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Home , Abstract Illusionism, Danube school, Les Automatistes, Metaphysical painting, Modular constructivism, Neoism

“Creativity is more important than knowledge” - Albert Einstein .Welcome!

The High School Classes are educational experiences centered around creativity in a structured, but fun and enjoyable atmosphere. They are designed for all students, not just the “naturally talented artist”. Don’t worry about it if you can’t draw or paint - that is why you are taking this class - to learn these skills. The following handbook for the art room is a policy/procedure guide for students to reference. This book is designed to help all students achieve their greatest potential in the art program by having a smooth and efficient running classroom. With this in mind, clear policies and procedures need to be set forth that affect the student, the class environment, fellow peers, the instructor, and the safety of all. If there are questions about the information set forth, please feel free to ask any time. Logistics

POLICIES • Appropriate behavior is expected. School rules and policies are upheld. Simply use your best judgment. • Consequences are as stated in school policy (may include coming in for activity period, staying after school, detention, etc.). • Promote an environment which ensures a smooth running and enjoyable educational experience. In addition to the standard set of school rules, there are 6 additional general rules in the art room: 1) “Do those things which support your learning and the learning of others” - use your best judgment 2) Everyone’s ideas are valued - no one or their ideas are to be put down or made fun of. You must feel comfortable taking chances and exploring artistic ideas in an inviting atmosphere. 3) Be polite and courteous to teachers and your classmates. 4) Be respectful of other’s artwork, supplies, and equipment. 5) Try your best in all you do - come to class ready to work with a positive attitude. 6) Be prepared and productive - come with the required materials EVERY DAY and use the class time wisely. SAFETY Safety is the most important priority in the art room. To ensure this goal, the following policies are in place: 1) Emergency: In an emergency, please follow posted procedures for exiting room, stay with the class. 2) Personal emergencies - please immediately see instructor for direction. 3) Behavior – horse play will not be tolerated for safety reasons 4) Proper use of equipment/materials – follow directions and demonstrations very carefully. 5) Use of art room – students are not permitted in the art room unless there are art teachers in the room. Please respect the art room, its contents, and those who are in it. We are very fortunate to have these facilities. Please do your best to keep everything in good condition. If there is a problem, promptly report it. Do not open emergency/rescue windows. DETENTION There may be occasions that an art teacher may request a student to stay after school as a consequence for academic or behavior reasons as stated in the EAHS Student Handbook and the Art Room Handbook. If there is a serious incident, the teacher will make every effort to contact the parent. If there is a minor incident (such as excessive tardies or incomplete academic work) the teacher will request the student to stay after for detention. Please be aware that detentions are not the first consequence for most academic/behavior incidents, and that other steps will be taken to resolve incidents first when possible. Thank you for your consideration. FIELD TRIP In order for a student to be eligible for a field trip they must be current on all projects and passing in their art class. RECOGNITION We encourage all of our students to strive for excellence in all classrooms including the art room. The art teachers diligently strive to acknowledge and recognize students’ efforts in the through a variety of venues including: * Student of the Month * District Wide Art Show * Advertiser Publication * Superintendent’s Collection * Hall Display Cases Our curriculum is designed to challenge students to reach their highest potential. We hope that all students will embrace these challenges and build a strong portfolio of works that could ultimately be used in college applications if they choose a career path in the arts. Student artwork may be used in local publications & the district web site. BE PREPARED & PRODUCTIVE Our studio time is very valuable. Have your materials and homework EVERY DAY. If you are unprepared you will receive 5 pts deduction per day from your participation grade and be required to come in activity period to clean the art room. Idleness is not tolerated. Since time is valuable in class, your are expected to be on task and productive. Lockers/storage: When possible, students will be assigned lockers of storage areas to keep their materials and work-in- progress. Go to the lockers or storage after the instructions are given and during clean up. Avoid these areas during instruction (at the beginning of class) and during work time (avoid wandering). Department Materials: Please ask for permission to use anything that is not already put out before you arrive. Please return ALL borrowed materials to their respective places BEFORE exiting the room. Materials are difficult to replace, and your cooperation in helping return all materials is VERY MUCH APPRECIATED. If after obtaining permission by the instructor you do not know how to use something, or the proper safety precautions for its use, ASK THE INSTRUCTOR the proper way to use them. SAFETY IS THE NUMBER ONE PRIORITY. Daily Agenda

