Mesopotamia – Egyptian Study Guide
What you need to know:
· Mesopotamia – ziggurat (construction, points of the compass, axis, usage, function), sacred spaces (and examples), hierarchy, cuneiform and usage, political and social organization of Sumerian cities, stele (function/recognition/identification), canon (definition and examples of), function of Sumerian votive offerings, Standard of Ur, Ziggurat of Ur, symbolism of the bull
· Egyptian – periods (general dates for Old/Middle and New), iconographic symbol of Lower/Upper Egypt, Book of the Dead (scroll buried with the wealthy) and function, 6 contextual issues (historical facts/beliefs) for Egyptian art, effects of these on Egyptian culture (art/architecture), narrative devices used in composition, conceptual reality vs optical reality
· 4 ways of thinking about context
· Devices used to declare sacred space: exclusivity, material wealth/decoration, ritual and ceremony (liturgy), history/religious event
· Sculpture – terms (relief/additive/subtractive/casting), what to talk about when you analyze sculpture (icon, monument, historical record of event/person, decorative element/architecture, aesthetic ideal (canon), attempt to measure time/space/nature
· Painting – terms/function
· Vocabulary – polytheism, monotheism, votive (surrogate), cuneiform, bas relief, stone courses, atlantids, hypostyle hall, clerestory, corbelling, “continuous lintel” (entablature), canon/canon of proportion, ben-ben, ka, Imhotep, Akhenaton/Amarna, iconoclast, colonnade, pylon, engaged column
Images to know:
· Mesopotamia – Warka Vase, Sumerian Votive offerings, Victory Stele of Naram-Sin, Standard of Ur, Ziggurat of Ur, Gudea, Stele of Hammurabi, Lamassu, Assyrian archers (relief)
· Egyptian – Palette of King Narmer, Stepped Pyramid, Great Pyramids/Gizeh, Statue of Khafre, Menkaure and Khamerernebty, Seated Scribe, Ti watching a hippopotamus hunt, rock cut tombs (images of), Mortuary Temple of Hatshepsut, Hatshepsut with offering jars, Senmut block statue, Temple of Ramses, pylon temple, frescoes – tomb of Nebamun, Akhenaton images, Tutankhamen death mask, Book of the Dead, Mentuemhet (Late Period)
Tuesday, September 13, 2011
AP Art History Quiz Week 3
Slide List Week 9/6/10
AP Art History
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. Votive Offerings (worshippers), Square Temple at Eshnunna, Iraq, 2700 BCE
2. Stele of the Vultures (Victory Stele of Eannatum), Syria 2600-2500 BCE
3. Standard of Ur, Royal Cemetery, Ur, Iraq, 2600 BCE
4. Victory Stele of Naram-Sin, Susa, Iran, 2254-2218 BCE
5. Seated Statue of Gudea holding temple plan, Girsu, Iraq, 2100 BCE
6. Stele with law code of Hammurabi, Susa, Iran, 1780 BCE
7. Statue of Queen Napir-Asu, Susa, Iran, 1350-1300 BCE
8. Lamassu from citadel of Sargon II, Iraq, 720-705 BCE
9. Ashurbanipal hunting lions, relief from North Palace, Iraq, 645-640 BCE
10. Palace of Shapur I, Iraq, 250 CE
Period created:
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________
7. _______________________________________
8. _______________________________________
9. _______________________________________
10. _______________________________________
AP Art History
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. Votive Offerings (worshippers), Square Temple at Eshnunna, Iraq, 2700 BCE
2. Stele of the Vultures (Victory Stele of Eannatum), Syria 2600-2500 BCE
3. Standard of Ur, Royal Cemetery, Ur, Iraq, 2600 BCE
4. Victory Stele of Naram-Sin, Susa, Iran, 2254-2218 BCE
5. Seated Statue of Gudea holding temple plan, Girsu, Iraq, 2100 BCE
6. Stele with law code of Hammurabi, Susa, Iran, 1780 BCE
7. Statue of Queen Napir-Asu, Susa, Iran, 1350-1300 BCE
8. Lamassu from citadel of Sargon II, Iraq, 720-705 BCE
9. Ashurbanipal hunting lions, relief from North Palace, Iraq, 645-640 BCE
10. Palace of Shapur I, Iraq, 250 CE
Period created:
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________
7. _______________________________________
8. _______________________________________
9. _______________________________________
10. _______________________________________
Sunday, August 21, 2011
AP Art History 2011 - 2011 Welcome all Junior Art Historians!
Overview: Advanced Placement Art history is a college level course that enables students to apply decision-making, analytical and problem-solving skills that will facilitate rational, effective lifelong learning. Students who successfully complete the requirements can request credit from the college or university they will attend. Credit will be awarded upon passing the AP Art History exam by the AP College Board.
Course Objectives:
Students will learn to discuss and write about art using skills that define critical thinking, including analysis, inference, interpretation, compare and contrast and evaluation.
Students will also learn how to use critical thinking skills to make connections from concrete to abstract, personal to impersonal and literal to figurative.
Students will gain an understanding of different cultural traditions through art as a reflection of those societies.
Students will learn to see through observing details in the art studied. Students will learn to relate those details to observation of their own world.
Students will observe the evolution of art and societies through the chronological approach to teaching of art history.
Students will develop an art vocabulary and be able to use the language of painting, sculpture and architecture and also the Elements of Art and the Principles of Design. They will also learn technical terms, stylistic devices and building methods.
Students will have an opportunity to experience hands-on approaches to various media and processes including fresco and construction for a better understanding of the arts.
Because of the religious purpose of much of the art studied, students will develop a basic knowledge of world religions and their relationship with art.
Students will make connections to literary works through paintings and sculptures as narrative forms of expression.
Students will come to understand the business of art and the patronage necessary for much of art’s “creation”.
Student Learning:
During the year of study students will learn to:
do rigorous homework and reading assignments in college level texts
in-depth study and analysis of hundreds of works of art
develop an art, art history and technique vocabulary
analyze works of art and determine styles, time periods and influences
understand historical facts through fine art images
participate in classroom discussions
do formal analysis using the elements and principles and composition
research and interpret works of art
understand world cultures and religions
make connections between cultures
develop learning through supporting the arts (museum and gallery attendance)
organize information through daily notes and lectures, texts and slides
write comparison essays using visual prompts (slides)
present orally in class using a variety of media and technology
formally analyze paintings through color reproductions
AP Art History Textbook List:
Texts provided: Gardner’s Art Through the Ages, Kleiner, Mamiya, Eleventh Edition, Thomson/Wadsworth
Supplemental: Arts and Ideas, Mary Warner Marien and John Fleming, Thomson/Wadsworth
Art Past, Art Present, Wilkins, Schultz & Linduff, Prentice Hall/Abrams
Art History, Marilyn Stokstad, Prentice hall/Abrams
Internet Resources: www.collegeboard.org/ap/art
www.collegeboard.com/apcentral
http://www.the-artfile.com/
http://www.nga.gov/
http://www.metmuseum.org/
Art History Concepts:
At the beginning of the year an overview of basic concepts is necessary to insure all students are on the same track with what the areas of study will be and where concerns come from. The following is a list of questions and answers that will be asked and instilled for greater understanding of art history.
· What is Art? What is Culture? Where does Art come from? What does Art do? (function and purpose)
· Ways of looking at Art and basic questions to ask when looking at works of art:
1. What is your first response to what you see?
2. When and where was the art made?
3. What area/space was the work originally intended for?
4. What was the purpose of the art?
5. How did the work survive and in what condition?
6. What is the title of the piece?
AP Art History Homework Assignments:
Homework will be assigned at the end of every week. Reading relevant pages in the art history text and note taking are required. There will be a list of vocabulary terms and students are required to define them as they appear in the text. Ideas and Concepts for every period of art history will be discussed with a series of questions pertinent to the readings included ever week. There is a substantial amount of reading and homework and weekly tests and quizzes. This is not a course for sissies.
Test, Quizzes, Essays:
Every week students will be given a quiz relevant to works being studied, using the AP exam format with side-by-side comparisons and/or slide identification and essays. Tests will be given at the end of each unit with short answer questions, slide identification, context questions and essays. Students will be expected to recognize concepts, images, dates, titles, names of the artists where appropriate, techniques, materials location/place, function of the art and styles. Students should be able to discuss art in all formats using the Elements and Principles and understand historical events that might have shaped the works of art. Finally, students should also be able to recognize and discuss characteristics of the various styles.
Grades:
Homework: 60%
Quizzes/Essays/Tests: 25%
Projects: 15%
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Advanced Placement Art History Contract 2011-12:
I have read the purpose, responsibilities, fee and grading requirements of the Bowie High School Advanced Placement Art History Contract. I understand and agree to all the terms and conditions of this contract:
Student: _____________________________________________
Parent: _____________________________________________
Date: _____________________________________________
Course Objectives:
Students will learn to discuss and write about art using skills that define critical thinking, including analysis, inference, interpretation, compare and contrast and evaluation.
Students will also learn how to use critical thinking skills to make connections from concrete to abstract, personal to impersonal and literal to figurative.
Students will gain an understanding of different cultural traditions through art as a reflection of those societies.
Students will learn to see through observing details in the art studied. Students will learn to relate those details to observation of their own world.
Students will observe the evolution of art and societies through the chronological approach to teaching of art history.
Students will develop an art vocabulary and be able to use the language of painting, sculpture and architecture and also the Elements of Art and the Principles of Design. They will also learn technical terms, stylistic devices and building methods.
Students will have an opportunity to experience hands-on approaches to various media and processes including fresco and construction for a better understanding of the arts.
Because of the religious purpose of much of the art studied, students will develop a basic knowledge of world religions and their relationship with art.
Students will make connections to literary works through paintings and sculptures as narrative forms of expression.
Students will come to understand the business of art and the patronage necessary for much of art’s “creation”.
Student Learning:
During the year of study students will learn to:
do rigorous homework and reading assignments in college level texts
in-depth study and analysis of hundreds of works of art
develop an art, art history and technique vocabulary
analyze works of art and determine styles, time periods and influences
understand historical facts through fine art images
participate in classroom discussions
do formal analysis using the elements and principles and composition
research and interpret works of art
understand world cultures and religions
make connections between cultures
develop learning through supporting the arts (museum and gallery attendance)
organize information through daily notes and lectures, texts and slides
write comparison essays using visual prompts (slides)
present orally in class using a variety of media and technology
formally analyze paintings through color reproductions
AP Art History Textbook List:
Texts provided: Gardner’s Art Through the Ages, Kleiner, Mamiya, Eleventh Edition, Thomson/Wadsworth
Supplemental: Arts and Ideas, Mary Warner Marien and John Fleming, Thomson/Wadsworth
Art Past, Art Present, Wilkins, Schultz & Linduff, Prentice Hall/Abrams
Art History, Marilyn Stokstad, Prentice hall/Abrams
Internet Resources: www.collegeboard.org/ap/art
www.collegeboard.com/apcentral
http://www.the-artfile.com/
http://www.nga.gov/
http://www.metmuseum.org/
Art History Concepts:
At the beginning of the year an overview of basic concepts is necessary to insure all students are on the same track with what the areas of study will be and where concerns come from. The following is a list of questions and answers that will be asked and instilled for greater understanding of art history.
