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Syllabus for Art 1

Syllabus / Course Outline, ART ONE

Course Description:

This entry-level course will introduce students to the big ideas covered in our textbook, incorporate the state mandated TEKS into all learning activities, and give students opportunities to engage in creative expression using a variety of art media.

 

Required Readings:

All required readings for this course will come from our textbook The Visual Experience.

 

Required Supplies:

All students are required to purchase a basic art kit for this class from their instructor.

This art kit includes the basic art supplies needed to successfully engage in this course. The teacher will provide additional supplies to meet the learning expectations of other specialized art projects.

 

Grading Categories:

1.      (20%) Daily Work/ Warm Ups.

2.      (30%) Sketches/ Projects In-Process/ Quizzes.

3.      (50%) Major Projects & Tests. These will be graded upon project completion.

 

The Semester Exam will count as 14% of the semester grade.

 

Daily Warm-Up Activity

During the first ten minutes of class, students will respond to a prompt projected on the board. Students will keep a log of their daily warm-up activities in chronological order by date. If a student is absent from class, it is their responsibility to check with a classmate, or ask the teacher, what the previous day’s daily warm-up activity was.

Sketches/ Projects In-Process/ Quizzes

Periodically, art projects will be examined to check for progress in the form of sketches, examining efforts to make progress on the project, and through quizzes.

Major Projects & Tests

There will be several major projects throughout the year. Students will be graded on meeting and exceeding the targeted learning expectations. Periodic tests will monitor  the progression of learning expectations.

 

Semester Examinations

Semester exams, developed by NEISD, will check for understanding of key concepts and ideas explored in the TEKS and in our textbook.

 

AP DIGITAL PORTFOLIOS:

Pre-AP art students will be required to one image per week to their digital portfolio. Periodically, student digital portfolios will be examined as a class. As future AP Art students, students will demonstrate that they can create a body of art that demonstrates BREADTH and highlights a CONCENTRATION. When a student uses a variety of media to create works of art, they are demonstrating breadth. Creating a cohesive body of work that explores a specific theme or topic of personal interest, is an example of a concentration.

 

 

Late Work Policy:

The late work policy will follow the NEISD policy. 20% will be taken off for late work. If the

absence is excused, the student has as many days to make up the work for full credit as they

have excused.

 

Re-Teach & Re-Test Policy:

Art will follow the Re-teach and Re-test Policies for NEISD.

 

 

General Grading Rubric:

                         EXEMPLARY WORK (90-100)

                                     *Work reflects all stated learning criteria.

                                     *Student demonstrates great effort to submit high quality work.

                                     *Work shows evidence of critical thinking.

                                     *Student turns in work on time.

                                     *Student uses materials and supplies appropriately.

                                      

                         GOOD WORK (80-89)

                                     *Work reflects most, but not all of the stated learning criteria.

                                     *Student demonstrates moderate effort to submit high quality work.

                                     *Work shows evidence of critical thinking.

                                     *Student turns in work on time.

                                     *Student uses materials and supplies appropriately.

                          

                         WORK NEEDING SUBSTANTIAL IMPROVEMENT (70-79)

                                      *Work does not meet all stated learning criteria.

                                     *Student demonstrates little effort to submit high quality work.

                                     *Work shows little evidence of critical thinking.

                                     *Student turns in work on time.

                                     *Student needs reminders on how to use materials and supplies appropriately.

 

                         WORK NOT MEETING EXPECTATIONS (0-69)

                                     *Work does not meet all stated learning criteria.

                                     *Student demonstrates little to no effort to submit high quality work.

                                     *Work shows no evidence of critical thinking.

                                     *Student does not turn in work on time.

                                     *Student needs reminders on how to materials and supplies appropriately.

                                      

(Please note that this grading rubric is subject to change, depending on each assignment.)

 

 

Conduct Grade Exemptions:

Steps 0-1: Teacher Intervention. Conduct Grade “E” or Grade “S”

Step 2: Referral. Conduct Grade “N”

Step 3: Referral to Administrator. Conduct Grade “U”. Student cannot exempt Semester

Exam.

 

Academic Honesty:

NEISD does not tolerate plagiarism. Plagiarism is the act of trying to pass off the ideas or concepts of another as one’s own.  For example in art class, if you take material from a website, and insert it into your art, even if you modify it slightly – it’s plagiarism.  Therefore, if you appropriate images from an outside source, be sure you give credit where credit is due. There are many state and national art competitions that will disqualify entries if they suspect any form of plagiarism, so let’s be proactive to prevent any potential problems.

 

Harrassment:

If you feel that you are being harassed in any way, please notify me. I will inform the appropriate NEISD staff to document your concerns. I will also share this information with your parents/ guardians.

 

Course Timeline:

WEEK 1- Chapter One 

Big Ideas from Chapter 1: What is Art?

1. Demonstrate understanding of broad definition of art by listing traditional and non-traditional art materials and subjects

2. Consider factors that contribute to something being considered a piece of art

3. Perceive and describe the media and subjects of a variety of past and present artworks

4. Produce some baseline artwork (2D or 3D) from observation as well as from the imagination, to be determined by teacher, to support personal understanding of definition of art

5. Participate in discussion about and develop an basic understanding of the AP  “concentration” (series of works based on one idea)

 

WEEK 2- Chapter Three

Big Ideas from Chapter 3: Line

1. Identify and draw a variety of descriptive lines including outlines, contour lines, and  hatching

2. Identify and explain how artists use implied lines

3. Explain how artists use a variety of lines in their artworks

 

WEEK 3- Chapter 2

Big Ideas from Chapter 2: How Should We Look at Art?

