All Secondary Art Classes

Good Luck on Your Semester Final Exams!

It has been a busy semester for everyone. Thank you for all of your good efforts and your creative thinking. I will return work on Thursday. Then it will be time to celebrate with Songfest. See you there.

DINNER AND SONGFEST - We would like to remind all parents that our annual Songfest will take place this coming Thursday December 16th. The DPTO will be selling Holiday food an hour before the student presentations, which will be starting promptly at 6:00 p.m. We invite all parents and students to come at 5:00 p.m. for supper, to catch up with friends, purchase the Choir CD and the Discovery School cookbook for holiday gifts, and enjoy the presentations our students have been working on. The program should last about one hour and thirty minutes. We hope to see you all there.

Beowolf in the Art Room

Mr. Fenn and his AP British Literature class came to the art room to model game pieces based on Beowolf. We experimented with two different modeling materials. The final pieces are made from Sculpy clay. It is a polymer clay that can be baked in the table top oven purchased by grade 10 from the proceeds of their silent auction last spring. Students will be using the game pieces as they battle their way around the specially designed game board designed by Mr. Fenn. Students will be sure to remember this important work of British Literature.

Advanced Art / AP - Grades 11/12, December 6-10, 2010

Advanced Art/AP Students are busy completing their 10 preliminary drawings for their individual areas of concentration. Last week they experimented with powdered graphite and the ways it can be used to create textures and backgrounds.

Grade 10 December 6-10, 2010

Grade 10 students are taking a close look at the work of Wassily Kandinsky, the father of abstract art. They will create their own compositions that visually interpret a musical score. They will learn a variety of colored pencil techniques using our new Prisma colored pencils.

Grade 9 December 6-10, 2010

Grade 9 students are adding the last layers of papier-mâché to their 3D logo designs and then it will be time to add the surface treatments and designs. We are working with focus to finish them before the New Year.

Advanced Art / AP - Advanced Placement art 11/12 , November 22-24, 2010

Students are continuing to work on preliminary drawings focusing on a theme or on an area of concentration. They have experimented with acrylic paints in their altered books and on canvass board. Now they will work "dry" with graphite, prisma color pencils and with pastel pencils.

Grade 10 November 22-24, November 29, - December 3, 2010

Grade 10 Students are looking at the work of the Surrealists, especially Salvador Dali. They will complete some exercises using techniques like juxtaposition to create their own surrealist compositions.

Grade 9 November 22-24, and November 29-December 3, 2010

Grade nine students are making good progress on both their 3D Logo Designs and their Altered Book Project. They will continue working on these projects through December 3.

Grade 11/12 Advanced / AP Art November 15-18, 2010

Advanced Art students are finishing their surreal landscapes this week. They will also have time to work on Activity 3 - ten preliminary drawings based on their area of concentration.


Students are reminded of homework assignments due November 12, 22 and 29.

Activity 3 is due December 7.

Grade 10 November15-18, 2010

Last week we finished the first part of our art history "survey" and established a timeline around the studio.

The class helped me prepare for the upcoming teacher workshop by experimenting with a variety of modeling materials. It was too much fun, measuring, mixing then squishing and squeezing.

Next week we will begin a unit on surrealism. We will take a close look at The Hallucinogenic Toreador by Salvador Dali. Then we will look at other surrealist artists. Then we will experiement with our own surreal compositions.

Grade 9 November 15-18, 2010

Grade 9 students continue to work on two projects. The 3D Logo designs are taking shape and several have already moved from two dimensions to three.



Progress is also being made on the altered book project. More and more beautiful pages are being created.



Effective use of time is an important objective for both of these projects. Learning to work independently and to set your own pace is a challenge for some of our students.

Grade 11/12 Advanced / AP Art November 8-12, 2010

Students have completed their first studio assignment and will begin their next exercise this week. They will take a close look at Surrealism and then compose a landscape in the style of the Surrealists.

Thanks to those students who are getting their home work and activity assignments in on time.

Home work assignments due November 8, 15,22,29 – six pen and ink drawings ¼ page – artist’s choice. Students will earn two grades for this work - a grade for participation and a grade for composition and skill.

Activity 1 - November 10 – two concentration worksheets with 12 thumbnails
Activity 2 - November 24 – 3 altered book pages –
investigations of possible concentration
Activity 3 – December 10 – 10 concentration preliminary drawings

Grade 10 November 8-12, 2010

This week we will begin studying the “Birth of Art”. Students will draw a timeline around the perimeter of the studio. We will look at art history in relation to world history.

Even though a few students are still finishing their mask projects we thought you would like to see what we have been doing the past few weeks. Grade 10 students pose with masks on, in front of the library mural.

Grade 9 November 8-12, 2010

Grade nine students are continuing their two projects – the altered book and the 3D logo design. We thought you might like a glimpse of how we have been changing old discarded books into works of art.

Eat your cereal! Save those boxes! We still need additional cereal box cardboard for our 3D logo designs.

Grade 11/12 Advanced / AP Art November 1-5, 2010

This quarter the Advanced AP Portfolio students take their first steps toward developing their individual areas of concentration. They will be completing homework assignments each week as well as activities designed to help them find a focus for the concentration section of their portfolios. In addition to their work out side the studio they will be completing studio assignment designed to help them develop the breadth section of their portfolio.

This week they will take a close look at the Persian Miniature and use it as a resource for their own interpretation of this style of painting. They will also create a digital portfolio for their work on the school server and will move their best five images from the first quarter into it.