· What is Art? What is Culture? Where does Art come from? What does Art do? (function and purpose)
· Ways of looking at Art and basic questions to ask when looking at works of art:
1. What is your first response to what you see?
2. When and where was the art made?
3. What area/space was the work originally intended for?
4. What was the purpose of the art?
5. How did the work survive and in what condition?
6. What is the title of the piece?
AP Art History Homework Assignments:
Homework will be assigned at the end of every week. Reading relevant pages in the art history text and note taking are required. There will be a list of vocabulary terms and students are required to define them as they appear in the text. Ideas and Concepts for every period of art history will be discussed with a series of questions pertinent to the readings included ever week. There is a substantial amount of reading and homework and weekly tests and quizzes. This is not a course for sissies.
Test, Quizzes, Essays:
Every week students will be given a quiz relevant to works being studied, using the AP exam format with side-by-side comparisons and/or slide identification and essays. Tests will be given at the end of each unit with short answer questions, slide identification, context questions and essays. Students will be expected to recognize concepts, images, dates, titles, names of the artists where appropriate, techniques, materials location/place, function of the art and styles. Students should be able to discuss art in all formats using the Elements and Principles and understand historical events that might have shaped the works of art. Finally, students should also be able to recognize and discuss characteristics of the various styles.
Grades:
Homework: 60%
Quizzes/Essays/Tests: 25%
Projects: 15%
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Advanced Placement Art History Contract 2011-12:
I have read the purpose, responsibilities, fee and grading requirements of the Bowie High School Advanced Placement Art History Contract. I understand and agree to all the terms and conditions of this contract:
Student: _____________________________________________
Parent: _____________________________________________
Date: _____________________________________________
What do these two gals have in common?
A fundamental part of understanding art (and the history behind it) is to understand the context behind every single piece of art ever created. Sometimes the art has an obvious message and sometimes the message must be deciphered with an understanding of what was happening in the society in which the art was created. Your job, as Junior Art Historians, is to determine what that message is, whether you agree with it or not.
So what DO these beautiful women have in common?
A.P. Studio Art Drawing/2-D Syllabus 2011 - 2012
AP Studio Art: Drawing/2-D Syllabus 2011 – 12
Overview: Advanced Placement Drawing is a college level course in the visual arts. Students who successfully complete the requirements can request credit from the college or university they will attend. Credit will be awarded once the AP Portfolio has been submitted and reviewed by the AP College Board.
Expectations: Students will be expected to produce approximately 24 works of art in a variety of media, techniques, and subject matter. Emphasis is placed on drawing from observation; the application of color and design principles (Breadth section); the development of a body of work of the student’s choice; (Concentration section); recognition of the history of art and its role in the development of visual ideas; and the application of the critique process, both written and oral. This course begins with a MANDATORY summer assignment of three (3) specific compositions for assessment due the first day of class. During the first semester, students will be given required assignments specific to the portfolio due at the end of each quarter.
Portfolios are reviewed every quarter. At the end of the first quarter students will conduct the portfolio evaluations, at the semester students and the instructor evaluate the portfolios. Prior to sending in portfolios to AP College Board, a mock AP reading using the College Board rubric will be conducted to evaluate the work.
It is expected that all AP Studio Art students will turn in a completed portfolio for AP College Board review.
Prerequisites: Instructor approval, portfolio review, Art 3 or Art 4 Drawing/Painting.
Suggested Reading Materials: Books: The Natural Way to Draw, Kimon Nicolaides, Houghton Mifflin Company, 1941, 1969
Drawing Lessons from the Great Masters, Robert Beverly Hale, Watson-Guptill Publications, 1964
Required Summer Work: As the focus on all drawing portfolios is drawing, the summer assignment is a series of assessment drawings in which students must generate a solution to an open-ended problem. This helps to determine a level of skill as well as thought process. The assignments can be done in any medium with the size not larger than 18 x 24”. Assignments are required for the first day of class, no exceptions. Students will select from the following list:
Fast food
Crumpled, crushed, folded
Sink, emerge, float
Unusual perspective
Reflections
Cultural diversity
Evaluation: Critiquing is the foundation for establishing an understanding of art. Critiques will take place once a week, set day to be determined. Students must also self-evaluate. Portfolios are reviewed every quarter with a final portfolio review conducted as a mock AP reading, using College Board criteria. Grades for AP will be based on:
Portfolio review - 15%
Studio work - 65%
Critiques - 20%
Further Requirements: Students are expected to complete a minimum of 24 works of art by the end of the year/AP College Board Portfolio submission date. Students must be committed to working on drawing/painting/other media both inside and outside of class. Out of class assignments will be handed out every 6 weeks with requirements and date work is due.
Sketchbooks: The art sketchbook is an important part of student development as a working artist. It should show evidence of constant seeing and reflecting. Sketchbooks are required and are a major portion of your student grades. This is an honors level class and there are high expectations for the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every 6 weeks. The visit must be summarized in-depth with specific work sketched and discussed. Homework may be assigned from time to time, including sketchbook work.
Units of Study:
Semester One - September, October, November, December
Assignments will be given with the purpose of introducing students to a range of experiences involving mark-making, drawing issues, art history and artists’ issues of their time, techniques and a mastery of a variety of materials. Students will achieve meaningful and personal responses to the assignments leading to the development of their own personal style and direction. By the end of term students will have completed portfolio-quality work for the Breadth section of the AP portfolio. Students will, at the same time, be defining their Concentration concepts and begin to develop specific imagery for that section of their portfolio. Assignments included are:
Gesture drawing
Contour/cross contour drawing
Monumental still life with cropping tool
Wayne Thiebaud shoes
Chiaroscuro a la Caravaggio
Perspective study
Reflective Identity self portrait
Charcoal/conte
Connection to the Game of Life
Semester Two - January, February, March, April, May
Assignments for the Breadth section will continue but the main focus of this semester will be the development of specific images for each student’s Concentration study for the drawing portfolio. As this section is very personal to each student, considerable time will be devoted to refining individual concepts and discussion/critiquing of work created. Each student will create an initial statement of purpose for his/her concentration concept which will be reviewed with each portfolio evaluation critique. In addition, students will work with both the instructor and each other to develop parameters for their concepts; narrow their areas of strength and interest; plan their approach to completion of the Concentration and prepare for the final portfolio selection and critique/mock AP reading.
Assignments for this semester include:
Color study – colored pencil/acrylic
Printmaking and design
Embossing (mark-making through dimension with landscape as subject)
Emotional imagery (personal refuge)
Wrapped object drawing (whole class with wrapped bicycle)
Figure drawing from the model
Painting from the model
Matting and photographing work
Final Portfolio: In preparation for the final portfolio, students are required to meet with the instructor individually to determine the selection of pieces for all sections of the AP portfolio, including selection of the five (5) Quality pieces. Once pieces have been selected and the mock AP reading has taken place, slides will be labeled and the final written statement will be edited.
Copyright Issues: Students are expected to create work that is wholly personal and original. It is understood that any published work or photograph done by another artist should be used only to develop a student’s personal image and as reference material only. Any published work of another artist, if used, must be significantly altered with the individual student’s own voice and expression.
Overview: Advanced Placement Drawing is a college level course in the visual arts. Students who successfully complete the requirements can request credit from the college or university they will attend. Credit will be awarded once the AP Portfolio has been submitted and reviewed by the AP College Board.
Expectations: Students will be expected to produce approximately 24 works of art in a variety of media, techniques, and subject matter. Emphasis is placed on drawing from observation; the application of color and design principles (Breadth section); the development of a body of work of the student’s choice; (Concentration section); recognition of the history of art and its role in the development of visual ideas; and the application of the critique process, both written and oral. This course begins with a MANDATORY summer assignment of three (3) specific compositions for assessment due the first day of class. During the first semester, students will be given required assignments specific to the portfolio due at the end of each quarter.
Portfolios are reviewed every quarter. At the end of the first quarter students will conduct the portfolio evaluations, at the semester students and the instructor evaluate the portfolios. Prior to sending in portfolios to AP College Board, a mock AP reading using the College Board rubric will be conducted to evaluate the work.
It is expected that all AP Studio Art students will turn in a completed portfolio for AP College Board review.
Prerequisites: Instructor approval, portfolio review, Art 3 or Art 4 Drawing/Painting.
Suggested Reading Materials: Books: The Natural Way to Draw, Kimon Nicolaides, Houghton Mifflin Company, 1941, 1969
Drawing Lessons from the Great Masters, Robert Beverly Hale, Watson-Guptill Publications, 1964
Required Summer Work: As the focus on all drawing portfolios is drawing, the summer assignment is a series of assessment drawings in which students must generate a solution to an open-ended problem. This helps to determine a level of skill as well as thought process. The assignments can be done in any medium with the size not larger than 18 x 24”. Assignments are required for the first day of class, no exceptions. Students will select from the following list:
Fast food
Crumpled, crushed, folded
Sink, emerge, float
Unusual perspective
Reflections
Cultural diversity
Evaluation: Critiquing is the foundation for establishing an understanding of art. Critiques will take place once a week, set day to be determined. Students must also self-evaluate. Portfolios are reviewed every quarter with a final portfolio review conducted as a mock AP reading, using College Board criteria. Grades for AP will be based on:
Portfolio review - 15%
Studio work - 65%
Critiques - 20%
Further Requirements: Students are expected to complete a minimum of 24 works of art by the end of the year/AP College Board Portfolio submission date. Students must be committed to working on drawing/painting/other media both inside and outside of class. Out of class assignments will be handed out every 6 weeks with requirements and date work is due.
Sketchbooks: The art sketchbook is an important part of student development as a working artist. It should show evidence of constant seeing and reflecting. Sketchbooks are required and are a major portion of your student grades. This is an honors level class and there are high expectations for the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every 6 weeks. The visit must be summarized in-depth with specific work sketched and discussed. Homework may be assigned from time to time, including sketchbook work.
