76 Tah Chih Street, Taipei 10464, Taiwan, ROC. Course Syllabus A R T - I SUBJECT/COURSE TITLE

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1 76 Tah Chih Street, Taipei 10464, Taiwan, ROC Course Syllabus A R T - I SUBJECT/COURSE TITLE School Year Teacher: JOFIL E. COLLADO address: jcollado@dish.tp.edu.tw Grade Level/ Class Period(s): GRADE 1 Office Hours: School Web Address: COURSE DESCRIPTION: Imagination is more important than knowledge. Albert Einstein The Visual arts embrace technical skills of how to make and cognitive skills of communicating in symbolic language. While the goal of most academic study is to find the right answers, in Art we are looking for the right questions. Creativity culminates from taking imagination through the process of making and experimenting to arrive at a new idea or viewpoint. The goal of the Arts curriculum is to take the student through this process and be able to analyze and synthesize their ideas and apply these new methods of inquiry not only to the Arts and Culture but other subjects as well. At this point, art is introduced at the very basic level. The earliest formal study of the subject, recognizes the cognitive and the knowledge aspect of learning as essential element in order to execute the technicalities and to better understand it. Learners consciousness are stimulated towards activities that reflect the earliest steps of mankind to illustrate and comprehend nature. They are engaged into art activities that would establish their understanding of art in a developing and progressing manner. This follows the scheme of theoretical to twodimensional, and towards the three dimensional form of consciousness towards art and the reality itself. Grade 1 s are exposed to basic media and techniques proportionate to their level of expectations. The subject basically aims to introduce the proper handling of media and tools, incorporate techniques while enjoying the activity through explorations, start to recognize art as a language by integrating graphics and symbols as elements of communication and, learn to appraise art in its cultural and historical context.

2 CONTENT STANDARDS Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard: Students know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses Students use different media, techniques, and processes to communicate ideas, experiences, and stories Students use art materials and tools in a safe and responsible manner Content Standard #2: Using knowledge of structures and functions Achievement Standard: Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses Students use visual structures and functions of art to communicate ideas Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: Students explore and understand prospective content for works of art Students select and use subject matter, symbols, and ideas to communicate meaning Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard: Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard: Students understand there are various purposes for creating works of visual art Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to specific artworks Content Standard #6: Making connections between visual arts and other disciplines Achievement Standard: Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

3 A R T T I M E L I N E GRADE 1 1 st QUARTER 2 ND QUARTER 3 RD QUARTER 4 TH QUARTER At this point, art is introduced at the very basic level. The earliest formal study of the subject, recognizes the cognitive and the knowledge aspect of learning as essential element in order to execute the technicalities and to better understand it. Learners consciousness are stimulated to activities that reflect the earliest steps of mankind to illustrate and comprehend nature. They are engaged to art activities that would establish their understanding of art in an ascending manner. This follows the scheme of theoretical to two-dimensional and, towards the three dimensional form of consciousness towards art and the reality itself. C O G N I T I V E P S Y C H O M O T O R A F F E C T I V E ART HISTORY PRE-HISTORIC ART Artwork based on topic G E N E R A L Tell common artistic creations, references and subjects of the prehistoric people; use art resources that identify primitivity of a Pre-historic art; create drawings identical to prehistoric works that demonstrate the early stages in development of technical skills in arts; expressed in drawing or sketching the budding yet authentic and truthful character of a child; 2-DIMENSIONAL ART MONOCHROMATIC/ANALOGOUS Basic Drawing O B J E C T I V E S Enumerate the elements of art; identify monochromatic and analogous coloring pattern; know how to use basic shapes or forms as construction guides for drawing; apply monochromatic and analogous coloring properly; recognize the essence of emphasis in an illustration or presentation; recognize the value colors in apreciating an object. RELIEF- SCULPTURE MOSAIC Basic Tell potential materials useable for creating a mosaic art; execute mosaic art with the virtuality of education; recognize other materials or means of creating an art. FREE-STANDING SCULPTURE PAPER QUILLING-1 Basic Use shapes properly in illustrating a subject through paper quilling; demonstrate basic understanding 3- dimensionality through basic paper art; use color artistically; chose a subject for art with the sense of art and maturity; recognize the value of other materials is demonstrating visual artistry. LINKS TO ESLER TRUTHFUL in expressing opinions, preferences, authenticity and originality; ORGANIZED in terms achieving a more mature composition of elements art and design; REFLECTIVE to be aware of the current social issues, artistic, cultural and personal; REFERENCES: Art: Images and Ideas (Laura Chapman) Introducing Art(Glencoe/ McGraw Hill) The Met s Heilbrunn Timeline of Art History COURAGEOUS to sustain the challenge of quality results; ( ONLINE ALTERNATIVE SOURCE) Translate being HELPFUL in terms of collaborative works.

