Curriculum Outline



Curriculum Outline __Art 200, 7th Grade___________________

1st Six Weeks

Overview of Art Elements: Line, Shape, Space, Value, Color, Texture, and

Form

Overview of Design Principles: Balance, Unity, Emphasis, Variety,

Contrast, Pattern, and Proportion

• Define the Elements and Principles of Design

• Analyze Elements and Principles in Artworks

• Project - Design a Portfolio using 3 to 5 Elements organized by 2 to 4 Principles.

o Students will write a paragraph on how the elements and principles were applied to their portfolio design.

o Students will present their portfolio to the class describing how they used the Elements and Principles.

• Project – Design Cubes:

o Students will create an Element Cube:

Using a template for a cube, the students will create a design on each side of the cube, stressing a design element. On one side two elements must be combined. Give some suggestions that fit well together, like shape and space or value and form.

o Students will create a Principle Cube:

Using a template for a cube, the students will create a design on each side of the cube, stressing a design principle. On one side two principles must be combined. Give some suggestions that fit well together, like pattern and rhythm or variety and contrast.

• Project - Design Book

Students will create a handmade book illustrating the Elements and Principles of Design.

Observational Drawing

• Project - Grid Drawing Lesson:

o Use a line drawing of something recognizable to the students, such as their school mascot or a popular character. Divide the drawing into 8 – 12 sections with a grid and cover each section with a piece of paper. Give the students a paper with the same grid. Using a document camera or an opaque projector, reveal one section at a time and have the students draw the lines on their paper. Stress careful observation of line and space. Randomly reveal sections until the drawing is complete.

• Project - Line drawing of hands:

o Have the students draw their hands in a relaxed, natural pose, not spread flat on the table or desk. Demonstrate and discuss the shape, positive and negative space, angle and proportion of the fingers and hand.

Contour Drawing

Blind Contour – Continuous Line

• Project – Object Drawing, Drawing in a Paper Bag

o Collect objects from around the room.

o Students will place their paper inside a large paper sack so they can not see the paper as they draw.

o Students draw the object.

o Exchange objects and continue to draw.

o Examine drawings.

Modified Contour – Stop/Look/Draw

• Project – Shoe Drawing

o Students take off their shoe and place it on the table.

o Draw the shoe by following the contour lines with their lines as their hand matches the movement.

o If they feel lost, they may stop drawing, look at their paper, find their place again on the shoe and continue to draw.

o Lines should not be broken. New lines start only when they appear in a different place.

Look Contour

• Project – Portraits

o Students will draw the person sitting across from them.

o Carefully examine the lines on the person.

o Look at their paper and draw the lines they saw.

• Project – Chairs

o Students will draw a chair or stool set on the table.

o Use long, contour lines.

o Examine the negative space to place the lines.

Gesture Drawings

• Project – Gesture Drawings of Figures

o Set the lesson by demonstrating common gestures and have the students tell what you are doing. Examples - Out as in baseball, hands up as if you don’t understand, motioning for someone to come over, etc.

o Show examples of Gesture Drawings.

o Students will come up to the front of the room and model while the rest of the class draws. Prop can be provided.

o Time the drawings.

o Have students hold the drawing tool under their hand.

• Project – Action Figures

o Find photographs of figures in action/sports figures from magazines.

o Create a gesture drawing of the figure.

o Stress rapid lines.

