Syllabus
The Visual Arts
Ms. Angela Tinsley
COURSE DESCRIPTION: The Visual Arts program at Northwest Middle School involves all grade levels, 6th, 7th,
and 8th for a nine-week class term. Each level of instruction helps to form the
foundation for further attitudes and the development of artistic skills and techniques.
The units of study conceptualizes that of color theory, painting, drawing,
compositional techniques and textile design. Other units also include interdisciplinary
links to Northwest’s MYP.
Overall, the course is designed to develop the creative process and to derive the
meaning of art. During the nine weeks, students will look at artwork by famous artists
and explore the methods and media used to create art. Lessons are designed to help
students develop perceptual awareness and critical thinking skills. Lessons are
structured progressively to develop skills and knowledge of content that will fulfill
The South Carolina Visual and Performing Arts Curriculum Standards:
Component I Aesthetic Perception: Visual & Tactile;
Component II Creative Expression: Artistic Knowledge and Skills;
Component III Visual Arts Heritage: Historical and Cultural;
Component IV Aesthetic Valuing.
The class schedule for the Visual Arts classes is as follows:
Time Period
8:15-9:12 1st (7th grade)
9:15-10:12 2nd (7th grade/Intermediate Art)
10:15-11:12 3rd (6th grade)
11:15-11:12 4th (6th grade)
11:15-1:25 Planning/Lunch
1:28-2:20 6th (8th grade/Advanced Art)
2:23-3:15 7th (8th grade)
LEARNING LEVELS: (Learning Focused Instruction) Three levels of learning:
Acquisition: Essential question(s), graphic organizer, group learning, lab practice,
formative and summative assessment
Extending and Refining: Essential question(s), writing, listening, following
instructions and participating in products, performances or projects. Students are then
able to utilize their knowledge of learning by mastering their techniques in a creative
environment, as well as taking their knowledge to other areas of learning.
Authentic Use: “Ticket out the door”, use information in meaningful ways to adapt to a
creative environment, applying their visual art skills into areas of two and
three-dimensional design, as well as developing their own visual awareness. The
importance of a visual arts program is to build connections to other subject areas of
learning, as well as to understand their significant individual cultural preferences in
order to help them gain an understanding of the creators who preceded them.
IB AIMS AND OBJECTIVES: They are actively involved in their own learning such as understanding and seeing the
physical world in terms of visual and tactile images and symbols, which are unique to
the visual arts.
They make more interesting connections, ask questions that challenge existing
assumptions, debate issues and present alternative points of view through their own
personal “hands on” projects, work habits and various experiences.
They learn within interdisciplinary units that have global significance. They learn
about their own culture, language and traditions and the corresponding cultures,
languages, and traditions of other peoples. Therefore, by participating in a visual
arts program the student will meet all criteria that inform the student of self and
those around them.
They make connections between their intellectual and social development and the
benefits they can make to their communities through service: How can I make a
difference? How has this experience changed me as a person?
They are involved in opportunities for transdisciplinary learning: connecting life at
school with the real world, making connections among subject areas.
STANDARDS: The standards can be reviewed at The South Carolina Department of Education website
href="http://www.myscschools.com/offices/cso/standards/vpa/">http://www.myscschools.com
/offices/cso/standards/vpa/ APPROACHES TO INTERCULTURAL AWARENESS: Intercultural awareness is concerned with developing students’ attitudes, knowledge and
skills as they learn about their own and others’ social and national cultures. By
encouraging students to consider multiple perspectives, intercultural awareness not
only fosters tolerance and respect, but may also lead to empathy. Northwest Middle
School students who are involved in the arts program are exposed to various styles,
techniques and works of art that can lead to many related areas of learning, opening
lines of inquiry, revealing that art, like life, is lived in a complex world not easily
defined in discrete subjects. Therefore, students who take a visual arts class are more
well-defined of who they are, what they want or need, where they are going, and what
changes they can contribute in a changing society and environment. What have you done
lately to contribute to a creative life style?
COURSE OUTLINE: A. Introduction to an art classroom environment: Meeting of students/Identification of
the students’ prime time teacher/Art classroom rules and expectations/Procedures for
instruction/Discussion of behavior forms and discipline steps/Viewing of teacher’s art
works/Introduction and overview of “Scholastic Art” magazines/Daily personal reading
journals/Students assigned to a certain seating arrangement.
B. Color and design: Organize and manipulate painting media, tools, and
techniques/Identify various color schemes/Discuss and take notes/Apply knowledge of
color theory when creating and analyzing different painting styles and
techniques/Understanding and applying the element and principles of design/ Identify
and illustrate line, organic and geometric shape in repetitive patterns/Distinguish
difference between symmetrical and asymmetrical design/ positive and negative
space/Explore the elements and principles of art/Illustrate color theory and color
relationships/Create color combinations and value change.
C. Introduction to various artists, styles and techniques: Daily reading journals/
Test on artists and characteristics/View reproductions/Take notes and discuss artists’
styles and techniques and how they differ as well as their similarities/ Discuss
well-known artists and how they “see the world” which will influence us to see and
think differently/Identify “Who is the Artist?”/Interrelate cultural differences
D. Drawing and creativity: Understanding what works for them/Introduction to
perspective, contour and drawing from observation/How to fill up space “in a beautiful
way”/Is there evidence of “good” craftsmanship”/Improve eye and hand coordination in
order to draw things you see and show them in great detail/Develop and practice skill
in seeing with the understanding that their studies do not necessarily become finished
art works.
