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Kern High School District Office of Instruction

DPC#: Approved by Board:

_ _4702 06/24/02

BEGINNING ART
A. COURSE INFORMATION Grade Level: Length of Course: Maximum Credit: Type: Recommendation for Enrollment: 9-12 1 Year 10 Visual and Performing Arts None

B.

BRIEF DESCRIPTION OF THE COURSE This one-year course is structured to focus on the rudimentary understandings of the three major components of visual art - form, subject matter, and context. By manipulation of both dry and wet media and by the investigation of relevant art history, philosophy, and criticism, students will gain a greater awareness of the scope and magnitude of the visual arts and the career possibilities that lie within the discipline. This course satisfies the fine arts requirement for graduation.

C.

BOARD-ADOPTED TEXTBOOKS Arttalk, Ragans, Glencoe Pub., 1988 The Visual Experience. Hobbs and Solame, Davis Pub., 1995 SUPPLEMENTARY INSTRUCTIONAL MATERIALS Understanding and Creating Art, Goldstein, et a., Garrard Pub., 1986 Exploring Drawing, Brommer, Davis Pub., 1988 Exploring Painting, Brommer, Davis Pub., 1988 Scholastic Art Magazine - Scholastic Art and Its Significance 2nd Ed., Ross, State Univ. of NY Press, 1987 Theories of Modern Art, Chipp, Univ. of Calif. Press, 1968 Making Theory - Constructing Art, Herwitz, Univ. of Chicago Press, 1993 American Visions, Hughs, Random House NY Pub., 1997 Art Through the Ages 9th ed., Delacroix, et al. Carcour, Brace, Jovanovich. Pub. 1993 Visual Art in the Twentieth Century, Lucie-Smith, Harry N. Abram, Inc.,1997 Understanding Art, Mittler and Ragans. Glenco. Pub. 1992 Drawing on the Right Side of the Brain, Edwards, Penguin Putnam Inc., 1999 Selected Prints, Videos, Slides, and Digitized Images Selected Web Sites Audio recordings and video or DVD performances or recordings including exerpts from major motion pictures.

A.

BRIEF OUTLINE OF COURSE CONTENT
1. Assessment and Pre-instruction Orientation (a) Students are assessed for skill and knowledge of art. 2. Structure of Art – Form, Subject Matter, and Context (a) Form (b) Subject Matter (c) Content (subject/form mirroring) (d) Art in Context 3. Elements of Art and Principles of Design (a) Elements of Art (Line, Shape, Form, Value, Space, Texture, Color). (b) Principles of Design (Balance, Contrast, Pattern, Emphasis, Movement, Rhythm, Gradation, Unity) (c) Composition 4. Observational Drawing (a) Blind Contour Line (b) Contour Line (c) Value Drawing (Stipple, Hatch/Cross Hatch, Chiaroscuro) 5. Color Theory (a) Color Wheel/Color Divisions (b) Dimensions of Color (Hue, Value, Intensity, Temperature) (c) Color Schemes (Monochromatic, Complimentary, Split-Complimentary, Triadic, Analogous, Color/ No Color) 6. Form vs. Subject Matter (a) Relationship between Form and Subject Matter. (b) Subject-Form mirroring 7. Spatial Construction (a) Positive and Negative Space (b) One-Point Perspective (c) Two-Point Perspective (d) Aerial Perspective 8. Transference of Meaning (a) Art as a Visual Language (b) Art in Context 9. Color and Content (a) Psychological Aspects of Color (b) Cultural Aspects of Color 10. Life Drawing (a) Human Proportions (Head and Figure) (b) Gesture Drawing

(c) Life Composition 11. Appropriation in Art (a) Aspects of Originality (b) Contextual Displacement 12. Metaphor in art (a) Objectification (b) Symbol (c) Personal Metaphor (d) Public Metaphor

D.

BEHAVIORAL OBJECTIVES FOR BEGINNING ART 1. Demonstrate basic skill building in drawing and painting production, understanding the importance of the elements of art and principles of design (Standard 2.0). 2. Appreciate art history and the importance of different styles/techniques/cultures (Standard 3.0). 3. Use art criticism to describe, analyze, interpret, and judge artwork (Standards 1.0, 4.0). 4. Produce artwork that shows individual creativity and problem solving skills to express and communicate ideas (Standard 2.0). 5. Prepare a portfolio of original artwork for a variety of purposes (Standard 5.0). 6. Students will process visual information in new ways by consciously extending the power of right brain theory. (Standard 1.0) 7. Students will complete a series of drawings by a cognitive shift to spatial, relational, and comparative mode. (Standards 1.0, 2.0) 8. Students will develop some skill in handling a variety of wet and dry media using individual techniques in the approach to projects. (Standards 2.0, 4.0) 9. Students will use appropriate vocabulary in the verbal and written description and analysis of their work. (Standards 1.0, 3.0, 4.0) 10. Students will create artwork of acceptable quality using the techniques of graphite, colored pencil, charcoal, conte crayon, pen and ink, watercolor, tempera, oil/chalk pastels, and multi-media collage. (Standards 2.0, 3.0, 4.0, 5.0) 11. Students will demonstrate the relationship between form and subject matter and will include subject – form mirroring. (Standards 1.0, 2.0, 3.0, 4.0, 5.0) 12. Through relevant art history and aesthetic theory, students will refine their sensory perceptions of works of art, events, objects in nature, and the environment. (Standards 1.0, 2.0, 3.0, 4.0, 5.0)

E.

ASSESSMENT PROCEDURES • • 90-100 A – This grade represents that which is clearly superior, technically correct and exceeds course standards. 80-89 B – This grade represents that which demonstrates a clear understanding of the

requirements and meets course standards. • • • 65-79 C – This grade reflects a minimal level of participation in meeting course standards. 55-64 D – This grade fails to address some requirements while meeting other requirements and course standards. 54 – 0 F – This grade is assigned to those who do not meet requirements and course standards.

Assessment Methods and/or Tools 1. 2. 3. 4. Projects Written Assignments Participation Final Exam