Windsor High School Visual Fine Arts Art I, II, III and AP
2019-2020
Welcome to Visual Fine Arts- The intent of this class is to explore the creative process that allows us to understand ourselves and our culture at a deeper level. Melissa Jones
Please:
Review the entire syllabus Share the Welcome Letter with your family Read the Course Overview Read Student Guidelines Bring the signed Acknowledgement Page the first week of classes--- Due August 24 2018
LETTER TO FAMILIES
Dear Windsor High School Student Families,
I am your student’s visual fine arts teacher. I have been teaching for 13 years. I am excited to continue my teaching practice here at Windsor High School. I have a degree in fine arts from Otis Parsons in Los Angeles and I have been a practicing, professional artist for 15 years. My artwork has been shown in galleries throughout California, Washington and Nevada. I am thrilled to be given the chance to work with the students at Windsor High School. I look forward to our explorations and study of art, art making and all that is in-between.
In our class sessions we will be focusing on experimentation with materials, developing concepts, building technical skill, and holding discussions of our experience in the study of art. There will be some work done at home independently from time to time.
Much of our planning and writing will be done in sketchbooks. The sketchbook is our classroom “textbook” so to speak, where students respond to prompts, record ideas, plan and develop works of art, journal and muse in the sketchbook. Students often find and develop new ideas from sketchbook exploration. This process is important in building critical thinking skills and understanding the role of artists in community beyond the studio. Ask your student if they would like to share their sketchbooks from time to time.
Please feel free to contact me regarding our classwork and curriculum. I am excited about this year and look forward to working with the students and meeting you.
Welcome to art! I am Ms. Jones. I have been making art for 20 years. I am eager to share some of what I have learned with you and to learn from you.
Goals and Objectives:
To investigate and study the many ways of making art
To introduce a variety of materials, techniques, and concepts used in art making
To introduce and practice critical thinking and discussion skills
To experiment with a diverse collection of materials in the completion of individual and class projects
Questions Answered “What is Art?” While there is no one correct answer to this question, this class will explore the many possible answers. Throughout the year we will be creating original works of art as well as considering the role that visual arts play as communicators of the personal and social experience. Artists often function as visionaries by thinking ahead of their time. Art throughout history and across the world communicates and bears witness to our common and diverse cultures. As a class, we will be examining a variety of works of art but will also be producing art from our own vision.
What to Expect….. The coursework as exciting. Making art is also a lot of work. It is a great adventure; it is about finding your voice as an artist and as a creative being. These adventures will stay with you and enrich your life. I have put great thought and effort into making my classes meaningful and I expect a high level of participation from each of you. I expect a deeper level of thinking from my students. With your full participation, our class will form a creative and supportive community that will enrich and deepen your experience as a human being and as an “artist.”
California State Standards My class incorporates the California State Framework for the Visual and Performing Arts that describe a well-rounded arts education and includes these five formal components:
Artistic perception
Creative expression
Historical and cultural context
Aesthetic valuing
Understanding and making connections
Study and Practice Through individual and group projects, we will examine and learn the fundamental skills and concepts that support the five components of the California State Standard. We will begin to study the basic elements of visual arts such as line, value, color, shape, form and texture. We will practice and use the principles of design by exploring balance, symmetry, asymmetry, contrast, unity, pattern, repetition, emphasis, movement, rhythm, and variety. We will experiment with a variety of materials and techniques.
As a group we will be discussing and writing about art as well as exploring techniques of art production. We will examine the relationships between visual arts and other disciplines and the many aspects of culture. A study of art history and cultural heritage are addressed through discussion of slides, looking at reproductions, and lectures from visiting artists. There will be formal and informal critiques of the art that we make as a classroom as well as art we see from other artists.
Personally, you will be investigating your own creative voice and beliefs throughout the year. As you gain a deeper knowledge and command of elements, principles and media you will develop the skills to continue your journey as a visual communicator and creative being. Whether you decide on a career as a firefighter, attorney, homemaker, doctor, physical therapist, activist or any other profession, the skills you will learn in this class will compliment and enrich your final career choice.
Ethics, Artistic Integrity and Plagiarism
Although the use of appropriated images is common in the professional art world, today, students who make use of borrowed images should demonstrate a creativity and sophistication of approach that transcends mere copying. This policy is important to develop beyond understanding basic technique, but integrate both technical skill and idea development, The artists voice should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law to simply copy an image (even in another medium) that was made by someone else and represents it as one’s own. I am not opposed to the integration of images as long as you ALTER it from it original state.
