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BRANTLEY BURNS
STUDIO ARTS
Brantley Burns Locker

Brantley Burns

ART 1 SYLLABUS

 

Studio Art 1

Instructor:

Mr. Burns

Phone:

(912)-842-8469

Classroom:

425

E-Mail Address:

bburns@bullochschools.org

Contact Times:

M – F 8am-5pm

WebsiteLink:            

 

 

 

 

Tutoring Hours:

After school by appointment

 

 

Vision:

The Bulloch County Board of Education will be a model of excellence in public education that puts its students first and maximizes its resources. Skilled and motivated professionals will provide high-quality service to their customers and work in accountable partnerships with all stakeholders.  We will be a platform for our community’s vital economy and increase opportunities for our graduates in an ever-changing and competitive world.

 

Mission:

The mission of Bulloch County School System is to prepare our students for college and career readiness in an education model that is economically valuable to our community. We will strive to: foster intellectual and developmental skills for our students to the best of their potential; prepare our students to be productive citizens; use strategic business planning to maximize limited resources.

 

 

Required Textbook and Materials:

•        Sketchbook, drawing pencil and eraser are needed every day.

•        Arttalk

 

Description:

•        This is a course in the study of the visual arts. This course will be taught with a discipline based art education approach. Aesthetics, art criticism, art history, and art production will be the four major components of this class. Opportunities to succeed will be provided for both the artistically talented and for the students who may never produce art outside the art classroom.

 

 

Goals:

Meaning and Creative Thinking (MC)

Students engage in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of their own art works and the art works of others (National Standards 2 & 3).

Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering ―essential questions of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations.

 

Classroom Management Plan:

Students are expected to act with respect for the arts, fellow art members, the instructor, the equipment, and themselves.  Disruptive behavior will be recognized quickly and handled with a one on one conversation between the student and the instructor.  If a student chooses to continue to demonstrate disruptive behavior, the following steps will be followed:  1) consultation by phone with a parent/guardian by the instructor 2) required advisement of the student by a school official 3) a consultation in person with the student, their parent/guardian, the instructor and an appropriate school official 4) and finally, removal from the art program, even before the semester has ended!  This has happened to students before, so be warned.

*Some, or all, of these steps are subject to bypass in the case of an extremely unruly or disrespectful student.

 

*PDA-in ANY FORM will not be tolerated.  We are a school, and we need to conduct ourselves as young adults. The school-adopted hall pass will be issued to the student by the school and used in this class. Students who are tardy are to receive a tardy slip before entering class.

 

Contextual Understanding (CU)

Students understand the visual arts in relation to history and culture (National Standard 4).

Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities that promote personal engagement and deep knowledge in the study of art history and culture.

Production (PR)

Students create artworks by applying media, techniques, and processes to formulate and express their own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences.

Assessment and Reflection (AR)

Students critique works of art, reflecting upon and assessing the characteristics and merits of their own work and the artwork of others (National Standard 5). Students learn to describe and assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning on their own.

Requirements:

Students will behave in a manner that is conducive to learning. This includes arriving to class on time. Familiarize yourself with the school-wide tardy policy.  Students are expected to respect the rights of others to learn in an environment that is safe, clean, and free from distractions and annoyances. No person will be allowed to interfere with the learning of others. Policies found in the school and county handbooks will be followed in the art classroom.

 

Class Guidelines for Success:

1. Be prepared for class – bring PLANNER, sketchbook, pencils, etc. to class every day.

2. Be to class on time.

3. Listen to and follow directions – ask questions.

4. Respect the people, equipment and furnishings in the art room.  Get permission to use other’s materials.

5. Use all tools safely and properly. 

6. Be honest and accountable for your actions.

7. Use time wisely – stay on task and work towards project and assignment objectives.

8. Work quietly – use appropriate language and have appropriate conversations.

9. Be responsible for work area and tools – clean up after yourself!

10. Have a positive attitude. Try your best every day.

SKETCHBOOKS/Journal

Students will be required to keep a sketchbook that will have assignments and self-discovery projects. 

Sketchbooks will also be used to record written and visual ideas for your projects. It is a place to practice and work out problems before you begin a project.

Students will be given short topics to think about, research and discuss. Grading will be based on the level of thought and effort put into the written and/or drawn response. 

