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Got a question? Email:
shelley.deck@pvsd.ca
or
shelley@shelleydeck.com

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PLEASE NOTE: This course outline is tentative and currently under reconstruction. Last update: May 30, 2010
Welcome to Art 9!
Proposed Class Work:
Month |
ASSIGNMENT INFORMATION |
Homework! |
Artist of the Day
("Sketchbook" Assignment from
first 5 minutes of each class) |
Sept
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Drawing Samples:
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Got your 2 drawing samples done?
Gathered class supplies?
Found a creative and affordable way to make yourself a portfolio?
Realistic Drawing (Still Life) Information
Imagination Drawing Information
A Page To Help You Do Your Drawing Samples |
Power Point of Art Works 1 to 6
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
JUST FOR FUN:
Keith Harring/Madonna Video |
Sept.
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Portfolio Creation & Decoration
Students:
Make certain that your portfolio features your name, grade and section (A,B or C) CLEARLY on the outside.
Thanks!
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The art class storage portfolio can be as simple as a piece of poster board folded in half and stapled on the side.
Make certain it has your full name and grade clearly labeled on it, please!
Decorate it to suit your tastes...just make certain it is school appropriate.
Art Notebook/Sketchbook or Assignment Work Time |
Power Point of Art Works 1 to 6
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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Oct.
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Value:
Objects in a landscape tend to get LIGHTER as they get further away.
Things in the foreground tend to be DARKER in value.
Clarity:
Objects in a landscape tend to get BLURRIER and LESS DETAILED as they get further away.
Things in the foreground tend to be SHARPER and MORE DETAILED.
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Class Participation Rubric
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Art Notebook/Sketchbook or Assignment Work Time

Value Drawing Example (with grid)
Value as expressed by atmospheric perspective
Value in photography Imogen Cunningham
Film Clips Page
Black, White and Grey art: Guernica by Picasso
Paintings by Kazuya Akimoto
Betty Edwards: Drawing on the Right Hand Side of the Brain |
Power Point of Art Works 1 to 6
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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Oct.
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Art Skills & Knowledge Initial Assessment Completion/Correction
Art Notebook/Sketchbook Work Time
Value in Art Completion |
Art Notebook/Sketchbook or Assignment Work Time |
Power Point of Art Works 1 to 6 |
Oct.
INITIAL PORTFOLIO REVIEW
Portfolio Review Checklist
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Art Notebook/Sketchbook Work Time
Sketchboooks in School Website |
Art Notebook/Sketchbook or Assignment Work Time |
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Oct.
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COLOR!

This class we are learning about the color wheel...primary, secondary and tertiary colors!
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Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
Peter Halley takes juxtaposition of colors and minimalist geometric forms to extremes... see www.peterhalley.com
Also check out: Petermax.com
The Fauvists (French for "Wild Beasts") loved using color!
Here is the Wiki about the Fauvist art movement!
Color and Emotions: color meaning
Interesting Article: Relationship between color and emotion: a study of college students |
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Nov.
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Finishing Color Wheels and Red, Yellow and Blue Value Scales
Starting Calligraphy and Calligrams!
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Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
http://www.wordle.net/
Upside Down Drawing Exercise
Using and Drawing Space

http://moovl.wordpress.com/category/how-to/
http://www.wordle.net/
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Artist of the Day Quiz #1 |
Nov.
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Sketchbooks Due for Evaluation #2
Keith Haring Lesson Plan and evaluation form

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Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
Learn to Draw Website
Cartooning Worksheet #1
Desert Island Escape Worksheet
Learn to Draw Website
Need Some Inspiration?
Check Out: http://johnlangdon.net/
Graffiti Creator Website
Graffiti Playdo Site
Symmetry Assignment Evaluation Rubric
http://johnlangdon.net/
Banksy's Site (UK Artist)
Art Crimes: the Writing on the Wall http://www.graffiti.org/
"Clean Graffiti" - http://www.npr.org/templates/story/story.php?storyId=3379017
Graffiti Exhibit - http://www.brooklynmuseum.org/exhibitions/graffiti/
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Power Point of Art Works 7 to 12
Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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Dec.
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Symmetry Collage Assignment Con't
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Art Notebook/Sketchbook or Assignment Work Time
Need Inspiration? Check out this information about:
Eqyptian Art

Egyptian Art Handout #1
Egyptian Art Handout #2
Egyptian Art Handout #3 (hieroglyphics)
Egyptian Art Handout #4 (columns)
Egyptian Art Handout #5 (Egyptian Figure Proportions)
Romare Beardon Painting/Collage Assignment
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Dec.
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Origami!
If you miss this class, you should check out these websites and try completing 3-5 simple origami projects. This is what we will be doing in class...plus learning about the history of origami.
Remember, you are in competition with yourself here. Some origami patterns are more difficult and challenging than others, so...if you are new to origami, pick simple/easy challenges first! :)
Put the results in your sketchbook (even those that you consider 'failures.' Remember, you earn your grade from your learning PROCESS, NOT just your PRODUCTS.)
Robert Lang Origami
http://origamitube.com/
http://www.origamivideo.net/

