TEACHER: Ms. Kathy Ter Veen
ROOM: B1.9
E-MAIL: Kathy_Terveen@eu.odedodea.edu
COURSE
DESCRIPTION: Students will develop the ability to see accurately, interpret
what they see in terms of proportion, space, shape and interrelationship of
objects, and to record their perceptions in drawing form. They will learn to manipulate a variety of
drawing tools and media to create specific aesthetic and emotive effects, and
to explore ideas in developing unique and personal expressive drawings.
Students
will learn the aesthetic principles and apply them in their own work and in
discussions requiring aesthetic judgment and critical analysis. They will become familiar with prominent
artists in their historical contexts.
This
course utilizes a modified version of Betty Edward’s, “Drawing on the Right
Side of the Brain.” In this system
emphasis is initially placed on the process rather than the final product. Students learn to SEE accurately, and to
interpret what they see in drawing media.
Because this is a unique system of learning to draw, based on the
development of a skill, it is essential that students maintain an open mind and
exert a great deal of energy in the initial exercises.
No
matter what their current level of drawing ability, students will experience
growth in direct proportion to how much energy they invest in correctly doing and repeating the rather
simple exercises. Students who recognize that they can always work on skills
and constantly try out and then repeat the skills they are developing (“Oh, but
I’ve done that!” is NOT a part of our vocabulary!) will make remarkable
progress. Those who don’t, won’t!
Don’t
expect wonderful and exciting creative products the first semester: skill
building is repetitive and not creative.
Once you’ve mastered the skills by the second semester, you will be
quite ready for the challenge of exploring creative ideas and techniques.
COURSE
GOALS/OBJECTIVES/STANDARDS:
These
standards provide a framework for helping students learn the characteristics of
the visual arts by using a wide range of subject matter, symbols, meaningful
images, and visual expressions, to reflect their ideas, feelings and emotions,
and to evaluate the merits of their efforts.
The standards address these objectives in ways that promote acquisition
of and fluency in new ways of thinking, working, communicating, reasoning, and
investigating. They emphasize student
acquisition of the most important and enduring ideas, concepts, issues,
dilemmas, and knowledge offered by the visual arts. They develop new techniques, approaches, and habits for applying
knowledge and skills in the visual arts to the world beyond school.
The
visual arts are extremely rich. They
range from drawing, painting, sculpture and design, to architecture, film,
video, and folk arts. They involve a
wide variety of tools, techniques, and processes. The standards are structured to recognize that many elements from
this broad array can be used to accomplish specific educational
objectives. For example, drawing can be
used as a basis for creative activity, historical and cultural investigation,
or analysis, as can any other fields within the visual arts. The standards present educational goals. It is the responsibility of practitioners to
choose appropriately from this rich array of content and processes to fulfill
these goals in specific circumstances and to develop the curriculum.
To
meet the standards, students must learn vocabularies and concepts associated
with various types of work in the visual arts and must exhibit their competence
at various levels in visual, oral, and written form.
Goals
and Objectives:
Create
works of art: refers to the creating of artwork, art vocabulary, skills
development, and learning about the elements and principles of design.
Demonstrate aesthetic perception: Focus on acute awareness, well developed
observation, appreciation, taste, sense of beauty, intuitiveness, insight and
comprehension. Develop a knowledge of art heritage: delineates the expected outcomes of learning about cultures,
individual artists, art masterpieces, and art careers. Utilize critical
judgment of the visual arts: refers to
recognition of differences,
evaluation, analysis, comparison, appraisal, discrimination, and wisdom in
artistic choices.
Content
Standard 1:
Understanding
and applying media, technique, and processes Demonstrate increasing proficiency
in the production of two - and three - dimensional art forms by using a variety of materials
and advanced technology. Produce a portfolio that incorporates a variety of
works of art to include media, technological tools, techniques and processes.
Use
and explain how media, technological tools, techniques and processes are used
to solve visual art problems. Use art
materials and tools, including technology, in a safe and responsible manner.
Content
Standard 2:
Using
knowledge of structures and functions Demonstrate an increased proficiency in
the use of the elements of art and principles of design. Create works of art
that demonstrate a variety of purposes and intents. Select and use the elements
of art and principles of design to communicate ideas, solve visual problems,
and develop personal expression.
Content
Standard 3:
Choosing
and evaluating a range of subject matter, symbols and ideas. Create a work of
art to communicate intended meaning using information and ideas from a variety of sources.
Consider and compare the sources for subject matter, symbols and ideas in
personal work and that of others.
Content
Standard 4:
Understanding
the visual arts in relation to history and cultures Know and compare the
characteristics and purposes of works of art
representing various cultures, historical time periods, and artists.
Recognize and describe works of art according to artist and style.
Compare
and contrast works of art in terms of history, anesthetics and culture. Compare
the cultural diversity of American art with that of the host nation and other
cultures.