Weekly Progress Grades

Each week you will be given a weekly progress grade.  Your weekly progress grade will be based on the ten class guidelines for success and sketchbook/journal assignments. 

Tests

Yes, there are tests in art. Art is a language that has a vocabulary and content. Testing will be one method of measuring how well you are learning the language and mastering the content. Tests will cover notes, lectures/discussion, textbook content, handouts, etc. Depending on amount of information covered, test may count as a project grade or daily.

Projects

Projects will be assigned with specific objectives and assessable yet, open ended outcomes. A rubric will be given for most major projects.

Soft Skills:

 

•        optimism

•        common sense

•        responsibility

•        a sense of humor

•        integrity

•        empathy

•        teamwork

•        communication

•        good manners

•        sociability

 

 

 

 

 

Study Habits:

 

•        Draw outside of class every day.

•        Carry your sketchbook everywhere you go.

•        Collect images. Create a picture file by cutting and pasting images into your sketchbook.

•        Take notes and participate in class discussions.

•        Study for all tests.

 

 

Additional Resources:

Scholastics Art Magazine

Text resources found in room. See Mr. Morris for borrowing materials

Media Center for art books and resources.

The internet. There are many art related websites just at the click of a mouse button. Pick a topic and search.

 

 

Grading Policy:

•        Major Grades: 40%

•        Daily Quizzes/Homework/Classwork: 40%

•        Final Exam/project: 20%

 

 

 

 

COURSE SCHEDULE

1ST SEMESTER

 

Week

Topic

Homework

Week 1

Intro to class, rules, expectations, location of supplies, art criticism, creativity/artistic skills pre-assessment (still-life drawing)

 

Week 2

Intro to elements and principals of art.

Sketchbook/Journal Assignment 1

Week 3

Introduction to line, line types and direction.

 

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Week 4

Contour line

Sketchbook/Journal Assignment 2

Week 5

Gesture drawing

 

Sketchbook /Journal Conference

Week 6

Intro to shape

 

Sketchbook/Journal Assignment 3

Week 7

Form

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Week 8

Space

Positive/Negative Space

Sketchbook/Journal Assignment 4

Week 9

Form (2D drawing) 1st 9 Weeks Assessment

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Week 10

Perspective Drawing

Sketchbook/Journal Assignment 5

Week 11

Form (clay)

Sketchbook/Journal Conference

Week 12

Form (clay)

Sketchbook/Journal Assignment 6

Week 13

Color Theory

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Week 14

Introduction to Texture Tactile/Visual Texture

Sketchbook/Journal Assignment 7

Week 15

Simulated/Invented Texture 

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Week 16

Rhythm

Sketchbook/Journal Assignment 8

Week 17

Pattern

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Week 18

2nd 9 Weeks Assessment

Sketchbook/Journal Conference

 

2ND SEMESTER

 

Week

Topic

Homework

Week 19

Movement

 

Week 20

Balance

Sketchbook/Journal Assignment 1

Week 21

Proportion

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Week 22

Scale

Sketchbook/Journal Assignment 2

Week 23

Golden Mean

Sketchbook /Journal Conference

Week 24

Distortion

Sketchbook/Journal Assignment 3

Week 25

Variety

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Week 26

Emphasis

Sketchbook/Journal Assignment 4

Week 27

3rd 9 Weeks Assessment

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Week 28

Famous Artist Study 1

Sketchbook/Journal Assignment 5

Week 29

Famous Artist Study 2

Sketchbook/Journal Conference

Week 30

Famous Artist Study 3

Sketchbook/Journal Assignment 6

Week 31

Self-Portrait using favorite media

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Week 32

Still LIfe (growth assessment)

Sketchbook/Journal Assignment 7

Week 33

Still Life (growth assessment)

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Week 34

2D Design: Album Cover

Sketchbook/Journal Assignment 8

Week 35

3D Design: found object sculture

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Week 36

End of  Course Assessment

Sketchbook/Journal Conference

 

 

 

Major Examinations/Projects:

 

•        A benchmark exam/project counting 20% will be given at the end of 18 weeks and another one at the end of 36 weeks.

