- Monday: Tape Casted Breadth due - Critique today
- Tuesday: Introduce new assignment - assemblage - plan in sketchbook - bring in collected materials - make a list of objects that you may want to create using assemblage technique - brainstorm ideas for what to use to make it
- Wednesday: Working in sketchbook - begin assemblage assignment
- Thursday: Continue Assemblage breadth assignment
- Friday; continue Assemblage assignment
August 2009 Archives
In class/studio assignment: Combined Abstracted Pinch pots
- Monday: Finish painting Humanimals; Begin working on Combined Abstracted Pinch pots
- Tuesday: work on Combined Abstracted Pinch pots
- Wednesday: work on Combined Abstracted Pinch pots
- Thursday: work on Combined Abstracted Pinch pots
- Friday: Finish working on Combined Abstracted Pinch pots
In class/studio assignment: Warhol portraits
- Monday: Working on Warhol portraits
- Tuesday: Working on Warhol portraits
- Wednesday: Working on Warhol portraits
- Thursday: Working on Warhol portraits
- Friday: Finish Warhol portraits - Due today
In class/studio assignment - Working on their contour line drawings
- Monday: Working on their contour line drawings
- Tuesday:Working on their contour line drawings
- Wednesday: Working on their contour line drawings
- Thursday:Working on their contour line drawings
- Friday: Working in journals; journal topic soon to come
All summer assignments are due Monday 8/24 - we will have a short critique on all work
In class/studio assignment: Tape Casting
This week students will be finishing up their first Breadth assignment - Tape Casting - this assignment is due on Monday 9/31
Wednesday - view power point on next Breadth assignment
HW: In journal - plan your next Breadth idea - come up with AT LEAST 3 ideas to be discussed with class on Friday 8/28
All summer assignments are due Monday 8/24 - we will have a short critique on all work
In class/studio assignment: Tape Casting
This week students will be finishing up their first Breadth assignment - Tape Casting - this assignment is due on Monday 9/31
Wednesday - view power point on next Breadth assignment
HW: In journal - plan your next Breadth idea - come up with AT LEAST 3 ideas to be discussed with class on Friday 8/28
In class/studio assignment: Students will be finishing mini labs - fixing old photo - and beginning Warhol portraits
- Monday: Demo on cleaning up an old damaged photo - begin fixing old photo
- Tuesday: Continue fixing old photo
- Wednesday: Old photo due today at the end of class
- Thursday: Demo on Warhol portraits - begin Portraits
- Friday: Continue Warhol portraits - due Monday
In class/studio assignment: Finishing Humanimals; Students will begin working on their Abstracted Combined Pinch Pots
- Monday: Continue working on Humanimals - Begin journal page - search for a natural object found in the sea or on land that you will use as inspiration in a combined abstracted pinch form.
- Tuesday: Finish working on Humanimals - greenware due at the end of the period. Introduce new assignment through Power point on Pinch forms - Continue journal page - search for a natural object found in the sea or on land that you will use as inspiration in a combined abstracted pinch form.
- Wednesday: Demo on mini lab - combined Pinch forms - Begin mini lab - create a mini combined pinch form - HW - begin journal page - plan for Abstracted Pinch Form - sketch out idea - need at least 3 views of pinch form - due Friday
- Thursday: Finish Mini lab - greenware due today - Finish HW - sketches of pinch form due tomorrow
- Friday: Sketches due today - begin pinch form when sketches are finished
In class/studio assignment: Students will be working on a contour line drawing of their hands adding repetition by using different patterns and inspiration from their research on graffiti artists.
- Monday: Introduce new assignment - practice drawing contours of hands in different positions HW: Look up 3-5 professional graffiti artists - take notes about artist's techniques and your response to them - print out some images you like - fill a page in your journal with at least 15 different repetitive patterns - due tomorrow
- Tuesday: work in journals planning new assignment - create at least 4 thumbnail sketches of your ideas for assignment - choose one to complete
- Wednesday: Begin contour line drawings
- Thursday: Continue contour line drawings
- Friday: Journals due today -What is Art? -(was assigned on Thursday AUG 20th) Continue working on contour line drawings
CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9 - 12
COURSE TITLE:
J
EWELRY DESIGN ICOURSE NUMBER:
50.4431001
COURSE LENGTH:
S
EMESTERCOURSE DESCRIPTION:
Jewelry Design I introduces jewelry making as an art form in the past and present. A variety of
media and tools are explored. The elements of art and principals of design are used to analyze,
design, create, and evaluate jewelry. The course combines aesthetics, art criticism and art history
with studio production of jewelry and metalwork.
