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Visual Arts – Course Syllabus - 2013-14
Jacquelynne Alizadeh - |
COURSE DESCRIPTIONS:
Within the continuum of the Visual Arts curriculum, students are able to elect from a variety of choices. In all of the choices, students will be asked to think as an artist. Holistic instruction that moves the student through the design cycle in order to complete projects will be based on Arts objectives from the
"2-D" ART
A two dimensional art class that may include projects in design, drawing, painting, fibers and print making as well as the study of artists who work in these art forms. Students will explore the concepts of space, color, shape, form, texture, value and line. This course meets every other day for a semester.
"3-D" ART
A three dimensional art class that may include projects involving sculpture, ceramics, and fibers as well as the study of artists who work in these art forms. Students will explore the concepts of space, shape, form, texture, color, value and line. This course meets every other day for a semester.
*THE FOLLOWING COURSE IS OFFERED FOR ALL SIXTH GRADE STUDENTS.
Exploratory Art
An introductory course that may include projects involving drawing, design, painting, printmaking, sculpture and ceramics. Students will explore the visual art concepts of space, color, shape, value, form, texture and line. This course meets every other day for approximately thirteen consecutive weeks.
AIMS:
- To become informed and reflective practitioners of the arts
- To experience the process of making art in a variety of situations
- To explore, express and communicate ideas
- To become more effective learners, inquirers and thinkers
- To develop self-confidence and self-awareness through art experiences
OBJECTIVES:
- To demonstrate the knowledge and understanding of the elements of art forms studied and in relation to societal and personal contexts; to communicate a critical understanding of the art form in the context of their own work.
- To develop an idea, theme or personal interpretation so that it effectively communicates their artistic intentions; to apply skills, techniques and processes to create and present art.
- To reflect critically on, evaluate and use feedback effectively on their art work throughout the creation process.
- To demonstrate commitment, curiosity, self-motivation, initiative and a willingness to take informed risks during their own artistic processes; to encourage and work with peers in a positive manner; to be receptive of art from various cultures.
AREAS OF INTERACTION:
The five areas of Interaction are embedded into the Visual Arts MYP units. Students will experience these areas in the following manner:
Approaches to Learning: Improve upon organization skills; practice effective collaboration with peers; strengthen communication skills using specific vocabulary; practice reflection of work in progress as well as the end results.
Community and Service: Discover how art has positively contributed to communities in various places and time periods.
Health and Social Education: Practice interpersonal skills through classroom critiques of art work; recognize and use safe practices in the art room in regards to tools and materials.
Environments: Investigate the interdependence of art and nature; recognize and examine how artists contribute to various “environments”.
Human Ingenuity: Investigate why we create, develop or change products; engage with and reflect on art work in process and the final product; develop an understanding of relevant consequences of products/works created.
COURSE RESOURCES:
There are no textbooks for any of the Visual Arts classes.
A variety of documents will be available on “Moodle” as units are presented to students. Students will also have a developmental workbook containing sketches and notes from which to refer.
MYP Assessment:
Criterion A: Knowledge and understanding
This objective focuses on building knowledge and understanding of both the art form and artistic processes.
Criterion B: Application
This objective focuses on the practical application of the student’s skills to the creation of artwork. This criterion deals with how students move through the process as an artist.
Criterion C: Reflection and evaluation
This objective focuses on the way that a student gradually comes to feel and think like an artist. It asks them to be thoughtful in their responses when comparing their work to the work of others.
Criterion D: Personal engagement
The main focus of this objective is the development of the attitudes essential to engage with the artistic processes and the art form studied. It examines how they motivate themselves artistically and their willingness to ‘take risks’ as artists.
Assessment POLICY:
Students will engage in both formative and summative assessments throughout each of the courses. All work will be evaluated based on predetermined criteria that will be thoroughly explained and discussed before and during the assignments. A written rubric will be examined by students for each project prior to completion of that project.
Daily assignments and longer term projects and tests have varying point values. Daily assignments can be redone for better results/score at any time during the term but projects and tests are generally not allowed to be redone. Students in all grades will receive a letter grade in this class.
In almost every case, work will be evaluated according to the skill(s) or information presented in the lesson, personal expression/creativity and quality of craftsmanship.
There are no grade penalties for late work, however, students who are falling behind may choose (or be asked) to work after school with prior approval from the teacher. Generally, homework is not assigned but practicing newly acquired skills is always recommended. “Incomplete” grades are given when necessary with missing/incomplete work due two weeks after the term ends.
- Teacher: Jacquelynne Alizadeh