January 23, 2012 Grade 10

Picasso to Pollock

This week grade ten students will be preparing for their February 1 celebration of American Artist, Jackson Pollock. They will be conducting experiments, mixing paints, and practicing his techniques. They will be sharing informaton about his work and its importance in 20th century art with other students.

January 9- 17, 2012 AP

The third quarter AP students will explore "Painting as a Language - Material, Technique, Form, Content". We will be referring to this text by Jean Robertson and Craig McDaniel and focus on chapter 1 to expand our journal skills and on chapter 8 titled Expanded Forms and Ideas.

This is a challenging step to higher level thinking and working in visual arts.

We will complete three exercises.

1. Challenging hierachies - students will create an artwork that mixes materials and images from more than one of the categories described.

2. Appropriation - students will create a painting in which the composition or subject matter is appropriated from one artist while the style is appropriated from another artist.

3. Layering Languages - Students will create a painting whose content borrows or addresses the language of another nonart discipline.

Students please see additional information in the handouts provided.

All students will upload images of previous works to their digital portfolio on the school server.

January 9 - 17, 2012 Grade 10

Students will continue to explore the 20th Century Modern period of art. We began the semester by looking at the "Twin Titans" of Modern Art - Matisse and Picasso. Mr. Warren Ochoa joined the class for discussions about these two artists and their work. The studio assignment was to render a self portrait in the style of either Matisse or Picasso. Students will use oil pastels or acrylic paints to complete this project.

January 17, we will begin our journey to Abstract Expressionism and Jackson Pollack. We will begin construction of two large canvases for a demonstration of his work planned for February 1.

All students in the school will be invited to join the celebration and have a slice of a special Jackson Pollack Birthday Cake.

January 9 - 17, 2012 - Grade 9

A new year and a new semester! We have "old business" to complete before we start a new unit of study. This week we will add the trees to our Fauvist landscape. We will continue this process next week and have our last in-class work day Tuesday January 17. Incomplete compositions may be worked on before and/or after school or during breaks and lunch times. All compositions must be completed by January 20.

Thursday January 19 we will begin the lesson on 3D letter designs in the style of Robert Indiana. Students will need two (2)clean corregated cardboard sheets no more than 15 inches wide and no more than 12 - 18 inches long. So please check out large cardboard boxes that meet this dimension. We will need them in class January 23.

January 4, 2012 AP - 10 - 9

On my United/Continental return flight to Tegucigalpa Sunday morning I was browsing through the January 2012 issue of their “in-flight” Hemisphere magazine and saw an article titled “Next Big Things” about six innovators “who promise to change the way we live”. There I met José
Gomez-Marquez / age 35 / from Tegucigalpa, Honduras / lives in Boston. He is a 2011 TED fellow and program director of MITs Innovations in International Health lab.

I read the article and later “googled” him. As I read about him and his work these words and phrases kept leaping out at me – experiment, explore, investigate, innovation, love of design, multi disciplinary research.

I am always trying to find ways of explaining to our high school students why we study art.
Here before me was my answer – Jose Gomez-Marquez! Is he a great artist in the fine arts sense of the word – no! Is he a great creative thinker and a creative problem solver – YES! And what will our young people be called on to do? Right – experiment, explore, investigate, innovate, design, and research.

This semester our visual arts high school and middle school students will be doing just that. AP
students will be exploring and solving a variety of visual problems, Grade 10 students will delve further into the 20th Century Modern and investigate and experiment with art making techniques that changed the way we define art. Grade 9 students will research and create designs based on centuries old spiritual traditions.

In the middle school grade six students will look around the world for “curiosities” and build curiosity cabinets. Grade 7 students will explore art through a microscope. And grade 8 students will investigate pattern and design.

Six words to describe visual arts in 2012 - experiment, explore, investigate, innovate, design, and research.

January 23, 2012 Grade 9

This will be a busy week for grade 9 students. We will begin several projects. We will start two cross-curricular projects one with literature class and the other with maths class. We will also start the 3D Letter Form designs based on Robert Indiana's sculptures. Some students will need to put finishing touches on their landscape compositions this week.

December 12, 2011 AP

Last week AP students used every minute of class time to complete their "Romantic Landscapes". They will be taking exams this week but we will use our Thursday class time to critique our work.

