STUDIO ART 11 & 12 COURSE OUTLINE

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1 STUDIO ART 11 & 12 COURSE OUTLINE Assessment Methods and Evaluation Process: 10% Art is a process. It is important that you check in with your teacher as you are completing the assignments below Here is a typical example of what you should do when you complete an assignment. Process Checkpoints Read over the assignment Gather all your supplies If you have any questions Skype or your teacher Begin your work, take a few images along the way SUBMIT YOUR PROCESS IMAGE: If you feel you need help this is the best time to ask for it. Continue your work, if you need help Skype or your teacher. Submit your Assignment Check your inbox and Moodle for evaluative comments. If you wish to receive more information contact your teacher.

2 Tips/ Suggestions on how to succeed in this course: 1) Communication Communication Communication. Try to Skype your art teacher on a regular basis. 2) Pace yourself. Do not hand in everything at the last minute. Finish one assignment every two weeks if you want to finish in half a year. Finish one assignment per month if you wish to finish by the end of the regular school year (2 nd week in June). 3) Take lots of Process Photos. 4) Quality is more important than Quantity or Speed (Your art teacher can tell when an assignment is rushed). 5) Pay attention to detail. ) The final presentation of your work (in the inbox) should be as finished and as polished as possible (Imagine you are hanging this in a digital museum or public place Ask yourself Am I proud of it?... Is it ready for display? Could this be displayed better? Consider cropping out the background for a cleaner presentation. Product A Art Diary and Sketchbook Sketches: 20% (you will be required to fill up an Art Diary/ Sketchbook through the course of the year). The Art Diary / Sketchbook is a photographic portfolio of at least 20 hours of sketching. This is a minimum. A portfolio of all the sketches in the sketchbook must be handed in at four separate junctures in the school year. An evaluation out of 100 will be given at each quarterly juncture. Each quarterly submission should include up to 10 new sketches. Note 1: Each sketch should take a minimum of 30 minutes. Note 2: If you are weak at drawing, you should have more sketches to demonstrate to your art teacher that you are trying and making an effort to improve. Note 3: Use a wide variety of media (drawing/ painting/ clay/ ink/ pastel/ digital programs and materials). Note 4: The Art Diary and cover are all considered Lesson #1. Note 5: These sketchbook submissions will vary greatly form student to student. One student may submit a quarterly entry with 10 quick (1/2 hr-45min) pencil and pen images of various subjects. Meanwhile, another student may spend his/her time on one image investigating a digital resource like Blender or a large pastel composition. Therefore, this second student may spend 8 hours or more on this single image. Both students would meet the criteria for the Sketchbook assignment although doing so in divergent methods.

3 Product B - Core Assignments: 70% There will be 8 art assignments that will each be marked out of 100. See the Evaluation Criteria link for a detailed outline of the grading expectations. Assignment #2Elements and Principles of Design and Glossary of Terms Review (No marks, this is a reference resource yet will need to be checked off as completed before students continue on with other assignments in this course.) Assignment #3: Self-Portrait: Black & White Colour Background Assignment #4: Art Issues & Definitions Assignment #5: Independent Media Investigation Assignment # Aboriginal Art and Analysis Assignment #7: Painting Outside of the Box 3D Canadiana Assignment #8 Making a Personal Visual Statement: Finish Strong

4 Required Resources/ Materials: A DIGITAL CAMERA is required for all assignments. Lesson 1. Assignment #1 Art Diary and Sketchbook Sketches 2. Assignment #3: Self-Portrait: Black & White Colour Background 3. Assignment #4: Art Issues & Definitions 4. Assignment #5: Independent Media Investigation 5. Assignment # Aboriginal Art and Analysis. Assignment #7: Painting Outside of the Box 3D Canadiana 7. Assignment #8 Making a Personal Visual Statement: Finish Strong Materials Gesso or White latex primer paint Drop sheets A Sketchbook/preferably hard cover and 11x14 A quality acrylic paint set like Golden OPEN Modern Colour Set A simple set of brushes like the Opus Arietta Set A palate. Students can get away with using a yoghurt or ice cream lid as a palate A palate knife. Mixing paint with a firm piece of cardboard or plastic will also work if a palate knife is not available. An HB, 2B and 4B pencil White eraser Buzz Canvas Panel or similar (four to seven) 9x12 and (one) 18x24 Brush and Concentrated Ink, and/or Black Permanent Markers Exacto knife Acrylic medium (controls texture and flow and can be used to extend paint and add luster. It is essentially clear acrylic paint) A parentally pre-approved piece of furniture wooden chair, desk, table, cabinet, armoire, dresser, etc or a full wooden door works well too. A variety of additional materials may be desired for sketching and independent work (wood, clay stone, conte, copic markers, digital art programs, pencil crayon, yarn, fabric, plaster)

