COURSE TITLE: STUDIO ART ARS401
TEACHER: Ms.
Kathy Ter Veen
ROOM: B1.9
E-MAIL: Kathy_terveen@eu.odedodea.edu
COURSE
DESCRIPTION: The studio art
course is designed as an individualized course for advanced students. Students should have successfully completed
two previous high school art courses prior to acceptance to the studio art
course. Exceptions may be made for students
who wish to pursue an art career, have completed one high school art course
with an average of 90% or higher, and provide evidence that they are highly
motivated and capable of independent work.
In discussion
with the teacher, students will engage upon a self-designed program which
consists of three elements:
a.)
Quality – evident in concept, composition and technical skills.
b.) Breadth - explores a wide variety of media, techniques and
concepts
c.) Concentration – demonstrates an
in-depth, personal commitment to a particular
visual
idea or medium, and evidence of concept development of this area of
concentration.
Students will be
expected to meet the following requirements each quarter:
a.) One finished major work of Quality
b.) Two works demonstrating
Breadth
c.) Two works in the selected area demonstrating Concentration
d.) Maintain a sketchbook with a
minimum weekly entry of two planning sketches
for
the projects listed above. This
preparatory sketchbook is to be done as
homework.
Grades 9-12 Standards:
In grades 9-12, students
extend their study of the visual arts. They continue to use a wide range of
subject matter, symbols, meaningful images, and visual expressions. They grow
more sophisticated in their employment of the visual arts to reflect their
feelings and emotions and continue to expand their abilities to evaluate the
merits of their efforts. These standards provide a framework for that study in
a way that promotes the maturing students thinking, working, communicating,
reasoning, and investigating skills. The standards also provide for their
growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge
important in the visual arts. The visual arts range from folk arts, drawing,
and painting, to sculpture and design, from architecture to film and video--and
any of these can be used to help students meet the educational goals embodied
in these standards. For example, graphic design (or any other field within the
visual arts) can be used as the basis for creative activity, historical and
cultural investigations, or analysis throughout the standards. The visual arts
involve varied tools, techniques, and processes--all of which also provide
opportunities for working toward the standards. It is the responsibility of
practitioners to choose from among the array of possibilities offered by the
visual arts to accomplish specific educational objectives in specific
circumstances.
In grades 9-12, students
develop deeper and more profound works of visual art that reflect the
maturation of their creative and problem-solving skills. Students understand
the multifaceted interplay of different media, styles, forms, techniques, and
processes in the creation of their work.
Students develop increasing
abilities to pose insightful questions about contexts, processes, and criteria
for evaluation. They are these questions to examine works in light of various
analytical methods and to express sophisticated ideas about visual
relationships using precise terminology. They can evaluate artistic character
and aesthetic qualities in works of art, nature, and human-made environments.
They can reflect on the nature of human involvement in art as a viewer,
creator, and participant.
Content Standard 1:
Understanding and applying
*media, *techniques, 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, *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 periods, and artists. Recognize and describe works of art according
to artist and style. Compare and contrast works of art in terms of history,
aesthetics 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 their 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.
Within the first two weeks of
school, studio students will design, with the advice and guidance of the art
teacher, an individual program of study and production. This program will be based upon the
student’s interest in the thematic content of art, his/her experience with
various art media and processes, and the desire to expand and progress in these
areas. It must incorporate the minimum
number of quarterly projects. As the student progresses in his/her work,
and new directions are desired, the individual program can be adjusted to accommodate changes.
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 strenght 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 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.
All work will be evaluated
quarterly 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
Studio student work will be
evaluated in a student/teacher conference at mid-quarter, and quarterly.
The semester exam
will consist of student presentation and defense of the portfolio. This may be a verbal or a written
presentation/defense.
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.
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.
SUPPLIES:
Students are
required to bring a pencil and eraser to class daily. Studio students must provide unusual supplies (vegetables,
fruits, etc. for still-life, photos of animals, figures, etc.) as needed, in a
timely manner for their current project.
HOMEWORK POLICY:
Students enrolled
in studio art must be mature and are responsible for doing all research and
planning outside the classroom as “homework.”
Class time is to be used for the actual execution of art projects. Studio students will maintain a sketchbook
containing planning sketches for present and future projects. The sketchbooks will be evaluated at the
mid-quarter student-teacher conference.
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.