Although each day will vary slightly, we will adhere to the following schedule every day, unless otherwise told. This will make for the most efficient use of the time available in the art room. A) Activity Period: Activity period is for making up work, discussing grades, and completing research for references. If you are requested to show up activity period for unprepardness, tardy, or behavior situations you will be asked to clean the art room. B) Beginning: Please come to class ON TIME with the required materials every day – go to your assigned seat BEFORE the bell rings. The first part of the class is dedicated to instruction, critiques, demonstrations, and questions. If you are late, please enter the room quietly to avoid disrupting the instruction of other students. See instructor after instruction to explain tardiness. Three tardies = detention. C) Middle: Get out materials and equipment, Work time - activity. You are expected to be working on assigned art projects during this class. You are not to be working on other class work, wandering, socializing, or sleeping. D) End: Complete clean up, critique, recap, write down homework, and write journal entry. Please remain in your seat until the bell. DO NOT LINE UP AT THE DOOR. Teacher dismisses the class NOT THE BELL. If you are late exiting the art room the instructor will not sign your late pass to go to your next class unless they asked you to stay after. It is your responsibility to gauge your time to get to your next class. E) After School: You may be asked to come in after school to make up past due work, address discipline issues, make up for tardy issues or unproductive work periods. NOTE: Each of the three sections of the art room is considered a separate classroom. It is not permissible to wander to other rooms. The art class is a time for instruction and production only - research for reference needs to be done on your time (home, activity period, or after school). Research is not to be done during class time. If you do not have reference in class for a project as required = unprepared (incl. photo reference & computer research.. You should keep an envelope in your binders to collect and keep references organized. Grading

The grade you receive in the art room is the grade you earn. Art classes are not an easy “A” or blow off classes. We take them seriously, and so should you. You are not graded on , but on your effort and how well you meet the grading criteria for each project. You will know exactly how you will be graded before you start the project since you will be given a criteria sheet and grading form when the assignment is given. You will grade your own project, a peer will grade it, then you will hand it in for the instructor to grade. The instructor grade is the one that will be recorded. Disputes in grades are not to be announced publicly - if you have a question on your grade please see the instructor during activity period. Thank you.

The grading criteria for each project is based on the New York State Standards for the Arts, New York State Regents Goals, Discipline Based Art Education, and on the information taught at the beginning of each project. What you will be graded on: - Art Projects (Each major project will be typically worth 100 points – could be more for long running activities) - Notebooks (Typically worth 40-50 points per marking period) – you are expected to keep a complete and orderly notebook. Keep all handouts in the order they are given in a three ring binder. Keep all notes in a separate section, keep all grade forms with completed journals in another separate section - Quizzes (Typically worth 40-50 points) - Sketchbook/Worksheet Assignments (Typically worth 20-40 points each assignment) Sketchbooks are used for assignments, brainstorming before projects, or just jotting down ideas. Worksheets help prepare students for major projects. Complete both as per direction for grade. - Portfolios: All students are required to keep a portfolio (collection of finished work and ideas) in the assigned storage area. Portfolios are an effective way to gauge student progress – keep neat and orderly - ready to review. Do not plan to “gift” your work until the end of the course. - Journals: All students are required to keep reflective written journals as per direction. - Participation (critiques, on task, etc.) and Preparedness with art materials (Typically worth 50 points each per marking period) - Critiques: Class critiques (of both famous artists and of classmates) are an integral part of your experience in the art room. You are expected to thoughtfully contribute to these discussions (part of participation grade). High School Art Dept. Grading Standard Breakdown: A - 95-100% All activities are completed and demonstrate superior effort, superior skill level, address all criteria, and handed in on due dates. B - 85-94% Most activities are completed and demonstrate average effort, average skill level, address most criteria, and handed in close to due dates. C - 75-84% Some activities are completed and demonstrate minimal effort, minimal skill level, address minimal criteria, and handed in well after due dates. D - 65-74% Few activities are completed and demonstrate less than minimal effort, less than minimal skill level, address less than minimal criteria, and handed in just barely within the one week late due date policy. F - 0-64% Little/No activities are completed and demonstrate little or no effort, little or no skill level, address little or no criteria, and are not handed within the one week late due date policy. Late Work Deadlines are important in the real world, so they are important in our classes. Assignments are to be ready for critique day and turned in on the assigned date due. Late projects will lose 5 pts. per day. No late work will be accepted after one week - it will receive a grade of “0”. Budget your time early in the project. There may be occasions where this policy may be flexible due to health or other reasons. Clearly communicate with your teacher. If you finish early - look at completed work critically and see what you can do to improve the work or propose extra credit options. Procedures