PREREQUISITE(S):
Introduction to Art or Art History 1 or Art History 2MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter
[National Std. 3, 6]a. Keeps a visual/verbal journal with personal ideas, course information
b. Brainstorms multiple solutions before beginning jewelry/metalwork
c. Uses concepts/ideas from other disciplines as inspiration for metalwork
d. Produces designs inspired by observation of the natural world, research into
cultures and artists
[QCC C.1]2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning
[National Std. 2]a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork
[QCC C.1]b. Creates unified compositions stressing selected formal qualities (principles and
elements)
c. Solves practical problems of function and comfort in relation to jewelry design
3. Understands and applies media, techniques, and processes
[National Std. 1]a. Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes
[QCC C.1]b. Uses metal and non-metal jewelry/metalwork techniques
[QCC C.11]c. Demonstrates knowledge of computer technology in jewelry production
(QCC 3)d. Demonstrates safe use of tools and cares for tools and materials as instructed
(QCC 4)4. Self-evaluates art learning and develops habits of excellence
[QCC C.15]a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work
[QCC C.15]b. Sets high standards for craftsmanship and skill mastery in own artwork
[QCC C.15]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1c. Recognizes emerging elements of personal artistic voice
d. Evaluates comfort and comments from others after wearing the jewelry piece
e. Applies and recognizes the use of higher-order thinking skills (e.g. tolerance of
ambiguity, nuanced judgment, complex thinking, finding structure in apparent
disorder) in the creation of solutions to visual problems in jewelry design
(QCC C.2, C.9)f. Works to find individual voice within assignment guidelines; understands that
creativity is problem-solving within given parameters
g. Explores career opportunities in the jewelry industry
(QCC 7]h. Explores life-long avocational opportunities in the crafts/jewelry (such as producing,
visiting museums and galleries, teaching, volunteering, collecting, reading and
writing about crafts/jewelry
(QCC 8)AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art
[National Std. 5, 6]a. Write, reflect upon, and revise throughout the course, personal answers to this
question: What is the relationship between craft and art? Is jewelry art?
[QCC C.16]b. Discusses the importance of aesthetic experiences in daily life and how jewelry plays
an important role
c. Reflect on the relationship of beauty to art, particularly beauty in jewelry
d. Formulate ideas about crafts-related aesthetic issues such as
(QCC 16)o
form vs. functiono
humanity's need to decorate objects in the environment and for personaladornment
o
appeal of hand-made versus machine-made objectso
ethical issues in the collection and exhibit of craft artifacts for museumso
similarities and differences between art, fine crafts, and home industry massproduction
(QCC 17)o
monetary value of fine crafts, folk crafts, and outsider artART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork
[National Std. 5, 6]a. Describe visual and tactile qualities (elements and principles) in jewelry from varied
societies and analyze how they communicate expressive content
(QCC 10]b. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures
[QCC C.10]c. Uses Feldman's method and Visual Thinking Strategies to"read" jewelry/ metalwork;
supports inferences with evidence within the work
[QCC C.16, C.14]d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Writes and talks about jewelry and body decoration from a wide range of
perspectives including cultural context, technical, functional, craftsmanship
[QCC C.14]f. Compares and contrasts other art forms such as painting, sculpture, and ceramics to
jewelry design
(QCC C.5)
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1ART HISTORY
7. Understands the visual arts in relation to history and cultures
[National Std. 4, 6]a. Examines the functions of jewelry and personal adornment from diverse cultures and
times and evaluate their role in society
(QCC C.13)b. Examines changes in the role of jewelry and personal adornment in primitive through
modern societies
(QCC C.18)c. Explains the influences of cultural factors on the development of jewelry in different
societies
(QCC 19)d. Classifies themes in jewelry from varied societies throughout history
(QCC 12)e. Discuss how and why jewelry is important in our daily lives and in today's world
(personal significance, social commentary, self-expression, spiritual expression, for
beauty's sake, for profit/production)
f. Identify and discuss jewelry from major cultural areas (e.g., Africa, Latin America,
North America, and Asia) and from different periods in time (e.g., Egyptian, Pre-
Columbian, Native American, Byzantine)
[QCC C.20)g. Researches jewelry design using Internet, museums, exhibits, periodicals
[QCC C.21]
|
COURSE DESCRIPTION: Introduction to Art is an entry-level class that establishes a standard and consistent foundation in the discipline of visual art. Students will be introduced to all aspects of visual art including but not limited to art as personal communication, drawing, sculpture, ceramics, design, aesthetics, careers, art criticism and art history. |
|
PREREQUISITE(S): None |
|
MASTER LIST: STANDARDS AND ELEMENTS |
|
