MADISON PUBLIC SCHOOLS
Grade 7 Art
Authored by: Kate Gebstaedt
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Grade 7 Art is a required semester-long art program that builds upon the 6th grade art experience at
Madison Junior School. The semester is shaped by a heavy emphasis on drawing – both as a medium in
itself, as well as a precursor to painting and other art activities. Students read about Rembrandt and
analyze his self-portraits before they attempt to draw their own. They also get acquainted with the Mona
Lisa by doing a value study of da Vinci’s masterpiece. Later assignments feature animation and the genius
of Walt Disney. And although expressing the self in their art work is always valued, students are
encouraged to stretch their technical skills while doing so. Frequent display of student work fosters pride
in the production of art.
II. RATIONALE
Grade 7 Art is designed to artistically challenge students as they enter their teen years. Old Masters such
as da Vinci, Rembrandt, Matisse, and Disney are introduced as artist “role models” for students to emulate
in their study of self-portraits and the art of animation. The studio atmosphere is relaxed, but the work
requires students to increase their technical skills. Individual solutions to problems are encouraged, and
students are encouraged to incorporate into their work an awareness of art fundamentals.
III. STUDENT OUTCOMES
1. Students will use overlapping shapes to create the illusion of depth in a drawing. (Standards 1.3, 1.4)
2. Students will use the term “value” to indicate lightness or darkness of a color. (Standards 1.1, 1.3)
3. Students will use pencil to make shades or values in a grey scale. (Standards 1.1, 1.2)
4. Students will be introduced to Rembrandt and his self-portraits. (Standards 1.4)
5. Students will analyze the Mona Lisa and try to draw her by “reading the values” to achieve a likeness.
(Standards 1.3, 1.4)
6. Students will learn to use a grid to achieve precision when copying or enlarging. (Standards 1.1)
7. Students will be introduced to Matisse and his abstract and expressionistic use of color. (Standards 1.3,
1.4)
8. Students will draw monochromatic and full-color self-portraits. (Standards 1.2, 1.3)
9. Students will learn to animate the stick figure. (Standards 1.2)
10. Students will draw quick gesture poses using live models. (Standards1.1, 1.3)
11. Students will invent, personify, enlarge, and animate a character. (Standards 1.3, 1.4)
12. Students will become familiar with the hand-drawn animation made famous by the Disney Studios.
(Standards 1.5)
13. Students will know that animation refers to moving drawings. (Standards1.1, 1.4)
14. Students will create simple forms of animation. (Standards1.1, 1.3, 1.4)
IV. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: Portraits of the Self
Obj.1: Draw a monochromatic self-portrait using a photo and grid that shows the “outer” you.
QUESTION: How does the student artist use grey values to produce a likeness?
Suggested Activities:
A. Grey Scale – Students use pencil, stump, and eraser to make scale of grey values.
B. Mona Lisa Study – Students do a value study of the Mona Lisa using charcoal and
chalk on a neutral-toned paper.
C. Students measure grids in order to copy and enlarge photocopied image of self
Obj. 2: Draw an expressionistic portrait using full color that shows the “inner” you.
QUESTION: How does the student artist use color to express personality, emotion, and value in a
self-portrait?
Suggested Activities:
A. Analyze “Portrait of a Woman with Green Stripe” by Henri Matisse
B. Students use craypas to “go wild” with color after tracing contours of their faces.
Unit 2: Animation
Obj. 1: Become familiar with the art of Walt Disney: moving pictures, sequence, cels, story
boards.
QUESTION: What is animation?
Suggested Activities:
A. Read about Disney and the making of “Snow White”
B. Anatomy of a stick figure – Students learn to draw anatomically accurate
(proportion-wise) stick figures.
C. Animating the stick figure – Students draw stick figures in a variety of poses
modeled for the class by students.
D. Flip Books – Students design small books that show animation when flipped.
E. Comic Strips – Students invent a character and tell a modest story using
conventions of comic strip art.
Obj. 2: Invent, personify, enlarge, and animate an original character.
QUESTION: How do animation artists make their characters come to life?
Suggested Activities:
A. Character invention – Brainstorming on paper.
B. Disney’s tricks – Personifying characters with human elements.
C. Enlarging – Students draw small-scale pattern pieces, then enlarge.
D. Animation – Students exaggerate facial expression, use body position to imply
movement, and designate body parts that literally move.
Obj. 3: Translate a large 2-dimesional character into a small sculpture.
QUESTION: How do artists use drawings to make a sculpture?
Suggested Activities:
A. Character comes to life! – Students use modeling compound to sculpt, then
paint, their invented character.
B. Character setting – Students construct small square box in which to place
character sculpture, diorama-style.
V. STRATEGIES
1.
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3.
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9.
Teacher demonstrations
Guided practice
Posting of visual aids
Multi-media presentation
Short readings about artists
Individual projects
Class discussion
Group critique
Written self-evaluation
VI. EVALUATION
Students in Grade 7 Art are assessed through formal and informal measures. Frequent informal
assessment and feedback are provided on a daily basis by the teacher. The studio art tradition of fostering
a relaxed, yet creatively charged, environment is followed so that students create art that is their own; that
is, students are encouraged with each assignment to “find their own way.” The following are areas to be
assessed:
1. Knowledge of basic vocabulary
2. Utilization of art tools and supplies, or technique
3. Demonstration of willingness to clean up
4. Participation in class discussion
5. Display of original or creative thinking
6. Evidence of pride in craftsmanship
Methods of Evaluation and Assessment:
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Observation
Individual critique
Participation in class activities
Group critique
Self evaluation
VII. REQUIRED RESOURCES
Take Five Poster Series: Artist Self-Portraits
Poster Series: Frida Kahlo
Poster: The Mona Lisa
Art and Man: Henri Matisse; Working with Color
Art and Man: Rembrandt; Working with Light
Scholastic Art: The Art of Animation; From Cels to Computer
The Star Ledger Sunday Comics
Learn to Draw Walt Disney’s Mickey Mouse, Walter Foster Publishing
The Animator’s Workbook, Toni White, Watson-Guptill
Cartoon Animation, Preston Blair, Walter Foster
Fliptomania: C’Mon Mona…Smile!
Fliptomania: Gothic Scream…
VIII. SCOPE AND SEQUENCE
The Units and Objectives of Grade 7 Art are designed to expose students to key Old Masters who serve as
role models for producing self-portraits and animation. They are also intended to afford students an
opportunity for self-expression while enabling them to increase technical skill. Both “Suggested Activities”
and the time allotted for each unit of study are flexible; additional activities may be added or substituted,
and activities may be stretched or condensed to accommodate classroom climate, learning styles of
individual students, and practical scheduling considerations.
Unit 1: Portraits of the Self (7 weeks)
Unit 2: Animation (11 weeks)