Grade 10 November 1-5, 2010

Thank you, to all the Grade 10 students, parents and teachers who made the Thursday night Lock-in a success. Good progress was made on the library rainforest mural and in the process we had lots of fun. Some of us even got a little sleep. It was so much fun and so much work was accomplished we are already looking forward to the next one. If you haven't see our progress please stop by and take a look.

Back in the classroom we will be finishing the mask project and beginning an art history unit. We will start at the beginning. Cave painting and the "Birth of Art".

Grade 9 November 1-5, 2010

This week grade nine students will begin working on two projects simultaneously. They are making good progress on their altered book project and will continue to work on it while they begin their logo design project. Both projects have steps that require "waiting time" between processes. By working on both projects they will make the best use of their studio time and learn about "multi-tasking".

They will need:
Cereal boxes or similar type flexible cardboard
Heavier corregated cardboard - large squares about 15x18 inches

Grade 11/12 October 18-22

Grade 11/12 students will continue with life drawing exercises this week. They will focus on the portrait.

Tuesday October 19 will be the first after school open studio session. If you would like to participate please be sure to sign up on Monday and have your parents complete the permission form posted in this blog. You can get a printed permission form from the art room.

Grade10 October 18-22

Most grade 10 students have completed their papier-mache mask forms. Next week they will begin the painting and embelllishment process.

Tuesday October 19 will be the first after school open studio session. If you would like to participate please be sure to sign up on Monday and have your parents complete the permission form posted in this blog. You can get a printed permission form from the art room.

Open Studio Permission Form

Permission to Attend
Visual Arts Open Studio
Tuesdays – 3:10 to 4:00


The Art room will be open Tuesday afternoons for students in grades 6 through 12. The Open Studio is for students who:
o want or need extra time to work on a class assignment.
o need to make up work due to absences.
o are interested in getting extra help to develop their skills.

To participate each student must have a signed permission form from their parent for every Tuesday they attend.

Parents are responsible for transportation home at 4:00p.m.

Students are responsible for:
signing up in the art room no later than after school Monday. Studio space is limited to the first 12 students who sign up.
presenting their permission form to Mrs. Campbell at the beginning of each Tuesday session.
using their time effectively.

Open Studio is an extension of the Visual Arts Classroom. Therefore, there is no charge for this “extra” class time. I look forward to working with your student.
Elizabeth Campbell

­­­­­­­­­­­­­­­­
Open Studio Permission Form


_________________________________ has my permission to stay

after school (3:10-4:00) on Tuesday(date)_________________________

to work in the Discovery School art studio. I understand I am responsible

for transportation home at 4:00pm.


______________________________
Signed

Grade 9 October 18-22

Students are continuing to work on their Altered Book project. They have completed their inside cover and have experimented with tape transfer techniques. Each day we will learn about a new technique for altering our books into new works of art.


Tuesday October 19 will be the first after school open studio session. If you would like to participate please be sure to sign up on Monday and have your parents complete the permission form posted in this blog. You can get a permission form from the art room.

Grade 11/12 Advanced / AP October 12-15

Students will use the perceptual skills of proportion and relative angles and lines to complete a series of figure drawing exercises.

They will integrate their previous experience with shape and value as they work.


Students are again reminded that one completed homework assignment is due every Monday at the beginning of class. This week the assingment is due on Tuesday. Missing assignments will effect your grade.

Grade 11/12 Advanced / AP Art October 4-8

The advanced students completed several exercises in using expressive line. They used the feather as an alternative drawing tool. They fashioned a variety of mark making tools from the papyrus plant. Using these tools gave a new dimension to their drawing.

Students are again reminded that one completed homework assignment is due every Monday at the beginning of class. Missing assignments will effect your grade.

Grade 10 October 4-8,12-15 and 18-22

Tenth grade students are researching mask-making in various cultures. The will draw sketches of the masks, and take notes that highlight the connections between the masks and the cultural practices of the people who created them.

Using this information, students will create a mask in the style they have researched. They will use papier-mache over a face form. They will use cardboard, paper toweling and tissue to model the shape of their mask. When the base is completed they will use paint and embellishements to finish the mask making is as authentic as possible.

Grade 9 October 4-8 through October 12-15, October 18-22

Ninth graders have completed their road map relief projects and are beginning a unit on Altered Books. Their goal is to transform a discarded book into a creative work of art that encompasses a theme and utilizes a variety of media and techniques.This is a challenging project requiring creative thinking and problem solving.

Students will be looking for ephemera to include in their projects as well as bits of ribbon, scrap fabric, patterned papers, magazines and pictures, old game pieces, shells and more.

We still need "Junk" for inspiration and creation. Remember the art room as you do your Fall cleaning - discard to the art room.

Opera Opportunity

All Grade 6 though 12 students are reminded to purchase their opera ticket before Friday October 1. The performance is October 4.

Grade 11/12 Advanced / AP Art Sept.27-Oct.1

Students will continue to develop their perceptual skills in drawing by using sighting as a method of looking at proportion and relational angles and lines. They will begin life drawing.

Students are reminded that one completed homework assignment is due every Monday at the beginning of class. Missing assignments will effect your grade.

Grade 10 September 27- Oct 1

Tenth Graders are beginning a unit on the mask. Students will study the relationship between masks and cultures around the world. They will research mask making techniques and document this information in their sketch books. Then they will create a mask in the style they have researched. We will be using papier-mache to form the base of the mask.

