcomes  section.    

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 Visual Art
Curriculum Map
Grade 7
Resources  And  Interdisciplinary  Connections-­‐  In  this  column,  teachers  will  find  rich  bodies  of  instructional  resources/materials/links  to  help  students  efficiently  
and  effectively  learn  the  content.  Additionally,  there  are  significant  resources  to  engage  alignment  with  the  Comprehensive  Literacy  Improvement  Plan  (CLIP)  
that  are  designed  to  strengthen  authentic  development  of  aural/visual  literacy  in  the  arts  content  areas  as  well  as  support  larger  district  goals  for  improvement  
in  literacy.                

Throughout  this  curriculum  map,  you  will  see  high-­‐quality  works  of  art/music  literature  that  students  should  be  experiencing  deeply,  as  well  as  some  resources  
and  tasks  to  support  you  in  ensuring  that  students  are  able  to  reach  the  demands  of  the  standards  in  your  classroom.    In  addition  to  the  resources  embedded  in  
the  map,  there  are  some  high-­‐leverage  resources  available  for  teacher  use.  

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions.
Discuss and practice procedures Discuss and practice procedures. Demonstrate consistency following procedures. Websites:
• http://www.theartofed.com/2010/12/06/impro
ve-classroom-management-in-the-art-room-
today
• Caring for art supplies: www.how-to-draw-
and-paint.com/art-supplies.html
• Classroom Rules: http://www.nea.org/tools/
establishing-classroom-rules.html
• Noise control: http://www.incredibleart.org/
files/QUIET.htm
2D Design Elements of Art Create a repeating design (e.g. wallpaper, Create a pre and post assessment Websites:
fabric, phone case, etc.). demonstrating improved use of 2D design • Interactive Online Video: http://soytuaire.
elements: labuat.com/
Design a collage. • Line relates to shape • Van Gogh's Portrait of Joseph Roulin:
• 2D shapes have height and width http://www.getty.edu/education/teachers/cla
• Color defines shape ssroom_resources/curricula/portraits/portrait
s_lesson03.html
• Texture enhances form and creates
interest • Flash cards of 2D design principles:
http://quizlet.com/2693260/elements-of-2d-
• Space relates to above, below and design-flash-cards/
distance (illusion of depth)
• Worksheets on the elements of art:
• Value defines illusion of form http://freepdfdb.com/pdf/the-elements-of-art-
• Form (3-D shapes have height, width, and worksheet
depth • Printable worksheets, graphic organizers,
and assessment tools and tests on the
elements and principles:
http://art.scholastic.com/issues/
09_01_12/Printables

