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TEACHER PORTFOLIO MAIN PAGE
Happening Now (January):
New Class Initial Assessment: Art Notes "Test" (Individual skill/knowledge assessment)
Potential Portfolio Review Checklist
LHS ART 30 Independent Study Contract
Classroom Management Tools:
Ms. Deck's Discipline Plan
Ms. Deck's Student Behavior Contract
Art Room Seating Plan Map (Blank)
Email: shelley@shelleydeck.com
or
shelley.deck@pvsd.ca
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PLEASE NOTE: This course outline is tentative and currently under reconstruction. Last Update: January 22, 2010
Welcome To The Art Department!
Proposed Units of Instruction:
Module 1: Change
VOCABULARY AND CONCEPTS:
- change and history
- artists and change
- societies, cultures and artistic change
- art movements and their development
- personal artistic development
- students and change
ARTISTS:
MORE INFORMATION FROM MS. DECK'S CLASS:
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This module focuses on change
as it applies to history, visual art
and the student's own visual art
. Students will explore some of
the reasons for change and how
to adapt to change in their lives.
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Class Powerpoints:
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Class Powerpoints:
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Class Powerpoints:
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Class Powerpoints:
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Artist/Artwork of the Day Power Points:
Canadian Artist of the Day Slides
Saskatchewan Artist of the Day Slides
Artist Identification Quiz 1
Slides 7-12
Slides 13-18
Artist identification Quiz 2
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End of Module 1
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Module 2: Visual Art in Canada
The Group of Seven Website
VOCABULARY AND CONCEPTS:
- Canadian visual art and artists, past and present
- Group of Seven
- the influence of time and place
- graphic arts in Canada
- technology affects change
- painting in Canada
- print-making in Canada
- drawing in Canada
- sculptural form in Canada
- installation
- series of work
ARTISTS:
Early Works: 2-Dimensional:
The Group of Seven
Early Works: 3-Dimensional
Totem Poles Video 1
Totems: Return and Renewal
Contemporary Works: 2-Dimensional
Contemporary Works: 3-Dimensional
This is the link to "Meet the Artist," created on the cybermuse gallery site, where you can find more information about contemporary Canadian artists!
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This module focuses
on the historical and
contemporary visual
arts in Canada and
makes connections
with the cultures and
times that influenced
the work.
- Early Works: 2-Dimensional
- Early Works: 3-Dimensional
- Contemporary Works: 2-Dimensional
- Contemporary Works: 3-Dimensional
Plastelina Sculpting Studies
- 3-D model of a 2-D art work from Canadian Art History
- Plaster cast of 3-D model
- Clay press of 3-D model of a 2-D art work from Canadian Art History ( OR alternative Canadian Art History Assignment)
- Plastalina sculpture studies evaluation form
Watercolor or Acrylic Painting Assignment
- Watercolor or Acrylic Painting Evaluation
ART 30: Viewing Art Works Summary Sheet |
Artist/Artwork of the Day Power Points:
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PORTFOLIO REVIEW #2
DATE TBA |
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Module 3 :
Global Cultural Explorations
VOCABULARY AND CONCEPTS:
- symbols as part of cultural traditions
- symbols in mass media, architecture, graphic design, film and video, set and costume design, fashion design, literature and illustration, sculpture, ceremony, religion, etc.
- Aboriginal art and artists
- viewing art works and analyzing meanings
- connections between art of the past and the present
- plurality of voices in art-making
- community exploration and involvement
- integration of subject areas
- preserving cultural heritage
ARTISTS:
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This module focuses
on the art and traditions
of a variety of cultures
in order to expand the
students' understanding
and appreciation of
visual expression.
- Symbols in Visual Art
- Cross-Cultural Visual Art
- Preserving Cultural Heritage
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Artist/Artwork of the Day Power Points:
View the art of Ancient Indian, Buddhist, Hindu, Southeast Asian Art Images by clicking HERE.
View the art of Ancient China, Korea and Japan by clicking HERE.
View the art of Africa by clicking HERE.
View the art of the Americas by clicking HERE.
View the art of Islam by clicking HERE.
(The above art history powerpoints are linked to from the NYIT website)
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Module 4:
Social Issues and Visual Art
VOCABULARY AND CONCEPTS:
- social conscience
- controversies in art
- propaganda
- photojournalism
- risk-taking
- social comment in visual art
- style
- murals
- communication of ideas
- working as a member of a group
ARTISTS: |
This module focuses
on the art and traditions
of a variety of cultures
in order to expand the
students' understanding
and appreciation of
visual expression.
- Environmental Art/Andy Goldsworthy Project
- Remember, you can get your friends/family to work with you on this art idea. DON'T FORGET TO PHOTO-DOCUMENT!!!
- Word Art/Jenny Holzer Project
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Module 5:
Film and Video Studies
VOCABULARY AND CONCEPTS:
- animation
- documentary films/videos
- feature films
- experimental films/videos
- social comment
- storytelling
- point of view or bias
- film/video as a reflection of life experience
- techniques and the expression of meaning
- editing
- public screening
ARTISTS:
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- Introduction
- Animation
- Documentaries
- Student Film/Video Production
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Module 6:
Innovations in Visual Art
VOCABULARY AND CONCEPTS:
- installation
- performance art
- projections
- new materials
- performance art
- Dadaism
- conceptual art
- environmental art
- pop art
- What is art?
- documentation
ARTISTS:
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This unit focuses on change and how recent styles and trends in visual art reflect changes in society. Students experiment with innovation of their own after studying a variety of art forms.
