Fundamentals of Studio Art I

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Shanon Fletcher
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1 Fundamentals of Studio Art I Overview This studio art course offers a survey of methods and materials associated with student art creation. Focus will be on basic instruction in drawing, painting, printmaking, design, sculpture, pottery and contemporary crafts. Observational drawing and creative thinking will be stressed and new and unique materials will be explored. A variety of artists and artistic styles will be explored. Students will and reflect upon their work via digital portfolios and class critiques. Approximately every two weeks for the first semester, a new topic, or enduring understanding, will be introduced and become the over-arching discussion point for that period. By it s very recursive nature, these topics will be reintroduced during the second semester and deeper understanding and perceptions will be observed, discussed and synthesized into ongoing art making.

2 Ongoing September - June What is Art? What is the purpose of art and what does it mean? Why do we create art? What is the historical significance of art throughout the ages and across culture? How can art be the catalyst for social change? Connections Strand 6. Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. 7.Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. 8.Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. 9.Inventions, Technologies and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. 10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering. Ability to communicate and discuss fundamental and complex ideas about art and art creation. Research various online resources (academic articles, TED talks, blogs, websites) to synthesize personal views regarding art. Create unique works of art that go beyond pure representation and demonstrate imagery, abstraction, metaphor and symbolism. Collins Type 1 What is Art? Class discussion Projects MHS Social Competency - Maintain our school s culture of integrity, empathy and mutual MHS Civic Competency Exhibit active citizenship that embraces the values of our school and society

3 September - Basic Drawing from observation. Pre-Instruction Drawing - document baseline skills R-Mode/L- Mode and Art - Is the drawing realistic and from direct observation? What is the picture plane? What is r-mode v. l- mode and why is this important to the skill of drawing? 3.4! Create 2D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail 5.! Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. Engages in process of drawing (without instruction) a self-portrait, a house and a figure. Learning about effort. Engaging R-mode to complete a series of drawing exercises (Using Betty Edwards, Drawing on the Right Side of the Brain) Vase/Face Upside Down drawing Save work in digital e- portfolio to compare and contrast after instruction Competency - Access, utilize and gain confidence in using evolving technologies to enhance learning, understanding, and expression Level of the sound in the room decreases and concentration increases (and r-mode is engaged) Competency - Enhance problem-solving strategies through collaboration, creativity, and critical thinking skills

4 Perception of Edges - Contour Line (blind and modified) What are edges? Lines 2.13! Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others 5.8! Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary Blind Contour Drawing Modified Contour (transparency hand) Modified Contour with rudimentary shading (shaded hand) critique of drawings MHS Social Competency - Maintain our school s culture of integrity, empathy and mutual Perception of Does the student 2.13 Use color, line, texture, shape, Negative Space recognize that every and form in 2D and 3D work and object is surrounded identify the use of these elements in by (negative) shapes? the compositions of others 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary 8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. Using a view finder/picture plane to not draw something - but rather draw the negative space around the object. Create a Notan (from Japan: an image that balances dark and light) critique of drawings Maintains eportfolio MHS Social Competency - Maintain our school s culture of integrity, empathy and mutual

5 Perception of Values (Light and Shadows) Does the student accurately perceive and record value (the difference between light and dark) in black and white using graphite? 1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools 1.10 Use electronic technology for reference and for creating original work 1.11Explore a single subject through a series of works, varying the medium or technique 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools Create a 10 step value scale in graphite. Render a simple still life (cone/sphere/cylinder) in graphite using value to create the illusion of depth. critiques of drawings (formative and summative) Maintains eportfolio MHS Social Competency - Maintain our school s culture of integrity, empathy and mutual

6 Drawing with a grid (perception of relationships) Horizonal, vertical and angles Can the student accurately transfer an image to a grid and render that drawing with previous skill of depicting value? 2.14! Review systems of visualizing information and depicting space and volume. 4.10! Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment 4.11! Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time 5.11! Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor Create a self-portrait drawing using a grid and using value to create depth and interest. Research: Artist Chuck Close critiques of drawings (formative and summative) Competency - Enhance problem-solving strategies through collaboration, creativity, and critical thinking skills Maintain eportfolio

7 Basic Color Theory Can the student identify primary and secondary colors? Can the student use color and color schemes effectively in their artwork (color temperature, affect of color on mood, etc)? 2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color 4.11! Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time Create a complex color wheel using only primary colors and black and white showing hues + tints and shades. Create an original work of art that uses color, color schemes and value in color to create depth in a work of art critiques of drawings (formative and summative) Competency - Enhance problem-solving strategies through collaboration, creativity, and critical thinking skills Maintain eportfolio References: Massachusetts Arts Curriculum Framework - November National Visual Arts Standards

FINE ARTS COURSE SYLLABUS

FINE ARTS COURSE SYLLABUS Course Title: STUDIO ART FOUNDATION PROGRAM: Drawing & Color (STUDIO I) Department: ART Primary Course Materials: DRAWING: PENCIL (2B, 4B, 6B; CHALK/PASTELS/CHARCOAL; BLACK MARKER/INK;