Grade 9 September 27-October 1

Ninth graders are continuing their road map relief designs. Most have completed the papier-mache step. Next they will paint the surfaces with acrylic paint and finish by applying a dark oil based color to create a patina to give depth to the surface.

Grade 11/12 Advanced / AP Art September 20-24

Students will prepare surfaces for their final series of four drawings inspired by the car engine. They will draw on the altered papers with a variety of mark making materials,

Every Monday a homework assignment is due. See the Home Work Assignment sheet below.
Students should bring their sketch book to every class.

AP Studio Art
Home Work
First Quarter

Production: Students are to complete 5 projects from the list of possible tasks. These tasks may be completed in any medium, on a recommended size of 11x14. Work should be no smaller than 9x12 and no larger than 18x24. These tasks scan be completed in a sketchbook. Your artwork should emphasize mark-making, line quality, direct observation and composition.

• Create a still-life containing at least 3 cleaning items (broom, vacuum, mop, etc) leaning against stool or chair – colored pencils, choose 1 color scheme in which to finish the artwork (warm, cool, secondary, etc).
• Create a self-portrait study, where you hold a flashlight under your chin to create shapes of strong lights and darks – Charcoal.
• Create a portrait, self-portrait, landscape, or still life in the style of
  another artist--for example, Monet/Impressionism, Matisse/Fauvism, Picasso/Cubism, Warhol/Pop, Dali/Surrealism, Van Gogh/Post
  Impressionism, etc. You may need to do a little research to fully understand their stylistic tendencies.
• Create a pencil drawing of a still-life arrangement that consists of
  reflective objects and/or transparent objects- think about what is behind the transparent objects or what is being reflected.
• Create a drawing of an unusual interior -- for instance, looking inside a closet, cabinet, refrigerator, inside your car.
• Create a Still-life Self-portrait by drawing your most valued treasures arranged in an interesting composition.
• Create a portrait, self-portrait, still life, or landscape using a complementary, analogous, or split-complementary color scheme (you may use black and white as well).
• Create a drawing of your hands arranged in a variety of poses. You must carefully plan your composition in order for the separate units to work together visually.
• Create a drawing of a futuristic cityscape – Tegucigalpa in the year 2050 (keep in mind the rules of one, two, and three-point perspective).
• Create a drawing of the monsters hiding under your bed, or in your closet
  
  
  Ec
  Aug. 2010

Grade 10 September 20-24

Students will explore cross contour drawing. Using permanent pen they will draw the still life composition using only horizontal lines.

Later in the week they will begin researching the role of the mask in cultures around the world. They will select a culture and develop a mask design based on that culture. They will construct the mask using a variety of materials. This lesson will go through the week of September 27.

Students are expected to bring their sketchbooks to every class.

Grade 9 September 20-25

Road Map Relief

This week students will be experiementing with abstract and non-objective compositions. We will be working with the principles of balance and movement in compositions. We will look at the work of Arp and compare and contrast the concepts of random or chance art and abstract and non- objective art.

Advanced Art / AP Art 11/12 September 6-10

Going Under Cover

This week students will bring together the skills they have developed in gestural drawing with the shape and form exercises. There goal is to animate an inanimate object. They will be preparing surfaces and working with several different kinds of media

Take a look (above) at the results of last weeks studio exercise - form and shape.

Grade 10 September 6-10

Art in the Kitchen

Grade 10 students will take on the challenge of cross contour drawing this week. They well be working from a still life of fruits and vegetables and household objects.

Take a look at some of their A-mazing work from last week.

Grade 9 September 6-10

Still Life

Take off your shoes and draw! Like Van Gogh and other master artists, students will get comfortable and use their shoes to put into practice some of what they learned last week. They will use multiple vanishing points to help them draw a still life of “shoes”.

Got any old shoes you want to get rid of? The Art Department needs your “JUNK”.

Grade 9 August 30-September 3

Perspective – The Mastery of Illusion

Students will study the perception of relational angles and proportions, light and shadow.The objective is to create a complex maze in one point perspective. We will look at the works of Renaissance artists. Students may want to look at this site for some background information - architectural-world.blogspot.com/ http://www.webexhibits.org/sciartperspective/raphaelperspective1.html

Be sure you bring a #2 pencil, ruler and eraser to class.

Last Week students studied the elements of art - shape and value. They applied their skills to a still life of pasta.

Grade 9 Visual Arts Syllabus

Discovery School
Visual Arts Syllabus: Grade 9

Course Description
The Visual Arts grade 9 is a studio course designed to further develop foundation skills for art making. The course provides students with the opportunity to develop higher level skills in the application of media, techniques and processes of art making. An emphasis is placed on developing the individual student’s approach to problems solving. The course provides for the development of skills and concepts necessary for a student to be successful in the AP (Advanced Placement) Visual Arts course.

Student Objectives
Students will:
Understand and apply a variety of media, techniques and processes used in art making.
Explore the elements of art and principles of design.
Explore the visual arts in relation to history and cultures and other academic disciplines.
Reflect on and assess the characteristics and merits of their work and the work of others.
Develop a personal philosophy on the nature of beauty and the nature and value of art (aesthetics).

Expectations
Time and Duration
This class meets 55 minutes five times a week for one semesters.