1) Seats: You will be assigned seats. Please take your assigned seat immediately upon entering the room before the bell rings. This does three things: 1) it gets the class underway quicker - leaving you more time to work on projects, 2) instructor is able to learn names faster, 3) instructor can quickly see who is absent. 2) Behavior: Please use your best judgment and common sense. Follow school policies and rules. 3) Clean up: ALL STUDENTS are responsible for cleaning up. Please keep your area clean - that includes wherever you may have worked. If an area is in need of cleaning, please take the initiative to clean it, even if you may not have worked there. IT IS VERY MUCH APPRECIATED. If your group table is left a mess, the whole group will be required to come in during activity period to clean the art room. The sinks are not a dumping ground. Please be sure to remove all materials after cleaning at the sink and return to the proper storage area. 4) Leaving class: Please make an effort to go to the restroom and go to water prior to class. If you need to go during class, please go during the work time - not during instruction or clean up. If there is a fire drill we need to know where you are in the building. 5) Getting out of seat: Please remain in your seat during instruction. If you need to sharpen your pencil, or get materials, please do so after instruction and in a manner as to not disrupt class. Please avoid wandering. 6) Getting class attention: During the class, it will be necessary to get your attention on many occasions. When the instructor requests your attention, please stop talking and working. Face the instructor so they can see your eyes and they know they have your attention and listen. 7) Asking questions or getting teachers attention: If you have questions, raise your hand and wait patiently. Please do not yell answers. If you don’t understand something - ask to clarify. Remember - “the only stupid question is the one unasked”. When answering questions, raise hand. Be considerate of others. 8) Talking: You may talk in your seat while working - at an acceptable noise level. Please refrain from talking during instruction. If instructor is talking, or a student that was picked by the instructor is talking, be attentive/polite 9) Absent: If you are absent, It is your responsibility to make up work or find out what you missed. Please see instructor for what you missed and work to be made up activity period the day you return. 10) Use of art room: You may use the art room to work on art projects only during the following times if an art teacher signs your pass and they are present at that time: Activity period and after school. 11) Use of art room computer lab: The art room computer lab is for art projects only - not other classes, e-mail, games, etc. You must ask for permission before entering the lab, specify the art project you are working on, and sign in on the lab sheet each time you use the lab. The only time the lab will be available for student use is activity period (or earlier) and after school. Keep the room clean – recycle paper. Ask before printing. 12) : Music in the art room is a privilege, not a right. It is meant to create an atmosphere conducive to creativity, not entertain. No personal players/headphones are allowed. No student may touch the class radio or adjust the volume. You may request to play certain music, but inevitably, the instructor has the final discretionary judgment. 13) Food/Drink: There is absolutely no eating or drinking in the art room – it should not even be visible – including water. Many of the art room materials should not be ingested, student work can be damaged, art room equipment can be damaged. 14) Cell Phones: There is no use of cell phones for any reason in/during class. You are required to turn them off and check them in at the door upon entrance EVERY day.

