Mrs. Stubson

                                                                                              Art 1       

 

Course description: 

 

This is a two part course focusing on the foundations of art.  It is recommended that all students take this course as a prerequisite to the other courses.  It has been found that students who complete both sections of this course have a deeper understanding of composition and a greater appreciation for art. Semester 1- Art History/Culture- Semester 2- Foundations of Design, I.E. The Elements and Principles of Design.  Topics discussed will include-Design Concepts: Elements/ Principles of design  Studio Skills: Media and process  Critical Analysis: Planning, Evaluating Make Connections; Connecting to concepts such as art history, art in society, cultural influence on art.

 

 

 

Student Skill Objectives

Artists will learn how to use a wide range of mediums

Artists will learn how to assemble a strong composition on their own

Artists will learn how to use basic art tools

Artists will learn how to properly care for tools

Artists will learn how to organize and clean their workspace

Artists will use new knowledge of the arts to inspire their own works of art

 

Student Learning Objectives

Artists will make connections between art and other disciplines, history, science, math, English, health, agriculture

Artists will leave this course with a new awareness of the world, their community, and the role art plays in society.

Artists will learn how to effectively use new art vocab when speaking about art during presentations, reflections, and critiques

Artists will understand why they create art

Artists will learn how to prepare and present their art effectively

Artist will use the 4 Visual Art Core Standards in all studio projects- CPRC

 

Assessment Scale

Level 1     Level 2    Level 3     Level 4

 

Level 1-Insufficient Progress:  performance reflects insufficient progress towards the foundational skills and knowledge

Level 2Developing Towards Standard: demonstrates ability, and recognizes/ recalls art vocabulary or lesson

Level 3- MeetingStandard:  Demonstrates understanding of technique, vocab, collaborates, and communicates art appropriately

Level 4- ExceedingStandard:  Student demonstrates in depth understanding of lesson going beyond the learning target.

 

Areas of Assessment

Craftsmanship/Neatness/Refinement- didthe artist demonstrate pride in their work?  Is the project messy, or incomplete?

Design- did the artist design a project that demonstrates a strong composition and good use of the Elements and Principles of Design?

Creativity- doesthe artist’s work reflect a uniqueness singular to that student?  Does the art reflect the artist’s personal inspirations and flair?

Techniquedid the artist demonstrate an understanding of the time period/vocab/ skill/ lesson?  Does it reflect in their art? Reflect and Share: How so?

Use of Class Time- Did the artist use class time appropriately to complete proposed project?  Why or why not?

Overall Project Impact/Reflection- Did the artist meet requirements asked of them?  Was the project successful?  Why or why not?

 

Critique

 

Areas of Assessment

 

-What type of environment supports creative thinkers

-What factors encouraged the artist to take risks

-Did collaboration influence the process

-How did the artist grow in art form

-How does the viewer interpret the art

-How does the viewer’s interpretation differ from the presenter’s

-How does peer critique influence the artist’s revisions

-How does peer critique influence artistic vision


 

Points are awarded on the same grading scale upon participation- 

Critique is most beneficial to students providing the constructive criticism.  Critique provides students with the opportunity to practice their art vocab and understand what works and what does not work in a work of art.  By studying and evaluating each other’s artwork students will be able to better understand their own design choices.  For the student presenting art for critique, multiple points of view are expressed that the artist may never have considered on their own.  Multiple viewpoints are a great way to provide ideas for other students who are also struggling with their own design choices.

 

Class Participation:  Students who arrive to class prepared, participate in discussion, use class time efficiently, clean up and store materials/art responsibly, and are respectful have the opportunity to earn 5 points a day

 

 

Supplies:  Students are expected to maintain the integrity of the classroom.  This is a community art studio and you are responsible for cleaning your workspace daily.  Students are also responsible for cleaning and storing art materials

 

Supply Checkout: On occasion, students have wanted to bring materials home to complete projects.  To bring materials home you must check materials out with me.  Students are financially responsible for lost or damaged materials

 

Sketchbooks:  Artists are asked to purchase sketchbooks.  Sketchbooks are a great way to document ideas, record growth, take valuable notes and practice art skills.  There will be assigned sketchbook assignments throughout the year.  If you do not purchase a sketchbook you must build one in class.

 

Headphones:  There is a lot of independent work time in class.  Students are allowed to bring their own headphones to class.  If you are listening to music on your phone, the phone must face upward.

 

Phones:  Occasionally phones hold great resources for projects.  To use your phone as a resource you must ask permission.  I will confiscate phones if privileges are being abused.  There is NO TEXTING or TAKING CALLS in class.