•        You will also have a major project every 1.5 to 2 weeks

ART 2 SYLLABUS

 

Studio Art 2

Instructor:

Mr. Burns

Phone:

(912)-842-8469

Classroom:

425

E-Mail Address:

bburns@bullochschools.org

Contact Times:

M – F 8am-5pm

WebsiteLink:            

 

 

 

 

Tutoring Hours:

After school by appointment

 

 

 

 

Vision:

The Bulloch County Board of Education will be a model of excellence in public education that puts its students first and maximizes its resources. Skilled and motivated professionals will provide high-quality service to their customers and work in accountable partnerships with all stakeholders.  We will be a platform for our community’s vital economy and increase opportunities for our graduates in an ever-changing and competitive world.

 

Mission:

The mission of Bulloch County School System is to prepare our students for college and career readiness in an education model that is economically valuable to our community. We will strive to: foster intellectual and developmental skills for our students to the best of their potential; prepare our students to be productive citizens; use strategic business planning to maximize limited resources.

 

 

Required Textbook and Materials:

Sketchbook, pencil, eraser everyday

Arttalk

 

Description:

This is an intermediate course in the study of the visual arts. Art Comprehensive 1 is a prerequisite for taking this class. This course will be taught with a discipline based art education approach. Aesthetics, art criticism, art history, and art production will be the four major components of this class. Opportunities to succeed will be provided for both the artistically talented and for the students who may never produce art outside the art classroom.

 

 

Goals:

 Meaning and Creative Thinking (MC)

Students engage in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of their own art works and the art works of others (National Standards 2 & 3).

Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering ―essential questions of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations.

Contextual Understanding (CU)

Students understand the visual arts in relation to history and culture (National Standard 4).

Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities that promote personal engagement and deep knowledge in the study of art history and culture.

Production (PR)

Students create artworks by applying media, techniques, and processes to formulate and express their own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences

Assessment and Reflection (AR)

Students critique works of art, reflecting upon and assessing the characteristics and merits of their own work and the artwork of others (National Standard 5). Students learn to describe and assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning in their own

 

 

Classroom Management Plan:

Students are expected to act with respect for the arts, fellow art members, the instructor, the equipment, and themselves.  Disruptive behavior will be recognized quickly and handled with a one on one conversation between the student and the instructor.  If a student chooses to continue to demonstrate disruptive behavior, the following steps will be followed:  1) consultation by phone with a parent/guardian by the instructor 2) required advisement of the student by a school official 3) a consultation in person with the student, their parent/guardian, the instructor and an appropriate school official 4) and finally, removal from the art program, even before the semester has ended!  This has happened to students before, so be warned.

*Some, or all, of these steps are subject to bypass in the case of an extremely unruly or disrespectful student.

 

*PDA-in ANY FORM will not be tolerated.  We are a school, and we need to conduct ourselves as young adults. The school-adopted hall pass will be issued to the student by the school and used in this class. Students who are tardy are to receive a tardy slip before entering class.

 

Requirements:

SKETCHBOOKS/Journal

Students will be required to keep a sketchbook that will have assignments and self-discovery projects. 

Sketchbooks will also be used to record written and visual ideas for your projects. It is a place to practice and work out problems before you begin a project.

Students will be given short topics to think about, research and discuss. Grading will be based on the level of thought and effort put into the written and/or drawn response. 

Weekly Progress Grades

Each week you will be given a weekly progress grade.  Your weekly progress grade will be based on the ten class guidelines for success and sketchbook/journal assignments. 

Tests

Yes, there are tests in art. Art is a language that has a vocabulary and content. Testing will be one method of measuring how well you are learning the language and mastering the content. Tests will cover notes, lectures/discussion, textbook content, handouts, etc. Depending on amount of information covered, test may count as a project grade or daily.

Projects

Projects will be assigned with specific objectives and assessable yet, open ended outcomes. A rubric will be given for most major projects.

 

 

Soft Skills:

•        optimism

•        common sense

•        responsibility

•        a sense of humor

•        integrity

•        empathy

•        teamwork

•        communication

•        good manners

•        sociability

 

 

Study Habits:

•        Draw outside of class every day.

•        Carry your sketchbook everywhere you go.

•        Collect images. Create a picture file by cutting and pasting images into your sketchbook.

•        Take notes and participate in class discussions.

•        Study for all tests.

