Unit Plan 1 (Grade 7 Art): Artistic Growth & Goal Setting

Focus: Establish creative goals and explore personal themes, connecting interests and experiences to future artwork through brainstorming, reflection, and introductory studio tasks.

Grade Level: 7

Subject Area: Art (Visual Arts • Identity & Connections • Idea Development)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this opening unit, students begin Grade 7 Art by exploring who they are as artists and what they care about. Through low-stakes drawing prompts, writing, and visual brainstorming, they identify their personal interests, experiences, and viewpoints, then start turning those into possible themes for artwork. Students learn that art is not just about “drawing well,” but about communicating ideas and growing over time. By the end of the unit, each student will have a clear set of art goals for the year and a “Personal Theme & Goal Board” that can guide future projects.

Essential Questions

• How can my interests, experiences, and viewpoints become themes for my artwork?
• What does artistic growth look like beyond just “getting better at drawing”?
• How can brainstorming, research, and visual planning help me develop stronger artistic ideas?
• What personal goals do I want to set for myself in Grade 7 Art, and how will I know if I’m achieving them?
• How can I explain the influences behind my ideas and the choices I make in my art?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe at least three personal interests, experiences, or viewpoints that could inspire artwork (VA:Cn10.7a).
2. Create a mind map or concept web that visually connects personal themes to possible images, symbols, and stories (VA:Cr1.7a).
3. Develop multiple thumbnail sketches or visual notes that explore one chosen theme in different ways (VA:Cr1.7a).
4. Explain in writing or orally how a chosen theme connects to their life and perspective, and how it might guide future art projects (VA:Cn10.7a).
5. Set 2–3 specific, realistic art goals for the year and display them on a “Personal Theme & Goal Board” that they can refer to throughout Grade 7.

Standards Alignment — 7th Grade (NCAS-Aligned)

• VA:Cn10.7a — Create artwork that reflects personal interests, experiences, or viewpoints and explain those influences.
  • Example: Students design artwork concepts inspired by hobbies, identity, or community experiences and describe how those influences shape their choices.
• VA:Cr1.7a — Develop artistic ideas by exploring themes, current issues, or personal interests through research and visual brainstorming.
  • Example: Students create concept maps and thumbnail sketches related to a chosen theme such as “community,” “change,” or “identity.”

Success Criteria — Student Language

• I can name at least three things (interests, experiences, viewpoints) that I might turn into art ideas.
• I can make a mind map or concept web that connects my ideas to possible images and symbols.
• I can create several small sketches that show different ways to express one theme.
• I can explain how my chosen theme connects to who I am and what I care about.
• I can set clear art goals for this year and describe how they will help me grow as an artist.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Student sketchbooks or visual journals for Grade 7.
• Drawing materials:
  • Pencils, erasers, colored pencils/markers for emphasis.
  • Fine-tip pens or markers (optional).
• Brainstorming & planning tools:
  • “Interests & Influences Survey” (questions about hobbies, music, media, family, community, beliefs).
  • “Theme Mind Map” organizer (center bubble + branches).
  • Thumbnail grids for small idea sketches.
• Reference materials:
  • Images of artworks by diverse artists that reflect personal themes (identity, culture, community, emotions).
  • Simple artist blurbs describing what inspired their pieces.
• Goal-setting supports:
  • “Art Goals for Grade 7” sheet with prompts (skills, habits, risk-taking, creativity).
  • Cardstock or heavier paper for “Personal Theme & Goal Board.”
• Anchor charts:
  • “Where Do Ideas Come From?” (interests, experiences, feelings, questions, issues).
  • “Good Art Goals” (specific, realistic, measurable, growth-focused).

Preparation

• Prepare student sketchbooks or folders and label them for Grade 7 Art.
• Copy surveys, mind map templates, thumbnail grids, and goal sheets.
• Select 3–5 artworks to show that clearly connect to personal themes, with short explanations ready.
• Decide how the Personal Theme & Goal Boards will be displayed or stored (e.g., on a classroom wall, in portfolios, or inside sketchbooks).

