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2022-2023 Ms. Hudson's daily Schedule
Before School HS Prep 7:30 - 8:00,
1st Period HS Art 1-4 8:00 - 8:46
2nd Period HS Art 1-4 8:50 - 9:36
3rd Period HS Art 1-4 9:40 - 10:26
4th Period Advisory 10:30 - 11:01
5th Period 9th advisory 11:05 - 11:51
5th Period Lunch 11:555 -12:25
6th Period HS Art 1-4 & AP 12:29 - 1:15
7th Period conference/travel 1:19 - 2:05
8th Period MS Art I 2:09 - 2:55
9th Period MS Art I 2:59 - 3:45
After school VASE Practice, to be announce
2022-2023 LBJ High School Art Supply List
TEACHER - Diane Hudson
***Art Students should put their names on all art supplies and have large shoe box or plastic container to put supplies in.***
Supplies needed
· 2 white or clear erasers
· 24 # 2 pencils
· 24 or larger colored pencils (Crayola) VASE students may want to purchase Prisma colored pencils.
· 1 pkg of markers - student choice
· 1 roll of masking tape. If student decides he wants to do large projects or more than one they may need to get more as they need it.
· 2 Black Extra Fine Point Sharpie Permanent markers
· 1 Large Elmer’s glue (please do not bring glue sticks.
· 1 ruler
· 1 scissors
· 2 hand held sharpeners
· Supplies for clay (you can find these at home, you do not need to buy)
Two large Zip lock bags (gallon)
Two small Zip Lock bags (quart)
Two 13 gal. trash bags
1 plastic container with lid ( can be a used food container)
Old cotton Material (t-shirt, pillow case or sheet, you will
not get this back !!!
Six large paper clips, plain normal large Silver paperclips.
VASE students and regular students depending on project may need more and different art supplies beyond this list for their art work.
· We need newspapers, magazines, material/cloth. Bring for Extra Credit!!!! News articles about art and visiting an art gallery will also be extra credit!!
Art III Syllabus
(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 artwork. The student is expected to:
(A) analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
(B) compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
(C) compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and(D) explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
(2) Creative expression. The student communicates ideas through original artwork 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 artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
(B) solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;
(C) use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(E) collaborate to create original works of art; and
(F) select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
(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) research selected historical periods, artists, general themes, trends, and styles of art;
(B) distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
(C) collaborate on community-based art projects; and
(D) examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.
(4) Critical evaluation and response. The student responds to and analyzes the 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) interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
(B) evaluate and analyze artwork 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;
(C) analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;
(D) use responses to artwork critiques to make decisions about future directions in personal work;
(E) construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and
High School Art
Art offers unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression.
There are four basic foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Each foundation is of equal value and may be presented in any order throughout the year. Students rely on personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences as sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make informed judgments.
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