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Module 7:
Personal Identity and Independent Study
VOCABULARY AND CONCEPTS:
- personal identity
- cultural identity
- cultural traditions
- careers in art
- self portraits
- repetition
- drawing
- racism and prejudice
- illustration
- symbol and meaning
ARTISTS:
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This module focuses on personal identity and how it is expressed by artists. Students choose an independent study or guided classroom experiences that deal with their interests and the development of their identity.
LHS ART 30 Independent Study Contract
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General Class Objectives:
- To develop skilled, intelligent and articulate consumers/creators of visual images;
- To acquire skills/awareness of artistic preferences, processes, philosophies and production values as they relate to art education;
- To impart a introductory knowledge of the terminology and history of ideas as evidenced in art;
- To increase the students’ ability to grow ideas and improve decision making skills;
- To impart an enhanced understanding of the interconnectivity of art, society and personal development in each individuals experience with visual images.
- To explore the arts industry as a potential career direction.
Course Materials:
- Mark making/manipulating/imaging tools (various pencils/pens/markers/color pencils)
- Ruler (minimum 12 inch)
- Erasers
- Hand held pencil sharpener
- Post-it Notes
- Scissors
- Glue Sticks
- Notebook/Binder and loose leaf
- "Sketchbook"
- “Portfolio”
- Image Bank (start collecting visual images of interest)
- Miscellaneous TBA (i.e. Personal cameras are not required, but if you do have access to one that you like using…use it!)
NOTE:
I seriously believe that one can not buy talent and skill. Keep that in mind when you are wanting to buy expensive art materials
as part of the solution to the visual art problems we will be solving in this course. This art course should not cost you a lot of
EXTRA money...if you are resourceful, creative and challenge yourself to think outside traditional art media possibilities.
Structure:
One of the wonderful qualities about Art Education is that it heartily expects students to build upon their current levels of artistic growth and integrity through
a ’snowball’ style of learning (unlike, for instance, mathematics/music…where one must have an understanding of foundational elements before
continued/advanced learning may occur). For this reason, a great deal of emphasis is placed on art student engagement with artistic processes and products.
For this reason, I have designed the 10/20/30 programs as Beginner/Intermediate/Advanced challenges that aim to meet students where they are in their learning.
In short, for this class, students need to understand and appreciate that it is those people who do things - practice, research, plan, self-evaluate - who best
succeed in this course…and learn. An attitude that accepts risk taking, experimentation, tenacity in personal growth is not an option for those involved in
quality Art Education learning processes.
Our classroom environment intends to be a safe space for learning where mutual respect between all parties involved is expected.
The two central art classroom rules are:
1. Be Kind
2. Work
Evaluation:
The Portfolio:
1. Each student is expected to keep a portfolio for this class. This portfolio will be reviewed on a monthly basis, but...most importantly...before quarter report
cards and during final assessment week.
Here's a sample of a portfolio case. Ms. Deck also has an example of a portfolio case made from one piece of poster board in the classroom.
Students: Make certain that your portfolio features your name, grade and section CLEARLY on the outside. Thanks!
The Drawing Journal/Notebook or 'Sketchbook':
2. Students are also expected to keep a class drawing journal/notebook or 'sketchbook' for daily class work and homework. Sketchbooks are a key discipline
for any artist and is to be filled with both
- drawn/written work from class assignments and;
- Personal artistic expressions, experimentations, discoveries, artistic research documents, dreams...
While sketchbooks have a private and personal nature, students need to recognize that this aspect of their evaluation will be viewed by the teacher and is
not 100% private.
Various additional evaluation strategies will be employed throughout the course of the experience - as necessary, within the portfolio work - as a means
to bring about the highest degree of learning possible for each individual. For example: rubrics, group critiques, peer critiques, teacher-student individual
education planning, oral and written quizzes, journal writing and responses, brainstorming assignments, external examinations… every moment counts!
In my evaluation process, emphasis is also placed on the idea that the individual student is in competion with themselves for grades and not other
classmates. Personal goal setting and the pursuit of personal excellence will be discussed frequently.
Student assessment is based on the foundational objectives of the course. Teachers should take into account students' perceptual development, procedural
and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on
the student's creative and responsive processes, as well as on any culminating product. In Arts Education, teachers must rely to a great extent on their
observation and record-keeping abilities. Students are encouraged to take an active role in their own assessment.
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Sample Evaluation Criteria |
| 0 |
A '0' is earned if there is no effort to meet the project requirements |
| 1-59 |
An 'F' with points is earned if the project shows that the student made some effort, but that the project results do not demonstrate an understanding of the requirements. |
| 60-69 |
A 'D' is earned if the project addresses the requirements very superficially or completely fails to address some of the requirements while meeting the other requirements. |
| 70-79 |
A 'C' is earned if the project addresses the requirements, but at a minimal level. The project is solid, but is less sophisticated in content and style. |
| 80-89 |
A 'B' is earned if the project demonstrates a clear understanding of the requirements and the finished result is a strong but thinner version of an 'A' grade project. It is still impressive and interesting. |
| 90-100 |
An 'A' is earned by the project that is clearly a superior example of the individual student's problem solving, creative/original thinking and technical skills. |
Additional Notes:
HOMEWORK IS NOT AN OPTION. Students are expected to put in one half hour of homework for every hour of class time, at minimum.
EACH CLASS IS EXPECTED TO HELP DEVELOP THE UNIT STUDY TIME LINES WITH THE INSTRUCTOR.
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UNDER CONSTRUCTION
Lumsden High School