10th & 11th Grade Rosenbaum

 PAINTING, VA INTERMEDIATE LEVEL II (Sophomores)

BREADTH PORTFOLIO DEVELOPMENT, ADVANCED LEVEL I (Juniors)          

Spring 2014, Ms. Rosenbaum

(Preferred) Teacher Contact via e-mail at deb_rosenbaum@dpsk12.org
Please call the classroom phone before 7:30 or after 2:40 at 720 424-1776

ALL VA DEPARTMENT POLICIES AND REQUIREMENTS APPLY TO THIS CLASS!  Review them under the “policies” tab on the VA webpage.  Students are required to have their full toolbox and sketchbook in class daily.

This Week in Class:   Grade 10:  Mural project designs for Children’s Hospital due.  Continue work on 3 self designed art historical painting projects.  Grade 11:  Landscape project due for Tuesday crit at beginning of class.

This Week’s Sketchbook Assignment, Due Tuesday, April 21, Draw something that is “coming alive” in spring.  This is an observational drawing.     (To receive a 10, you must submit the work on time, demonstrate a one-hour commitment,  utilize an entire page, and address the prompt creatively.

Required writing assignment and show dates

  •    Writing #1, Gallery Review, February 4
  •     Writing #2, March 4–Tomakazu Matsuyama article, research artists in article
  •     Thursday, March 6, 3rd Quarter Show
  •    Writing #3, April 8, Gallery review written in the first person.
  •    Writing #4, May 6
  •    Friday, May 23, Year End Celebration and 4th Quarter Show

PAINTING SYLLABUS, Intermediate Level II, Grade 10

Big Ideas

How is painting different from drawing?

How can the paintbrush be used technically and expressively in painting?

What techniques can be used with different paint types and mediums?

What painting innovations have changed the history of art?

How can artists make a living as painters today?

Art History, Appreciation, and Criticism

Students will apply previous experience and skills to analyze painting styles and approaches from contemporary and historical examples. Our study will focus on various methods of paint application in portraiture, still life, landscape, and non-representational works.  Students will fine tune and increase sophistication in writing skills through gallery reviews, technical analysis, and personal journaling.

Studio Work:     Students will explore paints including watercolor, acrylic, oil paint and pastel sticks.   Students will build on concepts and skills in the following areas:        Color theory and color mixing; mixing and applying flesh tones to create three-dimensional form; use of a variety of mediums to alter the character of various paints; use of the brush to create texture, modeling, and surface; painting on alternative, 3-dimentional surfaces

Activities and Assignments

Written work including Art Gallery Reviews and research on selected artists and styles as assigned

Lecture, class discussion, demonstrations and independent research

Weekly sketchbook assignments to practice observation skills and stretch creativity

Various critique formats to provide constructive feedback and practice communication skills

Major class projects (expect to spend time out of class to complete these assignments!)

Guest Artists

Colorado Academic Standards for Visual Art 
1.Observe  and  Learn  to   Comprehend:  
The  visual  arts  are  a  means  for   expression, communication  and   meaning  making.
2.Envision  and  Critique  to  Reflect: 
Visual  arts  recognize,  articulate,   and  implement  critical  thinking through  the  synthesis,  evaluation   and  analysis  of  visual  information.
3.Invent  and  Discover  to  Create: 
Generate  works  of  art  that  employ   unique  ideas,  feelings,  and  values    using  different  media,   technologies.
4.Relate  and  Connect  to  Transfer: 
Recognize,  articulate,  and  validate   the  value  of  the  visual  arts  to lifelong  learning  and  the  human   experience.

CLASS SYLLABUS, Breadth Portfolio Development, Grade 11, Advanced Level I

What is The Breadth Portfolio?    A group of 12 highly resolved works displaying artistic mastery of a variety of subjects, themes, media, techniques, and styles.  Works should also demonstrate understanding of the basic art elements and design principles.  Completion of this portfolio in the junior year prepares students for sophisticated choices about specialized work to pursue for the concentration portfolio and senior show.  This is the first part of the AP Studio Art Curriculum and students may submit the completed portfolio in May of senior year for AP scoring along with the Concentration Portfolio.  AP credit is not given on student transcripts since weighted credit is already given for all major classes at DSA, but colleges do give credit for highly scored portfolios of 4 – 6.  Check with individual colleges to find out how they credit AP portfolios.