Common Misconceptions to Surface

• “Art is only good if it looks realistic.” → Art can be powerful because of ideas, emotions, and symbols, not just realism.
• “My life is boring, so I have nothing to make art about.” → Everyday interests and experiences can become strong themes.
• “Brainstorming is just doodling randomly; it doesn’t matter.” → Intentional brainstorming helps find better ideas and avoid getting stuck.
• “Goals mean I failed before.” → Goals are about growth and direction, not about being “bad” at something.

Key Terms (highlight in lessons) theme, personal interests, experience, viewpoint, inspiration, brainstorming, concept, thumbnail, symbol, artistic growth, goal, identity

IV. Lesson Procedure

(Each day follows: Launch → Explore/Work Time → Discuss → Reflect. Timing for a 50–60 minute block.)

Session 1 — Welcome to Grade 7 Art & What Is Artistic Growth? (VA:Cn10.7a)

• Launch (6–8 min)
  • Quick warm-up: “Draw something that represents you in 3 minutes” (no pressure on quality, just symbols).
  • Brief share: a few students show their quick symbols; class notices different ways people chose to represent themselves (objects, initials, activities).
  • Introduce the idea of artistic growth and this unit as a way to start the year with self-knowledge and goals.
• Explore / Work Time (25–30 min)
  • Students complete an “Interests & Influences Survey,” answering questions about:
    • What they enjoy (hobbies, games, music, sports, shows, places).
    • Important experiences or challenges.
    • “If my artwork could say something to the world, it would be about…”
  • In sketchbooks, students create a quick “Me as an Artist Now” page:
    • A simple drawing or collage of 3–5 symbols.
    • Short notes: “I feel confident about…”, “I want to improve at…”.
• Discuss (8–10 min)
  • Pair share: students talk about one interest and one thing they want to improve in art this year.
  • Teacher charts common interests (sports, nature, music, family, community, social issues) and connects them to possible art themes.
• Reflect (3–5 min)
  • Exit slip: “One thing I bring into Grade 7 Art that could inspire my work is ___.”

Session 2 — Finding Personal Themes: Mind Maps & Ideas (VA:Cn10.7a • VA:Cr1.7a)

• Launch (5–7 min)
  • Show 2–3 artworks that clearly connect to personal themes (e.g., identity, culture, community).
  • Ask: “What do you think this artist cares about? What parts of their life might be influencing this artwork?”
  • Connect to VA:Cn10.7a: art can reflect interests, experiences, viewpoints.
• Explore / Work Time (25–30 min)
  • Students choose one or two big ideas from their survey (e.g., “family,” “change,” “belonging,” “gaming,” “nature,” “music”).
  • Using a Theme Mind Map organizer, they:
    • Put the main theme in the center.
    • Add branches for related feelings, memories, objects, places, colors, or symbols.
    • Add small sketches or icons to branches where possible.
  • If time allows, students start a second mini-map for another theme.
• Discuss (8–10 min)
  • In small groups, students share their mind maps and identify patterns: repeated symbols, common feelings, or types of stories.
  • Groups choose one example of a strong theme and explain why it might make interesting artwork.
• Reflect (3–5 min)
  • Quick write: “One theme I might use in future artwork is ___ because it connects to my life in this way: ___.”

Session 3 — Visual Brainstorming: Thumbnails & Variations (VA:Cr1.7a)

• Launch (6–8 min)
  • Demonstrate how to take one theme (e.g., “change”) and make several thumbnails that show it differently: close-up vs. wide view, symbolic vs. literal, different viewpoints.
  • Ask: “Why is it useful to try more than one idea before deciding what to make?”
• Explore / Work Time (25–30 min)
  • Students choose one main theme from their mind map that they’re excited about.
  • Using a thumbnail grid, they sketch 4–6 small, quick ideas that:
    • Show different compositions (zoomed in, zoomed out, different focal points).
    • Try symbolic and/or narrative approaches.
    • Include at least one idea that feels a little “risky” or unusual.
  • Emphasize that thumbnails are about idea generation, not perfect drawing.
• Discuss (8–10 min)
  • Pair share: students show thumbnails and answer:
    • “Which thumbnail do you think best shows your theme? Why?”
    • “Which thumbnail feels like the biggest creative risk?”
  • Partners offer one suggestion for an additional variation or adjustment.
• Reflect (3–5 min)
  • Exit slip: “The thumbnail that best shows my theme right now is #___ because ___.”