**Mature content There will be times when learning about the arts that mature content will be shown in some films and articles. The arts often times talk about the current issues of our time, and explicit language and or mature content is sometimes invovled. We will be watching "Exit through the gift shop" which is a film about Bansky's public works. This film has some explicit language which makes it have that rating. If you or your guardians are concerned about this please email me so I can make arrangements to excuse you from any viewing and or analyzing art that has mature content. The Arts throughout history shows the human body, it is difficult if not impossible to teach art history without viewing the human body. Again, please email me if you have concerns.
The Visual Fine Art Courses
ART I
Art I will be spent learning and applying the Elements and Principles of art and design in individual works of art. Students will be given both projects that help build skill in techniques as well as creative problem solving. As a class we will discuss and explore a wide variety of art making, it’s purpose and importance in our lives.
Drawing and Painting I moves students into a beginning practice of observational drawing and painting, Students will be given projects that both build technical skill but also allow students to develop a voice and investigations of their own art making process. Students will be applying the elements and Principles of art in their pieces. Students will be given engaging and meaningful projects, that simultaneously develop technical skill and concept/ideas that are of value to them.
ART II
ART II is a course that deepens the painting and drawing experience, There will be an in depth study of figurative drawing and explorations in figurate painting. You will be creating large-scale works of art from both observation and imagination. Students will be given a series of engaging and challenging creative problems. The expectations are high for students to be self-motivated, often having separate projects done at home.
ART III
ART III is a course that deepens the painting and drawing experience, There will be an in depth study of figurative drawing and explorations in figurative painting. You will be creating large-scale works of art from both observation and imagination. Students will be given a series of engaging and challenging creative problems. The expectations are high for students to be self-motivated, often having separate projects done at home.
AP Studio art 2d
This is a college course that guides the student to create a strong body of work, 24 pieces in total. 12 that demonstrates the range of materials and approaches the students can achieve as well as a concentration of 12 works of art that is based on an concept chosen by the student. This is a difficult and challenging course, the students will need to be able to work independently with strong discipline. The work gets documented and sent in to the college bored for scoring.
Advancement
Advancement is contingent upon instructor approval; students will only be advanced if instructors endorse advancement to the next class level based on current performance and commitment. VFA teachers talk with each other extensively about student performance throughout the year. Students may be retained in a level if their progress indicates the need for further growth before advancement. In the senior year, specifically, Advanced Placement is an extremely demanding class and is not suitable for all students. Some students choose to try a new specialty in their final year, such as Video or Photography, rather than completing an A.P. portfolio.
SUPPLIES- I highly recommend getting....
Personal Art Supplies
As mentioned, each student will be provided with a sketchbook, so you will not have to purchase one unless you would like a specific type OR you run out of pages or lose it. There are some supplies that students can purchase and there will be items that you will need to bring at times to enhance your work, based on your personal style or intention. Developing a collection of tools is a natural part of developing as an artist. Ask for them on birthdays and holidays! It is very inspiring to wander around a good art supply store, like Flax in San Francisco or The Art Store in Berkeley. Utrecht is another good source in both the East Bay and S.F.
Here is a list of things for a beginning artist:
A Box: Something that you can carry your tools around in. A fishing tackle box or tool box is great because they have compartments; a funky lunch box works, too, and you can get a super-fancy "Art Bin" at an art supply store. I found a perfectly good little box for 79 cents at Office Depot. Look for something that closes securely so that you can throw it in your backpack without worrying about spills or breakage.
Drawing pencils (hard and soft): Add to your pencils based on what you prefer and what fits your needs. Experiment with samples in the art supply store and you will notice that soft pencils (labeled with a number and a "B") are blendable and give a darker line, while harder pencils (marked with a number and an "H") will give you a sharper, lighter, more controlled line.
Various Fine Tip Black Waterproof Felt Pens: You will find this type of pen in more than one size of tip, so make sure you choose at least one that is labeled FINE or EXTRA/ULTRA FINE. Get a few pens in a few sizes. I like a "pilot" brand pen labeled “SCA-UF”, which is a very fine tipped permanent pen that is nontoxic. I highly recommend MICRON pens, which come in extremely fine tip sizes but cost more. Advanced students who draw in ink a lot should consider investing in a Rapidograph pen, which is refillable but costs $30 and needs to be used regularly to keep the components working.
Erasers: Two, in total. You will need a kneaded eraser. This is a vital tool! You can shape it for small spaces, create texture with it, and renew it by kneading it so that it doesn’t smudge when you don’t want it to. Also, a sharp-edged white or black eraser (like a Factus) is important for cleaning up edges and "drawing" into shaded areas.
Pencil Sharpener: Students should already have a few; throw one into your box.