5 GRADE 12 CORRELATIONS Assignment #1: and #2 Sketchbook. Independent choice yet showing variety in medium and image development strategy Process: Before you begin your sketchbook identify at least two skills that you would like to focus upon during this year. These might be the use of a technology (printing press, digital art program), medium (oil paint, graphite), image development strategy (dot painting, linocut printmaking), subject (like drawing horses) or tool (copic markers). This goal should be worked out during the year and be apparent in your sketchbook submissions. 1ab 3abcde 5acf Assignment #2 Elements and Principles of Design and Glossary of Terms Review: No marks, this is a reference resource yet will need to be checked off as completed before students continue on with other assignments in this course. reference Assignment #3: Self-Portrait: Black & White Colour Background. In this assignment students investigate identity and mood. They produce a self portrait using Black and white media and juxtapose a colour background. The contrast and selected imagery is designed to express information about the artist without overtly telling the audience. For example a background scene of a bedroom may contain hints in regards to passions, fears and dislikes. The portrait itself is telling as well as the application of the media and the expression chosen should convey a message to the viewer. 1b 3bcde 5abcde 7bc (this could be opened up to allow for more creative options in the future) Assignment #4: Art Issues & Definitions. This assignment is challenging as it asks students to research and evaluate modern art pieces. Some minimal context is given, yet students must delve into the history of the pieces to really understand the context and thus value of the selected works. Students must show their understanding of the elements and principles of design, image development strategies and vocabulary to express themselves in a acceptable manner. (this could be opened up to allow for more creative options in the future) 2acg 4cef ade 8bfi Assignment #5: Themed Independent Media Investigation. Students will choose a theme and create a series of at least three pieces. There are varying size expectations depending on the media chosen. Some examples may include: Three 11x14 watercolour, acrylic, oil pastel, detailed pen and ink, or dry media (pen, pencil, graphite) images. A quality composition using Blender or Maya or three images using Photoshop, Art Rage or Scribblar too. A single 1.5lb or larger soapstone carving. Two different collagraph, woodcut, linocut or mono print compositions. An assemblage art piece taking at least 15 hours to design and complete. 1b 3bcde 5abcde Assignment #: Aboriginal Art and Analysis. Students will investigate North West Coast First Nations prints and paintings and Western Desert Australian Aboriginal paintings. They will investigate the tools and image development strategies used by these artists and create their own compositions using the same and differing image development, colour and pattern choices. 1ab 2bdf 3f 4abdg bc 7a 8acdegh

6 Assignment #7: Painting Outside of the Box 3-D Canadiana. This is the focal assignment in this course. Students are walked through art history (an essay) and techniques creating compositions in the style of their selected Canadian artist. 1ab 2ag 4cef e 8bfi Assignment #8: Making a personal Visual Statement: Finish Strong Students plan and create their own creative message to the world using a variety of media and materials. They read and gain insight as to what can be considered: Art with a Message how it is made and how it might be understood or perceived by others. Students should show understanding in regard to how to follow a creative concept from an abstract idea or set of ideas through onto a fully realized art display work that may be considered gallery quality or portfolio quality. Students will apply their understanding of the Elements and Principles of Design in a personal expression of art. 1ab 3bcde 5abcde 7bc Process and Studio images: These images demonstrate the work in progress and show the care given to the studio environment and tools. It is often at this time that correction can be given before the image has been completed. *Note: I added a resource at the introduction of each course along with a tutorial video to show students how to resize and submit multiple files in Moodle.

