Intermediate Visual Arts. 1) challenges to imagination. 2)visual perception skills and eye training. 3)exactness of vision with line

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1 Vision training drawing exercises: -diagnostic drawing -contour drawing -up-side down drawing 1) challenges to imagination 2)visual perception skills and eye training -teacher observation -self critique World around us-focus exercises -Blind walk ( with & without partners) -Perceptual observation tour 3)exactness of vision with line 4)development of visual memory 5)visual editing in drawing -teacher evaluation based upon established criteria for graphite drawing challenges Memory Landscape Drawing (graphite drawing) 6)light & shadow in composition 7) value scale and value range in graphite work 8) spacial relationships Graphite Floral Drawing: -still life set-up of artificial flowers Ink wash drawing with nontraditional media: -develop initial sketch and composition from photographic representation. Develop visual interpretation of landscape. Exterior Landscape & architectural drawing: -outside drawing from life -edit and develop balanced picture of contrast- landscape and architecture using charcoal media 1) visual perception training 2) drawing technique with raphite pencils, cross-contour line applications 3) value range and texture 4light/ shadow & spacial relationships 1) use of non-traditional drawing materials with ink wash, (toothpicks, Q tips, sponges, crumpled paper,ect... ) 2) initiative and invention with materials 3) value, texture, spacial relationships 1) line & form Drawing assignments: a 3 part written critique process is followed for each of the drawing assignments, ( self, peer & teacher). The basic emphasis of the critique will center around responses to the basic I.D.E.A.S. anagram: I - image selected? D - design challenges & applications? E - expressiveness of imagery? A- artistic challenge addressed? S- success of the completed work? -self critique -peer critique -teacher evaluation based upon the established criteria of the assignment 1 of 11

2 2) value ranges 3) open and closed areas of mass 4) textural contrasts 5)light & shadow 6) spacial relationships Art history: (rrom "Annotated Mona Lisa") -prehistoric pg. 4 -Pre-Columbian pg.20 -African pg. 22 -Mesoptamia pg.6 -basic societal structure of these early civilizations -cultural emphasis upon spirituality and the relationship with nature -assigned readings -Quizzes of content material -some comparative analysis of cultural influences presented Animal drawings: -symbolic self representations For all projects: using chalk pastels `Egypt, pg. 8 -Field trip to U.C. Berkeley's Anthroplogical Museum and The University Museum of Modern Art as follow-up and re-inforcement of cultural artifacts previously studied 1) Imaginative interpretation of the animal imagery in pastel chalks similar to "cave painting" works studied 2) Form, color, texture and implied movement -self I.D.E.A.S. critique -peer critique response to the work --teacher evaluation based upon the established criteria for each project's visual art work and written presentation "Visual Narrative - The Hidden Story"-color pencil drawing and writing assignment: -Picture drawing based upon the imagery / style of one of the cultures we have studied ( Egyptian hieroglyphics, Navaho ceremonial sand painting, ect..) 1) Iconography and imagery invention 2) line, pattern, balance. movement, unity, color 3) written invention of the narrative tale and clear expressiveness -Wrtten essay as description of the story and the work 2 of 11

3 Honoring and Ancestor: -"Day of the Dead" traditional celebration -Mixed media free standing assemblage of symbolic imagery to honor a personalized loved one. Free standing works are created for a table display and must use a significant representational patterned border as part of the presentation. -written explanation of the person and significance of the imagry and items used 1) symbolic representation of a significant person to the artist 2) development of significant imagery, honoring the individual and personalizing the work 3)designing the visual presentation as a free-standing work for a table display 4) desgn and application of a culturally influenced patterned border to be incorporated into the work 5) use of pattern, color, balance emphasis, unity, 3-d form and innovation -Ancient Greeks, pg.12 -textual content from readings -cultural emphasis upon physicality -Ancient Romans, pg.16 and the human figure -cultural emphasis upon the importance of the individual and Figure drawing series from inclass student models: innovative changes in architectural designs (works in charcoal & conte crayon) -drawing warm-up exercises, (flash drawings, memory drawings, quick Figure drawing: contours, gesture drawings, timed studies) -figure drawing series with the dance class as action models. Switch roles with artists as models and dancers drawing - series of extended drawings for anatomical emphasis in charcoal, conte and chalk pastels.student volunteers from class will be -visual memory applications -human proportions and means of measurement techniques -line, shape, form, light/shadow, unity, balance -life drawing techniques -illustraion techniques -emphasis and visual interpretation -creating compositional interest 1) Quiz on readings and textual content Figure drawings: -teacher observation and coaching during drawing process -teacher evaluation of the portfolio of figure drawings at the end of the series with emphasis being placed upon : -proportional correctness -articulation of form -naturalism and unity -light, shadow, mass, rhythm -compositional emphasis in 3 of 11