December 12, 2011 Grade 10

Do you recognize these students? What a great job everyone did on their self portrait. So many new skills were learned and/or further developed. Getting over the "art fear" was the biggest challenge for some students. More finishing touches may be added during our Thursday morning class. Next semester we are moving into The Modern - Twentieth Century Art. We will go from Kandinsky to Pollock.

December 12, 2011 Grade 9

Grade nine students will spend their week studying for and taking semester exams. Thursday we will meet in the art room and take some time to "critique" the work they have done on their Fauvist Landscapes. They will be assessed on this first step of the process and will continue next year in the second semester. They will be adding stylized trees to the land.

December 5, 2011 AP

Last week AP students finished experiments with different drawing materials, drawing with feathers and brushes with sumi-e ink, and coffee.

This week they will begin using the characteristics of the nineteenth-century Romantic Landscapes.

Objectives/Outcomes
Students will:
become familiar with the style of nineteenth-century Romantic landscape painting.
create a painting from direct observation utilizing stylistic devices of nineteenth-century landscape painting.
learn techniques for dramatic landscape composition.
will learn to exploit effects of color and light for expressive results.


Students refer to the handout for more detailed information. Check online for images and information about the artists discussed in the Powerpoint on Friday.

Students will work at home and in the school studio to complete this by Monday December 12.

December 5, Grade 10

What drew the grade ten students to the window Friday morning? A rainbow, hanging low on the hill across from the school and above it was a double rainbow. Could we have asked for anything better to study color with. This was a good omen for students as they look forward to this weeks final sessions on their self portraits.

December 5, 2011 Grade 9

Grade nine students will continue painting like "wild beasts". The color will be flying onto their papers. This week they will also begin adding their forest elements to the landscape backgrounds.

November 28, Grade 10

Grade 10 students are moving toward the final stages of their self portraits. Some have reached completion. Transfering their original drawings to pastel or drawing paper and adding the tonal rendering. Their work goes beyond the representational, we are beginning to see their personalities shining through their featues.

November 28, 2011 Grade 9

Grade nine students are learning to paint like "Wild Beasts" - the Fauves! As Matisse said, "Fauvism isn't everything, only the beginning of everything. Fauvism was the first major avant-garde art movement of the twentieth century and kicked the modern era with a bang!" (From The Annotated Mona Lisa).

The Hallmarks of Fauvism were: Intense, bright, clashing colors. Distorted Forms and perspective, vigorous brushstrokes. Critics refered to these artists as wild beasts.They used color with no restraint skies could be green and grass could be purple.

Our students are creating a landscape with trees in the tradition of the Fauves artists, Matisse, Derain, Vlaminck, Dufy, Rouault and Braque. We will use acrylic paint on sulfit paper. Wach for these non-traditional landscapes.

November 14, 2011 Advanced Placement - Drawing

HELP! Grade 11 students! We need your masks and Logo Designs from last year! This Friday and Saturday November 18 and 19, I will be presenting a workshop about some of the great things you have done in art class. If you still have your mask and/or your Logo Design, please bring it to the art room this week. We will return them the following week. You did great work and we want to share it!

We will continue gestural drawing exercises in class. Please be sure you bring your sketchbooks Monday. We will take time out for a mid quarter self evaluation on Monday.

November 14, 2011 Grade 10

Everyone is making very good progress on the unit on portraiture! On Monday we will complete a mid quarter self evaluation on the hand study and on Participation, Respect and Responsibility.

November 14, 2011 Grade 9

Tuesday - Time for mid quarter self evaluation. If you did not complete your sketchbook color studies in class, please plan to come to the art room to complete them, before school 7:15, morning recess, lunch time or after school Monday, Tuesday or Wednesday this week.

Please bring your favorite T shirt to class Tuesday so that we can begin drapery studies in preparation for still life painting.

October 31, 2011 Advanced Placement (AP)

This week students continue to work on their multi-media compositions from life. We will also look at the steps involved in working with acrylic, with and without moulding paste, on various "grounds". Students will need to decide on materials and mediums for their concentration and for the breadth section so that they can purchase them before they are needed in the studio. The school can provide basic materials but AP students must provide their own canvas, water color paper, and additional acrylic paint depending on their useage.