MEANING AND CREATIVE THINKING The student engages in the creative process, finds and solves problems, and pursues open-ended inquiry through the production of artworks. The student develops aesthetic understanding through the examination of his/her own art and the artwork of others (National Standards 1 & 2). Description: The student develops creativity, critical-thinking, and problem solving skills. The student engages in aesthetic dialogue, making effort toward constructing meaning as he or she encounters and produces works of art based on painting approaches. VAHSVAMC.1 Engages in the creative process, imagines new ideas by using mental and visual imagery, conceptualizes these ideas by using artistic language and contextual understandings in assessing learning, and develops a personal artistic voice that gives unique form to these concepts. a. Identifies artistic styles of a range of contemporary and past artists. b. Recognizes personal motivations and interests. c. Identifies a personal viewpoint. d. Selects self-assessment standards. e. Identifies themes and interests to which they are drawn. f. Identifies preferred materials and working methods VAHSVAMC.2 Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results. a. Uses sketchbook journal to research and experiment with artistic conventions to communicate ideas. b. Generates more than one solution to a single artistic problem and assesses merits of each. c. Analyzes, in both written and oral form, the implications of artistic decisions. d. Solves artistic problems through discussion and interaction with peers. e. Supports peers though informal, on-going critique of works in-progress. f. Recognizes and develops art making as a risk-taking process that incorporates existing knowledge, brainstorming, planning, and discovery of unexpected connections. VAHSVAMC.3 Cultivates critical thinking and logical argumentation in aesthetics. a. Discusses aesthetic issues, such as what is beauty? What affects my personal aesthetic? b. Writes, reflects, and revises throughout the course a personal answer to the question, what is art? c. Identifies the ideas and values reflected in the art of past and present cultures. d. Explores ideas and values reflected in the way the student's current culture(s) define and use art. e. Researches and analyzes the work of an artist and writes about how the artist's style contributes to the meaning of the work. VAHSVAMC.4 Analyzes the origins of one's own ideas in relation to community, culture, and the world. a. Compares and contrasts the works of a wide range of contemporary and past artists. b. Identifies values and practices in his or her community culture and world that inform art. c. Reflects on how his or her personal experience in community, culture, and the world inform his or her work. d. Identifies the values and contributions of diverse peers, cultures, and communities. CONTEXTUAL UNDERSTANDING The student understands art in relation to history and culture (National Standard 4). Description: The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VAHSVACU.1 Articulates ideas and universal themes from diverse cultures of the past and present. a. Identifies how the issues of time, place, and culture are reflected in selected art works. b. Discusses how understanding the original context of an artwork affects a viewer's connection with and interpretation of the artwork. c. Recognizes art, art styles and artists and writes and talks about them from a wide range of perspectives, including cultural context, formalist, expressionist, conceptual, functional, and technical. d. Discusses the importance of art in daily life (personal significance, social commentary, self-expression, spiritual expression, planning, recording history, for beauty's sake, and marketing / advertising). e. Supports, with examples from history, the assertion that humanity has an innate need to create or make their world a more beautiful place. f. Compares and contrasts works from theories of art: Formalism (Structuralism), Imitationalism (Realism), Emotionalism (Expressionism), and Functionalism (Utilitarian). g. Discusses the role of art in at least two historical cultures; compares and contrasts to art today. h. Discusses the role of art and artifacts as a visual record of humankind's history and a vehicle for gaining understanding of another culture. VAHSVACU.2 Demonstrates an understanding of how art history impacts the creative process of art making. a. Develops a repertoire of contemporary and historical art exemplars. b. Creates art work that explores ideas, issues, and events from current and past cultures. PRODUCTION The student creates artwork by applying media, techniques, and processes to formulate and express his/her ideas and conceptual understanding (National Standard 1). Description: The student applies media, techniques, and processes with sufficient skill, confidence, and sensitivity to carry out personal intentions in artworks. Through experience in a range of artistic processes, use of a variety of materials, and development of a repertoire of techniques, the student understands the relationship of process, material, and technique to communication of ideas. VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning. a. Uses a viewfinder to develop compositions. b. Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition. c. Uses thumbnail sketches and visual/verbal notes to plan compositions. d. Discusses and applies concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, and variety within repetition. VAHSVAPR.2 Understands and applies media, techniques, and processes in drawing. a. Creates contour drawings from observation. b. Uses value to model geometric forms with rendering, hatching/cross-hatching. c. Combines contour and value in drawing from direct observation. d. Uses one- and two-point perspective to draw cubes, rectangles, and related objects from observation and analyzes use of one and two-point perspective in famous artwork (landscape, interiors, and still-life). e. Uses gesture drawing to portray animate / inanimate subjects and to show mass and movement, quick sketches, and expressive mark-making. f. Uses mark-making in a conscious way in drawing. VAHSVAPR.3 Understands and applies media, techniques, and processes in color / painting. a. Applies color theory (hue, value, intensity) and color schemes (monochromatic, analogous, complementary, split-complementary, and triadic) to express emotion and create unity. b. Reviews primary, secondary, and tertiary hues. c. Uses color relationships such as monochromatic, warm/cool, complementary, analogous, and spilt-complementary to achieve visual unity and/or intent of work. d. Demonstrates understanding of the dark/light value quality of specific colors. e. Demonstrates understanding of the intensity of color. f. Lightens and darkens color with tints/shades. g. Understands and applies warm/cool versions of the same hue. h. Understands and applies impact of juxtaposing various colors. i. Uses mark-making in a conscious way in painting. j. Analyzes how color communicates meaning in personal and famous artwork. VAHSVAPR.4 Understands and applies media, techniques, and processes in three-dimensional art. a. Translates 2-D sketches into 3-D form. b. Communicates meaning in 3-D media. c. Compares and contrasts sculpture-in-the-round, high relief, bas relief, and additive and subtractive processes. d. Understands and practices safe handling of art media and tools. VAHSVAPR.5 Creates artwork reflecting a range of concepts, ideas, and subject matter. a. Keeps a visual/verbal journal. b. Brainstorms multiple solutions before beginning artwork. c. Creates sketches/artwork from formalist, emotionalist, and realist approaches. d. Uses symbolic representation in work. e. Works to find individual voice (creativity within guidelines); understands that creativity is problem-solving within given parameters. f. Explores digital media as a tool for art production. g. Uses concepts / ideas from other disciplines as inspiration for artwork. h. Demonstrates proper care and safe use of tools and materials. VAHSVAPR.6 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning. a. Creates sketches/artwork from formalist, emotionalist, and realist approaches. b. Writes reflections on work, idea generation, and skills progress. c. Analyzes and critiques works of art - personal, peers, and professional. d. Makes visual/verbal connections. e. Practices direct observation and reactions in words, images, and symbols. f. Records artistic research. g. Collects, develops, and preserves personal ideas and thoughts. h. Records inspirational images, words, thoughts, and ideas. i. Maintains notes and class information. j. Plans artwork. k. Practices technique. l. Experiments with media, technique, and color - uses as a process journal. m. Identifies emerging personal, artistic voice. VAHSVAPR.7 Develops a portfolio of artwork for the course. a. Self-evaluates progress and completes work using criteria such as composition, craftsmanship, technical skill, meeting goals of work, and progress over time. VAHSVAPR.8 Plans and presents appropriate exhibition of own artwork. a. Observes the preparation of art for the purpose of displaying own work.
ASSESSMENT AND REFLECTION: The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her work and the artwork of others (National Standard 5). Description: The student describes and assesses materials, techniques, and processes used to complete a finished artwork. He or she demonstrates the ability to reflect upon and interpret personal work and the work of others, expressing personal viewpoint, and constructive criticism. VAHSVAAR.1 Makes written and oral critiques of own works of art. a. Reflects on the artistic process (through journal-keeping, reflective writing, and discussion). b. Reviews portfolio to identify growth over the course of the class, mastery of skills and techniques, strongest works and what makes them strong, areas needing improvement, and effective communication of thoughts and ideas. c. Self-evaluates in progress and complete work using criteria such as composition, craftsmanship, technical skill, meeting goals of work, and progress over time. d. Sets high standards for craftsmanship and skill mastery in own artwork. e. Revises artwork based on input from the critique process. VAHSVAAR.2 Critiques artwork of others individually and in group settings. a. Provides respectful and constructive criticism to peers in formal class critiques. b. Develops skills to provide informal feedback to peers on work in process as part of a community of learners. c. Uses established criteria to analyze specific strengths and weaknesses of art works based on the ways technique and composition is used to convey meaning. d. Analyzes how formal qualities (elements/principles) are used to communicate meaning. e. Discusses the connection between intent and viewer's interpretation--active participation by viewer to bring personal experience to the interpretation. f. Discusses content in artwork and how it is communicated; ―reads‖ artwork and shares interpretations and personal responses to representational, abstract and non-objective artwork. g. Verbalizes personal reactions to artwork; develops descriptive vocabulary including adjectives, analogies, and metaphors. VAHSVAAR.3 Develops multiple strategies for responding to and reflecting on artworks. a. Employs specific art vocabulary, accurately and routinely, to critique art in discussion and writing. b. Evaluates artwork using diverse criteria. c. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, processes, and intentions of those who created the works, such as using ―Visual Thinking Skills or Feldman's Art Criticism process. d. Uses a variety of approaches, in his or her visual journal, to explore and find personal connections to artworks. CONNECTIONS Students make connections to other disciplines and the world around them through the visual arts (National Standard 6). Description: The student makes connections from the world of art to other areas of learning and personal endeavor. He or she derives inspiration from varied areas of knowledge and life experiences. Through the study and production of art, the student develops visual and verbal literacy and life and work skills including appropriate use and development of technology. VAHSVAC.