Description of the Unit – Students will create their own fashion line, featuring at least three different looks that share a unifying theme, be it color, pattern, line or particular article of clothing or accessory.
7th Grade – Fashion Design
Tag: 7th grade
7th Grade – Movement, Repetition and Balance with Jean Dubuffet’s Hourloupe
Description of the Unit – Emphasizing movement, balance and repetition with Jean Dubuffet’s Hourloupe
This unit revisits a second-grade unit which also focused on the Hourloupe to practice line and pattern; here we go further to practice the above-mentioned principles of design.
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7th Grade – Colored Pencil Techniques and Still Life
Description of the Unit –
Students will learn and practice essential colored pencil techniques involving mark-making and shading to create a still life.
Activity statement –
Coloring with colored pencils can be a deeply rich and satisfying experience. Something about the feel of the medium as it is spread across paper, and then combined with other colors to slowly come to life, can be both thrilling and meditative. Given some basic techniques students can achieve highly rewarding results.
7th Grade – The Art of Assemblage with Louise Nevelson
Description of the Unit –
Students will explore the monochromatic, rhythmic and balanced found-art assemblages of Louise Nevelson, and create their own assemblages both individually and in small groups.
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7th Grade – Mark-making and Pen Drawing
Description of the Unit –
Students will first practice a variety of line drawing, or mark-making, techniques, and then use those techniques to render a landscape or still life in pen.
Activity statement –
Using photographs as a starting point, the objective of this lesson was for students to express changes in perspective, texture and value (light and dark) in a realistic drawing using a variety of lines, such as stippling, hatching, and cross-hatching, as well as varying the lines’ density. In this way they can transform a pen drawing into a realistic representation of a scene in nature. To help in this objective, students first created a mark-making chart expressing different types of lines, and discussed how the different types of lines could be used to represent texture, perspective and value.
7th grade – Silhouette Collage
Description of the Unit –
Students will carefully choose imagery that symbolizes or represents aspects of themselves to arrange in collage form within a silhouette of their own profile.
Activity statement –
If images and symbols from the everyday world could be used to represent who you are, what images and symbols would you choose? Students will explore this idea, in the process discussing the ways in which we sometimes consciously and unconsciously choose to align ourselves with certain images and symbols through the clothes we wear, the way we might decorate our rooms, how we select products to consume, etc.
This unit was one my students already explored in second grade, when I first introduce them to the concept of symbolism. https://anitasagastegui.com/2020/04/29/2nd-grade-symbolism-through-a-personal-collage/. I like to re-introduce this unit in seventh grade now that they are adolescents and perhaps would choose completely different kinds of images to represent them in their collage. If possible, I like to have them compare their two collages, so I try to keep the second grade pieces to share with them in seventh grade. Students will carefully look through and choose images and symbols that in some way represent them. They will then consider size and placement of these images in order to create a compelling composition within a real-life silhouette of their profiles, making sure to leave no empty spaces between images. They will share and discuss their choices with the rest of the class.
Goals –
Students should…
Understand:
- The concept of symbolism
- Ways in which to use imagery to communicate aspects of one’s self
- How the arrangement of the images affects composition and focal point
Know:
- The terms: symbolism, composition, focal point
Be able to:
- Articulate their choices to their peers
Objectives –
Students will:
- Create a collage with images of personal importance
- Make deliberate choices about the arrangement of these images within the collage
- Describe their choices and process to their peers
Resources and materials –
- Exemplars of previous silhouette collages demonstrating strong and weak compositions
- As many, and varied sources for collage material including books and magazines for students to select images and text from
- White Bristol paper, about 14 x 26
- Black Bristol paper, also about 14 x 26
- Scissors
- Glue sticks
- A lamp that can be used to project a student’s silhouette (as a shadow) onto a blank wall that a classmate can then trace onto the white Bristol paper
- Tape to affix the white paper to a wall while a classmate traces one’s silhouette
Questions –
- What is a symbol?
- What does it mean for one thing to symbolize another?
- What kinds of images would you choose to represent you? Why?
- What is the focal point of your collage?
- How will you arrange the remaining images around the focal point?
- Tell us about the choices you made in selecting these images.
- Tell us about why you decided to arrange these images this way.
Evaluation –
Did students:
Understand how to choose appropriate symbols to represent themselves?
Did students use their understanding of composition and focal point to create a compelling arrangement of images?
Did students clearly articulate their choices?
Informal:
- Group discussions
- Oral and written responses to essential questions
- Peer collaboration
In the K-8 Art Studio with Anita Sagastegui 