Draw ing & Pa in t ing 1Teacher: Ms. Munson – munsond@fultonschools.org; Room 410; 404.847.1980 ext. 272

Class Blog: www.munson-dp2010.blogspot.com Prerequisite: successful completion of Intro to Art OR Art History Course Description: Students will be instructed in fundamental drawing skills and prepared to make the transition to painting. Course work builds on drawing skills introduced in Introduction to Art. Drawing approaches include contour, value to model form, gesture, perspective and color; students work with drawing media such as pencil, charcoal, conte, oil pastels. Art history, criticism and aesthetics are incorporated with studio production of drawings and paintings. Skills and techniques will be developed and explored so students can communicate there ideas with greater clarity. Through this course, we hope to develop internationally minded people who exemplify the traits found in the Learner Profile. Units that are studied in the Introduction to Art course support the three fundamental concepts of the International Baccalaureate Middle Years Program: Holistic learning – students discover ways in which art is related to all other subjects. They also learn that the

strategies they develop to analyze and solve problems are those that will be used throughout their lives. Intercultural awareness – through their study of art, students discover the rich history of the subject. They gain

an understanding and appreciation for the many cultures that have contributed to the body of knowledge which they study.

Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will practice technical, contextual, formal and conceptual ways to communicate the visual arts.

In addition, throughout this course, we explore ways and examine topics that provide opportunities for students to develop the traits contained in the Learner Profile. The Introduction to Art Course Team, consisting of all teachers that teach the course, works to consistently examine the unit designs, classroom practices, assessment policies, and management and leadership activities to assure that attention is focused on the processes and outcomes of student learning.

Course Methodologies & Objectives:A number of methodologies are used in the Drawing and Painting 1 classes. Students generally work individually with interaction and feedback from their classmates through discussion activities and critique opportunities. They will receive direct instruction and be encouraged to show independent investigation and exploration to personalize their own learning. Students will read about art and artists, develop technical skills, analyze art work, experiment, participate in problem-solving projects, formulate creative solutions, write and reflect on their work depending on the unit. Students are expected to demonstrate proper and safe use of materials and tools.

Textbook: Creating & Understanding Drawings. Mittler, Glencoe Publishing. It will be kept at school, however all students are welcome to take the book home to complete assignments or on days prior to a test. The book will be returned in good condition at the end of the semester or fines will be assessed. Replacement cost: $43.98

Student Responsibilities: 1. Each student will come to class prepared with assignments ready for the days work.2. Each student will clean his or he own work area as well as any tools before the end of the class. Students who

fail to do so will receive detention.3. Keep and notebook/folder containing all tests, handouts, and notes taken on reading assignments, lectures,

films, and demonstrations.4. All Visual Verbal Journal assignments are expected to be creatively completed on time.5. All students are expected to fulfill a level of professionalism within the class and demonstrate a desire to learn

the subject.Grading Criteria: Riverwood adheres to the Fulton County grading policy. Students will be will graded on: craftsmanship, technique, and completion of the project; as well as proper use of tools, materials, and time; and participation in class discussions and critiques. All incomplete assignments will be averaged as a “0.” Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle Years Program candidate school, RICS will use the program’s assessment criteria to report student progress. The students will be assessed at least once per semester against each of the four criteria. Reports of these scores will be sent at the end of each semester.

The total semester grade will be an average of the following parts:50% Studio Assignments completed in class.15% Mini-labs, Classwork, and Homework15% Visual Journal assignments10% Final Exam

10% Tests, and QuizzesFulton County uses the following grading scale: 90-100 = A 80-89 = B 70-79 = C 69-Below = F

ASSIGNMENT COMPLETION AND DUE DATES: Students will be given time to complete each studio assignment and will be given advance notice of due dates for both homework and class work.

Studio and Journal assignments not turned in on the due date will receive a 10% deduction each day the assignment is late. Late work turned in 5 days or more after the assigned due date will receive a 50% deduction. Unfinished work will receive only partial credit, 50% or less of the total points possible.