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
Single Object Drawings Using Multiple Draw a single object composition combining Pre and post assessment drawings of single Websites:
Shapes multiple shapes that illustrate shape to form objects to illustrate student growth in multiple • http://www.wetcanvas.com/ArtSchool/Drawi
understandings (e.g. domestic animal such as shaped objects (shape to form understandings) ng/BasicDrawing.old/Lesson4/index.html
a dog, cat, rabbit, etc. a “tin man”, etc.). in still life renderings.
• Light and Shadows: http://www.pencils.com/
blog/drawing-lessons-using-light-and-
Demonstrate shape-to-form relationships of shadows-to-create-3-dimensional-shapes/
single object drawings with multiple shapes by
• Sketching: http://www.pencils.com/blog/
using basic understandings of the following
drawing-lessons-importance-of-sketching/
concepts/skills:
• Texture in Drawing: http://www.pencils.
• Blocking in
com/blog/drawing-lessons-creating-textures/
• Ellipse lines define “roundness’ and
“symmetry”
• Axis lines create a sense of balance
• Contour lines define the outer edges and
inner parts of object
• Format/proper placement of objects
• Scale and proportion (tree to a flower)
• Value gradation /shading techniques
• Illusion of form
• Positive and negative shapes utilize
space and balance
• Light source/ cast shadows
Round, Conical, Cylindrical and Pyramidical Create a still life drawing including round, Pre and post assessment of individually drawn Websites:
Forms conical, cylindrical and pyramidical objects round, conical, cylindrical and pyramidical • http://www.wetcanvas.com/ArtSchool/Drawi
(e.g. soda pop can, glass bottle, clown hat, forms. ng/BasicDrawing.old/Lesson4/index.html
etc.).
• http://www.wetcanvas.com/ArtSchool/Drawi
Demonstrate student growth through pre and ng/BasicDrawing.old/Lesson6/index.html
Develop a series of thumbnail sketches of each post instructional assessments demonstrating
of the forms. • Shading Round Forms: http://www.discover-
understanding of the following concepts/skills:
how-to-draw.com/how-to-draw-3d-shapes-
• Ellipse lines with-shading.html
Draw each of the forms on the blank side of Axis lines
• • How to draw and shade a sphere:
index cards. Students can define the shape
• Contour lines http://www.pencilsessions.com/2012/01/how
drawn by flipping the card over and writing on
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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
the on the lined side of the card along with the • Format/placement of objects -to-draw-a-simple-sphere/
steps necessary to complete the drawing. • Scale and proportion • Drawing and shading cones:
• Value gradation http://www.drawinghowtodraw.com/drawing-
lessons/things/articles/ls-drawing-shading-
• Illusion of form cones.html
• Positive and negative shapes • Shading round forms and uses of shading
• Light source/cast shadows pencils: http://www.discover-how-to-
draw.com/how-to-draw-3d-shapes-with-
shading.html
• Light Sources in works of art:
http://painting.about.com/od/landscapes/ss/li
ghtdirection.htm
Grouped Objects Using a Viewfinder to Create a viewfinder (cut a 1” x 2” opening in an Pre assessment to include drawing a still Websites:
Frame Compositions index card) and frame a segment of a still life life/segment of still life without the use of a • How to Draw a Still Life: http://www.
composition. viewfinder. Document student growth in post draw23.com/drawing-still_life
with use of viewfinder.
• Making and Using a Viewfinder: http://www.
drawspace.com/lessons/view/a07
Demonstrate how to draw a 3D segment of a
• Use of a viewfinder: http://www.incredibleart.
large still life (using a viewfinder) that illustrates
org/lessons/middle/Andy-Circle.htm
2-D design shape to form understandings:
• Tips and tools: http://emptyeasel.com/2006
• Format may be vertical or horizontal
/12/08/how-to-draw-what-you-see-
according to height/width of composition
techniques-and-tips-to-improve-your-
• Shape-to form relationships/shapes within drawing-skills/
shapes
• Oberserving and drawing: http://www.
• Align vertical/horizontal axis lines to drawing-faces-and-caricatures-made-
edges of the paper to align objects easy.com/drawing-basics.html
• Blocking-in technique determines size and • http://www.wetcanvas.com/ArtSchool/Drawi
placement of object(s) ng/BasicDrawing.old/Lesson6/index.html
• Objects relate to other objects by scale
and proportion Artists/Artworks:
• Overlapping creates an illusion of in-front- Apple Family II, O'Keeffe
of/in-back-of
Curtain and Flowered Pitcher, Cezanne
• Positive and negative shapes utilize
Ironing, Carruthers

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
space and balance Glass Bowl with Fruit, Unknown
• Escaping or touching four sides of the Still Life with Drinking Horn, Kalf
paper The Lobster, Dove
• Gradation of values to creates an illusion Tree Peonies, Unknown
of form Still Life, Johnson
Delphiniums, Brady
Using a Grid to Enlarge Images Draw an enlarged image to scale (1in. to 3in.). Pre and post assessment to include enlarging Websites:
3D object (on a 2D surface) without grid. • Grids: http://www.art-is-fun.com/grid-
Document student growth in post with use of method.html
grid to enlarge image(s).
• Uniting math concepts in grid drawing:
http://www.incredibleart.org/
Demonstrate an understanding of the use of a lessons/middle/altered_grid.html
grid to enlarge an image (scale of 1” to 3”)
• Worksheet: Slice of Pizza: http://www.free-
• Accuracy of 1” grid on the art image and a for-kids.com/
3” grid (for finished product) of the same Drawing%20Grid/Drawing%20Grid%20With
number of squares %20Pizza.pdf
• Accuracy in duplicating/enlarging the • Worksheet: A Horse’s head:
image square http://images.essential
baby.com.au/file/2011/12/30/2865138/Learn
Demonstrate observation skills -To-Draw-stallion.pdf

• Concentration of curved lines, horizontal/ • Chuck Close inspired grid: http://www.art

vertical lines in each box of the grid projectsforkids.org/search?updated-
max=2010-01-19T19%3A17%3A00-
• Replicate values 08%3A00&max-results=8

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Construct Identify and explain personal choices in Follow student overtime, through written or Websites:
Compositional Planning artwork. recorded demonstrations, exemplifying their • Project Zero: http://www.pz.gse.harvard.
ability to articulate and explain their visual art edu/studio_thinking.php
aesthetic choices regarding conceptual and
technical skills. Relate to: • http://www.oldpz.gse.harvard.edu/Research/
StudioThink/StudioThinkEight.htm
• Media
• Tools
Books:
• Techniques
Studio Thinking: The Real Benefits of Visual
• Processes Arts Education, Hetland, Winner, Veenema,
• Concept and Sheridan

RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Critiquing Process Develop and use vocabulary to speak about Using audiovisual devices to record student Steps of Critique: www.dl.ket.org/humanities/
personal, peer and master works of art: critiques throughout the year. Look for greater resources/art/critproc.htm
• Explain how personal choices and depth of conversation, better conceptual
preferences relate to 2-D Design understanding and proper and frequent use of
Elements and shape-to-form-aspects in vocabulary.
artworks
• Discuss what is in the artwork
• Use factual information
• Explain feelings, ideas, or moods
communicated through selected artworks
• Make personal decisions about artworks
Examination of Historical/Cultural Aspects Create a graphic organizer that compares work Create a pre and post assessment (graphic Websites:
by historical and/or contemporary artists organizer, recorded pre and post instructional • Japanese Fish Printing :Lesson uniting
(prints, digital, sculpture, etc.). discussion) of students examining works of art. Asian culture, printmaking, and the biology
• Communicate how societies and cultures of fish: http://artsedge.kennedy-
influence works of art center.org/educators/lessons/grade-
• Recognize similarities and differences in 5/Gyotaku_Japanese_Fish_Printing.aspx
artwork from given eras

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• Recognize an artist’s use of historical and • Pop Culture vs. Pop Art - Lesson that
cultural influences in an artwork (e.g., questions the role of the artist:
class critiques and discussion(s)) http://artsedge.kennedycenter.org/educators
• Compare and contrast specific artwork /lessons/grade-68/Making_the_Ordinary
from given eras _Pop.aspx
• Telling Stories: Witness to a brawl:
http://www.getty.edu/education/teachers/cla
ssroom_resources/curricula/stories/lesson0
1.html
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
CCSS.Math.Practice.MP4 Model with CCSS.Math.Content.7.G.A.1 Create a pre and post work of art Websites:
mathematics Solve problems involving scale drawings of demonstrating student growth in understanding • Lesson Uniting Mandalas, Polygons, and
geometric figures, including computing actual of symmetry, scale, and/or using a grid as a Symmetry: http://artsedge.kennedy-
lengths and areas from a scale drawing and mathematical concept. center.org/educators/lessons/grade-6-
reproducing a scale drawing at a different 8/Mandalas_and_Polygons.aspx
scale. • Tessellation lesson: http://www.artprojects
forkids.org/2009/06/fish-tessellation.html
• Lesson uniting math concepts in grid
drawing: http://www.incredibleart.org/
lessons/middle/altered_grid.html
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual Pre/post observation of student work Websites:
displays of data to express information and (sketchbook, labeling pre/post assessments, • Lesson on Compositional Planning and
enhance understanding of presentations. graphic organizers, etc.) showing growth in narrative writing: http://www.old-
organization of ideas and information leading pz.gse.harvard.edu/Research/StudioThink/S
to better understanding by the viewer. tudioThinkEight.htm
• http://www.getty.edu/education/teachers/cla
ssroom_resources/curricula/mythology/lesso
n04.html
• Middle School Art Lessons involving
interdisciplinary connections: http://www.
princetonol.com/Groups/iad/lessons/middle/i
ntegration.html

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 Visual Art
Curriculum Map
Grade 7
QUARTER 1
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• Students respond to Asian art by writing
haiku: http://www.getty.edu/education/
teachers/classroom_resources/curricula/asi
an_influences/asian_influences_lesson04.ht
ml
• Compare and Contrast two paintings lesson
in color and satire: http://www.getty.edu
/education/teachers/classroom_resources/c
urricula/historical_witness/lesson05.html
• Students write mythological narratives:
http://www.getty.edu/education/teachers/cla
ssroom_resources/curricula/mythology/lesso
n04.html
• http://www.princetonol.com/Groups/iad/less
ons/middle/integration.html

