OverviewIntroduction To Seventh Grade Art
Foundational Skills and Expectations
Introduction To Seventh Grade Art
Foundational Skills and Expectations
In Middle School art lessons, students are introduced to slightly advanced techniques like traditional Islamic drawing, various shading techniques, color theory and other media. This is in addition to the Roots of Risers character building themes, social-emotional learning, spiritual development and developing an understanding of Islamic cultural heritage.
Grade 7 Art Project Index
| Theme | Inspiration | Technique | Art Concept | Art Project |
|---|---|---|---|---|
| Wilāyah | “Knower of the unseen and the seen, the Mighty, the Wise”. Noble Qurʾān 64:18 | Contour | Linear Drawing | Pens, pencils, paper |
| Trust | “And He has cast into the earth firmly set mountains, lest it shift with you, and [made] rivers and roads, that you may be guided” Noble Qurʾān 16:15 | Blending/ Stippling | Life Drawing with Shading | Watercolor paint, gel pen and drawing pens on paper |
| Patience | “Have you not seen that God has sent down water from the sky and made it flow as springs out of the earth? He makes crops of different colors grow with this water and flourish, which then turn yellow and wither away. In this there is a reminder for the people of understanding” Noble Qurʾān 39:21 | Analogous | Color Theory | Tempera/ poster paint on paper |
| Respect | “Do you not see that to Allah prostrates whoever is in the heavens and whoever is on the earth and the sun, the moon, the stars, the mountains, the trees, the moving creatures and many of the people?” Noble Qurʾān 22:18 (part of verse) | Two-point perspective | Technical Drawing | Drawing supplies, choice of paint or coloring supplies |
| Justice | “And the heaven: He has raised it high, and He has set up the balance” Noble Qurʾān 55:7 | Islamic tessellated geometry | Traditional Drawing | Drawing supplies, choice of paint or coloring supplies |
| Gratitude | “And the things on this earth which He has multiplied in varying colours (and qualities): verily in this is a sign for men who celebrate the praises of Allah (in gratitude)” Noble Qurʾān 16:13 | Complementary | Color Theory | Paper collage, painted papers |
| Mercy | “He merged the two seas, meeting each other. There is a barrier between them which they do not overstep. So which of your Lord’s bounties will you both deny. From them emerge the pearl and the coral” Noble Qurʾān 55:19-22 | Textured tiles (coral reef) | Ceramics | Clay |
Lesson Plan Structure
| Lesson Segment | Explanation | Viewer |
|---|---|---|
| Theme | This section mentions the name of the specific Root of Risers, on which the art lesson is based. | Students |
| Art Project | This section shows the name of the art project as well as a sample image of the project. | Students |
| Objectives | There are usually three kinds of objectives we aim to achieve through teaching the art project - a spiritual objective, a technique/skill based objective and an art concept based objective. | Students |
| Inspiration | This section contains the Qur’anic verse, hadith or other spiritual content which inspires the creation of the art project. It is a literary branch of the main Roots of Risers theme. | Students |
| The Lesson | This section elaborates on the inspiration verse. It discusses the spiritual dimension of the art project. | Students |
| The Art Concept | This section discusses the art skills, techniques and ideas that will be introduced to students in the art project. | Students |
| Project Preparation | This section has four main components. It has a list of art materials needed for the project. It has a ‘Background Prep’ section, with information on what the teacher needs to do before the lesson begins. It has an estimate of the time needed to work on each project. It also has suggestions for project modifications and adaptations for the benefit of all types of learners in the classroom | Teacher and/or Students. Online students may need to see this slide. |
| Creation Process | This section shows the step by step process of project creation. It has sample images to guide students, as well as tips on modifications. Students should always be given a choice to add or subtract ideas in the creation process, and be encouraged to personalize their artwork to reflect their own ideas. | Students |
| Reflection | This section has been set up as a ‘circle time’ for the teacher to ask students questions about their projects, to review the art concepts and wrap up the lesson with a reference to the spiritual context of the lesson. The teacher may choose to revisit the inspiration verse at this time. | Students |
| Holistic Assessment | This section has a guide to help assess each student holistically. It has pointers for formative assessments. Teachers may also use other types of assessments to grade students. Please refer to the ‘Sample Assessments’ section in the main curriculum. | Teachers |
| NCAS | This section mentions the National Core Arts Standards implemented in the lesson plan. | Teachers |
| Inspiration Images | This section has a larger view of the images that were used as visual inspiration for the art project. | Students |