A Pallete, Plate or flat surface for paints: This is a must, otherwise you will be scrounging for paper plates.
Highly recommended:
Graphite sticks, woodless pencils, Conte Crayons (excellent to have in white and dark, earthy colors), compressed charcoal, chalk pastel set, oil pastel set, prismacolor colored pencil set, prismacolor pens (made to match the colored pencils), watercolors/watercolor pencils, tubes of acrylic paint and a range of brushes, liquid inks, larger sheets of drawing paper in different weights and textures, and some interesting papers (can be very inspiring and great for collage; may be bought by the sheet).
Sketchbook-Journals
Each student is supplied with a sketchbook at the beginning of the year (please see section on fees). We use sketchbooks for drawing, taking class notes, writing down critique notes, and journaling. In order to keep a consistent record that we can refer to, it is vital that students have their sketchbooks with them every day! We often begin class with a sketchbook exercise (drawing or journaling). Sketchbooks are our equivalent to a textbook, you might say. It is imperative that students bring sketchbooks to class EVERY DAY. Loose pages of work will not be accepted. If you lose your sketchbook it is your responsibility to replace it. Also, if you run out of pages, you will need to purchase another sketchbook immediately. I can supply ideas about where to find reasonably priced sketchbooks if the need arises.
Borrower’s File
From time to time, students may need to check out a material or tool in order to complete an assignment. We do have a Borrower’s File, which we keep near the teachers’ desk. Please ask before checking anything out, since some things may be needed for other classes. Also, return borrowed items promptly. We no longer check out books or paintbrushes, but many other items may be borrowed. We do not generally give out or loan supplies for projects that are being completed in other classes. Please do not help yourself to supplies without asking your teacher first. While it may seem that we have plenty of something, it may be an item that another class is currently using or an item that a teacher is planning to use in the near future.
Rare Materials, Large Canvases and the Random Stuff
Windsor Art Department is not able to provide you with special and or rare supplies you may need for a project, I support any artist in reaching beyond classroom materials but you will need to provide them for yourself. I say this because I have been asked for a lot of materials that are not part of my curriculum, Please be prepared to provide them for yourself. (Especially large scale canvases.) Thank you.
Storing Work.
You will be provided a paper or cardboard portfolio shared to store your work, due to the high demands of exhibitions, please do not take work home until I have approved it. Most artwork is photographed and or being entered in a show, please do keep your work in your portfolio.
Art work that is being graded will be kept by me, until it is returned with a rubric, if it is needed before it is done being graded do not remove from room, you will receive a zero.
Student Guidelines
Basic Guidelines SO HUGE!!!!
RESPECT for the Individual Be courteous to each other, teachers, T.A.’s and substitute teachers. Actively listen when the teacher or another students is speaking.
RESPECT for Classroom and Supplies As we spend time together a primary principle or rule we must follow is mutual respect, this means for all things, others and the classroom and supplies. This is your studio, where you come to create and imagine. It is important that the space be treated that way, as an important space for your learning.
· RESPECT for Self You have the right to be treated with dignity and respect, I have that right as well, let us follow this. You have the right to freedom of expression and speech- I would ask for the harmony of the classroom that it be kept neutral- hate speech has no space in an art studio.
· RESPECT for Opinion We will be engaging in some intense discussion at times and there are some guidelines around this. Everyone has a right to express him/herself.
Guidelines for Class Participation
· BE PREPARED: Be on time and do the work. Bring materials and your sketchbook with you everyday. Remember deadlines and turn in work on time; Late and unfinished work will be automatically graded down, unless we have discussed late work. Any unfinished work will receive no higher than a C- (NO EXCEPTIONS)
RESPONSIBILITY: Take care of materials and tools. Be responsible for YOUR projects, and duedates, I will not chase after you or remind you . This is your responsibility.
FOOD AND DRINK I don’t allow “junk food” in the classroom! I realize that this is a subjective term, however… candy, soda, cookies, donuts, etc. qualify as junk food. Over time I have come to understand that what we eat has an impact on how we behave, think, learn and interact. Actively seek out food that supports CRITICAL THINKING, not apathy. It’s fine to eat snacks (not meals) in the classroom as long as it does not get in the way of your working or damage anyone else’s work (or yours, for that matter).
ELECTRONIC DEVICES I believe in ambient learning - the stuff you hear and absorb without noticing consciously. However there are the exceptions, which I make when we have a long term project with many independent work days.
As a rule, turn off your i-pods, cell phones and no texting during class.
EFFORT AND PROCESS: Do your best. Try hard. Work and participate in the class the best you can. PROCESS is part of your grade and your level of good work habits will affect your grade.