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 Visual Art
Curriculum Map
Grade 7
QUARTER 2
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions.
One-Point Linear Perspective Draw a hallway in one-point linear perspective. Pre and post assessment to include drawing a Websites:
“before” rendering of a cubic form illustrating • Lesson Plan on Perspective Drawing:
student’s existing knowledge and skills of one http://www.explore-drawing-and-
point linear perspective. Compare drawings to painting.com/perspective-drawing.html
the end product to document growth.
• Steps of hallway drawing: http://www.
slideshare.net/normanickel/one-point-
Demonstrate understanding of one-point perspective-hallway-14855748
perspective (parallel perspective):
• Explanation of one point perspective and
• Eye level (at horizon line) lesson: http://thehelpfulartteacher.blog
• Bird’s eye view (above horizon line) spot.com/2010/12/perspective-drawing-
101drawing-house.html
• Worm’s eye view (below horizon line)
• Link to drawing lessons on perspective:
• Horizon line
http://www.drawinghowtodraw.com/drawing-
• Vanishing point lessons/Perspective-Drawing/
• Parallel lines
• Converging lines
Faces and Figures Draw a self-portrait/portrait. Pre and post assessments to illustrate growth Websites:
in technique for creating figurative work. Create • Claude Monet and Vincent van Gogh - self
drawings that illustrate student’s existing portrait lesson: http://www.incredibleart.org/
Create gesture drawings of posed figure.
figurative knowledge and skills. Compare post lessons/middle/Lessons/8impaint.htm
drawings to document student growth.
Render a figure drawing. • Pablo Picasso Cubist based self portrait
project: http://www.incredibleart.org/
Demonstrate understandings of portraits/self- lessons/middle/cubist_weiler.html
portraits depicting shape-to-form relationships,
• Draw a Figure With Basic Shapes:
accurate placement of facial features, and
http://www.paintdrawpaint.com/2012/03/dra
accurate proportions of the human figure:
wing-basics-constructing-figure-with.html
• Figure Drawing Basics: http://www.scribd.
Face:
com/doc/2080605/Figure-Drawing-Basics
• Outline of faces indicated by an oval
shape
• Symmetry of face is created by using
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 Visual Art
Curriculum Map
Grade 7
QUARTER 2
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
center axis lines
• Ellipse lines are used to create
proportional divisions in facial features
• Distance from forehead to chin defines
eye plane
• Distance from eye to chin defines nose
plane
• Distance from nose to chin
• Defines mouth plane
• Individual features are created by using
shape-to-form relationships
Figure:
• Blocking in
• Scale and proportion
• Axis (bone structure)
• Shape to form (volume)
multiple poses)
• Gesture (action figure drawing)
2D Design principles: Emphasis, Create artwork using the 2D Design principles: Pre (defining) and post examples of students Website:
Rhythm/Movement, and Balance emphasis rhythm/movement, and balance. exploring visual language. Art is.... Elements & Principles of Design (on
Gaggle) - a short clip on creating emphasis in a
Demonstrate an understanding of the art geometric/organic composition
principles: Emphasis in artworks that use:
• color Artists/Artworks:
• shape Vega-Nor, Vasarely
• size Georgia Landscape, Woodruff
• contrast Chinese Storage Jar
North African Strip, Taaffee
Demonstrate an understanding of Persian Titlework
Rhythm/Movement in artwork that utilizes: King, Evans
• Repetition of line, shape, color, value, and Eskimo Mask
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 Visual Art
Curriculum Map
Grade 7
QUARTER 2
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
size Paris Street, Caillebotte
• Pattern Design Made at Airlie Gardens, Evans
Still Life with a Curtain, Cezanne
Demonstrate understanding of Balance (line, The Monkey, Marc
shape, and color): Las Lavanderas, Botello
• Symmetrical balance - equal Bridge Over the Riou, Derain
• Asymmetrical balance – unequal Sunflowers, van Gogh
• Radical - radiating from center Beachcombers, Ong

2D Design principles Variety and Contrast Create a western design (e.g., Remington). Pre (defining) and post examples of students Websites:
exploring visual language. • http://lessonplanspage.com/artelementsinwe
sternthemedesignsfocusonvarietyk3-htm/
Demonstrate understanding of variety and • Contrast – Franz Kline: http://www.moma.
contrast in a composition: org/collection/artist.php?artist_id=3148
• Differences among elements • Variety and contrast – Jackson Pollock:
• Extreme opposites http://www.nga.gov/feature/pollock
• Slideshow on Contrast: http://thevirtual
instructor.com/contrast-in-art.html
• Lesson plan on altered books: http://www.
incredibleart.org/lessons/middle/Linda-
books.htm

Artworks/Artists:
Gloucester Harbor, Homer
Portrait of Pablo Picasso, Gris
Fish Scents, Marilee Whitehouse-Holm
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.

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 Visual Art
Curriculum Map
Grade 7
QUARTER 2
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
Imagine/ Reflect Demonstrate how to articulate the decision Using a pre and post, either a written or verbal Websites:
Compositional planning making process when creating original works arrangement, ask students to discuss their PDF Document on the Creative Process in Art:
of art. artwork using the following creative process: www.davisart.com/portal/.../artadvocacy/creativ
• Strategize solutions to a specific visual art e-process-art.pdf
assignment (e.g., generate or brainstorm
ideas, research, complete thumbnail
sketches of ideas, develop solutions).
• Execute chosen strategies to solve
specific visual art assignments (e.g.,
choose best strategy and complete a work
of art).
• Explain the final outcome

RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Examination of Historical/Cultural Aspects Explore the following concepts and create a Using a pre and post assessment connected to Websites:
method for communicating the results of the the content being taught, discuss and create • Students study Artists Lucas Samaras and
exploration with others: art with global awareness using the following Joseph Cornell and create an Identity Box:
• Contributions of exemplary artists and/or criteria: http://artsedge.kennedy-center.org/
artworks • Communicate how societies and cultures educators/lessons/grade-6-
• How art influences history/culture and vice influence works of art 8/Identity_Boxes.aspx
versa • Recognize similarities and differences in • Cityscape Artist Stefan Bleekrode:
artwork from given eras http://stefanbleekrode.exto.org/
• Recognize an artist’s use of historical and • Nova Scotian Artist Monika Wright: vividly
cultural influences in an artwork (e.g., colorful acrylic paintings: http://Empty
class critiques and discussions) Easel.com/2013/03/20/monika-wright-
• Compare and contrast specific artwork cheerful-mixed-media-abstract-paintings/
from given eras
Critiquing Process Develop and use vocabulary to speak about Use audio/visual deices to record student Website:
personal, peer and master works of art: critiques. Student growth can be shown by Steps of Critique: www.dl.ket.org/humanities/
• Explain how personal choices and comparing critiques throughout the year. Look resources/art/critproc.htm
for better use of vocabulary, greater
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 Visual Art
Curriculum Map
Grade 7
QUARTER 2
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
preferences relate to design elements understanding of content and more in-depth
• Discuss what is in the artwork conversations.
(discussion)
• Use factual information (analysis)
• Explain feelings, ideas, or moods
communicated through selected artworks
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
Integration of Visual Arts and Performing Explain how visual art connects with: Create a pre/post test or an activity that Websites:
Arts • Dance measures student understanding of the • Lesson on theatre masks: http://www.
connections between visual art and theatre, incredibleart.org/lessons/middle/Cathy-
• Music visual art and dance, and visual art and music. Greek.htm
• Theatre Students should understand that fine art forms
can be viewed and heard. • Lesson on Renaissance clothing: http://
www.incredibleart.org/files/Ren-Clothing.htm
CCSS.ELA-Literacy.CCRA.SL.3 CCSS.ELA-Literacy.SL.7.2 Follow students over time as they critique the Website:
Evaluate a speaker’s point of view, reasoning, Analyze the main ideas and supporting details work of others through discussion and/or Common Core Standards
and use of evidence and rhetoric. presented in diverse media and formats (e.g., graphic organizers. Look for growth in ability to
http://www.corestandards.org
visually, quantitatively, orally) and explain how analyze the main idea and support it with
the ideas clarify a topic, text, or issue under details and appropriate art vocabulary.
study.

QUARTER 3
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions.
2D Design Principle: Unity Create a relief print of a real or imagine Pre (defining) and post examples of students Website:
outdoor scene or animal (using 2 printing exploring visual language. http://www.artapprenticeonline.com/artstudies/l
plates) that illustrate unity. earnctr/artisticprin/edlearnctrapuni.html
Demonstrate understanding of unity by using
the following: Artworks/Artist:

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 Visual Art
Curriculum Map
Grade 7
QUARTER 3
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• Whole-to-parts and parts-to-whole Figure Five in Gold, Demuth
relationships Tiger Attacking a Buffalo, Rousseau
• Repetition of a color, shape, or other Harmony in Red (The Red Room), Henri
element Matisse
• Related colors
2D Design Principle: Harmony Create a composition using a monochromatic, Pre (defining) and post examples of students Websites:
analogous, and or warm/cool colors. exploring visual language. • Defining harmony: http://www.drawing
howtodraw.com/drawing-lessons/art-design-
Demonstrate understanding of harmony by principles/art-harmony-composition.html
using: • Analogous Color Theory: http://Empty
• Similarities of the elements Easel.com/2011/10/
• Color harmonies express mood in a • Abstract Artist Mark Rothko: http://www.nga.
composition by use of the following: gov/feature/rothko/late2.shtm
1. Monochromatic color schemes – • Lesson on Harmony
compositions using one color using • Cubist Chair Collage http://www.incredible
tints/shades of one color art.org/lessons/middle/Rachel-Cubism.htm
2. Analogous colors – compositions
using colors that are side by side on
Artists/Artworks
the color wheel
Circle Limit III, Escher
3. Warm and cool colors
Trains du Soir, Delvaux
Christina’s World, Wyeth
Painting Techniques, Media, and Processes Create a tempera painting using pure color, Using pre and post assessments, demonstrate Websites:
mixed color, and broken color. improved use of pure color, mixed color, and • Watercolor Painting Techniques (on Gaggle)
broken color techniques.
• Interactive color wheel - for a class
Create a painting using a split-complementary presentation or as individual student
scheme with tempera paint. Demonstrate understanding of pure color, research: http://thevirtualinstructor.com/
(Art Print: Summer Evening, van Gogh) mixed color, and broken color using tempera interactivecolorwheel.html
paint.
• Pointillisim with Q tips lesson: http://www.
• Color schemes incredibleart.org/lessons/middle/PointillismM
Create a painting using white and black
tempera illustrating an understanding of color • Split complementary/triadic S.html
value. • Color Value (lightness and darkness) • Pointillism presentation, full of examples
from history and current student work:
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 Visual Art
Curriculum Map
Grade 7
QUARTER 3
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• White and black paint – monochromatic http://www.slideshare.net/ljohnson60/pointilli
Create a painting using complementary colors • Color intensities (brightness and dullness) sm-painting-project
showing an understanding of color intensity. • Georges Seurat’s “Sunday Afternoon” with
• Complementary colors
enlarged areas for close study: http://www.
• Techniques/Style (s) metmuseum.org/toah/works-of-art/51.112.6
Create a painting using the hard edge
technique in a composition using the art print: • Hard edge • Slideshow of 15 artworks by modern artists
Boats at Saintes/Maries, van Gogh. • Pointillism broken color using pointillism techniques: http://www.
metmuseum.org/toah/works-of-art/51.112.6
• Basic Color theory and Color Schemes
Create a painting using broken color http://thevirtualinstructor.com/Color.html
(pointillism) in a composition using the art print:
• Experimenting with Color: Triads04/painting-
Bathers at Asnieres, Seurat
with-analogous-colors-or-as-i-like-to-call-
them-color-cousins/
• Color Theory: http://EmptyEasel.com/2007/
03/16/using-the-color-wheel-c
• Compare and Contrast two paintings lesson
in color and satire: http://www.getty.edu/
education/teachers/classroom_resources/cu
rricula/historical_witness/lesson05.html

