Fall 2014, Ms.Rosenbaum PAINTING, Intermediate Level II (Sophomores) BREADTH PORTFOLIO, Advanced Level I (Juniors)
Preferred Teacher Contact via e-mail at email@example.com Please call the classroom phone before 7:30 or after 2:40 at 720 424-1776
Visual Arts Department POLICIES AND REQUIREMENTS for all classes are listed on our home page. It is the responsibility of each student to be familiar with and honor these policies. Click here to the TAB ON OUR HOME PAGE sketchbook and full toolbox is required daily in class.
Next Week In Class Complete Installation project hanging. ”Place” Acrylic Project with crit on Thursday and Friday. Oil Paintings completed and wired. Juniors breadth piece #5. Writing #4 due Wednesday--Mothersbaugh essay (see questions below).
This Week’s Sketchbook Assignment, Due Monday, December 3 Create 5 postcards a la Mark Mothersbaugh, 4 x 6 ” each. Explore different ideas in these cards and show modifications of one idea or image in several different cards. (All work must be totally original, but you should do research or use the Idea Generators to come up with a strong idea. 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. Unless specified, you may use the media of your choice.)
Writing # 4 due Wed., Dec. 3. 15 point assignment. Write a comprehensive, well structured (typed) essay addressing all of the questions below. You must have an opening topic and closing paragraph, minimum 1.5 pages in 12 point type.
How would you describe Mothersbaugh’s overall “style” in the postcards?
What kind of images do you see in the postcards?
What various media and techniques do you see used in the cards?
What feelings or moods do you find expressed in the work?
How does the artist use the postcard format and space in his compositions?
How and why is text used in the postcards?
When images reoccur in the postcards, how do they evolve or change?
Do any of the postcards make comments about society or popular culture?
Do you react differently to small-scale works of art (like the postcards) than to larger, more finished pieces?
What is your reaction to Mothersbaugh’s postcards as a body of work?
What do these more spontaneous works reveal about the artist and his thinking process?
Do the postcards help you understand the artist or make you more confused?
Manipulated Symmetry Photographs
What ideas is Mothersbaugh playing with in these odd photographs?
How does this presentation (in their frames and in this darkened installation) impact our experience with them?
What emotions do you experience while looking at this body of work?
Sound Machines and Recordings
Listen to a few of the records. How would you describe Mothersbaugh’s music?
What connections do you see between the music and his visual art images?
Why do you think Mothersbaugh is interested in building sound machines?
Overall Connections and Summary of works viewed
What connections do you see between Mothersbaugh’s sound experiments, his manipulated photographs, and his postcards?
Department Requirements Due Dates
Wednesday, December 3 Writing #4
Thursday, December 11 2nd Quarter Show, 6 – 8 p.m.
SYLLABUS for Painting, Intermediate Level II, Grade 10
Big Ideas How is painting different from drawing? How can materials 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 a variety of paints including watercolor, acrylic, oil paint and pastel. Students will build on concepts and skills in the following areas: Color theory and mixing, flesh tones, modeling three-dimensional form, use of mediums to alter the character of various paints, brush techniques, texture and surface, painting on alternative, 3-dimentional objects
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 and field trips.
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 demonstrate understanding of the basic art elements and design principles. Completion of this portfolio in the junior year prepares students for sophisticated choices in 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. Additional work time outside of class is required!
Step One: Students work together with peers and teachers to review examples of their completed summer work and past year’s work looking for the highest quality work. 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: Students use their Breadth list to identify holes where they are lacking strong examples before beginning an assignment. The goal is to address and demonstrate specific skills in each work. A single work may demonstrate several skills and techniques. By the end of the junior year, each student should have a portfolio of at least 12 pieces demonstrating skill, knowledge and technical expertise. As the work evolves, personal voice or style should emerge. Students continue the review process in Step One throughout the year, replacing older examples with better work to 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. Additional work time outside of class is required!
Expectations are that all 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 will create work supervised and advised by the instructor. The sketchbook must 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. Portfolios submitted to national and local shows play a major role in professional preparation and in securing scholarship money for college. 6 – 8 Breadth portfolio pieces must be completed by the end of this semester.
Required Activities and Assignments
• Weekly sketchbook assignments, submitted on Mondays for class critique
• 4 writing assignments (may include Art Gallery Reviews, research paper, analysis of written articles, or Artist Interview)
• Full participation in class critiques
• Individual art projects
Participation points are tallied 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