Open Studio
The open studio is designed to provide concentrated work time in the studio with a teacher present as a resource. Open studio is available for students who need extra time or who have missed a class period (see Discovery absence and make up policy). An open studio schedule will be posted in the art room. Students should sign up if they plan to attend.

Homework
Students may receive specific assignments or just be asked to spend
time working on a particular in-class assignment at home. They should be
prepared to spend two to four hours a week outside of class on their work.

Sketchbook
Students will use a sketchbook as a visual journal to work through ideas, to practice
drawing and design skills, and to record their journey through this year. It is expected that students will use their sketchbooks as tools for developing and recording their ideas.

Critiques
Students are expected to participate in group and individual critiques throughout the
course.

Artistic Integrity
Originality and creativity are important components of this course. Students are expected to use artistic integrity throughout the course. It is preferred that students work from “life”. To facilitate their work, students may work from personal photographs that they themselves have taken. Other artist’s work may be used as a reference for personal artwork.

Assessment and Evaluation
Assignments will be graded on a 100% scale per Discovery School criteria.
Production – Studio Work (75%)
Based on finished work as assigned.
Sketchbook assignments, written assignments, practice exercises
All work is graded using evaluation rubrics reflecting concept/creativity, skill/craftsmanship, knowledge and understanding.
Participation (25%)
Regular attendance is mandatory.
Use of in-class time.
Attention to lectures, directions and demonstrations.
Participation in critical discussion.
Proper safe use of materials and equipment.
Cleanup responsibilities and storage of work.
Demonstrates respect for all.

Supplies
Many supplies and basic equipment will be provided by the school, but some
supplies will need to be purchased by each student.

Parents wishing to give a gift to their artist, or students wishing to acquire some personal materials might consider the following (materials in bold are required):

Sketchbook workbook journal (Purchased through the school in grade 9)
Pencils #2
Ebony pencil
Charcoal pencils of varying hardness
Erasers – kneaded, Pink Pearl
Pencil sharpener
Ruler
Course Content
Students will complete two and three dimensional works. They will work with a variety of drawing tools and techniques, water based paints, printing processes and 3D techniques – constructing and modeling. Students will explore art in relation to history and cultures.

Grade 10 - Visual Arts Syllabus

Discovery School
Visual Arts Syllabus: Grade 10

Course Description
The Visual Arts grade 10 is a studio course designed to further develop foundation skills for art making. The course provides students with the opportunity to develop higher level skills in the application of media, techniques and processes of art making. An emphasis is placed on developing the individual student’s approach to problems solving. The course provides for the development of skills and concepts necessary for a student to be successful in the AP (Advanced Placement) Visual Arts course.

Student Objectives
Students will:
Understand and apply a variety of media, techniques and processes used in art making.
Explore the elements of art and principles of design.
Explore the visual arts in relation to history and cultures and other academic disciplines.
Reflect on and assess the characteristics and merits of their work and the work of others.
Develop a personal philosophy on the nature of beauty and the nature and value of art (aesthetics).

Expectations

Time and Duration
This class meets 55 minutes four times a week for two semesters.

Open Studio
The open studio is designed to provide concentrated work time in the studio with a teacher present as a resource. Open studio is available for students who need extra time or who have missed a class period (see Discovery absence and make up policy). An open studio schedule will be posted in the art room. Students should sign up if they plan to attend.

Homework
Students may receive specific assignments or just be asked to spend
time working on a particular in-class assignment at home. They should be
prepared to spend two to four hours a week outside of class on their work.

Sketchbook
Students will use a sketchbook as a visual journal to work through ideas, to practice
drawing and design skills, and to record their journey through this year. It is expected that students will use their sketchbooks as tools for developing and recording their ideas.


Critiques
Students are expected to participate in group and individual critiques throughout the
course.

Artistic Integrity
Originality and creativity are important components of this course. Students are expected to use artistic integrity throughout the course. It is preferred that students work from “life”. To facilitate their work, students may work from personal photographs that they themselves have taken. Other artist’s work may be used as a reference for personal artwork.

Assessment and Evaluation
Assignments will be graded on a 100% scale per Discovery School criteria.
Production – Studio Work (75%)
Based on finished work as assigned.
Sketchbook assignments, written assignments, practice exercises
All work is graded using evaluation rubrics reflecting concept/creativity, skill/craftsmanship, knowledge and understanding.
Participation (25%)
Regular attendance is mandatory.
Use of in-class time.
Attention to lectures, directions and demonstrations.
Participation in critical discussion.
Proper safe use of materials and equipment.
Cleanup responsibilities and storage of work.
Demonstrates respect for all.

Supplies
Many supplies and basic equipment will be provided by the school, but some
supplies will need to be purchased by each student.

Parents wishing to give a gift to their artist, or students wishing to acquire some personal materials might consider the following (materials in bold are required):

Sketchbook workbook journal (Purchased through the school usually in grade 9)
Pencils #2
Ebony pencil
Charcoal pencils of varying hardness
Erasers – kneaded, Pink Pearl
Pencil sharpener
Ruler
Course Content
Students will complete two and three dimensional works. They will work with a variety of drawing tools and techniques, water based paints, printing processes and 3D techniques – constructing and modeling. Students will explore art in relation to history and cultures.

Grade 10 August 30-September 3

Perspective – The Mastery of Illusion

Students will study the perception of relational angles and proportions, light and shadow.

