7th Grade Art

  • These are some of the projects that we will be focusing on this year in 7th grade art.  The 7th graders will only be with me every other day, but at least I will get to see them all year long! 

    Student Pre-Assessment Project – 3 days

    Students will complete a landscape painting using tempera paints and emulating the Impressionist style of Vincent VanGogh.  Their supplies will include a 6 x 9” sheet of white drawing paper, drawing pencils, erasers, tempera paints (red, blue, yellow, white, and black), brushes, and paint palettes.  They will be given a landscape image to draw from and pull your colors from.  Students will have one day to complete your initial sketch/layout and 2 days to paint your landscape. .

    Intro To Color Theory - Impressionist’s Use of Color and Texture – 2 days

    Using the Color Wheel as a reference, students will discuss the components of the Color Wheel: Primary Colors, Secondary Colors, Intermediate Colors, and Complimentary Colors.  Students are given a Color Wheel handout with blank spots for the colors of the wheel.  They are told where the 3 Primary colors will go on the wheel (red, blue, and yellow) but they must fill in the Secondaries and the Intermediates.  There is also an area in the middle to work with Complimentary colors.

    Linking Picasso’s “Guernica” to the Events of 9/11 – Painting – 2 weeks

    Students will view a brief video on Picasso’s mammoth painting Guernica and a brief history behind the events leading up to its creation.  After viewing the video and a brief class discussion (linking the emotions Picasso felt after the bombing of Guernica and the emotions of our country after 9/11), students will begin to complete a Scholastic Arts handout (guided reading) that details Picasso’s Cubist movement and ties in his Guernica painting.  Students will continue to work on the S.A. handout and once they have completed it, they will be given one of the 4 sections of the Guernica coloring pages.  Students are asked to use colored pencils to effectively express the emotions that Picasso felt.  These sections will be put together to create a 4 part collage once completed. Students will complete the coloring pages using colors that would appropriately reflect the emotions that drove Picasso to create Guernica.  The Guernica painting has been broken up into 4 sections and each student will be assigned one of the 4 sections to color.  Once completed, the sections will be connected to create multiple versions of the completed image. 

    Impressionism Painting With Vincent Vangogh – 3 weeks

    Students will view various paintings by Vincent VanGogh.  They will discuss his use of color and the aggressive nature of his paint application.  The previous Color Theory worksheet was designed to allow students to become comfortable with the blending/mixing of the paint.  Once they are comfortable, they will select a landscape PHOTOGRAPH from selected landscape images.  Students will sketch the landscape directly onto the final draft paper as they are painting over it anyway.  Once their sketch is complete they will begin painting, concentrating on using thick brushstrokes and making sure that all the colors are mixed.  Students are continuing to work on the paintings and keep in mind that VanGogh used a lot of texture in his painting which goes along with the heavy brushstrokes.

    Intro to Figure Drawing – Michelangelo’s Sistine Chapel – 4 weeks

    Students will be introduced to an on-line virtual tour of Michelangelo’s Sistine Chapel.  Class will meet in the IMC so students can individually peruse the entire ceiling by scrolling with their mouse.  The screen will roll up, down, and across the ceiling giving students a chance to examine specific areas.  Students are assigned one of the dozen Prophets and Sibyls that adorn the outer edge of the ceiling.  I have used these images as they are the few figures that Michelangelo put clothes on.  Michelangelo is regarded as the world’s greatest painter/sculptor of the human form.  By using Michelangelo as examples of POSE, FORM, and GESTURE, students are seeing a master and his finest creations.  Students learn about the Prophets and Sibyls and will eventually focus on the Prophet Daniel (This is the Daniel of the Lion’s Den) and work through a worksheet that guides students through a Daniel Handout.  Students are introduced to versions of the “Daniel Story” from artists Peter Paul Rubens, Briton Riviere, and Robert Weaver.  Finally, students will complete a worksheet called “Hey Kids, Meet Michelangelo!”  This guides students through a brief biography of Michelangelo and his origin.

