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Studio Art Syllabus 2009-10 Modzelewski
Students in upper school studio art are engaged in learning the concepts and
skills needed to both make and appreciate visual art. Visual art is
intelligent communication that has the potential to structure human
experience in a profound and meaningful way. In this course, students will
begin to understand how art functions in our world and how they might connect
to that function. Students will learn about aesthetic inquiry, contextual
research, and self-expression to better understand the nature of art.
Art making is an activity for everyone, not just the gifted. Everyone can
learn the fundamentals of artistic processes through sustained effort and
practice. Experimenting and exploring the nature of art requires creative
risk-taking and the ability to learn from both success and challenge. As
creative problem solvers, we find joy in the artistic learning process. The
study of art requires concentration to develop a holistic perspective. I
encourage students to seek this quality of attention and concentration with
every assignment. When the quality of attention develops, the quality of the
creative work will improve. The study of visual art is a disciplined action
where understanding, appreciating and self-discovery blossoms.
“Place, Space and the Environment” will be the theme for this year. As we
progress through this first semester, the New Mexico Land Art Collaboration
occurring on the Bosque campus this fall will be a catalyst for student
learning. With this collaboration, we will have a close-up view of how
artists are exploring various concepts about nature and the environment in
their work. Students will have the opportunity to observe an internationally
known “land artist” Patrick Daugherty while he is constructing an
installation on campus. To reflect this theme, our class will design their
own land art project.
Course content
Drawing:
• Exercise perceptual skills and motor coordination
• Conventions to create the illusion of three-dimensional space on
a two-dimensional surface
• Become competent with the basic elements of line, shape, value,
and texture
• Explore expression, rhythm, and movement. Use drawing as
communication.
• Explore the relationship between form and content
Design:
• Understanding and application of the gestalt principles
• Shape: contour, axis, gesture, visual weight, organic/geometric,
simple/complex
• Variations of line/implied line
• Figure/ground relationships and how to manipulate them
Upper School Studio Art Modzelewski
Design:
• Methods of establishing movement and rhythm
• Hierarchical systems: levels of visual dominancy, placement of visual
weight
• Understanding, creating, and recognizing structural divisions
• Use of the format edge, cropping, and closure
• Understanding the role of scale
• Controlling the balance between tension and harmony
• Spatial relationships: creating levels of space through overlap,
transparency, scale shifts, linear perspective, and atmospheric perspective
• Texture: real and implied
• Ordering systems, including types of symmetry
Book Arts:
• Printmaking: relief, stencil, collograph, monoprint
• Design and making of tools use in book arts
• Paper decoration: paper marbling, paste papers, stamp printing
• Book binding, folios, boxes, journals
• Creating a theme book
Painting:
• Basic concepts and practices of painting use of materials and
presentation
• Color theory and practice
• Expressive and illusionary use of paint
• Observation and the use of imagination in painting
• Learning from works of art
Sculpture:
• Architectural sculptural design process
• Expressive, decorative, and functional uses of sculpture
• Additive 3-dimensional processes.
• Subtractive 3-dimensional processes
• Casting
Photography:
• Basic structure of photographic process such as, depth of field,
exposure, color balance, contrast, value
• Visual story telling with photography
Art History:
• Understanding historical context of the choices the students make
• Learning techniques of many periods of art
Upper School Studio Art
Modzelewski
BEHAVIOR EXPECTATIONS:
Students are expected to follow appropriate classroom conduct conducive to
focus and concentration.
Be a good listener. When someone is speaking, wait until they have finished
their thought before you begin. Be respectful of others. Ask questions
politely.
Have honest compassion. It may be frightening for some to show their work to
a group.
Constructive and honest feedback is important. There should be a sense of
safety among members of the class. Trust is essential to creative growth.
Provide an atmosphere of fellowship and helpfulness.
The study of art is not a competitive sport. The success of someone else can
never block our own success. Be helpful; learn to rely on one another.
Daily rituals: Begin on time with quiet exercise
Complete the class by writing down reminders and cleaning up room.
Upper School Studio Art Modzelewski
Evaluation and Grading
Self-direction: Be self-motivated and take control of your education.
Solve Problems: overcome obstacles that arise
Secures resources and research independently
Drive and determination in pursuit of goals
Measure and report on your progress
Cooperative and contributing group member
It is ok to ask questions and ask for help
Class participation: The following are positive attributes for class
participation: promoting a cooperative atmosphere - developing verbal skills
in discussing class work- learning to think critically and participate in
critiques – share in the common duties of clean-up and positive behavior
Demonstrate Rigor: At various stages of work completion, students will learn
to accept and give criticism and to apply suggestions to make improvements.
Research may be necessary information as needed. Students may rework
projects when necessary.
Demonstrate understanding: Student’s completed projects need to show
understanding of the project’s concepts in the “form” of each work.
Quality of craftsmanship: Appropriate to each project.
Assignment deadlines: Assignments may be redone or reworked. If improvement
is demonstrated, the grade will be appropriately adjusted.
Attendance: This is a studio course organized to build skills progressively.
Missing too many classes will jeopardize skills needed in future projects.
You must be here and ready to begin promptly with all materials needed for
that particular project. Being late to class can affect your grade.
A= Excels well beyond expectations, demonstrates a high level of
understanding and is able to synthesize concepts into a personal visual
resolution. Craftsmanship is a high standard and demonstrates rigor to rework
and improve project to best of their ability.
B= Understands assignment and performs higher than average work. Improves
work through seeking and applying advice.
C = Finishes assignment and does the bare minimum to complete. Little effort
beyond classroom work. Shows disinterest in learning to make work better and
improve skills.
D= Does not complete assignment but does try. Weakness in grasping ideas of
assignment and work habits. Disruptive to others and unable to use time
effectively.
F=Does not turn in assignments. May have worked on the project but has no
work to show for evaluation. Late, absent, and unwilling to make up assigned
work.
Visual Journal
A Visual Journal is a thematic examination of something you care about. You
are asked to us it as a tool for visual research and examination of your
chosen topic. You should see this research journal as a process- an inner
dialogue this a process portfolio in which documents the evolution of your
inquiry. You are encouraged to think on paper, both visually and verbally,
with all of the twists and turns that such thinking may apply. Doodling, and
personal reflection are as important as doing research and recording
information.
You will be evaluated on the following criteria
Ability to think directly in an artistic medium.
Signs of development and connection from one idea to another.
Sensitivity to your own development
Ability to express personally meanings in some kind of universal form.
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