 

 

Additional Resources:

Scholastics Art Magazine

Text resources found in room. See Mr. Morris for borrowing materials

Media Center for art books and resources.

The internet. There are many art related websites just at the click of a mouse button. Pick a topic and search.

 

 

Grading Policy:

•        Major Grades: 40%

•        Daily Quizzes/Homework/Classwork: 40%

Final Exam/project: 20%

 

 

 

 

 

COURSE SCHEDULE

 

Week

Topic

Home Practice

Weeks 1/2

Intro to class, rules, expectations, location of supplies, art criticism, creativity/artistic skills pre-assessment (still-life drawing.)

Sketchbook: “How I see myself” 1 page written (add drawings, doodles, etc..) 

Weeks 3/4

Review of elements and principals of art.

Observation: Draw a table (home, lunchroom, classroom, etc.)

Weeks 4/5

Intermediate level of study of Line

Gesture figure studies, formal figure studies

Draw 5 gesture drawings of someone “doing something”

Weeks 6/7

Intermediate level of study of Line

Gesture figure studies, formal figure studies

Spend 1 hour drawing your face using a mirror NOT a photo

Weeks 8/9

Intermediate level study of shape, form, space

Draw the interior of a closet. Cropping the composition.  Focus on floor/shoes.

Weeks 10/11

Intermediate level study of shape, form, space.

Mid Section of closet

Weeks 12/13

Intermediate level study of positive/negative space

Top Section of Closet

Weeks 14/15

Intermediate level study of form

Hand drawing with shadows.

Weeks 16/17

Intermediate level study of form.

Mid-term Assessment

Found object drawing

Weeks 18/19

Intermediate level study of color theory

Bring in object from nature to analyze for color study

Weeks 20/21

Intermediate level study of color theory

Color Wheel from magazine cutouts

Weeks 22/23

Intermediat level study of texture

leaf rubbings in sketchbook

Weeks 24/25

Intermediate level study of pattern, rhythm, movement

copy in sketchbook interesting patterns that you see

Weeks 26/27

Intermediate study of pattern, rhythm, movement

find interesting religious symbols.  Repeat to make interesting pattern

Weeks 28/29

Intermediate level study of balance

Thumbnail sketches of possible compositions for class project

Weeks 30/31

Intermediate level study of proportion, scale, golden mean

Thumbnail sketches of possible compositions for class project

Weeks 32/33

Intemediate level study of distortion, variety, emphasis

Thumbnail sketches of possible compositions for class project

Week 34/35

End of term assessment

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Major Examinations/Projects:

 

Projects/examinations are due/given at end of each unit of study.

AP ART SYLLABUS

 

AP STUDIO ART

Instructor:

Mr. Burns

Phone:

(912)-842-8469

Classroom:

425

E-Mail Address:

bburns@bullochschools.org

Contact Times:

M – F

8am-5pm

WebsiteLink:            

 

 

 

 

Tutoring Hours:

After school by appointment

 

 

 

Vision:

The Bulloch County Board of Education will be a model of excellence in public education that puts its students first and maximizes its resources. Skilled and motivated professionals will provide high-quality service to their customers and work in accountable partnerships with all stakeholders.  We will be a platform for our community’s vital economy and increase opportunities for our graduates in an ever-changing and competitive world.

 

Mission:

The mission of Bulloch County School System is to prepare our students for college and career readiness in an education model that is economically valuable to our community. We will strive to: foster intellectual and developmental skills for our students to the best of their potential; prepare our students to be productive citizens; use strategic business planning to maximize limited resources.

 

Classroom Management Plan:

Students are expected to act with respect for the arts, fellow art members, the instructor, the equipment, and themselves.  Disruptive behavior will be recognized quickly and handled with a one on one conversation between the student and the instructor.  If a student chooses to continue to demonstrate disruptive behavior, the following steps will be followed:  1) consultation by phone with a parent/guardian by the instructor 2) required advisement of the student by a school official 3) a consultation in person with the student, their parent/guardian, the instructor and an appropriate school official 4) and finally, removal from the art program, even before the semester has ended!  This has happened to students before, so be warned.

*Some, or all, of these steps are subject to bypass in the case of an extremely unruly or disrespectful student.