7 Arts 12 Published 2002 Assignments Learning Outcomes 1. Context (Creating/Communicating) 1,,7,8 a create images within a specific visual expression area: - that reflect personal contexts - that support or challenge beliefs, values, and traditions - that incorporate characteristics of other artists, movements, and periods in personal style - that reflect historical and contemporary issues - that reflect art movements - for specific purposes 1,3,5,,7,8 4 b develop a presentation of images within a specific visual expression area for a specific purpose 2. Context (Perceiving/Responding) a analyse characteristics of images from a variety of cultures within a specific visual expression area b compare issues of Aboriginal artforms in BC within a specific visual expression area to those of another indigenous culture c evaluate how content and form influence and are influenced by personal, historical, social, and cultural contexts d evaluate roles that visual arts have in reflecting, sustaining, and challenging beliefs and traditions in a range of cultures e identify skills developed through the study of visual arts that can be transferred to a variety of careers 1,2 1,2,3,5,8 1,2,3,5,8 1,2,3,5,8 f justify a position on ethical issues affecting the production of images in a specific visual expression area g justify personal interpretation of and preferences for images within a specific visual expression area 3. Image-Development and Design Strategies (Creating/Communicating) a apply digital technologies in image development b demonstrate self-direction in applying design strategies to solve a design problem c demonstrate self-direction in selecting image sources to create images to achieve a specific purpose d demonstrate self-direction in selecting image-development strategies to create images to achieve a specific purpose

8 1,2,3,5,8 e select image-development strategies to create a personal style within a specific visual expression area f use a variety of image-development strategies to create a series of images on a single concept 4. Image-Development and Design Strategies (Perceiving/Responding) a analyse the impact of new technologies on image development within a specific visual expression area b compare the use of image-development strategies in a specific visual expression area across a variety of cultures c critique the effect of design strategies on mood and message 1,2,3,5,8 3,5,8 1,2,3,5,8 3,5,8 3,5,8 1,2, 4, d evaluate ethical and legal implications of using existing images in personal image-making e evaluate the use of image-development strategies of artists in a specific visual expression area f g identify personal bias in image development justify selection of image-development strategies in their work 5. Materials, Technologies, and Processes (Creating/Communicating) a demonstrate independence in planning and preparing materials, processes, and technologies within a specific visual expression area b demonstrate independence in using materials, equipment, and workspace in a safe and environmentally sensitive manner c demonstrate self-direction in selecting materials, technologies, and processes specific to a visual expression area d manipulate a combination of materials, technologies, and processes for a particular purpose within a specific visual expression area e select materials, technologies, and processes to create a series of images on a concept within a specific visual expression area f set personal goals for skill development in the use of materials, technologies, and processes in a specific visual expression area. Materials, Technologies, and Processes (Perceiving/Responding) a analyze issues related to the use of materials, technologies, and

9 processes within a specific visual expression area b analyze the evolution of particular technologies used to make images in a specific visual expression area c evaluate ethical and legal implications of using technology to reproduce and distribute images 4, d evaluate the effect of the selection of materials, technologies, and processes on the meaning and purpose of images within a specific visual expression area e use appropriate art terminology to discuss materials, technologies, and processes 7. Visual Elements and Principles of Art and Design (Creating/Communicating) a create a series of images within a specific visual expression area that demonstrate particular elements and principles 3,8 3,8 b c create images within a specific visual expression area that demonstrate effective use of the elements and principles to convey the intended mood or message manipulate visual elements and principles of art and design within a specific visual expression area to: - achieve a specific purpose - alter the meaning or effect of images - reflect stylistic or cultural influences, 8. Visual Elements and Principles of Art and Design (Perceiving/Responding) a analyse how particular relationships of visual elements and principles influence personal preference b analyse the role of visual elements and principles of art and design in art styles and movements within a specific visual expression area c analyse the use of particular elements and principles in Aboriginal artforms in BC within a specific visual expression area d compare characteristics of particular elements and principles within a specific visual expression area in various cultures e compare the expressive and physical qualities of a selected visual element as used in a variety of images within a specific visual expression area f critique how particular elements and principles are used to create

10 , meaning and effect in images g justify selection of elements and principles within a specific visual expression area h predict the effect of altering particular elements and principles in selected images I use appropriate visual arts terminology in art criticism,