Lessons:
We are spending the first several weeks of class discussing the elements of design and how to properly critique art.
(9/5-9/9)
Week One: Art as universal visual language.
(I can translate visual information to verbal information.)
Reacting to visual language.
(Upon translating visual information into verbal language, I can relay this verbal information back to its source in a polite, useful and meaningful way.)
Expression using visual language.
(I can convey a thought or idea visually.)
While ramping up to our trimester together it is important that we first establish classroom expectations (we will do this immediately and hopefully it will only take one class period to become fully introduced before the training wheels come off.)
By day two, we should all be on the same page regarding the expectations that I have of my students and the students should have a reasonable idea of what to expect of me as a teacher. Once this is established, we can move on towards expectations of one another as artists and critics.
On the third day, we can begin exploring the wonderful world we call art. We will take a quick quiz on Kahoot! to decide what we do and don't know yet about the elements of art. The expectations are low coming in as we are all well-aware of the fact that the 7th graders have not had any formal art education thus far and this quiz is merely to establish a baseline to better understand where our current faults are and what we should work on.
After this brief quiz, students will set up their Google Classroom presence and complete their entry level assignments. These assignments consist of very simple surveys about who we are as students, artists and people and is intended almost entirely to help us establish a connection early on. Once everybody has established their initial online work we will begin our baseline art project.
For the baseline art project, students will be given a blank piece of paper and asked to create an image that in some way represents what they did last summer with the reminder that their technical skills will not count towards a grade... their grade will be based on the narrative, time management and the brief interview we will have individually during class at the end of the week. (Students receive full credit on this project for merely finishing the expected work as it establishes what we can expect from another.)
(9/11-9/15)(9/18-9/22)(9/25-9/29)(10/2-10/5)
Week Two, Three, Four and Five: Deconstructing design.
(I can identify the basic elements of design.)
Upon learning LINE, SHAPE and COLOR each student will design their own page for a class coloring book. Pages will then be scanned, edited, compiled and printed into full-sized coloring books for each student to color.
Upon learning FORM, TEXTURE and VALUE, each student will design a small clay sculpture to demonstrate how the elements of form, texture and value are used in art and design.
(10/9-10/13)
Week Six: Finishing the elements of design.
(I can identify space and negative space in a work of art.)
Upon learning about SPACE & CONTRAST, each student will design an image using black and white construction paper, scissors and glue demonstrating how the space and contrast are used in art and design.
(10/16-10/18)
Week Seven: (MEA) Principles of design overview.
(I can identify the principles of design within a composition.)
Having finished learning about the Elements of visual art students will be combining the Elements with the Principles of design to create their own unique compositions.
(10/23-10/27)
Week Eight: (Welcome Back) HEROES lesson continues.
(I can use the principles & elements of design to create a unique character & environment.)
(I can identify tropes, archetypes and motifs in pop culture and fine art.)
(10/30-11/3)
Week Nine: (Halloween) HEROES lesson continues.
(I can identify proper human proportions and poses.)
(I can identify satire and parody in pop culture and fine art.)
(11/6-11/9)
Week Ten: HEROES lesson work week.
(I can create an armature of a human being demonstrating proper proportions and poses.)
(I can create a unique character, making proper use of archetype, motif and color theory.)
(11/13-11/17)
Week Eleven: HEROES lesson work week.
(I can create a unique character, making proper use of archetype, motif and color theory.)
(I can complete a large scale, collaborative project.)
(11/20-11/22)
Week Twelve: (Thanksgiving Week... VERY short). Finishing touches on heroes character designs.
(11/27-12/3)
Week Thirteen: Final weeks of HEROES lesson... we are in the collaborative stage.
(I can combine my thoughts and ideas with the thoughts and ideas of my peers.)
(I can create a piece that is unique from the sum of its parts.)
(I can complete a large scale, collaborative project.)
------------------First Trimester Ends-------------------
Slides
Standards
---------------------------------------------------------
The MN Academic Standards For 7th Grade Visual Arts Are As Follows:
Grades 6-8 1. (Foundations) Visual Arts 6.1.1.5.1
1. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.
Grades 6-8 1. (Foundations) Visual Arts 6.1.1.5.2
2. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.
Grades 6-8 1. (Foundations) Visual Arts 6.1.1.5.3
3. Describe characteristics of Western and nonWestern styles, movements and genres in art.
Grades 6-8 1. (Foundations) Visual Arts 6.1.3.5.1
3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. 1. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.
Grades 6-8 1. (Foundations) Visual Arts 6.1.3.5.2
3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. 2. Analyze the meanings and functions of visual art.
Grades 6-8 2. (Process: Create)Visual Arts 6.2.1.5.1
1. Create or make in a variety of contexts in the arts area using the artistic foundations. 1. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
Grades 6-8 2. (Process: Create) Visual Arts 6.2.1.5.2
1. Create or make in a variety of contexts in the arts area using the artistic foundations. 2. Revise artworks based on the feedback of others and self-reflection and artistic intent.
Grades 6-8 2. (Process: Create)Visual Arts 6.2.1.5.3
1. Create or make in a variety of contexts in the arts area using the artistic foundations. 3. Develop an artistic statement, including how audience and occasion influence creative choices.
Grade 6-8 3. (Process: Perform/Present) Visual Arts 6.3.1.5.1
1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 1. Assemble and prepare personal artworks for public exhibition.
Grade 6-8 3. (Process: Perform/Present) Visual Arts 6.3.1.5.2
1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 2. Revise a presentation based on the feedback of others, self-reflection and artistic intent.
Grade 6-8 3. (Process: Perform/Present) Visual Arts 6.3.1.5.3
1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 3. Develop an artistic intent, including how audience and occasion impact presentation choices.