4 First Quarter : ART HISTORY PRE-HISTORIC ART The First Quarter, aims to stimulate interests in knowing and understanding the history of how art begun. It is designed to reinforce practical activities with theoretical foundation to establish strongly the understanding of art at a younger level. The topics discuss the Pre-historic and earliest creations or activities involved in life and that we refer today as art. SCHEDULE WEEK 1 TOPIC/ ACTIVITIES Introduction to the subject, presenting topics, establishing classroom rules, and giving of requirements. AUGUST WEEK 2 WEEK 3 Paleolithic era- lecture and multi-media presentation. Mesolithic era- lecture and multi-media presentation. WEEK 4 WEEK 5 Neolithic era - lecture and multi-media presentation. Pupils are asked to make at least [ 2 ] two works of art mirroring the characteristics or a representation of any of the following period: Paleolithic, Mesolithic and Neolithic. SEPTEMBER WEEK 6 WEEK 7 WEEK 8 / DEADLINE IN THE SUBMISSION OF THE WORKS

5 Second Quarter : 2D-ART :BASIC DRAWING MONOCHROMATIC ANALOGOUS COLORING The Second Quarter, gives a 2-dimensional form, texture, outline and color to the idea that was previously conceived by the mind from the earlier art discussions. This is a translation of an artistic concepts into execution and 2D visual art productions. In this Quarter, the learners are brought to confront with activities that would engage them into the basics of twodimensional art using dry media, such as lead pencil, colored pencil, charcoal, crayons or pastels. SCHEDULE OCTOBER WEEK 1 WEEK 2 TOPIC/ ACTIVITIES Introduction to drawing- the media (dry), tools used, requirements and how the work is classified. Presentation/ demonstration of the medium (lead pencils) and appropriate grounds. WEEK 3 Drawing using lead pencil ( figurative or non-figurative form ) WEEK 4 Drawing using lead pencil ( figurative or non-figurative form ) WEEK 5 Presentation/ demonstration of the medium (colored pencils) and appropriate grounds NOVEMBER DECEMBER WEEK 6 Drawing using colored pencil ( figurative or non-figurative form ) WEEK 7 Drawing using colored pencil ( figurative or non-figurative form ) WEEK 8 Drawing using colored pencil ( figurative or non-figurative form ) WEEK9 Presentation/ demonstration of the medium (pastel) and appropriate grounds WEEK 10 Drawing using pastel ( figurative or non-figurative form ) WEEK 11 Drawing using pastel ( figurative or non-figurative form ) WEEK 12 DEADLINE IN THE SUBMISSION OF THE WORKS [ two works that best that describe the artist s competence in a figurative and non-figurative form ]

6 Third Quarter : RELIEF SCULPTURE PAPER MOSAIC The Third Quarter leads a child s consciousness into a perception of something in a more dimensional view. The subject engages learners to art activities that enable them to comprehend better the different dimensions of an object, and to develop a skill to utilize available materials to produce a 3-dimensional art. SCHEDULE WEEK 1 TOPIC/ ACTIVITIES Introduction to the subject, media and tools to be used in making the required (3D Relief sculpture) JANUARY WEEK 2 WEEK 3 Presentation/ demonstration of the subject (3-D Relief sculpture), media, tools and techniques. WEEK 4 WEEK 5 FEBRUARY WEEK 6 WEEK 7 WEEK 8 (1 or 2 best sculpture ) DEADLINE IN THE SUBMISSION OF THE WORKS

7 Fourth Quarter : FREE-STANDING SCULPTURE CLAY/ PAPER QUILLING The Fourth Quarter engages learners to an activity that enables them to manipulate materials to form a 3- Dimensional artistic creation and that would speak their intention in a powerful, intelligent and artistic manner. SCHEDULE MARCH WEEK 1 WEEK 2 WEEK 3 TOPIC/ ACTIVITIES Introduction to the subject, media and tools to be used in making the required (free- standing 3D sculpture) Presentation/ demonstration of the subject (free- standing 3-D sculpture) media, tools and techniques. Working on a Free standing 3-D Sculpture using the suggested media in either a figurative or non-figurative form APRIL WEEK 4 WEEK 5 WEEK 6 WEEK 7 MAY WEEK 8 WEEK 9 (1 or 2 best sculpture ) DEADLINE IN THE SUBMISSION OF THE WORKS

