Course Goals and/or Major Student Outcomes -

Research and study various artwork to understand style and intent.  (Standard 1)

Demonstrate ability to plan and create printed and electronic media for effective visual and verbal communication applying the elements of art and design. (Standard 2)

Analyze and make critical assessments about artwork using visual arts terminology. (Standards 1 &  4)

Understand historical contributions to and the cultural influence on visual communications and contemporary media. (Standard 3)

Develop a portfolio of the student’s original works of art. (Standard 5)

Course Objectives - The student will:

be able to identify, record, and understand design in analyzing his/her own artwork and other contemporary media artwork utilizing terms of art principles and visual communication.  (Standard 1)

demonstrate increasing skill refinement in using contemporary media to create art pieces based on the principles and elements of design.  (Standard 2)

research artists from various cultures to understand universal art concepts and the purpose of the artwork. (Standards 3, 4)

develop a technique for analyzing and assessing artwork for its quality and intent.  (Standard 4)

analyze his/her work, that of classmates and artists worldwide using correct visual arts terminology.  (Standards 1 &  4)

use contemporary media to effectively present concepts of other subject areas.  (Standard 2, Standard 5)

develop the skills of time management and resource usage to help him/her in any career, and be aware of practical applications of his/her skills.  (Standard 5)

identify different career options available in the visual communications field.  (Standard 5)

Course Outline –

 Visual Arts Standards (from Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve—2001)

Artistic Perception—processing, analyzing, and responding to sensory information through the language and skills unique to the visual arts

Creative Expression—creating, performing, and participating in the visual arts

Historical and Cultural Context—understanding the historical contributions and cultural dimensions of the visual arts

Aesthetic Valuing—responding to, analyzing and making judgments about works in the visual arts.

Connections, Relationships, Applications—connecting and applying what is learned in the visual arts to other art forms and subject areas and to careers

 Course Content

Course overview and visual arts standards

Questionnaire and skill measuring activities

Computer knowledge, file management skills

Instructor and student course expectations discussion

Career awareness and design ethics—S5

Research the field of visual communications and make an oral report to class on three career opportunities including the skills necessary to be successful in each—S5

Write a report on the legal considerations of copyright, counterfeiting, plagiarism and common trade practices and participate in a group discussion of the findings.—S5

Planning the student portfolio.—S5

Develop a criteria for selecting artwork for the portfolio—S4

Throughout the year select artwork to be placed in the portfolio.—S5

Introduction and use of design tools

Classroom discussion on how advances in technology might change the definition and function of the visual arts.—S5

Research and discuss the current software used in the industry and how emerging technologies effect or will effect visual artists and their fields.–S5

Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.—S1

Research and describe the role and influence of new technologies on contemporary works of art—S3

Understanding historical and cultural context

Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art. —S3

Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art. —S4

Identify similarities and differences in the purposes of art created in selected cultures.—S3

Elements of art and principles of design—S1

Glossary of terms used in the Visual Arts Standards—S1

Line, implied line, expressive line

Select two artworks, magazine ads, or photos to write about visual aspects of line using visual arts terminology—S1

Sketch examples of line representing an emotion—S2

Shape and form

Select two artworks, magazine ads, or photos to write about visual aspects of shape and form using visual arts terminology—S1

Discuss the purposes of shape and form used in artwork from a selected contemporary culture.—S3

Value and texture

Create a collage of textures of various materials—S2

Analyze the material used by a given artist and describe how its use influences the meaning of the work.—S1

Generate a value scale from black to white using shapes and patterns—S2

Color

Discussion of color origins and cultural perspectives for color usage—S3

Create a color wheel to demonstrate understanding of terminology and color development—S1

Formulate and support a position regarding the aesthetic value and color choices of a specific work of art and change or defend that position after considering the views of others. —S4

Balance

Select artworks, magazine ads, or photos and label examples of symmetry and asymmetry, radial balance, informal balance and visual weight using visual arts terminology—S1

Design a business card to create formal balance and another to create informal balance—S2

Rhythm and movement

Find uses of pattern in printed materials.

Create a design using regular rhythm in a repeated pattern—S2

Create a design using rhythm in a repeated pattern with a variation—S2

Unity, emphasis and contrast

Sketch a CD cover putting the design elements together to create unity with emphasis and contrast—S2

Analyze and describe how the composition of this artwork is affected by the use of unity, emphasis and contrast –S1

Understanding artwork and style

Analyze the works of a well-known artist in terms of the art media selected and effect of that selection on the artist’s style.—S1

Analyze and articulate how society influences the interpretation and message of a work of art. —S4

Construct a rationale for the validity of a specific work of art—artwork that falls outside their own conceptions of art.—S4

Investigate and discuss universal concepts expressed in artwork found in diverse cultures.—S3

Research and analyze the work of an artist and define the artist’s unique style and how it distinguishes the artwork—S1

Critiques

Research and discuss examples of art critiques of a well-known artist—S4

Write critiques of the projects generated by at least two students including what the students are sharing about themselves—S4

Wall (class) critiques of student artwork assignments

Write critiques for your own artwork.

