
OUR ART COURSES
Areas of instruction include painting, drawing, sculpture, textile arts, calligraphy, jewelry-making, ceramics, printmaking, computer graphics, mosaic, and photography.
Throughout the school year, students display fine arts projects in gallery presentations as well as juried exhibitions throughout the Ann Arbor area.
EVALUATION CRITERIA for Photography & Sculpture classes (2D & 3D Design)
Formative assessment is continuous and ongoing. This will contain a combination of...
- one to one formative questioning and observation of the individual's development process.
- student participation in classroom critiques/analysis of their and their classmate's work, through verbal evaluations & presentations.
Summative assessment tasks will include assessment criteria based on:
• Knowledge and Understanding - research and artist role-model or art-style inspiration
• Developing Skills - craftsmanship; the student is working to build and improve skills, techniques
• Thinking Creatively - imagination/creativity often illustrated through the design process
• Responding - reflection/analysis / incorporating teacher suggestions, can be a final outcome
As a general guide criterion descriptors are...
50-70 student does not reach a standard described by any of the descriptors below.
60-70 the student demonstrates limited knowledge and understanding, skills and techniques developed, creative design thinking, and intention. Responding; work shows that the student understood the symbolic meaning in a limited way.
70-80 the student demonstrates adequate knowledge and understanding, skills and techniques developed, creative design thinking, and intention. Responding; work shows that the student understood the symbolic meaning in an adequate way.
80-90 the student demonstrates substantial knowledge and understanding, skills and techniques developed, creative design thinking, and intention. Responding; work shows that the student understood the symbolic meaning in a substantial way.
90-100 the student demonstrates excellent knowledge and understanding, skills and techniques developed, creative design thinking, and intention. Responding; work shows that the student understood the symbolic meaning in an excellent way.
It is expected that you show effort, which means meeting deadlines, getting along with your peers and the teacher, taking pride in your work
Differentiation
Students will be provided with example works
Students will be provided with options: electronic/digital documents, filmed, recorded videos & podcasts, paper assignments, and example works, to reach all learning styles; Visual, Auditory, and Kinesthetic learners.
Students will be paired: expert/sharing students with novice/beginning students, to collaborate & receive meaningful feedback and learn speaking techniques and topic-specific vocab.
Formal Visual Analysis:
Students will become familiar with / and be able to discuss / the Elements of Art & Principles of Design
Formal analysis is an important technique for organizing visual information. In other words, it is a strategy used to translate what you see into written words. This strategy can be applied to any work of art, from any period in history, whether a photograph, sculpture, painting or cultural artifact.
The Elements
The elements of formal analysis are building blocks that can be combined to create a larger structure.
Line is the most basic building block of formal analysis. Line can be used to create more complex shapes or to lead your eye from one area in the composition to another.
Value is the degree of light and dark in a design. It is the contrast between black and white and all the tones in between. Value can be used with color as well as black and white. Contrast is the extreme changes between values.
Shapes are created when lines are combined to form a square, triangle, or circle. Shapes can be organic (irregular shapes found in nature) or geometric (shapes with strong lines and angles such as circles, triangles, and squares).
Forms are three-dimensional shapes with length, width, and depth. Balls, cylinders, boxes and pyramids are forms.
Space is the area between and around objects. Increasing or decreasing the amount of space around an object affects the way we view that object.
Color differentiates and defines lines, shapes, forms, and space. Even black and white images have a huge number of different shades of gray.
Texture is the surface quality that can be seen and felt. Textures can be rough or smooth, soft or hard. Textures are often implied. For instance, a drawing of a rock might appear to have a rough and hard surface, but in reality is as smooth as the paper on which it is drawn.
The Principles
Notice how the following principles integrate the elements of formal analysis and build on one another.
Balance is created in a work of art when textures, colors, forms, or shapes are combined harmoniously.
Contrast is the use of several elements of design to hold the viewer's attention and to guide the viewer's eye through the artwork.