4 costumed models. Final Figure drawing: -imagery selected from photographic reference material. Artiist's choice of drawing media. extended finished drawings -student proficiency and progress demonstrated thru the series American Idol Monument: -Group construction project using cardboard boxes to design, erect and decorate a themed icon monument reflecting an emphasis of modern society. -Students will have design days to collaborate and coordinate the design and the decoration plan. Groups will alternate days for presentations. They will have 1/2 a class period to construct their monument from their plan and 1/2 a period to present and discuss the monument with the rest of the class. More on the Monument: - Each individual artist will design and burn a 'powerpoint' CD explaining their view and input into the group's themed monument as further illustration of its cultural and personal significance. -group collaboration in project design and decision-making -structural stability and efficiency of design for specific number of carboard boxes of specific measurements, weight & mass. -application of geometric principles for structiral integrity. -efficiency and simplicity of construction & decoration plan to be completed in appox. 30 minute time frame. Pre-fab decorations must be designed and prepared for quick application to the structure. Teamwork. Thematic Unity. -Thematic unity re-inforced in individual Powerpoint CDs,flashdrive, or Youtube-like video format. Personal interpretation of the theme and its iconic significance through visual examples and textual illumination -multi-media visual literacy and technological application -peer critique -group self-evaluation of "Idol Monument" teamwork -teacher evaluation: a) group project theme, effectiveness efficiency, structural security, decorated design. teamwork b)individual "Idol CD", technical efficiency, design, expressiveness, thematic illustration,innovation 1) religious influence upon cultural -Quiz on texual content traditions 4 of 11

5 -Middle ages, pg.24 The Season of Giving- a 'love' portrait: Using the theme of 'loving' as a basis, drawings will be designed to show acts of kindness and caring between beings. Develop the work with the intent of giving it as a gift to someone. Drawing medium of artist's choice. A New Year P.E.A.C.E. Message: (ink pens, colored pencils and laser printed text) -this last project of the semester is an illustrated anagram. Much in the style of an illuminated manuscript from the Middle Ages, develop the letters of P, E, A, C, and E into elaborate illustrations. Like-wise, let each letter begin a phrase which also illustrates a phrase or statement about things people might do to help create a better world in the new year. 1) application of figure drawing techniques in a finished work 2) demonstrated proficiency in the basic elements of art, ( line, form, color, space, value, texture) 3) degree of mastery in the principles of design, ( compositional unity, balance, emphasis and tone ) 4) expressiveness, ingenuity, and insight as represented by art works and the messages being communicated On Visual Art works: -self I.D.E.A.S. critique -peer critiques responses -teacher written evaluation based upon the design criteria for each project and the development of student progress with the work Final Art History Exam: -identification of art works from different historical periods -discussion of the cultural emphasis which has influenced the styles by period -interpretational analysis of varying historical perspectives and uses of art compared to those held by present day society -historical transitions into the emphasis of painting in Western -Italian, Dutch, Spanish, pg art. Particular emphasis must now be placed upon the works of specific individual artists as well as the styles of cultural groups I Also Have a Dream: painting assignment: -Quiz on contextual information and upon the sylistic works of specific artists Both "Dream" and "Reflections" 5 of 11

6 paintings: -exploration of personal vision, myth or fantasy in watercolors. Imagery will convey an emotional sensation of "joyousness" with emphasis being placed upon light, airiness, and a vibrance of color. "Dream" painting: -self I.D.E.A.S. critique -peer critique response 1) Thematic interpretation and selection of imagery. Much like the early works of the Renaissance painters, mythological imagery was chosen. Here students are challenged to create their own imagined reality. 2) watercolor painting techniques emphasizing light, color, transparency and layering, harmony, balance and a "joyous: mood in the work -teacher evaluation based upon the established criteria of the painting project, its use of media, and the personal progress of the student demonstrated by the work and the process of completion Night-time reflections: painting assignment: -Using the materials of watercolors and and over-lay of prismacolor "Nupastel" chalks, students will depict a nocturnal scene. The imagery of the scene should depict at least one example of a reflective surface catching light and image, while also creating a somber reflective mood with the use of color and tone in the work. 3.) compliling and editing resource and referrence materials for the creation of an imagined, invented enviroment "Reflection": -create an under-painting using darker tones of watercolors, then draw layers over this with middletones & highlights with Nupastel chalks for contrast and effect. Illustration technique -emphasize the visual effect of creating the illusion of a reflective surface, ( water,metal, glass, ect...) used in some way in the composition -thematically, depict a night-time scene creating a mood or tone of meditative reflection 6 of 11