 

*PDA-in ANY FORM will not be tolerated.  We are a school, and we need to conduct ourselves as young adults. The school-adopted hall pass will be issued to the student by the school and used in this class. Students who are tardy are to receive a tardy slip before entering class.

 

 

In our school, the AP studio art classes will necessarily meet together in the same class period. To accommodate as many upper level students as possible, Art 2 through 5 students will also be on the roster. It is often very advantageous to all the students. Ideas and techniques discussed with the Art 2 through 5 students often provide good reviews for the AP students, while upper level instruction and ideas given to the AP students give the lower level students new goals to achieve. Because of the multilevel nature of the class, the AP students must be able to work independently, have a basic knowledge of media, and be able to take initiative and risks in their art without the teacher.

 

Instructional Goals:

The instructional goals of the AP Studio Art program can be described as follows:

•         Encourage creative and systematic investigation of formal and conceptual issues.

•         Emphasize making art as an ongoing process that involves the student in informed and critical decision making.

•         Help students develop technical skills and familiarize them with the functions of the visual elements.

•         Encourage students to become independent thinkers who will contribute inventively and critically to their culture through artmaking.

 

AP courses should address three major concerns that are constants in the teaching of art: (1) the student’s ability to recognize quality in her or his work; (2) the student’s concentration on a sustained investigation of a particular visual interest or problem; and (3) a range of approaches to the formal, technical and expressive means of the artists. AP work should reflect these three areas of concern: quality (selected works), concentration (sustained investigation) and breadth (range of approaches).

 

General Learning Outcomes:

The student will:

• Choose which exam portfolio program is appropriate.

• Show an understanding of the focus of the portfolio selected.

• Demonstrate a breadth of high-quality work, 12 pieces.

• Develop a personal concentration of 12 pieces.

• Select five top-quality, excellent pieces for presentation.

• Discuss and record the development of the concentration.

• Explore postsecondary options.

 

Course Content:

AP Studio Art has been developed to accommodate serious art students who have expressed an interest in completing the AP Drawing Portfolio or the AP 2-D Design Portfolio. Through studio practice, application of design concepts and informed decision making, these 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 investigate all three parts of their portfolios as required by the AP College Board: Quality, Concentration, and Breadth. All work will be documented through out the year by digital photos.

 

The Quality section of the portfolio is 5 pieces of work that are chosen from breadth and concentration and sent to the AP Board for judging. In the Drawing and 2-D Design Portfolios, this quality work will be physically sent to the College Board in portfolios provided by the College Board.

 

The Concentration section of the portfolio will consist of 12 high quality artworks that clearly demonstrate that the student has developed a body of work by investigation of a theme or idea. The concentration section must show growth and discovery. In all three portfolios, digital photos will be submitted to document this process of discovery.

 

The Breadth section of the portfolios will consist of 12 artworks that show a variety of mediums, techniques, approaches to drawing and 2-D design. The students should clearly demonstrate their knowledge of the elements and principles of art in these works. Units of study will be presented to satisfy this requirement for each portfolio. 12 digital photos will be submitted for this section.

 

Students will be challenged to develop their own personal work. Students will develop and demonstrate mastery of concept, composition, and execution of their personal ideas and themes in drawing. Students will also understand that art making is an ongoing process that uses informed and critical decision making to determine outcomes to problems. Students will be expected to develop a comprehensive portfolio, journal, and ongoing sketchbook, and they will also be expected to complete homework and all other images worked on outside of school that address each of these issues in a personal way. Formulaic solutions to problems are discouraged. Preliminary sketches, stories, thoughts, color schemes, and weekly observational assignments and ideas should be kept.

 

Ethics, Artistic Integrity and Plagarism:

Any work that makes use of (appropriates) photographs, published images and/or other artists’ work must show substantial and significant development beyond duplication.  This is demonstrated through manipulation of the formal qualities, design and/or concept of the source.  The student’s individual “voice” should be clearly evident. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy another artists’ work or imagery (even in another medium) and represent it as one’s own.

 

Assessment and Evaluation:

Portfolio Development (65 percent)

• 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

Final exam for 2-D Design and Drawing will consist of the following:

•          Power point presentation of all art works and journaling.

•          Digital portfolios for both Concentration and Breadth sections.

•          Five Quality art works for Section 1, prepared for mailing.

