CONTENT STANDARDSI. Understanding and Applying Media, Techniques, and Processes Creative Expression. - Students will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks.
II. Using Knowledge of Structures and Functions Aesthetic Perception/Creative Expression.
- Students will demonstrate a knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art.
III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Creative Expression/Aesthetic Valuing.
- Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others.
IV. Understanding the Visual Arts in Relation to History and Cultures Historical and Cultural Perception.
- Students will demonstrate a knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures.
V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others (Historical and Cultural Perception/Aesthetic Valuing).
- Students will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others.
VI. Making Connections between Visual Arts and Other Disciplines Historical and Cultural Perception.
- Students will demonstrate a knowledge of the connections among the content of visual arts, other disciplines, and everyday life.
ART SYLLABUS
COURSE DESCRIPTION
The visual arts program offers students comprehensive art experiences with detailed explorations in the classics such as painting, drawing, printmaking, ceramics, sculpture, graphic design, and crafts. In addition to gaining confidence andproficiency working with a variety of mediums, students will learn about the history, analysis, and interpretation of art.
GOALS OF VISUAL ARTS EDUCATION
Art in school is both a body of knowledge and a series of activities. Fundamentally, learning in art has four major components. The goal of art education is the development of these areas:
*Making art (art production);
*Responding to and making judgments about the properties and qualities that exist in visual forms (art criticism);
*Acquiring knowledge about the contributions artists and art make to culture and society (art history);
*Understanding the nature, meaning, and value of art (aesthetics).
10 GUIDELINES FOR SUCCESS
A set of guidelines for success has been established and will be maintained. The following is a list of the class guidelines for this art class:
1. Be prepared for class – bring PLANNER, sketchbook, pencils, etc. to class everyday.
2. Be to class on time.
3. Listen to and follow directions – ask questions.
4. Respect the people, equipment and furnishings in the art room. Get permission to use other’s materials.
5. Use all tools safely and properly.
6. Be honest and accountable for your actions.
7. Use your time wisely – stay on task and work towards project and assignment objectives.
8. Work quietly – use appropriate language and have appropriate conversations.
9. Be responsible for work area and tools – clean up after yourself!
10. Have a positive attitude – you CAN do it!
ASSESSMENT
Assessment is the process of judging in terms of criteria. Assessment is an integral part of expected learning outcomes. Criteria are expected outcomes and observable evidence of learning. The main purpose of assessment should be to improveteaching and learning and to measure student’s progress. Evaluation of each student will be by the following methods:
PERCENTAGE OF OVERALL:
Weekly progress – 40%
Projects – 30%
Exams – 15%
Process journals – 10%
Written assignments – 5%
GRADING SCALE:
A = 90-100%
B = 80-89%
C = 70-79%
F = Below 70%
MATERIAL REQUIREMENTS
1 sketchbook – 9” x 12”, 1 pack of pencils, 1 pack of erasers
MAJOR PROJECTS (Not Necessarily in Order)
1. Illuminated Letters
2. Pastel Drawing
3. Clay demo and experimentation
4. Acrylic/Water Color Canvas Painting
5. Batik
6. Mixed Media
7. Collaging the Principles of Design (focusing on Romare Bearden)
8. Create a color wheel, value charts, & review color terms (Critique Pablo Picasso)
9. Black and White Self-Portrait Drawing (studied Norman Rockwell)
10.Macramé Necklace and/or bracelet
WEEKLY JOURNAL TOPIC
Each week you will be given a creative topic to stimulate your mind and express yourself in drawing and writing. You will be given time at the beginning of each week to reflect about the weekly topic and begin drawing or writing ideas inspiredfrom the specific topic in your art folder. Weekly journals are due at the end of each week. Late and incomplete journal topics will be given a zero and will not be accepted unless you have an excused absence from the prior week.
RUBRIC:
SKETCHBOOKS
You will be required to keep a sketchbook that will have assignments and self-discovery projects.
WEEKLY PROGRESS
Each week you will be given a weekly progress grade for a total of 40 points/10 points each day. Your weekly progress grade will be based on the ten class guidelines for success. For each guideline you do not complete, you will lose 1 pointper day per guideline. You also lose 10 points for each class you are absent unless it is an excused absence.
DUE DATE & LATE POLICY
Due dates on the Important Dates schedule are approximate. When 3-4 students finish the project, I will set a due date for each project.
The due date is the time all work in class will be stopped. After that week you must petition and explain to me why you need more time; however, you will not be given more regular class time.
SEMESTER RESEARCH POSTER PROJECT
The Semester final will be a research poster project in which you will be researching an artist from any century and creating a poster portraying the following information:
- Name of the artist (should be focal point/emphasis)
- Portrait of the artist
- Birth-Death dates and locations
- A brief biography including: where they lived and studied, major accomplishments, what made their work unique or changed
the direction of art, what style of art did they produce, what medium did the artist work in, was the work of this artist accepted by
the people of the time, what were this artist’s most famous works and where are they today, did this artist create portraits,
landscapes, or abstracts, what seems to be the favored subject matter of this artist, how did this artist learn art techniques (art
school, taught by a master, self-taught)
- Timeline that relates the artist's life to important art periods and world events
- At least 3 visual illustrations of artist’s work with titles and dates – print images from sites online in color
POSTER GUIDELINES:
- Produce the poster in a style that echoes or evokes your artist's style
- Use a poster board as your background
- Utilize any art materials to create handmade poster
- Craftsmanship extremely important
- Good design and layout
- Format is viewer-friendly and information is clearly presented
- One artist per student on a first come first serve basic
- Different artist each year for those who have had high school art in the past
Printable Syllabus
To download a printable and editable copy of the Visual Arts Syllabus scroll to the bottom this page...