ART - 7th GRADE - 1st TERM

OBJECTS OF SKILLS THEORETICAL METHODOLOGICAL APPROACH

KNOWLEDGE
 Guide readings and re-readings of images with the purpose of remembering the
elements of visuality (point, line, shape, color) and styles. Demonstrate
Research and analyze different visual styles, contextualizing them in time and in
techniques with different types of drawing (observational, free, directed,
Visual Art: Visual language: Reading space. Analyze the constitutive elements of visual arts in appreciation of
Reinterpretation
memorization, creative, etc.
different artistic productions.
It is expected that the student recalls the formal elements of art,
Elements of Visual Language Types •Experiment and analyze different forms of artistic expression.
and the functions of drawing identifying them in artistic images and relating them to the
Develop creation processes in visual arts, based on themes or
history, concept and purpose.
artistic interests, in an individual, collective, and collaborative manner, creating use
Recognize drawing as a technique of non-verbal communication and its
of materials, instruments, e conventional and alternative resources
different types. Produce cultural objects using various materials.
and digital.
Dialoguing with principles conceptual, thematic propositions, repertoires
Imagery and creation processes in their visual productions.

Explain and analyze the characteristics of the images, relating

Discutir as experiências pessoais e coletivas em danças vivenciadas na escola e a significação da forma e da composição através de movimentos
in other contexts, problematizing stereotypes and bodily.
prejudices. Highlight the importance of movement in human behavior as
means of expression and communication;
Explore and analyze the constituent elements of music (melody, harmony, andIt rhythm) is expected that the student develops the ability to read.
technological resources (games and digital platforms) games, songs and interpretation and body expression based on images.
practices various of composition/creation, execution, and appreciation Direct the listening of sounds (instrumental, vocal, and everyday) to
musicals. the perception of the structural elements of music (Melody, harmony and
Dance: Living Screens Explore and identify different forms of musical notation (musical notation and rhythm).
Motor coordination and laterality creative scores Present the musical codes present in the score and their relationship.
Recognize and appreciate Brazilian and foreign artists and theater groups of writing and practice (height of the notes).
different times, investigating ways of creation, production, dissemination, Guiding the production of scores with alternative notation for
circulation and organization of professional activity in register
theater.
different sound heights.
Identify and analyze different theatrical styles, contextualizing them in time and It is expected
in that the learner understands how sound is organized in terms of its
space in order to enhance the ability to appreciate aesthetics graphy and get to know the elements of musical language.
theatrical Present the origin and history of theater (through an expository class,
Investigate and experiment with different theatrical functions and discuss the limits and images and videos).
challenges of collective and collaborative artistic work. It is expected that the student knows the origin of theater, its artistic function.
the social.

ART – 7th GRADE – 2nd TERM

OBJECTS OF SKILLS THEORETICAL METHODOLOGICAL APPROACH
KNOWLEDGE
 Present, through image resources and/or with concrete examples, different
artistic manifestations produced from different materials, tools, and supports
Research and analyze different visual styles, contextualizing them in various moments yes line do artistic time.
time e no space. Guide the artistic experimentation through various materials and techniques (installations,
Visual Art Experiment and analyze different forms of artistic expression. interventions, 3D painting, etc.
•Engage in dialogue with conceptual principles, thematic propositions, repertoires It is expected that students recognize the similarities and differences in two-dimensional images and
imagery and creative processes in their visual productions. three-dimensional; Identify the main characteristics of artistic movements in painting and
sculpture;
Produce artistic objects with different materials and techniques.
Explore the prior knowledge, experiences, and experiences related to play of
students. To provide moments of exchanging experiences, learning and teaching new ones
Investigate and experiment with games, collective dances, and other play activities.
different dance practices aesthetic and cultural matrices as a reference to foster appreciation (through videos and images related to the context of
Dance: Play and
the creation and composition of original dances, individually and in groups. games, like those of the artist Portinari, Ivan Cruz, Pieter Bruegel, etc.)
games
Discuss personal and collective experiences in dances experienced at school ofreproduction. playful activities
flirtatious remarks
of different regions Brazilian women.
and in other contexts, questioning stereotypes and prejudices. It is expected that the student realizes the importance of dance as a means of expression and
comunicação e que conheça e aprecie os diferentes tipos de danças circulares valorizando
as cultural heritage.

• Critically analyze, through musical appreciation, uses and functions of

music in its contexts of production and circulation, relating to practices
to the different dimensions of social, cultural, and historical life. To conduct appreciation and moments of enjoyment of different rhythms of cirandas found
Recognize and appreciate the role of Brazilian musicians and music groups
in Brazilian culture; Observing the movements and clothing used in each region.
Music: Cirandas It is expected that the student appreciates and interprets the songs with the choreography of the ciranda,
foreigners that contributed for the development of form and
musical genres. analyzing the differences in musical characteristics of cirandas from different regions
Identify and analyze different musical styles, contextualizing them in
time and space, in order to enhance musical appreciation and aesthetics

Present (through texts, images, and documentaries), the concept and the
Explore different elements involved in the composition of history yes comedy e yes tragedy na dramaturgy.
Theater: Genres theatrical events (costumes, Props, scenery, lighting, and promote moments of creation or reproduction of small theatrical scenes.
theatrical: Comedy and sonoplasty) and recognize their vocabularies. It is expected that the student recognizes the practice of theater as a collective task and establishes
tragedy Investigate and experiment different theatrical functions and discuss the relationship of respect, commitment, and reciprocity with one's own work and with the
limits and challenges of collective and collaborative artistic work. work of colleagues in the activities carried out at school. Identify the genres of
comedy and tragedy.

