Visual Art 10- 2016/17 Course Syllabus

At this level, students are challenged to create in a range of

visual styles including realistic representations, innovative
and stylized works and abstract art. As students become more
independent and comfortable with materials, they are
expected to complete and present finished works of original
art. Personal motivation to extend and refine skills is not only
the focus at this level but also a requirement for continued
studies in the senior years. Students are encouraged and
directed to see the studio as a place to work outside of
scheduled classroom lessons.
Perceiving
Responding
Communicating

Creating

The Elements, Principles and Processes to Explore:

The visual elements are: line, colour, form, space, shape, texture,
value, tone.
The principles include: pattern/repetition/rhythm, balance, contrast,
emphasis, movement, and unity/harmony
The processes are: ceramics, drawing, painting, printmaking,
sculpture, digital photography, drawing tablets and Photoshop
The Units:
Elements and Principles of Design and Image Development
Strategies: Students will explore the E&P of design throughout
the year in a variety of ways. Image Development strategies will
be addressed in major and minor works. These areas of study will
be a major focus in the visual journal.
Philosophy of ART/Sculpture: Making Art out of Everyday
Objects: students will create a sculpture out of a variety of
everyday objects-this is a design challenge that addresses the
notion of what the essence of the definition of art is. Media-a
surprise medium will be introduced
Surreal/DADA: Exploration Painting: students will explore a
variety of painting methods using acrylic paint on canvas based
on a personal photograph manipulated using Adobe Photoshop
as a platform for image development while studying the Surreal
and DADA ist movements.
Drawing: Cubism: a design study of the movement and
composition. This is an introduction to abstraction and post
modernism using still life as an inspiration. The element of value
will be a focus as this will be monochromatic image. Mediumcharcoal, conte.

Printmaking: Street Art and Provocation: students will create

imagery that is provoking and to stimulate original imagery
ideas. They will create a 3 part series of prints labeled and
mounted in a professional manner. This will be an art for the
people unit and will be executed in the style of German
Expressionist block printing. The motivations and imagery of the
artist Banksy and other contemporary street artists will be
explored

Note: It is important to note that because of the nature of art

techniques, work with equipment and materials, the below outline will
may shift over the course of the school year. Any changes will be
discussed in class and posted on the teacher website.
Evaluation of major projects: Primarily formative for the
duration of the term-A summative percent will be reported at
the completion of the school year. This will be accomplished by
using group critiques, written reflections and rubrics- students
are invited to further develop work after critiques and
evaluations. Written and anecdotal evaluation is based on the
following abilities:

Creativity (originality of idea or process, risk-taking, unusual and

diverse solution to the problem)
Skill in handling composition and form. (ability to use the elements
and principles of design)
Exploration of characteristics of potential of chosen/ explored
process, media or concept
Craftsmanship: mastery of tools, materials, and techniques
(finishing and detail)
Visual illustration of concept or idea under girding the art work (Is
it clear and reflective of your written and oral statements and
reflections?)
Overall or intuitive impression of the art work regardless of preestablished desired outcomes

How:
-Set criteria assigned to each project
-Portfolio evaluation
-interview individual orally
-conduct group critiques

-peer, self, and group evaluation

THE VISUAL JOURNAL/Independent Work

Students will also be asked to produce independent works in

their visual journal, or in other forms of visual expression such
as digital art work, sculpture, photography and conceptual
works, for instance. These personal explorations will be
reviewed salon style with partners, small groups, the class,
the student and the teacher. The student will be expected to
produce a written reflection on progress and exploration and
orally share this with the class every term.

VISUAL JOURNAL/INDEPENDENT GUIDE

Outstanding Progress. Consistent, varied use of materials,
excellent technique, risk taking evident and successful, attention to
detail, innovative, original, artwork communicates with viewer, artist is
reflective, classroom assignments completed, commitment and effort
clearly evident. Concept, skill, technique, process and imagery
development evident is dynamic and progressive. Artist has gone
beyond expectations to clearly further personal artistic development.
Very Good- Excellent Progress. Consistent, good use of materials,
original work, strong technique, evidence of risk taking, reflects
development of ideas, strong images, communicates well with viewer;
all assignments are completed, strong insight, commitment and effort
evident. Concept, skill, technique, process and imagery development is
dynamic. Artist as fully met expectations to further personal artistic
development.
Fair to Good Progress. Fairly consistent entries, and limited use of
materials or techniques or concepts. Some complete assignments but
not much risk taking. Some original ideas, some good copies are
evident. Images and skills are developing or maintaining. Subject
matter appears limited. Some reflection is evident. Effort, concept,
skill, technique, process and imagery development not obviously
evident to the viewer. Personal artistic development is suspected, but
not clear.
Room for Progress. Few journal entries, mostly incomplete
assignments, very little original art work. Images tend to be weak. No

