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AL Stanback 8th Grade Cultural Visual Arts
2024-25
After the seventh grade art students had completed their general studies on the history and application of linear perspective, they were asked to show both interior and exterior perspective at the same time through the instruction and creation of this project.
The 7th Grade art students were taught interior and exterior one point linear perspective and were asked to show an understanding of how to create these through the creation of this project.
After the 7th grade art students were introduced to Aboriginal symbols, they were asked to use these and other original symbols (in the style of aboriginal art) to create a narrative in a group. The narrative is written in four parts, each part written by a different member of the group. The groups were also divided into roles such as illustrator, colorist, writer, etc.
The students were asked to develop one original, Aboriginal inspired symbol using colored pencils. They were then asked to practice dot painting by recreating that symbol in the Aboriginal art style.
After studying Aboriginal painting, culture and history, the art students used their knowledge of Aboriginal symbols and their ability to create meaningful personal symbolism to create these beautiful traditionally inspired original dot paintings.
After studying Pointillist artists and history, the 7th grade art students first created a color palette using various sized dots and then painted landscapes, in the Pointillist style, using the palette as a reference.
The Seventh Grade art students were taught how artists in the Renaisance used body proportion and were asked to practice drawing figures using that type of poroption. They were also asked to practice the facial proportion they learned in the 6th grade.
In order to learn how the Renaissance artists applied their knowledge of body proportion, the 7th grade art students were instructed to recreate the famous Leonardo da Vinci composition "Vitruvian Man" but using an individualized figure.
Once the students had learned Renaissance Proportion they were then taught modern art or "abstracted" proportion techniques through studing Ernie Barnes and Neo-Mannerism.
After the 7th grade students had learned how to create both Modern Art proportion and Renaissance art proportion, they were instructed to create these sculptures in order to visually compare and contrast the two techniques.
AL Stanback 7th Grade Cultural Visual Arts
2023-24
The seventh graders studied the life and art of Edward Saidi Tingatinga. They were given comparable materials to what the artist used and also instructed on the process in which he used. They were asked to choose one of the transitions they created on the right and use that for the background.
As a way to show a real world connection to their drawing lesson, the 7th grade art students were introduced to architecture and interior design. Afterwards, they were shown how to use their knowledge of linear perspective drawing to create some basic architecture and interior design showing both using paper and vellum.
After the 7th graders practiced creating interior and exterior perspective drawing they were then taught to "stack" forms in perspective that show both interior and exterior space at the same time.
These projects were a product of studying and practicing the basics of one point linear perspective. They were taught to create both interior and exterior spaces for this lesson.
The 7th grade art students studied the geometric math concepts used to creat ambigrams. They were asked to complete a planning document (shown below the prints) and a large digital print of the finished ambigram.
The 7th grade art students were introduced to some mathematical concepts used in the visual arts. They studied tessellations, their history and the artists who first created them. They were taught the processes to create their own tessellation, provided a planning document to fill out (the grid paper below the tesellations) and finally created their tessellations using digital art software, which were then printed.
The 7th grade art students looked at examples of historical Manga art and learned the history behind its creation and development. After looking at important artists involved in the art form they were offered a lesson to help them develop their figural proportion drawing. Once their studies were finished they created composition reminiscent of the first Manga artist, Hokusai.
AL Stanback 7th Grade Cultural Visual Arts
2022-23
7th Grade studied linear perspective from the Renaissance to how contemporary artists use it. They were asked to create examples of realistic linear perspective drawings and organic\abstract versions as well. These compositions are in relief or they are elevated slightly off the surface.
After studying symbolic progression within early South African cave art, the students were asked to use specific marks which corresponded to the cave art they viewed and tell a symbolic story with those marks. They were asked to modify how the marks were used to make their story more easily recognizable and to also create a written version of the story.
After studying early human symbolic development in South Africa, the students then looked at and learned about later more developed symbolic rock art from the same region. Afterwards, they were instructed on how to draw and paint animals from South Africa and then to recreate their own painted rock art using the animal they chose.
The 7th grade art students were asked to create a 2 part project. They studied linear perspective, the Renaissance and some select modern artists to prepare them for the project. They were then expected to draw a 2 point mechanomorphic fantasy machine, followed by a 3D cut-paper version of their drawing.
The 7th Grade art students were asked to study the discovery of linear perspective during the Renaissance, learn the technique and create two beginner 1 point perspective drawings. One had to show an interior perspective and one had to show an exterior perspective.
The 7th Grade art students were asked to study the discovery of linear perspective during the Renaissance, learn the technique and create two beginner 1 point perspective drawings. One had to show an interior perspective and one had to show an exterior perspective.
7th grade expanded their knowledge about linear perspective through exploration of 2 point perspective. They were asked to create a drawing which showed objects in 2 point perspective which were stacked on top of each other, placed in front or behind each other and also which intersected each other. They drew a letter of their choice as well to practice typography.
7th grade expanded their knowledge about linear perspective through exploration of 2 point perspective. They were asked to create a drawing which showed objects in 2 point perspective which were stacked on top of each other, placed in front or behind each other and also which intersected each other. They drew a letter of their choice as well to practice typography.
The art, culture and history of the Australian, Aboriginal Dreamtime was studied, discussed, viewed and then recreated using a group project.
The art, culture and history of the Australian, Aboriginal Dreamtime was studied, discussed, viewed and then recreated using a group project.
For this project, 7th grade art students studied perspective and landscape. They were asked to also create a mono-chromatic composition then use a piece of translucent vellum to add another layer to the composition and to the story they were asked to tell with their art.
For this project, 7th grade art students studied perspective and landscape. They were asked to also create a mono-chromatic composition then use a piece of translucent vellum to add another layer to the composition and to the story they were asked to tell with their art.
The 7th Graders studied the history of Conceptual Art, several contemporary artists and drawing techniques in order to create these "mask" paintings. They are meant to represent a fear of the student and are a statement on waste and recycling.
The 7th Graders studied the history of Conceptual Art, several contemporary artists and drawing techniques in order to create these "mask" paintings. They are meant to represent a fear of the student and are a statement on waste and recycling.
Fall 2019
Fall 2019
The students were taught how to draw landscapes using linear perspective and asked to create a fantasy tree house using that and other strategies that were taught.
The Students studied American Folk Art and its related characteristics and influences. They then viewed the art of a local artist, Kelly Sheppard Murray, and recreated one type of art she is currently creating. The students were asked to match the texture of their faux bark sculpture to that of the previous project they had created. The two were then displayed together.
2020
2020
This project was created after the 7th grade
art students studied how to apply the
Principles of Design in both 2D and 3D
mediums. They were asked to use 3 Cubist
artists as inspiration and applied one
principle per card. The students were then
challenged to construct their sculptures,
using all nine cards, with only 3 cards
touching the surface.
Distance Learning
Distance Learning
Formal Critique Portfolio
The requirements for this lesson were for the students to create a three part portfolio, including cover, showing progressively more difficult variations of one point linear perspective. They were asked to personalize their portfolio, were allowed to use any material and submitted their photos through their Canvas course.
Digital Art Lesson
These are examples of digital art the seventh grade art students were instructed to make as a means to obtain proficiency using photo editing software. They were asked to include a foreground, mid ground and background and to create a theme that was specific to their personality.
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