Content
Standard 5:
Reflecting
upon and assessing the characteristics and merits of the student’s own work and the work of others. Know and
understand that works of art can be analyzed by using a formal system of
evaluation to determine merit without bias. Describe and analyze visual
characteristics of works of art using visual art terminology. Compare and
contrast the quality, craftsmanship, and effectiveness of personal work and that of others by using a
formal system.
Content
Standard 6:
Making
connections between visual arts and the other disciplines Identify how art and
other disciplines are interrelated, and that they play a role in daily life.
Identify and compare works of art that
share similar subjects, themes, purposes, historical periods or technologies.
Apply visual art problem-solving skills to other disciplinary studies. Know and
understand that there are a variety of careers and leisure pursuits in the
visual arts.
Content
Standard 7:
Understanding
and creating art through technology Know
that technology is an important art tool for the 21st Century. Create original
works of art by using a variety of technological tools. Use technological tools
to access a variety of art information and resource materials.
Scope
and Sequence:
Right/Left
brain Function Aug
Face-Vase Aug Scanning Pencil
Upside-Down
Drawing Aug Scanning and Proportion “
Four-Square
Sketch Aug Measuring Proportion “
Blind
Contour September Seeing/Sighting “
Hand
Drawings September Scanning, Proportion,contour “
Still-life
Object September “ “ “ “
Negative
Space Photo September Negative Space/Drop Lines “
Negative
Space Still-life October “ “ “
Room
Drawing October Measuring angles, using grids “
Table
Drawing Oct “ “ /Proportion “
Combined
still-life Oct/November Proportion, Neg. space, Drop lines,
Angles
– the whole magilla! Charcoal
Profile
Head November Standard proportion/measuring “
Profile
Portraits November Variations on the norm “
Frontal
Portraits December “ Pencil
¾
view Portraits December Measuring/ axis lines Pencil
High
Contrast Portraits Jan Value/shape/contrast India Ink
Reduction
Charcoal Portrait February Value/form Charcoal
Hatching
Still-Life March Value/form Ink/colored
Pencil
The
Human Figure April/May Proportion/measuring Mixed media
Surrealism May/June Unity/Space/Movement Mixed media
At
key points in the above studies students will investigate the work of artists
and various time periods,
Exploring
concepts related to their current work.
These studies will include the works of Kollwitz, Christo,
Picasso,
White, DaVinci, Michaelangelo, Piero della Francesca, Giacometti,and
Archimboldo, as well as the perspective studies of the Renaissance and the work
of the Surrealists of the 20th Century.
IMPLEMENTATION
OF CONTINUOUS SCHOOL PROGRESS GOALS:
AFNORTH
International Middle/High School’s CSP (Continuous School Progress) goal is,
“All students will improve their written communication skills across the
curriculum.” The 6+1 Trait writing framework is a powerful way to learn and use
a common language to refer to characteristics of writing as well as establish a
common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify
areas of strength and weakness as they continue to strive towards continued
writing improvement. The success of all
students requires that the 6+1 Trait become a consistent and integral component
of each course taught at AFNORTH International School.
Art
students will learn the key qualities that define strong writing in the
following writing activities:
* Students will learn about and develop “Word
Choice” in analyzing the work of peers and the work of an
established artists, by writing critiques of those works.
* Students will develop “Voice” throughout the year,
in writing an analysis of photographs or artwork, and their
visual responses to those works in
their Inspirational Portfolios.
* Students will make use of “Organization” and “Word
Choice” in writing a formal letter of appreciation as a result of their Creative
Connections experiences.
COURSE
GRADING & ASSESSMENT:
All
projects will be evaluated by the following criteria:
Process:
*Attention focused during
explanation, demonstration and critique
*Evidence of strong sense of curiosity leading to
extensive exploration and experimentation with design and media
*Effective participation in group discussion and
critique
*Utilization of art vocabulary and concepts in
analysis of artwork
*Effective use of class time and independent research
outside of class
*Perseverance in problem-solving
Product:
*Effective use of the elements of art and principles
of design
*Concern for and application of craftsmanship –
precision, neatness, stability, and the effective use of media and materials
Grades
will be “weighted” in point value according to the amount of time required for
the project and the complexity of concept.
Other
minor grades may be included in the quarter total. Examples: bringing in a resource photo required for a project,
taking notes from a video or class reading, homework research of a particular
artist or style, short preliminary sketches for a project.
On
major projects students will usually receive the evaluation form at the
beginning of the project as part of the instructional process. In this way students will be aware of the
evaluation criteria, and will be better able to assess their own progress in
developing their ideas, skills, and working habits.
Semester
grades, in accordance with AFNORTH policy will consist of 40% for each quarter
and 20% for the semester exam.
CLASSROOM
EXPECTATIONS/CONSEQUENCES:
Attendance
- See the school handbook regarding attendance and tardy policy. All students are expected to be in class on
time and prepared to begin work. With
on-going projects, students may begin work as soon as entering class.
