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Grade 7 Curriculum

Elements Line: parallel, review horizontal, vertical, diagonal, contour Value: gradual scale (0-4), blending Shape: organic and geometric Texture: review real and simulated Color: hue, value through tint/shade, monochromatic with black and white Space: positive/negative, 1 point perspective Form: geometric, organic, 1 point perspective Principles Balance: symmetry, asymmetry Variety: contrast Proportion: 1 point perspective Emphasis: center of interest Unity, Rhythm: review

Cultures Egyptian, Mexico, Central/South America

Art criticism Description: a review of 6th grade. List the credit information. Then begin the paragraph by identifying 3 objects and their adjectives using correct sentence structure. As 7th graders, the students need to include placement on the picture plane. (foreground, middle ground, and background) Analysis: As 7th graders, the students will make basic, beginning observations about the elements and principles. Interpretation: Seventh graders will concentrate on this step of art criticism. Students will compose a paragraph in which theyve formed a hypothesis as to the intent/message of the artist. Then the student will support the hypothesis based upon identifiable objects in the art piece.

6.4.1.5.1

ART CRITICISM

Throughout the curriculum, when there is occasion to show art exemplars/power points, the students will have opportunity to review description, (6th grade curriculum) and start **interpretation of the art pieces (7th grade curriculum). 8th grade will concentrate on analysis. Blooms Taxonomy will be used:

Examples of Bloom: Knowledge: who created the piece? When? Title? Medium used? Identify the subject matter Comprehension: describe the subject matter, textures, colors, theme Application: In what type of environments would this object be used, what types of materials would you need to make this object? Where would this piece best be used? What skills would you need to make this object? Analysis: identify the center of interest and support yourself, how does this piece relate to others in its classification (drawings, painting, etc.), what characteristics make this object valuable, how has the artist used the elements and principles to help convey the message? **Interpretation: 7th grade Reading the visual clues given by the artist, form a hypothesis as to what was the intent of the artist and support your hypothesis by what you see in the piece. Look for the visual clues, i.e. colors, lines, and symbols that the artist gives. RUBRIC : Assessment will be a written critique of art work, (including their own) in paragraph format, based upon the criteria of using art vocabulary words, adjectives and supporting details as studied: Describe the work including : *credit information, *at least 3 objects along with adjectives and *noting placement on the picture plane. The second paragraph will be an attempt by the student to make a statement about the artists use of the elements/principles and the outcome. The third paragraph, the one stressed at the 7 th grade level, will be a sentence stating their hypothesis as to the intent/message of the artist, along with another sentence/s with supporting facts found in the art piece. For more information see art criticism folder.

READING CONNECTIONS: See above.

MATH CONNECTIONS: The following concepts/vocab are introduced or discussed in the 7th grade art curriculum: add, angle, compare, cone, coordinate grid, corresponding, counterclockwise, cube, cylinder, decrease, diagonal, difference, divide, edge, equal, evaluate, experimental, exterior, fraction, graph, height, horizontal, image, increase, infinite, interior, length, less, likely, linear, minimum, nearest, opposite, origin, parallel, perimeter, perpendicular, point, prism, proportion, random, range, ratio, rectangle, right angle, rotation, round, ruler, side, similar, simplify, square, straight, symmetry, three-dimensional, timeline, title, tool, triangular, vertical, width, yardstick

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