Course Syllabus

Wiscasset High School Visual Arts Syllabus

Course: Sculpture

Teacher: Shalimar Poulin

_______________________Course Description_______________________

This course is designed to provide you with a study of Sculpture. You will be provided with experiences that enhance both your understanding of Sculpture, and the work habits necessary in mastering Sculpture. All of the class work will ultimately attempt to support independence and automaticity. Our work will be directed towards answering the question, “How can I use Sculptureskills in real world situations to be a life long learner, critical thinker, responsible citizen, collaborative and quality worker, problem solver and effective communicator.” This course is an advanced art class requiring mature students. From this class, if students enjoy working in 3D, they may choose to take Studio Art and explore 3D art at a more advanced level. Students who take this course as a second or third visual art class are expected to demonstrate higher levels of practiced skills, take on the challenge of more complex plans and problems, and create art that is more sophisticated.

_____________________Instructional Strategies______________________
This section explains how this course helps to prepare you for your future, how it includes all those things that experts believe are essential, and what important benchmarks you must perform well in to pass this class.

The concept of “ student as active learner and teacher,” is also part of our study of Sculpture.  In this spirit, you will be asked to participate in: research and planning, active listening in demonstrations, critiques and presentations, skill development exercises, art language and concept development and application, problem solving and risk taking, project development and revision, student written and designed presentations that will involve oral and written communication, homework tasks designed to reinforce the content and foster good habits of work; and summative assessments including: self assessments/reflections, critique writing and participation, exhibit participation and visitation, and student artfolios.

 

The entire course revolves around the necessity for you to take a major part in your own learning process. You will be completing benchmarks that demonstrate your growth and change in mastering Wiscasset High School’s 21st Century Learning Expectations.  You will grow in many skill areas in this course including the 21st Century Learning Expectations and local, national and international standards:

21st Century Learning Expectations (21stLE)
    1. Clear and Effective Communication – Written and Oral
    2. Creative and Practical Problem Solving
    3. Self Directed and Lifelong Learning
    4. A Responsible and Involved Citizenship
    5. Collaborative and Quality Work in Team Situations
    6. Integrated and Informed Thinking

Maine State Learning Results (MLRs) reflects Content Knowledge and may be viewed at:
https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/common-handouts

Common Core Standards (CCSws)- Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12:
http://www.corestandards.org/the-standards

Upcoming Release of the 2012 National Visual Arts Standards (NVAS)- December ‘12: In the meantime, this link lists the current/former standards:
http://www.educationworld.com/standards/national/arts/visual_arts/9_12.shtml

International Visual Arts Standards (IVAS):
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CFsQFjAC&url=http%3A%2F%2Fdocuments.clubexpress.com%2Fdocuments.ashx%3Fkey%3DVRmkSUi9JZYRCnM6HvPffes%252BqHc9rByTPcDozvsTkhpTQnAWR3%252FFcZpBFQ%252BYfw9t&ei=9v4JUOjwJoK06wGtq9T8CQ&usg=AFQjCNGCd3kUbMCGZ43HzUP7iuG3CMvPBA


This course will consist of one  year long class in which a variety of teaching techniques and individual student responsibilities can be expected.  Benchmarks 1-6, that must be mastered in order to receive class credit, are listed below (not all assessments in the benchmark categories 2-4 carry the critical weight of a “benchmark”). Page three and four describe the specific course grade breakdown. Benchmarks in this context is a term used to describe assignments and assessments that show proficiency in the unit or course standards, guidelines, and goals. One assessment in each category listed below (1-6) will be deemed “benchmark” -determined by class performance and readiness for a calculated, weighty assessment- and students will be expected to pass the assessment in order to pass the course:  

    1. Artfolio Development,Updates, Completion and Presentation meets 21st CLE #1

through #6, MLR B3, NVAS2b, CCsws2c, 2d, and 2f, 4, 5 and 6. (This includes the

completion of all projects, improvements, proper labeling and student artist’s statement.)

2. Critique Writing and Participation meets 21st CLE #1 through #6, MLR D1, IVAS 2b, NVAS2b, 5 and CCsws 2c, 2d, 2f, 4, 5 and 6.