 

Midterm Exam (5 percent)

•         Written Exam over College Board requirements, rubric information, and terms.

 

Homework (15 percent) Due every Thursday. 10 points off if turned in on Friday.

 

Lab Conduct (15 percent)

• 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 duties and storage of work

 

First Semester:

 

Overview

AP students will be presented with a series of teacher-initiated assignments, designed to generate quality art work for the Breadth portion (section III) of the Drawing or 2-D Design portfolio requirements. This 12 work requirement should be met by the end of the first semester in December. It is also anticipated that the students will begin to discover personal interests and artistic strengths, leading them towards work on their concentration focus for section II of the portfolio. Students will use their homework sketchbooks to begin exploring this area, as well as to hone their drawing and design skills through weekly assignments. By the close of the first semester, students should have 12 digital photos of their breadth entries.

 

Course Outline for 1st Semester by Assignments:

 

                               Week 1 (1st 9 weeks)

 

Drawing Portfolio

Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;

Critique of summer homework.

1 page typed “How do you see yourself?”

Homework: write about 5 things most important; 3 artists or art styles most appealing.

Bring all art pieces that you have for conference with teacher.  (EVERYTHING)

2-D Design Portfolio

Introduction to AP: poster, requirements, view CD from College Board on Quality, Breadth and Concentration;

Critique of summer homework

1 page typed “How do you see yourself?”

Homework: write about 5 things most important; 3 artists or art styles most appealing.

Bring all art pieces that you have for conference with teacher.  (EVERYTHING)

                               Week 2

 

Drawing Portfolio

Assignment: “Knot is not a knot” still life fabric

1st conference on concentration

Homework: The observation of a kitchen, counter, cabinet, sink, table, etc…Medium Pencil

2-D Design Portfolio

Same as drawing, with emphasis on composition, positive/negative space.

                               Week 3

 

Drawing Portfolio

“Popular Mechanics of Bicycles”- study of bike in graphite and color pencil.

Homework: Concentration Piece

2-D Design Portfolio

Same as drawing, but may be collage, different media.

                               Week 4

 

Drawing Portfolio

Interior perspective of art room (or some other area in school). Progress reports- 3 digital photos due; PowerPoint began.

Homework: Choice Assignment: Drawing medium such as pencil, colored pencil, oil pastel, chalk pastel, etc…

2-D Design Portfolio

Same as drawing, with more emphasis on design. Progress reports- 3 digital photos due; PowerPoint began.

                               Week 5

 

Drawing Portfolio

Part 2 perspective assignment – surreal elements added to same space.

2nd conference on concentration.

Homework: Interior of a closet, cropping the composition, Focusing on floor with shoes, a variety of styles of shoes with emphasizing detail. Medium: Pencil

2-D Design Portfolio

Same as drawing.

                               Week 6

 

Drawing Portfolio

Triptych – Mat Board 1st panel

Explore concentration idea to create three pieces that go together.

Homework: Choice Assignment: Medium: pencil

2-D Design Portfolio

Same as drawing, but with strong focus on micrography for shading technique.

                               Week 7

 

Drawing Portfolio

Triptych – Mat Board 2nd panel

Homework: Add value to choice assignment from last week.

2-D Design Portfolio

Same as drawing.

                               Week 8

 

Drawing Portfolio

Triptych – Mat Board 3rd panel

Homework: Interior of a closet focusing on the mid section of the closet utilizing the sleeves of shirts, coats, jackets, skirts, blouses, and etc…Medium: Pencil IN CONTOUR 18x24

2-D Design Portfolio

Same as drawing

                               Week 9

 

Drawing Portfolio

Powerpoint Presentation of All 8 pieces, and All homework assignements Due.  Class critique using College Board Rubic. 

Homework: Add value to last week’s assignment

2-D Design Portfolio

Same as drawing.

                             Week 10

 

Drawing Portfolio

Figure study- Ink with tree limbs

Carved sticks

Homework: Interior of a closet focusing on the top section of the closet with the collars of the shirts, coats, jackets, skirts, blouses, and etc…medium: pencil IN COLOR 18x24

2-D Design Portfolio

Figure collage using cut paper in subtle values.

