Visual Arts

 

Subject Outline

From the earliest times artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms.

The art program in place at Grand Canyon School contributes to the students and the school curriculum by offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that when combined allows a student to communicate on a visual, aural and tactile level. Students at GCS are encouraged to identify particular creative abilities and to master art techniques as a form of expression.

The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group.

The program will provides a response to painting, drawing, and 3 dimensional works as students explore new mediums, techniques, styles, medium, drawing implements, and subject matter. This will be accomplished with a focus on use of the Art Elements and Principles of Design. The art course organizes learning around the design cycle, a dynamic, ongoing process of thinking, planning, creating and evaluating art. This cycle involves creative energy, communication, interaction and reflection. The program emphasizes the concepts and skills development with the Arizona State Standards for art in context, art as inquiry, and with creating art

A sketch book will become a journal of creativity to be used continuously to record the studentís ideas, experiments and adventures with drawing and writing. Talent is not required to succeed in art. Best effort, originality, application of knowledge and progressive improvement contribute to the evaluation process

Aims and Objectives

Aims

Participation in MYP art should enable students to:

  • Experience and develop curiosity, interest, and enjoyment in their own creativity and that of others
  • Explore through the process of visual art (AZ 1VA, 2VA, 3VA)
  • Acquire and develop skills needed for the creation of visual art work ( AZ 1VA)
  • Use the language, concepts, and principles of visual art (AZ 1VA)
  • Communicate their thoughts and ideas through  visual arts (AZ 1VA, 2VA)
  • Create visual art work (AZ 1VA)
  • Reflect on, appreciate, and evaluate their work and the work of others (AZ 2VA, 3VA)
  • Develop receptiveness to visual art forms across time, place, and cultures, and perceive the significance of these art forms as an integral part of life. (AZ 2VA, 3VA)

Objectives

A- Knowledge and Understanding

At the end of the course students should be able to:

  • Demonstrate knowledge and understanding of the theoretical basis of the art studied
  • Demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and cultures
  • Apply appropriate terminology to show aesthetic and critical awareness

    B - Applications

    At the end of this course students should be able to:

  • Plan and organize effectively to define and set goals, solve problems, negotiate and make decisions
  • Experiment and explore through both spontaneous and structured activities
  • Use art confidently as a form of expression and communication while demonstrating a range of technical skills
  • Demonstrate an ability to find original and inventive solutions
  • Apply skills specific to the art forms studied to elaborate an idea, a theme, or a composition to a point of realization
  • Present work through formal or informal exhibition

    C-Evaluation and Reflection

    At the end of the course students should be able to:

    • Reflect upon and evaluate their work in order to set goals for future development
    • Use group discussion and feedback to support and promote creative development
    • Assess and appraise their work and that of others

    D- Artistic Awareness and Personal Engagement

    At the end of the course students should be able to:

    • Show sensitivity to their own and different cultures
    • Accept and incorporate views and feedback from others to further develop their artistic potential
    • Show self motivation in setting and meeting deadlines
    • Show initiative, creativity, and a willingness to take risks
    • Support and encourage their peers towards a positive working environment.

Course Outline

Year One

Year Two

Year Three

Year Four

Year Five

Landscape

Portraits

African Masks

Lettering

Op Art

Art of Women

Environmental Art

Tessellations

Cave Art

Cityscapes

Who Am I

Figures

Australian Art

Graffiti Art

Pop Art

Native Art

Poster Art

Science of Art

Egyptian Art

Canyon Art

Tolerance

Costume Design

Cartooning

Modern Art

Pacific Islanders

Ancient Mezo Art

PSA Art

Graphic Tech

Middle Ages

Drawing Contour

Gesture

Value

Form

Composition

Negative drawing

Earth Day

Still life

Color theory

Landscapes

Portraiture

Advanced drawing

Environmental Art

Perspective

Teapot (clay)

Abstract  painting

Recycled Art

Altered Books

Illustrating Poems

Assessment Criteria

Criteria A

Knowledge and Understanding

Understanding of the topic and the ability to talk about the topic using a range of specific vocabulary.