E. Textile Design: Understanding the basic practices of simple techniques and
principles of weaving, macramé, batik and tie-dye.
F. Scholastic Art Awards and various competitions: Students are encouraged to
participate in the anti-drug calendar contest, Scholastic Art Awards, and The Middle
School Juried Art Exhibition.
TEXT(s): All grade levels:
Scholastic Art Magazines
Art: Images and Ideas
Art: A Global Pursuit
Exploring Visual Design
Understanding & Creating Art: One and TwoINTEGRATION OF AREAS OF INTERACTION: Students are required to experience and explore each of the five areas of interaction.
1. Approaches to learning, in which students take increasing responsibility for their
learning. How do I learn best? How do I know? How do I communicate my understanding?
2. Community and service, through which students become aware of their roles and their
responsibilities as members of communities. How do we live in relation to each other?
How can I contribute to the community? How can I help others?
3. Homo Faber, Why and how do we make, create, and adapt?
4. Environment, Where do we live? What resources do we have or need? What are my
responsibilities?
5. Health and social education, broad areas of student inquiry where personal as well
as societal and global issues are investigated and debated. How do I think and act? How
am I changing? How can I look after others and myself?
TEACHING METHODS AND STRATEGIES: Lectures: Feedback, Guided, Responsive, Demonstrative, Pause Procedures,
Think/Write/Discuss
Collaborative Pairing: Learning is first a social activity before it is a cognitive
activity. Therefore, students working with each other in teams, groups, or pairs
utilize learning. As in the “real” world, students must learn how to interact and learn
socially from others in order to succeed as a global society.
Mnemonics: Various teaching strategies include students to listen, to see and then to
learn by doing. This strategy is a concurrent and underlying structure of the way art
is learned naturally.
Vocabulary: This activity encourages students to connect phrases and other word
derivatives associated with the artistic process to other areas of learning.
ReQuest: Fosters active, rather than passive, reading of a text. This strategy provides
a structure for students to ask questions about the reading.
Reciprocal Teaching: An instructional activity in the form of an interactive dialogue
between the teacher and students regarding segments of text.
ASSESSMENT (formative and summative): Preview tests are given after each video lecture presentation, checking educational
information comprehended.
Knowledge (recall, comparing, and contrasting) skills linked to a sequential unit of
study.
Both the student and the teacher evaluate the completed works of art through the
process of critiques, as well as a provided criteria checklist.
Through the evaluation processes, students learn to respect and honor their art works
as well as the art works of others.
The students learn to create works of art by using a progressive understanding of the
materials and how one can build upon previous techniques and skills.
Assessment is made by the implementation of the objectives in the format of a rubric
grading system.
GRADING SCALE: A 93-100
B 85-92
C 77-84
D 70-76
F below 70
SUPPLEMEMTAL MATERIALS AND RESOURCES: Supplementary Resources (inclusive)
Instructional Materials and Resources:
Adventures in Art, Laura H. Chapman, Exploring Art, Mittler & Ragans, Understanding &
Creating Art, Goldstein, Katz, Kowalchuk, Saudners,
Art: Images & Ideas, Laura H. Chapman, Drawing on the Right Side of the Brain, Betty
Edwards, The Natural Way to Draw, Simon Nicolaides, The Art of Drawing, Bernard Chaet,
Keys to Drawing, Bert Dodson, The Drawing Book, John Deacon, The Cut-Outs of Henri
Matisse, John Elderfield, “Scholastic Art Magazines”, “Art News”, “Art in America”,
“School Arts”, “The Artist’s Magazine”, “Art Education”, “Art & Activities”, Videos:
Behind the Scenes-Wayne Thiebaud-Line: Robert Gil De Montes-Color: David
Hockney-Illusion of Depth
Frontiers of Chaos-Peitgen,Richter, Jurgens, Prufer, Saupue
Elements of Design-Gerald Brommer: Principles of Design-Gerald Brommer
HOMEWORK POLICY: Missed work/Make-up policy: Students are responsible for returning all class
work or home assignments within 10 days.
PROCEDURES USED TO RECORD STUDENT PROGRESS: Evaluation Criteria:
Rubric scales for Projects 60%
Daily Performance Grades 20%
Test and Final Exam 20%
Procedure for Record Keeping:
Record grades in grade book weekly
Progress Reports
CLASS RULES AND EXPECTATIONS: Rules:
1. Follow directions the first time they are given.
2. Be respectful of yourself and others.
3. Bring all necessary materials to class daily (a pencil)
4. Be on time
5. Follow rules stated in student handbook
Consequences:
Step 1: A verbal warning/time-out given
Step 2: A time-out and a written assignment
Step 3: Parent contact
Step 4: After school detention (with teacher assigned)
Step 5: Office referral
Positives:
1. Verbal Praise
2. Positive Note or phone call to parents
3. Special Privileges
PROCEDURES FOR NON-INSTRUCTIONAL DUTIES: Students in assigned seats
Students have the privilege of using the restroom and getting water before class with
teacher monitoring students.
Students must have “pass port” handbooks in order to be dismissed from class.
Students must have a writing utensil at all times.
Students are asked to remain silent and be at their seats after clean up time in order
to be dismissed.
COMMUNICATION WITH PARENTS: Parents are contacted via the telephone, notes home, open house, report cards, and
during conferences. Parents are aware that I can be reached at the school if they need
to contact me regarding their child at (864) 355 6900. My planning period is 12:15 p.m.
to 1:15 p.m.
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