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7th Grade Art
Unit: Color and Design
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions
Big Idea:
The elements and principles of
art are powerful tools that are
accessible to study and
practice in the classroom.
Standards:
PA9.1.8ABCJK
PA9.2.8ABCGH
PA9.3.8AC
Essential Questions:
1. Do you recognize
elements and principles
of design?
2.
3.
What are the components
of a good composition?
Are you able to recognize
analogous and
complementary color
harmonies through their
relationship on the color
wheel?
www.pdesas.org
Concepts
Students should know:
 All of the elements and
various principles of design
 Components of a good
composition
 Color families/harmonies
 Related vocabulary
Competencies
Students will be able to:
 Recognize and use
various elements and
principles of design
 Use analogous and
complementary color
harmonies
 Properly mix colors as
needed
 Display careful
craftsmanship
 Maintain materials and
workspace properly
Vocabulary
Can you mix more
complex colors?
5.
Does your work
demonstrate good
craftsmanship?
6.
Can you maintain
Suggested
Activities
Suggested
Vocabulary:
Variety of papers or
work surfaces
Participate in teacher-led
discussions
elements of
design
Tools and media:
pencils, colored
pencils, erasers,
rulers, pastels,
charcoal, markers,
crayons, pens, ink
and holders,
brushes, drawing
tools (stencils,
protractors, etc.),
pencil sharpeners,
utility knives and
blades, scissors,
paper cutter
Observe, review, and/or
analyze resources provided
by the teacher
Paints: acrylic,
tempera,
watercolors,
metallic paints,
gesso, mod podge
Verbal or written self
evaluation
principles of
design
composition
color scheme
primary,
secondary, &
tertiary colors
color families /
harmonies
complementary
colors
analogous colors
tints and shades
4.
Instructional
Materials
assessment
Research additional
resources when necessary
Observe teacher
demonstration of techniques
and processes
Learn and demonstrate all
safety considerations and
good work habits
Writing assignments
Reading Assignments
Adhesives: masking
tape, clear tape,
glue, hot glue,
staplers, staples
Miscellaneous:
fabrics, metals,
found objects,
glitter, beads,
feathers, fake
Formal or informal
assessments
Discuss historical background
and various artists as they
relate to the unit
materials and workspace
properly?
7.
Do you understand and
use related vocabulary?
jewels,
newspapers,
containers
7th Grade Art
Unit: Drawing
Duration: 20 Sessions
Standards, Big Ideas, and
Essential Questions
Big Idea:
Drawing is the foundation of
all art which combines the
experiences, skills, and
interpretation of the artists.
Standards:
PA9.18ABCDGHJ
PA9.2.8ABCFGH
PA9.3.8AC
Essential Questions:
1.
2.
3.
4.
5.
6.
Can you use elements
and/or principles of
design to create a
properly proportioned
drawing?
Can you create the
illusion of space on a flat
surface?
Can you use the specified
drawing tools and
techniques successfully?
Does your work
demonstrate good
craftsmanship?
Can you maintain
materials and workspace
properly?
Do you understand and
use related vocabulary?
Concepts
Competencies
Students should know:
 A selection of elements and
principles as they relate to
the drawing assignment
 How to create space on a
flat, two-dimensional surface
 The purpose of linear and
atmospheric perspective
 Drawing is a unique
experience influenced by
interpretation
 Related vocabulary
Students should be able to:
 Use various elements
and principles to
develop a properly
proportioned drawing
 Use linear and/or
atmospheric perspective
to create the illusion of
space on a flat surface
 Demonstrate skill in
using different tools and
drawing techniques in
the studio
 Display careful
craftsmanship
 Maintain materials and
workspace properly
Vocabulary
Instructional
Materials
Suggested
Activities
Suggested
Vocabulary:
Variety of papers or
work surfaces
Participate in teacher-led
discussions
line
Tools and media:
pencils, colored
pencils, erasers,
rulers, pastels,
charcoal, markers,
crayons, paint
pens, ink and
holders, brushes,
drawing tools
(stencils,
protractors, etc.),
pencil sharpeners,
utility knives and
blades, scissors,
paper cutter
Observe, review, and/or
analyze resources
provided by the teacher
shape
value/shading
texture
form
space
color
composition
linear and
atmospheric perspective
Related technology
and art textbooks
Research additional
resources when necessary
Observe teacher
demonstration of
techniques and processes
Learn and demonstrate all
safety considerations and
good work habits
Verbal or written self
evaluation
Writing assignments
Books and resources
balance
proportion
Reading Assignments
Teacher and student
examples
Formal or informal
assessments
emphasis
two dimensional
assessment
Discuss historical
background and various
artists as they relate to the
unit
7th Grade Art
Unit: Painting
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions
Big Idea: Painting is a
traditional form of art and
communication.