3. Project Goal Setting, Self Evaluation, and Improvement Intent and Reflection Writing meets 21st CLE #1 - #6, MLRs C1, C2, D1, and E#, IVAS 1b, 2b, 3b, NVAS 3b.

4. Student Art Exhibit Planning, Participation and Reflection meets 21st CLE #1 through #6, MLR B4 and NVAS 5.

5. Care and respect for supplies, equipment and studio space meets 21st CLE #4, #5 AND NVAS 1d.

    6. Artist Responses MLR E1, 21st CLE #6, NVAS 4a-c, CCsws2c, 2d, 2f and 4, 5, 6, 7, 8

THESE BENCHMARKS ARE AN ELIGIBLE SELECTION FOR UPLOADING INTO THE E-PORTFOLIO OF THE STUDENT.

Additionally, students will be assessed using elements of the following school-wide rubrics:

Responsible Citizen, Habits of Work (which includes effort), Collaborative Work,

Life Long Learningare built into the bi-weekly exit slips

Written Communication and Oral Communication are built into the rubrics for Artist Responses, Artist Statement, and Critique Writing and Presentation

   

_________________Assessment/Grade Breakdown____________________

50%     Project Work (or Development) Projects Include:

Research and Planning

Development and Process

Skill Development

Guidelines Achievement

Timely Completion

Creativity

Problem Solving and Risk-Taking

Clear Visual Communication

Recommended Improvements   

Preparation for Exhibit and Exhibit Participation      

 

20%     Self Evaluations, Bi-weekly Exit Slips, Start Up Questions, Skill Exercises, Artist

Responses, and Critique Writing and Participation

(Designated Critique Assignments are also part of the mid term and final exam grades)                 

                                                                               

20%     Homework, Effort and Participation (Includes Exhibit Participation and Attendance)

Includes: Responsible Citizen, Habits of Work, Collaborative Work, Life Long Learning

E-folder & Binder Sketchbook, Shelf or Folder Organization/Upkeep, Care of Supplies,

Equipment, and Workspace (Final care of supplies, equipment, and workspace are also a part

of the final exam grade.)

10%    Artfolio Development  (Artfolio completion and presentation is a component of the mid
          term and final exam grades)
                                                                                                       
Artist Response and Artist Statement (an artfolio assignment) written assignments include elements of the Wiscasset High School Writing Score-sheet.

All Artist Response Presentations/Class Critique Assignments and more informal sharing of project plans include elements of the Wiscasset High School Oral Presentation Score-sheet.

Students will be provided with additional assignment-based rubrics (Self Evaluations) and skill-based assignments that include: the project/unit and/or assignment criteria, student personal goals, Maine Learning Results Standards Addressed, National Art Education Standards Addressed, 21st Century Learning Expectations Addressed, and Core Standards Addressed.

The Language of Art is reinforced through Start-Up Questions, Class Unit Art Language Lists and Exercises, Bi-Weekly Exit Slips, and Self Evaluation Goal Writing and Responses.

Please note benchmark expectations on page 2 of this syllabus.


Final Exam Breakdown

25% Artfolio Presentation
25% Critique Writing and Discussion
15% Final Self Evaluation
10% Teacher Feedback Form
10% Artwork Prep For Home and Sign-Out Sheet
20% Supply, Equipment, Storage, and Classroom Care (Leaving It Better Than You Found It
*Some elements of Final Exam are completed prior to Exam Period to allow enough time for presentations on exam day.