The objective is to create a complex maze in one point perspective. We will look at the works of Renaissance artists. Students may want to look at this site for some background information - architectural-world.blogspot.com/
http://www.webexhibits.org/sciartperspective/raphaelperspective1.html

Be sure you bring a #2 pencil, ruler and eraser to class.

Last week students completed an exercise in scientific drawing and experimented with gestural drawing of a complex still life of plants and flowers. We continue to make good progress on the library mural.

Help! We Need Your Junk!

The ART room needs your junk!

Please check your garage and cupboards for broken or unwanted or needed items that we can use as subjects for still life compositions or for art assemblages. Old, unused or broken items such as:

 kitchen appliances – toasters, mixers, irons
 dishes, glasses, vases, figurines, tea pots
 pots, pans, potato mashers
 old car parts, bicycles/tricycles, tools
 interesting chairs, tables
 potted plants – alive or dead !

If we can’t use it we will pass it on to someone or someplace else who can use it.

Bring your JUNK-cosas que no usen to the art room located next to the computer lab (formerly the secondary library).

Thank you for your help!
Elizabeth Campbell

Advanced Art / AP Art 11/12 August 23 2010

Studio Exercise

Monday through Thursday August 23 - 26 Students will be developing gestural drawing skills through a series of timed drawings. Friday August 27 we will critique the body of work for the week and introduce the art history reading for the week.

Homework:

Art History reading - The "isms".

Students will continue to work on the quarter drawing assignments (see posting) at their own pace. These drawings are due October 4.

Advanced Art / AP Art 11/12 Syllabus

Discovery School Advanced Art / AP Studio Art Syllabus: Drawing Portfolio

Course Description
Through studio practice, application of design concepts, and informed decision
making, students will assemble a body of artwork that demonstrates a high level of
quality and growth over time of content, technique, and process. Students will
develop mastery in concept, composition, and execution. Students will address
three components in their portfolios: Quality, Concentration, and Breadth.
Students will submit this body of work to the College Board for grading and
possible college credit.

Artistic Integrity
Originality and creativity are important components of this course. Students are expected to use artistic integrity throughout the course. It is preferred that students work from “life”. To facilitate their work, students may work from personal photographs that they themselves have taken. Other artist’s work may be used as a reference for personal artwork.

Plagiarism
Students will not make direct use of another artist’s work and call it their own; this violates copyright laws and is plagiarism, and will result in an automatic failure for the project, and possibly the class. Copying and/or duplication of another artist’s work and calling it your own is cheating and fraudulent, and is not permissible in this course.

Drawing Portfolio
Students will expand their drawing and two-dimensional design skills and
advance their visual communication skills by exploring a variety of drawing processes
and techniques, and compositional and aesthetic concepts.

Expectations
The process of developing a portfolio requires a great deal of time and effort and
the five 50- to 55-minute class sessions per week are markedly inadequate to create
the amount of work necessary for the portfolio.

Open Studio
The open studio is designed to provide concentrated work time in the studio with a teacher present as a resource. Open studio is not required but is recommended for success. An open studio schedule will be posted in the art room. Students should sign up if they plan to attend.

Homework
Students may receive specific assignments or just be asked to spend
time working on a particular in-class assignment at home. They should be
prepared to spend four to eight hours a week outside of class on their work.

Sketchbook
Students will use a sketchbook as a visual journal to work through ideas, to practice
drawing and design skills, and to record their journey through this year. It is expected that students will use their sketchbooks as tools for developing and recording their ideas.

Critiques
The majority of class time is spent making artwork, though students
are expected to participate in group and individual critiques throughout the
semester. Furthermore, individual instructional conversations with the teacher
will assist each student in assessing strengths and weaknesses in their own images
and provide feedback on ways to further develop their individual and unique
drawings and compositions. In turn, these conversations will help the student
discover ongoing ways to improve their art making.

Drawing Portfolio
Students will produce a minimum of 24 works that satisfy the requirements of
the Quality, Concentration, and Breadth sections of the AP Studio Art Drawing
Portfolio.

Student Objectives:

Maintain a strong work ethic
• Work through and solve visual problems effectively.
• Refine the ability to draw/render what you see.
• Understand how art elements and design principles communicate content.
• Increase awareness of the creative process.
• Increase knowledge of art tools and materials.
• Pursue the art making process with a passion—be fearless.

Supplies
Many supplies and basic equipment will be provided by the school, but some
supplies will need to be purchased by each student.

Parents wishing to give a gift to their artist, or students wishing to acquire some personal materials might consider the following (materials in bold are required):

Sketchbook workbook journal (minimum 9x12 maximum 11x14)
An art bin to organize supplies (like a fishing tackle box)
A set of Prismacolor colored pencils, the 12, 24, 36 or 60 color set
Pencils #2
Ebony pencil
Charcoal pencils of varying hardness
Vine and compressed charcoal
Erasers – kneaded, Pink Pearl
Paint brushes – acrylic or oil brushes
Oil Pastels
Pencil sharpener
Pastel pencils


Assessment and Evaluation
Most grading of work is accompanied by a written rubric and comments. Drawing assessment is an ongoing part of the class and takes place individually, in small groups and through self-evaluation.

Portfolio Development
Based on finished work as per term quota
Graded using the evaluation rubrics as established by the College Board
Both volume and quality will be taken into consideration for final grades

Participation
Regular attendance is mandatory.
Use of in-class time.
Attention to lectures, directions and demonstrations.
Participation in critical discussion.
Proper safe use of materials and equipment.
Cleanup responsibilities and storage of work.