Students
arriving late, without a note will make up the number of minutes late in the
passing time after that class. The
tardy will be reported to the office.
Students arriving 10 or more minutes late, without a written excuse will
be considered truant.
Students
will not be allowed to leave class to take care of business which should have
been accomplished before or after school, or in the ten minute class passing
period.
Students
needing to see the nurse must first report to class and obtain a pass.
Students
are allowed only one bathroom pass per quarter.
Seating
and operating procedures: Students will
have assigned seats to encourage concentration and focus. To ensure extra assistance from the teacher,
ensure that an extra stool is available at your table.
Store
all book bags under tables or on empty seats.
(They create a safety hazard if placed in the aisles.)
Students
are to remain seated until dismissed at the end of class.
Care
and use of materials and equipment:
Take care of materials and return to their correct places.
Never
remove items from the teacher desk without permission, and then return them to
the teacher desk!
Don’t
touch still life materials or art equipment that is not directly related to
your project.
Identifying
your work: In pencil, on the backside
of each project, lower right-hand corner, write:
Working
for maximum result: Begin projects upon
entering class. Concentrate on your
work, but help other students in theirs as well. Remember that people are a rich resource for ideas and
directions.
Contribute
to class discussion and activities, sharing your opinions, ideas, and expertise
so that everyone benefits.
Interpersonal
relationships: Remember that your
primary responsibility is the thought and work that goes into your projects:
contribute your maximum efforts in that direction, saving chatting and
non-related discussions for outside of class.
What
you say about others is a direct reflection on who YOU are-make certain that we
view you as a tactful, gracious person who works towards positive support of
others.
NO
NO’s: No music devices, no food, no
drinks in class. Water is available
from the taps in the back of the room.
TEXTBOOKS: Discovering Drawing, Rose, Davis Publications
SUPPLEMENTAL
MATERIAL:
Scholastic Art Magazine, video and slides
SUPPLIES:
Students
are required to bring a pencil and eraser to class daily. Each student must maintain a spiral art
notebook for the purpose note-taking,
This notebook will be kept in their folder in class. An inspirational portfolio is required the
second semester. It must be no smaller
than 6 x 9 inches and must contain unlined paper.
HOMEWORK
POLICY:
Homework is due when the student first enters
class. Homework completed hurriedly the
first few minutes of class will not be accepted that day.
Homework
turned in late will receive one full grade reduction.
Students
may turn in late work only within two weeks after the due date in order to
receive the reduced credit.
There
may be some homework assignments which are the basis of that day’s work. In this case, if the homework is not
completed at the beginning of class, no make-up privileges will be provided,
since the student will be hampered in proceeding with that day’s project.
MAKE-UP
WORK POLICY:
According to AFNORTH policy students absent
from class have the same number of days to turn in their work without loss of
credit.
It
is the student’s responsibility to contact the teacher in order to make up work
missed during an absence.
Art
students must keep in mind that makeup in art classes is more difficult than in
classes which have textbooks and worksheets.
All instruction is given by demonstration and discussion rather than
relying on printed materials. Therefore
class time missed often results in significant gaps in explanation and
demonstration of the concepts and materials, creating a handicap for the
student. Additionally, the student may
not have the necessary art materials and equipment to complete missed projects
at home. As a result, students should
do all that is necessary to avoid unnecessary absences.
Seminar
time is provided for students to complete missed work.
ENRICHMENT
ACTIVITIES:
Students will be involved in preparing their
work for temporary exhibitions within the school year, and for a formal and
extensive end-of- school-year exhibition.
Additionally we will exhibit selected works at the annual Benelux Art
Show at SHAPE in the spring.
Student
work will be exhibited in the Boys and Girls Club of America Exhibition locally
and some works will proceed to European and hopefully on to national
competition in the autumn.
DODDS
publishes a student creative arts anthology, “Showcase,” yearly and AFNORTH
student work is submitted to the editorial board for this purpose. We are quite proud of the number of student
works selected yearly from our school, and quality of work for which our
students are known.
Art
career-bound students are encouraged to attend the Portfolio Day held annually
in Amsterdam. Major art schools from
the United States and Canada review each student’s portfolio and offer
advice. Many students are offered
preliminary acceptance to schools on the spot, based on their portfolios.
Art
students are invited and encouraged to participate in a number of yearly field
trips to view artwork in museums and galleries in Amsterdam, Brussels,
Dusseldorf, Cologne, etc.
Creative
Connections is a DoDDS-sponsored student arts workshop held yearly in
Oberwessel, Germany. Students
interested in participating in Visual Arts, as well as Dance, Drama, and Music
are invited to submit their applications in November.
Selection
of participants made by the screening committee in Wiesbaden are usually
announced in December for the February activity. This is an exciting and energizing activity for students who are
devoted to the arts.