7 -nocturnal range of color creating contrasts of light and shadow, value intensity, and emphasis of mood -study of the philosophy of the -Quizzes on specific artists and artistic movement identification by their style -French "Impressionism" -noteworthy artists of the movement and descriptive elements of individual style "Impressions" painting assignment: -using the rules of "Impressionism", create a painting in the impressionistic approach to imagery and color. Base the painting choice upon the style of a particular master of the movement.do not copy but use the example as a guide. Impressions: -acrylic painting done by the rules of "impressionism" as a technique study -emphasis upon light, broken color,optical color mixing, color induction, visual rhythm, implied motion, unity and compositional balance -visual interpretation of imagery being painted Impressions: -self I.D.E.A.S. critique -peer critique response -teacher evaluation based upon the established criteria for the painting project, the use of the media, and the student's individual progress evidenced by the work and the painting process 1)emphasis upon the philosophies Quizzes on artists and identification of the aristic movements by specific works -Expressionism, Fauvism, pg. 96 2) Identification of specific artists and significant elements of their individual style 7 of 11

8 "Feelings" painting project: Feelings: Feelings: - a visual interpretation of a poem with a music sountrack for the work -The works are visual illustrations of a particular emotion or set of feelings related to an incident of the artist's experience. The poem does not have to be about that incident, but the same "feeling" must be associated with it for artistic honestly in its interpretation -the poem must be literary and from a different source as the soundtrack. Part of the artistic challenge is the joining of the three separate components into one artistic experience for the viewer. The poem may be original by the artist or from another student. Works may be considered for submission to the school's Literary Magazine. -Expressionists / Fauvist style of emotional content is to be expressed in the work -combination of water-based paints and oil pastels to create "fat & lean" contrasts in the visual impact of the work -color, texture, emphasis, contrast and visual invention are to be emphasized -self I.D.E.A.S. critique -peer critique response -teacher observation and evaluation -a written interpretation will accompany the completed work as explanation and documentation of the process. -works will be periodically presented and demonstrated with the audio track in class April a move into the abstract and the non-objective -Cubism, 20th Century Modern, pg Quizzes on textual content and the identification of specific artists through the style of their works Puzzle: Puzzle: 8 of 11

9 The "Puzzle" project: -student choice of mixed media. self I.D.E.A.S. critique -non-objective mixed media piece with emphasis upon Geometry in some way, May be cubist, constructionist, sculptural, collage-like, partly painted, partly drawn, partly words, -peer critique response partly 2-D, partly 3-D ect... -teacher evaluation -Thematically, parts are fitting, or ill-fitting together in a structure which appears to be some-what puzzle-like -Geometric emphasis, pattern, rhythm, motion, color, texture, contrasts, innovation -creative problem-solving Letter from a Master - (essay) -Students are to select an artist, whom that have studied, and image that they are that artist writing a letter to someone about their work. Creatively in that letter the student must indicate: a) some aspects of artist's backgroup history researched, including to whom they may be writing & why b) take into consideration a particular time and place in which this letter would be composed and let it be reflected in the writing c) aspects of a specific piece of art work and a particular artistic challenge must be described. Much in the same way as students use the I.D.E.A.S. format of self crtitique, they might now use it in the mind-set of the master that they have chosen to research. Letter from a master: -demonstration of historical knowlege about the artist chosen -clear understanding of the work chosen to describe as ther focus of the letter -demonstrated understanding of the artistic medium used to produce the work -creative problem solving -expressive writing which tends to indicate and reflect the possible mind-set of the artist chosen Letter from a master: -teacher evaluation based upon a) generral standards of writing perscribed by school-wide writing program b)accuracy of historical information known about the artist c)demonstrated knowlege about subject matter d) degree of applicable insight and creative invention applied 9 of 11

10 d) Are they talking to a fellow artist? Are the encouraging a patron to buy? Are the arguing with an art critic? Are they confused about a choice they have made or are to make? Make the scenerio creative, interesting and fun to write and read. -reading for textual content -identification of specific artists by -Quizzes on artistic movements and artists identification by specific -Neo-expressionists, Post modern and Public Art, pg. 188 individual syle and artistic movemen works generalities "I Am What I Do" - Final project conceptual art; -a mixed-media self portrait -visualizing through the symbolism of depicted activity, the artist is giving us a representation of how they see themself. It does not have to be a literal portrait, but it must tell the story about the artist through its images. -Written essay - accompanies the work to explain and clarify the interpretation "I am what I do": -media of artist's choice -symbolic representation of artist thru imagery of activity -demonstrated mastery of basic art elements -demonstrated mastery of design principles -proficiency with mterials used -evidence of insight, invention and innovation "I am what I do" : -final student I.D.E.A.S. self critique -peer critique response -teacher written evaluation of the work based upon established project criteria, the student's commitment through the evolvement of the development process, and the degree of progress demonstrated over the duration of the course Art History Final Exam: 10 of 11

11 -clarity of expressiveness in both visual and written media -identification of movements and styles over a range of historical periods -identification of individual artists b y their work and apparent style -analysis of particular artistic periods, the influence of cultural emphasis, and comparisons to our present day experiences. 11 of 11