Course Outline
Students will primarily be preparing work for the Breadth section of the portfolio
during the first semester. A variety of concepts and approaches will be used
to demonstrate abilities and versatility with techniques, problem solving, and
ideation.

Students will transition into more open-ended and exploratory work
for the Concentration section of the portfolio during the second semester. Each
student will develop a cohesive body of work for the Concentration section, which
is a planned, sustained investigation of a visual idea in drawing.

Each student will present, to the class and teacher, an action plan for the development and completion of their investigation. Dates for critique will be set and provided students along with each assignment. Students will be expected to have projects “critique ready” at the beginning of class on each assigned critique day. Individual critiques with the teacher and group critiques with peers and the teacher are mandatory.
Course Overview
Projects maybe expanded or revised to meet the interests and needs of individual students.

First Quarter

Aug 11

Still life
Form and value
Transparency
Reflected light/form and value
>Getting a Handle on your Portfolio.
>Contract and Permissions
Aug 16

Still life
Form and value
Transparency
Reflected light/form and value
>
>Contract and Permissions
Aug 23
Gesture Drawing – capturing reality and movement with relative speed and accuracy
Art History – the “isms”
Aug 30
Gesture Drawing – capturing reality and movement with relative speed and accuracy continued
Sept 6
Sept 9
Mid term
Subtractive drawing techniques
Sept 16
Cross-Contour Drawing—experiment with cross contour
drawing using a variety of subjects including
still-life objects as well as the human form.
The Modern Movement
Sept 20
Fruit/Vegetable Drawing Series—create a series
of drawings using colored pencils that capture
the fruit or vegetable as it is in varying stages of
ripeness to rottenness (or begin with the whole
fruit and draw various stages of it being eaten).

Sept 27
Perspective Drawing
Oct 4
Figure Drawing Unit—
Oct 12
End of first quarter Oct 15
Figure drawing continue
Second Quarter

Oct 18
Chiaroscuro
The Rs – Renaissance, Rocco, Realism
Oct 26
Batik on paper
Nov 1
Still life on patched paper
Nov 8
Mono prints
Nov 15
Mid Term
Report
Trilogy
In the beginning…Art and Community/Society
Nov 22
Trilogy continued
Nov 29
Drawing with a brush
Dec 6
Drawing with a brush
Dec 13
End of quarter Dec 16
Color Study
Third Quarter

Jan 5
Drawing Portfolio Concentration Section—begin or continue work
on the concentration
Post Modern and Beyond the 20th Century
Jan 10
Drawing Portfolio Concentration

Jan 18
Drawing Portfolio Conc. and Critique

Jan 24
Drawing Portfolio Concentration

Jan 31
Drawing Portfolio Conc. and Critique

Feb 7
Midterm
Feb 9
Drawing Portfolio Concentration

Feb 14
Drawing Portfolio Conc. and Critique

Feb 22
Drawing Portfolio Concentration

Feb 28
Drawing Portfolio Conc. and Critique

March 7
Drawing Portfolio Concentration

March 14
End of quarter March 17
Drawing Portfolio Conc. and Critique

Fourth Quarter

March 28
Drawing Portfolio Concentration

April 4
Drawing Portfolio Conc. and Critique

April 11
Drawing Portfolio Concentration

April 27
Conc. and Critique - Drawing Portfolio Selecting quality work, preparing slides, matting/mounting quality work, finalizing concentration
statement…

May 3
Mid term May 4
Drawing Portfolio Concentration
Install show hold opening reception – May 5
May 9
Conc. and Critique

May 16
Concentration -Selecting quality work, preparing slides, matting/mounting quality work, finalizing concentration
statement…
May 23
Selecting quality work, preparing slides, matting/
mounting quality work, finalizing concentration
statement…
May 31
Work and Slides Due—Portfolio review,
slide show, and celebration of the year’s work.

June 6
End of fourth quarter June 8
Return all work – clean studio

ec 08/2010

Advanced Art/AP Art 11/12 Homework First Quarter

Advanced Art/AP Studio Art
Home Work
First Quarter


Production: Students are to complete 5 projects from the list of possible tasks. These tasks may be completed in any medium, on a recommended size of 11x14. Work should be no smaller than 9x12 and no larger than 18x24. These tasks scan be completed in a sketchbook. Your artwork should emphasize mark-making, line quality, direct observation and composition.


Create a still-life containing at least 3 cleaning items (broom, vacuum, mop, etc) leaning against stool or chair – colored pencils, choose 1 color scheme in which to finish the artwork (warm, cool, secondary, etc).


Create a self-portrait study, where you hold a flashlight under your chin to create shapes of strong lights and darks –


Create a portrait, self-portrait, landscape, or still life in the style of another artist--for example, Monet/Impressionism, Matisse/Fauvism, Picasso/Cubism, Warhol/Pop, Dali/Surrealism, Van Gogh/Post Impressionism, etc. You may need to do a little research to fully understand their stylistic tendencies.



Create a pencil drawing of a still-life arrangement that consists of reflective objects and/or transparent objects- think about what is behind the transparent objects or what is being reflected.


Create a drawing of an unusual interior -- for instance, looking inside a closet, cabinet, refrigerator, inside your car.


Create a Still-life Self-portrait by drawing your most valued treasures arranged in an interesting composition.