Artists/Artworks
Summer’s Day, Morisot
Self-Portrait, Beckmann
Stack of Plates, Fish
Tranquility, Gasser
Color Theory Mixing Paint: Create a unique color wheel by Create pre and post assessments by providing Websites:
depicting placement of hues and color students with primary colors and have them • Lesson on Color Wheel:
relationships. demonstrate understanding/skill of color http://www.theartofed.
mixing, color schemes, and color relationships. com/2013/01/17/graffiti-name-color-wheel-
Document student growth in pre and post. free-lesson-plan-download/
• Analogous Color Theory:
Demonstrate understanding of color theory: http://EmptyEasel.com/2011/10/
• Color wheel • Experimenting with Color: Triads
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 Visual Art
Curriculum Map
Grade 7
QUARTER 3
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• Mixing color 04/painting-with-analogous-colors-or-as-i-
• Color schemes like-to-call-them-color-cousins/
• Placement of color • Color Theory: http://EmptyEasel.com/2007
/03/16/using-the-color-wheel-color-theory-
• Color in design tips-for-artists-and-painters/
• Lesson uniting science (data collection,
identification, light properties) and art:
http://www.incredibleart.org/lessons/middle/
plastic_flowers.html

Artists/Artworks
Georgia Landscape, Woodruff
The Red Vineyard, van Gogh
Fragment of Composition II, Wassily Kandinsky

CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Imagine Explain how taking risks during the creative Pre/post or post/post written, recorded or Websites:
Creative Thinking/ Risk Taking process affects the finished work of art. illustrated evidence of students explaining how Symbolism in Art: http://www.ducksters.com/
taking risks in the creative process influenced history/art/symbolism.php
the choices they made in their works of art in
regards to:
• Theme
• Symbolism
• Purpose
• Media/Technique
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Examination of Historical/Cultural Aspects Design a pre and post instructional Websites:
assessment of student’s ability to • Great writing and research based lesson
discuss/present a particular artists Idea. “Art in the Style of...”
biography/artist statement regarding their http://www.incredibleart.org/lessons/middle/
concepts, cultural contributions and/or skills
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 Visual Art
Curriculum Map
Grade 7
QUARTER 3
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
and techniques. Stephanie-Research.htm
• Scholastic Article on History of Sculpture:
http://www.scholastic.com/browse/article.jsp
?id=3753866Sculp
• List of 50 oldest prehistoric artworks:
http://www.visual-arts-cork.com/
prehistoric/oldest-art-top-50.htm
• Compare and Contrast two sculptures:
interactive website: http://www.slam.org
/sfysculpture/compare.html
Critiquing Process Develop and use vocabulary to speak about Use audio/visual devices to record student Websites:
personal, peer and master works of art: critiques. These critiques can span several Steps of Critique: www.dl.ket.org/humanities/
• Explain how personal choices and projects and show development in students’ resources/art/critproc.htm
preferences relate to design elements and ability to articulate thoughts and assess other
art processes works of art.
• Discuss what is in the artwork
(discussion)
• Use factual information (analysis)
• Explain feelings, ideas, or moods
communicated through selected artworks
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
Understanding and Problem Solving Demonstrate how study in visual art, when Pre instruction: create a KWL chart assessing Websites:
combined with another academic discipline, what students know about the history of • Describing the history of American quilts
contributes to problem-solving skills and/or functional art in relation to history and design. and textiles: http://www.bableto.com/
greater understanding of another academic lessons/functionalart.pdf
discipline.
Post instruction: students can choose a • Compare and Contrast two sculptures:
particular type of functional art to study interactive website: http://www.slam.org/
(colonial furniture, weavings, architectural sfysculpture/compare.html
structures) and present what they learned to
• Awesome functional art Weaving project:
the class.
http://jikits.blogspot.com/2010/04/when-life-
gives-you-lemons.htm

