COURSE TITLE: Painting

Room: B1.9

Introduction: For a beginning to my second year at AFNORTH, I am pleased to welcome students to the art class and the world of painting. I am fortunate to have had as my predecessor another AFNORTH teacher who leaves a rich legacy of excellence in art instruction at AFNORTH. The following syllabus has been modified from that teacher’s original with my heartfelt gratitude for her masterful construction of content.

COURSE DESCRIPTION: This course is designed for students who want to develop skills in advanced drawing and painting media. The use of media for personal expression and visual conceptualization of ideas is encouraged in developing personal style. Students will progress from advanced drawing media, developing a sense of the relationship between light and form, to experimenting with a variety of painting media and technique to achieve specific affects.

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 also address objectives in ways that promote acquisition of and fluency in new ways of thinking, working, communicating, reasoning, and investigating.

The visual arts are extremely rich and refer to the wide range of creative forms that are visual in nature encompassing fine, graphic, and applied art, and are viewed and created in either two or three dimensions. The creative gamut may range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. For example, classical portraiture can be no more or less involved in the creative process as an artistic approach to food decoration. The visual arts also 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 and represent educational goals. It is the responsibility of practitioners to choose appropriately from this rich resource of content and processes to fulfill these goals.

To meet the standards, students must learn vocabularies, concepts, and history 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 knowledge of art heritage: delineates the expected outcomes of learning about cultures, individual art movements and 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:

Dates	Project	Theme	Media	Focus
Aug./Sep.	Picking a Personal Message	Focusing Ideas	Ink Wash	Creating Interest through value/ contrast
Sep.	Color Interpretation of Message	Elements/Principles of Design	Tempera/ Water Color And/or Gouache/pastels	Color application with paint – value/contrast/focal point
Oct.	Foreground/Background	Positive and Negative Space/ Perspective	Mixed Media	Application and use of media
Oct.	Who am I? Who are you?	Value of light	Mixed Media	The use of light /mood/ Van Gogh
Nov.	What is Style, the Critical Process?	Famous Artists	Technology/ painting media	Contrast of style for individual message Objective vs. non-Objective DeKooning/Pollock/Bauhaus/Manet/Latrec
Dec./ Jan.	Experimenting with texture and depth of surface	Surface Quality	Paint with sand, overlays, and/or glazes	Going beyond the paint.
Jan./Feb.	Portraiture	Human Face	Paint Media/Collage	Planes and structure
Feb./Mar.	Anatomy…Full standing figure	People and Places	Artist choice	Developing style/ Sargeant/Whistler
Apr./May	Acrylic or Oil	Experiments	Acrylic Paint	French Impressionist
May/June	Stretching Canvas/Own Work	Personal Favorites	Acrylic	Unity, Space, Variety

The scope and sequence is subject to change by evaluation of student achievement and curriculum needs.

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 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.

*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
• Art Manners, see below.

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.

Portfolios are expected from all students and will constitute the major portion of their quarter grade, but may not replace the final assessment. Portfolio grades are highly dependent on timely submission and completion of work as well as excellence of content. Other grades included are: research papers, quizzes, test projects, and class assignments.

Students will when applicable be provided with a rubric in order to pursue excellence in product.

Semester grades are in accordance with AFNORTH policy.

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 needing to see the nurse must first report to class and obtain a pass.

Students may not abuse bathroom privileges by either going elsewhere or by repeated requests or by using the pass for more than three minutes unless they have a note from a parent or guardian.

Seating and operating procedures: Students will have assigned seats to encourage concentration and focus.

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.

Class Responsibility (Manners)

Class responsibility means the respect of provided supplies and the responsible usage of those supplies. For example, no supplies may be taken from the art department without authorization. To do so would require referral to administration and notification to parents or guardian. Likewise, the abuse of work in class whether it be your own or a colleague’s would result in referral or a 0 for the day’s assignment. Clean-up duties are required by all. It would be unfair to expect either the teacher or your colleagues to clean up after you, so each artist will be monitored for their responsibility in clean-up.

Never remove items from the teacher desk without permission.

Identifying your work: In pencil, on the backside of each project, lower right-hand corner, write:

• Your name
• Date project is due, and if late, date you are turning project in, with note of explanation.

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, critiques, and activities, sharing your opinions, ideas, and expertise so that everyone benefits. In that regard, critiques are supervised unbiased and structured team assessments of the effective application of the elements, and principles of design for a given artistic piece. The “critique process” addresses the piece and not the artist and is meant as encouragement toward productive change rather than discouragement. Each artist is supported to meet the challenges of the critique and to excel from that process toward future creations.

Interpersonal relationships: It is important to remember that the creative process is enhanced when supported by those around you. Each person’s work is their individual creation and needs the graciousness of colleagues to flourish. Be tactful and concerned, and you will receive the same in return.

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: Reference books, video, slides

SUPPLIES: Students are required to bring a number 2 pencil and eraser to class daily. Each student must maintain an art notebook/ sketchbook (unlined) for the purpose note-taking, You may keep this notebook in class within your portfolio unless you are assigned to sketch an outside source.

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, resulting in 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 and should be utilized as soon as possible in order to ensure a non-deducted grade.

ENRICHMENT ACTIVITIES:

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, pending security requirements. 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.

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.

* The content of the course though adhering to standards and curriculum is subject to change based on student needs at the discretion of the teacher or by mandated requirements.