Course Syllabus
Art 8
Faculty
Ms. M Pavlovic
This course is designed to expand upon the students’ art knowledge, through an introduction to visual literacy and personal expression. The students will engage in conversations regarding relevant historical and contemporary art including First Nations perspectives and narratives. Through the exploration of various mediums, the boys will increase their confidence as artists, while being encouraged to find their personal voice through each assignment. This course will cover basic abstract and representational art with an introduction to conceptual development. Risk taking and creative thinking will be strongly emphasized along with elements and principals of design. Sketchbooks will be utilized as a place of research, reflection and personal development as a crucial component of this course.
First People’s Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the Musqueam, Squamish and Tsleil-Waututh Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by using contemporary First People’s art within the context of the lesson. In particular, artists who investigate the practice of identity and land.
Literacy
We focus on three types of literacy within the Visual Arts Department. Visual literacy, written literacy, and verbal literacy.
Visual Literacy: Using visual language to make art.
Written Literacy: Using written reflection and writing artist statements to support our process and our art.
Verbal Literacy: using language to verbally critique each other’s work and defend our own work.
Curriculum Overview:
Art 8 is based on the new BC Curriculum available at https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/updates/educator_update_k-9.pdf At St. George’s, we will build upon the BC Curriculum with the following focus:
|
Term |
Learning |
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|
1 |
Understand |
Art making for self-expression, and art’s place in all aspects of our lives, historically, contemporarily, and as a reflection of our culture. Visual expression is the memory of humanity and as such the process of making art embodies universal human values. |
|
Do (Competencies) |
Creative process Drawing from seeing and photo references. Techniques involve sketching, shading, smudging and creating highlights with an eraser. Pose for a portrait and combine the image with the face of an animal. Draw an anthropomorphized self portrait in pencil and then shade.
Mix a colour wheel using primary colours. Paint an acrylic landscape inspired by a reference image. Explore use of brush work and paint application to create mood and sense of self expression.
Design and print a silkscreen t-shirt.
Sketchbook projects: Drawing from observation, planning drawings, drawing from memory and imagination. Researching artists and sourcing inspirational materials, reflecting on experiences, documenting concepts and techniques. Exploring aesthetics and developing personal ideas, documenting art works and producing a portfolio.
Problem solving. Testing and exploring concepts, ideas, and drawing processes
Studio maintenance Using and caring for tools, keeping the studio clean. Being aware of health and safety of materials in studio.
Core competencies. Working within an art studio demands that students demonstrate the full range of core competencies. All students are expected to contribute to the running of the studio and in doing this they learn to be responsible, humble and empathetic. No jobs are too menial and all need to be done in order to function effectively. The process itself is challenging and it demands resilience and humility. The material and the community, the tools and the equipment.
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|
|
Know (Content) |
Elements and principles of design in the visual arts Know the material properties of drawing and painting. Know the working rhythms of the studio. Know how to work within a community which is regulated by the particular needs of the art program. Know about the importance of health and safety in the art studio. Know about the context of fine art at school, in the community, historically and culturally, and in terms of contemporary culture. Begin to know self through personal exploration, research, artistic expression. Know about First peoples’ principles and their relevance to art and culture |
|
|
2 |
Understand |
Art making for self-expression, and art’s place in all aspects of our lives, historically, contemporarily, and as a reflection of our culture. Visual expression is the memory of humanity and as such the process of making art embodies universal human values. |
|
Do |
Creative process Drawing from seeing and photo references. Techniques involve sketching, shading, smudging and creating highlights with an eraser. Pose for a portrait and combine the image with the face of an animal. Draw an anthropomorphized self portrait in pencil and then shade.
Mix a colour wheel using primary colours. Paint an acrylic landscape inspired by a reference image. Explore use of brush work and paint application to create mood and sense of self expression.
Design and print a silkscreen t-shirt.
Sketchbook projects: Drawing from observation, planning drawings, drawing from memory and imagination. Researching artists and sourcing inspirational materials, reflecting on experiences, documenting concepts and techniques. Exploring aesthetics and developing personal ideas, documenting art works and producing a portfolio.