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 Visual Art
Curriculum Map
Grade 7

QUARTER 4
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions.
Creating Compositions using Spatial Create a torn paper landscape. Pre (defining) and post examples of students Websites:
Relationships (Illusion of Depth/Space) 1 exploring visual knowledge of divisions of • Foreground, Middle ground, Background:
picture plane and how to create the illusion of http://www.svam.org/education/07b.pdf
3D on a 2D surface.
• Composing a Landscape: http://www.
metmuseum.org/learn/for-educators/lesson-
Demonstrate an understanding of spatial plans-and-pre-visit-guides/composing-a-
relationships in a landscape by using: landscape
• Division of picture plane • Watercolor Landscape: http://athensart.
• Horizon line weebly.com/lesson-plan---watercolor-
landscape.html
• Overlapping
• Torn paper landscapes: http://www.make
• Atmospheric perspective
andtakes.com/creating-torn-paper-
• Diminishing sizes landscapes
• Diminishing colors • cityscape images: http://www.
• Diminishing values citiscapes-art.com/
• Atmospheric Perspective slideshow:
2 Detail/focus/illusion of haziness in distances http://www.artlex.com/ArtLex/a/aerialperspe
ctive.html
• Placement of objects in picture plane
• Linear perspective
3D Design Demonstrate technique and processes of Pre instruction: create a graphic organizer to Websites:
Sculpture sculpture: compare/contrast the following: • Sculpture: http://www.art-
• Additive (e.g. paper-mache) • Additive rageous.net/Packing TapeSculpture.html
• Subtractive (e.g. an animal sculpture • Subtractive • Sculpture: http://www.art-
using a bar of soap) • Modeling rageous.net/Goblin-Creature-Sculpture.html
• Modeling (e.g. caricature/figure with clay) • Construction • Sculpture: http://www.art-
• Construction (e.g. a unique dwelling for an rageous.net/ReliefSculpture-Additive
• Sculpture-in-the-round Process.html
animal using cardboard, construction
paper and/or other found objects • Relief • Sculpture and techniques by Martin Puryear:
http://www.getty.edu/education/teachers/cla
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 Visual Art
Curriculum Map
Grade 7
QUARTER 4
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
Create an abstract sculpture that illustrates Post instruction: demonstrate the ssroom_resources/curricula/sculpture/backg
sculpture in the round. understanding of shape-to-form, parts to round2.html
whole, additive, subtractive, modeling, and • Language arts enforced sculpture lesson:
Create a relief sculpture of a frieze. assembling techniques in sculpture making. http://www.incredibleart.org/files/storypot.ht
m
• audio-enforced slideshow of Walker Art
Center’s Minneapolis Sculpture Garden,
featuring 150 outdoor pieces and interviews
with Sculptors, such as Claes Oldenburg,
Tony Smith, http://www.artsconnected.org/
resource/100996//minneapolis-sculpture-
garden