                               Week 11

 

Drawing Portfolio

“Larger than Life”- Head study in graphite. Using Mirror. NO PHOTO

Homework: Add value to closet drawing

2-D Design Portfolio

Same, but with multiple views or pattern in background.

                               Week 12

 

Drawing Portfolio

Fabric.  Emphasize shadows.

4th conference on concentration.

Homework: Choice from Concentration in contour

2-D Design Portfolio

4 phase graphic design: do still life in 4 different mediums.

4th concentration conference.

                               Week 13

 

Drawing Portfolio

“Human presence without human form”- a portrait without a face! In graphite.

Homework: Concentration Section: Add Color

 

2-D Design Portfolio

Same as drawing.

                               Week 14

 

Drawing Portfolio

Still Life: “Dead Man’s Party” Progress reports-3 new digital photos due. 4 new slides due on PowerPoint with reflections.

Homework: Choice or Concentration Contour

2-D Design Portfolio

Same as drawing.

                               Week 15

 

Drawing Portfolio

Foreshortening on extra large paper or combined paper. Can be with mixed media.

Homework: Finish in Contour or value for Quality Section

2-D Design Portfolio

 

Same as drawing, with mixed media.

                               Week 16

 

Drawing Portfolio

Isolated Form

Homework:

2-D Design Portfolio

Same as drawing.

                               Week 17

 

Drawing Portfolio

“Happy Plates”- Draw your plate after a meal. Any media.

Homework:

2-D Design Portfolio

Same with strong design and message.

                               Week 18

 

Drawing Portfolio

Midterm Exam and Portfolio Review

3 new digital photos due; 15 total slides due on the PowerPoint with 10 reflections.

Conference: Plans for concentration over the holiday break

2-D Design Portfolio

Same as drawing.

 

Second Semester:

 

Overview

AP students will be challenged to focus on their concentration section at this time, even though some breadth assignments may still be given in class if needed. Each student will have met privately with the teacher on several occasions to discuss their concentrations ideation and development. Considerable time will be devoted to the highly personal nature of the concentration and class and homework assignments will be given to aid in this process of personal discovery. Students will also keep a sketchbook journal of visual ideation and written reflections of this process. At least 2 weeks before the end of the semester, students will have all 24 digital photos taken for their breadth and concentration sections. They will have chosen their five quality pieces as well.

 

 

Critiques:

The majority of class time will be used to create artwork. However, a mid-point and a final class critique will be held for each in-class project. Students will be expected to participate in all critiques and their participation will count in their lab grade. In addition, one-on-one conferences will be held with each student at regularly scheduled intervals to determine progress, strengths and weaknesses, and overall direction of art work, especially in regards to their work in the Concentration section of their portfolio. Blind “reader” events, where other teachers act as AP readers using the AP rubric, will be held twice to determine student progress.

 

Summer Homework:

Art is an ongoing process, and should be continued during the summer to keep drawing and 2-D design skills at their best. Each assignment was designed to help with your AP requirements as well.  Summer assignments will be graded for extra credit the first week of school

 

Homework:

Students will be given specific homework assignments each week, or they may be asked to complete class assignments for homework. Each assignment is designed to reinforce skills taught in class. Homework will also help in the ideation process needed for the concentration section of the portfolio. Students should expect to spend four or more hours per week outside of class on their art homework.

 

Exhibitions and Competitions:

AP Studio Art students are encouraged to participate in exhibitions and competitions in the community, as well as showing their work in our school art show in May. Students will also receive extra credit for attending local art shows and exhibitions at museums in the area.

 

Open Studio:

Because the class time is so short and the AP standards so high, there will be extra opportunities for the students to work on their projects. Three afternoons each week will be designated as “open studio” when the class will be open for 1 1/2 hours (3-4:30pm). In addition, students can work during their lunch breaks.

 

Supplies:

Students are required to have a sketchbook (minimum 8x10). Students may purchase sketchbooks from me for $10. 

 

Teacher References and Resources:

 

AP Central ®

apcentral.collegeboard.com

 

AP Studio Art Poster. New York: The College Board, 2014-15.

 

AP Studio Art Workshop Handbook. The College Board, 2014-15.

 

AP Studio Art CD’s on Quality, Concentration and Breadth.

PowerPoint presentations on artists, art periods, cultures

 

Notes
ART CALENDAR