1. Explain how art philosophy can help in the study of art

2. Describe some of the criteria that can be used to determine if something is art

3. Define aesthetic experience

4. Describe the role of art critics

5. Use description, analysis, interpretation, and evaluation to critique artworks

 

WEEK 4-Chapter 4

Big Ideas from Chapter 4: Shape and Form

1. Perceive and understand how figure and ground are used effectively in artworks

2.  Explain how geometric and organic shapes and forms, and closed and open shapes and forms can be used to express emotion in artworks

3.  Critique an artwork by describing, analyzing, interpreting, and evaluating its shape and form

4.  Paint an artwork featuring negative shapes

 

WEEKS 5 & 6- Chapter 2

Big Ideas from Chapter 2: How Should We Look at Art?

1. Explain how art philosophy can help in the study of art

2. Describe some of the criteria that can be used to determine if something is art

3. Define aesthetic experience

4. Describe the role of art critics

5. Use description, analysis, interpretation, and evaluation to critique artworks

 

WEEK 7- Chapter 4

Big Ideas from Chapter 4: Shape and Form

1. perceive and understand how figure and ground are used effectively in artworks

2.  explain how geometric and organic shapes and forms, and closed and open shapes and forms can be used to express emotion in artworks

3.  paint an artwork featuring negative shapes

 

WEEKS 8 & 9-Chapter 5

Big Ideas from Chapter 5: Value and Color

1. comprehend that color is a property of light

2. understand and demonstrate how 2-D shapes may appear to have 3-D form with value changes

3. understand how colors relate to each other in a color wheel

4. explain how primary colors may be mixed to create secondary and intermediate color

5. identify complementary, monochromatic, cool, and warm color schemes and describe how artists use these to express feelings

WEEKS 10-12- Chapter 6

Big Ideas from Chapter 6: Space

1. identify and use a variety of ways to show depth and space on a flat surface, such as foreshortening, diminishing size, overlapping, placement, and linear and aerial perspective

2.  recognize and discuss means that artists and architects use to manipulate 3-D space in sculptures and interiors

3.  analyze artworks drawn with one- and two-point perspective by identifying the horizon line, vanishing points, and converging  lines

4.  create artworks that effectively utilize space

 

WEEKS 13-14

Big Ideas from Chapter 7: Texture

1. perceive and describe textures in the environment and in artworks

2. differentiate between actual and simulated textures in artworks

3. understand how texture can be used to suggest emotional qualities in art

4. create a print or collage featuring textures

5. produce high quality artwork for competition

 

WEEKS 15-16

Big Ideas from Chapter 8: Principles of Design

1.  identify and analyze the principles of design (unity, variety, emphasis, rhythm, movement, balance, pattern, and proportion) in art

2.  describe how artists create unity using proximity, similarity, and continuation

3.  identify and describe variety and focal points in artworks

4.  explain how artists create emphasis, movement, and rhythm in the visual arts

5. describe how Optical Art can suggest movement

6.  recognize and discuss artworks that include actual movement

7. identify and describe symmetrical, asymmetrical, radial, and approximately symmetrical balance

8.  recognize and discuss patterns in art, nature, and the constructed environment

9.  understand and analyze how artists use proportion in artworks

 

WEEKS 17 & 18

Big Ideas from Chapter 9: 2-D Media

1. understand that 2-D artworks are flat

2.  recognize and identify media used to create drawings, paintings, mosaics, prints, photographs, film, video, computer art, and mixed media

3. demonstrate an understanding of the processes and techniques used in drawing, painting, printmaking, photography, filmmaking, video, collage, and computer art

4. perceive, appreciate, and explain how past artists have effectively utilized the unique properties of various 2-D art media in their art

5. create artworks effectively using 2-D media

 

WEEKS 19 & 20

 Big Ideas from Chapter 10: 3-D Media

1. recognize and identify 3-D art forms including relief, freestanding and kinetic sculpture, environmental art, fiber art, pottery, and enameled and glass art

2. explain how sculptures may be carved, cast, modeled, or assembled

3. describe and experiment with clay modeling, slab-building, and coil-building techniques

4. perceive and understand how artists create constructions, assemblages, performance, and environmental art

 

WEEK 21

Big Ideas from Chapter 11: Architecture

1. comprehend the principles of basic construction techniques

2. understand how construction techniques and technologies influenced architecture

3. articulate advantages and disadvantages of construction techniques

4. identify architectural features and construction techniques in the built environment

5. appreciate architectural achievements around the world and throughout time

WEEK 22

Big Ideas from Chapter 12: Careers

1. become familiar with the wide range of careers in art

2. consider the differences between fine art and design careers

3. identify skills and responsibilities associated with specific art careers

4. understand the importance of maintaining a portfolio

 

WEEKS 23-28

 Big Ideas from Chapter 13: Non-Western Art History I

1. understand some of the essential characteristics, functions, and meanings of artwork produced by non-Western cultures

2. know an array of subject matter and symbols in non-western art

3. understand that art can provide cultural and historical information

4. recognize merits of artworks from non-Western cultures

 

WEEKS 29-33

Big Ideas from Chapter 14: Non-Western Art History II

1. recognize structures and functions of art as a means of communication

2. know a range of subject matter in non-Western Art

3. explore art as a record of history and culture

4. appreciate the merits and characteristics of non-western artwork

 

WEEKS 34-36

Review and final assessment Chapters 9-16