7th GRADE - ART - 3rd BIMESTER

OBJECTS OF SKILLS THEORETICAL METHODOLOGICAL APPROACH
KNOWLEDGE
 Research and analyze different visual styles, contextualizing them in Describe, through an expository class and supporting materials, the historical context
time e in the artistic space of the Renaissance. Present the biography and main works of the artists
Visual Art Experiment and analyze different forms of artistic expression. Renaissance Rafael, Michelângelo, Leonardo da Vinci Donatello.
e
To dialogue with principles conceptual, thematic propositions, It is expected that the student knows the historical artistic context of the Renaissance,
imagery repertoires and creation processes in their visual productions. appreciating and producing reinterpretations of works by the main artists of the time.

Discuss the personal and collective experiences in dances lived

in school and in other contexts, questioning stereotypes and prejudices. Provide moments of appreciation (through videos) of Renaissance dances.
Dance: Dance of
•Analyze different elements (costumes, lighting, set design, and soundtrack) and it isthat
expected
o student identify as main characteristics of dance
Renaissance
spaces (conventional and unconventional) for scenic and Renaissance composition
choreographic presentation.

Present the musical historical context of the Renaissance, distinguishing the productions of
sacred and profane music. Offer moments of appreciation of excerpts from operas.
Music: No music Critically analyze, through musical appreciation, uses and functions
(suggestion: The Magic Flute and Don Giovanni – Mozart, The Guarani – Carlos Gomes, etc)
Renaissance: Polyphony from the music in its contexts of production and circulation, relating the
guiding the perception of the main elements of the show (script, vocal modulation,
practices in the different dimensions of social, cultural, and historical life.
sacred music, music
orchestra accompaniment, etc.) and contextualize it with current musicals.
profane, Identify and analyze different musical styles, contextualizing them
Present the life and work of some of the main opera composers (Carlos
composers in time and space, in order to enhance the capacity for appreciation and
Gomes, Mozart Richard Wagner, Villa Wolves, etc)
musical aesthetics. It is expected that the student will differentiate sacred music from profane music. Identify the main ones.
characteristics of the Opera genre and recognize some of its main composers.

Recognize and appreciate Brazilian artists and theater groups

foreigners from different eras, investigating modes of creation, production,
dissemination, circulation, and organization of professional activity in theater.
Identify and analyze different theatrical styles, contextualizing them small pieces of religious theater e profane (historical and/or)
Theater: Religious Theater and
in time and space in order to enhance the capacity for appreciation of contemporary ones).
profane theater
theatrical aesthetics To explain Shakespeare's biography (movie suggestion: Letters to Juliet)
William Shakespeare Explore different elements involved in the composition of events. It is expected that the student will differentiate between religious and profane theater.e identify
Opera
scenic (costumes, props, scenario lighting and sound design) Shakespeare as the main playwright of the English Renaissance.
e recognize your vocabularies.
Investigate and experiment with different theatrical functions and discuss the limits and
challenges of collective and collaborative artistic work.

7th GRADE - ART - 4TH BIMESTER

OBJECTS OF SKILLS THEORETICAL METHODOLOGICAL APPROACH
KNOWLEDGE
 Guide readings and re-readings of works of art in which the black is portrayed
(Tarsila do Amaral, Debret, Di Cavalcanti, Cândido Portinari, etc.).
Sensitize (through targeted research) the student to a
Search and analyze different visual styles, contextualizing them in time and in the perception of contemporary Afro-Brazilian personalities.
space. Guide the production of practical works inspired by Afro culture
Visual Art • To experiment e analyze different ways of expression artistic. Brazilian and its cultural contribution to the present (ornaments,
Dialoguing with principles conceptual thematic propositions, repertoire masks, etc.).
imagery and creation processes in their visual productions. It is expected that the student is familiar with some of the main works that
they portray Afro-descendant roots, notice the protagonism of the Afro
descendant in various areas of today's society and create
works inspired by Afro-Brazilian culture.

Discuss the personal and collective experiences in dances experienced at school and
in other contexts, problematicizing stereotypes e prejudices. Present (through images and videos) the dances Xangô, frevo,
Dance: Afro-Brazilian dances:
• Analyze different elements costumes, batuque, samba and umbigada. Guide the practice of one of these dances.
xangô, frevo, batuque, samba,
lighting, setting and soundtrack) and spaces (conventional and unconventional) for It is expected that the student recognizes African dances and rituals
belly button. scientific as well as its historical context.
composition
the choreographic presentation.

Critically analyze, through musical appreciation, the uses and functions of music.
in their contexts of production and circulation, relating practices to different
dimensions yes life social cultural e historical. Provide a appreciation of different Afro-Brazilian rhythms
Music: Afro-Brazilian rhythms: Recognize and appreciate the role of Brazilian musicians and music groups (afoxé, olodum, merengue)
afoxé, olodum, merengue. foreigners who contributed to the development of musical forms and genres. It is expected that the student identifies and values the main
Identify and analyze different musical styles, contextualizing them in Afro-Brazilian rhythms.
e in space, in such a way a enhance the capacity for appreciation and aesthetics
musical.

Promote the experience of some dance movements as a proposal to

Identify and analyze different theatrical styles, contextualizing them in the time of performance. ritualistic.
Theater: Ritualistic Stagings It is expected that the student participate in the practical activity and explore their
and in the space to enhance the capacity for appreciating theatrical aesthetics.
repertoire of movements in choreographic creation.