Units of Study:
Semester One - September, October, November, December
Assignments will be given with the purpose of introducing students to a range of experiences involving mark-making, drawing issues, art history and artists’ issues of their time, techniques and a mastery of a variety of materials. Students will achieve meaningful and personal responses to the assignments leading to the development of their own personal style and direction. By the end of term students will have completed portfolio-quality work for the Breadth section of the AP portfolio. Students will, at the same time, be defining their Concentration concepts and begin to develop specific imagery for that section of their portfolio. Assignments included are:
Gesture drawing
Contour/cross contour drawing
Monumental still life with cropping tool
Wayne Thiebaud shoes
Chiaroscuro a la Caravaggio
Perspective study
Reflective Identity self portrait
Charcoal/conte
Connection to the Game of Life
Semester Two - January, February, March, April, May
Assignments for the Breadth section will continue but the main focus of this semester will be the development of specific images for each student’s Concentration study for the drawing portfolio. As this section is very personal to each student, considerable time will be devoted to refining individual concepts and discussion/critiquing of work created. Each student will create an initial statement of purpose for his/her concentration concept which will be reviewed with each portfolio evaluation critique. In addition, students will work with both the instructor and each other to develop parameters for their concepts; narrow their areas of strength and interest; plan their approach to completion of the Concentration and prepare for the final portfolio selection and critique/mock AP reading.
Assignments for this semester include:
Color study – colored pencil/acrylic
Printmaking and design
Embossing (mark-making through dimension with landscape as subject)
Emotional imagery (personal refuge)
Wrapped object drawing (whole class with wrapped bicycle)
Figure drawing from the model
Painting from the model
Matting and photographing work
Final Portfolio: In preparation for the final portfolio, students are required to meet with the instructor individually to determine the selection of pieces for all sections of the AP portfolio, including selection of the five (5) Quality pieces. Once pieces have been selected and the mock AP reading has taken place, slides will be labeled and the final written statement will be edited.
Copyright Issues: Students are expected to create work that is wholly personal and original. It is understood that any published work or photograph done by another artist should be used only to develop a student’s personal image and as reference material only. Any published work of another artist, if used, must be significantly altered with the individual student’s own voice and expression.
Art 3 Drawing/Painting Syllabus 2011 - 2012
Art 3 Drawing/Painting - 2011 - 2012
Course Objectives:
Every student in this class has the desire to create. If you did not, you wouldn’t be here. You are here to study art, both what it is and why you have the need to create it. How you do that will depend on your individual response to the world around you. Drawing/Painting 3 is also the year to begin developing an AP Portfolio and every assignment is geared towards that goal. We learn from what came before us, therefore the history of art will be incorporated into this course of study. Student and professional art will be critiqued on a regular basis with an emphasis on the elements of art and principles of design – the guiding force behind every piece of art.
Life Drawing/Painting:
Students will investigate life through drawing – the art of observation. Activities will include perspective review through observation of one and two point, self-portraits, working from live models, still life plein aire and the study of masters. Materials will be any drawing medium including but not exclusive to charcoal, conte, pastel, pencil and ink with wash.
Environment and Landscape:
This often maligned subject is not just what is seen from outside a window. It is both a response to the environment and what you see internally. Students will study landscape from both a traditional and conceptual perspective and drawing on site. Exploration of the subject will be a study of pastel instruction.
Art Symbols, Advertising and Graphics:
Symbols play an important role in society. We will be exploring the meaning, function, nature and power of them and discovering the difference between art and advertising. Assignments will demonstrate the persuasiveness of illustration and the business side of art in the world of advertising. Development of campaigns and products in use today will be the final assignment.
Painting:
Students will begin the study of paint through use of tempera and acrylic. Work will be based on observation and still life setups. Live models will be incorporated with a final project of painting from the human body. Emphasis will be on color theory, technique, surface treatment, painting with and without a brush and developing an individual style.
Art History:
Art history is as important to what you know as it is to what you create. Every six weeks we will be studying a major component in the history of art through slides and lectures. You will be asked to create a presentation of one art movement or artist you find particularly compelling and put together a visual presentation including not only a sampling of the movement/artist’s work but how it influenced the direction of art today.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. The time spent on projects is significantly more than what was expected in Art 1 or 2. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every quarter. The visit must be summarized in-depth with specific work sketched and discussed. Sketchbook homework may be assigned from time to time.
Sketchbook Assignments:
Sketchbooks need to reflect:
Date and reflections on each entry.
Quality work (no pencil sharpeners, wall clocks from last class, etc.) I actually DO know the difference between 5 minutes of time spent and 25 minutes.
Work done outside of class.
The Assignments:
Assignment 1: Five things I Love About YouDEPICT OBJECTS YOU LOVE. EACH WEEK, CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT AN OVERALL VIEW OF WHO YOU ARE and WHAT YOU LOVE.Week 1Create a drawing that uses expressive line. Be bold. Work the piece until it has a free, but finished look.Week 2Create a drawing that utilizes strong contour line and color. Create a center of interest.Week 3Create a drawing that utilizes strong contrast. Use media of choice.Week 4Create a drawing that utilizes repetition to achieve rhythm. Think creatively.Week 5Create a drawing that utilizes mixed media. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing.COLOR, FOOD, CLOTHS, MUSIC, PATTERNS, CHILDHOOD MEMORIES, FRIENDS, CHAIRS, OUTDOORS, BOOKS, CLASSES, HATS, SHOES, FAMILY, CUPS, CLOSET, ROOM, UTILITARIAN OBJECTS, PRESENTS, SUPPLIES, GLASSES, ARTISTS, THINK, THINK, THINK, THINK, THINK, THINK, THINK, THINK, THINK.
Assignment 2: Reflective SurfacesDEPICT OBJECTS THAT HAVE REFLECTIVE SURFACES. CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT A VARIETY OF INTERESTING AND CREATIVE SURFACES.Week 1Create a drawing that uses expressive line. Be bold. Work piece until it has a free, but finished look.Week 2Create a drawing that utilizes strong contour line and color. Create a center of interest.Week 3Create a drawing that utilizes strong contrast. Use media of choice.Week 4Create a drawing that utilizes repetition to achieve rhythm. Think creatively.Week 5Create a drawing that utilizes mixed media. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing.All objects must be from life. BE CREATIVE WITH YOUR SURFACES AND THE REFLECTIONS THAT ARE CREATED.
Assignment 3: Do you Dream in Color?DEPICT OBJECTS THAT DEAL WITH COLOR. EACH WEEK CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT AN OVERALL DIVERSITY OF COLOR AND ITS USE IN ARTISTIC COMPOSITION.Week 1Create a drawing that uses expressive line AND COLOR. Be bold. Work piece until it has a free, but finished look. FOCUS ON INFORMAL BALANCEWeek 2Create a drawing that utilizes strong contour line AND COLOR. Create a center of interest. FOCUS ON VISUAL MOVEMENTWeek 3Create a drawing that utilizes strong contrast AND COLOR. Use media of choice. FOCUS ON VALUEWeek 4Create a drawing that utilizes repetition to achieve rhythm WITH COLOR. Think creatviely. FOCUS ON MOTIF AND PATTERNWeek 5Create a drawing that utilizes mixed media AND STONG USE OF COLOR. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing. FOCUS ON SURFACE TEXTUREALL DESIGNS SHOULD BE NONO-OBJECTIVE, ABSTRACTED FROM LIFE, OR FROM LIFE. DO NOT USE 2D IMAGES. PUSH COLOR, AVOID TRADITIONAL COLOR SCHEMES. DRAW WHAT YOU ENJOY, BUT THINK OUTSIDE OF WHAT TRADITIONAL BEAUTY IS. WORK TO CREATE BEAUTY IN THE UNAPPARENT.
Assignment 4: Figure DrawingWeek 1An easy way to learn to draw the full figure is by drawing the figure from a back view. Drawing a figure from the back minimizes details, stresses shape and contour, and eliminates the face. To make your composition interesting and exciting, emphasize an element or principle of design.Week 2Draw a person’s head and face using exaggeration to communicate emotion. Work from a live model. First use a pencil to make a general drawing. Note the shapes and planes of the face and how they fit together. Then continue over the drawing with a darker media. Utilize strong contrast to greatly exaggerate the areas you want to emphasize. Work from a live model and do not use a front or side view.Week 3Create a drawing of a small group of people. Utilize your skills in design to emphasize the negative space between them. Be creative when dealing with line and shape. Draw from life.Week 4Create a mixed media collage and then use figure drawing to add line, value, and color. Make sure the media does not overwhelm the drawing. Focus on strong weighted line, value, and contrast to pop the image. Draw from life.Week 5Use a brush and coffee to create a simplistic drawing of shadows (Do not work too wet or the paper will wrinkle). Once dry, come back in and emphasize line, shape and value with a dark contrasting media. Push darkness in the back in an exaggerated way to push the figure forward. Be expressive and work from life.Spend a minimum of 1 hour on each drawing.
Assignment 5: The Power of Themes: A Diary of ShoesWeek 1Look at the historical relevance of shoes. Think about their uses during a variety of time periods. Select a time period and create a drawing of shoes that reflects that time period. Examples: Roaring 20’s, Civil War. Draw from life and use the full composition.Week 2Look at the differences in gender. How are how their shoes are different. Create a drawing using a man’s and a woman’s shoe. Create an interesting design using repetition. Work from life.Week 3Select an artist that appeals to you. Create a shoe that would belong to this artist. Begin drawing from life and then go wild. Use your creativity. Example: Picasso, bright colors, wacky laces or Van Gogh, Subtle colors, pattern in swirls. Create an interesting composition.Week 4Create a mixed media collage and then use a shoe from an unusual point of view to add line, value, and color. Make sure the media does not overwhelm the drawing. Focus on strong weighted line, value, and contrast to pop the image. Draw from life.Week 5Use a brush and coffee to create a simplistic drawing of a pile of shoes (Do not work too wet or the paper will wrinkle). Once dry, come back in and emphasize line, shape and value with a dark contrasting media. Use darkness in the back in an exaggerated way to push the focal point forward. Be expressive and work from life.Spend a minimum of 1 hour on each drawing.
Assignment 6: Interiors and EnvironmentsFocus on line and design within your compositions. Refer to the principles of design: rhythm, movement, unity, variety, etc, to enhance your images.Week 1Create a drawing of the interior of your bathroom. Focus on angles and lines. Use modified contour line and focus on composition.Week 2Create a drawing of the interior of your kitchen. Utilize a full range of value 1-10. Be creative with your mark making. Expressive.Week 3Create an interior drawing of your bedroom. Include yourself in the image somewhere. Focus on composition.Week 4Create a drawing looking down a hallway. Use color to extend the mood. Focus on some small in this space and make it spectacular.Week 5Create a drawing of an unusual interior. Read the definition of interior and work from that. Be creative.ALL INTERIORS SHOULD BE DONE FROM LIFE. DO NOT USE PHOTOGRAPHS.
Assignment 7: Four Slides and a Partridge in a Pear TreeEach week you will take a slide and create a small work of art out of it. Each slide should fit a theme that you have selected. Choose a theme that is interesting and could be well illustrated in a small area.Consider the following:
How can I use media in an interesting way?
Will my theme and style promote unity?
How could my slides be deconstructed in an interesting way?
Is my craftsmanship strong?
Are my designs compelling and strong?