CREATIVITY: Imagination and a willingness to try new things will make this class more fun for you. Keep your mind open, explore and experiment. Try new things and move out of your comfort zone.
CLEANUP: There will be a clean-up time at the end of each class. Leave the room and materials neat and clean for the next class. Each student is responsible for his/her workspace and for returning supplies to the proper place. The classroom is a community space-- please keep it in good shape for all of us.
Classroom Environment
It is critical to the success of everyone in the class that we create and maintain a positive working environment. Cleanup is a group effort! Based on experience in my own studio and the classroom, I have found that we have to do 25% more cleanup than we think we should to restore order to the room and materials. We all do cleanup until the job is complete. Cleanup relates to the “Process” component of everyone’s grade. Inevitably, if we help someone who had a particularly messy day, the next day WE will be in his or her shoes and they will happily help us get it together. I do endless cleanup after each class and after school, so please don’t grumble when I (or any teacher or classmate) ask for your participation and help. We don’t like to see people standing around while others are cleaning up. We clean sinks, counters, tables, and floors and organize supplies at the end of each class, so find you a job! It is in everyone’s best interest to remember this, since no one leaves the studio until it is in order for the next class.
We do recycle. The recycle bin is usually kept by the classroom door or near the sinks. Do not throw trash into the recycling bin! Recycling is part of the ethic of being an artist: being aware of the world around us and our part in the larger picture.
GRADING AND ASSESSMENT
Your grade will be based on the process/product method. I use a rubric as my assessment tool.
40% of your grade will be process. Your process grade is based on how much work you accomplish. I ask myself the following questions to assign your process grade:
· How focused is this student is on assigned projects?
· How willing is this student is to experiment and push themselves?
· How well does this student handle materials and participate in maintenance of the classroom?
· Did the student participate in class discussion?
· Was the student cooperative with the teacher and other students?
· Was the student prepared for class and make deadlines?
60% of your grade will be product. I ask myself the following questions to assign your product grade:
· Was care and craftsmanship demonstrated in the work?
· Was there improvement in the level of skill with materials and techniques?
· Was there originality of ideas and solutions?
· Was there depth of ideas and concepts in work?
· Were the basic elements and principles of art utilized?
· Does the work demonstrate growth and development?
· What is the overall quality of work?
NOTE: Consistent tardiness and unexcused absences will lower your grade.
NOTE: Unfinished work or work that shows little effort will lower your grade
CONSEQUENCES AND APPEALS
We have rules so that our learning classroom will be clear of disruptions for the benefit of everyone in the class. Rules and structure exist so that everyone is considered and given an opportunity to explore and learn. Cooperation around a group of rules is an important skill when working with many diverse people in the less-structured environment of the arts classroom. Learning how to keep the classroom environment neutral and accommodate everyone’s needs is fundamental.
Verbal Warnings If problems arise, you will be given three verbal warnings from me first. I will then talk privately to you about the problem. If the problem persists, I will call your parents and set up a meeting. As a last resort, you will be removed from my classroom. I think most problems can be resolved with open communication. However, I will not hesitate to remove a belligerent or disrespectful student from my classroom.
A Special Note to Parents/Guardians
I hope that you will keep in touch with what your student is doing in this class, and others. Please ask your student questions, ask to see sketchbooks or other work, review rubrics for projects, and read teacher responses. At times I will send students home with “Parent Assessment” forms, requesting that you give your student both positive and constructive feedback on her/his work.
Many parents are involved in the arts, and we could benefit from your participation in the classroom. Let me know if you would like to give a demonstration or participate in creating a lesson as a guest artist. Students have had amazing experiences through parent participation and connections. Of course, we always need help with field trips (chaperones, drivers, etc.), and the trips are always fun!
If your student has special learning issues, needs, or challenges, please let me know directly as soon as possible. I do not always receive documentation or information that will alert me, and it is very important to me to be attentive to these concerns. I am happy to meet with parents/guardians who would like to discuss such concerns with me in person.
ACKNOWDGEMENT PAGE
Please acknowledge that you have read the in this Windsor ART Syllabus by signing below. Have your parents review the materials and sign this page.
We will be creating some amazing and fabulous works of art.
I hope we have a great year together!!!
Student Signature
Date
Parent Signature
Date
Daytime Phone Number of Parent or Guardian
ONE LAST THING...
Parents:
If you have any special interests or skills that you would like to share with our students, please write me a note explaining in the space below. Also, if you are available or interested in chaperoning during upcoming field trips, please indicate that in the space below. Thanks again!