Movement is the way a viewer's eye is directed to move through a composition, often to areas of emphasis. Movement can be directed by lines, contrasting shapes, or colors within the artwork.
Emphasis is created in a work of art when the artist contrasts colors, textures, or shapes to direct your viewing towards a particular part of the image.
Pattern is the repetition of a shape, form, or texture across a work of art.
Proportion is created when the sizes of elements in a work of art are combined harmoniously.
Unity is created when the principles of analysis are present in a composition and in harmony. Some images have a complete sense of unity, while some artists deliberately avoid formal unity to create feelings of tension and anxiety.
Art Criticism:
Students will be able to discuss and evaluate Visual Art
1. Provide the main details of the artwork
Title / Artist / Date / Medium / Size
2. Describe what you see in the artwork. Make a list of all of the objects and things you can see (subject matter).
3. How do you think the artwork was made? What techniques and skills has the artist used to make this artwork?
- What equipment and materials have been used? (e.g. clay, pottery wheel, oil paint, acrylic paint, canvas, paper, small thin brushes, ink, printing press).
- What techniques has the artist used? (e.g. mono printing, wheel throwing, applied the paint with small, detailed brush strokes).
- What steps did the artist take in making the artwork? (e.g. went outside into the landscape and painted the image directly from nature).
4. How has the artwork been arranged or designed?
- How has colour been used?
- How has the artist used composition in the artwork? (Is it balanced, pleasing to the eye, organized?).



The
Process Journal
Individual student process journals, are where ideas are born, researched, developed, refined and evaluated.
Research Tips
- Start, don’t end, with Google images. Google images is a great place to start your research, spend some time searching for key images related to your topic, browsing the links you find on each page, and follow their suggested links. Take notes, especially of any good sources they recommend. The goal here is to get a good overview of the subject you’re researching. But make sure you go deeper. Attach yourself to specific sites (no blogs), and artists that you can explore in more depth.
- Have a research question in mind.
Keep focused by working towards an answer to your research question.
- Use a system. Start your research work with an idea of how you plan to collect and organize your notes and images. For example: At the top of a fresh page, write the full MLA bibliographic reference for the website or book, then copy quotes and write notes - interspersed with thoughts and ideas that occurred while looking at the material, then all of the images collaged on the page. Whatever system you decide on, make sure that every quote, fact, and thought & image is tied in some way to its source. Create citations at www.easybib.com
- Know your resources. Spend some time getting to know what resources, both online and offline, your library has to offer.
- Ask for help. Use the human resources available to you as well as the material resources.
- Bring it up to date. Pay attention to the publication date of your material — while it’s ok to use older material, ideally you’d like the bulk of your references to come from the last 10 years or so.
- MLA Citations for all images used. When you are researching have easybib open and create citations as you work.
Reflection
Rethink: What previous ideas has this assignment made you rethink?
Reinforce: What ideas or skills has this work reinforced?
Reflect: What aspects of this work, on reflection, have been successful or unsuccessful?
Adapt: What new skills or new pieces of knowledge might you take and change a bit. to suit you better in the future?
Adopt: What new things, ideas, might you take and do exactly the same again?
Address: What skills or concept ideas has this project made you address? What do you need to address now for the future?
S M A R T GOALS
Specific
Measurable
Attainable
Realistic
Timely
Essential Questions:
Students will become inquiriers, learning to ask deeper questions.
Six typical queries that newspaper articles address: Who? What? Where? When? Why? And How?
From these formulate your essential questions…
Which one? How? What if? Should? Why?
Examples of Open-ended Questions
How would you…?
What would result if…?
How would you describe … ?
How does… compare with….?
What is the relationship between…?
What would happen if….?
How could you change….?
How would you improve….?
How do you feel about …?
Why do you believe…?
What is your opinion of…?
What choice would you have made…?
What would you do differently…?
Why do you feel…?
How would you go about solving the problem…?
If you were in this position what would you do…?
Why do you/don’t you support…?
What could improve…?
