Advanced Art

IMG_2382 If you haven’t done so already, please visit the main Courses page here for an overview of all courses and our recommendations for the order of progression through our program.

 

ADVANCED ART COURSE DESCRIPTION

  • Prerequisite: Studio Art I & II or teacher approval
  • Open to: Grades 10-12
  • Length/Credit: Semester or Year (instructor prefers year or first semester only) / .5 to 1.0 credit
  • Satisfies: .5 to 1.0 Fine Arts or .5 to 1.0 Elective

Advanced Art is for very serious, self-motivated art students.  Students are given assignments that demonstrate a high level of creativity as well as expertise in technical abilities and thorough knowledge of composition. Students work on specific assignments as well as individual study under teacher approval contract. Aesthetics are paralleled with contemporary late 20th century art. Advanced Art may be repeated indefinitely with the teacher’s approval but it does serve as a preparatory class for AP Studio Art.

ADVANCED ART SYLLABUS

Mrs. Kelley Muntean, Instructor, Hanford High School

COURSE DESCRIPTION Advanced Art I and II:  Advanced art is for the very serious self-motivated art student. Students will be given assignments in which they must demonstrate a high level of creativity, expertise in technical skills, and a thorough knowledge of composition. Students will work on specific assignments given to the entire class, as well as projects designed for individual study per individual contract. Art theory, history, and aesthetics are explored in the context of contemporary art. Advanced Art 1 and 2 may be repeated indefinitely with teacher approval.

Power Standards

Students will understand how to:

  • Synthesize visual arts elements and continue to use a variety of media, genres, styles, and techniques to communicate for specific purposes and audiences.
  • Work independently and safely to develop a personal style in a body of work that exemplifies, and is evidence of, a deeper understanding of technical skill and perceptual mastery.
  • Be competent in a wide range of art media that is typically used at the post-secondary level and beyond.
  • Integrate personal experience and meaning. As visually literate thinkers, creators, and consumers of visual art, they examine, produce, exhibit, and justify a body of original work.
  • Use a variety of aesthetic criteria to analyze, interpret, and respond to art and make connections across disciplines, cultures, place, and time.
  • Study career paths related to the visual arts.

Students will be able to:

  • Explore, by visual means, the nature of our society and us. The student should be able to reflect these observations back in an effective artistic form.
  • Study the art elements and principles in a manner that reflects the student’s ability to demonstrate their understanding of the term “fine art”.
  • Become competent in a wide range of art media that is typically used at the post-secondary level and beyond.
  • Develop strength in recognizing and refuting clichés in art that stunt creativity and damage your trust in your ability to grow and learn.
  • Engage in the give and take environment of a creative community, to understand others through their art and the processes required to create art, and to explain yourself and your ideas/processes of your own artwork as well
  • Develop a portfolio that is strong enough to gain entrance into an art program of one’s choosing beyond high school.
  • Select work(s) for art show exhibit.

The course objectives fulfill the Essential Academic Learning Requirements for the arts for students to: Understand and apply art knowledge and skills; demonstrate thinking skills using artistic processes; communicate through the arts; and to make connections within and across the arts to other disciplines, life, cultures, and work. The objectives of this course also fulfill the six content standards in the National Standards for Arts Education.

COURSE OUTLINE:  Throughout this course you will produce a large quantity of sketches, notes, and other written or visual information to help you gain ideas. Students will work in both 2 and 3 dimensional materials. Two-dimensional media will include painting, drawing, and printmaking. Three-dimensional work will include clay, plaster, metal casting and fabrication, and other mixed media. Emphasis will be on personal expression and developing one’s own original style. Projects will be assigned for each unit of study during the semester. A complete explanation and rubric with due dates will be given at the time the assignment is given. To develop communication skills, each project requires a student written self-evaluation when work is turned in.

Assignments are usually given through visual presentations. Verbal instruction will support the specifics of each assignment. With each new project you will acquire new skills. Students are encouraged to “toss ideas around” before beginning any project. Preliminary work is often where you will learn most. All projects will require some preliminary work or “thumbnail” sketches to better help you develop your original and imaginative thoughts. Original thought requires critical thinking—yes, you have to use your brains!!! Kitschy, crafty, gimmicky or graphic art is NOT what we will strive for. You will have the opportunity to discuss your ideas with your fellow students and to discuss works after they have been completed. Seasoned students sharing skills and ideas with novices continue the strength of the art department. Seniors share your knowledge, and less experienced students—take it!! Art cannot be created in a vacuum—our class is one of our greatest resources.  Students will be required to participate in critiques. These will be both verbal and written. Students will learn what to look for in a critique, how to address issues, and use of proper terminology.

In all your work you will strive to accomplish three critical components through research, development, realization, and analysis.

  1. CONTENT – Content is the creative component of your work. It is the BIG IDEA, the thought and message of your work.       Without it there is no art, only a demonstration of technical skill at best.
  2. COMPOSITION – this is simply orderly design. Composition utilizes the art elements and principles. The rules of composition can also be used to enhance the content aspect of your work.
  3. TECHNICAL PROFICIENCY – This is the mechanical component of your work. How well you utilize your skills to convey your idea within the realm of metalwork—supreme craftsmanship is our ultimate goal.

GRADING/ASSESSMENT/EVALUATION

  • Do not miss turning in an assignment.
  • Students will be graded on the strength of their work based on the above criteria. Effort is expected at this level.
  • Do not get behind. If you have missed school, make up the work as soon as possible. Make sure you get credit for all work you have turned in.
  • Make sure you are following the assignment criteria. HHS students work well without the teacher around, be imaginative, but don’t lose the assignment.
  • Ask questions!!!!
  • When you help others this is noticed (= points).
  • Participate in critiques.
  • If you miss more than 12 days of class expect a lower grade—you may be denied credit as well.
  • Listening is part of the learning process, students not listening, or denying others the opportunity to listen will lose points—and my respect.
  1. Participation, Behavior and Productivity Points:  (5pts. per day with a possible 200-235 points available per quarter)
  • Prompt, regular attendance
  • On task participation in class
  • Proper use and cleanup of materials
  • Following class guidelines
  • Bringing me Starbucks at regular intervals (just kidding)

Points will be deducted for tardiness, absenteeism, off-task behavior/insubordination, and lack of participation in clean-up responsibilities.

  1. Studio Project Points are earned by:  (50 points per project and tests / 25 points for weekly quizzes)
  • Content—what is the idea? Is it original? Creative? Expressive?
  • Technical skill and use of medium—can you effectively manipulate the materials?
  • Fulfilling the criteria—did you follow directions to meet expectations?
  • Good craftsmanship? Clean and neat presentation?
  • Demonstration of personal growth—are you taking risks? Pushing yourself?

You can see the importance of the participation, behavior and productivity points to your overall grade-230 per quarter. You may be asking yourself why this is such a big part of your grade? Well, if you think about it, this class is very similar to a lab class. Technically you don’t have a text book and the instruction happens in the classroom. If you are not here, you are not listening and doing, and if you are not doing and listening, you are not learning. You are in class to learn. If you are not in class, then you are not learning. No learning=no points.  Arrangements can be made to make up missing points on extended day Thursdays.

**One last note on cheating: the copying of others work, be it professional or fellow classmates, will not be tolerated. Copying does not simply include the copying of an image, but also includes the copying of a concept or idea. Others peoples work can be used as a resource to move your own ideas along, but ever claim them as your own. Cheating =a failing grade.**

GRADING SCALE

4.0 – 3.8 = A              3.7 – 3.4 = A-

3.3 – 3.2 = B+            3.0 – 2.8 = B

2.7 – 2.4 = B-             2.3 – 2.1 = C+

2.0 – 1.8 = C              1.7 – 1.4 = C-

1.3 – 1.1 = D+            1.0 – 0.9 = D

0.8– 0.7 = D-              0.6 –0.0 = F

COURSE MATERIALS

Classroom materials aside from items used for projects include educational videos that pertain to the life and works of major artists or on technique methods. They are from the RSD approved curriculum, and MPAA rating is not applicable for any of them.

Other course materials include teacher demonstrations, slide lecture/discussions, web sites, monthly art publications and a variety of art books. Slides are from major art history text sources, from current professional art publications, or of actual student work samples. Prints of major artists and samples of outstanding student work will be displayed regularly. Students will be expected to use resources from HHS or the Richland Public Library, or from the Internet, etc.

GENERAL POWER STANDARDS: Advanced Proficiency Art

Applicable courses: Jewelry/Metals II, Ceramics II, Photography II, Advanced Jewelry/Metals, Advanced Art, Independent Study Ceramics, AP Studio Art.

  • Selects, uses, and produces a variety of types and qualities of line for artistic purposes in two- and three-dimensional artworks in a variety of media to demonstrate and portray the features and functions of line, and uses qualities of line in combination with other elements to create a series of artworks around a specific theme.
  • Selects and produces shapes and forms in a variety of styles, and media in a variety of two- and three-dimensional artworks for a specific purpose.
  • Examines, selects, and produces an extensive range of values in various environments and works of art in a variety of media, in two and three-dimensional artworks in a variety of styles, art forms, media, and subject matter and themes.
  • Differentiates between, selects, and produces a variety of textures in various environments, in works of two- and three dimensional art in a variety of media, styles and subject matter to demonstrate and develop textures realistically, imaginatively, expressively, and abstractly.
  • Examines, selects, and uses the element of space and spatial devices in various environments, in the production of works of two- and three-dimensional art to demonstrate the illusion of depth by developing space realistically, expressively, abstractly, and subjectively in a variety of media around a theme.
  • Uses the color wheel to examine relationships between color schemes, such as primary, secondary, tertiary/intermediate, and complementary color schemes.
  • Intentionally uses color in a variety of artistic styles, art forms, genres, media, and subject matter realistically and expressively to produce works of art in a variety of two- and three dimensional media to achieve a specific purpose and address a theme that he/she selects and evaluates.
  • Explores and creates patterns, movement, and rhythm by using the repetition of lines, shapes, and colors.
  • Uses patterns to enhance the surfaces of shapes and forms in a variety of two- and three-dimensional works of art.
  • Identifies, examines, classifies, and uses the patterns and types of balance found in nature, in man-made environments, and in works of art.
  • Examines and discusses how artists use the principles of design to develop artistic compositions while using visual thinking strategies to discuss and interpret a variety of artworks.
  • Critiques and justifies the use of art elements and principles, skills and techniques in a series of artworks in a variety of media, styles, and subject matter that were designed around a theme.
  • Uses perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Analyzes and evaluates the role of the artist and the impact of visual arts on global economic, political, and environmental choices.
  • Examines, selects, and uses specific attributes in artworks to reflect a specific culture, place, or time, and examines how specific artworks or designs have shaped culture or history over time and justifies his/her interpretation.
  • Analyzes and evaluates how the knowledge, skills, and work habits of visual arts are vital and transferable to the world of work, including careers in visual arts.
  • Analyzes, understands and applies the conventions and responsibilities of “audience” in visual art.
  • Reflects upon and refines artworks for the purpose of self-evaluation and improvement.
  • Develop a portfolio of original work using a wide variety of art mediums and techniques that demonstrate technical skill, originality, composition and expression.
  • Participates in self-assessment activities.
  • Select a work/works to include in their culminating project.

 

 

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