Advanced Art

Course Description:

This course emphasizes student planning and initiation of the representation of observed and invented space. Students will create (Michigan Content Standards and Benchmarks (MCSB), Strand I), present (MCSB Strand II), and respond to artwork (MCSB Strand III) following Michigan Department of Education Visual, Performing, and Applied Arts (VPAA) guidelines. Students refine and expand mastery of two dimensional rendering and gain experience solving more complex problems in three dimensional methods of construction. Students are responsible for acquiring and using 2 and 3 dimensional references for each project.

Coursework emphasizes engagement in the creative process for the creation of artwork (VPAA c.1.1); application of communicative concepts of visual arts (VPAA p.1.1); demonstration of skillful use of visual arts tools (VPAA p.1.2); and analysis of visual arts in context (VPAA r.1.3).

Juniors or seniors may elect to repeat this studio course for credit a second time with instructor recommendation.

Foundations of Visual Art 2 units 2 TrimestersOffered to grades 10-12

Advanced ArtA

1. Texts, Books, Readings, Materials o Roukes, Nicholas. Art Synectics. Wocester, MA. Davis

Publications. 1984.o Tyree Guyton: Eyes and Soleso Materials: Students must supply a mailing tube or cardboard

portfolio to transport artwork. It should accomodate 18”x 24” work.o Students will be asked to take their own photos to use as a basis

for artwork. Disposable cameras, tradtional or digiatal are appropriate for this use.

2. Course Description, Objectives and Time Commitment.

Advanced ArtAThis course emphasizes student-initiated planning of the representation of observed and invented space. Study includes traditional academic assessment of visual art concepts and art production. Students will explore varied approaches to rendering and will be responsible for gathering 2 and 3 dimensional references for each assignment. A cardboard portfolio is recommended for transporting artwork.

Juniors or Seniors may elect to repeat this studio course for credit a second time with instructor recommendation.

Prerequisite: Art IA and Art IB 1 unit 1st of 2 Trimesters

Offered to grades 10-12Michigan Career and Employability Skills Content Standards and Benchmarks: 3.1, 3.2, 3.3, 5.1, 5.2, 5.3, 5.6, 5.8, 5.9 5.10, 5.14, 5.15, 5.16, 6.9, 6.11, 7.8, 7.9

o Students will identify and appropriately vary the character of art elements in the production of artwork.

o Students will practice and improve observational drawing using specific techniques of: a). ink rendering; b). mark making to differentiate textures; c). use of multiple references in composing an image; and d). contiued application of skills learned in Art IA, and IB.

o Students are expected to invest a weekly average of 4 hours outside of the school week in order to be successful in this course.

3. Assignments o Major topics: observational drawing, rendering with line, use of

symbolism in compostion, Sandy Skoglund, light source as integral to composition, one point linear perspective, two point linear perspective.

o Assessments include: Line drawing of shapes to represent a word, still life/visual pun, narrative interior space, timely aquistion of references, quizzes, and essay anaylisis of artwork.

o Required special events: NHS artwork is displayed annually in the countywide Art Fair. The Art Fair is scheduled for late April/early May, therefore the instructor will frequently hold artwork for display until the fair. The specific dates and location will be announced in-school in the spring. The week after display students may claim work. Unclaimed artwork becomes the property of the school.

4. Grading / Evaluation o Grades are wieghted. Traditional academic assessments and

homework assignments each make up 25% of trimester grades. The remaining 50% will be based on demonstration of skills taught in the production of artwork.

o A written exam and demonstration of drawing techniques will make up 20% of the final grade.

5. Note

o Mailing tubes may be purchased from the Post Office or most supermarkets. Cardboard portfolios may be purchased at Michaels, Jo-Ann’s. Economy Art and Frame, or art supply stores.

Advanced Art: Standards and Benchmarks

Strand I: PerformStandard: All students will apply skills/knowledge to perform in the arts.