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Uses inspiration from other disciplines to influence idea development in art. b. Understands how knowledge of art enriches and enhances learning in other core disciplines. c. Makes interdisciplinary connections, applying art skills, knowledge, and habits of mind to improve understanding in other disciplines. d. Develops the ability to integrate visual and verbal skills to communicate. e. Identifies visual choices as a part of life. f. Describes and discusses the importance of aesthetic experiences in daily life. VAHSVAC.2 Develops 21st century life and work skills and habits of mind for success through the study and production of art. a. Manages goals and time. b. Directs own learning. c. Guides and leads others. d. Works in diverse teams. e. Adapts to change. f. Uses current technology as a tool. VAHSVAC.3 Utilizes a variety of resources to see how artistic learning extends beyond the walls of the classroom. a. Discusses how study in art benefits one's future as an avocation (making, collecting, volunteering); in art-related careers; and in non-art careers and life skills (application of higher order thinking skills valued by business such as tolerance for ambiguity, judgment in the absence of explicit rules, finding structure in apparent disorder, etc.). b. Accesses resources such as museums, Internet, visiting artists, galleries, community arts organizations, and visual culture to research art in the world around them. c. Identifies various art related careers and post-secondary options. d. Draws inspiration for artwork from the world and resources outside the traditional classroom. |
CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9-12
COURSE TITLE:
C
OMPUTER ART 1COURSE NUMBER:
50.4724001
COURSE LENGTH:
S
EMESTERCOURSE DESCRIPTION:
Computer Art 1 will acquaint students with the use of computers and digital media for the
production of art. This one-semester course is geared toward developing artistic skills and
computer skills to communicate ideas through print and multimedia presentations. The majority
of coursework will be designed and produced utilizing Adobe PhotoShop. At the completion of
this course, the student may move into Computer Art 2.
PREREQUISITE(S):
Introduction to Art or Art History 1 or Art History 2STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter
[National Std. 3, 6]a. Keeps a visual/verbal journal to reflect course content, personal growth, ideas
development, reflections to document development as an artist and conceptual
thinker
b. Brainstorms multiple solutions before beginning art work
c. Uses digital techniques to produce art that: imitates the real world (Realism /
Imitationalism), is concerned with design and composition (Formalism),
expresses a feeling or emotion (Emotionalism / Expressionism), communicates
an idea or concept (Functionalism/Social Commentary)
[QCC CA.2]d. Produces digital imagery that pushes the computer's ability to combine verbal and
visual communication
[QCC CA.8]e. Uses concepts / ideas from other disciplines as inspiration for artwork
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning
[National Std. 2]a. Uses thumbnail sketches and visual/verbal notes to plan composition
b. Develops skills in using the elements and principles of design to communicate
meaning and produce unified compositions
c. Discusses and applies concepts such as activating the negative space, visual
weight, paths of movement
3. Understands and applies media, techniques, and processes
[National Std. 1]a. Uses a range of paint and image processing programs to create computer art
[QCC1]b. Combines digital images with traditional art media
[QCC CA.4]c. Uses computer software/hardware to develop ideas and sketches for creation in
other art media
[QCC CA.3]d. Produces related series of digital images based on students' imported art works
and on images created within the computer
[QCC CA.5]e. Applies basic computer knowledge such as file management, file formats, import
devices, and capabilities of vector vs. bitmapped software
[QCC CA.7]
FULTON COUNTY BOARD OF EDUCATION Computer Art 1f. Communicates meaning in alternative presentations of computer-generated
images
g. Demonstrates proper use and care of computer equipment and art materials
[QCC CA.6]
4. Self-evaluates art learning and develops habits of excellence.
a. Self-evaluates in-progress and complete work using criteria as appropriate
(composition, stylistic quality, craftsmanship, technical skill, goals of work)
b. Sets high standards for craftsmanship and skill mastery in own artwork
c. Recognizes the application of higher order thinking skills (e.g., tolerance of
ambiguity, nuanced judgment, complex thinking, and finding structure from
apparent disorder) in the creation and production of digital artwork and discusses
their transfer to life and workforce situations
[QCC CA.10]d. Evaluates, based on predetermined criteria, own performance and progress on
skills and written/visual products
[QCC CA.16]AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art
[National Std. 5, 6]a. Recognizes emerging personal artistic style in computer generated artwork
b. Identifies how artist's choices in technique and style interrelate to produce an
intended expression in digital artwork
[QCC CA.14]c. Writes, reflects upon, and revises throughout the course, a personal answer to
this question: What is digital art?
d. Discusses aesthetic and ethical issues in art and digital media such as,
o
Can the computer be used to produce "fine art"?o
What is the relationship between traditional printmaking and digital art?o
What ethics apply to copyright issues, computer art, and the Internet?o
What are the potentials and dangers of electronic technologies' effect onhuman interaction, communication and expression?