Problem solving. Testing and exploring concepts, ideas, and drawing processes
Studio maintenance Using and caring for tools, keeping the studio clean. Being aware of health and safety of materials in studio.
Core competencies. Working within an art studio demands that students demonstrate the full range of core competencies. All students are expected to contribute to the running of the studio and in doing this they learn to be responsible, humble and empathetic. No jobs are too menial and all need to be done in order to function effectively. The process itself is challenging and it demands resilience and humility. The material and the community, the tools and the equipment.
|
|
|
Know |
Elements and principles of design in the visual arts Know the material properties of drawing and painting. Know the working rhythms of the studio. Know how to work within a community which is regulated by the particular needs of the art program. Know about the importance of health and safety in the art studio. Know about the context of fine art at school, in the community, historically and culturally, and in terms of contemporary culture. Begin to know self through personal exploration, research, artistic expression. Know about First peoples’ principles and their relevance to art and culture |
|
|
3 |
Understand |
Art making for self-expression, and art’s place in all aspects of our lives, historically, contemporarily, and as a reflection of our culture. Visual expression is the memory of humanity and as such the process of making art embodies universal human values. |
|
Do |
Creative process Drawing from seeing and photo references. Techniques involve sketching, shading, smudging and creating highlights with an eraser. Pose for a portrait and combine the image with the face of an animal. Draw an anthropomorphized self portrait in pencil and then shade.
Mix a colour wheel using primary colours. Paint an acrylic landscape inspired by a reference image. Explore use of brush work and paint application to create mood and sense of self expression.
Design and print a silkscreen t-shirt.
Sketchbook projects: Drawing from observation, planning drawings, drawing from memory and imagination. Researching artists and sourcing inspirational materials, reflecting on experiences, documenting concepts and techniques. Exploring aesthetics and developing personal ideas, documenting art works and producing a portfolio.
Problem solving. Testing and exploring concepts, ideas, and drawing processes
Studio maintenance Using and caring for tools, keeping the studio clean. Being aware of health and safety of materials in studio.
Core competencies. Working within an art studio demands that students demonstrate the full range of core competencies. All students are expected to contribute to the running of the studio and in doing this they learn to be responsible, humble and empathetic. No jobs are too menial and all need to be done in order to function effectively. The process itself is challenging and it demands resilience and humility. The material and the community, the tools and the equipment.
|
|
|
Know |
Elements and principles of design in the visual arts Know the material properties of drawing and painting. Know the working rhythms of the studio. Know how to work within a community which is regulated by the particular needs of the art program. Know about the importance of health and safety in the art studio. Know about the context of fine art at school, in the community, historically and culturally, and in terms of contemporary culture. Begin to know self through personal exploration, research, artistic expression. Know about First peoples’ principles and their relevance to art and culture |
|
Assessment and Evaluation
Assessment Categories and weighting:
Students are assigned projects based on themes reflecting historical, cultural and contemporary visual arts practices. A wide variety of techniques are introduced to facilitate exploration for individual student’s self-expression. Collaboration is central to all activities in the art studio, and students are expected to work together in all aspect of studio life.
Students will be assessed in one on one meetings and group critiques. Grades will be calculated based on the following categories:
Thinking: 20%
Sketchbook -Planning, research, sketching, notes, reflection, analysis and critique.
Risk Taking and Creativity: 20%
Maquettes, testing of techniques and materials (canvas work/ studio exploration), development of ideas through engagement in process.
Communication: 40%
Finished creations, final resolution and refinement of pieces, technical mastery and confidence in demonstrated understanding of skills, documentation, display and presentation.
Personal/Social: 20%
Productivity and focus, Studio community (maintenance of tools and facilities and social cohesion/collaboration),
Resources
Art studio library
Canvas resource page
Websites as appropriate
Course Expectations
Completion of all projects and assignments.
Functional projects
Sculptural assignments
Sketchbook work
Studio community.
Contacting Me:
Melissa Pavlovic
The Studio Phone #
604) 224 1304 x3726
Email: mpavlovic@stgeorges.bc.ca
Studio Hours: 8:30- 3:00, Mon. -Fri.
Course Summary:
| Date | Details | Due |
|---|---|---|