SYLLABUS 

Course:                       ARTE 414       K-12 Art Methods (9-12 Art Methods)

                                    Prerequisites: ARTE 310 and ARTE 490 

Instructor:                    Dennis Navrat, Professor of Art

                                    Office: 208A; Telephone: 677-5732; Email: dnavrat@usd.edu

                                    Office Hours: By appointment 

DESCRIPTION

This course prepares the student to teach art in middle and secondary schools through the research, development, and presentation of curricula appropriate to Grades 9-12.  The course is required for all BFA: ART EDUCATION majors. 

TEXT

The student for research purposes will select a variety of references.  It is essential that students review the learning material relating to ARTE 310 found in the Study Guide before developing the Grade 9-12 curriculum.  View the material at: http: www.usd.edu/~dnavrat/syllabi/arte414.htm  This site may contain current educational theory relating to changing standards not found in published texts.

GOALS AND OBJECTIVES

1.  To understand the purposes of art relating to the mental and creative growth of elementary, middle school, and high school students.

2.  To understand the history and contemporary trends of Art Education.

3.  To understand art studio teaching methods that maximize learning experiences appropriate to middle and high school skill levels.

4.  To understand sequential curriculum development and the creation of lesson plan outlines based on age and skill levels.

5.  To understand safe studio materials and practices appropriate to all grade levels.

6.  To understand the curricular process to include lesson presentation based on concept, objectives, and process to include motivations, visuals, cultural aspects, history, safety, vocabulary, and assessment, in relation to budget. 

SEQUENCE

The course involves study of the history, theory and philosophy of art education, skill levels, aesthetic needs and creative development of middle school and high school students. The course surveys theoretical studies in this field.  Readings and discussions of the literature of art education will lead to creation of practical studio projects with appropriate processes, materials and techniques. There is emphasis on curricular planning and lesson outlining involving selection, organization, presentation and evaluation of curricular materials. 

Through reading and research, the student will develop a middle school/high school art curriculum from among these art emphases: Drawing, Collage, Design, Painting, Printmaking, Photography, Ceramics, Graphic Design, Sculpture, Mixed Media, and Art History. 

The student will be required to give presentations in one or more these areas, utilizing DBAE teaching strategy, including the use of appropriate history and visuals. 

The student will be required to research and write an art curriculum appropriate to middle and secondary schools. 

PROCEDURE:

Schedule a meeting with the instructor

Weeks 1-4: Student will research Websites, books, and periodicals

Schedule a meeting with the instructor

Weeks 5-8: Student will continue research, outline the curriculum, begin writing lesson plans, and create an original example of each lesson

Schedule a meeting with the instructor

Mid-Term: Schedule a meeting with the instructor to show progress: bibliography, outline of curriculum, example of lesson plan writing and creative examples

Weeks 9-13: Writing the curriculum and completing creative examples

Schedule a meeting with the instructor

Weeks 14-16 Complete the lesson plans and the writing of the research paper.

Schedule a meeting with the instructor to gain approval of the complete research paper or the need for revision before final grading.

Final Week: Schedule a meeting with the instructor to submit the final version of the curricular research project and discuss results 

ARTE 414  K- 12 ART METHODS - INDEPENDENT STUDY                                                        CURRICULUM DEVELOPMENT 

All BFA: Art Education majors will follow this course outline.  As a group, these students will set a meeting time with the instructor to discuss these course requirements and to begin their individual research. 

IN ORDER TO EARN TWO SEMESTER HOURS CREDIT, THE ARTE 414 INDEPENDENT STUDY STUDENT WILL BE REQUIRED TO COMPLETE A SECONDARY ART STUDIO CURRICULUM, AT LEVELS, 9-12.

1.  Each student will be required to develop a sequential, comprehensive, secondary art curriculum that is appropriate and may be implemented in most middle and secondary schools in the United States. 

2.  The grade level or levels to be researched, 9-12, will be the choice of the student. 

3.  For the curriculum development, each student is required to include and complete no fewer than twenty studio lessons appropriate to a single 9-12 grade level selected by the student.  Students should use the format of the K-12 Lesson Plan outline included with this syllabus.  The South Dakota Art Standards must be referenced to the learning objectives of each lesson plan. 

4.  Each student is required to include no fewer than three visuals illustrating each studio lesson - a minimum of sixty visuals for this curriculum project.  Each visual is to be identified with this information: NAME OF ARTIST; TITLE OF ARTWORK; MEDIUM; and YEAR OF COMPLETION OF THE ARTWORK.  One visual must be an original example completed by the ARTE 414 student.  Students may use a color (or black and white) reproduction from books, magazines, and/or the Web for other visuals.  A Xerox copy of an artist's work may be used.  No visuals are required if a specific problem does not require it, but check with the instructor if this is your intention for any problem. 

5.  The studio problems should be sequenced by conceptual and technical difficulty, simplest to most complex, within a curricular outline that promotes cumulative learning. 

6.  Within this studio curriculum the student should foster art appreciation by including appropriate referencing to examples from art history that help to illustrate the lesson. 

7.  The student is encouraged to use personal and original ideas in relation to their curriculum development and their studio problems, so long as each idea is backed by competent research. 

8.  An alphabetized glossary of terms and definitions must be included in the written lesson plan for each studio problem. 

9.  An alphabetized bibliography of books, magazines, and/or Web sites/articles used to research the curriculum must be included in the finished paper. 

10.  This format must be used in the writing of the curriculum: 

            TITLE PAGE, to include

            MIDDLE/SECONDARY ART CURRICULUM, GRADE LEVELS 9-12

            ARTE 414  K-12 ART METHODS

            INDEPENDENT STUDY

            STUDENT NAME

            SEMESTER and YEAR

            PRESENTED TO PROFESSOR DENNIS NAVRAT

            PREFACE PAGES, to include

            A PERSONAL PHILOSOPHY OF EDUCATION based on knowledge of the history of Art in education   and current educational theory and emphases

            DEFINITION OF THE CURRICULUM

            LEARNING OBJECTIVES OF THE CURRICULUM 

            TABLE OF CONTENTS - A listing of the lessons and the page numbers in the order in which they appear in the curriculum 

            BODY OF RESEARCH - The content of the curriculum research paper; the lessons presented in a logical sequence of student learning 

            GLOSSARY – A summary listing of all art terms and definitions used throughout the curriculum paper, with page numbers referencing each lesson in which the term is applied.  For starters, a comprehensive glossary of art terminology may be found at: www.usd.edu/~dnavrat within the Study Guide for ART 121 Design I Art Fundamentals

 BIBLIOGRAPHY 

11.  At the beginning of the curriculum writing, you must include a definition of a middle school/secondary school art curriculum. 

12.  To begin the research, each student will be required to checkout the text, ART and ADOLESCENCE: Teaching Art at the Secondary Level, and include this book in the bibliography related to the project research.  This book must be returned to Professor Navrat at the end of the term, or earlier. 

13.  The student is encouraged to include many books, articles, and Websites in this research.  No fewer than five books should be used in the research, and included in the bibliography.  For review of fundamental information relating to this curriculum development, students should consult the following syllabi and study guides online at www.usd.edu/~dnavrat : ART 121; ARTE 310; DesignStructure; KeeperTeachers. 

14.  Each curriculum must be presented in a commercial, three-ring binder to facilitate the exchange, between and among each student in the course, of a copy of each curriculum developed in the course. 

15.  Each student will make one copy for themselves, one copy for each student in the course, and one copy for Professor Navrat, for final grading.  All copies must be turned in for final grading and distribution.  When graded during Finals Week, your original will be returned to you, as well as copies from other students in the course. 

16.  Each student will pay for copies of their own curriculum. 

17.    No material fee will be charged for this course. 

For further information, consult the instructor and this Web site:

www.usd.edu/~dnavrat/syllabi/syllabi.htm 

K-12 Art Lesson Plan Outline

(Different school districts may have different outlines) 

Each lesson has two parts, PROJECT and EDUCATION. The PROJECT is the doing of the problem or activity based on Budget. The EDUCATION is the value added beyond the fun of art activities, and includes teaching of HISTORY, CULTURAL ASPECTS, VOCABULARY, and SAFETY, relating to the PROJECT.