evidence of risk taking, pages torn out, work shows little reflection.
Effort, concept, skill, technique, process and imagery development not
obviously evident to viewer or artist. No personal artistic development
evident.
Unidentifiable Progress. Work cannot be considered art by artist or
viewer, and there is no reflection of learning or evidence of
commitment. Journal not submitted and/or empty, assignments not
done, no personal work entered failure to show any learning about art
making or thinking. No participation in salon discussions.

Southridge Attitude, Skills, and Knowledge Expectations in the

Visual Arts Program (SOUTHRIDGE SCHOOL EDUCATIONAL
PROGRAM):

Attitude-the artist has demonstrated:

Commitment to learning by taking initiative, exercising independence, with accountability and
perseverance by doing a series, working diligently in and outside class time, problem solving
independently, displayed a conscious effort to develop and push artistic ability. Attention to detail
and finishing in projects.
integrity by producing authentic principled, respectful and empathetic original work using the
processes, materials, techniques, studio space with a diverse group of artists in a mature and
adventurous manner. Attention to detail and finishing in projects.
Optimism-curiously, enthusiastically and appreciatively has approached concepts, materials and
processes extending the criteria of the concept/materials/processes/and or techniques. Strives to
increase self confidence by trying new things and persevering when challenged.
Skills-the artist has demonstrated:
Creativity and innovation: demonstrates divergent thinking, artistic development and creative
risk taking in the areas of: concept/theme development, design/composition, materials, techniques
and mode of communication. Attention to detail and finishing-all marks are purposeful. Develops,
encourages and acts on own or, with permission, others ideas.
Communication and collaboration-. Is able to use the language of design to practice critical
analysis for sound communication of ideas. Is able to communicate visually using visual metaphor
and symbolism. Listens to others attentively and is able to give respectful feedback and effective
support to other students in the variety of external and internal artistic opportunities. Is a valuable
member of a group activity that includes a diverse group of people with a diverse set of
perspectives.
Critical thinking and problem solving-an ability to apply strategy and carefully evaluate
information given in peer, teacher and self critiques in order to make a reasoned judgment on own

work and others. To problem solve using the feedback and reflection of the self and others to
formatively develop ones own work. Using the three levels of cognitive domain (knowledge,
understanding and application) and by using the language of design to support those areas, is able
to communicate ideas to self and others visually, orally, performatively or in written form.

Knowledge the artist has demonstrated:

Self Knowledge-has created original imagery that speaks to the personal, individual perspectives
of the student. Student can support ideas by understanding how they know, how their learning
style affects work and by advocating for their own perspective in projects and communications
and the exploration of concepts, techniques and processes.
Curriculum- Extended basic assigned criteria (self, peer, student, teacher, ministry, and
enrichment and AP-art foundations 12) by one or more of the following: scope, technique, process,
theme/concept, skill and personal goal setting. Attention to detail and finishing-all marks are
purposeful and creative risk taking evident.
Contextual knowledge-. Makes authentic original imagery that recognizes connections in regards
to, where applicable, the classroom, community and international forces and ideas. Is able to
recognize and integrate interdisciplinary knowledge into the creative process and artistic products
and experience.

Statement of Academic Dishonesty as applies to the Visual

Arts Programme
Every Southridge student has made a commitment to tell the
truth at all times and in all places. This is a truth-telling
school. At Southridge it is a serious offence to lie.
Examples of academic dishonesty in the visual arts programme
are:
-

Taking an image form another student or artist, claiming it

to be your own personal imagery, including the omission of
acknowledgement.
Allowing someone to complete or participate in your project
in your sketchbook of for class assignments without
acknowledgement
Allowing someone to use your visual images for their own
submission.
If you submit work that makes use of photographs,
published images, and/or other artists' works, you must
show substantial and significant development beyond
duplication. This may be demonstrated through
manipulation of the formal qualities, design, and/or concept
of the original work. It is unethical, constitutes plagiarism,
and often violates copyright law to simply copy an image

(even in another medium) that was made by someone else.

(AP Studio Art The College Board)
Any form of cheating is a serious error in judgment on the
part of the student and will be dealt with as outlined in the
student handbook.
See course expectations handout for further details on
classroom and art program expectations and rules.