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PLEASE NOTE: This course outline is currently NOT IN USE. Use the information here at your own risk.
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:
August: Color!
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ColorTheory & The Art of Peter Max
www.petermax.com |
Students will create a painting in response to our learning about color theory and the art of Peter Max.
Students will go over basic color theory, such as the color wheel and monochromatic, complementary and analogous color schemes.
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Drawing will be the main activity for the first few weeks. Students will be taught how to observe., how to make the translation between what they see and what they know.They must be aware of the difference betweeen drawing what they know and drawing what they see and observe. They will produce Contour drawings both blind and observed, Light and shadow drawings by observation. They also will start to work with oil pastels and combine soft graphite and oil pastels in a self portrait. |
Students will learn meaning of line and the the techniques used to express line quality. The students will study the proportions of the human head and create drawings of student models. They will learn about value using light and shadow and add appropriate value contrasts .
The students will develop concentration and observational skills necessary to produce works that rely on visual stimuli and hand/eye coordination. Students will develop a basic understanding of the proportion of the human head in frontal, profile and 3/4 views. They will also develop an understanding of space in composition and and of the concept of light and shadow in portraiture. They will learn how to use expressive colour and the ability to express and develop an idea and the expression of that idea in classroon critique sessions in which they will use appropriate art terms,language and vocabulary.
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October: The Figure in Action!
Michael Snow's "Mixed Feelings" painting, 1965
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Student planning template |
Students begin to make design decisions and learn how to create overall design layout. Students also learn cooperation and teamwork and learn about creating a "whole" from separate parts. They start to work with acrylic paint and learn about the use and handling of the material and care of the brushes. Finally they learn how to utilize safe working practices in a shared working environment.
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November: Maskmaking!
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Great Research Links:
Mask making: A journey of discovery!
http://anymask.com/
Selected Readings 1 (General)
Selected Readings 2 (General)
Native Masks 1
Native Masks 2
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Students will learn how to make a mask based on research. The mask making project integrates research, development of a mask from paper mache to painting, oral and written presentations.
Assignment Information Handout
Evaluation Rubric for Masks
Adapted Lesson Plan
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December: Maskmaking continues
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Mask making website (paper mache)
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Students research their particular country that they have been assigned in class. They work in pairs and compile the information based on the criteria received in class.
Students present their findings to the class as an oral presentation with examples of different masks.
Students create their own masks based on what they have researched. These countries could be any country in Africa, India, Indonesia, Malaysia, Japan, China, etc.
The student will learn the skills/techniques involed in painting that will be incoporated into their masks.
Acrylic paint will be used and techniques for decoration will be explored.
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January: Maskmaking concludes
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Maskmaking Objectives:
To develop research skills and to be able to work with another student in compiling information for the oral presentation. To develop a concept and to create an original mask design based on research findings.
To understand the role of mask making in a particular culture and to be able to deliver that information to the class.
Finally to create a unique mask from a design and then to make the mask from paper mache and acrylic paint.
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February |
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The student will learn the skills/techniques involed in painting that will be incoporated into their masks.
Acrylic paint will be used and techniques for decoration will be explored.The student will learn the basic and advanced skills/techniques of tempera/acrylic painting |
March |
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The student will learn the basic and advanced skills/techniques of tempera painting and its context within the range of an historical figure.
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April |
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Students will research a particular figure and then attempt to paint it in large format to replicate the photograph they select. They will do this by means of griding and by using a range of colors and limited palette. They will make use of monochromatic, shades tints and tones in the paitnting process.
The student will learn the basic and advanced skills/techniques of tempera painting and its context within the range of an historical figure.
The student will also:
Demonstrate a working knowledge of painting processes and histories.
Develop the perceptual, conceptual and evaluative understanding and skills required to make works which fulfill a range of functions and express and communicate their own ideas and feelings;
Understand the diverse nature of the visual arts and the ways in which images and objects are identified, created, categorized, interpreted, valued and made use of by individuals, societies, and cultures;
Appreciate the meaning of works within historical context and determine their place and relationship to other works; |
May |
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June |
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Summer Projects! |
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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 8 program....
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
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