Semester Grade Breakdown
45% 1st Quarter
45% 2nd Quarter
10% Final Exam

Homework & deadlines  - With every new semester, the work load takes time to get used to, especially in managing homework for all classes.  A minimum of one hour of art homework is expected for every designated two week period. This may be adjusted to a period of five class periods as some weeks are cut short. The concept of homework is to enhance our classroom learning. Good practice asks students to expand their commitment to art outside of the school environment. Art homework includes: research and planning for project work, art language development, artists research and reflection, on-line demonstration review, completing critique reflections and project evaluations, artfolio development, free sketching and student art library development. All assignments will be announced and posted one week prior to their due date (students may review assignment deadlines on the Art Class G-Site and on the in-class homework board). All work is expected to be handed in on time- unless indicated at the beginning of class on the day the work is due. Some exceptions will be clearly identified. Out-of-class work (homework) done in class will not be accepted. Class time is for class work- not homework. Failure to keep up with your homework or report to class prepared, represents behavior not meeting the standard for Responsible Citizenship and Collaborative and Quality Work, it may affect the whole class and will not be tolerated.  Issues with on-line assignments must be communicated to teacher before the due date- an excuse of no internet source is not acceptable at the moment an assignment is due. In-school learning labs, study halls, before and after school sessions may be arranged for those without internet at home.

In addition to art homework, there is also Open Art Rooms and Art Club opportunities for students wishing to extend their learning. Please visit:
https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/ms-p-s-schedule
and
https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/art-club

Art Room Help (Community Service) opportunities are available year-round. (See teacher if interested.)


Late work/no work policy  If homework is not prepared, then a 0 is the grade placed in the grade book, and a mandatory detention will be assigned for the following afternoon or the afternoon of the next class meeting.  Students will be expected to choose from two detention dates and report as scheduled- see the art class g-site after school-detention-appointments page:https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/afterschool-detention-appointmentsAlthough the student handbook suggests that grade will be replaced by a 50 if the assignment is handed in the next day, and the detention will be canceled, some art assignments will be marked down 10 points for each class meeting day the work is late (these assignments- usually significant project grades- will be identified on the art g-site weekly agenda on the “classes” page and announced in class:https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/classes
Otherwise, the grade of “0” and the mandatory teacher detention stand.  Late Benchmark assignments, will result in a 10 point per day (not per class) deduction and daily homework detention until the work is completed (any variation to this benchmark guideline will be clearly identified on the Art g-site and in class).  The detention applies regardless of work, sports or transportation issues.  Teachers will contact parents, employers or coach if necessary to facilitate an understanding of the importance of school work. Multiple detentions in one day must be coordinated with main office and teachers. No one detention will trump the other. All detentions must be served.


Snow days & school assemblies  - In the event that a snow day or a school assembly cancels a class, we will continue with the next scheduled assignment.  This means that if we do not meet on a certain day as scheduled, you will be expected to complete the assignment for the following class as outlined on this syllabus. All modifications to class agendas will be made to accommodate the schedule disruption. These may be viewed at the art class g-site “classes” page:
https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/classes


Absence due to illness - In the event of your absence, your missing work must be handed in on your return.  Plan on making this work up after school on the day you return.    Don’t use absence from school as an excuse to avoid important assignment due dates including benchmarks.  For Example: You cannot tell me, “ I wasn’t here on Tuesday, so I’m not prepared for the critique on Wednesday.  You will be expected to participate in the critique or receive a late grade.   Choose a class buddy, keep  their telephone number and e-mail handy, find out what went on in class and what was assigned and/or visit the “classes” page on the art class g-site:
https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/classes

and/or e-mail teacher: spoulin@svrsu.org.

This is why you have a syllabus, just as you will in college,  and similar to a work request at a job site.


Materials to class
Pencil with good eraser (to be marked with your name and class code and left in your class folder or on your shelf.)
Binder/sketchbook (one inch 3 ring binder- 6 section dividers: paper will be provided).
Pen drive to back up electronic files.
Laptop (class folder with Assignments Due or Those We Are Working On In Class
*Students are asked not to take home in-class work. Special permission can be arranged for at-home work if necessary or desired.
*Students are asked to keep all art work in their classroom folder or on their shelf until the last week of the course. (An artwork sign-out sheet needs to be completed before students take work home.)
*Art materials may be signed out for at-home use for those students who have shown responsibility. Permission is required.