Create a portrait, self-portrait, still life, or landscape using a complementary, analogous, or split-complementary color scheme (you may use black and white as well).


Create a drawing of your hands arranged in a variety of poses. You must carefully plan your composition in order for the separate units to work together visually.



Create a drawing of a futuristic cityscape – Tegucigalpa in the year 2050 (keep in mind the rules of one, two, and three-point perspective).



Create a drawing of the monsters hiding under your bed, or in your closet


Ec
Aug. 2010

Making Musical Instruments


The fifth graders have begun painting their designs on their didgeridoos. The Didgeridoo is a traditional musical instrument made by the aboriginal peoples of Australia. Didgeridoos are made from the trunks and branches of trees that have been hollowed out by insects. Our fifth graders used the large supply of paper tubes saved for recycling by Discovery support staff. First they sorted the tubes by size, then they found unique ways to measure them.

Using tape and papier-mâché, they connected tubes to resemble the four foot long traditional didgeridoos.

Then students studied the designs and symbols that were used by the aboriginal peoples to decorate and communicate.

Soon, they will be finished and they will learn to “play” their instruments. Then they can compose a musical piece and play their didgeridoos for our enjoyment.

The Blue Mountains of Honduras

When Reina Salgado invited me to join her and her sister on a Saturday road trip I was happy to accept. We drove south from Tegucigalpa and all along the highway fresh images filled my eyes.

Reina and her sister shared stories about the places we were passing and I caught a glimpse of their childhood Honduras.

As we climbed higher and higher broad vistas of the Honduran mountains spread before us as far as the eye could see. The most distant mountains appeared to be a soft blue and blue green. Reina said there was a song about the blue mountains of Honduras. She began singing softly and then her sister joined in, their voices blending in sisterly harmonies.

This was a memorable moment for me and I wanted to share it with students. Wednesday morning Reina came down from the business office and joined the 8A class. I showed my pictures of the trip and Reina talked about seeing her beloved Honduras through “new” eyes. Then she passed out the words to Montanas Azules and sang for the class. Some students hummed along and the second time around they joined in making a memorable classroom moment.

After we said goodbye to Mrs. Salgado, we got to work creating these dry pastel atmospheric landscapes of the Blue Mountains of Honduras.

We hope you enjoy them as much as we enjoyed creating them.

Progress on Honduran Heritage Village

Grade 8A and grade 9 students started work on the storage containers to transform them with Faux Finish techniques to resemble traditional village huts. Some of their “artists concepts” are on display in the reception area of the administration building. We are using oil paint glazes with rags to get the effect of the adobe walls.

Students studied the pictures and drawings in the book, Arquitectura de los grupos etnicos de Honduras by Milady Salinas to get ideas and to check for authenticity. Their challenge was to draw the two containers in two point perspective.

Look for the “Caution Students at Work” sign and watch our progress.

Grade Nine Pasta Still Life - Sketchbooks Arrive

Pasta Still Life

Grade nine students have completed their introductory Visual Arts exercises and have been working on a tonal rendering of a still life made of pasta shapes. Their challenge is to enlarge the shapes and make them look three dimensional. This involves careful observations and good control of the pencil to layer graphite onto the paper and create the many “values” needed. They lifted out highlights and added accent lines to complete their compositions.

On Friday they had their first Sketchbook Day. Their hardbound artist’s books had arrived and they spent the period moving information and sketches from their temporary books to their hardbound book. They will use these books in both ninth and tenth grade art.

The purpose of the research workbook or sketchbook is to encourage your student’s personal research and discovery, which functions interactively with our work in the studio. The sketchbooks will include: analytical research, discovery, interpretation, media experiments.

The sketchbooks will contain visual and written information, including your student’s own original works such as sketches and diagrams, and should function as a working journal. The sketchbook reflects your student’s personal interests and may show a wide-range of personal investigation into many fields. There should be a balance between analytical research and open-ended inquiry, illustrating your student’s creative processes.

A sketchbook or workbook of this kind is a requirement for the Advanced Placement (AP) portfolio. Even if your student is not planning to submit an AP portfolio the sketchbook process is an important part of the Visual Arts program.

Thanks to parents for providing this quality tool for your student to use.

Second and Third Graders Love to Paint!

The New Year brought new paint boxes full of colors for second and third graders to “play” with. They listed all of the things we would need in order to paint and found that there were at least six items that needed to be passed out and collected. Then they understood why some teachers thought that painting should be called pain-ting.

The Discovery second and third graders listened and watched as techniques for using the water colors were demonstrated and discussed. They learned about how to use and care for brushes, how to “load” the brush with color, how to keep colors from mixing and getting “dirty”. They learned to use blotting paper and practice paper to “test” their colors. After all that listening and watching they were ready to start their first painting experiment.

The goal was to practice making brush strokes and to experiment with colors. They made nice wide brush strokes across their paper. They made wavy brushstrokes, thick and thin brush strokes and overlapping brushstrokes. They used all fourteen colors in their paint boxes.

The room was quiet while they concentrated and then there were exciting sounds of discovery and sharing. They learned a lot. They made some very nice stripe paintings and because they listened and followed all the directions they set up and cleaned up painlessly!

There was no PAIN in our painting! I think we will do it again.

For Parents Only - An Invitation to the Art Room

My joy in teaching art comes from the look on a young persons face when they have been successful and are full of pride, when they try something and it works. I am privileged to see this everyday.