Benchmarks: 1. Apply materials, techniques, media technology, and processes with

skill, confidence, and personal intent. (non-production)2. Intentionally use art material and tools effectively to communicate

ideas. (non-production) 3. Apply organizational principles and functions to solve specific visual

arts problems. (non-production)4. Be involved in the process and the presentation of final product or

exhibit. (non-production)

Strand II: CreateStandard: All students will apply skills and knowledge to create in the arts.

Benchmarks: 1. Apply materials, techniques, media technology, and processes with

skill, confidence, and personal intent. (production)2. Create artworks that use organizational principles/functions to solve

specific visual arts problems. (production)3. Describe origins of images/ideas and explain why they are of value

in their artwork and in others’. (production)4. Apply/adapt subjects, symbols, and ideas in artworks and use skills

gained to solve problems in daily life. (production)5. Improve ability to integrate structures/characteristics/principles for

commercial/personal purposes. (production)6. Create media productions that demonstrate knowledge, contexts,

values and aesthetics. (production)

Strand III: AnalyzeStandard: All students will analyze, describe, and evaluate works of art.

Benchmarks: 1. Analyze effectiveness of selections in communicating ideas and

reflect upon the effectiveness of choices. (non-production)2. Identify intentions/implications of purposes, and justify analyses of

purposes in particular works. (non-production)3. Describe how expressive features and organizational principles

cause responses. (non-production)4. Reflect upon the characteristics and assess the merits of one’s

personal artwork. (production)5. Reflect and analyze the personal experiences that influence the

development of personal artwork. (production)

Strand IV: ContextStandard: All students will understand/analyze, arts in historical contexts.

Benchmarks: 1. Reflect how subjects/ideas/symbols differ visually

/temporally/functionally with respect to history and culture.2. Describe functions/explore meanings of art objects within varied

cultures, times, and places.3. Analyze contextual relationships of art works; justify conclusions

and use to inform personal artwork.

Strand V: ConnectingStandard: All students recognize/analyze connections among arts; between arts, other disciplines and everyday life.

Benchmarks: 1. Speculate how future tech. may impact art in everyday life.2. Describe the characteristics of a variety of visual arts careers.3. Compare materials/tech./processes of arts disciplines.4. Compare characteristics of arts with ideas/themes in humanities.

Unit I: Elements and Principles of Design

Week 1: Review elements of design. Practice contour drawing from observation. Review rendering techniques in pencil and ink.

Week 2: Plan and complete a parallel line drawing using overlapping forms based on objects of personal interest.

Week 3: Introduction of new modeling techniques.

Week 4: Planning a visual pun or associative analogy after Sandy Skoglund’s conceptual photographs.

Unit II: One and Two Point Linear Perspective

Week 5: Review 1 point perspective exterior and interior. Introduce 2 point perspective exterior.

Week 6: Rendering perspective exterior as a science fiction setting, using chalk to show cast shadows.

Week 7: Introduce 2 point perspective interior. Build a drawing from observation. (Field trip option).

Week 8: Render perspective interior with ink and water color pencils to emphasize the interior textures.

Unit III: Conceptual Art: Developing a Message

Week 9: Review gesture drawing and anatomy for the artist. Practice contour, and graphite rendered faces.

Week 10: Practice gesture/figurative drawing with ink, colored pencil and water color. Responding to environment or found images by photographing the figure, at full or zoom to illustrate/expand an idea.

Week 11: Developing photographs into collaged drawings/paintings using distortion and merged imagery.

Week 12: Introducing contemporary conceptual art.

Assessments

Hands-on ProjectsParallel line composition, visual pun, two point perspective from observation, gesture drawing to illustrate/expand an idea, introduction of distortion techniques (project evaluations attached, pp. 9-12).

LabsContour Drawing Practice, Introduction of New Modeling Techniques to Achieve Variety in Textures, Review of One Point Linear Perspective, Introduction to Two Point Linear Perspective, Gesture Drawing Practice, and Introduction to Conceptual Art.

