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Drawing and Painting Course Syllabus CHS Art Department Contact Information Drawing and Painting Course Syllabus CHS Art Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Lori Dana Email Address: [email protected] or [email protected] Phone Number: (740) 702-2287 ext. 16241 Online: http://www.ccsd.us/1/Home CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: This is a second level art course focusing on 2 dimensional media. Students will continue to explore the elements and principles of art, current and past practicing artists, technique, and concept as it pertains to art making. A variety of 2 dimensional media will be explored including but not limited to, pencil, charcoal, pastels, acrylics, watercolors, etc. There is a $20 fee for this course. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.) 1st Quarter Unit I: Big Idea #1: Still Life Drawing/Composition (example project: capturing shiny objects with graphite) Essential Question #1: How can you get proper proportions when drawing from life? Essential Question #2: How can you achieve a good composition? Big Idea #2: Value in Drawing/Color Photo realistic shading (Example projects- oil pastel still life, marbles in colored pencil) Essential Question #1: How can you blend colors to create light and shadow? Essential Question #2: How can you shade your drawing to look 3 dimensional? Unit II: Watercolor Painting o Big Idea #1: Watercolor Techniques/Drawing from a Grid Image Essential Question #1: What is masking? Essential Question #2: What is the wet on wet technique? Essential Question #3: What is dry brush? Essential Question #4: What is a water color wash? 2nd Quarter o Unit III: . Big Idea #1: Portrait Drawing (example projects: charcoal self portrait, Graphite self portrait, micography pen and ink) . Essential Question #1: What are proper proportions for a face? . Essential Question #2: How do you use value to shade a face? o Unit IV: Acrylic Painting Big Idea #1: Acrylic painting techniques (example project: art history chair) Essential Question #1: how do you mix acrylic paints and medium? Course Expectations Students will need a 3-pronged pocket folder to keep handouts, notes, reflection sheets, sketches, and photographs of their artwork. All projects will be completed in my classroom. I will not accept work completed outside of class, unless prior permission is given. Students will fill out a reflection sheet following completion of each project. Reflection sheets will need to be turned in with the project to be graded. It is your job to turn work in to be graded. I will not look through drawers or on drying racks for projects to grade. Incomplete work will not be accepted. Students will need to photograph each of their completed projects and compile a portfolio of their work including: reflection sheets, photographs of their work, and any notes or sketches associated with their projects. This may be a physical portfolio or a digital portfolio. Course Material Drawing and Painting has a $20.00 course fee Students will also need a 3 pronged folder. Grading: Unit Exams: 50% Assessments (Projects): 30% Homework/Class Work: 20% Grading Scale The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.ccsd.us/1/Content2/studenthandboook Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.ccsd.us/1/Content2/studenthandboook CHS TENTATIVE Drawing and Painting Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I: Week 1-2: Drawing from life/ still life drawing graphite *Formative assessment Week 3-4: Photo Realistic shading/ colored pencil *formative assessment Week 5-6: Value and shading in color/Oil pastel *formative assessment Unit I Summative Assessment Unit II: Week 7-9: Watercolor painting *Formative Assessment Unit II Summative Assessment 2nd 9 Weeks: Unit III: Weeks 1-3: portrait drawing *Formative Assessment Unit III Summative Assessment Unit IV: Acrylic Painting Weeks 4-6: Acrylic painting *Formative Assessment Unit IV Summative Assessment Week 7-9: independent choice Drawing or Painting Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations. CHS Drawing and Painting Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ________________________________________________________ Student Signature: ________________________________________________________ Parent/Guardian Name (please print): ________________________________________________________ Parent/Guardian Signature: ________________________________________________________ Date: ________________________________________________________ .
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