Within the slide you will have to create a small work of art that would emphasize the theme, you would work directly on the foam core or on a small piece of paper of your choice.When you have completed 5 slides, you will then mount them onto a piece of black foam core. You should mount them in an interesting and unique way.
Assignment 8: Objective: ObjectsWeek 1Draw a person holding an object. Be creative with the object they are holding. Use contour line and make the object the focal point. Use modified contour line.Week 2Create a drawing of your favorite object in your room. Place it in your favorite spot inside of your house. Use contour line and focus on composition.Week 3Create a drawing of the messiest section of your room. Think about composition and balance. Make sure you have a focal point. Use modified contour line.Week 4Select an object from life. Create a contour drawing of the object and put it in an abstract setting. Be creative and focus on composition.Week 5Draw a chair. Repeat the drawing to create an interesting composition. Use modified contour line. When you are done use a sharpie marker to create an design using positive and negative space.
Assignment 9: Around the HouseWeek 1Subject: Breakfast. Still life of a breakfast setting Example: bowl, spoon, cereal, etc. Work large, go off the page. Focus on CompositionWeek 2Subject: Art Supplies. Still life of art supplies. Example: Pencil, crayons, scissors. USE MODIFIED CONTOUR ONLY. Work large, go off the page. Focus on CompositionWeek 3Subject: Interior. Select an interior from an unusual point of view. Example: Corner, hallway, child’s view. Focus on CompositionWeek4Subject: Candy. Create a still life using penny candy. Example: Peppermint, bubblegum, suckers, etc.. USE MODIFIED CONTOUR ONLY. Work large, go of the page, Focus on compositionWeek 5Subject: Messiest Drawer in the House. Remove the drawer and draw from a birds eye view. Enlarge objects and go of the page. CREATE A FOCAL POINT WITH ONE OBJECTSpend a minimum of 45 minutes on each assignment.
Grades:
Grades will be based on the following criteria:
Quality, quantity and creativity of projects as well as process and progress: 70%
Sketchbooks: 15%
Critiques/Art History: 15%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Art Shows and Displays:
Student work will be displayed in the community and District Office and in competitions including VASE and Scholastic Art.
Expectations and Fees:
Respect, respect, respect - for yourself, your instructors and the materials. All advanced art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $45.00, due September 2nd, made payable to the Bowie Art Department.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature
Course Objectives:
Every student in this class has the desire to create. If you did not, you wouldn’t be here. You are here to study art, both what it is and why you have the need to create it. How you do that will depend on your individual response to the world around you. Drawing/Painting 3 is also the year to begin developing an AP Portfolio and every assignment is geared towards that goal. We learn from what came before us, therefore the history of art will be incorporated into this course of study. Student and professional art will be critiqued on a regular basis with an emphasis on the elements of art and principles of design – the guiding force behind every piece of art.
Life Drawing/Painting:
Students will investigate life through drawing – the art of observation. Activities will include perspective review through observation of one and two point, self-portraits, working from live models, still life plein aire and the study of masters. Materials will be any drawing medium including but not exclusive to charcoal, conte, pastel, pencil and ink with wash.
Environment and Landscape:
This often maligned subject is not just what is seen from outside a window. It is both a response to the environment and what you see internally. Students will study landscape from both a traditional and conceptual perspective and drawing on site. Exploration of the subject will be a study of pastel instruction.
Art Symbols, Advertising and Graphics:
Symbols play an important role in society. We will be exploring the meaning, function, nature and power of them and discovering the difference between art and advertising. Assignments will demonstrate the persuasiveness of illustration and the business side of art in the world of advertising. Development of campaigns and products in use today will be the final assignment.
Painting:
Students will begin the study of paint through use of tempera and acrylic. Work will be based on observation and still life setups. Live models will be incorporated with a final project of painting from the human body. Emphasis will be on color theory, technique, surface treatment, painting with and without a brush and developing an individual style.
Art History:
Art history is as important to what you know as it is to what you create. Every six weeks we will be studying a major component in the history of art through slides and lectures. You will be asked to create a presentation of one art movement or artist you find particularly compelling and put together a visual presentation including not only a sampling of the movement/artist’s work but how it influenced the direction of art today.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. The time spent on projects is significantly more than what was expected in Art 1 or 2. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every quarter. The visit must be summarized in-depth with specific work sketched and discussed. Sketchbook homework may be assigned from time to time.
Sketchbook Assignments:
Sketchbooks need to reflect:
Date and reflections on each entry.
Quality work (no pencil sharpeners, wall clocks from last class, etc.) I actually DO know the difference between 5 minutes of time spent and 25 minutes.
Work done outside of class.
The Assignments:
Assignment 1: Five things I Love About YouDEPICT OBJECTS YOU LOVE. EACH WEEK, CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT AN OVERALL VIEW OF WHO YOU ARE and WHAT YOU LOVE.Week 1Create a drawing that uses expressive line. Be bold. Work the piece until it has a free, but finished look.Week 2Create a drawing that utilizes strong contour line and color. Create a center of interest.Week 3Create a drawing that utilizes strong contrast. Use media of choice.Week 4Create a drawing that utilizes repetition to achieve rhythm. Think creatively.Week 5Create a drawing that utilizes mixed media. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing.COLOR, FOOD, CLOTHS, MUSIC, PATTERNS, CHILDHOOD MEMORIES, FRIENDS, CHAIRS, OUTDOORS, BOOKS, CLASSES, HATS, SHOES, FAMILY, CUPS, CLOSET, ROOM, UTILITARIAN OBJECTS, PRESENTS, SUPPLIES, GLASSES, ARTISTS, THINK, THINK, THINK, THINK, THINK, THINK, THINK, THINK, THINK.
Assignment 2: Reflective SurfacesDEPICT OBJECTS THAT HAVE REFLECTIVE SURFACES. CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT A VARIETY OF INTERESTING AND CREATIVE SURFACES.Week 1Create a drawing that uses expressive line. Be bold. Work piece until it has a free, but finished look.Week 2Create a drawing that utilizes strong contour line and color. Create a center of interest.Week 3Create a drawing that utilizes strong contrast. Use media of choice.Week 4Create a drawing that utilizes repetition to achieve rhythm. Think creatively.Week 5Create a drawing that utilizes mixed media. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing.All objects must be from life. BE CREATIVE WITH YOUR SURFACES AND THE REFLECTIONS THAT ARE CREATED.
Assignment 3: Do you Dream in Color?DEPICT OBJECTS THAT DEAL WITH COLOR. EACH WEEK CREATE A STRONG COMPOSITION UTILIZING INTERESTING IMAGERY. AT THE END OF THE SIX WEEKS, YOUR SKETCHBOOKS SHOULD REPRESENT AN OVERALL DIVERSITY OF COLOR AND ITS USE IN ARTISTIC COMPOSITION.Week 1Create a drawing that uses expressive line AND COLOR. Be bold. Work piece until it has a free, but finished look. FOCUS ON INFORMAL BALANCEWeek 2Create a drawing that utilizes strong contour line AND COLOR. Create a center of interest. FOCUS ON VISUAL MOVEMENTWeek 3Create a drawing that utilizes strong contrast AND COLOR. Use media of choice. FOCUS ON VALUEWeek 4Create a drawing that utilizes repetition to achieve rhythm WITH COLOR. Think creatviely. FOCUS ON MOTIF AND PATTERNWeek 5Create a drawing that utilizes mixed media AND STONG USE OF COLOR. Do not overwhelm the drawing. Be graceful with your media and allow it to direct you to the drawing. FOCUS ON SURFACE TEXTUREALL DESIGNS SHOULD BE NONO-OBJECTIVE, ABSTRACTED FROM LIFE, OR FROM LIFE. DO NOT USE 2D IMAGES. PUSH COLOR, AVOID TRADITIONAL COLOR SCHEMES. DRAW WHAT YOU ENJOY, BUT THINK OUTSIDE OF WHAT TRADITIONAL BEAUTY IS. WORK TO CREATE BEAUTY IN THE UNAPPARENT.
Assignment 4: Figure DrawingWeek 1An easy way to learn to draw the full figure is by drawing the figure from a back view. Drawing a figure from the back minimizes details, stresses shape and contour, and eliminates the face. To make your composition interesting and exciting, emphasize an element or principle of design.Week 2Draw a person’s head and face using exaggeration to communicate emotion. Work from a live model. First use a pencil to make a general drawing. Note the shapes and planes of the face and how they fit together. Then continue over the drawing with a darker media. Utilize strong contrast to greatly exaggerate the areas you want to emphasize. Work from a live model and do not use a front or side view.Week 3Create a drawing of a small group of people. Utilize your skills in design to emphasize the negative space between them. Be creative when dealing with line and shape. Draw from life.Week 4Create a mixed media collage and then use figure drawing to add line, value, and color. Make sure the media does not overwhelm the drawing. Focus on strong weighted line, value, and contrast to pop the image. Draw from life.Week 5Use a brush and coffee to create a simplistic drawing of shadows (Do not work too wet or the paper will wrinkle). Once dry, come back in and emphasize line, shape and value with a dark contrasting media. Push darkness in the back in an exaggerated way to push the figure forward. Be expressive and work from life.Spend a minimum of 1 hour on each drawing.
Assignment 5: The Power of Themes: A Diary of ShoesWeek 1Look at the historical relevance of shoes. Think about their uses during a variety of time periods. Select a time period and create a drawing of shoes that reflects that time period. Examples: Roaring 20’s, Civil War. Draw from life and use the full composition.Week 2Look at the differences in gender. How are how their shoes are different. Create a drawing using a man’s and a woman’s shoe. Create an interesting design using repetition. Work from life.Week 3Select an artist that appeals to you. Create a shoe that would belong to this artist. Begin drawing from life and then go wild. Use your creativity. Example: Picasso, bright colors, wacky laces or Van Gogh, Subtle colors, pattern in swirls. Create an interesting composition.Week 4Create a mixed media collage and then use a shoe from an unusual point of view to add line, value, and color. Make sure the media does not overwhelm the drawing. Focus on strong weighted line, value, and contrast to pop the image. Draw from life.Week 5Use a brush and coffee to create a simplistic drawing of a pile of shoes (Do not work too wet or the paper will wrinkle). Once dry, come back in and emphasize line, shape and value with a dark contrasting media. Use darkness in the back in an exaggerated way to push the focal point forward. Be expressive and work from life.Spend a minimum of 1 hour on each drawing.
Assignment 6: Interiors and EnvironmentsFocus on line and design within your compositions. Refer to the principles of design: rhythm, movement, unity, variety, etc, to enhance your images.Week 1Create a drawing of the interior of your bathroom. Focus on angles and lines. Use modified contour line and focus on composition.Week 2Create a drawing of the interior of your kitchen. Utilize a full range of value 1-10. Be creative with your mark making. Expressive.Week 3Create an interior drawing of your bedroom. Include yourself in the image somewhere. Focus on composition.Week 4Create a drawing looking down a hallway. Use color to extend the mood. Focus on some small in this space and make it spectacular.Week 5Create a drawing of an unusual interior. Read the definition of interior and work from that. Be creative.ALL INTERIORS SHOULD BE DONE FROM LIFE. DO NOT USE PHOTOGRAPHS.