Time is flying by and there is a lot of work to do before you submit your portfolios on April 20.
The studio will be OPEN this Saturday November 5, from 9:00 am until 2:00 pm. Please sign up before Friday if you plan to attend.

October 31, 2011 Grade 10

Grade 10 students are finishing their drawing of the hand this week. We will start a unit on portraits and will do two exercises. The first one will be drawing the human head/face in proportion. We will look at Da Vinci's drawings as well as Durer's. The second drawing will be a self portrait. I will be taking pictures of students this week to prepare for the second exercise.

October 31, 2011 Grade 9

Grade nine students will continue to document their color experiments in their sketchbooks. They will prepare surfaces in their sketchbooks using watercolor and graphite. They will be given the list of sketchbook "prompts" to use for weekly sketchbook homework assignments.

Some students still have not purchased their sketchbook/workbook. This is a requirment for grade 9 art. The book will also be used in grade 10 and advanced art. Thanks to all of you who have your books and are working in them.

October 25, 2011 Advanced Placement (AP)

The second quarter will be busy for AP Art students. They will begin photographing work and creating their digital portfolios. They will conduct several in-class experiments in the Breadth catagory while continuing to work on their areas of concentration. For a high AP score students must show their versatility and skill in different media and materials as well as in different approaches to drawing. Please study the sample portfolios located on the AP website, read the student comments as well as the comments from the judges. These are very helpful.

The in-studio experiment this week will focus on multi media color compositions using watercolors and prismacolor pencils and stix. Compositions will be from "life" subjects - that is objects or subjects viewed in or around the studio. One study will be completed this week.


Students will need to work outside the studio class period to complete the number of works required by the AP (24). Please plan work time at home in the evenings and on weekends. To support your work the studio will be open from 9:00 am to 2:00 pm on the following dates. October 29, November 5 and 12, December 3. Please sign up if you plan to attend for part or all of the work session.

October 25, 2011 Grade 10

Grade 10 students will meet twice this week. They will continue to work on the study of their hand using Durer's device. They have all completed the preparation of the device, they have prepared their picture plane with a medium light value of graphite and have begun enlarging the image and drawing the contours on their paper. This week they will recieve a progress grade that reflects their effective use of time as well as the completion of the first three steps - preparation of and use of the device, preparation of the picture plane, accurate drawing of the contours of the hand.

October 25, 2011 Grade 9

Grade 9 students will continue to work on sketchbook experiments in color. These experiments will serve as references for future color compositions. They will also be doing some sketchbook assignments as homework starting next week. Assignments will be given on Tuesday November 1 and will be turned in on Friday November 4. If you have not purchased your sketchbook please do so this week. The cost is 250 L. This book will be used in grade ten art and in AP art in grade 11/12.

October 18, 2011 Advanced Placement (AP)

This week we will be reviewing color theory. Students will also report on their Concentration and we will discuss the section on Breadth. Our goal is to complete a minimum of 8 works this quarter and enter them in our digital portfolios.

October 18, 2011 Grade 10

Last week grade 10 students discussed experiments for the coming quarter. We made a list of projects and processes they were interested in. They liked the process the ninth grade experimented with in their study of the hand. So, the first of their experiements will be a study of the hand using Durer’s Device. This is a study of proportion and values.

October 18, 2011 Grade 9

Grade 9
Sketchbook – Workbook
Students will bring their sketchbooks to class. They will begin exploring color theory. They will look at intensity, value, hue, and how one color affects another color. They will create a color wheel and note the different ways to “control” color by creating a palette. They will use these color experiments and references in future compositions.

October 10, 2011 Advanced Placement (AP)

The AP students will begin working in color. They will start by reviewing the materials and processes used in painting. They will first focus on water color. Students will experiment with different surfaces or grounds and will work on developing basic techniques for handling liquid mediums. They will practice the following: flat wash, graded wash, mixing and glazing. They will apply these techniques to a composition based on their juxtapostion work.

Students should be working in their sketchbooks, developing ideas for their concentration pieces.

October 10, 2011 Grade 10

Grade 10 students are ready to work on their culminating landscape experiment. Using the information and images they have gather the past week they will create a multi media composition of a "view from the art room".

October 10, 2011 Grade 9

This week students will continue to work on developing their drawing skills. They will continue to add tonal rendering, values and accent lines to their still life composition of pastas.

October 4, 2011 Grade 9,10 and AP Art - Opera to Picasso

Richard Wagner's Tristan and Isolde, Sets by David Hockney

This week grades 9, 10 and AP will have the opportunity to attend the opera and an exhibit of works of art by Pablo Picasso. In preparation for both of these events we will devote class time this week to taking a look at contemporary set and costume design by David Hockney and Salvador Dali.

October 4, 2011 AP Art

AP students are putting finishing touches to their two major projects that are now due October 4. They have begun developing an area of concentration for their AP portfolio. We spent one day last week experimenting with water color techniques. We will spend studio time this week on the principles of figure drawing.

October 4, 2011 Grade 10

Grade 10 students have looked at Western Art from 1800-1870. They spent some time making “mind maps” of the art-facts they haved learned. They started experiments with materials and techniques after looking at the Constable, Turner, Monet and Van Gogh “skies”. Their goal is a landscape composition emphasizing “sky”. They will be using, water color, dry and oil pastels, water color pencils and liquid water colors.

October 4, 2011 Grade 9

Grade 9 students are continuing experiments in tonal rendering. They are working to take command of the pencil! They have taken on the GIANT PASTAS! They created miniature still life compositions from different shaped pastas and are now enlarging them and drawing them using a variety of drawing techniques.

September 12, 2011 Grade 10 and AP Studio Art

Last week Grade 10 and AP students looked at the work of English Romantics Constable and Turner. Then they went outside and like Constable they went “skying”. They used dry pastels to try and capture the essence of the cloud formations moving overhead. It was a very “Constable Cloud” day. Next week we will look closely at American Romantic, Cole and the Hudson River School. We will also meet French Realist Courbet and American Realist Winslow Homer, Thomas Eakins, James McNeill Whistler and John Singer Sargent.

September 26, 2011 Grade 9

Grade nine students will continue to work on a series of studies to develop their foundation skills for making art. They will work on gestural drawing techniques and continue to develop their tonal rendering skills.

OPERA SEASON IS BACK IN TOWN

This year, The Honduran Musical Foundation will stage the Opera Buffa "The Secret Marriage" by Domenico Cimarosa.

Students from grades 6 - 12 will attend the presentation on OCT. 7 at Manuel Bonilla Theater. Tickets already on sale at the music room with Ms. Norma López (L. 225) We will leave the school campus at 8:30 a.m. Students from grades 6-8 will returned to the school at 1:00 p.m.

Students from grades 9 -12 will stop by the Identity Museum to observe the Picasso Art Exhibit (they will need to pay Ms. Campbell, L.30.00 extra to enter the Museum) and will come back to school around 1:45 p.m.

IMPORTANT DETAILS:
Students MUST wear formal clothes. (No tennis shoes or jeans).
Students must have a very good breakfast because we won't be allowed to eat at the theatre or museum.

Parents Please Note

STARTING TODAY SEPTEMBER 19TH, OUR MONDAY MEMO FOR PARENTS WILL NOT BE EMAILED TO OUR PARENTS. IT WILL BE POSTED AS ALWAYS ON THE ADMINISTRATION BLOG BY NOON.

September 19, 2011 AP Studio Art

This is a reference photo for one of the Juxtaposition compositions. Students have agreed that both the Melancholia/Toreador and Juxtaposition compositions will be completed and due on September 30. Most of the work to complete these compositions will be done outside of class time. The studio is open at 7:00am everyday and afterschool until 4:00 Monday and Tuesday.


This week we will spend the first 15 minutes of each class on gestural drawing exercises.
Students will spend the rest of the class period creating “image banks”. These “banks” will be used to develop our symbolic images for the Avant-Garde Abstraction as well as the area of concentration.

September 19, 2011 Grade 10

We had fun assembling the mobiles. They are now hanging in the art room.

Our students have each taken the persona of a master artist from the first half of the 19th century. They will research and share their work and discuss and debate the merits of each other’s works. They will conduct drawing experiments leading up to a landscape painting. Their work will be influenced by their master artist. They will gain a better understanding of the quote by Henri Matisse, “all art is based on other art”.

September 19, 2011 Grade 9

Grade nine students will continue to work in their sketchbooks. The will experiment with different surface treatments and complete a series of “studies” that will further develop their foundations skills for making art.