3D design Demonstrate understanding of architectural Pre/post: create assignments or tests that Websites:
Architecture design relationships: determine students’ • Skyscrapers: http://www.discovery
● Form follows function ● ability to effectively describe the education.com/teachers/free-lesson-
design relationship between the plans/higher-and-higher-amazing-
● Needs of humans needs of people, the needs of a skyscrapers.cfm
community, and how form must • Illustrated Architecture Dictionary:
● Needs of community
follow function and why http://www.buffaloah.com/a/DCTNRY/vocab.
● knowledge of man-made and natural html
Demonstrate understanding of shape-to-form
environments
relationships in architectural design. • American Residential Architecture
● knowledge of shape to form http://www.incredibleart.org/lessons/middle/
relationships in architectural design middle13.html
Explain the relationship between man-made
environments and natural environments. • Architecture Around the World: http://www.
Pre instruction: use oral or written assignments incredibleart.org/files/architecture.htm
to determine students understanding of the • Architecture around the World: http://www.
importance of accurate scale and proportions, greatbuildings.com/
the use of mathematics, and the application of
problem solving skills related to architecture • Drawing your Dream House:
design. http://www.incredibleart.org/lessons/elem/lin
da-houses.htm
• Paper Architecture 3-D design:
Post instruction: create art making http://www.incredibleart.org/lessons/middle/
opportunities for students to illustrate their
Mark-paperarch.htm
understanding of scale and proportion and
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 Visual Art
Curriculum Map
Grade 7
QUARTER 4
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
mathematical concepts in architectural design. • Citiscape Artist Stefan Bleekrode:
http://stefanbleekrode.exto.org/
3D Design Draw an interior. Pre instruction: create an assessment of Websites:
Interior Design student understanding of how to use scale • Color Schemes and Interior Design
when drawing a space or a room. Include a http://www.hgtv.com/painting/color-theory-
way to measure student understanding of 101-analagous-complementary-and-the-60-
furniture scale and its relationship to the size of 30-10-rule/pictures/index.html
a room. Also, measure student knowledge of
the use of color schemes for a specific room or • Odili Odita, Nigerian Architect, interior
location. mural: http://contemporaryartscenter.org/
images/lessonplans/Odili%20adaptable%20
mixed%20media.pdf
Post instruction: determine if students can
• Student-made furniture: http://www.popular
recognize, describe, and define interior design
mechanics.com/home/how-to-
and its concepts in works of art.
plans/woodworking/12-amazing-diy-
furniture-projects-by-high-school-builders
Have students demonstrate their knowledge • 3D virtual room designing: http://www.
through an art activity requiring the application popularmechanics.com/ home/how-to-
of their knowledge of color scheme, knowledge plans/woodworking/12-amazing-diy-
of scale and proportion in a room, and furniture-projects-by-high-school-builders
knowledge of scale and proportion in relation to
furniture size and placement.
Careers in Art Create a PowerPoint describing an art career. Pre (defining) and post examples of students Websites:
exploring art careers. • Art Jobs: http://kids.usa.gov/teens-
home/art/art-jobs/index.shtml
Demonstrate an understanding of careers in • Careers related to the Visual Arts:
visual arts: http://www.rd99.com/197artcareers/careers
• Illustrator for visual arts
• Cartoonist • http://voices.yahoo.com/55-careers-anyone-
interested-visual-fine-6335494.html?cat=4
• Photographer
• Interactive video and writing lesson of 3
• Interior designer
careers in Visual Art http://artsedge.kennedy
• Graphic designer -center.org/educators/lessons/grade-3-
• Industrial designer 4/Arts_Careers.aspx
• Landscape designer • Pop Culture vs Pop Art - role of the artist:
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 Visual Art
Curriculum Map
Grade 7
QUARTER 4
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
• Art teacher http://artsedge.kennedy-center.org/
educators/lessons/grade-6-
8/Making_the_Ordinary_Pop.aspx
• Advertising and Marketing http://artsedge.
kennedycenter.org/educators/lessons/grade
-6-8/Media_1_Basics.aspx
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Imagine/ Investigate Identify and explain personal choices in art Pre/post recorded or written documentation of Websites
Compositional Planning work over the course of a project. the choices students made in creating their • Project Zero: http://www.pz.gse.
compositions. harvard.edu/studio_thinking.php
• http://www.old-pz.gse.harvard.edu/Rese
arch/StudioThink/StudioThinkEight.htm
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Standard 4 Demonstrate an understanding of the historical Pre/post instruction test assessing student • Dutch Painter Johannes Vermeer and the
Examination of Historical/Cultural Aspects significance/cultural impact of the creation and knowledge of the history of photographic Art of Perspective: http://www.met
advancement of photography. processes and its contributions to cultural museum.org/toah/hd/verm/hd_verm.htm
development. • Vermeer and the Camera Obscura:
http://www.essentialvermeer.com/camera_o
bscura/co_three.html
• http://www.vam.ac.uk/content/articles/d/dra
wing-techniques-camera-obscura/
Critiquing Process Demonstrate knowledge of critiquing 3D Pre/post individual or group critique of 3D Websites:
design, architecture, and/or interior design. design, architecture, and/or interior design, Steps of Critique: www.dl.ket.org/humanities/
showing growth in use of vocabulary, depth of resources/art/critproc.htm
conversation, and design as it relates to the
needs of the people utilizing it.
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
CCSS.ELA-Literacy.CCRA.L.6 CCSS.ELA-Literacy.L.7.6 Create a pre/post test based on a specific Websites:
Acquire and use accurately a range of general Acquire and use accurately grade-appropriate lesson or unit of study to determine student Interdisciplinary Connections:
academic and domain-specific words and general academic and domain-specific words comprehension of how the study of the visual
arts contributes to greater understanding of • http://www.princetonol.com/Groups/iad/less
phrases sufficient for reading, writing, and phrases.
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 Visual Art
Curriculum Map
Grade 7
QUARTER 4
KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES
speaking, and listening at the college and Gather vocabulary knowledge when other academic disciplines and problem solving ons/middle/integration.htm
career readiness level. considering a word or phrase important to skills. • Nigerian Architect Odili Odita:
Demonstrate independence in gathering comprehension or expression. http://contemporaryartscenter.org/images/le
vocabulary knowledge when encountering an ssonplans/Odili%20adaptable%20mixed%2
unknown term important to comprehension or 0media.pdf
expression. • Castles and Cornerstones: http://artsedge.
kennedycenter.org/educators/lessons/grade
-6-8/Castles_and_Cornerstones.aspx

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