Assignment 7: Four Slides and a Partridge in a Pear TreeEach week you will take a slide and create a small work of art out of it. Each slide should fit a theme that you have selected. Choose a theme that is interesting and could be well illustrated in a small area.Consider the following:
How can I use media in an interesting way?
Will my theme and style promote unity?
How could my slides be deconstructed in an interesting way?
Is my craftsmanship strong?
Are my designs compelling and strong?
Within the slide you will have to create a small work of art that would emphasize the theme, you would work directly on the foam core or on a small piece of paper of your choice.When you have completed 5 slides, you will then mount them onto a piece of black foam core. You should mount them in an interesting and unique way.
Assignment 8: Objective: ObjectsWeek 1Draw a person holding an object. Be creative with the object they are holding. Use contour line and make the object the focal point. Use modified contour line.Week 2Create a drawing of your favorite object in your room. Place it in your favorite spot inside of your house. Use contour line and focus on composition.Week 3Create a drawing of the messiest section of your room. Think about composition and balance. Make sure you have a focal point. Use modified contour line.Week 4Select an object from life. Create a contour drawing of the object and put it in an abstract setting. Be creative and focus on composition.Week 5Draw a chair. Repeat the drawing to create an interesting composition. Use modified contour line. When you are done use a sharpie marker to create an design using positive and negative space.
Assignment 9: Around the HouseWeek 1Subject: Breakfast. Still life of a breakfast setting Example: bowl, spoon, cereal, etc. Work large, go off the page. Focus on CompositionWeek 2Subject: Art Supplies. Still life of art supplies. Example: Pencil, crayons, scissors. USE MODIFIED CONTOUR ONLY. Work large, go off the page. Focus on CompositionWeek 3Subject: Interior. Select an interior from an unusual point of view. Example: Corner, hallway, child’s view. Focus on CompositionWeek4Subject: Candy. Create a still life using penny candy. Example: Peppermint, bubblegum, suckers, etc.. USE MODIFIED CONTOUR ONLY. Work large, go of the page, Focus on compositionWeek 5Subject: Messiest Drawer in the House. Remove the drawer and draw from a birds eye view. Enlarge objects and go of the page. CREATE A FOCAL POINT WITH ONE OBJECTSpend a minimum of 45 minutes on each assignment.
Grades:
Grades will be based on the following criteria:
Quality, quantity and creativity of projects as well as process and progress: 70%
Sketchbooks: 15%
Critiques/Art History: 15%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Art Shows and Displays:
Student work will be displayed in the community and District Office and in competitions including VASE and Scholastic Art.
Expectations and Fees:
Respect, respect, respect - for yourself, your instructors and the materials. All advanced art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $45.00, due September 2nd, made payable to the Bowie Art Department.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature
Art 2 Drawing/Painting Syllabus 2011 - 2012
DRAWING/PAINTING 2 - Bowie Art Department 2011-2012
Course Objectives:
You are taking Drawing 2 because:
a. You like art.
b. You are good at art.
c. You survived Art 1 and still like art.
d. You are serious about art.
My point is this – every student in this class has a desire to create. If you did not, you would not be here. You are here to study art, both why it exists and why you need to create it. You will be discovering territories you did not know existed – from self-expression to historical movements. How you create depends on your individual response to the world around you.
We learn not only from what is around us presently but what we came from. This course will attempt to make connections to your work through weekly study of the history of art.
Course of Study:
Perspective, Line, Value: Students will unlock the basis of all drawing and the understanding of what we truly see and how to capture it on a 2 dimensional surface. Work will be from life and study of the masters. Materials will be charcoal, pencil, ink.
Contour/Cross-Contour: Everything in nature starts with something very simple called “turning of the form”. From human anatomy to trees to sea shells students will learn to draw 3 dimensional life by seeing through touch as well as sight. Work will be from observation using charcoal and conte with wash.
Landscape: This often maligned subject is not just what is seen from outside a window. It is both a response to the environment and what you see internally. Students will study landscape from both a traditional and conceptual perspective. Exploration of the subject will be a study of pastel instruction.
Still Life Instruction: Students will compose and create images through direct observation. This is the beginning of life drawing and will incorporate composition, design, value and color.
Design: An all-encompassing topic, the design component in Drawing 2 will cover the gamut from embossing and composition to poster design and illustration. Students will learn the technique of embossing, and design through graphics and typography in poster creation along with the art of illustration in advertising.
Portraiture: Each year advanced students are required to use themselves as models in the study of portraiture. Self portraits begin the student on the path to understanding how to work from live models, required in Art 3 and Advanced Placement. Materials vary year to year, along with techniques taught.
Watercolor: Painting is an important field of study and watercolor, with its infinite possibilities, is the final assignment. The emphasis will be on technique, exploration of personal style and painting from observation.
Art History:
From the beginning of time man has felt the need to create. It is important to understand and see how society has evolved and my contention is that there is no better way than through the study of art history. Every 12 weeks throughout the year we will be studying either a movement, time period or famous artist beginning with the Prehistoric period and culminating in present day Modern Art. Emphasis is on critiquing art through a historian’s eyes. Creative assignments to demonstrate understanding will be given.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. The time spent on projects is significantly more than what was expected in Art 1. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook work is assigned every week.
Sketchbook Assignments:
Students will be given 30 assignments. Each entry used must labeled on the back of the sketchbook page.
Date your entries.
Subject matter is your choice based on each assignment selected.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
The Assignments:
1. Sketchbook Cover: Create cover on your sketchbook based on your identity. Media: Cut paper, collage, drawing, painting, words, etc.
2. Draw a Pile of Shoes: Zoom in. Fill up the page. Extend the composition to all four sides of the paper. Do it in pencil, ink, charcoal or other media. Can be line, tone, contour, crosshatching, etc.
3. Advertisement of Yourself: What would you like to say about yourself? Use mixed media to create an advertisement of yourself.
4. Reflective Surface Study: Combine various reflective surfaces. Draw it.
5. Design a CD Cover: Make up a musical group or create a CD for a group you love. Use color.
6. Media: watercolor, colored pencils, acrylic
7. View of Yourself or Others in a Car Mirror: Any media.
8. Texture Study: Close-up study of a leaf, tree bark, or organic texture. Any medium—cut paper, collage, ink, pencil, watercolor, colored pencil, mixed media.
9. Drapery Study: Must be carefully observed and drawn with 3-dimensional volumes, tonal changes, highlights and shadows.
10.Magnifying Glass: Draw a view through a magnifying glass. Include the magnifying glass. Any media.
11. Cut Square Drawing: Draw/paint a well-developed picture. Cut the picture into squares. Re-arrange and paste the squares in your sketchbook to create a design. Use another medium to add to the drawing. Mixed Media
12. Cemetery at Night: Draw a cemetery at night. Use dramatic lighting. You may want to begin with black paper pasted into your sketchbook. Media: inks, colored pencils, charcoal, pastel, craypas, etc.
13. Close-up Study of a Flower: Look at the artist Georgia O’Keefe. Media: colored pencils, watercolor, inks, pencil, sharpie pens—any or all.
14. Jungle Drawing or Design: Draw/design a view of the jungle. The view can be from below (as if you’re an insect), or from above (as if you’re a bird). Any media.
15. Mixed Media Collage: Choose a newspaper story important to you. Cut it out, use it as a background to past collage images on top. Draw/paint additional images. Include words. Change the scale of things. Integrate large and small shapes.
16. Foreshortened Figure Drawing: Do a drawing of a figure in a foreshortened position
17. Change of Style: Divide the page into 4 equal sections. Draw an object/objects in one section. Repeat the same drawing in the other sections, but change the style of each (representational, abstract, cubist, ink stipple, harmonious, complementary colors.
18. A Pile of Shoes: Draw a pile of shoes.
19. Collage—A Family Portrait: A grouping of photos of you and your family with words, drawn images, mixed media. Express what you think your family is about.
20. Your Feet in a Prone Position: Lie on your bed and draw your feet and what is behind it in a prone position. Make sure you “compose” the picture. Use all four sides of the page.
21. Your Sunglasses: Zoomed in at an interesting angle and what they reflect.
22. Detail of a Portrait Photo Blown Up: Cut out a square (1 ½” x 1 ½”) from a portrait photo and blow it up to the largest square you can make in your sketchbook—10” x 10”.
23. Distortion: Choose an object, person or another thing and distort it, repeat it, enlarge it. Your choice of media.
24. Juxtaposition: Combine unlikely images. Exchange, overlap, or superimpose parts to create unusual relationships and a new synthesis. Use color, mixed media.
25. Fragment an Object, Person or Thing: Split, fragment, invert, rotate, shatter, superimpose, and/or divide an image and then reconstruct it to create a new synthesis of parts.
26. Abstraction: Create an abstraction looking at Paul Klee, Miro, and Kandinsky. Create three versions of the composition in different color schemes. Use color.
27. Negative Space: Look at an area in your home and draw the negative shapes around the objects. On another page in your sketchbook, copy the composition and do something different with it in tone, color or line.
28. One-Point Perspective: Draw/design something using one point perspective. Can be a contour drawing, tonal drawing, colored pencils, or watercolor)
29. Dynamic Brushstrokes: Create something using dynamic brushstrokes, contrast and varied lines. Use color.
30.Photocopied Collage of Face & Body Parts: Photocopy faces and body parts and create a design with actual drawings you made of these parts. Blur parts of the design. Overlap images. Layer.
31. Distorted Interior: Look at a room. Distort it. Create something new from it.
Grades:
Grades will be based on the following criteria:
Quality, quantity and creativity of projects as well as process and progress: 70%
Sketchbooks: 15%
Critiques/Art History: 15%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Art Shows and Displays:
Student work will be displayed in the community and District Office and in competitions including VASE and Scholastic Art.
Expectations and Fees:
Respect, respect, respect - for yourself, your instructors and the materials. All advanced art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $35.00 made payable to the Bowie Art Department due September 2nd.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Course Objectives:
You are taking Drawing 2 because:
a. You like art.
b. You are good at art.
c. You survived Art 1 and still like art.
d. You are serious about art.
My point is this – every student in this class has a desire to create. If you did not, you would not be here. You are here to study art, both why it exists and why you need to create it. You will be discovering territories you did not know existed – from self-expression to historical movements. How you create depends on your individual response to the world around you.
We learn not only from what is around us presently but what we came from. This course will attempt to make connections to your work through weekly study of the history of art.