Students will work on individual and group projects throughout the year

Create a flyer, course catalog cover, or a newsletter

Discuss the process and design elements applied using appropriate visual arts terminology—S(a)1.2

Print several versions of an assignment and describe the process and rationale for changing the artwork.—S4

Conference program

Analyze the personal direction and style used to develop the theme throughout—S1

Create a carpet design showing rhythm, balance and proportion

Describe the relationship involving you as the artist, the process of creating the artwork, the final product and the reaction of the viewer.—S4

Logos—find two examples of logos from the U.S. and three examples of logos from other cultures—S3

Describe the principles of design used to generate each logo—S1

Create an original personal logo using typography that gives insight to your personality—S2

Generate fictitious product packaging artwork and text, company logo, letterhead and envelope for a student project in the ROP Marketing program—S2, S5

Compare and contrast product packaging identifying psychological content found in the symbols and images–S5

Identify the intentions of the artist when developing product packaging artwork—S4

Original poster artwork addressing a social issue and incorporating visual metaphor—S2

Find examples of posters and discuss how the issues of time, place and cultural influence are expressed—S3

Describe the use of the elements of art to express mood—S1

Create original artwork for county fair competition—S2

Find an upcoming art exhibition in the Bay Area—compare and contrast how different media (television, newspapers, and magazines) cover it—S5

Finalize student portfolio .—S5

Describe how a selected piece demonstrates growth in ability and technique—S4

Select several works from the portfolio and discuss the intent of the work and choice of media—S1

Texts & Supplemental Instructional Materials - A list of district-adopted core textbooks and/or core literature, followed by other readings, articles, reports, etc., indicating if materials will be used in part or in their entirety.Texts:

Design Fundamentals for the Digital Age, Linda Holtzschue, Edward Noriega, John Wiley & Sons Publishing,1997 (New)

Using Design Basics to Get Creative Results, Bryan L. Peterson, Peterson Publishing. 1996 (New)

Design:  Elements and Principles, Dorothea C., Malcom, Davis Publishers. (I need to get a review copy)

ArtTalk, Rosalind Ragans, Glencoe (I need to get a review copy)

Adobe Illustrator--Introductory, Ann Fisher, Thompson Learning, 2001

Adobe PhotoShop--Introductory, Elizabeth Eisner Reding, Thompson Learning, 2000

Adobe Pagemaker, need author, InternationalThomson Publishing, 1998

Supplementary:

Print magazine

Newspapers, various magazines, art exhibit flyers

The Internet as source of art and gallery viewing

Key Assignment –

A final project will complete the portfolio.  This final project will require utilization of all skills learned during the year, as well as

written evaluation using terminology of the art and visual communications fields.—S1, 2, 3

Assessment Methods and/or Tools -

Research project to collect samples of effective and non-effective visual layouts

Activities demonstrating knowledge of art design theory

Written assignments demonstrating ability to effectively communicate that knowledge

Written reflection

Theory and vocabulary quizzes

Portfolio with personal evaluations

Final project

Attendance and participation

Evaluation of artwork by instructor

Assessment rubric

Assessment criteria –

Ability  to follow instructions and direction

Effort on projects

Quality of the completed assignments

Self-evaluations and peer critiques

Incorporation of Visual Arts state standards

Rubric

An “F” (1-59 pts.) is given to a project that does make some effort, but the project results do not demonstrate an understanding of the requirements.

A   “D” (60-69 pts.) is given if the project addresses the requirements very superficially or completely fails to address some of the requirements while meeting the other requirements.

A   “C” (70-79 pts.) is given if the project addresses all of the requirements, but at a minimal level.  The project is solid, but is less sophisticated in content and style.

A   “B” (80-89 pts.) is given if the project demonstrates a clear understanding of the requirements and the finished result is a strong but a thinner version of an “A” project.  It is still impressive and interesting.

An “A” (90-100 pts.)  is given to the project that is clearly superior and technically correct.

                                                                        Pts Possible                              Score

Assignment on time and complete                        5                                         _____

Originality                                                              30                                         _____

Preliminary Sketches                                            10                                         _____

Use of Elements of Art                                          10                                         _____

Use of Principles of Design                                   10                                         _____

Craftsmanship/Quality of Work                           15                                         _____

Following Directions                                             10                                         _____

Self-Evaluation                                                      10                                         _____

                   Total                                                    100                                         _____