Criteria B

Application

Planning and organizational skills as well as ability and creativity. Ability to show a range of skills and techniques connected to the topic.

Criteria C

Reflection  and Evaluation

Reflection and evaluation of development and process of learning. Analyzing the quality of the work and suggesting improvements.

Criteria D

Artistic Awareness and Personal Engagement

Interest and personal engagement. The ability to show initiative, enthusiasm and commitment.

Art Course Outline
2006-2007
Name of Course: Middle School Art 6-8

MYP Level I, II and III

Teacher and contact information:

Amy McBroom E-mail: amy@grandcanyonschool.org phone: 928.638.2461 x 414

Frequency of class: Four periods a week

Course Description:

Middles school art with a combination class of 6-8th graders explores multiple units covering a wide variety of materials and techniques. Some of these units will be based on art history, intercultural awareness, visual themes and techniques to accomplish a visual communication. Wherever possible, units will compliment the other middle school topics and questions. All students will work in their Developmental Workbook (DW) on a daily basis, exploring the creative process, journaling this process with images, and reflecting on what they have personally discovered. The middle school art course is a three year rotation for students to experience visual arts without repeating the same coursework in the sixth through eighth grades.

Topics:

YEAR ONE- How do ideas become art work?

Students will explore and create varied projects that express different styles by using line and color as the technical aspect to their work. Research into the history of the style will provide the foundation of art history as they delve into culture of the artistís life. Projects  are African mask making (HF, SE);  a look at Andy Goldsworthy and environmental art (HF, E); women artists from different walks of life culminating with a quilt-like project similar to Faith Ringold (HF, HSE); portraiture of Rembrandt to Hockney and the human face with expression(HF); optical eye fooling art of the 60ís (HF), landscapes of the romantic period to the modern interpretation of our  southwest scenery for entry into  Arts for Our Park juried art show(HF,E). Lastly exploring the earliest of mans expression and culture, cave art with pigment making and application (HF,HSE,E).

(Homo faber, Environment, Social and ATL are the areas of interaction that are being utilized through these units. ATLís are interwoven throughout each unit.)

YEAR TWO- How does the environment influence an artistic outcome?

Students will look at various habitats and the relationship with the physical and psychological components about humans in the way and reasons they create their legacies. After analyzing how much the environment influences the adaptation of man the maker they in turn will create by using the design cycle and figure out different types of materials and techniques.

Projects included are graffiti posters on butcher paper, dreaming paintings, posters with purposes (CS), figures of how humans see themselves in relationship to the planet or religion. (HF, E, HSE, ATL interplay with the guiding question)

YEAR THREE- How do the arts contribute to the human experience?

Students will investigate how artists are used within a group to promote, design, and build their ideas through graphic arts, architecture, murals and stone carvings. Looking at ancient and historical time periods in distant lands as well as modern art the students will look at the value that artist bring to a civilization. Compare and contrast propaganda and public service work. Using tolerance as a vehicle to understanding compassion projects include but not limited to a PSA poster (CSE), political cartooning (HSE), stage design and costuming (HF), Mezo carvings for public display (HF), and building a cathedral (HF).

Teaching and Assessment

Lessons are taught in a variety of ways, including presentations, demonstrations, books, research materials and independent reading. The DW book is essential to the daily creative journaling. Every week t least two small drawings must be made in the book. Evidence of the process, product and awareness of the areas of interaction should be included. Due dates will be written on the gray board and in handouts that are to be pasted in the DW.

Each year the student will be evaluated by the following:

Projects/use of materials/presentations 60%

Developmental Workbook 35%

Safety and participation 5%

Evaluation is based on in-class work, DW book, participation. Work is expected to be handed in on time and be of good quality. Assignments will be assessed by the following criteria from the IB rubric for Visual Arts: