GRADE 12 Visual Arts Program Stream (February 2015 to June 2015)
Please note that AVI 4M0 and AWM 4M0 are two different courses that are taught using a similar framework. The content is different and tailored to each program stream. There are several common documents which is why both courses are on the same page. Columns will be used so show where the variations occur, so, please pay attention to the placement of information. Alright, now that the explanation is over, let's start having fun!
Welcome to AVI 4M0!Grade 12 Visual Arts, Mixed, focuses on all art forms. Students are encouraged to continue to build their skills, work with a variety of media, both 2D and 3D, exploring how materials can be used in new ways to create new meaning. Collaborative, installation-based and community-focused art will be examined as students understanding of the possibilities of art are expanded.
|
Welcome to AWM 4M0!Grade 12 Drawing & Painting, Mixed, will focus specifically on how drawing and painting can be interpreted in many new ways. Students will have the opportunity to examine the traditional methods of these media and continue to build their skills. Students will also examine how drawing and painting can be used in emerging, new ways.
|
The Grade Twelve program has been designed with several intents in mind. Students will continue to hone their creative skills as they develop a personal theme that reflects their view of the world.
At the end of the semester, there will be a Senior Art show where students will install their body of work in a professional manner. This course will prepare students who decide to apply to post-secondary Fine Art, Design, Illustration, etc destinations. So, get ready to explore, take risks, be creative and have fun! Please refer to my Home page to see the other Common Documents relevant for this class.
- The first part of the semester will focus on the Creative Process as students work through small projects and continue to develop their technical skills. Students will explore the Creative Process in depth as they use their sketchbooks as an important analytical, creative, experimental, reflective, historical, cultural and exploratory tool to collect and organize personal information.
- Each student will create and develop a personal theme that they will use to develop a body of work (several works of art). A great deal of this course will focus on independent work, developing works (breaking down the components) and adherence to deadlines.
At the end of the semester, there will be a Senior Art show where students will install their body of work in a professional manner. This course will prepare students who decide to apply to post-secondary Fine Art, Design, Illustration, etc destinations. So, get ready to explore, take risks, be creative and have fun! Please refer to my Home page to see the other Common Documents relevant for this class.
|
| ||||
The Sketchbook
Your sketchbook is going to be bulging by the end of the semester. It is where you are going to place and organize your thoughts, experiments, sketches, images, observations, photographs, reflections, etc as you develop your artistic voice. Everything should be put into your sketchbook.
| building_a_sketchbook.doc |
Introductory Unit: The Creative Process
The Creative Process is a formalized method of organizing creative thoughts and the entire journey to creating a work of art. The beginning of the semester will focus on combining a variety of approaches through the use of creative challenges, revisiting media, introducing various techniques, etc.
|
AVI 4M0:
Construction/Hard Hat Project (Mike Holmes Foundation)
The Creative Challenge: Mike Holmes, an HGTV and local personality, has hosted may programs that feature the trades, construction and high-quality attention to detail. He is invested in promoting the trades as a viable option for youth. In June, he will host an event that auctions off hard hats that have been incorporated into artworks. The Visual Arts department has been given several hats that will be completed by two classes, AVI 3M and 4M. Ten of these works will be selected for auction.
Unit 2: Clay Leaves
This is a quick, collaborative unit that will lead us into March Break... The project is going to examine our natural environment and make connections with the various waves of immigration and vibrant diverse cultures that came together to create Canada. In Your Sketchbook:
Composition (Design of three Leaves) Medium (Use of Clay, slab techniques and Low relief) Time on Task (effective use of time in and out of class) Attention to Detail (no clay crumbs, effective designs, etc.) Surface Treatment (glazing, decoration, etc.) Unit 3: Found Object WorkThis unit is going to be developed by the class to determine the subject matter and medium. To jumpstart this process this is how we are going to proceed...
Your Initial Challenge: Using the Inspiration Page or other sites that you have seen online, develop a list of sites (images, addresses, personal comments) in your sketchbook of artists, artwork, etc that inspire and compel you. Bring your top three sites to class tomorrow (Tuesday) to share with the class. After everyone has presented their inspirations, we will develop the subject matter and project, together as a class. Common Trends of the Inspirations presented to the class:
The Refined Challenge: Each person has received a small yellow bag with objects in it. The objects were puzzle pieces of various sizes. Students are to use the concept of puzzles as their initial inspiration for this project. The actual puzzle pieces can be present in the work or not (real - implied). The Process:
Points of Evaluation: Composition (organization of content) Subject Matter - Puzzle (sophisticated interpretation of concept) Medium/Media (appropriate choice(s) to show idea and skill) Time on Task (effective use of time in and out of class) Attention to Detail (finishing touches, pride of end result) |
AWM 4M0:
Introductory drawing techniques.
In your Sketchbooks (sample drawing, description of drawing type/style and your personal comments):
The Pansy Project
The Creative Challenge: This project is inspired by UK artist, Paul Harfleet, who plants a pansy at sites of homophobic abuse. He then documents the flower in its location and posts it online to raise awareness. This site-specific work is a peaceful gesture of quiet resistance and a move for acceptance and equality. Many other people and artists have been inspired by this project and have started planting pansies in honour of people who have experienced homophobic acts of violence in other parts of the world. Work through the Creative Process steps outlined beside or on the 'Develop' page. Websites for further inspiration: www.thepansyproject.com www.dayofpink.org www.matthewshepard.org www.ok2bme.ca
Unit 2: Portrait Painting
Together, the class is going to paint self-portraits. Mrs Showalter will model the process and walk everyone through the process. We are going to use a limited palette of mostly earth tones with Rubine Red (Yellow Ochre, Raw & Burnt Umber, Raw & Burnt Sienna and Titanium White). The Process:
Composition (use of space, light & shadow) Portrait (recognizable, proportional anatomy) Medium (Use of acrylic and limited palette) Time on Task (effective use of time in and out of class) Attention to Detail (finishing touches, pride of end result) Collaboration (productive working with another colleague to support their work and learning on this project - positive feedback) Unit 3: Juxtaposition DiptychYou will create a diptych (an artwork composted of 2 elements/parts/pieces) around a juxtaposition concept.
Choose one pair from the following list to develop your subject matter for this project:
Please Consider: Please ensure that you move beyond the literal and obvious...
Process:
Points of Evaluation: Subject Matter (exploration of juxtaposition pair) Composition (organization of images) Medium (skill of chosen medium/media) Diptych (creation of 2 pieces that work together to strengthen each other) Time on Task (use of time in and out of class to meet deadlines) Attention to Detail (Finishing touches, pride of work) | ||||
Common Information for Both Courses
Please find posted below information, reference material, etc for both classes. Also make sure that information from the Home page in the Common Document area
|
|
| ||||||
Theory Fridays
Developing an awareness of the world in our immediate community to the entire world and everything in between is the goal of Theory Fridays. Initially, Mrs Showalter will provide the content for Theory Fridays, however, students will submit a variety of selections after the first month. During this portion of the semester, students will get to choose from a list of approved student-generated list of conversation-starters.
You are responsible for responding to the content presented and use it to begin a 'conversation' in your sketchbook; fill at least one full page, 9" by 12", in your sketchbook. Click on the button for additional information.
You are responsible for responding to the content presented and use it to begin a 'conversation' in your sketchbook; fill at least one full page, 9" by 12", in your sketchbook. Click on the button for additional information.
Body of Work
You can start to read the information about creating your body of work. A couple of words of caution: please don't begin without me. You can start to experiment in your sketchbook and think about what you would like to do.
| our_voice_p1.pptx |
| our_voice_part_2.pptx |
The Installation
Each student needs to consider how their work is going to be installed at the Senior Art Show. It is important that you consider how your work will be received by the audience at the show. This means that you need to consider your theme, how you want/need to extend it to enhance your body of work. You are creating a 3D space for the audience to experience your work.
Installation Plan:
Installation Plan:
- Write out your theme (update if necessary).
- Identify your pieces (medium, size, etc).
- Assemble a list of physical needs. (Do you need a wall? Will you need to suspend your work? What will you use to install/attach your work to a surface? Do you need an outlet? Etcetera...)
- You will create 2 to 3 ideas for the next point: How are you going to enhance your theme in how you display your body of work? What does this look like? What do you need to get, make, assemble this? Do you have a specific location in mind? You will use images/sketches and dot points to illustrate your ideas.
The Senior Art Show
All students will participate in The Senior Art Show which will take place on Thursday June 5th, 2014 from 7:00pm to 9:00pm.
| ||||
The Final Evaluation
The process will begin June 6th.