Conclusion

We hope your experiences in the art room, whether in actual artwork or through the creative growth in attitudes, help you to enjoy and appreciate art and artists more now and in the future. You will learn life-long skills that could be developed as a career or enjoyed as a hobby. We look forward to working with you. We hope you enjoy the experiences in the art room as much as we enjoy watching you grow with these challenges. As always, if there are questions, please feel free to ask any time. We hope this handbook clarifies the policies, procedures, and expectations of students in the art room. In addition, we look forward to seeing you grow and learn in this department and hope you enjoy the experiences you take from this room. Have a great, productive, and enjoyable year!!

See the following pages for resource and idea-generator supplements... Supplement 1: Art Making Media If not specified in the assignment (before beginning a project), make a decision regarding what medium you intend to use. Here is a partial list of art making media you may wish to explore: Drawing: : Graphite Oil : Carbon Acrylic Plaster Chalk Watercolor Clay Charcoal Tempera Found objects Colored Pencils Casein Metal Chalk Pastels Printing: Ink Block: linoleum, wood Others: Oil Pastels Etching: metal plate Photography Conte Lithography Videography Silver (metal) point Screenprinting Digital Artmaking - Computer software Markers Supplement 2: Art Elements & Principles Thoughtful and purposeful orchestration of the visual components of your visual imagery, vocabulary of art, elements of art and principles of design are discussed by the instructor and used by the students on a regular basis to practice verbal communication about the students’ own artworks as well as artworks of their peers. Students will discuss with their teacher and examine, analyze and integrate the elements of art: line, shape, color, texture, value, space and form through the principles of design: rhythm, balance, dominance, variety, unity, contrast, in each of their art works. Emphasis will be placed on discovering strengths and works needing additional work as well as compositions or works that are formally strong.

Art Elements: Line – the path of a point moving through space. May be literal or implied by contrast. Shape – an area bounded by line- two-dimensional. Form – shape in three dimensions – has volume. Space – the area in which objects exist. May be negative (undefined) or have depth. Value – the degree of light or dark within a color. Color – the sensation produced by the reflection of various visible wavelengths of light. Texture – how a surface feels or looks like it feels.

Principles of Design: Emphasis – drawing attention or prominence within an artwork by contrast or movement. Movement – the directing of a viewer through an artwork. Diagonals/curved lines are effective in creating movement. Contrast – the striking difference between objects –differences in color, texture, value, shape, etc. Balance – the equaling out of visual weight within an artwork. Balance may be symmetrical or asymmetrical. Rhythm – linear repetition that creates flow/movement Pattern – a static repletion of shape, form, color, or line. Unity – a sense of harmony, wholeness or completeness. Supplement 3: Genres in If not specified in the assignment (before beginning a project), make a decision regarding what genre type you intend to depict. Partial list of broad categories: 1. Historical (works with message/content) 6. Still Life 2. Narrative 7. Design 3. Portraits (individual, group or self-portraits) 8. Graphic Communication 4. “Genre” (everyday scenes) 9. Abstract 5. Landscapes (seascape, cityscape, pastoral, etc.) 10. specific Supplement 4: Social Issues as Topics If not specified in the assignment (before beginning a project), make a decision regarding what you intend to make your visual statement about. Here is a small list of topics/conceptual issues you may wish to explore:

• Consumerism • Poverty • Terrorism • Marketing • Women's Rights • Judicial Reform • Education • World population • Censorship • Exploration of the human need for • Organ & body donation • Violence beauty in our lives • Human Rights • Academic Freedom • Various forms of human nature – the • Environmental Pollution • Environmental issues good and/or bad in us • Children's Rights • Single Parenting • Life and/or death • Corporate Downsizing • Child Labor • Alcoholism • Defense Spending and Preparedness • Immigration • Food and Drug Safety • Eating Disorders • Tobacco • Tax Reform • Unemployment • Trafficing • Church-State Separation • Homelessness • Nuclear Proliferation • Global Warming • Racial profiling • Ageism • Birth Control • Welfare • Stress • Abortion • Recycling and Conservation • Cancer • Suicide • HIV/AIDS • Fracking • Drug Abuse • Civil Rights • Education • Capital Punishment • Genetic Engineering • Health Care Reform • Media, Sex and Violence • Consumer Debt and Bankruptcy • Embryonic Stem Cell Research • Animal Rights • Obesity • Affirmative Action Supplement 5: Color Schemes If not specified in the assignments (before beginning a project), make a decision regarding your color scheme. Unless you are creating a single-media drawing, you should carefully plan out your color use. Here is a list of the most common color schemes that artist consider as they plan out there visual:

Complementary Color Scheme complimentary color scheme is often a good choice for Colors that are opposite each other on the color wheel are beginners, because it is relatively fail-safe. considered to be complementary colors (example: red and green). The high contrast of complementary colors creates a Analogous Colors vibrant look especially when used at full saturation. This color Analogous colors color scheme are groups of colors that are scheme must be managed well so it is not jarring. adjacent to each other on the color wheel, with one being the Complementary color schemes are tricky to use in large dominant color, which tends to be a primary or secondary doses, but work well when you want something to stand out. color, and two on either side complementing, which tend to Complementary colors are really bad for text. be tertiary. The term analogous refers to the having analogy, or Triadic Color Scheme corresponding to something in particular. An analogous color A triadic color scheme uses colors that are evenly spaced scheme creates a rich, monochromatic look. It’s best used around the color wheel. Triadic color schemes tend to be with either warm or cool colors, creating a look that has a quite vibrant, even if you use pale or unsaturated versions of certain temperature as well as proper color harmony. While your hues. To use a triadic harmony successfully, the colors this is true, the scheme also lacks contrast and is less vibrant should be carefully balanced - let one color dominate and use than complementary schemes. the two others for accent. Red, yellow and orange are examples of analogous colors.

Split-Complementary Color Scheme Monochromatic Colors The split-complementary color scheme is a variation of the are all the colors (tints, tones, and shades) of a single hue. complementary color scheme. In addition to the base color, it Monochromatic color schemes are derived from a single base uses the two colors adjacent to its complement. hue, and extended using its shades, tones and tints (that is, a This color scheme has the same strong visual contrast as the hue modified by the addition of black, gray (black + white) and complementary color scheme, but has less tension. The split- white. As a result, the energy is more subtle and peaceful due to a lack of contrast of hue. Supplement 6 List of Movements/Styles If not specified in the assignment (before beginning a project), make a decision regarding what style or movement you wish to depict. Here is a small list of art styles and movements you may wish to explore:

A • P • Ascii Art • Figuration Libre • • • Folk art • Pixel Art • Art Brut • • • Abstract • • Plein Air • Abstract Illusionism G • • • Geometric abstract art • • • Graffiti • Post- • • Gutai group • • • • • American H • Pre-Raphaelitism • American Impressionism • • • American • Harlem • • American Scene Painting • • Psychedelic art • Analytical art • • • Antipodeans • Humanistic Aestheticism Q • Anti-realism • Hypermodernism • Qajar art • Arabesque • Hyperrealism R • Arbeitsrat für Kunst I • Rasquache • • Impressionism • Realism • Art Informel • Institutional Critique • (art) • • • • Art Photography • International Typographic Style • Renaissance • Arte Povera K • • • • Romanesque • L • • Assemblage • S • Les Automatistes • • Samikshavad • Auto-destructive art • Letterism • Shin hanga B • (art movement) • Shock art • Barbizon school • Lyco art • Sō saku hanga • • • • M • Sots Art • Blobism • • Space Art C • • Street Art • Contextual • Massurrealism • • • • Superflat • • • • Context Art • Mingei • • • • (arts) • • Modernism • • • Modular T • Constructivism N • (aka Informel) • • Naive art • Toyism D • • Transgressive art • • Neo-Dada • Tonalism • • Neo-expressionism U • Dau-al-Set • Neo-figurative • Ukiyo-e • (also known as Neoplasticism) • • Underground comix • • Neo-primitivism V • Digital Art • Net art • E • • Vanitas • Expressionism • Northwest School (art) • Verdadism F O • • Fantastic realism • Objective Abstraction • • • • Supplement 7 Composition Composition is arguably one of the most important components of a moving . It is, however, an aspect that has been neglected in most academic settings – settling for what visually (subjectively) “feels” right. There are, however, objective approaches to composing an image. There are many good books written on the subject and I advise artists to educate themselves. This is a very abbreviated explanation as a starting point to help artists.

