High+School+Visual+Arts


 * __ HS - GRADE 9&10 __**
 * //__ Day 1 Syllabus - Denise A Robinson __//**


 * __ Visual Arts HS __**


 * ** Welcome back **


 * ** Visual Art 2013-2014 **


 * ** Classroom Expectations: //Procedures and Rules// **


 * ** Course Outline – Handout/Online -Wiki **


 * ** Assessment –MS/HS **


 * ** Assessment - IB **


 * ** Grading **


 * ** General Rubric **


 * ** Additional Requirements **


 * ** AISK Grade Descriptors **


 * __ HS 2013-2014 __**

__ COURSE SYLLABUS __

Teaching, learning and development in the arts is an organic process. The student moves freely through a creative process towards a deeper understanding of the arts. In the middle school a variety of entry points are embraced toward the students’ understanding of the Visual arts. Both process and outcome are equally valued. This studio-based course emphasizes both students' creative process and their final artistic product in 2-dimensional, 3-dimensional and digital arts forms as well as their ability to reflect their artistic experiences verbally and through written documentation. Students are encouraged to develop their understanding and appreciation for Art through observation, practice and develop a range of techniques, art styles, experimentation, investigation, documentation and reflection on the process of creating artwork. Students will learn the basic building blocks of art, the principles and elements of design and how to apply them through a variety of media. This class introduces students to various aspects of art through hands-on projects, art exploration, and problem solving. Topics are centered on Big Ideas, which serves to create greater connections to self and others. Within the structure of exploring visual concepts through big ideas are smaller units of work, which allow for the concentration of particular standards and /or objectives of the broader themes. Students will learn how to analyze their own artwork and the artwork of others. Students are encouraged be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating; performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students are lead to acquire new skills and master those skills developed in prior learning. As students develop their craft they will conduct thoughtful inquiry into their own thinking and art making processes—recording this learning in written visual and digital formats. Students are expected to be independently motivated as they explore the history and practice of art locally and form across cultures. They will learn how to connect their experiences in art to themselves and the world. In addition to learning how to appreciate and evaluate their own work and that of others, students will be encouraged to stretch and explore their own work and share it with an audience through critiques, presentations and a final all school exhibition.

** Grades 9-10 will ** :

Engage in: Critique: Analyze and Assess: Investigate: Explore:
 * Big Ideas
 * 2-D ,3-D and Digital Art making skills, techniques and processes
 * Oral
 * Written
 * Personal Art
 * Art of Others
 * Historical and cultural significance of Visual Arts
 * Art, Art Styles,Influences,Movements, Styles, Themes
 * Various Media/tools/Processes

__ ART MAKING __

With the introduction of BIG IDEAS Student will: Explore home and global cultures. Explore contemporary Art making Strategies as well as traditional approaches. Deconstruction and Reconstruction, concealment, postponement of meaning, Drawing Commands, Serra’s Verbs, Grid transfers, Working ’after’ the Masters Offers all students the opportunity to share in teaching and learning from each other. __ SKILLS __ Observational Drawing, 2-D Design with the Elements and Principles Composition Manipulation of surfaces, Perspective Technical competency through repeated practice re, drawing, painting Media Exploration, which will include 3D Design -Sculpture/Assemblage, Technology integration and Film making Students will be required to do an art report for each nine-week grading period. __ ASSESSMENT - AERO STANDARDS __ GRADING Criteria Assignment of grades is based on quality of class participation, process portfolio review, homework assignments, class discussions and critiques and personal responsibility for learning.
 * Service Learning: **

Detailed descriptors of the grading rubrics will be discussed and posted as is dictated by the project /task at hand Understanding and Application 25% Critical Analysis and Reflection 25% Imagination, Creative thinking and Engagement 25% Technical skill and personal growth 25% Grade Book Weights – HS – Grs.9-10 Progress Grades assigned Bi-Weekly. Final grades assigned monthly. AISK MS/HS Grade Descriptors 90 to 100% || - Maintains and exceeds AISK curriculum standards
 * Studio Art work – 60%
 * Process Portfolios – 30%
 * Homework- Art / artist Research and development of art Ideas, drawing assignments. Assessment /tests (portfolio/critique/careful write/quiz) Monthly - A review and reflection of art practice -10pts
 * A

- Provides evidence of a high level of critical thinking and application of knowledge in a variety of tasks