Session 4 — Personal Theme & Goal Board: Planning for the Year (VA:Cn10.7a)

• Launch (5–7 min)
  • Review “Good Art Goals” anchor chart:
    • Specific (What exactly?), realistic, measurable, about growth (not just “get an A”).
  • Examples: “Use shading on at least 3 projects,” “Try a new material each quarter,” “Include personal symbols in at least 2 artworks.”
• Explore / Work Time (25–30 min)
  • On cardstock or heavier paper, students create a Personal Theme & Goal Board that includes:
    • Their chosen main theme (or a short list of themes).
    • 2–3 symbols or small drawings from their mind maps/thumbnails.
    • 2–3 written art goals for Grade 7 (skill, creativity, risk-taking, work habits).
    • Optional: a short phrase that represents their art motto for the year.
  • Students can use color, borders, and simple design elements to make the board visually engaging but not overly time-consuming.
• Discuss (8–10 min)
  • Small-group “goal circle”: each student shares one theme and one goal.
  • Peers respond with a supportive comment (“That theme is really powerful…” or “That goal will help you get better at…”).
• Reflect (3–5 min)
  • Quick write on the back of the board or in the sketchbook: “This year, I want my art to say ___ about me.”

Session 5 — Sharing Identity & Goals; Readiness for the Year (VA:Cn10.7a • VA:Cr1.7a)

• Launch (5–7 min)
  • Ask: “How might your future projects look different now that you’ve thought about your themes and goals?”
  • Explain that today is about sharing and committing to those ideas.
• Explore / Work Time (25–30 min)
  • Gallery walk:
    • Students display their Personal Theme & Goal Boards around the room.
    • Each student leaves at least 2–3 positive comments or questions on sticky notes for classmates (e.g., “I like your goal about…”, “Your theme makes me think about…”).
  • Optionally, students choose one thumbnail from Session 3 to lightly refine in their sketchbook as a “first idea” for a future project linked to their theme.
• Discuss (8–10 min)
  • Whole-class discussion:
    • “What themes are most common in our class?”
    • “What kinds of goals did we set as a group?”
    • “How can we help each other stay on track with these goals?”
  • Connect back to standards: using personal interests/experiences (VA:Cn10.7a) and visual brainstorming (VA:Cr1.7a) to start the year strong.
• Reflect (3–5 min)
  • Final reflection: “One way I know I’m ready for Grade 7 Art is ___, and one thing I’m excited to try is ___.”

V. Differentiation and Accommodations

Advanced Learners

• Encourage them to explore more complex themes (identity and culture, social issues, contradictions) and incorporate research (quotes, images) into their mind maps.
• Ask them to write a short artist statement draft connecting their main theme to their life and future projects.
• Invite them to design a more elaborate visual layout for their Theme & Goal Board, showing relationships between multiple themes.

Targeted Support

• Provide structured sentence frames for surveys and reflections:
  • “One thing I care about is ___ because ___.”
  • “My theme is ___ and I can show it by drawing ___.”
• Offer partially started mind maps with example branches (feelings, objects, places) to help students get started.
• Reduce the number of required thumbnails (e.g., 3–4 instead of 6) while keeping the focus on variation.
• Confer 1:1 or in small groups to help clarify goals and make them specific and realistic.

Multilingual Learners

• Allow brainstorming and mind maps in the home language, with key words or phrases translated into English later.
• Provide a visual vocabulary of key terms with icons (theme, interest, symbol, goal, composition).
• Accept labeled drawings and short phrases instead of long paragraphs, as long as they show clear thinking about themes and goals.
• Pair MLLs with supportive peers for shared reading of survey questions and discussion of ideas.