Grades 6-8 4. (Process: Critique) Visual Arts 6.4.1.5.1
1. Respond to or critique a variety of creations or performances using the artistic foundations. 1. Analyze and interpret a variety of visual artworks using established criteria.
Syllabus
Syllabus for Art 7
Braham Area High School – Fall Trimester, 2017
Art Department
Instructor: Ryan S Kedrowski
E-mail: [email protected]
Office:
Phone: 320-223-3416
Office Hours:
M 7-3:30; W 7-3:30; F 7-3:30
Tu & Th 7-5
Course Description: Art 7 is a fun crash course in all of the basic principles and elements of visual art and design.
Course Overview: Art 7 is meant to function as an entry point for the visual arts. We will consider aesthetic choices and visual communication from a variety of perspectives, and critically reflect on and discuss the issues raised by them with an emphasis on developing a sense of how art functions in our society.
Essential Questions: What is art? Why do human beings create art? Where can evidence of art be found in modern society?
Technological Requirements: Chromebooks will be utilized in class when the need arises. Students will be expected to participate in quizzes, surveys and discussions online via Kahoot! Google Forms and Google Classroom respectively. Students will also be expected to upload images of found art as well as images of their own work for the purposes of exhibition via an online gallery.
*See Google Classroom for selected required texts, audio, and video.
Evaluation and Grading for the Course
The grading scale for the class as a whole will be as follows:
A 93%-100% C 73%-76%
A- 90%-92% C- 70%-72%
B+ 87%-89% D+ 67%-69%
B 83%-86% D 63%-66%
B- 80%-82% D- 60%-62%
C+ 77%-79% F Below 60%
*Your grade is merely a numerical reflection of the work you put into this class via planning, working, cleaning and how you treat others.
Evaluation and Grading for Assignments and Projects
Each week, students will earn numerical scores on a scale of 1-10 on their performance for the week.
Note that in PowerSchool each week there is a field for Participation and Cleaning and that the bulk of these points will come from merely adhering to expected behavior protocols.
In addition to how students conduct themselves, they will also be graded on the artwork they create. As art is almost entirely subjective and almost by definition-difficult to parse in numerical form students will be graded largely on their own interpretation of the agreed upon assignment parameters relative to their own abilities.
I.E. you will not be punished for lacking fine motor skills or an inherent ability to create aesthetically pleasing visual art so long as you have shown evidence of placing effort into everything you create.
Caveat: While late work will be accepted, it will be held to a higher standard that reflects the extra time allegedly spent working on it. I would prefer that everything be handed in on time and I will specifically announce hard deadlines.
Course Requirements and Policies
Homework: it is likely that you will be able to complete most classwork within class. I allow for ample time within the classroom and if you choose not to utilize it properly it will be reflected in your grade.
All in-class discussions and online discussions are related to course assignments.
For the sake of clarity, here are additional Important Terms of Participation and Professional Disposition:
Participation: These are indicators that reflect that you are learning. They are participation in discussions, performing critical analyses, including posing questions, and being able to articulate how the various course themes are related and/or inform each other. The content of your contributions must reflect that you are engaging with course assignments. Participation does not simply mean talking during course meetings. Rather, it must reflect attentive listening to others (instructor and course mates), meaningful attempts to interpret what is being discussed with respect to, and critical analysis of, course assignments.
Attendance: Excessive absence (three or more course meetings) and/or regular unexcused lateness and/or early departure will result in a lower grade: anywhere from 5 to 10 percentage points. If the quality of your work, according to my evaluation, is of outstanding quality and integrity, penalty for excessive absence and/or lateness may be less severe.
Except for emergencies entirely out of your control, please notify me no later than 9:00pm the day before of any impending absences, latenesses, and/or early departures. Deadlines missed due to excused absence can be made up on condition that you and I resolve together the conditions for handing in work past due. In that case, make an appointment for my office hours to discuss the conditions for handing in work late.
Unexcused Absence: Unexcused absences are any absences, about which you neglect to alert me (see ‘attendance’ above), not including absences due to emergency beyond your control. If your absence is unexcused on a date when an assignment is due, that assignment will not be accepted for credit without proper explanation.
Use of Electronic Devices: As a courtesy to me and your peers, please ignore your mobile devices and/or Chromebook during discussions.
Use of a laptop or electronic reading device (i.e., an iPad or Kindle) during class is allowable, if and only if you have an accommodation from student disability services/SPED that requires it.
Exceptions will be made with advanced warning by me. Don’t assume you have special privileges until you have been given express permission.
Americans with Disabilities Act
In compliance with the Americans with Disabilities Act of 1990 and in order to facilitate your learning if you have a disability or require special arrangements, please speak directly with me at the beginning of the semester. Further, please contact SDS to apply for academic support, if you haven’t already done so. Officials at SDS will work with you to develop an education plan.
Additional Course Policies
Academic Dishonesty: Academic dishonesty includes, but is not limited to, cheating, plagiarism, misrepresentation of student status, and other falsifications. Plagiarism includes, but is not limited to, the use by paraphrase or direct quotation, the published or unpublished work of others without full and clear acknowledgment.
Behaviors of Concern on Campus and in Schools: These include, but may not be limited to, tardiness, absences without notification, and/or consistently late submission of assignments without giving reasons; patterns of non-cooperation with faculty, staff, and/or students in cooperative groups and verbal or physical abuse towards everyone and everything in this room.
Course Schedule (subject to change)
I. Classroom expectations Review, Establish & Practice
Week 1 – Review syllabus & New No-Nos. Quiz and project to establish baseline expectations.
II. Introduction to deconstruction
Week 2-6 - Elements of design.
Week 7-9 - Principles of design.
III. Application & Final Project
Week 10-12 - Final Project
Week 13 - Finishing touches and reflection
Download