Standards:
PA9.1.8ABCDEFGHJ
PA9.2.8ACGH
PA9.3.8ACDF
PA9.4.8D
Essential Questions:
1. Can you understand and
appreciate the works of
others?
2. Have you used selected
elements and principles
of design?
3. Can you choose the
proper brush size and
type to complete your
painting?
4. Can you use painting tools
properly?
5. Are you using the
designated painting
technique and color
schemes suggested by the
instructor?
6. Are you able to mix paint
to achieve the desired
colors?
Concepts
Students should know:
 Painting is another form of
communication
 How to compare and
contrast works of art
 Color theory
 Proper materials to use
 Related vocabulary
 Elements and principles of
design
Competencies
Students will be able to:
 Produce a painting
demonstrating proper
use of suggested
elements and principles
of design
 Choose appropriate
brush size and type to
complete the painting.
 Develop desired color
schemes when mixing
color
 Exhibit proficiency in
using designated
painting techniques
 Maintain workspace and
materials properly
 Display careful
craftsmanship
Vocabulary
Instructional
Materials
Suggested
Activities
Suggested
Vocabulary:
Variety of papers or
work surfaces
Participate in teacher-led
discussions
subject
Tools and media:
pencils, colored
pencils, erasers,
rulers, pastels,
charcoal, markers,
crayons, paint pens,
ink and holders,
brushes, drawing
tools (stencils,
protractors), pencil
sharpeners, utility
knives and blades,
scissors, paper
cutter
Observe, review, and/or
analyze resources provided
by the teacher
Paints: acrylic,
tempera,
watercolors,
metallic paints,
gesso, mod podge
Verbal or written self
evaluation
theme
style
color theory
color scheme
analogous
complementary
monochromatic
tints and shades
elements and
principles of
design
Research additional
resources when necessary
Observe teacher
demonstration of
techniques and processes
Learn and demonstrate all
safety considerations and
good work habits
Writing assignments
Reading Assignments
tempera
Related technology
and art textbooks
watercolor
Formal or informal
assessments
Books and resources
acrylic
wash
Teacher and student
examples
Discuss historical
background and various
artists as they relate to the
7.
Do you understand and
use related vocabulary?
8. Can you maintain
materials and workspace
properly?
9. Does your work
demonstrate good
craftsmanship?
10. Can you understand and
appreciate the works of
others?
assessment
unit
7th Grade Art
Unit: Printmaking
Duration: 15 Sessions
Standards, Big Ideas, and
Essential Questions
Big Idea: The art of
printmaking is a process
starting with the proof and
concluding with the final print.
Standards:
PA9.1.8ABCHJ
PA9.2.8CG
PA9.3.8A
Essential Questions:
1. Can you identify and use
printmaking vocabulary?
2. Can you choose an
appropriate subject for
the printing materials
offered?
3. Do you understand the
potential and limitations
of the graphic method?
4. How will your choice of
color enhance your
design?
5. Can you care for and use
the tools safely and
properly in the
printmaking process?
6. Does your work
demonstrate good
craftsmanship?
