Drawing 1A (Period 5)

Olivia Hernandez                                                                                                Room 31                              
Drawing Essential Learnings -  Unless these courses fulfill a necessary elective for credit points, one year proficiency in the arts is a California State mandated (A-G) requirement that must be met by the high school student in order to graduate.  As students proceed to “Learn How to See”  s/he is also learning how to apply the elements and principles of design to general knowledge and practice of making art.  The ideal of these classes is to produce original and creative art.  Students will explore art making with a variety of drawing and painting media, gain skills in color application, composition, and design while acquiring various abilities about putting a drawing together s/he can be proud of.

Assignments are graded on the following criteria:
1) Follow instructions, 2) Quality of Craftsmanship, 3) Creativity/Originality.  See posted “GRADING FOR ART”.  Letter grades will be recorded but they are based on the point system and standard percentage.  Example: an assignment may be worth 20 points, 18-20 points = “A” which = 100-90%;  a “B” = 16-17 points = 80-89%, and so forth.
Grades will also be based on classroom participation and performance:

    In-class work            Attention to ‘drawing process’    Thumbnails and Notes
    Verbal interpretation of art works        Semester Mid-term and Final “Quizzes”

Up to 6 absences or 3 missed assignments results in a “U” for work habits.  D’s are no longer an option.

        A = 100-90% = 5        B =  80- 89% = 4        C =  70- 79% = 3 (5,4,3 when applicable)

    This is an ACTIVITIES CLASS so attendance is very important to participation.  Students need to:
*    Work efficiently all period to meet assignment deadlines. BE ON TIME IN SEATS WHEN BELL RINGS.
*    If you are gone from school for a long period of time it is your responsibility to complete      your work while you are away.
*    Be self-responsible:  its up to you to turn your work in (without being asked).
*    Participate in class discussions and critiques.
*    Maintain vocabulary notes in a section of your notebook or in a sketchbook.
*    Thumbnails are mandatory for most assignments.
*    Show respect for care and maintenance of art materials and fellow students. 
     Clean up after yourself.  Everyone is expected to take turns wiping down the tables.
*    Display a positive attitude - have pride in your own work. 
*    Follow the rules:  Stay in your seats until the bell rings at the end of the period.
*    NO GUM - NO CELL PHONES - DRESS FOR A JOB.
*    NO TALKING WHILE THE TEACHER IS TALKING.   Especially when trying to deliver
      a lesson.
3 repeated infractions of classroom rules results in a “U” in cooperation and if more, results in referral, or worse: class suspension.

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Fall Semester 2009
Drawing 1A - Essential Learnings: SYLLABUS

EL1: (CA VAS 1.1 - Artistic Perception) Develop Perceptual Skills and Visual Arts Vocabulary
Students are introduced to the (six-steps) “drawing process”. The steps are applied to all observational drawing assignments and compositions throughout the year.  For mid-term and final students are expected to have applied them to memory.  Intro to the elements and principles of design.  Students will maintain a section in their school notebook or sketchbook of terms, visual examples, and thumbnail drawings of ideas for drawings. Students will prepare elements and principles to apply to future “accountable art talk” about a student’s own work of art;  prepare for critique of other student works of art.  Students complete 10 shapes after the following exercises.  Each shape is created using implied line, then filled in with tonal values going dark to light beginning from the edges of the shapes to their center.  10 points.  Criteria:  Students complete an accurate 10-scale tonal study (shading light to dark).
Students practice blending, implied line, line hatching, and cross hatching to accomplish the exercise, repeatedly filling up a 12x18 sheet of newsprint. 10 points

EL 2:  (CA VAS 2.2 - Creative Expression)  Prepare a portfolio of original 2 and 3 dimensional works of art that reflects refined craftsmanship and technical skills.  Students create a design to place as borders on their 12x18” folders which will serve as a portfolio.  Criteria:  Students will practice several hours to achieve quality and craftsmanship required for a grade of “C” or better. 20 points. 10 points per border; minimum two borders.  Students will apply tonal values, line style, (previous knowledge) for added dimension to their drawing.  Students will follow the “drawing process”.

EL 3:  (CA VAS 1.1 - Visual Perception)  Students observe and respond to objects in their environment.  Criteria:    Students will learn to read a ruler if necessary.  Students will observe examples of 1, 2, 3 and 4 point perspective of the buildings in our own school environment.  By example, students are shown how to find the one-point-perspective at the end of a hallway; they are also shown the meaning of “proportion” and “scale”.  Students actively interact with objects or other students perceived at a visual distance.  Practice thumbnails, previous knowledge, shading, size to fit (drawing process) - 2-3 periods.  Discuss. 10 points
Assignment:  Students correctly draw school building or hallway in perspective; add imaginative “bugs” “monsters”, crawling over them, broken streets.  12x18 paper, pencil, pen and ink, color.  20 points

EL 4:  (CA VAS 2.4 - Creative Expression)  Review and refine observational drawing skills.  Intro to color theory.  Apply previous knowledge. New: observational assignment of classroom skeleton. Criteria:  students will compose bone parts of the skeleton to create a composition with design.  Study drawing parts (shapes) in their sketchbook; practice placement of shapes, sizing to fit (drawing process) which involves the effective use of the elements of design. 20 points.

