THEMATIC UNITS
GRADE 7

TITLE:
We are an unique people. (ART)
Art experiences communicate the uniqueness of self to others.

AUTHOR:
Therese Kroll
St. Augustine School
2507 South Graham Street
Milwaukee, Wisconsin 53207

GRADE LEVEL:
7th Grade

OVERVIEW:
In this art lesson seventh graders will make a self-image collage showing all the things that make a person an individual.

CONNECTION TO THE CURRICULUM:
Art

TIME:
1, 60 minute lesson

MATERIALS:
Pencils, markers, 12"X18" white and various colors of construction paper, glue, scissors, magazines, photos from home, and crayons.

PROCEDURES:
Discuss "likes" or "favorites" and all things that make a person an individual. Favorite: Color, occasion, season, food, sports, animal, occupation, plant life, relative, or collection.
Individuality traits: Initials, characteristics, nickname, birthday, or nationality.

• The student chooses 2 sheets of construction paper in their favorite colors. While half of the class is looking through old magazines and drawing objects that will identify themselves to others, a small number of students are learning about the use of the opaque projector as a strong light source to make a profile silhouette.
• Students may work in pairs drawing their partner's profile on the 12"X18" construction paper. The finished drawing of the profile is then cut very carefully on the line to avoid changing the shape of the person's profile.
• The profile, the magazine clippings, the photos from home, cut letter initials, and drawings are now assembled on 12"x18" construction paper. Discuss possibilities. An example: Profile in center, surrounded by personal likes, profile being filled with "likeable" objects like "thoughts". Do not restrict the possibilities.
• Objects are then glued in place.

EVALUATION:
Is there enough variety of media in the collage? Are the objects cut carefully so as not to distract from their recognition? Were enough things included to give a complete picture of the individual? Can you find someone in the group who has similar likes? How different are you from your best friend? Who is the most similar to you?

TITLE:
Business Cards (COMPUTER)

AUTHOR:
Therese Kroll
St. Augustine School
2507 South Graham Street
Milwaukee, Wisconsin 53207

GRADE LEVEL:
7th Grade

OVERVIEW:
One of the best ways to teach the fundamentals of graphic arts is through the use of computer. Students will learn to design a business card. The students should have some prior experience working with logo design before attempting on the computer.

CONNECTION TO THE CURRICULUM:
Computer, Language Arts, Art

TIME:
2, 45 minute lessons

MATERIALS:
3 1/2" X 2" white paper, KidPix Program, scissors, glue

OBJECTIVES:
To gain skills in the use of KidPix while creating a personalized business card. To gain experience in graphic design using the computer.

PROCEDURES:
Before introducing the project, have the class collect as many types of business cards, particularly those with interesting logos or illustrations. These models will inspire the students, and they will be eager to start to work at once.

• Using KidPix, create appropriate illustrations for each business card.
• Choose several different stamps, and also create a background.
• Choose a theme for your business card, and put the TITLE at the top of the card, or center the TITLE. Click the A in the menu and option key to begin typing. For example, Baby sitter, Hairdresser, Cartoonist.
• Keep your picture possibilities in mind as you choose the font style used to type the card.
• You may wish to choose stamps in certain categories.
• You could use a lot of animal stamps, including birds, then say, "Animals are my life."
• If your occupation is Grocery Clerk, you might choose various food stamps.
• After you have finished your card have a partner spell check and proofread your work.
• When your picture is completed go to open file in menu and SAVE AS first so that you may go back and make any changes without losing your work.
• Print
  
• *KidPix comes complete with a user friendly manual which makes the program fun an easy for first time users.
  
  

EVALUATION:
-Does your business card clearly identify an occupation or type of business?
-What does the result tell us about the artist?
-Are you satisfied with the result considering it was your first, second, or third attempt?
-Which part of the process did you enjoy most?
-Would you change the card if you did it again?
-How did you know you were finished?
-What new ideas did you gain from this art/computer experience?
-Are there other art activities that you would like to do which would extend the ideas you have learned from this activity?
-How could you use the knowledge you gained from this activity?

