|  MAIN PAGE
SHELLEY'S TEACHER PORTFOLIO MAIN PAGE
|
PLEASE NOTE: This course outline is tentative and currently under reconstruction.
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 gain an increased understanding of the arts industry as a potential career direction
Proposed Units of Instruction:
|
This month, grade 7 will be studying: Cave Art, Line, Bridget Riley/ Optical Illusion and the Color Wheel.
Ms. Deck's Cave Art Lesson
For more information about Cave Art, go to:
http://www.culture.gouv.fr/culture/arcnat/chauvet/en/
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
Color Wheel (easy)
Color Wheel (advanced)
Want to know more about local caves? Click below!
Curacao's Hato Caves
|
Understand the diverse nature of the visual arts and the ways in which images and objects are identified, created, conceptualized, categorized, interpreted, valued and made use of by individuals, societies, and cultures; |
|
This month, students will know and use the elements of art while also studying Ancient Greece and Islamic Tile Designs!!
Greek Vase Homework Activity #1
Elements of Art:
Line
A mark made by a drawing or painting tool. A dot out for a walk.
Color
Color is what we see because of reflected light. There is no color in the dark.
Texture
Texture is the look and feel of the surface. Can be smooth, rough, bumpy, jagged, soft.
Space
Space is the area between and around objects. Can be real or can be an illusion.
Form
Form is the shape of objects. Can be real or can be an illusion.
Shape
Shape is the area inside or outside of a line. Can be positive or negative. |
Understand the diverse nature of the visual arts and the ways in which images and objects are identified, created, conceptualized, categorized, interpreted, valued and made use of by individuals, societies, and cultures;
Know and use a variety of appropriate art elements
Experiment with line to manipulate value
Understand the principles of color theory
Explore color harmonies
Understand the diverse nature of the visual arts and the ways in which images and objects are identified, created, conceptualized, categorized, interpreted, valued and made use of by individuals, societies, and cultures; |
|
How to draw perspective instructional website
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?
|
| Content |
The student will understand and practice one point and two point perspective.
|
| Skills |
Know and use a variety of appropriate art elements
Experiment with line to manipulate value
Know and use a variety of appropriate art principles
Discuss balance and placement of objects within a composition.
Recognize and use fundamental art vocabulary
|
|
November: Monochromatic Still Life Compositions
Pieter Claesz
Breakfast Still Life
|
For the major part of this study, 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.
|
The student will create a composition using only shape, and a limited pallet on paper.
Observe shape and develop a still life composition
Know and use a variety of appropriate art principles
Understand how contrast is used to make shapes look three-dimensional and also to create interest
Recognize and use fundamental art vocabulary
Use visual structures and functions of art to communicate ideas
|
December: Art History Survey ( Angkor Wat, Cambodia, MesoAmerica Codex Books, First Nations Parflesche)
|
Understand the diverse nature of the visual arts and the ways in which images and objects are identified, created, conceptualized, categorized, interpreted, valued and made use of by individuals, societies, and cultures;
Angkor Wat in the news!
A Lesson Plan Site about Angkor Wat
Parfleche Activity
|
How does art change in appearance through out history and from culture to culture?
Students will...
learn where Plains Indians lived in America.
learn the buffalo/bison’s importance in Plains Indian lifestyle.
observe visual examples of buffalo hide products, including parfleches, and their uses.
use folding techniques to create a parfleche.
decorate parfleche using geometric shapes.
use polished crayon technique to color design. |
January: Cubism
|
Cubist Compostions Mini Project
Geometric abstraction mini-assignment
"To Abstraction" Activity! |
The student will create two "cubist" compositions using grey scale values in pencil only.
Observe shape and develop a still life composition
Know and use a variety of appropriate art principles
Understand how contrast is used to make shapes look three-dimensional and also to create interest
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
Recognize and use fundamental art vocabulary
Use visual structures and functions of art to communicate ideas |
February |
|
|
March |
|
|
April |
|
|
May |
|
|
June |
|
|
Summer Projects! The |
|
|
Course Materials:
- Mark making/manipulating/imaging tools (various - some are supplied)
- Notebook
- “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…do it!)
Structure:
The Art 7 program....will focus on the elements of art and principals of design.
For this reason, a great deal of emphasis is placed on art student engagement with artistic processes and products. 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. However, laziness/disconnection/quitting is an entirely unacceptable practice. Students are encouraged to enter this class with an open mind.
Evaluation:
Various evaluation strategies will 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 counts!
Additional Notes:
HOMEWORK IS NOT AN OPTION. IT IS A LABOUR OF LOVE AND AN OPPORTUNITY FOR YOU TO RESEARCH/RECORD THOSE THINGS YOU FEEL AESTHETICALLY PASSIONATE ABOUT AT THE PRESENT TIME.
EACH CLASS IS EXPECTED TO HELP DEVELOP THE UNIT STUDY TIME LINES WITH THE INSTRUCTOR.
INDIVIDUAL ASSIGNMENT INFORMATION
Final Exam
RETURN TO TOP OF PAGE |
ART 7 COURSE INFORMATION
