Class Description
Art 1 is an introduction to the theories and principles of drawing, painting, perspective, the study of art history and styles, the exploration of basic art concepts, observation techniques and the implementation of these techniques with various media. The second semester of Art will incorporate these ideas with more advanced and difficult techniques as well as more freedom in creativity.

The student will be presented with the elements of art: LINE, SHAPE, TEXTURE, VALUE, and COLOR. The student will study the human figure and perspective. After the demonstration, observation and study of each element or technique, the student will use a variety of media and practice each process within a set of guidelines and exercises. The student will be expected to complete a project with each media. The student will be exposed to the following media: graphite, watercolor, pastels, pen and ink, acrylics, tempera and charcoal. The student will be expected to be able to discuss and critique works of art using the vocabulary and information presented in class about media, techniques, styles and periods of art history.

Art 2 is a continuation of the study of the theories and principles of drawing and painting, art history and styles. The student will be presented with new methods to use basic art concepts learned in the first semester. The student will continue to incorporate historical and cultural styles in his/her work. The student will be expected to work independently and encouraged to try new techniques or media to enhance his/her skills using media previously presented. The student will be expected to do a research report on an artist, sculptor or architect from his/her culture. The second semester will focus on using the materials and skills learning in the first semester. The student will be graded on improvement from the first semester to the second.

CLASS PROCEDURES (See attached for detailed procedures/rules.)
STUDENTS ARE EXPECTED TO BE AT THEIR DESK WITH SUPPLIES AND SKETCHBOOK, OR WORK IN PROGRESS, WHEN THE BELL RINGS. Students will be expected to take notes on vocabulary terms to be used in discussions and critiques of various artworks and projects. The student will be expected to know terms associated with each element and technique presented. The student will be expected to use this vocabulary when discussing and critiquing artworks.

I will demonstrate methods of drawing or painting and show slides or examples of a particular media or technique. At the end of the demonstration the student will be expected to practice the process and create a finished work using the procedures and media with certain specified rubrics or guidelines. I will assist the student individually when he/she has difficulty. I will move around the room to observe the progress of each student and advise corrections when necessary. The student will be encouraged to ask questions and improve their existing artistic talents.

STUDENT PORTFOLIO and SKETCHES
The student will also KEEP a portfolio file of all PROJECT work. Students will be expected to sketch their ideas, do warm-up drawings and keep dated sketches.

PROJECTS
After the completed/exercises/assignments, the student will produce a work of original art. These projects will make up the majority of the student’s grade. The student will be expected to work daily in class and meet deadlines with each project.

GRADING
Your grade in this class will be based on POINTS earned from CLASSWORK EXERCISES and PROJECTS. A grade will also be assigned for COOPERATION, DAILY WORK HABITS, DAILY CLEAN-UP and OVERALL EFFORT (25% of the total grade). The student will be expected to redo an assignment or complete extra credit if completed early. The grade scale can be found in the BMHS Handbook.

ATTENDANCE
Students are to be in the classroom and seated BEFORE the bell rings WITH ALL SUPPLIES AND CURRENT WORK ready for the day.

BEGINNING ART ASSIGNMENTS (1st Semester)

Line, Texture, Value: Graphite

Line exercises

Frottage/Texture exercises

Value exercises

Project: Still Life or Drapery

Shape: Cubist Collage/Symbolic Self-Portrait Project

Color: Tempera

Value scale, Color wheel design, Color mixing

Project: Impressionist painting or abstract/Cubist painting

Perspective Exercises

1 and 2 point perspective/cityscape

Project BMHS school drawing

Pattern and Repetition: Pen and Ink

Exercises and pen techniques: value, stippling, crosshatching

Project: Shape/Pattern Repetition

Portraiture/Figure Studies/Gesture studies/ Daily warm-ups

Figure Proportions

Facial features: lines, value, perspective, shape

FINAL: Project: Self-portrait

2nd SEMESTER PROJECTS

You will be working independently often and your growth as an artist will be obvious by the number of times you redo, re-sketch, or try a new medium. If you have a particular interest and want to experiment with a specific process, please let me know early in the semester that I might plan for your growth as an artist and provide materials. Also, PLEASE do not be afraid to ask for help.

Projects (Tentative)

Symbolic self-portrait collage

Value/Color:

• Tempera triad design/M.C. Escher tessellations
• Landscape study with watercolor or tempera

Space/Shape: Positive/negative stencil cut or reverse design

Line/Texture: 3-problem study of line/variety use
Figure/Portraits: Collage and 4 faces, each a different style

FINAL: PROJECT OF CHOICE

Collage with pen/ink and color composition

Sequence of development of an idea (Zoom in on final area of original.)

Portrait study: Self-portrait with 4 media or 4 styles

A study of his/her own hands in four different poses.
Students will choose from these 4 projects for their second semester Final.

You should have paid a $40.00 fee at the bookstore, which will cover all materials used in class. If you lose said supplies I have attached a list of art stores where you may purchase new ones. I have also attached a criteria sheet for Fine Art Grades as a guideline for expectations in this class. Everyone can learn something about drawing and painting; only YOU can determine how much!

It is difficult to fail this class, as most people put forth effort and turn in assignments. However, failing means you did not do these two things consistently. I know that you will put forth your best effort and I look forward to working with you!