An art lesson plan explains CONCEPT (what will be done?), OBJECTIVE (what will be learned?), and PROCESS (how will it be made?). To clarify the lesson and prepare, subdivide these three components as follows:

TITLE OF LESSON

GRADE LEVEL

MATERIALS NEEDED List the materials and tools to be used by the students for the art activity, including the quantity of each needed for the entire class.

NUMBER OF CLASS HOURS State the class hours it will take to accomplish the lesson objectives, clean-up, and the assessment of the lesson.

CONCEPT OF LESSON A concise statement that indicates what the student will learn and do with a specific art medium.   The concept reflects the Title of the lesson.

OBJECTIVE Purpose of Project. Briefly state the learning objectives of the lesson.  List the concrete actions that the student will learn to do, keeping in mind differing ways to learn, such as psychomotor (hands-on), intellectual (knowledge to be gained), and affective learning (a student's verbal expression of how s/he felt while performing the lesson).  List the South Dakota Art Standards that apply to the lesson, by number.

MOTIVATIONS A description of means by which the instructor will motivate students toward completing the lesson.  Besides enthusiasm, use visuals, facts, stories, discussions, Websites, videos, photos, slides, games, debates, role-playing, etc..

PROCESS/PROCEDURE (Presentation and Demonstration) A step-by-step description and demonstration of materials and techniques to be used in the art activity.  Begin with Safety precautions. Define the vocabulary terms.  Visuals: show examples of imagery relating to the lesson concept and various examples of the finished project.  Keep in mind the opportunity to teach history, cultural aspects, and vocabulary, by giving information about the visuals and their relationship to other subjects.  The written lesson plan should allow a substitute teacher to teach the lesson, step-by-step, to promote maximum student learning.  Direct the lesson by further demonstration, explanation, and individual assistance to maximize Psychomotor Learning.  During the presentation of the lesson, define each term repeatedly.  Clean-up before the assessment.

ASSESSMENT When the art process is complete, display the work, discuss it, seek student response (Affective Learning), and include a Formal Assessment - an oral or written quiz on vocabulary terms (Intellectual Learning).

LIST OF TERMS AND DEFINITIONS List the most important vocabulary words to be learned by the experience of this project, including a definition of each term.   For Grades 9-12 use 15 or more terms for each lesson.  During assessment, quiz students on the meaning of the terms. 

The following information relates to planning of the 1990s leading to national standards for art education.  Each state in the U.S.A. considered this information, revised it, and adopted content standards as part of the GOALS 2000 project.  Students should use the South Dakota Content Standards for the writing of their curriculum.

Discipline Based Art Education PREPARATORY CONTENT STANDARDS IN LEARNING: THE ARTS

Grades 9-12 

1.      STANDARD: Understanding and applying media, techniques, and processes

ACHIEVEMENT STANDARD, Proficient:

(a)     Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

(b)     Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

ACHIEVEMENT STANDARD, Advanced:

(a)     Students communicate ideas regularly at a high level of effectiveness in at least one visual art medium

(b)    Students initiate, define, and solve challenging visual art problems independently using intellectual skills such as analysis, synthesis, and evaluation

2.      STANDARD: Using knowledge of structures and functions

ACHIEVEMENT STANDARD, Proficient:

(a)     Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

(b)     Students evaluate the effectiveness of artworks in terms of organizational structures and functions

(c)   Students create artworks that use organizational principles and functions to solve specific visual arts problems

ACHIEVEMENT STANDARD, Advanced:

(a)     Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

(b)   Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

3.      STANDARD: Choosing and evaluating a range of subject matter, symbols, and ideas

ACHIEVEMENT STANDARD, Proficient:

(a)     Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

(b)     Students apply subjects, symbols and ideas in their artworks and use the skills gained to solve problems in daily life

ACHIEVEMENT STANDARD, Advanced:

(a)     Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

(b)     Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students’ works and in significant works by others 

4.      STANDARD: Understanding the visual arts in relation to history and cultures

ACHIEVEMENT STANDARD, Proficient:

(a)     Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

(b)     Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

(c)     Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

ACHIEVEMENT STANDARD, Advanced:

(a)     Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

(b)     Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

5.      STANDARD: Reflecting upon and assessing the characteristics and merits of their work and the work of others

ACHIEVEMENT STANDARD, Proficient:

(a)     Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

(b)     Students describe meanings of artworks by analyzing how specific works are created and        how they relate to historical and cultural contexts

(c)     Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

ACHIEVEMENT STANDARD, Advanced:

(a)     Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

6.  STANDARD: Making connections between visual arts and other disciplines

ACHIEVEMENT STANDARD, Proficient:

(a)     Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

(b)     Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

ACHIEVEMENT STANDARD, Advanced:

(a)  Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences 

Source: Getty Center for Education in the Arts   www.artsednet.getty.edu  

Note:  The Getty Center research and development of content standards in visual art led to the adoption of teaching standards in each state in the USA.  ARTE 414 students are to use and reference the following four standards adopted by the State of South Dakota in each lesson plan developed for this course: 

INTRODUCTION 

The visual arts are an integral part of the human experience and have roots in every culture and historical period throughout the world. Visual art provides students an immediate picture of an era and its people. Knowledge of the cultural and historical context of visual art helps students recognize connections among all aspects of living and learning. Through the visual arts students are provided an opportunity to discover, develop, and actualize their unique potential. The visual arts assist students in developing the many facets of parallel ways of Knowing while providing meaningful learning opportunities and the development of critical and creative thinking. 

Visual art is holistic in nature and visual arts education is fundamental if students are to become informed and contributing members of the world community. Engagement in the visual arts permits students to become active initiators rather than passive receivers of information and fosters creative self-expression and aesthetic awareness. Students must be granted opportunities to use the visual arts standards as targets that provide a foundation for setting goals and achieving personal fulfillment.

VISUAL ARTS STANDARDS 

1.       Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. 

2.       Students will understand the media, techniques and processes used in the production of visual arts. 

3.       Students will understand the relationship between visual arts and history, culture, and society. 

4.       Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences. 

*All asterisked words and phrases appear in the Glossary at the end of this section.

STANDARD ONE:

Students will understand and use visual arts as means for creative self­expression and interpersonal communication. 

RATIONALE:  Visual arts production provides a means for creativity and self-expression. Creating visual art provides a way for students to actively use traditional materials and contemporary techniques to demonstrate personal interpretations of feelings, thoughts, and ideas. Integration of visual art with other disciplines helps students see relevance and connections among all curricular areas and increases their knowledge base, self‑esteem, and personal confidence. 

BENCHMARKS:

K-2 Students will: 

1.       Understand that art tells stories, expresses moods, or conveys ideas.

2.       Explore a variety of media to create artwork to reflect personal ideas, objects or events.

3.       Explore how art is used in other activities and events. 

3-4 Students will:

1.       Describe how visual arts tell stories or express moods or ideas*.

2.       Use selected media* and processes* to express ideas or personal topics of interest.

3.       Describe how visual arts media and processes can be used in other disciplines. 

5-8 Students will:

1.       Interpret the concepts, stories, moods, or ideas in various works of art.

2.       Express personal ideas, experiences, or emotions through various media, processes, and techniques.

3.       Use visual arts to communicate themes and concepts from other disciplines. 

9-12 Students will:

1.       Analyze how visual arts may express concepts, tell stories, evoke moods or emotions, and symbolize ideas.

2.       Communicate personal ideas, experiences, or emotions through a variety of visual art media, processes and techniques.

3.       Use artwork that communicates an understanding of themes or concepts from other disciplines. 

STANDARD TWO:

Students will understand the media, techniques and processes used in the production of visual arts. 

RATIONALE:  Understanding various media and a variety of production techniques and processes provide students with knowledge of how to use a diversity of appropriate elements and principles to solve visual arts problems. This knowledge-base provides students the background to effectively interpret and portray emotions and ideas. A well-grounded understanding of its many components builds a foundation for life-long engagement in and enjoyment of visual arts. 

BENCHMARKS: 

K-2 Students will:

1.       Recognize various media* and materials* which may be used in artwork.

2.       Experiment with selected techniques' to improve the presentation of artwork.

3.       Understand various art elements* can produce different visual effects. 

3-4 Students will: 

1.       Explore various media and processes* used in the production of visual arts.

2.       Understand selected techniques that give artwork detail.

3.       Choose appropriate elements and principles* to solve visual arts problems.* 

5-8 Students will:

1.       Describe the various media and processes used to create a variety of art forms.

2.       Describe various techniques that give artwork definition and detail.

3.       Apply appropriate compositional elements and organizational principles* to solve specific visual arts problems. 

9-12 Students will:

1.       Analyze the various media and processes used in creating a variety of art forms.

2.       Analyze a variety of techniques that give artwork definition and detail.

3.       Determine and apply the appropriate compositional elements and organizational principles to solve specific visual art problems. 