o
What are the relationships between the language of electronic media,such as image, sound, movement and the arts?
o
How do arts serve to balance the use of technology in daily life?" [QCCCA.17]
e. Recognizes art in the world, as digital media; how art and visual choices are a
part of life
f. Verbalizes personal reaction to artwork using descriptive vocabulary including
adjectives, analogy, metaphor
g. Describes and discusses the importance of aesthetic experiences in daily life
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork
[National Std. 5, 6]a. Analyzes and evaluates the use of elements of art and principles of design to
communicate meaning and create unity in computer-generated images
[QCC CA.12]b. Identifies additive colors (the basic palette of the computer display) and subtractive
colors (the basic palette of the printing process)
[QCC CA.13]
FULTON COUNTY BOARD OF EDUCATION Computer Art 1c. Critiques digital art in print and broadcast media using Feldman's art criticism
method and Visual Thinking Strategies based on evidence observed in the artwork
[QCC CA.15,20]
d. Describes current trends in the field of computer art / design / graphics
[QCC CA.21]ART HISTORY
7. Understands the visual arts in relation to history and cultures
[National Std. 4, 6]a. Recognizes the role of computer technology in art production and careers (e.g.,
the role of artists in emerging technology fields, the computer as an artist's tool
much like a brush or pencil, the importance of visual imagery in emerging
technology, the increasing demand for individuals who can combine art skills,
computer skills, and complex thinking skills needed in the work force)
[QCC CA.9]b. Identifies computer art in many facets of society from production of consumable
items to mass media
[QCC CA.11]c. Researches and discusses important turning points in the evolution of the
computer
[QCC CA.18]d. Researches and writes about selected computer artists and emphasizing cultural
significance, stylistic qualities, historical references
[QCC CA.19]e. Discusses why art/computer generated imagery is important in daily life and in
today's world (personal significance, social commentary, self-expression,
spiritual expression, planning, recording history, for beauty's sake, marketing /
advertising, profit/production)
f. Recognizes stylistic qualities of major art styles/movements
CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9 - 12
COURSE TITLE:
C
ERAMICS 1COURSE NUMBER:
50.4411001
COURSE LENGTH:
S
EMESTERCOURSE DESCRIPTION:
Ceramics 1 is an introductory course in ceramics covering the three basic methods of handbuilding.
Students will produce ceramic art work using pinch, slab, and coil techniques. Students
will learn the basic vocabulary of ceramics as well methods of surface treatment, firing, and other
related aspects. Art history, aesthetics, and art criticism will be incorporated throughout the course.
PREREQUISITE(S):
Introduction to Art or Art History 1 or Art History 2MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter
[National Std. 3, 6]a. Keeps a visual/verbal journal
b. Brainstorms multiple solutions before beginning ceramic work [
QCC C.1]c. Uses concepts from other disciplines as inspiration for ceramic artwork
d. Produces hand built ceramic works inspired by personal experience, observation of
the natural world, research into cultures and artists
[QCC C.1]2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning
[National Std. 2]a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
b. Uses principals of design to organize elements to create unified designs and
communicate meaning
3. Understands and applies media, techniques, and processes
[National Std. 1]a. Develops proficiency in clay preparation and hand-building techniques including
pinch, coil, slab, combination
[QCC C.3]b. Uses various stages of clay to create desired effects (slip, plastic, short, leatherhard,
bone dry)
[QCC C.2]c. Recognizes and applies selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing)
[QCC C.4, C.5]d. Demonstrates entry level comprehension of different firing techniques and
atmospheres
e. Understands basics of glaze chemistry and application
[QCC C.6]f. Recognizes safety issues and cares for tools, materials, and equipment
[QCC C.8]
FULTON COUNTY BOARD OF EDUCATION Ceramics 14. Self-evaluates art learning and develops habits of excellence.
a. Self-evaluates in-progress and completed work using criteria such as stylistic
quality, craftsmanship, technical skill, goals of work
[QCC C.17]b. Sets high standards for craftsmanship and skill mastery in own artwork
c. Discusses how study of ceramics benefits one's future: 1) avocation: making
collecting, volunteering 2) art-related careers 3) non-art careers related to
ceramics 4) life skills such as tolerance for ambiguity, judgment in the absence of
rule. finding structure in apparent disorder
[QCC C.9, C.10]d. Works to find personal artistic voice within compositional guidelines; understands
that creativity is problem solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art
[National Std. 5, 6]a. Writes, reflects upon, revises throughout the course, a personal answer to this
question: Why do humans have an innate need to add beauty and meaning to their
world? What is the place of ceramics in art? Is pottery an art, a craft, or both?