Course of Study:
Perspective, Line, Value: Students will unlock the basis of all drawing and the understanding of what we truly see and how to capture it on a 2 dimensional surface. Work will be from life and study of the masters. Materials will be charcoal, pencil, ink.
Contour/Cross-Contour: Everything in nature starts with something very simple called “turning of the form”. From human anatomy to trees to sea shells students will learn to draw 3 dimensional life by seeing through touch as well as sight. Work will be from observation using charcoal and conte with wash.
Landscape: This often maligned subject is not just what is seen from outside a window. It is both a response to the environment and what you see internally. Students will study landscape from both a traditional and conceptual perspective. Exploration of the subject will be a study of pastel instruction.
Still Life Instruction: Students will compose and create images through direct observation. This is the beginning of life drawing and will incorporate composition, design, value and color.
Design: An all-encompassing topic, the design component in Drawing 2 will cover the gamut from embossing and composition to poster design and illustration. Students will learn the technique of embossing, and design through graphics and typography in poster creation along with the art of illustration in advertising.
Portraiture: Each year advanced students are required to use themselves as models in the study of portraiture. Self portraits begin the student on the path to understanding how to work from live models, required in Art 3 and Advanced Placement. Materials vary year to year, along with techniques taught.
Watercolor: Painting is an important field of study and watercolor, with its infinite possibilities, is the final assignment. The emphasis will be on technique, exploration of personal style and painting from observation.
Art History:
From the beginning of time man has felt the need to create. It is important to understand and see how society has evolved and my contention is that there is no better way than through the study of art history. Every 12 weeks throughout the year we will be studying either a movement, time period or famous artist beginning with the Prehistoric period and culminating in present day Modern Art. Emphasis is on critiquing art through a historian’s eyes. Creative assignments to demonstrate understanding will be given.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. The time spent on projects is significantly more than what was expected in Art 1. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook work is assigned every week.
Sketchbook Assignments:
Students will be given 30 assignments. Each entry used must labeled on the back of the sketchbook page.
Date your entries.
Subject matter is your choice based on each assignment selected.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
The Assignments:
1. Sketchbook Cover: Create cover on your sketchbook based on your identity. Media: Cut paper, collage, drawing, painting, words, etc.
2. Draw a Pile of Shoes: Zoom in. Fill up the page. Extend the composition to all four sides of the paper. Do it in pencil, ink, charcoal or other media. Can be line, tone, contour, crosshatching, etc.
3. Advertisement of Yourself: What would you like to say about yourself? Use mixed media to create an advertisement of yourself.
4. Reflective Surface Study: Combine various reflective surfaces. Draw it.
5. Design a CD Cover: Make up a musical group or create a CD for a group you love. Use color.
6. Media: watercolor, colored pencils, acrylic
7. View of Yourself or Others in a Car Mirror: Any media.
8. Texture Study: Close-up study of a leaf, tree bark, or organic texture. Any medium—cut paper, collage, ink, pencil, watercolor, colored pencil, mixed media.
9. Drapery Study: Must be carefully observed and drawn with 3-dimensional volumes, tonal changes, highlights and shadows.
10.Magnifying Glass: Draw a view through a magnifying glass. Include the magnifying glass. Any media.
11. Cut Square Drawing: Draw/paint a well-developed picture. Cut the picture into squares. Re-arrange and paste the squares in your sketchbook to create a design. Use another medium to add to the drawing. Mixed Media
12. Cemetery at Night: Draw a cemetery at night. Use dramatic lighting. You may want to begin with black paper pasted into your sketchbook. Media: inks, colored pencils, charcoal, pastel, craypas, etc.
13. Close-up Study of a Flower: Look at the artist Georgia O’Keefe. Media: colored pencils, watercolor, inks, pencil, sharpie pens—any or all.
14. Jungle Drawing or Design: Draw/design a view of the jungle. The view can be from below (as if you’re an insect), or from above (as if you’re a bird). Any media.
15. Mixed Media Collage: Choose a newspaper story important to you. Cut it out, use it as a background to past collage images on top. Draw/paint additional images. Include words. Change the scale of things. Integrate large and small shapes.
16. Foreshortened Figure Drawing: Do a drawing of a figure in a foreshortened position
17. Change of Style: Divide the page into 4 equal sections. Draw an object/objects in one section. Repeat the same drawing in the other sections, but change the style of each (representational, abstract, cubist, ink stipple, harmonious, complementary colors.
18. A Pile of Shoes: Draw a pile of shoes.
19. Collage—A Family Portrait: A grouping of photos of you and your family with words, drawn images, mixed media. Express what you think your family is about.
20. Your Feet in a Prone Position: Lie on your bed and draw your feet and what is behind it in a prone position. Make sure you “compose” the picture. Use all four sides of the page.
21. Your Sunglasses: Zoomed in at an interesting angle and what they reflect.
22. Detail of a Portrait Photo Blown Up: Cut out a square (1 ½” x 1 ½”) from a portrait photo and blow it up to the largest square you can make in your sketchbook—10” x 10”.
23. Distortion: Choose an object, person or another thing and distort it, repeat it, enlarge it. Your choice of media.
24. Juxtaposition: Combine unlikely images. Exchange, overlap, or superimpose parts to create unusual relationships and a new synthesis. Use color, mixed media.
25. Fragment an Object, Person or Thing: Split, fragment, invert, rotate, shatter, superimpose, and/or divide an image and then reconstruct it to create a new synthesis of parts.
26. Abstraction: Create an abstraction looking at Paul Klee, Miro, and Kandinsky. Create three versions of the composition in different color schemes. Use color.
27. Negative Space: Look at an area in your home and draw the negative shapes around the objects. On another page in your sketchbook, copy the composition and do something different with it in tone, color or line.
28. One-Point Perspective: Draw/design something using one point perspective. Can be a contour drawing, tonal drawing, colored pencils, or watercolor)
29. Dynamic Brushstrokes: Create something using dynamic brushstrokes, contrast and varied lines. Use color.
30.Photocopied Collage of Face & Body Parts: Photocopy faces and body parts and create a design with actual drawings you made of these parts. Blur parts of the design. Overlap images. Layer.
31. Distorted Interior: Look at a room. Distort it. Create something new from it.
Grades:
Grades will be based on the following criteria:
Quality, quantity and creativity of projects as well as process and progress: 70%
Sketchbooks: 15%
Critiques/Art History: 15%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Art Shows and Displays:
Student work will be displayed in the community and District Office and in competitions including VASE and Scholastic Art.
Expectations and Fees:
Respect, respect, respect - for yourself, your instructors and the materials. All advanced art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $35.00 made payable to the Bowie Art Department due September 2nd.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Art 4 Drawing/Painting 2011 - 2012
Art 4 Drawing/Painting 2011-12
FIRST SEMESTER – DRAWING AND PAINTING FROM OBSERVATION:
As Painting 4 students, you are no longer beginning artists. You have shown a dedication to art that goes beyond being told what to do. Now it is up to you to prove to yourself that you have the capability to work within your own structure and create a professional portfolio of work. The first semester of study will culminate in producing top-level work with drawing as the basis.
There are only two requirements for this class:
1. Complete all the assignments by the deadlines.
2. Continue with your sketchbook as a REGULAR record of creative thinking outside the class. Your sketchbook should be going with you everywhere. Evidence of outside work is vital in Art 4.
SECOND SEMESTER – BRING A PORTFOLIO TO REALITY:
Second semester you will bring together a completed portfolio of finished work, ready for a final class presentation. Emphasis will be on student individuality and style. All work will be discussed prior to starting, with the understanding that grades will be based on work completed and presented. Work must be matted mounted and/or framed for presentation.
ASSIGNMENTS:
A selection of assignments will be discussed the first week of each semester with a brief review at the semester. Students will be expected to choose/create and complete 3 (three) finished pieces by the end of the quarter. If the piece is very involved, deadlines will be taken into consideration with prior approval. All students are expected to work from live models on days they are available. At least one of your pieces must be a self portrait from observation.
ART HISTORY:
Art history for Painting 4 students will be self-selected. You will be required to put together a presentation based on an artist or artistic movement for each semester. Your work should include samples of the artist/movement’s work and a discussion on the nature of the work, time period and connections you feel strongly about in today’s society. I am expecting you to think creatively in terms of how you would like to pull the project together.
SKETCHBOOKS:
Sketchbooks are required and are a major portion of your grade. This is an honors level class and there are high expectations for the quality and creativity of work. The time spent on projects should be significant. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every quarter. The visit must be summarized in-depth with specific work sketched and discussed. Sketchbook Assignments:
Sketchbooks need to reflect:
At least 6 (six) hours of creative time each 6 week period.
Date and reflections on each entry.
Quality work (no pencil sharpeners, wall clocks from last class, etc.)
Work done outside of class.
The sketchbook will be graded every 6 weeks based on the degree of difficulty or time involvement.
GRADES:
Portfolio work: 70%
Sketchbooks: 15%
Critiques 15%
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
EXPECTATIONS & FEES:
Respect, respect, respect for yourself, your instructor and the materials. All advanced students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose not to make the donation, you will be responsible for supplying your own materials throughout the year. The art fee for 2011 – 2012 is $50.00 made payable to Bowie Art Department and due by September 2nd.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not acceptable.
3. Be attentive to the teacher and other students. Cell phones are not allowed between the hours of 8:45 and 4:00, period. Head sets, electronic games and other distractions are to be turned off and put away unless you are given specific permission to use them.
4. Be on time and come with your materials. Tardiness and absences can affect your grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food or drinks are permitted in the classroom.
I have read and understand the attendance, grading, art fee and expectations and policies of the Bowie Art Department. I understand the fee, a sketchbook and the signed parent/student form are due by September 2nd.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
FIRST SEMESTER – DRAWING AND PAINTING FROM OBSERVATION:
As Painting 4 students, you are no longer beginning artists. You have shown a dedication to art that goes beyond being told what to do. Now it is up to you to prove to yourself that you have the capability to work within your own structure and create a professional portfolio of work. The first semester of study will culminate in producing top-level work with drawing as the basis.
There are only two requirements for this class:
1. Complete all the assignments by the deadlines.
2. Continue with your sketchbook as a REGULAR record of creative thinking outside the class. Your sketchbook should be going with you everywhere. Evidence of outside work is vital in Art 4.
SECOND SEMESTER – BRING A PORTFOLIO TO REALITY:
Second semester you will bring together a completed portfolio of finished work, ready for a final class presentation. Emphasis will be on student individuality and style. All work will be discussed prior to starting, with the understanding that grades will be based on work completed and presented. Work must be matted mounted and/or framed for presentation.
ASSIGNMENTS:
A selection of assignments will be discussed the first week of each semester with a brief review at the semester. Students will be expected to choose/create and complete 3 (three) finished pieces by the end of the quarter. If the piece is very involved, deadlines will be taken into consideration with prior approval. All students are expected to work from live models on days they are available. At least one of your pieces must be a self portrait from observation.
