Fleischman 9th Grade

VA INTERMEDIATE LEVEL I, Grade 9,   Fall 2015

Preferred Teacher Contact via e-mail at kendra_fleischman@dpsk12.org  Please call the classroom phone before 7:30 or after 2:40 at 720 424-1777

Visual Arts Department POLICIES AND REQUIREMENTS    It is the responsibility of each student to be familiar with and honor the policies listed on our home page. Click here for the TAB ON OUR HOME PAGE   A sketchbook and full toolbox are required daily in class.

Weekly Sketchbook Assignment click here

Quarter Show Dates 2015 – 16 School Year

  • 1st Quarter Show 6 – 7:30 p.m, Thursday, October 15, 2015 (Potluck at 6:00 p.m.)
  • 2nd Quarter Show 6-7:30 p.m, Thursday, December 10, 2015 (Dessert Potluck at 6:00 p.m.)
  • 3rd Quarter Show 6-7:30 p.m, Thursday, March 3, 2016 (Potluck at 6:00 p.m.)
  • 4th Quarter Show 6-7:30 p.m, Year End Banquet, Friday,  May 20, 2016 

Writing Assignment Due Dates for this semester

  • September 15th #1 Writing (Gallery Review)
  • October 13th #2 Writing (Gallery Review)
  • November 10th – #3 Writing (Reaction to a published article)

Wheel Throwing and Hand building with ceramic clay – In preparation for creating a hand built ceramic sculpture, students will research sculptures from ancient Egypt, Mexico, Japan, China and Persia.  Students will compare these ancient works with clay sculptures created by current artists and discuss how meaning and purpose in these works is important.  Students will learn and practice hand building skills such as creating an armature, pinch, coil and slab techniques and will use either glaze or cold finishes to complete their work.  Students will continue to practice their wheel throwing skills and add the techniques of trimming a foot, and creating a lid for their vessel.

Rubric for Ceramic sculpture – Student demonstrates preplanning and research through a series of at least six sketches of different ideas before creating the piece.  Student constructs an armature appropriate for their design (i.e. newspaper, blocks, wood supports)  Sculpture is complex and all details are scored and slipped on securely.  Sculpture is designed with even thickness to prevent or breaking during the firing process.  Student chooses a finish that enhances the sculpture and unifies the work (this can be a glaze or cold finish)

Rubric for Wheel thrown vessel- Student will create a wheel thrown vessel that measures at least five inches in height or width.  The student will demonstrate advanced skill in trimming a foot on the vessel and creating a lid that enhances the design of the overall piece and is the correct size for the opening of the vessel.  Student will explore glazing options such as layering, sgraffito or highly detailed glaze work.

Due dates for all ceramic projects – 

  • August 31- 6 sketches of different ideas for sculpture
  • September 8 – Armature created for sculpture. 
  • September 11 – Students have been at the potters wheel at least one time
  • September 25 – Sculpture complete in greenware ready to dry
  • October 1 – All pottery complete in greenware ready to dry
  • October 9 – All ceramic work ready for last firing
  • October 15 – All works complete and ready to set for 1st quarter show

 

Kinetic Sculpture  – Students will research and learn about the science behind making sculptures move.  Using a variety of media such as metal, clay, wood, and paper, students will design a sculpture that the viewer can interact with and move.  Students will use and build on media, techniques and skills learned in past jewelry units in the construction of their kinetic piece including soldering, sawing and riveting.  This cross media exploration helps students realize that learning how to use one media has many applications a

Due dates for kinetic sculpture

  • October 21 – 5 different designs with research 
  • October 27 – Materials gathered, initial plans complete, templates made
  • November 13 – Sculpture complete ready to show

Pixilation – Students will research the history and influential artist/filmmakers associated with the animation technique called pixilation.  Students will create a story and storyboard to help give their animated film intention or meaning.  Students will be required to demonstrate the following in their final film: Sliding, Flying, Disappearing and Replacement.

Pixilation Due Dates:

  • November 3 – groups formed, storyboards created
  • November 14 – materials gathered ready to start filming
  • November 16- Filming starts
  • December 3 – Editing starts
  • December 8 – All films finished and ready to give Mrs. F for the class DVD

Click here for High school rubric for units

CLASS SYLLABUS and OBJECTIVES

Big Idea:  Students will leave this class with a greater knowledge of tools,media and skills needed to create 3d artworks in ceramics, sculpture, jewelry and animation. Students will build on previous skills to create more complex works (i.e soldered rings in jewelry, pixelation in animation, subtractive techniques in sculpture, and altered wheel thrown works) Students will also experience and continue to practice analyzing and discussing art using high level thinking skills and appropriate terminology.

Essential Questions:
How is 3D design unique from 2D?
How have sculpture and other 3D media been used through history as a vehicle for expression?
How do sculptors, jewelers and ceramists use the expressive features (elements and principles of art) to express meaning and personal voice?
What does 3D art look like through different times, places and cultures?
How are expressive features of art used in animation and digital media?
What are some tools, materials and techniques I can use to create jewelry that demonstrates personal meaning?

CURRICULUM TO BE COVERED

I.  Students will know, use, and understand the following 
ART VOCABULARY AND CONCEPTS:
Various forms of sculpture, ceramics, jewelry and new media
Appropriate art vocabulary in discourse and writing practice
Characteristics and Expressive features of art (elements and principles)
Tools, processes and materials used in the creation of sculpture, jewelry, ceramics and new media.

II.  Students will know, use and understand the following in the PRODUCTION OF ART:
A variety of digital software, techniques and processes.
Expressive qualities of art (elements and principles) to construct meaning.
Sketching, brainstorming, revision, and journaling as steps in the creative process.
The importance of collaboration in the creation of art.
Tools and techniques used in sculpture, specifically subtractive techniques such as carving. Tools and techniques in jewelry including, piercing, sawing, riveting and soldering of metal. Students will concentrate on high craftsmanship in all projects

III.  Students will know use and understand the following in
ART HISTORY APPRECIATION, AESTHETICS AND CRITICISM:
The four-step criticism model in written and oral form
Appropriate class critique behaviors
Different functions of 3D design  from various periods and cultures
Use the Internet, books, articles to appropriately research art periods, artists,
techniques, cultures, styles, and perspectives
Qualities of craftsmanship and aesthetic concepts

IV.  Students will know, use and understand the following aspects of
ART AS PROFESSION
Professional exhibition techniques for the display of 3 dimensional work and new media works. Understand how art skills transfer to and intersect with other disciplines and areas of life including business skills. Collaborate with others in the generation of ideas, production and analysis of art.

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.

 

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