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.