8 ÂT ÅtÇ Ñt Çàá ã à{ { á uüt Ç tçw ÇÉà ã à{ { á {tçwáê Michelangelo METHODS OF TEACHING: In any given lesson the learners will generally be provided with a goal with background information and the tools and method to achieve the goal. The focus for the learners is the time spent experimenting and making that lead to individual expression and discovery. The goal of the teacher is to develop conceptual or intellectual skill, honed technical skill and to stimulate the right attitude towards artistic creations through practical activities, lectures and demonstration, and critique. There would be three aspects to which the education will focus on: INTELLECTUAL SKILL / CONCEPT TECHNICAL SKILL- COMPOSTION ARTISTIC SKILL- EXPRESSION This serves as the brain of the art. It includes the choice of subject, the overall design of the work, and how it is conceptually significant to the past, present or the future. This is the body of the art. It encompasses the appropriate and effective use of the tools, methods and techniques and the way of doing it. This is the face of creation. This aspect is the heart and the soul of the art. It essentially communicates through affective way. This involves the creative composition, personal expression, the emotional content and other metaphysical forces driving a person to create. This is the attitude of the artist extended into his creation. These three components of an art production is rationalized equally as valuable with each other and must always be physically and virtually felt to be a more effective artistic creation or expression.

9 COURSE STANDARDS: 5\ tå täãtçá wé Çz à{tà ã{ v{ \ vtççéà wé? Ç ÉÜwxÜ à{tà \ Åtç ÄxtÜÇ {Éã àé wé àa5 Pablo Picasso 5XäxÜçà{ Çz á{éâäw ux Åtwx tá á ÅÑÄx tá ÑÉáá uäx? uâà ÇÉà á ÅÑÄxÜA5 Albert Einstein Student assessment in Art is derived from a combination of effort and improvement, following instructions, classroom behavior and the finished product. Effort and improvement will take into account the learners ability and level while balancing that with an acceptable level of achievement for their grade level. The student must demonstrate a level of effort consistent with their peers and the requirements of the assignment. Following instructions in general means doing the assignment as it was assigned. Creative substitutions are acceptable but should be discussed with the instructor. Most importantly this criterion covers proper use of safety procedures. Class room behavior affects the entire class and the ability of the instructor to teach. Participation is necessary in making art and includes teamwork. Helpfulness demonstrates attention and is rewarded in both grade and deportment. The finished product and participation in the critique is a necessary part of analyzing, understanding and synthesizing what the student has learned. Beyond the stipulations of the first two criteria, the success of the student s execution, experimentation and their effectiveness will be graded and discussed in critique.

10 S C O R E 33% - SUBJECT 33% - FORM /COMPOSITION 33% - CONTENT/INTENTION The what: representational = the subject; nonobjective positive shapes. The subject is also the theme or the topic of art. Originality, Imagination, and Invention of Composition The how: arranging the elements or total appearance of the work; (Elements of art: building blocks ; line, shape, value, texture, & color) (How the elements are arranged is the = composition). The form is the technique employed and the use of the elements of art. General Use of Design Elements and Application of the Principles of 2-D Design Technical Competence and Skill with Materials and Media S C O R I N G D E S C R I P T I O N The why: psychological or emotional properties felt or implied. The content is the message the artwork communicate and the meaning of the work. Confident, Evocative Work, and Engagement of the Viewer Appropriation and the Student Voice Decision Making and Intention 33% EXCELLENT QUALITY The composition of the works is original, imaginative, and inventive In most works, there is a highly successful use of the elements of design and application of 2-D Design principles. Any apparent appropriation of published or photographic sources or the work of other artists clearly provides a visual reference that is transformed in the service of a larger, personal vision in which the student s voice is prominent. 32% STRONG QUALITY 31% GOOD QUALITY The composition of the works is generally imaginative or inventive The composition of the works includes some imaginative ideas. The work generally shows successful use of the elements of design and application of 2-D design principles. The work shows good use of the elements of design, but the application of 2-D design principles is not always successful. Any apparent appropriation of published or photographic sources or the work of other artists shows a strong sense of the student s voice and individual transformation of the images. With the apparent appropriation of published or photographic sources or the work of other artists, the student s voice is discernible; the images have been manipulated to express the student s individual ideas. 30% MODERATE QUALITY 29% WEAK QUALITY 28% POOR QUALITY In the composition of the works, some imaginative ideas appear to be emerging. The composition of the work relies heavily on unoriginal ideas and shows few signs of invention or imagination The composition of the work lacks originality or imagination. The work shows moderately successful use of the elements of design; the application of 2-D design principles is emerging or limited in scope. Some awareness of the elements of design is demonstrated, but there appears to be little understanding of the application of 2-D design principles. Very little awareness of the elements of design is demonstrated, and there appears to be minimal understanding of the application of 2-D design principles If published or photographic sources or the work of other artists have been appropriated, the resulting work appears to be a collection of nearly direct reproductions; even if the work is skillfully rendered, the student s voice and the individual transformation of the images are minimal. The work appears to be direct copies of published or photographic sources or the work of other artists; even if they are of average rendering skill, there is little discernible student voice or individual transformation. The work appears to be unconsidered and lack discernible intention. The works are obviously direct, poorly rendered copies of published or photographic sources or the work of other artists; there is no discernible student voice or individual transformation NOTE: HIGHEST POSSIBLE GRADE IS 99%. GRADE SHOULD BE MAINTAINED NOT LOWER THAN 28 %-POOR PER AREA.

