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Instructional Timeline – (Grade 7)
Wylie ISD Visual Art Aligned Curriculum Module
Suggested Time Frame:3rd Nine Weeks
Introduction
Instructional Timeline - WISD Grading Periods
Unit Generalization Concept – A unit generalization concept (focus concept) forces thinking to the
integration level. Students see patterns and connections at a conceptual level as they relate the topic
to the broader study framed by the lens.
TEKS/SE – The Fine Arts TEKS reference number with corresponding student expectation.
Clarifications – This section contains an elaboration of a district objective in addressing all standards
in the TEKS.
Curricular Connection - REPORTING CATEGORY Objective (TEKS) – The REPORTING
CATEGORY or other subject area TEK objective aligned with other content areas corresponding with
the district performance objective.
Description
Throughout the year students will master certain skills that are important to a student's understanding
of Fine Arts generalizations / concepts and demonstrated throughout all performance objectives.
These concepts will be embedded in each study and implemented in every lesson.
Unit
Unit: Form, Texture, and Proportion
Essential
Questions
How is form different from shape?
How can an artist create an artwork using form?
How can you create form on a 2D surface?
What is the difference between actual texture and implied texture?
How can you create texture?
What is proportion?
How does proportion effect an overall piece of artwork?
How can an artist accurately draw facial proportions?
Misconceptions
Eyes are on the forehead.
Eyes are not one eye width apart.
Core Components
TEKS/SEs
Clarifications
© Wylie I.S.D. – Visual Arts Aligned Curriculum (VAAC)
The Wylie ISD Visual Arts Aligned Curriculum (VAAC) is a living work product of district personnel and thus is a protected document. Visual Arts Faculty are not
allowed to share this document outside their work environment without written permission of the Director of Fine Arts.
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8/11/2014
(1) Foundations: observation and perception.
The student develops and expands visual literacy
skills using critical thinking, imagination, and the
senses to observe and explore the world by
learning about, understanding, and applying the
elements of art, principles of design, and
expressive qualities. The student uses what the
student sees, knows, and has experienced as
sources for examining, understanding, and
creating original artworks. The student is
expected to:
Be able to identify the following in original works
and or classic works.
Identify the elements of form and texture.
Identify the use of proportion.
Identify the difference between 2D and 3D.
(A) identify and illustrate ideas from direct
observation, original sources, imagination,
personal experiences, and communities such as
family, school, cultural, local, regional, national,
and international;
(B) compare and contrast the elements of art,
including line, shape, color, texture, form, space,
and value, as the fundamentals of art in personal
artworks using vocabulary accurately;
(C) compare and contrast the principles of
design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance,
proportion, and unity, in personal artworks using
vocabulary accurately; and
(2) Creative expression. The student
communicates ideas through original artworks
using a variety of media with appropriate skills.
The student expresses thoughts and ideas
creatively while challenging the imagination,
fostering reflective thinking, and developing
disciplined effort and progressive problem-solving
skills. The student is expected to:
(A) create original artworks that express a
variety of ideas based on direct observations,
original sources, and personal experiences,
including memory, identity, imagination, and the
community;
Utilize different mediums to create artworks using
form, texture and proportion.
Use art materials in a safe and responsible
manner in spontaneous and deliberate
approaches in art making.
Utilize sketchbook to develop ideas through direct
observation, imagination, and personal
experiences.
Discuss copyright, appropriation, and ethical
concerns in regards to artwork.
(B) apply the art-making process to solve
problems and generate design solutions;
(C) apply technical skills effectively using a
variety of materials to produce artworks, including
drawings, paintings, prints, sculptures/modeled
© Wylie I.S.D. – Visual Arts Aligned Curriculum (VAAC)
The Wylie ISD Visual Arts Aligned Curriculum (VAAC) is a living work product of district personnel and thus is a protected document. Visual Arts Faculty are not
allowed to share this document outside their work environment without written permission of the Director of Fine Arts.
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8/11/2014
forms, ceramics, fiber art, photographic imagery,
and digital art and media; and
(3) Historical and cultural relevance. The student
demonstrates an understanding of art history and
culture by analyzing artistic styles, historical
periods, and a variety of cultures. The student
develops global awareness and respect for the
traditions and contributions of diverse cultures.
The student is expected to:
(A) analyze ways that global, cultural, historical,
and political issues influence artworks;
(B) analyze selected artworks to determine
contemporary relevance in relationship to
universal themes such as belief, cultural
narrative, life cycles, the passage of time,
identity, conflict, and cooperation;
Examine the characteristics of Asiatic art and how
historical events made an impact. Including but not
limited to, decorative art vs. utilitarian art, mass
scale production (ex. Printmaking, paper making,
plaster mold making, etc)
(C) compare and contrast relationships that exist
between a society's art and its music, literature,
and architecture; and
(4) Critical evaluation and response. The student
responds to and analyzes artworks of self and
others, contributing to the development of the
lifelong skills of making informed judgments and
reasoned evaluations. The student is expected
to:
(A) create written or oral responses about
personal or collaborative artworks addressing
purpose, technique, organization, judgment, and
personal expression;
(B) analyze original artworks using a method of
critique such as describing the artwork, analyzing
the way it is organized, interpreting the artist's
intention, and evaluating the success of the
artwork;
Evaluate artwork and communicate ideas and
emotions.
Identify form, texture and proportion while
performing evaluation.
Students will collect and showcase their art and
progress by keeping a personal portfolio
(C) develop a portfolio that demonstrates
progress;
Cross-Curricular
Connections
ie. TEKS from other
disciplines, Reporting
Categories(STAAR, EOC)
© Wylie I.S.D. – Visual Arts Aligned Curriculum (VAAC)
The Wylie ISD Visual Arts Aligned Curriculum (VAAC) is a living work product of district personnel and thus is a protected document. Visual Arts Faculty are not
allowed to share this document outside their work environment without written permission of the Director of Fine Arts.
3
8/11/2014
Essential
Academic
Vocabulary
Examine, compare, contrast, organize, discuss,
create, evaluate
(Verbs ONLY)
Exemplar
Lesson(s)
and
Learning
Experiences
Essential
Content
Vocabulary
Form, texture, proportion, Asiatic art
(Nouns ONLY)
Exemplar Lesson(s)
Learning Experiences
Differentiation
Instructional
Resources
Student Work
Product /
Assessment
Evidence
Formative
Teacher observation
Production benchmark – teacher review
2 glows and a grow
Class discussion / art critique
Summative
Demonstrate an understanding of form, texture,
and proportion through a variety of personal
artworks.
© Wylie I.S.D. – Visual Arts Aligned Curriculum (VAAC)
The Wylie ISD Visual Arts Aligned Curriculum (VAAC) is a living work product of district personnel and thus is a protected document. Visual Arts Faculty are not
allowed to share this document outside their work environment without written permission of the Director of Fine Arts.
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