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Course Outline
Seventh Grade Visual Arts
I. Course Description
The art program in place at Mount Clemens Junior High contributes to the students and the school curriculum
by offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that when combined allows a
student to communicate on a visual, aural and tactile level. Students at MCJH are encouraged to identify particular
creative abilities and to master art techniques as a form of expression.
Middle years art explores multiple units covering a wide variety of materials and techniques. These units are
based on art history, intercultural awareness, visual themes and techniques to accomplish a visual communication.
Wherever possible, units will compliment the other middle school topics and questions. All students will work in
their Developmental Workbook (DW) on a daily basis, exploring the creative process, journaling this process with
images, and reflecting on what they have personally discovered. The middle school art course is a two year rotation
for students to experience visual arts without repeating the same coursework in the seventh and eighth grades.
The art program will establish links between subjects, cultures, and different areas of experience. MYP art
allows students to develop the ability to express themselves and their ideas about the world they live in, working
both independently and as cooperative members of a group.
The program will provides a response to painting, drawing, and three dimensional works as students explore
new mediums, techniques, styles, medium, drawing implements, and subject matter. This will be accomplished with
a focus on use of the Art Elements and Principles of Design. The art course organizes learning around the design
cycle, a dynamic, ongoing process of thinking, planning, creating and evaluating art. This cycle involves creative
energy, communication, interaction and reflection. The program emphasizes the concepts and skills development
with the Michigan State Standards for art in context, art as inquiry, and with creating art. Best effort, originality,
application of knowledge and progressive improvement contribute to the evaluation process.
B- Application
D- Personal engagement
A. Textbook:
• Introducing Art, TIME for Art, Glencoe
B. Resources
• Posters
• Prints
• Images
• Videos
• Scholastic Art Magazines
• Internet
C. Books
• Hooked on Art
• Survival Guide for Secondary Art Teachers
• Art is Elementary
• Strengthening your Secondary Art Program
• Chasing Vermeer
V. Methodology
A. Lessons are taught in a variety of ways, including presentations, demonstrations, books, research
materials and independent reading. The DW book is essential to the daily creative journaling. Every
week t least two small drawings must be made in the book. Evidence of the process, product and
awareness of the areas of interaction should be included. Due dates will be written on the gray board
and in handouts that are to be pasted in the DW.
B. Students will participate in engaged learning everyday. Students will participate in lectures, critiques,
individual and group coursework. Students will have the ability to participate in community service
projects and contests that relate art to the world around them. Each student will have the ability to
participate in a variety of art shows, as well as an art club. Students will have a cooperative learning
group for group work. I teach to all learning styles and differentiate instruction with every lesson.
• Blooms Taxonomy
• Differentiated Instruction
• Cooperative Learning
• Knowledge of Different Learning Styles
A. Formative Assessment:
• Teacher/Student Conferencing
• Rubrics
• Daily Journals/warm-ups
• Homework/ DW assignments
• Daily Assignments
• Quizzes
B. Summative Assessment:
• Portfolio
• Projects
• End of Unit Tests
C. MYP Assessment:
While by 10th grade, students will submit a project utilizing all four criteria, students in seventh grade will
complete four separate projects, one each marking period, to be marked using the four criterions, one for
each project. Students will also keep their developmental workbook.
Criterion A: Knowledge and Understanding
Criterion B: Application
Criterion C: Reflection and Evaluation
Criterion D: Personal Engagement
VII. Grading Policy
Students in MYP art are graded from an art rubric that includes four main concepts along with other
project/lesson specific objectives. The four core areas that are assessed are: effort, following directions,
creativity, and craftsmanship.
Art is Global. Every Country in the world recognizes some form of art. Students will learn of a variety of artists
and cultures through the MYP visual arts program. They will learn about African, Mexican, Native American,
European, and Asian art and artists. Thus, they will have a broader knowledge of different types of art, techniques,
and cultures.