Shadow Ridge Middle School Art
Syllabus for Art/6, 7, & 8
Teacher name: Neal Rosenblum
Course Description
In this class, the students will study and create 2 dimensional works of art. 2 dimensional is that which hangs on a wall or cannot be walked around. The studentsâ class is organized as a study in the elements of art, and how art has been used as a tool for expression by studying artists of the 19th, 20th, and 21st century. Each successive year of art will build on elements and techniques learned in the years before.
Foundation of art, taken by 6th graders will be a beginning art class focusing on color, value, and space. These building blocks will be explored through pencil drawings, pastel images from literature sources, and life story collages while studying the artists of the 19th century.
Art 7 will review the elements from Foundation, and will build on those skills. After a short review of the Elements of Art, the students will use art criticism and writing to study artists from the 20th century. The students will then use their own art as a means of expression. Projects include scratchboard drawing, monoprints, abstract self-portraits, and Surreal art.
Art 8 extends the skills developed over two years of art training, where students will apply art criticism and writing to contemporary 21st century art. Through contemporary art, they will explore the themes of humor, power, and identity (among others) in fresh and unique ways through found object sculptures/collage, comic illustrations, and acrylic painting, portrait drawing, and individual projects.
Course Content Standards/Objectives
The following are the standards from the Adams 12 visual arts curriculum.
I Communication
Students will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks.
- Describe how different media, techniques, and processes evoke different responses in the viewer of an artwork.
B Select and apply the most effective media, techniques, and processes to communicate their experiences and ideas through their artworks
II. Students know and apply of the elements of art and principles of design.
Students will demonstrate knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art.
Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.
III. Students know and apply art materials and techniques.
Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others.
A. Use visual metaphors and symbols in an artwork to convey meaning.
- Analyze and describe the relationships among subjects, themes, and symbols in communicating intended meaning through their own artworks and in interpreting the artworks of others.
IV. Understanding the Visual Arts in Relation to History and Cultures
Students will demonstrate knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures.
- Compare and contrast a variety of artworks, artists, and visual arts.
- Analyze, describe, and demonstrate how factors of time and place such as climate, resources, ideas, and technology influence visual characteristics that give meaning and value to a work of art.
V. Analyze and evaluate the meanings in works of art.
Analyze and describe, using the appropriate vocabulary, the composition of a particular artwork with regard to the elements and principles of design that it manifests
- Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their own artworks and those of others.
- Analyze, interpret, and evaluate their visual preferences in their own artworks, in nature, and in artworks from various cultures and historical periods.
VI. Making Connections between Visual Arts and Other Disciplines
Students will demonstrate knowledge of the connections among the content of visual arts, other disciplines, and everyday life.
A. Compare the characteristics of works in two or more art forms that have similar subject matter, historical periods, or cultural contexts
B. Compare and contrast concepts and subject matter found in the visual arts with those in other disciplines.
Evaluation of Student Progress
Effort and participation is the primary basis of the art grade in this class. Each student receives a grade of 95 upon entering the classroom and taking his seat. Points are added for approved extra credit, and thoughtful responses. Points are lost for inattention, lack of participation, not handing in projects, or being off task.
The students will be given rubrics for each assignment. Here the expectations and the grading scale is given to the students at the beginning of the project. The grading scale is on a 5 point scale; 1 for just beginning, 3 for nice effort but needs more work, and 5 for a great and completed job. They will be assessed on their progress through the projects, as well as given effort grades along the process. They will also be assessed on bringing materials and supplies to class, as well as their ability to keep track and use all papers given to them.
Grading Criteria
A = 100 â 90 All projects turned in; each project shows great effort with attention to detail, presentation, and the elements of art taught at the time; the student has used the teacherâs feedback to improve their art; involves self in class discussions and critique.
B = 89 â 80 All of the above; however the grade is lowered because any of the following: poor attendance, poor behavioral choices, not strong in all of the areas above. Or it could be that the assignments are tuned in late consistently or missing an assignment, but exceeds in effort and performance.
C = 79 - 70 All projects have been turned in showing effort. The projects however lack in demonstrating a useful knowledge of the elements of art. This is not because of a lack of effort or poor choices in behavior or attendance.
D = 69 â 60 The student does not show effort in class and as a result their performance in class struggles. Some assignments have been turned in, and what has been turned in has been given a passing grade. There is no effort to revise their projects, even after the teacher has made suggestions. They show lack of effort in attendance or behavioral choices. They show a lack of effort in bringing their materials to class.
F = 59 > All of the above, in addition though, what they have turned in has been given such a low grade showing no effort in using the elements of art taught, that they are left with a failing grade.
Homework Policy
There is rarely homework. The exception is that on occasion students may be asked to bring snapshots, pictures, or items from home on which to base work. The consequence of not bringing in the item requested is losing points on effort.
In addition, students need to bring a journal/ sketch book to class every day along with a folder. They must bring their own pencils and erasers. I highly encourage not to use mechanical pencils or to rely on the erasers on pencils for art erasers. They should have an art eraser. Not bringing supplies to class will result in points taken off of their effort grades.
Missed Work, Late Work, Incomplete Work, and Make-up Policies
Ample time is allowed in the time frame of each project for a student to make up work missed during a short absence. Students, upon request, will be assisted with work missed during an excused absence.
Student Expectations and Class Rules
1. Arrive for class on time with materials.
2. Follow directions and stay on task.
3. Respect teachers and other students and our school.
4. Keep your area clean and leave orderly.
5. There is no food permitted in the classroom.
6. No cell phones or mobile technology allowed.
7. You may bring in your Cds to play in the class; HOWEVER, you may not play any music that uses inappropriate language.
8. Safety first; be careful with all tools and fill out the art materials responsibility paper.
9. No images of sensitive nature allowed without teacherâs permission; use your highest intelligence.
10. All district policies and rules in the student handbook apply here.
Consequences for Violating Class Expectations and School policies
1. Students exhibiting violent or threatening behavior will be immediately referred to an administrator.
2. Excepting violations noted above, student will receive warning when an expectation is not being met.
3. Letter indicating failure of student to follow rules will be sent to parents.
4. Phone call will be made if phone service is available.
5. Referral for defiance.
Communication with Parents
Parents may voice any concerns and make appointments for conferences with me at any time. Teachers, in turn, may communicate directly with parents as well. Feel free to call any time at extension 7854.