STANDARD THREE:

Students will understand the relationship between visual arts and history, culture, and society. 

RATIONALE:  When students are given the opportunity to study and experience visual arts which represent other cultures and time periods, they gain a deeper understanding of their own as well as other cultures. Knowledge of the interrelationships between people and their art, and the influence one has on the other, helps students develop an appreciation for and tolerance of differences. The visual arts provide a better understanding of and a common bridge among cultures throughout the world. 

BENCHMARKS: 

K-2 Students will:

1.       Understand that history has been recorded through the arts.

2.       Explore ways art reflects culture and society.

3.       Understand that different artists create different forms and types of art. 

3-4 Students will:

1.       Describe how selected works of art have recorded and preserved history.

2.       Describe the functions and uses of visual arts in a variety of cultures and societies.

3.       Explain how different artists have influenced or contributed to the world of visual art. 

5-8 Students will: 

1.       Investigate how the visual arts record, preserve and highlight history.

2.       Investigate ways the visual arts reflect and influence the culture and societies in which they were created.

3.       Describe the influence of selected artists on the evolution of various forms of visual art. 

9-12 Students will: 

1.       Analyze how the visual arts record, preserve, highlight and symbolize the history of humanity.

2.       Analyze the role of visual arts in reflecting and influencing the culture and societies in which they are created.

3.      Analyze the influence of significant artists on the evolution of the various forms of visual arts. 

STANDARD FOUR:

Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences. 

RATIONALE:  By describing, analyzing, and evaluating various processes, production techniques, and media used, students develop the ability to more fully appreciate the visual arts. Students develop the capacity for critical and sensitive response to the effort of others by using appropriate criteria to evaluate various forms of artwork. Students must establish criteria to assess their own art work and view self‑evaluation as an opportunity for personal improvement. 

BENCHMARKS: 

K-2 Students will:

1.       Recognize various artworks that express similar artistic concepts and ideas.

2.       Express personal likes and dislikes of various works of art.

3.       Describe the quality of personal artwork. 

3-4 Students will:

1.       Compare various art works in terms of artistic concepts, ideas, or intentions using criteria appropriate for the style or form.

2.       Explain likes and dislike for various works of art.

3.       Describe the quality of personal artwork using specific criteria. 

5-8 Students will:

1.       Analyze various artworks in terms of artistic concepts or ideas using criteria appropriate for the style or form.

2.       Defend visual art preferences using personal aesthetic* criteria.

3.       Determine the quality and effectiveness of personal artwork using specific criteria. 

9-12 Students will:

1.       Evaluate works of art in terms of artistic concepts, ideas, or intentions using criteria appropriate for the style or form.

2.       Justify visual art preferences using personal aesthetic criteria.*

3.       Evaluate the quality and effectiveness of personal artwork using specific criteria. 

FINE ARTS BIBLIOGRAPHY (South Dakota Content Standards) 

Consortium of National Arts Associations. (1994). National Standards for Arts

Education. Reston, VA: Music Educators National Conference. 

Literacy in the Arts Task Force. (1989, October). Literacy in the Arts: An Imperative for New Jersey Schools. Trenton, NJ: Alliance for Arts Education/New Jersey. 

Maryland State Department of Education. (1990). Fine Arts: A Maryland Curricular Framework. Baltimore, MD: Author. 

Michigan State Board of Education. (1982, Winter). Essential Performance Objectives for Music Education. 

Opportunity to Learn Standards for Music Instruction, Grades Pre K‑2. (1994). Reston, VA: Music Educators National Conference. 

The School Music Program, A New Vision. (1994). Reston, VA: Music Educators National Conference. 

Todd County School District. (1994). Integrated Curriculum. Mission, SD: Author. 