ART HISTORY:
Art history for Painting 4 students will be self-selected. You will be required to put together a presentation based on an artist or artistic movement for each semester. Your work should include samples of the artist/movement’s work and a discussion on the nature of the work, time period and connections you feel strongly about in today’s society. I am expecting you to think creatively in terms of how you would like to pull the project together.
SKETCHBOOKS:
Sketchbooks are required and are a major portion of your grade. This is an honors level class and there are high expectations for the quality and creativity of work. The time spent on projects should be significant. Students will also be expected to visit an art museum, gallery, art opening or art lecture of their choice every quarter. The visit must be summarized in-depth with specific work sketched and discussed. Sketchbook Assignments:
Sketchbooks need to reflect:
At least 6 (six) hours of creative time each 6 week period.
Date and reflections on each entry.
Quality work (no pencil sharpeners, wall clocks from last class, etc.)
Work done outside of class.
The sketchbook will be graded every 6 weeks based on the degree of difficulty or time involvement.
GRADES:
Portfolio work: 70%
Sketchbooks: 15%
Critiques 15%
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
EXPECTATIONS & FEES:
Respect, respect, respect for yourself, your instructor and the materials. All advanced students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose not to make the donation, you will be responsible for supplying your own materials throughout the year. The art fee for 2011 – 2012 is $50.00 made payable to Bowie Art Department and due by September 2nd.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not acceptable.
3. Be attentive to the teacher and other students. Cell phones are not allowed between the hours of 8:45 and 4:00, period. Head sets, electronic games and other distractions are to be turned off and put away unless you are given specific permission to use them.
4. Be on time and come with your materials. Tardiness and absences can affect your grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food or drinks are permitted in the classroom.
I have read and understand the attendance, grading, art fee and expectations and policies of the Bowie Art Department. I understand the fee, a sketchbook and the signed parent/student form are due by September 2nd.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Art 1 Advanced Syllabus 2011-12
Art 1 Advanced 2011-12
OBJECTIVE: Students will work collaboratively both in and out of class. They will be required to read and write about art, sketch, examine the meanings, aesthetics and intent of art and learn how to critique their own and other’s work. This study will include world art as well as local through various units and activities such as research, demonstrations, group work and media shows. Art from various cultural and geographical viewpoints will be discussed and observed in many of the assignments.
ASSIGNMENT AREAS:
· Drawing – How to “see” and how to draw. Beginning with a series of one or two day assignments designed to develop drawing skills students will start the process of learning to draw. Techniques will include analog drawing, illustrating feelings, ideas and thoughts rather than things), upside-down drawing, positive/negative space, contour drawing, shading, enlarging using grids and perspective. Study of the Elements of Art is the basis of this unit.
· Color Theory – Basic color theory, including color relationships, value, color mixing and matching and various painting techniques such as Impressionistic pointillism will be taught. Media technology and color experiments will be integrated into the unit.
· Painting – This is the culminating assignment in which students choose a Masterpiece and using their learned skills, copy the artist’s style, color match and problem-solve the techniques used. Students learn under-painting and graduated color.
· Design and Composition – This is an introduction to the Principles of Design. Students are given several short assignments dealing with classic design concepts. Use of a viewfinder, cropping, division of space and placement of elements are the main concepts. Projects include designing from life, collaging and working with foreground/background and positive/negative space.
· Printmaking – Students will design block illustrations with awareness to strong foreground/background. Images will be carved and various printing techniques used to create a final piece. Problem solving through mixed media is encouraged.
· Portrait Drawing – A study of human anatomy, in particular the human face, will be the focus of this unit. Proportion, shading and use of various materials including pencil, charcoal and pastels will be taught. The final project is a self-portrait.
· Ceramic Sculpture – An introduction to clay with hand-building techniques will be studied. Technology works together with research of ancient artifacts for the creation of a final ceramic piece. A creative artifact report is required with the final project.
· Art History – Artist of the Week: Every week throughout the year a famous artist or movement will be studied, beginning with the Prehistoric time period and culminating in Modern Art present day. Students learn to understand art through the history of artists and the society they lived in. Emphasis is on critiquing art through a historian’s eyes. Quarterly exams will be given.
· Journals and sketchbooks will be kept both daily and weekly. Student response and insight to artistic problems is discussed for a more in-depth look at art.
GRADES:
Grades will be based on the following:
Quality, quantity and creativity of projects as well as process and progress: 60%
Art history notes and daily journal and sketchbooks: 15%
Quizzes, tests and final exams: 25%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Many of the projects are given “process” credit – awarded points based on correct technique and progress, giving students a chance to learn use of the materials before creating a final, graded project.
SKETCHBOOK & HOMEWORK:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook homework will be assigned every week.
Sketchbook Assignments:
Students will be given 30 sketchbook assignments, one per week. You will have a week to complete the assignment. Think of these as completed works of art; thoughtful, creative and with craftsmanship.
Date your entries.
Creative thinking is essential.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
SHOWS:
Artwork is displayed in every available venue: the school library, district office and an end of the year show through AISD. Students are required to keep a portfolio of their completed work.
EXPECTATIONS & FEES:
Respect, respect, respect - for yourself, your instructors and the materials. All art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $30.00 made payable to the Bowie Art Department, due September 2nd.
Along with the art fee students are required to have a three-ring binder with lined paper for daily journal entries and art history. This binder will be left in the art room at all times.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
I have read and understand the attendance, grading, art fee and expectations and policies of the Bowie Art Department. I understand the fee, signed parent/student form and 3 ring binder are due by September 2nd.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
OBJECTIVE: Students will work collaboratively both in and out of class. They will be required to read and write about art, sketch, examine the meanings, aesthetics and intent of art and learn how to critique their own and other’s work. This study will include world art as well as local through various units and activities such as research, demonstrations, group work and media shows. Art from various cultural and geographical viewpoints will be discussed and observed in many of the assignments.
ASSIGNMENT AREAS:
· Drawing – How to “see” and how to draw. Beginning with a series of one or two day assignments designed to develop drawing skills students will start the process of learning to draw. Techniques will include analog drawing, illustrating feelings, ideas and thoughts rather than things), upside-down drawing, positive/negative space, contour drawing, shading, enlarging using grids and perspective. Study of the Elements of Art is the basis of this unit.
· Color Theory – Basic color theory, including color relationships, value, color mixing and matching and various painting techniques such as Impressionistic pointillism will be taught. Media technology and color experiments will be integrated into the unit.
· Painting – This is the culminating assignment in which students choose a Masterpiece and using their learned skills, copy the artist’s style, color match and problem-solve the techniques used. Students learn under-painting and graduated color.
· Design and Composition – This is an introduction to the Principles of Design. Students are given several short assignments dealing with classic design concepts. Use of a viewfinder, cropping, division of space and placement of elements are the main concepts. Projects include designing from life, collaging and working with foreground/background and positive/negative space.
· Printmaking – Students will design block illustrations with awareness to strong foreground/background. Images will be carved and various printing techniques used to create a final piece. Problem solving through mixed media is encouraged.
· Portrait Drawing – A study of human anatomy, in particular the human face, will be the focus of this unit. Proportion, shading and use of various materials including pencil, charcoal and pastels will be taught. The final project is a self-portrait.
· Ceramic Sculpture – An introduction to clay with hand-building techniques will be studied. Technology works together with research of ancient artifacts for the creation of a final ceramic piece. A creative artifact report is required with the final project.
· Art History – Artist of the Week: Every week throughout the year a famous artist or movement will be studied, beginning with the Prehistoric time period and culminating in Modern Art present day. Students learn to understand art through the history of artists and the society they lived in. Emphasis is on critiquing art through a historian’s eyes. Quarterly exams will be given.
· Journals and sketchbooks will be kept both daily and weekly. Student response and insight to artistic problems is discussed for a more in-depth look at art.
GRADES:
Grades will be based on the following:
Quality, quantity and creativity of projects as well as process and progress: 60%
Art history notes and daily journal and sketchbooks: 15%
Quizzes, tests and final exams: 25%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Many of the projects are given “process” credit – awarded points based on correct technique and progress, giving students a chance to learn use of the materials before creating a final, graded project.
SKETCHBOOK & HOMEWORK:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook homework will be assigned every week.
Sketchbook Assignments:
Students will be given 30 sketchbook assignments, one per week. You will have a week to complete the assignment. Think of these as completed works of art; thoughtful, creative and with craftsmanship.
Date your entries.
Creative thinking is essential.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
SHOWS:
Artwork is displayed in every available venue: the school library, district office and an end of the year show through AISD. Students are required to keep a portfolio of their completed work.
EXPECTATIONS & FEES:
Respect, respect, respect - for yourself, your instructors and the materials. All art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year.
The art fee for 2011 – 2012 is $30.00 made payable to the Bowie Art Department, due September 2nd.
Along with the art fee students are required to have a three-ring binder with lined paper for daily journal entries and art history. This binder will be left in the art room at all times.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not
acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic
games and other distractions are to be turned off and put away unless you are given
specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your
grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to
the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food
or drinks, other than water, are permitted in the classroom.
I have read and understand the attendance, grading, art fee and expectations and policies of the Bowie Art Department. I understand the fee, signed parent/student form and 3 ring binder are due by September 2nd.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Monday, June 20, 2011
AP Art History Summer Assignment 2011-12
AP Art History Summer Assignment 2011-12
Read the last two (2) chapters of your text, Art Through the Ages. Take notes (to be turned in) and be prepared to discuss the chapters and the art the first day of class.
Early 20th Century Art Text: Art Through the Ages – Chapter 33: 961-1028
Ideas and Concepts:
1. Discuss the changes and challenges that faced 20th century artists. Select a minimum of two pieces to support your information. Be sure to include the political atmosphere at the time.
2. Fauvism, Expressionism, Cubism (Abstraction), Purism, Futurism, Dada, Precisionism, Surrealism, Suprematism, Constructivism, De Stijl, The Bauhaus, The International Style, Art Deco, Regionalism. Select one piece of art from each of these art movements and explain why it fits within the movement. Be able to understand and recognize each of these styles.
Later 20th Century Art Text: Art Through the Ages – Chapter 34: 1031-1090
Ideas and Concepts:
1. What were the causes for the shift from Paris to the United States in Western art? Be specific.
2. What is the term “postmodernism”? Use a minimum of two examples from two different artists to define your definition.
3. Abstract Expressionism (action painting and color field), Post-Painterly Abstraction, Minimal, Performance Art, Conceptual Art, Pop Art, Superrealism, Environmental Art. Select one piece of art from each of these art movements and explain why it fits within the movement. Be able to understand and recognize each of these styles.
Read the last two (2) chapters of your text, Art Through the Ages. Take notes (to be turned in) and be prepared to discuss the chapters and the art the first day of class.