IEP/504 & Accessibility

• Offer audio versions of prompts and surveys, and allow oral responses recorded on a device if needed.
• Use larger-format mind maps or digital tools for students with fine-motor challenges.
• Break tasks into small, clearly sequenced steps with checklists (“Step 1: Pick a theme. Step 2: Add 3 branches. Step 3: Draw 2 symbols.”).
• Give extended time or reduced quantity (fewer thumbnails or shorter written responses) while keeping expectations for thoughtful participation.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Surveys and “Me as an Artist Now” pages show that students can identify interests and initial strengths/needs.
• Session 2 — Mind maps demonstrate connections between personal experiences/interests and potential art themes.
• Session 3 — Thumbnail grids show multiple visual ideas for one theme with some variation in composition and approach.
• Session 4 — Theme & Goal Boards contain at least one clear theme and 2–3 specific art goals.
• Session 5 — Gallery comments and final reflections show understanding of how themes and goals will guide future work.

Summative — Personal Theme & Goal Board + Reflection (0–2 per criterion, total 10)

1. Connection to Personal Interests/Experiences (VA:Cn10.7a)

• 2: Clearly shows at least one theme that is directly linked to personal interests/experiences/viewpoints, with symbols or notes explaining the connection.
• 1: Theme is present but connection to personal life is vague or only briefly mentioned.
• 0: Theme has little or no connection to personal interests/experiences.

2. Idea Development & Brainstorming (VA:Cr1.7a)

• 2: Mind map and/or thumbnails show multiple, varied ideas for expressing the theme; evidence of visual brainstorming.
• 1: Some idea development is present, but with limited variation or detail.
• 0: Very few ideas or little attempt to explore the theme visually.

3. Clarity & Specificity of Goals

• 2: Includes 2–3 clear, specific, and realistic art goals for the year that relate to skills, habits, or creativity.
• 1: Goals are present but somewhat general or unclear (e.g., “get better at art”).
• 0: Goals are missing or not meaningful.

4. Presentation & Effort

• 2: Theme & Goal Board is neat, readable, and thoughtfully designed; shows care in layout and visual choices.
• 1: Board is mostly readable but may be rushed or uneven in effort.
• 0: Board appears incomplete or carelessly assembled.

5. Reflection on Artistic Growth

• 2: Reflection explains what the student brings into Grade 7 Art and how they hope to grow, with specific examples.
• 1: Reflection mentions growth or hopes in general terms, with limited detail.
• 0: Reflection is missing or does not address growth.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your theme of ‘change’ is really clear on your board, and your symbols make it powerful.”).
• Ask one question (e.g., “How might you show this theme in a full artwork later in the year?”).
• Give one suggestion (e.g., “Consider making one of your goals more specific, like naming the medium you want to improve.”).

VII. Reflection and Extension

Reflection Prompts

• Which theme feels most important to you right now, and why?
• How do you hope your art in Grade 7 will be different from art you have made in past years?
• What is one risk you would like to take in your artwork this year?
• How will you use your Theme & Goal Board to guide decisions in future projects?
• How might your themes or goals change as you grow older or experience new things?

Extensions

• Letter to Future Self: Write a short note to your future self at the end of Grade 7, describing what you hope your portfolio will show.
• Theme Playlist or Mood Board: Create a digital or physical collage (images, colors, words) that further explores your main theme.
• Artist Research Tie-In: Find an artist whose work connects to a similar theme and write 3–5 sentences about what you admire and might want to try.
• Goal Check-In Plan: Schedule mid-year check-ins (mark in sketchbook) where you will revisit and possibly adjust your goals.

Standards Trace — When Each Standard Is Addressed

• VA:Cn10.7a — Sessions 1–2, 4–5
  • Session 1: Identifying interests and experiences that can influence art.
  • Session 2: Connecting personal interests/experiences to themes via mind maps.
  • Session 4: Building Theme & Goal Boards that link personal identity to future art.
  • Session 5: Sharing themes and reflecting on how they represent identity and viewpoints.
• VA:Cr1.7a — Sessions 2–3, 5
  • Session 2: Using mind maps to visually brainstorm themes and related images.
  • Session 3: Developing multiple thumbnail sketches for one theme.
  • Session 5: Refining one thumbnail or idea as a potential starting point for a future project.