• Project – Gesture Drawing of Still-life

o Set-up a still-life of simple shapes or figural objects.

o Draw a line where the bottom of the objects appear, noting placement on the paper.

o Draw the objects quickly in a gestural technique, no erasing.

o Use contrasting media, ex. white chalk on black paper

2nd Six Weeks

Sculpture

• Project – Wire Sculpture (optional wrap with panty hose or other transparent material

• Project – Plaster Sculpture

o Pour plaster into an empty milk carton with a balloon inside

o After the plaster has hardened, but before it is completely dry, carve away some of the plaster. Use the balloon to help develop negative space

Ceramics

• Projects

o Box – Slab

o Animals – Pinch and Slab

o Bell – Pinch and Coil

Drawing for the illusion of Form: Value and Shading

• Examine how value change creates an illusion of form

• Define value, highlight, local shadow, and cast shadow

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• Projects

o Create a value scale using pencil or paint

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Option: Create the scale in an organic shape

o Class Mural from a black and white photograph (the photograph is broken into pieces and each student draws a piece)

o Drawing simple perspective and value in objects: Draw 3D: Imagination Station ala Mark Kistler (add value with graphic and/or colored pencil)

Some of the video lessons and examples are free

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Still-life Drawing

• Discuss picture plane in relation to still-life (

o The base of objects that are farther back should be higher

o Objects in front overlap those behind

• Discuss and examine the proportions between objects in a still-life

• Discuss cast shadows in relation to still-lifes

• Projects

o Still-life of forms (set up a still life of various cubes, spheres, cones, etc)

o Still-life of fruit (allow tables of students to select fruit to set up their won still-life)

o Still-life of flowers (Identify geometric and organic shapes in the flowers)

o Still-life of objects in the room

3rd Six Weeks

Color and Painting

• Discuss the relationships of color in art and in nature

• Examine Color Schemes:

o Primary, Secondary, and Intermediate

o Warm and Cool

o Complimentary

o Monochromatic (Tint, Tone, and Shade)

• Projects

o Illustrated Color Wheels: Students draw and paint objects in the color blocks that represent that color—apples for red, limes for green, etc. Differentiated learning – Paint the illustrations with varying color properties, ie tints, tones, and shades

o Color Scale from Magazines: Students select color swatches from magazines to create a one-of-a-kind color scale

o Ribbon Color Scale: Use two-pencils tied together with rubber bands with an eraser in between to expand the width. Draw a curving ribbon with the pencil and have the students paint a light to dark color progression onto the ribbons.

o Complimentary colors in a tessellation, repeated reflection, or op art

o Matisse designs using complimentary colors (construction paper cut-outs)

o Mandalas in warm and cool colors or complimentary colors

o Monochromatic Picasso paintings

o Tints, tones and shades (take a simple black and white photo and havthe students paint it with tints and tones of a color)

o Posterized portraits in monochromatic tones (take photos of students and change them to posterized on the computer, then have the students draw and paint the portraits)

o Monochromatic stencil or object print

Landscape: Foreground, Middle ground, Background, Picture Plane and Aerial Perspective

• Examine landscapes and discuss how the appearances of the objects change as they get closer and farther away.

• Examine how colors change with the atmospheric effects or aerial perspective.

• Discuss the concept of foreground, middle ground and background in a landscape

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• Projects

o Watercolor Landscape: Using photographs as a reference, students create an original landscape with color techniques. Techniques could included, graded wash, dry brush, lifting, wet-in-wet or texture effects with salt and plastic wrap. Color schemes such as complimentary and/or analogous or monochromic could be developed.

o Landscape Collage, develop a foreground, middle ground and background with varying collage materials.

o Pointillism Landscape: Using Q-tips for watercolor or a stencil brush for acrylic or temper. Emphasis could be placed on the tree in the foreground.

Linear Perspective: 1 Point and 2 Point

• Discuss convergence on the horizon for one and two point perspective

• Discuss how the relationship of the viewer to the objects determine the type of perspective

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o Examine in photographs and artwork

o Have students observe the effect in the classroom or hallway

o Examine the effect of perspective with buildings, roads, fence, etc

o Examine the effect in a still-life of geometric shapes

• Projects

o Perspective Alphabet Blocks: Allow students to set up their own still-life of alphabet blocks and draw them in perspective

o Draw imaginary cityscapes in perspective

o Illustrate student names in perspective

o Illustrate floating objects in perspective (all objects should be above horizon line)

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