Art 1 Syllabus - Houston Independent School District
Art 1 Syllabus First Semester 2011-12
Teacher: Mrs. Treena K. Rowan email: trowan@
Text: The Visual Experience
Perceptions
Art 1 students will use direct observation, imagination, and personal experiences as inspiration for their artworks. For planning original works, students will record visual ideas about their environment and experiences in a sketchbook. Art 1 students will learn to use precise vocabulary to compare and contrast the use of art elements: line, shape, form, value, color, space, and texture. They will be able to employ the principles of art: rhythm, movement, balance, proportion, variety, emphasis, harmony and unity in personal works and will be able to address them in the works of others. Learning and working with the elements of art will especially be a first-semester goal. Greater emphasis is placed on the principles of design during the second semester, although both the elements and the principles always can be found in works of art.
Creative Expression/Performance
Art 1 students will engage in the development of complex two- and three-dimensional artwork, using pencils, markers, pastels, crayons, and water media. Printmaking techniques such as stamping, the use of found objects, mono-prints, stencil, or the employment of linoleum cuts will be used to create original artworks. In addition, students will explore various modifications to the working surface, such as collage underlays. Some works will be suitable as entries to the annual Scholastic Art Contest.
Three dimensional materials can include folded paper, clay, plaster, wire, found objects, and combinations of these media. Three-dimensional techniques might include both additive and subtractive methods of building. Ceramic techniques for pottery and sculpture include the coil, pinch, and slab methods of hand building. Students heighten their sensitivity to texture, color and design through experiences in fibers, such as weaving on simple looms, or by creating wearable art. Students may develop three-dimensional works, such as masks, animals, people, and abstract free forms. Drawings will be used in the planning process for these three-dimensional works.
Historical/Cultural Heritage
By viewing reproductions, prints, videos, CDs, DVDs, books, periodicals, or original artworks in museums, in galleries, or on the internet, students in Art 1 investigate selected historical periods and styles from many cultures, as well as through discussion with teachers and peers about styles and trends. These will include, but are not limited to, representational work in the classical sense, modernism, pop art, abstract expressionism and nonrepresentational works. Art from other cultures will be explored, and will also be used as a basis for personal art work by students. Black History Month is researched through the arts; as is the art of Asian and Hispanic cultures, three major cultures that are well represented in our environment. Through discussion and selected reading, students discover lifelong opportunities for self-expression and artistic growth, as well as the appreciation of what has been done before, in our culture and in the cultures of others. In addition, students will study Western Art, in preparation for the major art contest of the year, The Houston Livestock Show Rodeo Art Competition. This contest provides many opportunities for students, including scholarships.
Response/Evaluation
Art 1 students observe, discuss, and write critically about their own artworks and works from selected periods and cultures. They will analyze their own artworks in the planning stage, in progress, and on completion. They will learn how to interpret and evaluate their own artworks and those of artists in thoughtful discussions in which learners demonstrate attentiveness and respect for the opinions of others. The Feldman method of critique is used for formal study and for writing essays about art. It deploys four main criteria: Description, Analysis, Interpretation, and Evaluation.
Students will store work in a personal portfolio, to keep it safe, and to provide a record of learning and growth. Grading will be based on the following: 50% daily work; 15% tests and quizzes (includes projects); 10% homework, and 25% for each Six Week Test. There will be no grade (0) given for work that is not complete and turned in. All work must be signed on the front, lower left or right, and the student’s art class period and section should also be on the front, next to the student’s name.
Work from the textbook will coordinate with artworks. The following schedule will approximate the information to be covered during each of the six weeks:
First Six Weeks: Chapters One and Two in the textbook. The six week test will be on vocabulary and artists covered in the chapters.
Chapter One covers the question: “What is Art?” and will be the basis of the first two weeks, more or less, as students become familiar with the work. The variety of art will be explored.
*Artworks done during the first two weeks will stress line drawings, with the addition of shading as students become familiar with values.
Chapter Two concerns “How Should We Look at Art?” It involves the following:
* The philosophy of Art
* Criticism and Critics
* A Critical Method
Students will be introduced to the manner in which artworks are evaluated, and will continue with their own artworks during the second two weeks:
Second Six Weeks: Chapters Three and Four in the textbook.
Chapter Three introduces students to the Element of Art referred to as Line. It also gives students their first assignment with critiquing a work of art. In addition, the students will experience creating an artwork based on “Lines In Space.” The six week test will cover vocabulary, terms and artists from chapters three and four.
* A Quick Look
* Descriptive Lines
* Implied Lines
* Expressive Lines
Chapter Four introduces students to the next two Elements of Art: Shape and Form.
* A Quick Look
* Shape
*Form
*Expressive Qualities of Shapes and Forms
At this point, students will have the option of choosing to work on a Rodeo Art drawing, in either #2 pencil or Prismacolor pencil, or continue with drawings that concentrate on negative shapes, or work on a relief sculpture in clay that emphasizes line, shape, and form. A six-week test will cover vocabulary, terms and artists from the two chapters.
Third Six Weeks: Chapters Five and Six will be covered, and the final exam will be based on the first six chapters in the book, including vocabulary terms and artists. In addition, there will be a two-page essay as part of the final exam. The final exam counts as 25% of the semester grade.
Chapter Five introduces the Elements of Art known as Value and Color.
* A Quick Look
* Light and Dark, Value
* Color
Students will work with value studies, and will explore mixed colors in acrylic paint or watercolors.
Chapter Six involves the study of the next Element of Art: Space.
* A Quick Look
* Space in our Environment
* Space in 3-D Art
* Space and the Picture Plane
* Representing 3-D Space in 2-D Art
Students will create an artwork based on one- or two-point perspective, indicating their understanding of linear perspective and color schemes.
If at all possible, we will also include Chapter Seven, which covers the last of the Elements of Art known as Texture. Since the students will have had hands-on experience with indicating textures in their artwork, this chapter should move relatively quickly.
All students will be on time to class, and will get out their work as soon as they enter the room. Tardy students will be sent to the office for an admit pass. During attendance and announcements, students will remain quiet so that every one is accounted for, and all will be able to hear the announcements for the day. There will be no eating or drinking of anything in the classroom. Food and beverages not only can attract ants and rodents, they can also ruin an artwork should these items come in contact with it. Before leaving the class, all artwork and supplies must be cleared and stored.
Please purchase the following supplies: Three or four #2 wooden pencils (NO mechanical pencils, please), two grey kneaded rubber erasers, a white plastic eraser, a small sketchbook (8” x 10” or 9” x 12”) and a heavy-weight 22” x 28” poster board from which to make a storage portfolio. Optional: the purchase of a set of 24 Prismacolor pencils. This is the brand that is most suitable for artwork.
Parents/Guardians and students, please sign this information sheet and syllabus, and return it no later than the first week of school, to indicate that you have read it. When returned, it will count as a homework assignment.
___________________________________ _______________________________
Parent/Guardian signature and date Student signature and date
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