TITLE:
"Jesus the Good Shepherd" (RELIGION)
Everything Jesus did centered on helping people succeed in possessing "Life in all its fullness"

AUTHOR:
Therese Kroll
St. Augustine School
2507 South Graham Street
Milwaukee, Wisconsin 53207

GRADE LEVEL:
7th Grade

OVERVIEW:
You are an interesting person. We are an amazing people. In this Religion lesson, seventh graders will learn just how important they are and be reminded that Jesus valued life - life with God.

CONNECTION TO THE CURRICULUM:
Religion, Language Arts, Art

TIME:
2, 45 minute lessons

MATERIALS:
12" X 18" construction paper folded in half, markers, crayons

OBJECTIVES:

• -To understand that Jesus' greatest value was life with God.He explained this when he said, "I have come that you may have life-life in all its fullness." (John 10:10)
• -Making an autobiography book jacket (book cover).
• -Ability to confidently mix media to achieve a variety of desired effects.
• -Understanding that a book jacket serves as protection and provides information about a book, and it can also focus attention on important elements of the text.
• -Careful placement of Title, Subtitle, Publisher and related illustrations on the front of the book jacket are most important in designing.
• -The back of the jacket is just as important as the front.
• -A wraparound jacket provides a continuous poster from front to back.
• -The illustration serves as an invitation to open the book to learn more about the pace, people, person, etc., and once it is closed again, to reflect on the story and relate to one's own experience.
• -A well designed book jacket extends both the visual and the verbal aspects of a work.
• -The elements first encountered in a book are book jackets and endpapers.
• -Understanding the goodness in our life comes from the grace of God.
  

PROCEDURES:
Design a book jacket that will help your group get to know more about you. Include these items as you plan your design. Title: Your name, Subtitle: A descriptive phrase for your story that says something about a personal value, quality, or talent. Publisher: Your Family Name.

• -Make a book jacket for your autobiography.
• -Sketch lightly in pencil lettering for the front and back of book jacket. Remind the students that the back of the jacket is an extension of the front.
• -Illustrations should be colored completely in crayon, markers or both.
• -Jacket designs should invite the reader inside the autobiography.

EVALUATION:
-The book jacket should provide a continuous poster from front to back.
-The jacket should excite the reader to continue and want to read your autobiography.
-Finished book jacket should display an awareness of design; line, color, shape, space and texture.
-Using all or a select few elements of design is part of the art learning experience. Be prepared to explain the elements which you used to complete your book jacket.
-Your illustration must show sensitivity to the goal of the design.

TITLE:
American Indian Costumes (SOCIAL STUDIES)

AUTHOR:
Therese Kroll
St. Augustine School
2507 South Graham Street
Milwaukee, Wisconsin 53207

GRADE LEVEL:
7th Grade

OVERVIEW:
This activity will help the students understand some Native American customs and traditions through the vibrant use of colors, patterns, and symbols in the making of their costumes.

CONNECTION TO THE CURRICULUM:
Art, Physical Education, Music

TIME:
2 - one hour lesson

MATERIALS:
Plain brown paper grocery bags, tempera paint or markers in very bright colors, yarn (2 pieces about 12" in length, scissors, hole punch.

• -Brown Bag Ideas from Many Cultures, Irene Tejada
• -Book of Indian Crafts and Costumes. Bernard S. Mason, New York: The Ronald Press Company.
• -The American Indians and Their Music. Francis Densmore, New York: The Woman's Press.
• -American Indian Music, Douglas Spotted Eagle(recording).
• -Internet sources on Native Americans

OBJECTIVES:

• -Understanding the Native American Culture through the studying of their customs and traditions (dress, food, holidays, crafts, family structure, values, etc) The scope of your research will be limited by your resources. You may want to limit yourself to certain regions of the U. S.
• -Using a simple brown paper bag, students will design their own Native American vest with authentic Indian designs studied in class.
• -Gain research skills on Internet
  

