Advanced Drawing Syllabus
Course Description:
1 Trimester - .5 credit
Recommended Grade Level: 10-12
Prerequisite: Introduction to Art, Drawing, and Permission of Instructor
This is an advanced drawing course meant to build upon skills learned in Drawing. Student creativity and imagination will emerge as students develop their own personal style in drawing. Areas of exploration include observation drawing, non-representational drawing, and printmaking. Students are required to keep a sketch journal and will have weekly sketch homework assignments. Career opportunities in visual art are also explored.
Student Grades:
Student grades will be based upon a possible final grade of 100%. That grade is broken up in the following manner:
*Performance Assessment/Art making: 80%
These are project grades. The projects will be graded based upon rubrics.
*Assessment (Critiques, Open Responses, Quizzes, RTI, etc.): 20%
Summative assessments will be administered as one way of ensuring that students are learning the essential targets of this course. However, learning will be checked frequently during this class and as we progress through the material. Also, students will be asked to complete written critiques of their work periodically. These are formative self-assessments that will help me better understand where each student is in their art making.
*Final Exam: 10% Your final exam will be worth 10% of your final grade. It is a summative assessment and will include material covered in all previous tests.
MISSED WORK: Students that miss an assignment are expected to make up the assignment upon return to class, if not at home. Everyday an assignment is late is 10% off of that assignment. After an assignment is 5 days late, it will be a ‘0’.
Finished projects must be turned in BY THE DUE DATE. If an assignment is not completed by the due date, the student is expected to complete it outside of class, and a percentage will be deducted, depending upon how late the work is.
Materials for class
*Sketchbook
*Sharpie(s)
*Colored Pencils
*Lead or drawing pencils
-#2 Pencils are fine, MECHANICAL PENCILS ARE NOT FINE!
-I have a preference for the Ticonderoga brand pencils, but it is not required that you get that specific kind.
*Eraser (preferably, white polymer, but gum erasers are ok)
*A container for your materials (pencil pouch, box, etc.)
Classroom Rules
· Students must respect each other, the teacher and their materials.
· No Food or drink is allowed in the classroom
· No texting or playing games. 1st time offense I will keep the electronic device—2nd time I will give it to one of the vice principals and you will collect it at the end of school.
· Students needed to begin class by being in their seat and they need to end class by being in their seat.
· Obey all rules as laid down in the student handbook.
· Bring materials to class with you every day.
· Only one student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass.
Concept: This includes idea/idea development and correctness of criteria included- 33%
Creativity: This refers to the usage of the elements and principles of design; originality of thought-33%
Craftsmanship: This refers to the skillful use of the art materials; clean lines-34%
Standards Related to the Sketchbook Homework Assignments (Assignments listed on last page of syllabus):
English Language Arts Standards/Writing, Grades 9-10, 11-12
· WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
· WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
· WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
· WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Reading Standard: Informational Text, Grades 11-12
· RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
· RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITHTHE KENTUCKY ACADEMIC STANDARDS FOR THE ARTS (2016)
Artistic Processes
Creating
Definition: Conceiving and developing new artistic ideas and work. / Performing/Presenting/Producing
Performing (Music, Dance, and Theatre): Realizing artistic ideas and work through interpretation and presentation.
Producing (Media Arts): Realizing and presenting artistic ideas and work.
Presenting (Visual Arts): Interpreting and sharing artistic work. / Responding
Definition:
Understanding and evaluating how the arts convey meaning. / Connecting
Definition: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work. / Students will:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work. / Students will:
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work. / Students will:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.
Unit 1: Learning to use a Variety of Mediums
WEEK 1
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
I can create a manuscript illumination.
Activities and Resources:
· Markers, ink, large sheets of paper
· Students will create a manuscript illumination using markers/ink with a large sheet of paper.
· They will study the medieval art movement and famous artists.
· Formative assessment: observation
· Summative: rubric This is a planned testing point
WEEK 2-3
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
I can use radial balance to create a mandala.
Activities and Resources:
· Graphite pencils, 9x12 sheets of paper, markers, colored pencils, ink.
· Students will create a radial balance design.
· Students will study Op Art.
· Formative assessment: observation
· Summative: rubric This is a planned testing point
WEEK 4-5
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
I can create a tessellation in the style of MC Escher.
Activities and Resources:
· Copies of Rembrandt, Daumier and Escher prints
· Graphite pencils, erasers, rulers, 9X12in paper.
· Students will study Modern Art.
· Formative assessment: observation
· Summative: rubric This is a planned testing point
WEEK 6-7
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
I can use foreground, middle ground, and background to create a landscape picture.
Activities and Resources:
· Colored pencils, markers, ink, graphite pencils, 9x12 sheets of paper, large sheet of paper, copy of Seurat’s pointillism artwork
· There will be a discussion on optical blending
· Students will use color pencils to draw from a photo subject of their choice, instead of filling in with color they will use dots to create color blends
· Students will draw a landscape picture with foreground, middle ground, and background.
· They will express value by shading and tinting colors
· Formative assessment: observation
· Summative: rubric This is a planned testing point
WEEK 8-9
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 4: Select, analyze and interpret artistic work for presentation.
Anchor Standard 7: Perceive and analyze artistic work
I can create a series of drawings that create an animation.
Activities and Resources:
· Colored pencils, markers, ink, 9x12 sheets of paper
· Students will study animation sketches from flipbooks
· Formative assessment: observation
· Summative assessment: rubric. This is a planned testing point
Unit 2 Finding an individual style in Drawing
WEEK 10
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
I can look at Picasso’s work and make connections to the Renaissance Masters and then try to find my own style by emulating Picasso and the Renaissance Masters. I can create my own narrative work
Activities and Resources: Students will use their previous art from the last several lessons and their sketchpads to use as a basis for their Fantasy drawing. They will also look at fantasy artwork from Max Ernst and Henri Rousseau. They will create art that tells a story but is not based in reality
· Students last piece, Picasso’s drawings
· Materials paper, students’ choice of mediums
· Formative: Observation
· Scoring rubric for summative assessment. This is a planned testing point
Unit 3 Self-critiquing
Anchor Standard 9: Apply criteria to evaluate artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
WEEK 11
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
I can look at my work objectively and write about its strengths and its need for improvement.
Activities and Resources: Students last piece, other critiques
· Materials paper, pencils
· Students will read at 2 critiques
· They will write a critique about their latest drawing from the last lesson
· Formative: Observation
· Scoring rubric for summative assessment. This is a planned testing point
WEEK 11-12
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Unit 4 Independent Problem Solving
Activities and Resources:
I can develop my own theme in my work
· Students will discuss their ideas with me for their final series of drawings
· They will decide on a series of drawings (at least 3) that has a common theme
· Students will write an artist’s statement on their theme
· Formative assessment: observation
· Summative: There will be a rubric This is a testing point
WEEK 12
Students will be complete their artist’s statement on their series
· They will be given study sheets for the final
Advanced Drawing 5