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Art Notebook/Sketchbook or Assignment Work Time
Great websites where you can learn about origami:
Robert Lang Origami
http://origamitube.com/
http://www.origamivideo.net/
How To Make An Origami Paper Crane |
Power Point of Art Works 7 to 12 |
Jan.
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Monochromatic Compositions
Students will experiments with a limited pallet, comparing soft/torn edge hard/cut edges collage, to create a monochromatic still life.
Examples of Monochromatic Still Life Compositions
Concepts / Objectives:
- Students will demonstrate an understanding of still life as subject matter
- Students will demonstrate an understanding of Dutch still life painting in the Baroque
- Students will demonstrate an understanding of tempera paint as media for artworks
- Students will demonstrate an understanding of how contrasts of light and dark can be utilized in a work of art
- Students will be able to describe and compare characteristics and purposes of a Dutch breakfast still-life painting and their own contemporary still-life painting.
Monochromatic Still Life Compositions


Above: Student Examples |
Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
http://www.artunframed.com/claesz.htm A number of other still-life paintings by Pieter Claesz and a link to a short biography of Claesz.
http://www.audreyflack.com/paint/ (see site for contemporary examples of still life paintings)
http://www.uakron.edu/education/temp/history/page1.html overview of the Baroque period
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Power Point of Art Works 7 to 12 |
12 |
Monochromatic Painting con't
or
Art Notebook/Sketchbook Work Time (if finished the monochromatic painting) |
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13
Jan.
Portfolio Review Checklist
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Monochromatic Painting con't
or
Notebook/Sketchbook Work Time (if finished the monochromatic painting)

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Art Notebook/Sketchbook or Assignment Work Time

Need Some Inspiration? Check Out:
M.C. Escher's artwork!
Vase/Face Exercises
Positive and Negative Space
Positive and Negative Space Reading

M.C. Escher's artwork! |
Power Point of Art Works 7 to 12 |
Feb. |
Charcoal Sketching/Drawing From Life
Students will be drawing their hands and profile portraits of each other in class with charcoal. |
Need Some Inspiration? Check Out:
On-line Cave Art Lesson
The Caves of Lascaux website
Southwestern US Rock Art Gallery

Ms. Deck's Cave Art Lesson
For more information about Cave Art, go to:
http://www.culture.gouv.fr/culture/arcnat/chauvet/en/ |
Power Point of Art Works 7 to 12
Artist of the Day Quiz #2(Dear Student: Aren't you glad that you check the webite now? LOL)
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March |
Perspective Practice!
If you miss class, watch this power point about Perspective!
City Scape Lesson
Making Letters
Information about Perspective
Drawing a door in one point perspective sample


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Need Some Inspiration? Check Out:
How to Create Basic Shadows
How does the use of scientific perspective relate to the way we see?
When was perspective first used as a element of art?
What are other methods of creating depth in a composition with-out scientific perspective?

DID YOU FORGET TO HAND IN SOMETHING?
LINE WORKSHEET #1: hard and soft lines
LINE WORKSHEET #2: lines in nature v. man-made lines |
Power Point of Art Works 13 to 18
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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April
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April Sketchbook Assignment
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For your 30 Art Notebook/Sketchbook Work this quarter, you are expected to:
1.Find and research at least one artist who's work you like. ONE IS THE MINIMUM.
2. Put a minimum of 5 interesting facts about your artist in your sketchbook.
3. Create an artwork in response to what you learned about art or art making process or artist...
THE SKY IS THE LIMIT!
REMEMBER: Minimal efforts earn Minimal Marks
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Power Point of Art Works 13 to 18
Power Point of Art Works 21 to 26
20thC Art History Artist of the Day Slides
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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April
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Inuit Carving