PROCEDURES:

• -Use resources to research topics above. You may assign students to groups or research assigned topics individually.
• -Provide a vehicle for sharing information with the class (written, oral, displays)
• -Provide authentic Native American Music recordings for use by students during work periods.
• -Using a plain brown paper grocery bag cut up the middle of the front of the bag and around the neck area, keeping the idea of a vest in mind. Cut into the sides and make two armholes.
• -Cut fringe all the way around the bottom of the vest. Bright colored, fringed clothing, originally were make to keep flies away. Today the style is very popular and worn by native peoples on skirts and jackets. To make the ties, punch two holes near the neck opening at the front of the vest. Put a piece of yarn through each hole, and knot each piece of yarn at both ends to hold the yarn in place.
• -The vest is now ready to be decorated with markers or tempera paints, using Native American design researched and studied in class.
  

EVALUATION:
-Students will display the vests they have made.
-Students will wear the vests while performing a Native American Dance.
-Discuss the benefits which society gains from Native Cultures.

(Sample questions: How can ethnic groups differ? How do ethnic groups in contemporary society manage to retain their identity? How does the presence of assorted ethnic groups affect the nature of our society as a whole?)

TITLE:
Papier-Mache False Face Masks (ART)

AUTHOR:
Therese Kroll
St. Augustine School
2507 South Graham Street
Milwaukee, Wisconsin 53207

GRADE LEVEL:
7th Grade

OVERVIEW:
The Iroquois believed that spirits caused everything. Members of the False Face Society wore masks to drive away evil spirits and to cure the sick. Each False Face Society member carved his own mask. The students in grade 7 will learn to make their own False Face Mask.

CONNECTION TO THE CURRICULUM:
Art, Language Arts

TIME:
3, one-hour lessons

MATERIALS:

• -Measuring cup, shallow bowl for mixing paste, and spoon. Newspaper cut into 1" wide strips. Empty plastic gallon milk carton works best for the form of the mask. Include foil around eyes, tempera paint, and brushes.
• -Loon's Necklace (a classic film appropriate for this level illustrates the meaning of the Northwest Indian masks)
• -Masks and Face Coverings, American Craft Museum (Video) is an ideal introduction to any mask making activity and provides motivation and background of masks.
• -Masks From Many Cultures and Face Coverings(Video)

*Masks by Flannigan (A book loaded with color photographs and examples of masks from around the world. It defines the culture and spiritual aspects of masks.)

*Maskmaking by Carole Sivin (This book gives an overview of the history of masks followed by detailed instruction.)

*Cut and Make North American Indian Masks by Smith and Hazen.

*The above resources are available from :

Crystal Productions
Box 2159
Glenview, IL 60025-6159
e-mail: cryltal@interaccess.com

• -Papier-Mache recipe 1: 1/2 Cup Flour, 3/4 Cup Water
• -Papier-Mache recipe 2: 1/2 Cup White Glue, 1/2 Cup Water

OBJECTIVES:
-Understanding another culture (Iroquois) through the study of ceremonial masks.
-Gain experience in the making of papier-mache masks.

PROCEDURES:

• -Introduce the topic of maskmaking by using one or more of the resources listed.
• -Provide students with research topics and materials(samples listed in materials list)
• -Pour 1/2 cup flour in a bowl
• -Add 1/2 cup of the water and stir. Keep leftover water in case the paste gets too thick. (The past should be like whipping cream before it is whipped, not like pudding.)
• -Lay one strip of newspaper into the papier-mache mixture at a time. Hold it up with one hand and squeeze out the excess paste.
• -Place the strips over the bowl form, one at a time. Repeat with other strips.
• -The papier-mache mask must be completely dry before painting - usually one day.
• -Decorate your mask using information gained from media used in class, reading, and discussion.
  

EVALUATION:
-Display of completed masks.
-Student explanation of the significance of their own masks in terms of the culture studied(Iroquois).