7. Can you maintain
materials and workspace
properly
Concepts
Competencies
Students should know:
 Related vocabulary
 The potential and limitations
of the chosen graphic
method
 What makes a successful
print
 The difference between
types of printing methods
 Safety guidelines
 How to evaluate
all steps from concept to
final print in the printmaking
process
 The difference between ink
and paint
 The importance of color and
design in printmaking
Students will be able to:
 Choose an appropriate
subject based on
printmaking materials
 Choose color to enhance
the design
 Care for and use the
tools safely and properly
in the printmaking
process
 Display careful
craftsmanship
 Maintain materials and
workspace properly
Vocabulary
Suggested
Vocabulary:
print
Instructional
Materials
Variety of papers and
work surfaces,
linoleum, styrofoam,
gum erasers,
cardboard, plexiglass
plate
brayer
barren
proof
ink
reverse
Tools and media:
linoleum cutters
and handles,
brayers, barrens,
utility knives and
razors, ink trays,
brushes, drawing
tools
Adhesives: glue,
tape, staples
Suggested
Activities
Participate in teacher-led
discussions
Observe, review, and/or
analyze resources
provided by the teacher
Research additional
resources when necessary
Observe teacher
demonstration of
techniques and processes
Learn and demonstrate all
safety considerations and
good work habits
mirror image
relief print
elements and
principles of
design
assessment
Paint: water soluble
ink, tempera and
watercolor paint,
India ink
Verbal or written self
evaluation
Miscellaneous:
string, fabrics,
newspapers, found
objects, wood,
containers
Reading Assignments
Related technology
and art textbooks
Related books and
resources
Writing assignments
Formal or informal
assessments
Discuss historical
background and various
artists as they relate to the
unit
Teacher and student
examples
7th Grade Art
Unit: Sculpture/Ceramics
Duration: 15-20 Sessions
Standards, Big Ideas, and
Essential Questions
Big Idea: Sculpture and
ceramics are unique threedimensional art forms used to
express experiences and
ideas.
Concepts
Students should know:


Standards:
PA 9.1.8A,B,C,H,J
9.2.8 A,C
9.3.8 A

Essential Questions:
1. Can you compare and
contrast relief sculpture
and sculpture in the
round?
2. Can you apply proper use
of skills to construct your
project?
3. Were you able to express
your ideas through your
project?
4. Did your initial ideas
guide you to the final
product?
5. Can you recognize and
use the related
vocabulary properly?
6. Does your work
demonstrate good
craftsmanship?
7. Can you maintain
materials and workspace
properly?


Related vocabulary
The difference between
relief sculpture and sculpture
in the round
How to develop a sound
three-dimensional form
The challenges and critical
thinking involved in creating
three-dimensional forms
The difference between
ceramic glaze and paint
Competencies
Students will be able to:
 Recognize relief
sculpture and sculpture
in the round
 Create threedimensional and or relief
sculpture
 Demonstrate
appropriate construction
methods for the projects
 Properly use and handle
tools and materials
 Maintain materials and
workspace properly
 Display careful
craftsmanship
 Apply ceramic glaze or
paint correctly to the
project
Vocabulary
Suggested
Vocabulary:
relief sculpture
three
dimensional
sculpture in the
round
slab
slip
score
wedge
air pocket
form
kiln
tools:
fettling knife
potter’s needle
toggle wire
loop tools
glaze
assessment
Instructional
Materials
Materials: clay, oak
tag, newspaper,
papier mache,
plaster, heavy
gauge, foil,
cardboard,
containers, wire,
plastic bags, paper
towels, pencils,
straight edge, plastic
wrap, tape, craft
sticks or yarn
Tools: fettling knives,
potter’s needle,
rolling pins, toggle
wire, double-ended
clean-up tool, wire
loop tools, scissors,
kidney tool,
sponges, extruders,
popsicle sticks, paint
brushes, pencils,
markers, pens,
ceramic glazes, mod
podge, acrylic glaze
Paint: acrylic, water
color, tempera,
gesso
Miscellaneous:
fabrics, metals,
found objects,
Suggested
Activities
Participate in teacher-led
discussions
Observe, review, and/or
analyze resources
provided by the teacher
Research additional
resources when necessary
Observe teacher
demonstration of
techniques and processes
Learn and demonstrate all
safety considerations and
good work habits
Verbal or written self
evaluation
Writing assignments
Reading Assignments
Formal or informal
assessments
Discuss historical
background and various
artists as they relate to the
unit
glitter, beads,
feathers, fake jewels
Adhesives: hot glue
guns and sticks,
white glue, staples,
nails
Kiln: kiln furniture,
hardware,
ventilation (fan &
pipe system), kiln
wash
Related technology
and art textbooks
Books and resources
Teacher and student
examples