High School Credit Art

GRADES

MAJOR GRADES (40%)

     -PROJECTS

     -HOMEWORK ASSIGNMENTS

MINOR (60%)

     -SKETCHBOOK (ONE DUE EACH WEEK)

     -WARM-UP (DAILY)

SEMESTER ASSESSMENTS

     -ALTERED BOOK ASSIGNMENT

       (ONGOING ASSIGNMENT THROUGHOUT THE SCHOOL YEAR)

MEDIUMS

These mediums must be used in the High School Art experience. The students should be informed of the characteristics of each media and understand the proper use of the material. Students will be informed of proper vocabulary and terminology used with each medium. Through the artistic process the students should get multiple opportunities to use a medium (for example: tech sheet, sketchbook assignment, or finished products)

  • Drawing media ( pencils, charcoal, colored pencils, pen and ink, markers)

  • Paint

    • Brush

    • Palette

    • Type of paint

      • Watercolor

      • Acrylic

  • Clay

    • Wedging

    • Glaze

    • Kiln

    • Bisque

    • Stages of a clay piece

  • Printmaking

    • Gouge

    • Brayer

    • Plate

  • Variety of other materials (i.e. sculpture, different papers, so on)

Terminology, Techniques and Skills

Each of these techniques and skills must be cover in the High School Art experience. The terminology must be addressed and relate to the techniques and skills taught. The students should get real world and hands on experience using the terminology. ( for example: Creating a sculpture and talking about form) Any of the mediums may be used to teach a specific technique or skill. Keep in mind that some techniques and skills work better with different mediums (for example: pencils and linear perspective). Demonstration and understanding of the terminology,techniques, and skills will be reflected in the students portfolio.

  • The Elements of Art

    • Line

      • Real and Implied

      • Contour and Gesture

      • Weight

    • Shape

      • Organic and Geometric

    • Form

      • Basic Form Names (cube, cylinder, sphere…)

    • Texture

      • Real and Implied

    • Space

      • Overlapping

      • Size related to distance

      • Positive/ Negative

    • Value

      • Value Scale

      • Gradation

    • Color

      • Color schemes

        • Warm/ Cool

        • Monochromatic

        • Tint/Shade

        • Primary/ Secondary/ Tertiary

        • Neutral

        • Analogous

        • Color triad

        • Complement/ Split Complement

        • Three properties of color

          • Hue

          • Intensity

          • Value

        • Psychology of color

  • The Principals of Art

    • Unity/ Variety

      • Harmony

    • Balance

      • Symmetrical/Asymmetrical

      • Radial

    • Emphasis

      • Focal Point

    • Contrast

    • Rhythm

    • Repetition

      • Pattern

    • Proportion/Scale

      • Body and Face

    • Figure/ Ground Relationship

  • The Rules of Composition

    • No focal point in the center

    • Break your composition up into thirds or fifths

    • Fill your composition (picture plane).. Use of Space

    • Understand the difference between static and Dynamic compositions

  • Linear perspective

    • One and two point

    • Sighting reading

  • 2-D terms

    • Picture plane

  • 3-D terms

    • Armature

    • Plinth (base)

    • Plane

    • Mass

Portfolio

The portfolio in High School Art is designed to show a students  experience with the media, techniques and skills stated above. All of the specific projects below must be represented in the portfolio. Any medium or technique may be use to complete these projects. The students need to build a physical, digital or e-portfolio to represent the work completed in High School Art.

  • A Value scale

  • One Still-life

  • One Portrait

  • One Painting

  • One Piece Ceramics

  • One Print

  • One Sculpture

  • One Sketchbook

Art History, Historical Cultural Context, Career/ Vocational Opportunities in the Arts

Art History and Historical Cultural Context must be addressed in High School Art. As well as Career vocational opportunities in the arts. The manner in which you deliver the material is open. For example a teacher may choose to investigate one work of art thoroughly whereas another teacher may choose to address many works of art in an abbreviated manner. The only stipulations are that the teacher must address the information below.

  • Critique/ Evaluation of a work of art

  • Resources as to where to find art

  • Resources to careers in art

  • Understanding of art style(s)

  • Career Day with a visiting art professional(s)