The Visual Arts Program at:
The Academy of Aerospace and Engineering
with Mrs. Heather L. Groenstein
Ten Lessons the Arts Teach - by Elliot Eisner
Why Drawing Needs To Be a Curriculum Essential - by Anita Taylor
Three questions not to ask about art – and four to ask instead - by Kit Messham-Muir
“The arts aren't just important because they improve math scores. They are important because they speak to the part of children’s beings which are otherwise untouched. “ - Sir Ken Robinson – Creativity Expert
art n - The conscious use of skill and creative imagination esp. in the production of aesthetic objects; also: works so produced b (1): fine arts (2): one of the fine arts (3): a graphic artobjects; also: works so produced b (1): fine arts (2): one of the fine arts (3): a graphic art
BIG IDEA:
Through the creation of art-making and the design process students will celebrate their creative spirit, foster
self-expression, inspire pride and encourage self-discipline and achievement.
ESSENTIAL QUESTION:
How might art be relevant to real world applications and critical thinking; past, present and future?
DO NOW and Daily Inquiry:
Be prepared to work, follow instructions and classroom conduct code:
Act with Respect, Aspire for Greatness, Engage in Active Learning
ENCORE CONDUCT and EXPECTATIONS:
VISUAL ART SPECIFIC EXPECTATIONS:
STUDENTS WILL KNOW:
Students will learn how to assemble works of art through the manipulation of many mediums and problem solving skills, discover that all art is a design process while being introduced to the study of foundations, elements and principles of design.
STUDENTS WILL UNDERSTAND:
Students will understand concepts of the design process, organize and find meaning in their imagery and discover renowned artisans, engineers and inventors while experimenting, analyzing, critiquing, evaluating and integrating disciplines and other modes of learning.
STUDENTS WILL:
Students will create amazing works of art using experimental and refined techniques through the course of Visual Arts and discover their own unique and natural abilities. Students will understand even if they are not artistically inclined, that by giving their best effort they will produce wonderful images and gain art appreciation and foster self-discipline and perseverance.
MAGNET THEME CONNECTIONS:
STUDENT GRADING POLICY:
35% Overall Performance: Final assignments/projects/product
25% Studio Production: Daily productivity and participation
15% Content Knowledge: Assessments
15% Behavior: Daily conduct/all school and visual art expectations
10% Extra Credit/Homework
Through the creation of art-making and the design process students will celebrate their creative spirit, foster
self-expression, inspire pride and encourage self-discipline and achievement.
ESSENTIAL QUESTION:
How might art be relevant to real world applications and critical thinking; past, present and future?
DO NOW and Daily Inquiry:
Be prepared to work, follow instructions and classroom conduct code:
Act with Respect, Aspire for Greatness, Engage in Active Learning
ENCORE CONDUCT and EXPECTATIONS:
- Golden Rule: Treat everyone with respect. Be excellent to each other by refraining from profane and mean spirited comments.
- Be prepared and on time for class. Have appropriate materials / attire ready / all assignments complete.
- Listen and follow instructions the first time they are given.
- Follow step by step procedures and process for each lesson.
- Practice safe behaviors and respect personal space.
- Keep an open mind and have a positive attitude!
VISUAL ART SPECIFIC EXPECTATIONS:
- Begin working promptly if in “studio mode” and use time wisely. This is not your social hour.
- Work quietly - be considerate of others and your noise level.
- Take care of and be respectful of ALL art materials (even your own!) Do not be wasteful.
- Clean tools when necessary, keep organized.
- Studio maintenance— Clean up your area when told and help one another. We all work together in this room to keep it clean.
STUDENTS WILL KNOW:
Students will learn how to assemble works of art through the manipulation of many mediums and problem solving skills, discover that all art is a design process while being introduced to the study of foundations, elements and principles of design.
STUDENTS WILL UNDERSTAND:
Students will understand concepts of the design process, organize and find meaning in their imagery and discover renowned artisans, engineers and inventors while experimenting, analyzing, critiquing, evaluating and integrating disciplines and other modes of learning.
STUDENTS WILL:
Students will create amazing works of art using experimental and refined techniques through the course of Visual Arts and discover their own unique and natural abilities. Students will understand even if they are not artistically inclined, that by giving their best effort they will produce wonderful images and gain art appreciation and foster self-discipline and perseverance.
MAGNET THEME CONNECTIONS:
- Art and engineering share a strong affinity rooted in the design process. A good engineer, like a good artist, has the ability to generate and develop ideas and have strong technical skills and although the tools may differ, the underlying processes of design are similar. Engineers need comprehensive training in the foundations of art to improve and recognize the overall quality of a final product.
- Students will learn to foster a more whole-brained scholastic experience while developing techniques through the arts, creativity and the skills of imagination that connect with both sides of the brain. Students will recognize they are all the engineers of their own life.
STUDENT GRADING POLICY:
35% Overall Performance: Final assignments/projects/product
25% Studio Production: Daily productivity and participation
15% Content Knowledge: Assessments
15% Behavior: Daily conduct/all school and visual art expectations
10% Extra Credit/Homework
- Conduct/behavior effect overall quality, participation and performance.
- Late work penalty: 10% taken off grade per week
- Work can be handed in until the end of the trimester
design_process_black_and_white_&_color_3-15.pdf | |
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visual_art__self_reflection_overview_3-15.pdf | |
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visual_art_performance_rubric_-_3-15.pdf | |
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visual_arts_aae_-_information-overviw_3-15.pdf | |
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behavior_rubric_3-15.pdf | |
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