- Provides evidence of a high level of creative and/or innovative learning or understanding

- Highly motivated and works independently || 80 to 89% || - Maintains and meets AISK curriculum standards
 * B

- Provides evidence of a good level of critical thinking and application of knowledge in a variety of tasks

- Provides evidence of a good level of creative and/or innovative learning or understanding

- Usually motivated and works independently with occasional assistance || 70 to 79% || - Meets most AISK curriculum standards
 * C

- Provides evidence of a moderate level of critical thinking and application of knowledge in a variety of tasks

- Provides evidence of a moderate level of creative and/or innovative learning or understanding

- Sometimes motivated and works independently with some assistance || 60 to 69% || - Meets level of some AISK curriculum standards
 * D

- Provides minimal evidence of critical thinking and application of knowledge in a variety of tasks

- Provides minimal evidence of creative and/or innovative learning or understanding

- Little motivation and works independently with assistance || 55 to 59% || - Does not meet AISK curriculum standards
 * F

- Provides insufficient evidence of critical thinking and application of knowledge in a variety of tasks

- Provides insufficient evidence of creative and/or innovative learning or understanding

- Not motivated and does not work independently || Homework assigned on weekends only and due on first class after the weekend. 1.5hrs. weekly *LATE ASSIGNMENTS WILL INCUR A PENALTY OF A DEDUCTION OF ONE GRADE FOR EACH DAY OVER DUE.

__ REQUIRED __

Art smocks Art Journal. 9”x12” blank pages (Process Portfolio) Digital camera available as necessary (first Assignment /first week)

Classroom Procedures
 * Classroom Expectations **

Consequences: (both positive and negative) occur as a result of your choices in the classroom. Positive: I will let your parents and homeroom teacher know about your great work. you will be allowed to use special materials or do special projects. you will be assigned extra credit. Negative: 1/ one time: Verbal reminder 2/ two times: 1 conduct point (Conduct Log). Move and work by yourself. Classroom teacher informed. 3/ three times: 2 conduct points. Parents/guardians will be contacted so that we can all work on solving the problem together. May be asked to put away materials and work in sketchbook. May be asked to come in on own time to work on the assigned project. May be asked to clean art room after school 4/ four times: 3 conduct points. (In addition to above consequences.) 5/ five times: 5 conduct points. Student will be sent to the office and parents will be called. If a student makes a very poor choice about behavior (fighting, destruction of property, inappropriate language, etc.), they may bypass all of the above consequences and go the office. ** Classroom Rules ** Be Respectful: Every student has the right to a safe and secure classroom; you do not have the right to impede or jeopardize that in any way. Be respectful of yourself, your environment, your fellow classmates, and your teacher. Treat others the way you want to be treated. Be Responsible: The Oxford Dictionary defines responsible in this way: “Liable to be called into account. 2 morally accountable for one’s action, capable of rational conduct.” Act rationally; choose wisely. Recognize your own role in building a fun and productive community of learners. Understand there will be consequences, both good and bad, for your actions. Be Safe: Think about where you are and whom you are with. We must guarantee against harm or injury to another. Think. Ask yourself is it worth it? Would I want this done to me? I will not tolerate, nor should you, any behavior that takes away from the safety of this classroom, nor will the school. Be Cooperative: Time and again you will be asked to do something that you may not like or think is worthless. Be mature; work through it. You may find that “getting there” is half the fun. Our world demands that you work well with others. Think—choose wisely. Be A Worker: Do your job! Challenge yourself to be productive. You are here; use your time wisely. Be Peaceful: “Freedom from disorder. quiet; tranquility, serenity. a mental calm.” Simply put, be kind to each other—exercise self-control. *Classroom Rules are under Copyright 2011 of The Incredible Art Department
 * 1/Always enter classroom quietly and prepared for work
 * 2/ Stop, look, and listen when signal (bell, hand or voice) is given.
 * 3/ Follow directions the first time.
 * 4/ Respect (self, other students, teacher, tools, materials and art room).
 * 5/ Be safe. (Includes using safe movements in the classroom and using tools and materials properly and as directed).
 * 6/ Do your personal best. (Work hard, follow classroom rules and procedures, and try not to compare yourself with others.)

AUGUST- SEPT LESSON 1STUDENT 30 DAY DRAWING CHALLENGE Students will engage in multiple drawing tasks over the course of a month.

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