Early 20th Century Art Text: Art Through the Ages – Chapter 33: 961-1028
Ideas and Concepts:
1. Discuss the changes and challenges that faced 20th century artists. Select a minimum of two pieces to support your information. Be sure to include the political atmosphere at the time.
2. Fauvism, Expressionism, Cubism (Abstraction), Purism, Futurism, Dada, Precisionism, Surrealism, Suprematism, Constructivism, De Stijl, The Bauhaus, The International Style, Art Deco, Regionalism. Select one piece of art from each of these art movements and explain why it fits within the movement. Be able to understand and recognize each of these styles.
Later 20th Century Art Text: Art Through the Ages – Chapter 34: 1031-1090
Ideas and Concepts:
1. What were the causes for the shift from Paris to the United States in Western art? Be specific.
2. What is the term “postmodernism”? Use a minimum of two examples from two different artists to define your definition.
3. Abstract Expressionism (action painting and color field), Post-Painterly Abstraction, Minimal, Performance Art, Conceptual Art, Pop Art, Superrealism, Environmental Art. Select one piece of art from each of these art movements and explain why it fits within the movement. Be able to understand and recognize each of these styles.
Sunday, February 13, 2011
Saturday, February 12, 2011
APAH Unit Test 5 15th Century Italian through High Renaissance Study Guide
15th Century Italian to High Renaissance Study Guide
What you need to know:
• 15th Century Italian – Lorenzo Ghiberti and Brunelleschi Baptistery Door competition, medieval narrative method, Florence Cathedral and who did what with it, Masaccio and perspective, key architects of Early Renaissance, characteristics of Early Renaissance, key players of Early Renaissance , Luca della Robbia, Fra Angelico, Nanni Di Banco, Donatello, Botticelli
• High Renaissance – characteristics of High Renaissance, “Bad Boys” of High Renaissance, key architects of High Renaissance, key patrons (including the Medici family, Sforza and others), Pope Julius II, Raphael, the Pope Pauls, Council of Trent, Savonarola and his significance, Bramante, compositional devices of painters, Ruccellai Palazzo, Palladio architecture, Sack of Rome
• Venetian Renaissance – characteristics of, Palladio and his architecture, Bellini, Giorgione, Titian, development of oil paint (and where from, Corregio Parma Cathedral, Savonarola, Reformation (the beginning of and church reaction)
• Vocabulary – linear perspective, perspectival system, chiaroscuro, sfumato, contrapposto, Neo-Platonism. Poesia, disegno, grisalle, pieta
Images to know:
• 15th Century Italian – Florence Cathedral Doors, Dome, Campanile “niche” art, Gentile da Fabriano Adoration of the Magi, Masaccio (all his work), Botticelli Birth of Venus, Andrea Mantegna Dead Christ and Camera degli Sposa, Palazzo Rucellai, The Davids (Verrocchio and Donatello, Gentile da Fabriano Adoration of the Magi, Nanni di Banco
• High Renaissance – Leonardo everything (Last Supper, Madonnas, Mona Lisa etc.), Michelangelo everything (David, tomb, Sistine Chapel etc.), Bramante’s Tempietto, Titian Meeting of Bacchus and Ariadne, Venus of Urbino, Madonna of the Pesaro Family, Assumption of the Virgin, Palazzo Rucellai
• Venetian Renaissance – Titian Venus of Urbino, Bellin San Zaccaria Altarpiece, Correggio Assumption of the Virgin, Giorgione
What you need to know:
• 15th Century Italian – Lorenzo Ghiberti and Brunelleschi Baptistery Door competition, medieval narrative method, Florence Cathedral and who did what with it, Masaccio and perspective, key architects of Early Renaissance, characteristics of Early Renaissance, key players of Early Renaissance , Luca della Robbia, Fra Angelico, Nanni Di Banco, Donatello, Botticelli
• High Renaissance – characteristics of High Renaissance, “Bad Boys” of High Renaissance, key architects of High Renaissance, key patrons (including the Medici family, Sforza and others), Pope Julius II, Raphael, the Pope Pauls, Council of Trent, Savonarola and his significance, Bramante, compositional devices of painters, Ruccellai Palazzo, Palladio architecture, Sack of Rome
• Venetian Renaissance – characteristics of, Palladio and his architecture, Bellini, Giorgione, Titian, development of oil paint (and where from, Corregio Parma Cathedral, Savonarola, Reformation (the beginning of and church reaction)
• Vocabulary – linear perspective, perspectival system, chiaroscuro, sfumato, contrapposto, Neo-Platonism. Poesia, disegno, grisalle, pieta
Images to know:
• 15th Century Italian – Florence Cathedral Doors, Dome, Campanile “niche” art, Gentile da Fabriano Adoration of the Magi, Masaccio (all his work), Botticelli Birth of Venus, Andrea Mantegna Dead Christ and Camera degli Sposa, Palazzo Rucellai, The Davids (Verrocchio and Donatello, Gentile da Fabriano Adoration of the Magi, Nanni di Banco
• High Renaissance – Leonardo everything (Last Supper, Madonnas, Mona Lisa etc.), Michelangelo everything (David, tomb, Sistine Chapel etc.), Bramante’s Tempietto, Titian Meeting of Bacchus and Ariadne, Venus of Urbino, Madonna of the Pesaro Family, Assumption of the Virgin, Palazzo Rucellai
• Venetian Renaissance – Titian Venus of Urbino, Bellin San Zaccaria Altarpiece, Correggio Assumption of the Virgin, Giorgione
Tuesday, February 01, 2011
APAH Slide List Quiz Week 2/1/11
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. Lornezo Ghiberti, Sacrifice of Isaac, competition panel, Baptistery Doors, Florence, 1401-02
2. Filippo Brunelleschi, Sacrifice of Isaac, competition panel, Baptistery Doors, Florence, 1401-02
3. Donatello, Saint Mark, (patron – guild of linen drapers), Or San Michele, Florence, 1411-1413
4. Gentile da Fabriano, Adoration of the Magi, (patron - Palla Strozzi), Florence, 1423
5. Masaccio, Tribute Money, Brancacci Chapel, Florence, 1427
6. Masaccio, Holy Trinity, Santa Maria Novella, Florence, 1428
7. Donatello, David, (patron – Medici family),1420-1450
8. Sandro Botticelli, Birth of Venus, (patron – Medici family), Florence, 1482
9. Leon Battista Alberti, Palazzo Rucellai, Florence, 1452-1470
10. Andrea Mantegna, Camera degli Sposi, Palazzo Ducale, Mantua, 1474
1. Lornezo Ghiberti, Sacrifice of Isaac, competition panel, Baptistery Doors, Florence, 1401-02
2. Filippo Brunelleschi, Sacrifice of Isaac, competition panel, Baptistery Doors, Florence, 1401-02
3. Donatello, Saint Mark, (patron – guild of linen drapers), Or San Michele, Florence, 1411-1413
4. Gentile da Fabriano, Adoration of the Magi, (patron - Palla Strozzi), Florence, 1423
5. Masaccio, Tribute Money, Brancacci Chapel, Florence, 1427
6. Masaccio, Holy Trinity, Santa Maria Novella, Florence, 1428
7. Donatello, David, (patron – Medici family),1420-1450
8. Sandro Botticelli, Birth of Venus, (patron – Medici family), Florence, 1482
9. Leon Battista Alberti, Palazzo Rucellai, Florence, 1452-1470
10. Andrea Mantegna, Camera degli Sposi, Palazzo Ducale, Mantua, 1474
Thursday, January 27, 2011
Passion for AP Art History Runs Deep!
Created by Catherine Gonzales as a Facebook Event:
FOR INCOMING SENIORS, JUNIORS, SOPHOMORES OF THE 2011-2012 SCHOOL YEAR
With our school district suffering in drowning debt, schools are facing programs being cut. THIS MEANS certain classes/programs YOU were anticipating on joining for the future might not be there without your help!
SO I ask YOU this:
...
Are YOU Dedicated? Willing? Hard working?
Do YOU want your Class Rank/GPA/Transcript to rock?
Do YOU want Colleges to look at you in awe?
Do YOU want to have your name go down in fame?
Then YOU should Join AP Art History.
Please, don't run away from the "AP" because you bet there is TREMENDOUS quality that runs through those two letters.
What is APAH (AP Art History)??
AP Art History is a chance to examine history not on a global scale, but rather on a personal one. Through each piece of art studied in the class we can see reflection of the issues and emotions in those historical periods that make us who we are today.
TOP REASONS TO JOIN
-Get your art credit done, without lifting a paintbrush!
-Gain more knowledge even your Top Ranked Colleagues won't have
-Enjoy a class that is more than a lecture
-Mrs. Kuntz, the wonderful teacher and producer of APAH
-Learn about how you are presently existing, in society, in the world
-Gain College Credit in a blink of the eye!
-Tuesdays: EVERY Tuesday we EAT Sandwiches : Sandwich Tuesday
-Becoming more cultured while sipping on Coffee or Tea
-Trip to Art Muesum
-Belong to something that is MORE than a CLASS but a FAMILY
I'm not asking you to join, I'm asking you to consider what's best for YOU and YOUR future.
PLEASE PLEASE PLEASE Consider Joining.
Thank You for Your Precious Time,
the APAH family
FOR INCOMING SENIORS, JUNIORS, SOPHOMORES OF THE 2011-2012 SCHOOL YEAR
With our school district suffering in drowning debt, schools are facing programs being cut. THIS MEANS certain classes/programs YOU were anticipating on joining for the future might not be there without your help!
SO I ask YOU this:
...
Are YOU Dedicated? Willing? Hard working?
Do YOU want your Class Rank/GPA/Transcript to rock?
Do YOU want Colleges to look at you in awe?
Do YOU want to have your name go down in fame?
Then YOU should Join AP Art History.
Please, don't run away from the "AP" because you bet there is TREMENDOUS quality that runs through those two letters.
What is APAH (AP Art History)??
AP Art History is a chance to examine history not on a global scale, but rather on a personal one. Through each piece of art studied in the class we can see reflection of the issues and emotions in those historical periods that make us who we are today.
TOP REASONS TO JOIN
-Get your art credit done, without lifting a paintbrush!
-Gain more knowledge even your Top Ranked Colleagues won't have
-Enjoy a class that is more than a lecture
-Mrs. Kuntz, the wonderful teacher and producer of APAH
-Learn about how you are presently existing, in society, in the world
-Gain College Credit in a blink of the eye!
-Tuesdays: EVERY Tuesday we EAT Sandwiches : Sandwich Tuesday
-Becoming more cultured while sipping on Coffee or Tea
-Trip to Art Muesum
-Belong to something that is MORE than a CLASS but a FAMILY
I'm not asking you to join, I'm asking you to consider what's best for YOU and YOUR future.
PLEASE PLEASE PLEASE Consider Joining.
Thank You for Your Precious Time,
the APAH family
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