September 12, 2011 AP Studio Art

This is a short week. On Monday AP students will decide on due dates for both Melancholia and the Juxtaposition projects. In our next project we will develop a series of symbolic images that represent who you are or an aspect of your personality. We will use these images to create an Avant-Garde Abstraction.

September 12, 2011 Grade 10

Last week we completed our Kinetic sculptures and hung the Calder type mobiles in the art room. Students used wire and fishing line to hang their colorful elements together in a balanced composition. It took a lot of experimentation but they were ultimately successful. The mobiles are delightful as they move slowly over the students’ heads, constantly changing their compositions.

This is a short week. I will see grade 10 Monday and Tuesday. On Monday students will begin to compare and contrast the landscapes of the early 1800’s with the landscapes of the early 1900’s. We will start by looking closely at French Neoclassicism and the work of Jacques-Louis David, Jean Auguste Ingres, and Eugene Delacroix. Students may want to use the internet to become familiar with their work.

September 12, 2011 Grade 9

September 12
We have been working in our sketchbooks this week, numbering pages, creating an inside cover design, a value scale, and adding a glossary to the back of our books.
Grade nine will not meet this week due to the Independence Day holiday.

September 12, 2011 Grade 8

The illuminated letter designs have been successfully completed. Students demonstrated their creativity and craftsmanship in this exercise. Well done.

This is a short week and not all of you will have art this week. I will see grade 8A on Monday. You will be able to use this time to complete or add finishing touches to your projects.

September 5, 2011 Grade AP Studio Art

This week we will begin an exercise on juxtaposition. Students will continue to work on their Melancholia/Toreador exercise at home. We will also construct a storage rack for our portfolios. Wednesday we will review AP Portfolio requirements and begin developing an area of concentration. We will also discuss how to compose an artist’s statement.

September 5, 2011 Grade 10

This week students will continue to construct their kinetic compositions based on the work of Alexander Calder. They will complete their small compositions that are based on the work of their chosen artist.

Grade nine has completed their exercise using Durer’s Device. Some examples are on display in the reception area. This week students will develop an art vocabulary. They will complete experiments the elements of color and value, i.e. color theory – mixing, tints, shades and values and define the principles of design. They will work in their sketchbooks and make examples in their sketchbook.

August 29, 2011 AP Art

AP students are working on their complex composition based on either Melancholia I or The Hallucinogenic Toreador. We will work on these drawings throughout the coming week and Friday we will critique our work. This project will continue at home. With the materials we purchased at Larach during our field trip, we will make our portfolios to safely transport our work from school to home and back. Thanks to I. and G. for assembling the miter box we purchased.

August 29, 2011 Grade 10

Students will continue interpreting the still life in the style and technique of their selected artist to further their understanding of Modern art. This week we will look at and experiment with Dada and Kinetic art.

August 29, 2011 Grade 9

Grade nine will continue working on their drawing of the hand using Durer’s Device. All students have completed the first phases of the project and are now drawing the contours of the hand – edges and spaces. They will be adding values to create depth and dimension. Most students will complete this project by September 2.

August 22, 2011 AP Art

AP students are beginning their first complex composition. They will be taking their inspiration from one of two master works of art, Albrecht Durer’s Melancholia I and Salvador Dali’s Hallucinogenic Toreador. We will work on these in the studio through August 30. Students will continue to work on these compositions at home.

Tuesday August 23

We are planning a short field trip to Larach. We are going to purchase the supplies needed to construct our own easels, picture frames, and portfolios and will survey the materials that are available for future projects. We only have an hour to do all of this so we better be quick.

Students will not need to purchase anything during this trip. They may choose to but the purpose is to become familiar with what is available and the purchasing process.

August 22, 2011 Grade 10

Students have selected an artist from the modern movement to study and share. They are using the following web site for their research http://www.theartstory.com/ They will share with the class the things that make this artist a Modern Master. Then they will complete a work inspired by this artist's work.

Monday August 22
Student's should be prepared to "informally" share their research about their selected artist and the movement that artist represents. Limit your comments to 3 minutes. Notes from your research will be helpful. But a written report is not necessary at this time.

August 22, 2011 Grade 9

Grade 9 students will continue to develop the perceptual skills of relational angles/proportions and light and shadow/values by completing a drawing of their hand. They are using a model of “Durer’s Device” to help assure accuracy.