EL 5:  (CA VAS 2.1 - Creative Expression)  Solve a Visual Arts problem.  Students learn how to put a drawing together by the single technique of building a measured grid over a students own work of art or another artist’s work of art.  This involvement teaches how to enlarge or reduce in scale and proportion, a work of art, an object, virtually, anything.  Criteria:  Students will conditionally choose a cartoon, either one of their own invention or one by a popular cartoonist, to learn how to scale.  Review of the use of the ruler; review previous student work, apply previous knowledge of the elements to achieve quality craftsmanship required for a grade of “C” or better. 15 points
for a minimum of 9x12” to a max of 18x24 drawing surface.  Pen and ink, markers or color pencils.

EL 6:  (CA VAS 3.4 - Historical and Cultural Context)  Understanding a cultural Dimension of the Visual Arts.  Students will research a historic figurine (small sculptures) from  “MEXICO: A History of Art”, and create an abstract design of the chosen figure.  Criteria:  Students fracture the image with lines and edges of straight lines using the ruler, wherever a suggested straight line is found within the figure; rearrange parts at will.  Students apply tonal values to sections of parallel lines (light to dark versa) as if working a value scale.  Pencil, charcoal pencil,  kneaded eraser. 15 points.
Students will write one legible paper (min 2 paragraphs) discussing the purpose of the chosen art work in its time. Label object, origin, medium, artist, year.  Correct spelling and punctuation is encourage. 10 points.

                                   
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Spring Semester 2010
Drawing 1B - Essential Learnings:  SYLLABUS

EL 7:  (CA VAS 4.3 and 4.4 - Aesthetic Valuing)  Intro to “accountable art talk”.  A week long session (up to 5 periods) of critiquing art; applying the elements and principles as the basic terms to use to assess and derive meaning from works of art including their own.  Students choose one of two analysis: 1.  (4.3) formulate and support a position regarding the aesthetic value of a specific work of art.  Then change or defend that position after considering the views of others. Or, 2.  (4.4) Articulate the process and rationale for refining and reworking one of their own works of art.  Students graded on participation, articulation, effort.  A cloze-hand out is provided to students based on their own notes.  Up to 20 points.

EL 8:  (CA VAS 2.4 - Creative Expression)  Review and refine observational skills. Intro to new drawing technique: Contour Drawing.  Students strengthen their observational skills when they focus on the detailed in-lines and outlines of their own fingers, hands, and facial features, then, those of other students for timed exercises.  Criteria:  Based on previous knowledge, students practice several periods to achieve the quality craftsmanship required for a grade of “C” or better.  Students will acquire abilities to contour draw surrounding environment: plant life, still lifes, portraits.  Assignments:  Contour wildlife from provided photographs; students pose and students contour draw each other in timed exercises. Students have the opportunity to contour draw on prepared water color washed papers with pen and ink, then later go over them in more detail with color pencils.  15 to 20 points

EL 9:  (CA VAS 2.1 - Creative Expression)  Solve a Visual Arts Problem involving effective use of the elements and principles.  The accomplished high school student should have the experience of attempting to achieve drawing or painting at least one self-portrait.  Criteria:  Practice timed  contour drawings of facial models off the overhead projector will be provided, over 2-3 periods.  Students may print out their self-photo off the “iSight” Mac computer program provided in the classroom.  Students are offered several approaches to choose from in order to produce their self-portrait: 1. scale their photo 3X larger,  2. contour draw their self-portrait off the photo sized to fit 9x12”, 3. Draw their self-portrait straight forward by viewing themselves in a mirror.  More points are given for the latter.  Mandatory practice thumbnails of quick sketches.  Grade based on originality and creativity, attention to drawing process, quality craftsmanship required for a grade of “C” or better. 20 points

EL10:  (CA VAS  5.4 - Careers and Career Related Skills) A FIDM (Fashion Institute of Design and Merchandising) career counselor will lead students ina simulated lesson as applied in an art production studio.  Students will explore the fields of illustration, graphics and textile design depending on the nature of the class.  All classes will participate in this day long work shop.  Students are graded for participation, originality, and creativity.  Students are encouraged to show more than one result.  15 points

EL11:  (CA VAS 2.1 - Creative Expression)  Solve a Visual Arts Problem involving effective use of the elements and principles of design.  Objective: design development and composition by sizing the field of vision of a major drawing into smaller compositions sized to fit a series of 6 “Less is More” distinctive drawings on six 9x12” drawing surfaces.  Slides of previous student work  is provided for ideas and solutions.  Choice of media.  Grades are based on originality and creativity of design and composition of each drawing, effort, participation in the assignment.  Each drawing up to 10 points each for a total of 60 points but only if the total six drawings are submitted.

EL12:  (CA VAS 5.0 - Connections, Relationships, Applications)  Connecting and Applying What is Learned in the Visual Arts to other Art Forms and Subject Areas.  Students may apply what they have learned in the studio art drawing and painting classes to volunteered time to work on our Sylmar High School campus murals.  Mrs. Bralver’s mural needs maintenance.  Ms. Zahn’s Child Care Center murals are a work in progress.  Sea-life and its’ environment is the theme of Ms. Zahn’s next murals.  Grades are based on creativity and originality of the contributing subject matter to the murals, as well as the quality of the time spent on them.  Work on the murals may count towards Service Learning credit for graduation requirements.


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