11 Rubric for grading DTORCH Deportment SY TRUTHFUL (20) are guided by the Gospel and universal values center their lives on God s teachings show respect to all ORGANIZED (20) set goals and pursue them to fruition maintain a balance between a healthy body, mind and spirit engage responsibly with the world, through a variety of resources REFLECTIVE (20) contemplate their strengths and weaknesses aim to respond, rather than to react determine patterns, make connections, and think critically COURAGEOUS (20) are open and responsive to new and diverse perspectives are willing to take risks and graciously accept results communicate effectively HELPFUL (20) evaluate all decisions in light of the common good are compassionate and caring respect and care for the environment A point student ALWAYS Follows school rules Shows honesty Respects rights & property of others Recognizes and respects school staff A point student SOMETIMES Follows school rules Shows honesty Respects rights & property of others Recognizes and respects school staff A point student ALWAYS Completes work and assignments Prepared for class Works independently Exhibits organizational skills A point student SOMETIMES Completes work and assignments Prepared for class Works independently Exhibits organizational skills A point student ALWAYS Exercises self-control and safety Evaluates own work Provides and uses feedback constructively A point student SOMETIMES Exercises self-control and safety Evaluates own work Provides and uses feedback constructively A point student ALWAYS Demonstrates effort Volunteers answers Contributes to class discussions Demonstrates independent thinking A point student SOMETIMES Demonstrates effort Volunteers answers Contributes to class discussions Demonstrates independent thinking A point student ALWAYS Is helpful and cooperative Gets along with others Contributes positively to classroom environment Models exemplary behavior A point student SOMETIMES Is helpful and cooperative Gets along with others Contributes positively to classroom environment Models exemplary behavior A point student RARELY Follows school rules Shows honesty Respects rights & property of others Recognizes and respects school staff A point student RARELY Completes work and assignments Prepared for class Works independently Exhibits organizational skills A point student RARELY Exercises self-control and safety Evaluates own work Provides and uses feedback constructively A point student RARELY Demonstrates effort Volunteers answers Contributes to class discussions Demonstrates independent thinking A point student RARELY Is helpful and cooperative Gets along with others Contributes positively to classroom environment Models exemplary behavior

12 Use common sense and avoid disruptive behavior; Be on time to class; be seated before the bell rings; CLASSROOM RULES: Wear your uniform neatly; Use English at all times; Be respectful of others (especially when speaking), and of school property; Do your best and participate. The quarterly grade will be awarded for all student work based approximately on the following criteria: GRADING CRITERIA: Quarter Project(s)- an individual or a group project to be done within a given time frame Quizzes - project critique and assignments Deportment -(work ethics including clean up, behavior and) Quarter Exam - written or an interview about the project Students are not required to supply materials for their Art classes. In the event that the students need to bring something to class, parents will be notified; STUDENT MATERIALS REQUIRED: Sketchbook (A5 size or larger); Quarter Project materials: most materials are provided in class, but in some cases students are encouraged to bring in their own or supplement what is available in the Art room; The school provides the basic tools and other available materials. For art project that requires a certain material however, the school doesn t have, the student artist(s) should take responsibility of producing it; Respect and other good values must dominate the studio environment; CLASSROOM RULES: Be respectful of others (especially when speaking), and of school property especially Art room tools, supplies and the work of fellow students; Always avoid disruptive behavior; Communicate in English at all times; Do your best and participate. DISCIPLINE: (Will be in accordance with the school rules and regulation)