Binder Sections:                 Class e-file Contents

(make folders as content is added)

Research                    Research
Idea Sketches                    Idea Sketches
Planning Sketches/Color Charts            Planning Sketches/Color Charts
Skill Exercises                    Skill Exercises
Free Sketches                    Free Sketches
Student Art Library                Student Art Library
                        *Self Evaluations
                        *Bi-Weekly Exit Slips
                        *Artist Statement Paragraphs
                        *Artist Responses
                        *Artfolio Pics
                        *Critique Writing

(Those with * are completed electronically. Those w.o. may be completed electronically with permission.)

                       
Texts To be Used
There is no text for this class. One three ring unit binder (available at each unit of student tables) will be provided with hard copies of common handouts and unit specific e-files (that may also be found on our Art Class G-Site and Canvas On-Line Classroom). Students binders and e-files become a great resource for continued art study.



_______Visual Arts Essential Questions and Learning Expectations_______   


Attitude (Life Long Learning), Self-Directed Learning, Work Ethic (Habits of Work), Citizenship
1. What are  my  perceptions of art, art-making, and what art class should be?
2. What are the judgements and attitudes I bring into the study and making of art experiences?
3. How can I come to class with my best attitude daily?
4. How can I show in my actions my concern for and interest in others well-being?
5. What are the ways I can demonstrate responsibility, self-directed learning, and strong work ethic?
6. In a world of immediacy, how can I relax and enjoy the process of making art- and appreciate that quality art
  making and learning new skills take time.?
7. How do I show my appreciation and respect for my teacher’s knowledge, management responsibility, supplies,
  equipment and  classroom?
8.  When I find things are going especially well or things could be better, how do I find the courage to approach
   my teacher to kindly and respectfully share my thoughts?
9. How do I phrase an informed question or ask for help in a way that show I am an independent and curious
  learner?


Art Making and Language
10. What art language do I remember from my k-8 experiences?
11. What are the tricks that make art work?
12. What are the Elements and Principles of Art and how do I use them effectively in my work?
13. How do I develop my use of color and composition (placement of elements within a piece of art) so that my
    work is attractive, unified and high quality?
14. What are the art language terms associated with a particular process or media type?
15. What are the ways I will be asked to  demonstrate that I have an understanding of art language?
16. What is the creative process, how do I let go of a cultural tendency towards “right now” immediacy and allow
    my  project to go through the stages of development?
17. How do I develop my problem solving, courage and risk-taking with my art?
18 What is the best method for me to maintain order in both my art binder/sketch book and my e-folder? What are
   the requirements for both?
19. How do I use and create with the tool, equipment and supplies available to me?
20. How do I practice safety in the art room?

The Masters, Creativity, Rules In Art?, Personal Style, Reflection and Evaluation, Critique
21. What can I learn from looking at and analyzing an artist’s work, reading about their lives and ideas, and
   comparing their process to my own project work?
22. How  do I honor the guidelines I have been asked to follow for learning and quality’s sake and still allow my
    personal style to come into my work?
23. What are the expectations for self evaluating at the following checkpoints: bi-weekly, at a project’s
    conclusion, after experiencing an exhibit of  my work and at the end of a quarter?
24. What are Critique Guidelines and expectations?
25. Why is my input and my peer’s criticisms essential to accurate grading?
26. What are the guidelines for reflective writing, for Artist Responses, for Critique Writing, and for Writing an
    Artist’s Statement?
27. How do I clearly communicate my ideas in a critique, artist statement and artist response?
28.  How do I incorporate the feedback I receive on my work to make quality improvements?

Artfolio Development (electronic portfolio)/ Exhibit Preparation
29 What is an artfolio, how do I build it and maintain it? How might it be useful in the future?
30. What are the guidelines for mounting, matting, and exhibiting my artwork?

________________Visual Art Practice- Students Will:__________________

(Please review the “yellow sheet” art class guidelines in addition to those expectations that follow.)