Rule of Thirds Perhaps the most basic compositional arrangement is the rule of thirds. Massing of colors and values can simplify complicated themes/motifs. This approach simply encourages placement of focal points on the points of intersection. The reason that the rule of thirds works is that it is a derivative of the proceeding harmonic armature on the next page

Harmonic Armatures For artists wishing to create more elaborate visual arrangements, armatures are very helpful. Proportions that are pleasing our ear (audible harmonics) are also pleasing to our eye (visual harmonics). Intervals of one third, one quarter, one half, two thirds and three quarters (both in audible and visual harmonics) result in positive sensory responses. There are several visual armatures that artists can use to create pleasing compositions. Root rectangle armatures as well as the Golden Mean are effective configurations. The most often used is a simple generic armature that can be applied to any rectangle configuration/proportion from a square to a long thin rectangle. The major intersections correlate to the musical harmonic scale (one third, one quarter, one half, two thirds and three quarters ). Students & Parents, The high school art teachers are very excited to have the opportunity to challenge you in the field of visual arts. We are confident this will be a positive experience and you will walk out of your art classes with a new perspective on the world, as well as new skills. Please read and review the Art Room Handbook and the course description - sign & return the form below.is form. ART ROOM CONTRACT

STUDENT NAME: ______

COURSE NAME: ______

TEACHER NAME: ______

DATE: ______Period: ______

I/we have reviewed the Art Room Handbook and Course Description for the art course I (my son or daughter) will be taking this year.

I/we understand and agree to adhere to the expectations, policies, procedures, and requirements of this course, including appropriate behavior.

I/we agree to adhere to the rules of the school and art room, as well as the expectations of this course.

______Student’s name (print) Student’s Signature Date

______Parent’s name (print) Parent’s Signature Date

PARENT CONTACT INFORMATION: Preferred Method of Contact – Please Check-off Box Home Phone number: ______!

Work Phone Number: ______!

Best time/method to reach you: ______

Parent E-mail: ______!

EAHS Art QUestIOnnaIre

Student’s name: ______Name of Parent(s) or Guardian(s): Name of course: ______Period of course: ______Parent’s e-mail: ______Teacher’s name: ______Student’s e-mail: ______Student’s phone number: ______

What are your interests? What is an artist?

What are your strengths as a person? What are your strengths as an artist (techniques, skills, ideas, creativity, concepts, verbal presentation, etc.)?

What are your plans after graduating from high school? What areas would you like to improve?

What is your favorite sport (to play or watch)?

What do expect to learn?

What is your favorite hobby?

What do you want to learn?

What is your favorite band/style of music?

If you could have anything you wanted, regardless of money or How do you learn best (visual instruction, verbal instruction, natural ability, what would you choose? hands on activities, group activities, reading, quiet environment)?

What place would you most like to visit and why?

Imagine you are going to take a 10 year trip to another planet or solar system. List 5 items you would take with you for your spare time.

Why are you taking this course?

What grade will strive to earn?

What is art?