SOUTH DAKOTA K-12 STANDARDS GLOSSARY 

Aesthetic: relating to or dealing with the beautiful; appreciative of or responsive to the beautiful; having to do with the nature of beauty, the nature and value of art; syn: artistic qualities or experiences derived from or based upon the senses and how they are affected or stimulated. 

Aesthetic criteria: standards used for assessing the effectiveness of fine art forms. These may include the quality of physical perception, emotional makeup of the participant, and the context in which the particular art form is being experienced. 

Compositional elements: see elements. 

Create: to produce works of visual art using materials, techniques, processes, elements, and analysis; the flexible and fluent generation of unique, complex, or elaborate ideas. 

Elements: visual arts components such as point (pixel), line, shape, value, texture, and color. 

Expression: a process of conveying ideas, feelings, and meanings through selective use of the communicative possibilities of the visual arts. 

Ideas: a formulated thought, opinion, or concept that can be represented in visual or verbal form. 

Materials: resources used in the creation and study of visual art, such as paint, clay, cardboard, canvas, film, videotape, models, watercolors, wood, and plastic. 

Media: broad categories for grouping works of visual art according to the arts materials used. 

Organizational principles: see principles. 

Principles: underlying characteristics in the visual arts such as Harmony, Variety, Balance, Proportion, Emphasis (dominance), Movement, and Economy.  (Instructor's Note: Seven Principles of Art are commonly mentioned in texts; others mentioned are Repetition, Rhythm, Contrast, Elaboration, and Space.  The USD art department recommends using all twelve principles for instruction.) 

Process: a complex operation involving a number of methods or techniques, such as the addition or subtraction process in sculpture, the etching or intaglio process i n printmaking, or the casting or constructing processes in making jewelry. 

Techniques: specific methods or approaches used in a larger process; for example, graduation of value or hue in painting or conveying linear perspective through overlapping, shading, or varying size or color.

Visual arts problems: specific challenges based in thinking about and using visual arts components.

GLOSSARY OF TERMS RELATING TO FORM 

ELEMENTS OF ART - irreducible rudiments basic to the process of making art, including   

Point - a unit, pixel, or individual detail which attracts attention and anticipates movement;

Line - a solid row of points creating visual movement;

Shape - a two-dimensional, flat object bounded by an actual or implied line;

Value - the degree of lightness or darkness of color; its tone relative to a gray scale rated one (black-the absence of light) through ten (white-light itself, the lightest value);

Texture- the visual or tactile surface characteristics and appearance of something;

Color - a phenomenon of light (as red, brown, pink, gray) or visual perception that enables one to differentiate otherwise identical objects.  The aspect of objects and light sources that may be described in terms of hue, value (or lightness), and saturation for objects, and hue, brightness, and saturation for light sources.

PRINCIPLES OF DESIGN - fundamental ingredients necessary to the process of making

and of analyzing art, including:

HARMONY - the result of causing each emphatic feature of an artwork to show visual connections with other features which causes them to be seen as integrated members of the whole; harmony involves RHYTHM and REPETITION

Rhythm - a continuance, a flow, or feeling of movement achieved by repetition of regulated visual units; the use of measured accents

Repetition - the use of the same visual element a number of times in the same composition.  Repetition may accomplish a dominance of one visual idea, a feeling of harmonious relationship, an obvious planned pattern, or a rhythmic movement

VARIETY -the quality or state of having differing parts creating visual interest; variety involves CONTRAST and ELABORATION

Contrast - extreme differences; a juxtaposition of dissimilar elements (as in value, color, tone, or emotion) in a work of art

Elaboration - interesting fullness of detail, complexity, intricacy

BALANCE - a sensing of equilibrium in a work or art

MOVEMENT - the quality (as in a painting or sculpture) of representing or suggesting motion

PROPORTION -  a sensing of harmonious relation of parts to each other or the whole

DOMINANCE/EMPHASIS - giving unique visual weight to one or more areas in composition

ECONOMY - the efficient and concise use of the elements of art

SPACE - in 2D art, illusions of depth throughout the picture plane; in 3D art, measurable, physical mass. 

