COURSE TITLE: FUNDAMENTALS OF ART
ROOM: B1.11
Course Description: Students will create works of art, exploring a variety of media to include drawing, painting, printmaking and sculpture. This course teaches students the fundamentals of art and principles of design and their uses as a means of expanding their aesthetic personal creative expression. Particular focus will be placed on the interpretation of concepts related to self and society, and to the problem-solving process in applying these concepts towards individual expression in art processes and media.
Students will learn to recognize the work of leading artists and styles and to apply critical judgment to these works, the works of peers, and self.
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 & SEQUENCE:
Shading/Pointillism August Overview of Elements and Artist such as these
Principles of Design Seurat
Paper Collage August Shape, line, color/Movement, unity Opt Art/ Matisse
Paper Mobiles Aug-September Form/Movement, unity Calder
Sculpture September Color/Balance Oldenburg/Stella
Pencil/charcoal Drawing October Line, value and form Durer
Pastels November Color/Space O'Keeffe
Printmaking December Line/Pattern/Balance Picasso, Durer, Rembrandt
Painting January/Feb Color/ Unity Monet, Hopper
Mask making March/April Form/movement African, Native American
Mixed Media May/June Unity the Surrealists
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 t he work of an established artist, 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:
* Date project is due, and if late, date you are turning project in, with note of explanation if necessary.
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: Understanding Art, Glencoe/McGraw-Hill.
SUPPLEMENTAL MATSERIAL: 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.