COURSE
TITLE: Sculpture
TEACHER: Ms. Kathy Ter Veen
ROOM: B1.9
E-MAIL: Kathy_Terveen@eu.odedodea.edu
COURSE
DESCRIPTION:
This course is an introduction to
three-dimensional form and a variety of sculpture media such as plaster, stone,
cardboard, wire and paper. Students
will explore additive, subtractive, modeling and molding methods while
developing a greater appreciation of form and space. Work will include representational, abstract, and non-objective
modes of expression. In addition to
becoming familiar with sculptural materials, equipment and processes, students
will also explore the work of known artists and the historical context of their
work.
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.
COURSE
GOALS/OBJECTIVES/STANDARDS:
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
& SEQUENCE:
Paper
Mobile Aug Scoring Shape and
form/Movement Calder
Paper
Bas Relief Aug Measuring Value/Continuance, Implied Line Schoonhoven
Wood
Assemblage September Assemblage Shape and form/Unity Gentile
Cardboard
Construction October Knifework/connections Form/Unity Stella
Stone
Sculpture December Reduction
carving Form/unity Michaelangelo, Lipschitz
Mask January/Feb Molding Unity/movement Africa, Native American, Egyptian
Human
Figure March/April Armature
building Proportion
Michaelangelo, Barlach, Laurens
Plaster
Bas Relief May/June Reduction
carving Movement/Pattern Della Robia,Greek
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
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:
The
Visual Experience, Hobbs and Salome, 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.