In this project, students will be trying their hand at some subtractive sculpting and learning about Inuit Art! |
Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
Inuit Sculpture Video on YouTube
What is an Inukshuk? Video on YouTube |
20thC Art History Artist of the Day Slides
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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April/May
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Illuminated Manuscripts & Letters.
Medievel Manuscripts included hand-drawn letters and illustrations of great complexity.
Students will design and decorate capital letters with pen and ink and colors.
Students will also create a stick book in response to our study of book art and history.
Questions to discuss at home:
Why were books made by hand at this time?
Why were these books so richly decorated and illustrated?
Why would someone want to make a rubbing of an effigy?
How does a rubbing work to create an image on your paper?
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Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration? Check Out:
Medieval Book Art Information For Students
Page 2 of Medieval Book Art
Homework Project: Beautiful Letters!
Decorated Book Covers! (Bonus Project)
Medieval Decorative Art Information
Page 2 of Medieval Decorative Art Information
Medieval Tapestry Project (Option)
Diptychs and Triptychs Project (Option)
Heironymous Bosch Activity
Stained Glass Windows
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20thC Art History Artist of the Day Slides
After viewing the slides, put the following into your Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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May
Practice seeing and sculpting in 3-d with the recyclable green plastelina . Looking at feminist artist Judy Chicago's "Dinner Party" and Vic Cicansky's garden inspired sculptures fro inspiration. Making our own air dry clay and acrylic paint mini-meal sculptures..
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Self Portrait Bust in Clay Lesson Plan

Photo from www.justportrait.com 
Judy Chicago's "Dinner Party"

"Jar of Pickles" Sculpture by Vic Cicansky |
Art Notebook/Sketchbook or Assignment Work Time
Need Some Inspiration for your own sculpting projects? Check Out:
YouTube Video: How to Sculpt Eyes
YouTube Video: Intro to Video Series by Adam Reeder
YouTube Video: Adam Reeder Sculpts a Head in Less Than 50 minutes
Need Some More Inspiration For Your Sketchbook? Check Out: Bridget Riley's Op Art!

For more information about Bridget Riley, go to:
http://en.wikipedia.org/wiki/Bridget_Riley
For information about the elements of art, go to:
http://www.mpsaz.org/arts/elements/elements.html
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Saskatchewan Artists of the Day
Saskatchewan Artist of the Day Quiz Prep
Artist of the Day Artwork Slides and Sketchbook Work continue HERE
Art Notebooks/Drawing Journals:
- Today’s Date
- Title of work (if applicable)
- Artist
- Date of work
- Response – Informed by discussion (25 words or more)
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June
Chinese Painting. A traditional Chinese painting shows the artist knowledge as well as the artist thoughts and feeling about nature. |
Sumi-e Painting Lesson Plan
Chinese Ink Painting Lesson Plan
Introduction to Chinese Painting
Brush painting lesson
Chinese painting lesson
Chinese painting lesson handout
Step-by-Step Chinese Painting Demonstration
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Art Notebook/Sketchbook or Assignment Work Time
Got an idea for a mural? Need an idea for a sketchbook project? Here is school beautification sketchbook project:
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Art 9 Final Exam Test Prep Questions #1
- (Reminder: #2 is the ten page booklet I've been encouraging your to work on completing in groups)
Your final exam will be taken from these class notes and information. |
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QUESTIONS? Email Ms. Deck: shelley.deck@pvsd.ca
General Objectives of the Class:
- 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 their 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:
The Art 9 class is an approximately 60 class course designed to introduce students to the role of the arts in education, society/ industry, the history of ideas
and personal development. 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 the ’snowball’ effect (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 and NOT competition with each other to see who can make the 'best' art. Students are encouraged to be 'in competition with themselves,'
to raise awareness of where they are currently at in their learning about art, and to set goals for their individual growth and 'creative comfort zone' expansion.
In short, for this class, students are advised that it is those people who do things - and actively pursue interconnectivity - who best succeed in this course…and learn.
An attitude that accepts risk taking, experimentation, engagement and tenacity in personal growth is not an option for those involved in quality Art Education
learning processes. Our environment is a safe space for experimentation and product failure where mutual respect between all parties involved is expected.
Students are encouraged to enter this class with an open mind and a commitment to their own personal growth through art education.
Instruction shall take the form of:
- portfolio creation, maintenance, organization and review
- individual and group discussions and questioning
- quizzes and tests
- brainstorming
- skill development
- creating visual art works
- viewing and critiquing art works from history (describe/analyse/ interpret/judge)
- small group/whole group/individual work critiques
- art notebook/'sketchbook' writing and creating
- project research
- and more!
The two central art class rules that this learning structure promotes are:
1. Be kind
2. Work
Evaluation:

Students are expected to maintain a portfolio (70%) for their individual evaluation in this course. Students are also expected to keep an art journal/notebook
or 'sketchbook' (30%) that supports their learning journey and records their art education experiences, skills and knowledge. Portfolio Review Checklist

Various other evaluation strategies will also be employed throughout the course of the experience - as necessary - 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
and every assignment counts towards the final grade on the report card. Student assessment is orientated to highlight the foundational objectives of the course.
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. Students are be encouraged to take an
active role in their own assessment as self-evaluation, reflection and artistic goal setting are an integral part of the LHS art programs.
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Sample Project Evaluation Rubric |
| 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 a 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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