Visual Forces / Visual Devices: 

Tension - a sensing of parts in a composition threatening change

Proximity - closeness of elements in a composition that tend to form a subdivision, or group

Continuity - a unifying alignment of elements to create visual movement in a composition

Closure - the tendency of the viewer to complete a suggested line, shape, or form

The Universal Goals of Designing and of Art-Making: To create ORDER and BEAUTY

UNITY - (ORDER, ONENESS, GESTALT) a sensing that all the parts of a composition are working together and are necessary; cohesiveness; overall oneness; a basic aim of the process of making art

Gestalt - a sensing in a work of art that the whole is greater than the sum of its parts; instantaneous recognition of significance; a sensing that the art work has meaning beyond its appearance

BEAUTY - combinations of qualities that cause delight or pleasure

GRADING SCALE

A  =   90-100%: Consistently outstanding, superior, excellent work.  Significant growth in skill development and demonstrated ability in understanding and effective assimilation of presented concepts.  Exceeds most levels of acceptance in all grading criteria.

B  =   80-89%: Consistently good, above and better than average work.  Demonstrated improvement and growth in skill development and concept assimilation.  Meets all levels of acceptance in all grading criteria.

C  =   70-79%: Consistently adequate growth with average progress in skill development and concept assimilation.  Meets minimum levels of acceptance in all grading criteria.

D  =   60-69%: Below average, less than adequate improvement.  Meets minimum levels of acceptance in some but not all grading criteria.

F  =    0-59%: Unsatisfactory, unacceptable, insufficient improvement.  Does not meet minimum levels of acceptance in any grading criteria.

GRADING CRITERIA 

STUDIO PROJECTS

1.  Quality of work and Depth of Understanding

 Fine 2D or 3D studio work is not only a faithful ability to reproduce form that is experienced through processes of visual perception, or the exact copying of observed forms, or creating from imagination, but also understanding of the quality and dynamics of expression witnessed through the process of production and analysis of products of art.  Sensitivity and control are observable qualities in any artwork.

  Craft, craftsmanship, or quality of execution of a studio project is relative to each assignment.  Improvement of skill with various media and sincere care in the production and presentation of each artwork is expected of each student.

2.  Progressive improvement and growth throughout the semester.

 Art instructors are artists who know the effort and time it takes to create successful artworks, who have strong feelings for the creative process, and appreciation for students who exert effort. All students deserve of credit for their efforts.  Each student brings to class a different level of experience and understanding; therefore, experiential differences among and between students will be considered in determining the final grade.    Credit is apportioned for the growth each student demonstrates at the end of the semester beyond the level of ability observed at the beginning of the semester.

3.  Responsible attitude and willingness to work.

  Demonstration of an eagerness to learn creative concepts and to practice skill building is observable in each class meeting.  Above-average students are expected to possess a positive learning attitude and a willingness to be challenged beyond current understanding.

4.  Participation in course activities: class discussions, assignments, homework, critiques and attendance at art gallery exhibition opening receptions.

  Course credit will be apportioned for student participation.  Essential to learning is a willingness to overcome shyness and inertia and to risk being right or wrong when speaking.  A willingness to share thoughts and feelings with others is a major, positive factor in vital group experience.  Above-average students are expected to participate in all course activities. 

5.  Willingness to accept and use constructive criticism.

  When artworks by all members of the class are displayed and discussed, a variety of observations and suggestions should be expected.  The qualities of the artwork are first observed and noted, and then other possibilities are envisioned and suggested.  Be tolerant of the statements of others and open-minded to suggestions coming from the instructor or any class member.  Try the good suggestions next time you work.

6.  Willingness to challenge one’s concepts, abilities, or complacency.

  An instructor will challenge student understanding and complacency.  What a student can do well should be treasured.  What a student can do better should be eagerly improved. To be aware of prejudices and overcome them will not only lead to success, but also to happiness.

 “To grow is to change - to change is to risk what is - a willingness to let go of the status quo.”

7.  Performance on testing.

  The course may include objective testing relating to course concepts, studio processes, and art terminology.

8.  Record of attendance and tardiness.

  Incomplete learning occurs when classes are missed; therefore attendance is required.  Excessive absences will result in grading penalties.  An instructor is blameless when a student misses a class and its points of instruction.  Instructors are willing to clarify the points of instruction during and after class, but cannot repeat entire classes or individually instruct any student beyond the classroom for excessive amounts of time.