When a class is going really well I wish there was another adult to share the moment. If a class is not going as well as I hoped I wish there was another adult there to share the moment.

Parents see the finished work of art and they don’t get to share the process…the joy of the making of the art. So, I am inviting you to join us in the art room. This is an open invitation to stop by at anytime and observe our artists at work. You may stay as long as you like, just take a peek or enjoy the whole class period.

Come by anytime. If you want to see your students at work check the schedule below. Watch this space –For Parents Only – and I will try to let you know when we will be doing something special you won’t want to miss. But I think everyday is a special day when you get to go to ART!

Grade 2
Tuesday, Thursday 10:10-10:51

Grade 3
Tuesday, Thursday 1:17-2:07

Grade 4

Monday, Friday 8:53-9:43

Grade 5

Wednesday 8:53- 9:43

Friday 2:10-3:00

Grade 6A

Tuesday, Wednesday 8:53-9:43

Grade 8A

Monday, Wednesday, Friday 10:01-10:50

Grade 9

Monday through Friday 12:30-1:14

Grade 11

Monday, Wednesday, Friday 10:55-11:44

Grade Nine Sketchbook Arrive

Grade nine students have completed their introductory Visual Arts exercises and have been working on a tonal rendering of a still life made of pasta shapes. Their challenge is to enlarge the shapes and make them look three dimensional. This involves careful observations and good control of the pencil to layer graphite onto the paper and create the many “values” needed. They lifted out highlights and added accent lines to complete their compositions.

On Friday they had their first Sketchbook Day. Their hardbound artist’s books had arrived and they spent the period moving information and sketches from their temporary books to their hardbound book. They will use these books in both ninth and tenth grade art.

The purpose of the research workbook or sketchbook is to encourage your student’s personal research and discovery, which functions interactively with our work in the studio. The sketchbooks will include: analytical research, discovery, interpretation, media experiments.

The sketchbooks will contain visual and written information, including your student’s own original works such as sketches and diagrams, and should function as a working journal. The sketchbook reflects your student’s personal interests and may show a wide-range of personal investigation into many fields. There should be a balance between analytical research and open-ended inquiry, illustrating your student’s creative processes.

A sketchbook or workbook of this kind is a requirement for the Advanced Placement (AP) portfolio. Even if your student is not planning to submit an AP portfolio the sketchbook process is an important part of the Visual Arts program.

Thanks to parents for providing this quality tool for your student to use.

Discovery Project Runway 101

After School Class for Students Grades 7-12

Students in grades 7 – 12 who are interested in developing their foundation skills in clothing construction and design will have the opportunity to sign up for an after school class on Monday and Wednesday afternoons from 3:00 – 4:00.

This class is part of the after school activities program and will be held in the Visual Arts room. Students will learn a variety of clothing construction skills by making clothing they can wear. Some of the skills they will learn are:
§ How to select and use a pattern.
§ Understanding textiles – what fabrics to use for what designs.
§ Clothing construction – seams, darts, pleats, gathers, facings, set-in sleeves.
§ Closures and fasteners – buttons, zippers and more.
§ Handwork – details that make a difference.

Students will provide their own supplies and equipment. A list of sewing kit supplies will be provided. It will be helpful but not required to have a sewing machine available at home. Class size is limited to ten students.

You can help!
Do you have a portable sewing machine gathering dust in the back of a closet? If you do and you can spare it for a few weeks please consider loaning it to the Project Runway 101 after school clothing class. We will take good care of it, especially if you can send along the instruction booklet and any attachments. We are hoping to find five machines that our students can share. We will also need an ironing board and a steam iron. If you have a machine to share or you have questions, please contact Mrs. Campbell in the art room.

For Project Runway Class Participants

If you have enrolled in the after school activity, Discovery Project Runway 101, I will see you Monday January 25. Here is a list of items you will want to have for your sewing kit. Recycle and reuse - Look around the house and ask your mom before you buy new things you may already have at home.

Multi-purpose scissors – Price Club has a good set of scissors that include two shears, one embroidery scissor, one sharpener and cutting tool. A good investment if you are sure you want to do a lot of sewing. If you are not sure, you can use one of my shears or bring one from home.

White and black multi-purpose thread – you will pick out thread to match your fabrics later.

Assorted needles for hand sewing.

Ball headed pins or straight pins.

Small pin cushion.

Thimble that fits the middle finger of the hand you hold a needle with.

Ripping tool, just in case.

Six inch ruler or a “sewing and knitting gauge”.

Tape measure.

White dress makers pencil – water soluble

Box or bag to keep everything in.

This will get us started. Our first project will be a tote bag to carry our projects back and forth to school in.

I am looking forward to working with you.

Elizabeth Campbell

Grade Four - Parrots In Progress

Fourth Grade students looked at a Power Point presentation of Birds of the Amazon Rainforest. They studied their shapes and colors and made drawings in their sketchbooks. They used permanent marker to draw the outlines of their birds. Next they used the oil pastels to outline the shapes with colors.

Then it was time to learn about how to set up their “painting studios”.
All of the procedures we use to set up the paint station, how to
care for and use the brush, blotting paper and test papers.

Finally, they used our new water color boxes – 16 colors – to fill the spaces with bright colors. The oil pastel outlines helped keep the water colors where they wanted them. The students gave their full attention to their work. Here are some pictures of their works in progress.