Step One:  Students work together with peers and teachers to review examples of their completed summer work and first semester work with Mrs. Fleischman.  Students fill out a breadth sheet listing their most highly finished works by subject, media, technique and content.   Students should be able to identify what skills are demonstrated in each piece.

Step Two:  As assignments are given through the school year, students use their list to select areas where they do not already have a strong example.    The goal is to demonstrate as much skill and variety as possible in each work.  A single work may demonstrate several areas.  By the end of the junior year, each student should have a portfolio of at least 12 pieces demonstrating a depth of skill, knowledge and technical expertise.  As the work evolves, a personal voice or style should emerge.  Students continue the review process in Step One throughout the year, replacing older examples with better work if they reach the 12 piece minimum.

Big Idea                                                                                                                                                                          How do I create a well-rounded Breadth Portfolio that demonstrates skill in a variety of areas?  How do I work to my strengths and personal interests to develop a personal voice?  What strategies and disciplines can I employ to work productively and independently on individual projects?  How can I use my talents to serve my community?  How can I build my resume?  What does professionalism look like in the visual arts?   How can I push my ideas to create more complex and intriguing work?

Essential Questions                                                                                                                                                                     What are my specific strengths as an artist?  How do I create works that stretch me as an artist while developing diversity of skill?  How do I develop a “personal voice?”

Class Overview:  This class demands strong commitment toward the production of highly finished, portfolio directed art pieces in a timely fashion. Advanced work demonstrates technical ability, knowledge of the expressive qualities of art, and development of a unique personal artistic voice.    Students demonstrate deeper understanding of the history of art, the role that art plays in the cultural landscape and how art is changing in the 21st century.  Continued emphasis on strong, professional writing, and critical analysis will develop language skills and prepare students for college level classes, and interview situations.

Portfolios submitted to national and local shows play a major role in professional preparation and in securing scholarship money for college.   Juniors will demonstrate skill in handling a variety of media, subject genres, and techniques in a Breadth portfolio of 6 – 8 pieces by the end of this semester.

Additional work time outside of class is required in this advanced level class.

Juniors will complete class assignments designed to cultivate advanced skill, creative thinking, awareness of contemporary art forms (including performance art in Telling Stories), and conceptual ideas.  Students complete work supervised and advised by the instructor in various media and genres to display strong technical  skill and understanding of art concepts. The sketchbook will document artistic process through journaling, notes, and sketches for projects.  Strong, professional writing is emphasized to prepare students for artist statements, research writing, college applications, and job interviews.  Students are encouraged to engage in art internships and volunteer activities to enhance their experience and resume.  Students should apply for the annual summer scholarship at Anderson Ranch Arts Center in June.

Required Activities and Assignments

•  Weekly sketchbook assignments, submitted on Mondays for class critique

•  Weekly contracts for seniors and all long-term projects

•  4 writing assignments (may include Art Gallery Reviews, research paper, analysis of written articles, or Artist Interview)

•  Attendance at both VA quarter art exhibitions and senior show

•  Full participation in class critiques

•  Individual art projects

Participation points are given at the end of each quarter and include critique skills, preparation, attendance, focus, cooperation, studio responsibility and attitude.

Colorado Academic Standards for Visual Art 

1.Observe  and  Learn  to   Comprehend:   The  visual  arts  are  a  means  for   expression, communication  and   meaning  making.
2. Envision  and  Critique  to  Reflect:  
Visual  arts  recognize,  articulate,   and  implement  critical  thinking   through  the  synthesis,  evaluation   and  analysis  of  visual  information.
3. Invent  and  Discover  to  Create:  
Generate  works  of  art  that  employ   unique  ideas,  feelings,  and  values   using  different  media,   technologies.
4. Relate  and  Connect  to  Transfer:  
Recognize,  articulate,  and  validate   the  value  of  the  visual  arts  to   lifelong  learning  and  the  human   experience.

© 2014, Visual Arts Department, Denver School of the Arts