Attitude (Life Long Learning), Self-Directed Learning, Work Ethic (Habits of Work), Citizenship
1. Read Start-Up Board Upon Arrival To Class- be working at the bell or soon after.
2. Practice A Self-Directed Learning Approach, Use Resources Available To Problem Solve, Asked Informed
  Questions
3. Use Class Time Well- Clean Up In A Timely Matter- Leave It Better Than You Found It
4. Avoid Judgements About The Arts, Strive To Maintain An Open Mind And Learning Attitude
5. Recognize that Quality Art Making Can Be Learned- Talent Is Not Required
  (Sure, It Helps- but is Not Necessary)
6. Practice Patience- The Research and Planning Process Takes Time- Quality Art Takes Time
7. Demonstrate By Actions Your Attention To Being Part of A Group- Show Consideration, Care, and
  Kindness Towards Others
8. Ask Permission or For Guidance With Supplies, Equipment, and Classroom Space Needs That Have Not
  Been Introduced- Safety and Respect First
9. Approach Teacher With Comments, Concerns, Ideas For Improvement. (Your thoughts are important and
  helpful to me as I guide our class to our best.)


Art Making and Language
10. Master, Apply and Create with The Elements and Principles of Art and Design (More Advanced Students
    Need Demonstrate A Deeper Understanding of These “Tricks of Making Art”)
11. Develop, Design and Apply Color Choices and Palettes
12. Develop and Apply Compositional Sense
13. Develop Media Specific Skills (ceramics, wood carving, plaster or stone carving, chix wire and plaster assembly)
14. Master and Apply Media-Specific Terminology (Art Language)
15. Trust The Process of Art Making (Research, Planning, Development, Modification)
16. Maintain an organized, one inch, 3-ring binder and a laptop documents e-folder with all required sections
    (back up e-folder to an external device)


The Masters, Creativity, Rules In Art?, Personal Style, Reflection and Evaluation, Critique
17. Explore, Research, Analyze and Reflect on Artists Who Practice Similar Media and Approaches To Art
    Making Compare Discoveries To Your Own Creative Process and That of Your Classmates
18. Keep In Mind That, While Guidelines Are Specific To Assist In Achieving Quality Art, All Are Flexible
    Enough That Students May Choose Not To Apply Them To The Unit- As Long As Students Demonstrate
    Their Ability To Meet Them In Another Approved Way
19. Reflectively Write About Creativity and Personal Art Work and Critique Peer’s Art Work
20. Reflect and Self Evaluate: Bi-Weekly, At The Conclusion and at junctures throughout A Unit/Project, Exhibit
    Participation, Quarter, and Course
21. After Receiving Teacher and Peer Feedback, Practice Humility and Intent Toward The Improvement of Art,
    Work To Reach Quality Standards and Celebrate Hard work and Achievement!


 Artfolio Development (electronic portfolio)/ Exhibit Preparation
22. Learn and Practice Quality Art Photography (photographing your own artwork)
23. Follow Written Directions and Visual Aids For Building Artfolio, Continue to Develop and Maintain
    Artfolio, and Present Artfolio (back up all photos to designated Student Picasa Album)
24. Practice Art Mounting. Matting, Labelling, Exhibit Installation
25. Participate and Reflect On Both Small Class Exhibits and School-Wide Gallery of The Arts Exhibits

Sculpture Overview

________Units of Study (Including: Concepts and Skills, & Timeline)_______

The Common Core, Maine Learning Results, the anticipated December 2012 release of the revised National Visual Arts Standards, and the International Art Education Standards are interwoven into this course which aims to meet the standards of best practice. (Links for
these standards are listed earlier in this syllabus.)

The pace of each class is determined in part by the students’ needs. Some units take on greater interest than others. The best and most up-to-date resource for our class agenda is our on-line class g-site “classes” page:https://sites.google.com/a/svrsu-whs.org/whs-artland-ms-poulin/home/classes

All units (projects) include:
-exposure to an artist or art movement
-research, planning
-skill development
-art language exposure and application
-process/develop project
-self evaluation
-documentation (photographing, uploading, and properly labelling) for artfolio
-critique and improvements
-exhibit preparation and participation

Many out-of-class assignments are electronic and include on-line tools.

The sequence of units for Sculpture is as follows:

Ceramic Mobile
Wood Relief
Character In Action
Plaster or Soap Stone Carving
Extension: Installation (found objects and choice media), My Dream House (choice media)