EssaysComparison of student production to masterwork examined in context of course study at the end Unit I and II (essay evaluations attached, pp. 13-14).

Unit TestsUnit I: Elements and Principles of Design (pp. 15-16).Unit II: One and Two Point Linear Perspective (pp. 17-18).Unit III: Conceptual Art: Developing a Message (19-20).

PerformancesUnit III; weeks 10 and 11 students will take photographs incorporating the figure as a central element of design, used to illustrate/expand and idea.

PortfoliosThough not required, students are encouraged to save portfolio exhibits from Art 2A demonstrating mastery in: illustration, ink rendering, graphite rendering, two point linear perspective, and distortion.

Final ExamSelf-Assessment (p. 21).

Project Evaluation:// Line Drawing of Repeating Form

Title reflects subject/media, play on words, image relates to an idea, mood or attitude: _____________________________________________________ + 5

Compositional Objectives:I. Student used repetition effectively compositionally. + 10

II. Clarity and sophistication of message is clear. + 10

Rendering Objectives:I. Student’s // line modeling technique makes the light source clear. + 5

II. Student’s // line modeling technique shows wide range in value. + 10

III. Student’s // line modeling technique shows high contrast in value. + 5

IV. Student’s use of 2 or more colors emphasizes one of the following: + 10A. Isolation of one form from many.

orB. Tonal areas of shadow contrast with existing pen & ink gradation.

orC. Specific color scheme used to unify composition: monochromatic,

complimentary, analogous.

+ /50

Project Evaluation: Still Life/Visual Pun or Associative Analogy

Title reflects message clearly and thoughtfully:

__________ _____________________________________________________ + 5

Compositional Objectives:I. Accurate use of References + 20

II. Student made effective compositional use of the page. + 5

III. Student’s composition leads the viewer into a “story” or message.+ 10

Rendering Objectives:IV. Student’s modeling techniques make the light source clear. + 10

V. Student’s modeling techniques show wide range in value. + 10

VI. Student’s modeling technique shows high contrast in value. + 10

VII. Student skillfully demonstrated 3 or more different simulated textures. + 10

VIII. Student skillfully used indenting in balanced textural rendering. + 10

IX. Student skillfully used rubbings in balanced textural rendering. + 10

+ /100

Project Evaluation: Two Point Perspective NarrativeTitle reflects subject/media, play on words, story, mood or attitude: ________________________________________________________________ + 10

Objectives in Planning Composition:I. Student effectively and appropriately used observation of references

to construct an architectural environment of his/her own invention. + 10

II. Student used 2 vanishing points accurately to construct the environment. + 20

III. Student made effective compositional use of the page. + 10

IV. Student used environmental “accessories” (exterior or interior) to create a backdrop that clearly relates to figurative action. +10

V. Student uses accessories as integral part of the narrative—helping to tell the story. + 10

VI. Student used a variety of textures in the environment and figures. +10

VII. Student’s use of figures demonstrates application of the cannon of proportion and clear use of photographic references. +10

VIII. Student’s placement and emphasis of 3 or more human figures advances a “story-line” for this narrative by creating action and interaction. +10

+ /100

Objectives in Rendering:I. Student varies pen & ink mark-making techniques to create 3 or more distinct

textures. + 10

II. Textures are effectively integrated to unify the composition. + 20

III. Student’s pen & ink technique makes effective use of form + 20and cast shadows.

IV. Student’s shows wide range and high contrast in value. + 10

+ /60

Project Evaluation: Gesture Drawing After a ThemeTitle reflects subject/media, play on words, image relates to an idea, mood or attitude: _____________________________________________________ + 5

Objectives in Planning Composition:I. Student effectively and appropriately used references/research to develop

gesture compositions of his/her own invention (roll of 24 photos). + 5

II. Student used the page well, drawing viewer’s gaze viewer over entire surface of the drawing through thoughtful image placement. +5