Homework assignments not turned in on the due date will have a 10% deduction if submitted by the following class. Beyond that point assignments will be accepted for 1 more class with a 50% deduction.

Folders will only be accepted late one class period after the due date for a 50% deduction.

Parents will be notified by phone or email after 2 zeroes are recorded and/or when the student is in danger of failing. Please consult the Student Handbook for the recovery policy.

Studio Time/Teacher Office Hours: The studio is open at 8am every morning for students needing extra time to work on assignments. The teacher is available at that time, but appointments are encouraged if the student knows he/she will need the teacher’s help. You can also set up additional time in the afternoons by a pre-arranged appoint with at least one day’s notice.Recovery Policy: Fulton County’s recovery policy is designed so that students who have regular attendance and have completed all assignments but are still unsuccessful in a course can have a chance to demonstrate mastery. Students can request recovery only if they meet the preceding criteria. Recovery does not mean that a student can skip a test or fail to turn in a major assignment and receive recovery as an alternative. The type of recovery assignments available to students is a matter of teacher discretion as long as it directly relates to the course objects. Teachers will determine when and how students with extenuating circumstances may improve their grades. (See page 4 of the Student Handbook.)Drawing & Painting 1 is broken down into three units of study. Within each unit you can expect:

MINI-LABS: short lessons that introduce one or two of the main objectives of the unit and will prepare you for creating the final project for each unit.

VISUAL VERBAL JOURNALS: Journal assignments are for experimenting and beginning to find your own way of expressing your ideas, feelings, and moods. If the journal assignment is not completed in class, it should be considered homework and completed on your own time.

STUDIO PROJECT: cumulative art project for each unit of study where you will demonstrate the art techniques and concepts taught for each unit.

TEST/QUIZ: with each unit of study, you will have a test and/or an art application test.

Drawing & Painting 1

Units of Study and

Areas of Interaction:

UNIT 1: Introduction to Drawing and Composition Unit Question – How can we use drawing techniques to create successful compositions? Area of Interaction – Human Ingenuity Assessment Criteria – Application Significant Concept – Understand manipulating drawing techniques to make connections

between drawing and seeing. Students refresh observational skills from Intro to Art. Students introduced to variety of drawing media and techniques. Students create artwork from observation which focuses on observational skills.

Unit 2: Value to Model Form – Developing Depth and Composition Unit Question – How can we manipulate value to create 2-D form? Area of Interaction – Environments Assessment Criteria – Personal Engagement Significant Concept – Learning to identify value range through observation and

transferring visual observations to 2-D surface. Students will understand that artwork is created in conjunction with its environment. Students will study shifts in value range in their environment and use drawing techniques learned in Unit 1 to create observational artwork.

Unit 3: Transitioning to Color to Model Form Unit Question – What techniques can we carry from drawing to painting and how does

color affect meaning? Area of Interaction – Health and Social Education Assessment Criteria – Personal Engagement Significant Concept – Identify connections between drawing and painting in terms of

technique and notice how color affects meaning/overall perception of artwork. Introduce students to history of painting and discuss psychological associations of color. Allow students to experiment with painting media and color and consider how various drawing techniques/styles as well as color change meanings.

Unit 4: Visual Perspective Drawing – Representing Depth on a Picture Plane Unit Question – Where do we observe perspective in our immediate environment? Area of Interaction – Environments Assessment Criteria – Knowledge/Understanding Significant Concept – Students use perspective skills to record perspective observed in

the immediate environment. Students learn techniques to create perspective in drawing. Students practice looking and recording perspective from life.

Unit 5: Gesture Drawing into Developed Drawing Unit Question – How can we incorporate gesture drawing with the formal qualities

(elements and principles) to create unified composition? Area of Interaction – Community and Service Assessment Criteria – Reflection/Evaluation Significant Concept – Connection between communal aspect of figural gesture drawing

and successful composition in finished artwork. Students introduced to gesture drawing practices and history. Students build on gesture drawings to create artwork that communicates meaning.

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