[QCCC.18]
b. Discusses aesthetic issues including fine art versus craft, form vs. function, why
handmade objects are sometimes more desirable than mass-produced
[QCC C.18]c. Recognizes ceramic art in the world, ceramic art in daily life, visual choices as a
part of life
d. Formulates and interprets an individual criteria used to define personal aesthetic
beliefs
e. Compares viewpoints of tribal and primitive societies for whom ceramic art is part
of daily life with those of Western society in which ceramics are classified as art
f. Gains insights about clay manipulation and appreciate one's ability with clay
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork
[National Std. 5, 6]a. Compares and contrasts use of formal qualities (elements and principles) to
communicate meaning in ceramic art
b. Analyzes how surface treatment and firing methods communicate meaning or
express beauty
[QCC C.19]c. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures.
[QCC C.15]d. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation).
[QCC C.16]e. Uses Feldman's method and Visual Thinking Strategies to "read" ceramic art;
supports inferences with evidence within the work
[QCC C.16]f. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
g. Writes and talks about ceramics from a wide range of perspectives including cultural
context, technical, functional, craftsmanship
[QCC C.14]
FULTON COUNTY BOARD OF EDUCATION Ceramics 1ART HISTORY
7. Understands the visual arts in relation to history and cultures
[National Std. 4, 6]a. Recognizes, compares, and contrasts major ceramic artists and styles from varied
cultures and times (ancient to present)
[QCC C.20 ]b. Traces major periods of art through ceramics and discusses how artists of each
period reflect their society
[QCC C.12]c. Writes about the role of ceramics as a visual record (primary source) of cultural,
political, scientific, daily genre, and religious history
[QCC C.13, C.20]d. Discusses how and why ceramics and the role of ceramic artists have changed over
time
[QCC C.22 ]e. Researches, studies, and writes about ceramics from diverse societies via Internet,
museums, exhibits as well texts and periodicals.
[QCC C.21 ]f. Discusses the transition of ceramic art from functional craft to fine art.
[QCC C.20 ]g. Discusses the impact of ceramics in industry and other aspects of life
[QCC C.22 ]
- Monday: View power point on Tape Casting Today I will be meeting individually with each student to discuss progress of summer assignments and concentration ideas Homework - Go online to : http://www.xmarkjenkinsx.com/ view website and begin to think about how you would do your own tape cast sculpture/installation piece
- Tuesday: First Breadth Assignment: Demo on Tape casting method - sketches for ideas due tomorrow
- Wednesday: Work on Tape Casting
- Thursday: Work on Tape Casting
- Friday: Work on Tape Casting
Journal Pages: Assemblage artist - chose a sculptural artist who uses assemblage in their work - complete a 2 page spread on their work, your thoughts and response to their work Complete another 2 page spread on ideas for your own Assemblage piece - Journal Page due on Monday August 24th
This power point will be shown in class on August 19th:
In class/studio assignment: Pre-drawings, introduction to VVJ's, and contour line drawings
- Monday: Quiz on Lesson 3/ Elements of Art - continue pre drawings Homework: read lesson 3/ Principles of Design - Quiz tomorrow
- Tuesday: Quiz on Lesson 3/ Principles of Design - Elements and Principles BINGO game
- Wednesday: Test over Chapter 1 Introduction to Visual Verbal Journals - view power point presentation - students will take notes - begin first journal assignment - A page dedicated to the topic: "What is Art?"
- Thursday: Introduction to Contour line - begin Blind contour line drawings and modified contour line drawings Homework: Bring in an object from home that has both interesting positive and negative space - You will need this object on Monday
- Friday: Finish modified contour line drawings
In class/studio assignment: Pre-drawings and introduction to VVJ's
- Monday: Quiz on Lesson 3/ Elements of Art - continue pre drawings Homework: read lesson 3/ Principles of Design - Quiz tomorrow
- Tuesday: Quiz on Lesson 3/ Principles of Design - Elements and Principles BINGO game
- Wednesday: Test over Chapter 1 Introduction to Visual Verbal Journals - view power point presentation - students will take notes - begin first journal assignment - A page dedicated to the topic: "What is Art?"
- Thursday: Introduction to Contour line - begin contour line drawings Homework: Bring in an object from home that has both interesting positive and negative space - You will need this object on Monday
- Friday: Continue contour line drawings
In class/studio assignment: Humanimal
- Monday: Quiz over Chapters 1 and 2 in Experience Clay textbook; Demonstration on how to make Humanimal - four basic hand building techniques - Learn about how to clean up clay studio - Sketches for Humanimal due today
- Tuesday: Begin Humanimal if your sketches are done
- Wednesday: Continue working on Humanimal
- Thursday: Continue working on Humanimal
- Friday: Finish Humanimal by today - greenware due today!