August 15, 2011 AP Visual Arts

AP students have been getting acquainted with the AP program, catching up with each other and making plans for the first quarter. We will be focusing our attention on the Modern period starting with 1800 through 2011. Since according to Henri Matisse, “all art is based on other art”, we will reference art from other periods when needed.

We will be using a primary on line reference http://www.theartstory.com/ as well as the AP studio art website. We spent some time exploring the AP site this week looking at and learning from work previously submitted by AP students. We were able to see their scores and to read the judges comments.

We looked at the work of Holton Rower – http://www.holtonrower.com/ to get ideas for our first assignment – Ordinary to Extraordinary – taking a common object – using distortion and repetition to create an interesting composition.

We are planning a field trip to Larach on August 22. We will be purchasing materials to make a simple easel. We will also be looking at art materials that are available there. Students are not required to purchase materials unless they would like to build their own easel for home or classroom use. This will be an opportunity to become acquainted with different “grounds” to support art media as well as materials for making our own frames for finished canvases. We will use our art class time and our mid morning break time for this trip and should not miss any time from other academic classes.

This week students will be introduce to their first guided studio assignment. AP contracts should be signed and turned into me before Friday.

Materials and Supplies: We are compiling a list of recommended materials and supplies.
Many materials and supplies will be provided from the general inventory of the art room. But advanced students may need to supplement these with materials unique to their individual projects.

August 15,2011 Grade 10

Grade ten students reviewed the course description and discussed ideas for the coming year. We will be focusing our attention on the Modern period 1800 -2011. Since, according to Henri Matisse, “all art is based on other art” we will reference art from other periods when needed. We will be using a primary on line reference http://www.theartstory.com/ .

We started our first studio exercise Friday, a tonal rendering of a still life of popcorn. This will be an opportunity for students to further develop their skills with a pencil.
Next week we will finish this exercise and continue our review of the five perceptual skills of drawing.

August 15, 2011 Grade 9

Last week we had a busy first day, getting acquainted with new students and getting reacquainted with returning students. We reviewed the course description together. Students will be required to purchase a bound sketchbook available through the school. The cost is 250. Lempira. This book will be used as a sketchbook/research journal throughout all of their high school art courses. We will start using it right away so please make this purchase through the business office as soon as possible.

Our second day of class was equally busy. We reviewed the Five Perceptual Skills of Drawing and the methods and techniques of drawing with a pencil. Then we put those techniques into practice with our first “baseline drawing”. Students used their own hand as their model for this first drawing.

Next week we will learn about the technology of Durer’s Device and use it for our first extended drawing exercise.

Welcome to AP Visual Arts 2011-2012

Welcome to Advanced Placement Studio Art

I am looking forward to a year of visual exploration and discovery. Below you will find answers to many of your questions about the AP Drawing Portfolio. In class you will get more information and clarification. This is your year to concentrate on the development of your personal "style" and to develop, explore and express your own visual ideas and interests.


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 and should be properly credited.

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 and interpret 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.
Materials in bold are required:

Sketchbook workbook journal (minimum 9x12 maximum 11x14)
An art bin to organize supplies - like a fishing tackle box and/or a storage container with a lid.
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 – “easel” brushes for use with oil or acrylic paints
Paint – acrylic only
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.

Welcome to Visual Arts 2011-2012 Grade 10

Welcome to Visual Arts Grade 10

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 and should be properly credited.

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.

Sketchbook workbook journal - purchased through the school.
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.

Welcome to Visual Arts 2011-2012 Grade 9

Welcome to High School Visual Arts Grade 9

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 3 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 (re: 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 and should be properly credited.

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.

Sketchbook workbook journal (Purchased through the school).
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.

The Butterfly Project - The Houston Holocaust Museum

Some of our butterflies pose outside the administration building.


The last project of the year for grades six and seven was the Butterfly Project.

“In an effort to remember the 1.5 million children who perished in the Holocaust, the Holocaust Museum of Houston is collecting 1.5 million butterflies. The butterflies will comprise an exhibition scheduled for Spring 2013.” See butterflyproject@hmh.org.

Our butterflies will make their way to the musuem this summer to become part of this collection to honor these children.

Students learned about - Artisit and teacher Friedl Dicker Brandeis.

