- Roosevelt High School
- Intro to Art Syllabus
Haag, Sara - Related Arts Department Chair
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Roosevelt High School
Introduction to Art Syllabus
2024-2025
INSTRUCTOR: Ms. Sara Haag PLANNING PERIOD: TBA
EMAIL: sara.haag@slps.org
COURSE DESCRIPTION: Introduction to Art is an exploration into visual art techniques, processes, and media. Students will study the application of the elements and principles of art as they have been used in professional and historical examples and use these elements and principals to enhance the expressive quality of their own work. Students will also learn to enhance their observational skills, increase their artistic vocabulary to better verbalize their thoughts and feelings of the visual world in which they live, and recognize and understand the interconnections with other academic areas.
COURSE OBJECTIVES/COMPETENCIES: As a result of this course you should be able to…
- Utilize various techniques and mediums in the creation of works of art. (FA 1)
- Know and understand the basic elements of art and visual design and be able to understand how these Elements interact. (FA 2)
- Communicate both verbally and in written format in order to express their ideas about the Visual world. (FA 3)
- Realize how art interconnects with other academic areas. (FA 4)
- Know and understand the historical and cultural significance that art has had in human civilization.(FA 5)
COURSE OUTLINE:
Fall Semester:
Unit 1 WHAT IS ART?
Chapter 1 Art in Your World
Unit 2: ART CRITICISM AND AESTHETICS
Chapter 2 Art Criticism and Aesthetic Judgment
Unit 3: MEDIA
Chapter 3 Media and Processes of Art
Unit 4: LINE
Chapter 4 Line
Spring Semester:
Unit 5: DEPTH, PATTERN, AND PERSPECTIVE
Chapter 5 Shape, Form, and Space
Chapter 8 Rhythm, Pattern, and Movement
Unit 6: COLOR, BALANCE, ANDILLUJSTRATION
Chapter 6 Color
Chapter 9 Balance
Unit 7: TEXTURE, PROPORTION, AND THE ART OF JEWELRY
Chapter 7 Texture
Chapter 10 Proportion
Unit 8: NON-WESTERN CULTURES AND MASKS
Chapter 11 Variety, Emphasis, Harmony, and Unity
Chapter 12 Art Traditions from Around the World
Unit 9: WESTERN ART
Chapter 13 Western Traditions in Art
Chapter 14 Careers in Art
COURSE SCOPE AND SEQUENCE:
Time Frame
Unit
Topics/objectives
First Quarter
The World of Art
8/16 - 9/8
Chapter 1 Art in Your World
§ What is Art?
§ Why Do Artists Create?
§ The Language of Art
9/11 - 10/12
Chapter 2 Art Criticism and Aesthetic Judgment
· Art Criticism: Learning from a Work of Art
· Aesthetics: Thinking About a Work of Art
· Art History: Learning About a Work of Art
Second Quarter
10/16 - 11/9
Chapter 3 The Media and Processes of Art
· Two-Dimensional Media
· Three Dimensional Media
· Technological Media
The Elements and Principals of Art
11/13 - 12/20
Chapter 4 Line
· The Element of Line
· The Expressive Quality of Line
Third Quarter
1/3 - 1/26
Chapter 5 Shape, Form, and Space
Chapter 8 Rhythm, Pattern, and Movement
· How We Perceive Shape, Form, and Space?
· How Artists Create Shapes and Forms in Space?
· Rhythm and Pattern
· Types of Rhythm and Pattern
· How Artists Use Rhythm to Create Movement
1/29 - 3/9
Chapter 6 Color
Chapter 9 Balance
· Hue, Value, and Intensity
· Color Schemes
· Understanding the Nature and Uses of Color
· Visual Balance
· Informal Balance
Fourth Quarter
Art through the Ages
3/12 - 4/13
Chapter 12 Art Traditions from Around the World
· Art of Earliest times
· Art of Asia and the Middle East
· The Art of Africa
· Art of the Americas
4/16 - 5/18
Chapter 13 Western Traditions in Art
· The Beginnings of Western Art Traditions
· The Beginnings of Modern Art traditions
· The Nineteenth Century
· Early Twentieth Century
· Art After 1945
Chapter 14 Careers in Art
· Careers in Two-Dimensional Art
· Careers in Three-Dimensional Art and Education
ASSESSMENTS: Your assessments in this class will consist of written tests and studio performance tasks. Tests will focus on vocabulary and analytic use of concepts. Performance tasks will ask you to synthesize the unit concepts inside the framework of a visual problem solving environment.
REQUIRED TEXTS/RESOURCE MATERIALS:
ARTTALK, Rosalind Ragans, Glencoe/McGraw-Hill Publishing, 2005
Art in Focus, Gene A. Mittler, Glencoe/McGraw-Hill Publishing, 2006
REQUIRED SUPPLIES: You will be expected to bring all required supplies with you to class EVERY day. Part of your evaluation for this course is craftsmanship.
CLASSROOM NORMS/ POLICIES: You will be expected to adhere to all school conduct policies. You will also be expected to be respectful and non-disruptive while in this class. Failure to do so will result in the following actions:
Verbal redirection/ Student conference/ Reflective assignment
Parent Notification
Administrative referral
Removal from classroom
GRADING POLICY/SCALE:
Projects 70%
Assessments 20%
(Classwork, Homework, Daily Participation)
Tests 10%
100-90% A
89-80% B
79-70% C
69-60% D
59-50% F
Attendance: You will be expected to attend class on all days allotted. You will also be expected to be prompt in your attendance. Failure to do so will have evaluative and possible administrative consequences.
Make-up Work: Late work and make-up work or exams will be given on a case by case basis. District acceptable reasons will be expected to accompany the assignment of any make-up work. Post-Factum reasons (Reasons given after the fact) will be looked at with greater skepticism.
ACADEMIC INTEGRITY/PLAGIARISM: All the work that you turn in is expected to be of your own design and creation. Plagiarized work, copied work, or work completed by others will not be tolerated and will result in loss of credit for the assignment. Theft or damaging of other student’s work will similarly not tolerated.
During test assessments, use of testing aides of any kind, including any use of electronic devices, without the expressed permission of the instructor shall lose any completion credit for that particular test. Disruption of testing environment shall also lose credit for the test. Any of the above activity may also be reported to administration for further action.
My signature indicates that I have read and understand all of the expectations and policies set forth by this document. I further agree to abide by those expectations and policies to the best of my abilities.
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My signature indicates that I have read and understand all of the expectations and policies set forth by this document. I understand and agree that my child will be expected to adhere to those expectations and policies.
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