    Students will begin Figure Drawing by learning how to draw the human figure in stages.  They will begin with a detailed STICK FIGURE which will include joints, chest, head, hands and feet.  They will build off of the stick figure with CYLINDERS which connect the joints.  Finally, students will add the muscles or the BEEF keeping in mind that the muscles always taper away from the body.  The details of the hands and feet can be addressed at a later date.  Students will be required to draw 8 figures interacting together on one sheet of 11x17 paper.  The figures can be interacting in a sporting event or some kind of epic battle. 

    Drawing the Face/Figure Drawing – 1 week

    Students will learn to draw the human head using specific measurements.  Once they have finished the head, they will begin the ACTION LINE HERO project.  The Action Line Heroes must include a colorful costume, a name, and some kind of background.  The Hero’s entire body must be included in the page and fill the page.  The Figure Drawing unit will conclude with the AFRICAN MASK project.  Students will create paper mache masks and decorate them with beads, feathers, pipe cleaners, copper wire nose rings, and raffia.

    Paper Mache -  African Masks – 3 weeks

    Students will study and understand the rituals and social meanings of mask making and wearing.  Students will watch a 15 minute video called Masks & Face Coverings which portrays the ways man has sought to alter, disguise, protect, adorn, and immortalize his face.  Students will focus on African Culture and the spiritual and religious meanings of masks.  Students will learn how African masks have influenced European and Western art.  In the 20th century, art movements such as Cubism, Fauvism, and Expressionism have taken inspiration from the vast and diverse heritage of African masks. 

    Students will create paper mache masks and decorate them with beads, feathers, pipe cleaners, copper wire nose rings, and raffia.  Students will draw out a rough idea of how they hope their mask will look using colored pencils.  Students will use face molds and paper mache paste with paper towels to create the masks.  They must include 7-8 layers before painting the mask with watercolor paints.  Once the masks are painted, students will attach the beads, feathers, pipe cleaners, copper wire nose rings, and raffia using hot glue guns.

    Intro to Printmaking – M.C. Escher & Dox Thrash – 4 weeks 

    Students are introduced to printmaking artists M.C. Escher and Dox Thrash.  Escher grew up in an affluent Dutch family and created very complicated images using mathematical measurement and scientific theories.  Dox Thrash grew up in the south during a time when segregation and racism was the norm.  Thrash’s prints were raw and real, using relatively simple methods.  Students will complete a guided reading handout called Dox Thrash: Revealed which will lead students through this website:            http://www.philamuseum.org/micro_sites/exhibitions/thrash/flash.html

    Students begin the process by selecting a picture of a wild animal that includes the entire body and has a detailed background.  Students will shade their finals drawing and then redraw the animal onto a piece of 6 x 9” white drawing paper, leaving out the shading and background.  This drawing will be transferred onto a 6 x 9” piece of Styrofoam (Artfoam).  The shading from the original drawing will be represented by stippling onto the Styrofoam using a blunt 6B pencil.  Students will then cut out their animal leaving a slight outline around the edge.  Students will print their animal at least 2 times onto a piece of 11 x 14” black construction paper.  The backgrounds will be drawn onto the black background using BRIGHT colored pencils.    

    Intro to Zendoodling – Pattern, Repetition, and Design – 2 weeks

    Students will increase their comfort level making deliberate, repetitive strokes using pen and paper (no erasing can lead to anxiety in some students).  They will recognize the uniqueness and strengths of each stroke and each student’s Zentangle art.  Students experience a sense of successful completion while having fun developing the project.  Students will recognize repetitive patterns in everyday life, the natural world, art, and architecture.  Students will utilize repetitive pattern design as a strategy for relaxation and stress relief.

    Zentangle encourages observation and creativity, increases confidence, and is a way to relax and relieve stress.  Although the class may be working on the same tangle pattern, each student’s work is different.  Sharing Zentangles with classmates and discussing similarities and differences builds observational skills and self-confidence.  Learning about repetitive patterns helps students recognize patterns in the world around them.  While creating Zentangles, students can explore how the phrase “Anything is possible, one stroke at a time” relates to their own experience with Zentangles as well as other aspects of their lives.

     

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