Thinking for Artistic Behavior
Course description: Advanced Thinking for Artistic Behavior-TAB-
In this TAB structured class artists will be introduced to a more modern method of art education. TAB works on a theory that an art teacher’s number one goal is to teach students how to think like artists. To engage students in a true artist’s process, students will be asked to think independently; they will be asked to develop their own lessons and in doing so will be asked to solve their own creative problems. Students who complete this course show an improvement in abstract, creative, and independent thinking. These are skills highly valued in a modern society built on entrepreneurs. This is an advanced level class. It is recommended that students complete Art2- giving them a basic understanding of how to use a majority of the mediums available in the classroom.
Student Skill Objectives
Artists will master a new or familiar medium
Artists will experiment with mediums to discover new and intriguing uses in art
Artists will become proficient in various artistic techniques, and invent some new ones
Artists will demonstrate a deep understanding of how to use various tools, as well as giving tools a new purpose
Artists will be able to turn artistic ideas into meaningful works of art that reflect themselves, society, culture,
Artists will engage the community through their art, providing reflective statements and art displays
Student Learning Objectives
Artists will leave this course with knowledge and skills to become intrinsically motivated to learn.
Artists will leave this course with a new awareness of the world, their community, and the role art plays in society.
Artists will have an increase in creativity, abstract thinking, and entrepreneurial skills.
Artists will understand why they create art, and respect other’s reason for creation
Artists will be able to select, present, and engage in meaningful critique using art vocabulary
Artists will leave this course understanding how to be an artist
Artists will learn useful ways to overcome creative blocks
Level 1 Level 2 Level 3 Level 4
Level 1-Insufficient Progress: performance reflects insufficient progress towards the foundational skills and knowledge
Level 2- Developing 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?
Technique- did 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?
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.