III. Drawing demonstrates knowledge of anatomy and canon of proportion to accurately depict the human form. +5

V. Student added artifacts, related imagery to support/extend the idea. +5Objectives in Rendering:I. Drawing demonstrates pursuit of increased accuracy, addition of meaningful

detail beyond the initial gesture. + 5

II. Color choice reflects/contributes effectively to the mood/message of the figure arrangement. + 5

III. Figure(s) are rendered with fully developed form shadows. + 5

IV. Figure(s) are rendered with fully developed cast shadows. + 5

V. Figure(s), background, artifacts work together to successfully communicate and enrich the idea. + 5

+ /50

Project Evaluation: Distortion/Merged ImageryTitle reflects subject/media, play on words, image relates to an idea, mood or attitude: _____________________________________________________ + 5

Objectives in Planning Composition:I. Student effectively and appropriately used references/research to develop

compositions of his/her own invention (roll of 24 photos). + 5

II. Student used the page well, drawing viewer’s gaze viewer over entire surface of the drawing through thoughtful image placement. +5

III. Drawing demonstrates knowledge of distortion technique studied in class: stretched grid, varied scale grid, woven images, superimposition, etc… +5

Objectives in Rendering:I. Drawing demonstrates pursuit of increased accuracy, addition of meaningful

detail beyond the initial references. + 5

II. Color choice reflects/contributes effectively to the mood/message of the images.

+ 5III. Student’s media of choice is appropriate and advances the planned

purpose/message. + 5

IV. Student’s planned purpose/message is clear. + 5

+ /40

Essay Assignment:

Compare and contrast Sandy Skoglund’s work to your visual pun. Consider similarities and differences in subject matter (what is depicted in the artwork), technique (process/procedure used to make marks), media (materials used), and purpose (why the image was made).

Introduction explains the background of how your visual pun was produced and explores why looking at master art work is useful to a beginning artist. +10

Body paragraphs: Compare and contrast subject matter with descriptions of what is depicted in

each work of art. +5 Compare and contrast technique with descriptions of the process or procedure

used to make the marks on each work of art. +5 Compare and contrast media with descriptions of materials used to create each

work of art. +5 Compare and contrast purpose with explanations of why each image was

made. +5

Concluding paragraph(s) explains how your visual pun is better, or could be better, through study of master artworks. (Include what kind of images would most benefit you and what you would like to study about the images.) +10

Essay incorporates use of art terminology appropriately to advance the ideas of the writer. (Terms may include: value, tone, gradation, perspective, overlapping, converging lines, parallel lines, literal lines, implied lines, cast shadows, form shadows, organic, geometric, positive space, negative space, or others.) +5

Essay is presented according to NHS minimum standards: +5 Double spaced. Typed or written legibly in ink. Spell checked. Complete sentences.

+ /50

Essay Assignment:

Compare and contrast M.C. Escher’s work with your perspective drawing. Consider similarities and differences in subject matter (what is depicted in the artwork), technique (process/procedure used to make marks), media (materials used), and purpose (why the image was made).

Introduction explains the background of how your perspective was produced and explores why looking at master art work is useful to a beginning artist. +10

Body paragraphs: Compare and contrast subject matter with descriptions of what is depicted in

each work of art. +5 Compare and contrast technique with descriptions of the process or procedure

used to make the marks on each work of art. +5 Compare and contrast media with descriptions of materials used to create each

work of art. +5 Compare and contrast purpose with explanations of why each image was

made. +5

Concluding paragraph(s) explains how your perspective is better, or could be better, through careful study of master artworks. (Include what kind of images would most benefit you and what you would like to study about the images.) +10

Essay incorporates use of art terminology appropriately to advance the ideas of the writer. (Terms may include: value, tone, gradation, perspective, overlapping, converging lines, parallel lines, literal lines, implied lines, cast shadows, form shadows, organic, geometric, positive space, negative space, or others.) +5

Essay is presented according to NHS minimum standards: +5 Double spaced. Typed or written legibly in ink. Spell checked. Complete sentences.

+ /50