GOALS

The student will:

1. Develop innate, God-given talents, and develop skills in the practice and production of drawing and painting using the basic elements and principals of art and design.
2. Experience not only art production, but also artistic philosophy, artistic criticism and art history.
3. Analyze and form critical assessments about works of art.
4. Use a variety of media to produce artworks.
5. Produce works of art that show individual creativity and problem solving
6. Meet deadline of production for assigned projects.

OBJECTIVES

The student will be able to:

1. Design artworks based upon design elements and principles, as well as responses to historical, philosophical and cultural prompts.
2. Use appropriate terminology for the verbal and written description and analysis of artwork.
3. Participate in discussion about the philosophy of art demonstrating knowledge of art history.
4. Create artwork of acceptable quality using the techniques of graphite, drawing, collage, pen and ink, charcoal, tempera, watercolor, acrylic paint and pastels.
5. Produce artwork that shows creativity and problem solving ability.
6. Produce finished artwork by the assigned deadline

Instructional Methods and/or Strategies

Learning will be primarily student-centered.  The instructor will introduce concepts and materials.  The students will apply concepts to the materials to produce artworks.  There will be group critiques throughout the semester by the class of theirs, and others, artwork.

Assessment Methods and/or Tools

The students will be assessed by five criteria in the class.

1. Effective use of design elements in their work.
   • Carefully planned, made several sketches, and showed art awareness of the elements and principles of design; chose color scheme carefully when applicable.
   • The artwork shows that the student applied the principles of design while using one or more of the elements effectively; showed an awareness of filling space adequately.
   • The student did the assignment adequately, yet it shows a lack of planning and little evidence that an overall composition was planned.
   • The assignment was completed and turned in, but showed little evidence of understanding of the principles of art; no evidence of planning.
   • Student did minimum or the artwork was never turned in.


2. Creativity/originality
   • The student employed several choices before selecting one or generated many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated outstanding effort.
   • The student tried a few ideas before selecting one or based his work on someone else’s idea; made decision after referring to one source; solved the problem in a logical way.
   • The student tried one idea and carried it out adequately, but it lacked originality; substituted “symbol” for personal observation; might have copied work
   • The student fulfilled the assignment, but gave no indication of trying anything unusual.
   • The student showed no evidence of original thought or effort.


3. Effort and Perseverance
   • The project was continued until it was as complete as the student could make it; gave effort far beyond that required; took pride in going well beyond the requirement
   • The student worked hard and completed the project, but with a little more effort, it might have been outstanding.
   • The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finishes; chose the easy project and did it indifferently.
   • The student fulfilled the assignment, but gave no indication of trying anything unusual.
   • The student showed no evident of thought, effort, or perseverance.


4. Craftsmanship/skill/consistency
   • The artwork was beautiful and patiently done; it was as good as hard work could
     make it.
   • With a little more effort, the work could have been outstanding; lacks the finishing touches
   • The student showed average craftsmanship; adequate but not as good as it could have been; a bit careless.<
   • The student showed average craftsmanship; lack of pride in finished artwork.
   • The student showed poor craftsmanship; evidence of laziness or total lack of understanding.


5. Group cooperation/attitude
   • The student worked toward group goals, effectively performed a variety of roles in group work, followed through commitments, and was sensitive to the feelings and knowledge level of others; willingly participated in necessary preparation or work for classroom.
   • The student participated enthusiastically, followed through on commitments, performed more than adequately, and assisted in preparation and cleanup.
   • The student mostly allowed others in the group to make all the decisions, did his/her share of work adequately, assisted in preparation and cleanup when asked.
   • The student allowed others to most of the work; did participate minimally; did the minimum amount.
   • The student was a part of the group, but did almost nothing toward the group goals; did minimal amount of preparation and cleanup.

Assessment Criteria

Grades in this class will be based on points earned from exercises, projects and daily work habits, participation, effort and clean-up habits. The effort/participation grade will be 25% of the student’s grade. Deadlines will be assigned. The student is responsible for meeting the due date. Ten points per day will be deducted for late work, up to one week. After one week a “zero” will be applied for said assignment. The student will be expected to complete extra credit or re-do an assignment if completed early. Letter grades are assigned according to the BMHS grading scale.

CLASSROOM RULES

1. Listen carefully and follow directions the first time they are given.
2. Cooperate with your teacher and classmates.
3. Follow classroom procedures regarding classroom or personal needs.
4. Respect the work and property of others.
5. Carry out your student responsibilities.
6. A disruptive student will be given one warning to improve after which he/she will be given a Violation.
7. Accept responsibility for grades and consequences of behavior.

Procedures are a part of life.  We follow procedures for shopping, boarding an airplane, approaching a traffic light and attending church. The reason we have procedures in life is so that people can function in society knowing the acceptable and efficient ways other people do things.  There are also procedures in this classroom.  These procedures establish our classroom culture.

1. Enter the classroom quietly, pick up your supply box from the middle table and go to your seat to begin assignment before the bell rings.


2. If you are tardy, take your seat and I will get to you as soon as possible.


3. If you have been absent, take your seat and I will see you after class regarding any missed assignments.


4. When I ask for your attention, stop your work, put down your pencils, etc. and look at me.


5. Raise your hand if you have a question, need to sharpen a pencil, get supplies, have an answer or need to leave the classroom, etc.


6. If you are finished with a project, raise your hand. Once I approve and accept your work you may go to the Extra Credit box.


7. NO NAME = NO GRADE


8. Clean up your area. The Table Monitor will return supply boxes to the assigned cupboard.


9. Be ready to leave when the timer rings.


10. Do not leave the table/room until I dismiss you, even during an emergency alert signal.