In class/ Studio Assignment: Introduction to Photoshop - students will be introduced to the basics of Photoshop program through a series of mini labs.
- Monday: Meet in computer lab E101 - Introduction to Photoshop - opening, saving, and basic toolbox - mini lab using painting tools and selection tools- "Mondrian mini lab"
- Tuesday: Continue introduction to Photoshop - continue Mondrian mini lab - Begin Masterpiece mini lab - learn about more painting and selection tools and functions
- Wednesday: Finish Masterpiece Mini lab and Mondrian mini lab - Bring old photograph that needs fixing for tomorrow.
- Thursday: Demo on scanning techniques, import files into Photoshop, clean up imported files and utilize basic retouching tools. Begin Retouching old photograph.
- Friday: Continue retouching old photograph - All mini labs due at the end of the day Monday
Please print, sign and return the following form along with required Art Donation to Ms. Powell within the first week of school:
Please print, sign and return the following form along with required Art Donation to Ms. Powell within the first week of school:
Syllabus and Safety Signature Sheet 09 - Computer Art.doc
Please print, sign and return the following form along with required Art Donation to Ms. Powell within the first week of school:
Please print, sign and return the following form along with required Art Donation to Ms. Powell within the first week of school:
In class/ studio assignment: The students will be introduced to the elements and principles of art.
- Monday: MEET IN THE AUDITORIUM for an introduction to
WELCOME BACK!! I look forward to meeting and working with each of you in Introduction to Art. To help you navigate through my blog I wanted to explain where to find the things you will need.
The weekly class schedule will be posted on the main Introduction to Art page each week by Monday morning at 8:30am - this weekly schedule is tentative and may change.
Any lesson plans, handouts, rubrics, etc. will be posted under the "Handouts" section.
Powerpoints will be posted under the "Powerpoints" section
Syllabus, Supply list and Fee explanation will be posted under "Syllabus" section.
If there are ever any questions, please feel free to contact me by email at powell23@fultonschools.org
Thank you and I look forward to a great semester!
WELCOME BACK!! I look forward to meeting and working with each of you in AP 3-D Design Portfolio. To help you navigate through my blog I wanted to explain where to find the things you will need.
The weekly class schedule will be posted on the main AP 3-D Design Portfolio page each week by Monday morning at 8:30am - this weekly schedule is tentative and may change.
Any lesson plans, handouts, rubrics, etc. will be posted under the "Handouts" section.
Powerpoints will be posted under the "Powerpoints" section
Syllabus, Supply list and Fee explanation will be posted under "Syllabus" section.
If there are ever any questions, please feel free to contact me by email at powell23@fultonschools.org
Thank you and I look forward to a great semester!
In class/ studio assignment: Introduction to Photoshop - students will be introduced to the basics of Photoshop program through a series of mini labs.
- Monday: MEET IN THE AUDITORIUM for an introduction to
WELCOME BACK!! I look forward to meeting and working with each of you in Computer Art I. To help you navigate through my blog I wanted to explain where to find the things you will need.
The weekly class schedule will be posted on the main Computer Art page each week by Monday morning at 8:30am - this weekly schedule is tentative and may change.
Any lesson plans, handouts, rubrics, etc. will be posted under the "Handouts" section.
Powerpoints will be posted under the "Powerpoints" section
Syllabus, Supply list and Fee explanation will be posted under "Syllabus" section.
If there are ever any questions, please feel free to contact me by email at powell23@fultonschools.org
Thank you and I look forward to a great semester!
In class/studio assignment: Introduction to Ceramics - Humanimals - in this short lesson, students will review and use all four ceramic handbuilding techniques. See handouts section for copy of lesson plan
- Monday: MEET IN THE AUDITORIUM for an introduction to Chattahoochee's Visual Art Program
- Tuesday: Introductions and getting to know you, Discuss Syllabus, Expectations, Class Fee's
- Wednesday: Read in textbook: Pages 2-17 and plan for Humanimal
- Thursday: Assign textbooks - Demo on Humanimals; sketch ideas in journal - Homework: bring in a photo of both your animal and profession
- Friday: Finish sketches and begin Humanimal
I look forward to meeting and working with each of you in Ceramics I. To help you navigate through my blog I wanted to explain where to find the things you will need.
The weekly class schedule will be posted on the main Ceramics page each week by Monday morning at 8:30am - this weekly schedule is tentative and may change.
Any lesson plans, handouts, rubrics, etc. will be posted under the "Handouts" section.
Powerpoints will be posted under the "Powerpoints" section
Syllabus, Supply list and Fee explanation will be posted under "Syllabus" section.
If there are ever any questions, please feel free to contact me by email at powell23@fultonschools.org
Thank you and I look forward to a great semester!