"I remember thinking in school how I would grow up and would protect my students from unpleasant impressions, from uncertainty, from scrappy learning," Friedl Dicker Brandeis wrote to a friend in 1940.

Dicker-Brandeis and her husband were deported to the Terezín "model ghetto" in December 1942. She packed the two suitcases she was allowed to bring, full of art supplies. During her time at Terezín, she gave art lessons and lectures. She helped to organize secret education classes for the children of Terezín. She saw drawing and art as a way for the children to understand their emotions and their environment.

In September 1944, Brandeis was transported to Auschwitz; Dicker-Brandeis volunteered for the next transport to join him. But before she was taken away, she gave to Rosa Engländer, the chief tutor of Girls's Home L 410, two suitcases with 4,500 drawings. F. Dicker-Brandes died in Birkenau on October 9, 1944.[Her husband Pavel, survived.After the war, Willy Groag, the director of the Girl's home L 410 brought the suitcases with children's drawings to the Jewish Community in Prague. Many of these drawings and children's writing were published in the book I Never Saw Another Butterfly.

*The above is from Wikipedia

Grade 8,9,10, Advanced/AP May 31-June 3 2011

Portfolios are ready to be picked up as well as all other student work. Some students prefer to leave their work behind. All work left in the art room will be included in the...

First Ever Unclaimed Art Sale!

June 6, 7, 8 In the Art Room 7:30 am – 1:00 pm
While Supplies Last!

YES!
It is true!
Many fine pieces of original student art have been abandoned in the art room. Now YOU have the opportunity to own one of these original works.

Affordable – 10-20 (or best offer) Lempira per Art Work
All proceeds of the sale will be used to purchase materials and equipment for the art room.

Questions? See Mrs. Campbell in the art room.

May 26 Grade 10 See You Around

Grade ten takes a break but they will be back!


Alec and Theo Sign Off

Shon signs in two languages.

Today was the last class meeting for Grade 10 Art before finals and AP Exams start. Some students are leaving Discovery School, as we know we all will sooner or later. They will be missed. Grade 10 has been a joy and privilege to teach. They have met every challenge I put before them, drawing, guacoles designs, mask making, painting, and of course THE MURAL.

The epic Library Rainforest Mural will be held over for a third year. It just keeps getting better and better. We will have a first quarter 2011-2012 Reunion Lock-In to, as the Pope said to Michelangelo as he worked on the Sistine Chapel, “make and end to it”.

Students will be welcome, these busy last days of the term, to stop by the art room during spare moments to pick up art work and finish a few unfinished projects – magic wand – to catch a few minutes of quiet study or find out more about AP and Advanced Art for next year. The 2010-2011 school year is not over yet. See you around.

Thanks Sherwin Williams for such great paint!

Grade 10 - May 19, 2011

Congratulations Grade 10!

The work you displayed in the 2011 Art exhibit is testimony to your creative thinkng and technical skill. Thank you so much for all of your work in helping to put up the Art Exhibit. You are always there when I need you.

Rainforest Continues

This quarter we are putting the finishing touches on the rainforest mural. It is a joy to see how individual skills have developed as we add more foliage for creatures to hide in. Insects, lizards, birds, monkeys and a big cat are all finding a home on the library wall. Will we finish this year? We hope so!

Grade 8 - May 19, 2011

Storybook Characters at Home in the Library...calling children to READ!

Hey, Peter! Two of our characters are missing.

Maybe they are in Mr. McGreggor's Garden.

Grade 8 students worked hard to help put up the art exhibit. They cut and curled hundredes of pieces of tape, ran up and down stairs on various errands. Their big project was the assembling and hanging of the of the "Chuck Close" panel. I sincerely appreciate all of their efforts. Thank you Grade 8.

Advanced - AP Art - May 6, 2011

AP Portfolios - Packed and Carried on their way by the UPS Man! Hooray!

Congratulations to Maria Steffania and Jan for being the first Discovery students to complete the Advanced Placement Drawing Portfolio!

Our two AP portfolio students Maria Steffania and Jan put the final touches on their digital portfolio and pushed the button to upload their work to the college board. Then they put five original works in the special portfolios sent by the AP College Board and carefully packed them. They were checked by Miss Gloria and handed over to the UPS Man. They are on their way.
The students should get feed back on their work sometime in July.