Boston Arts Academy
Visual Arts Syllabus
Room 400/401
Mr. Edwards
Office Hours
Tuesdays and Thursdays from 4:00 to 5:00 on the fourth floor
Best way to contact me…
at home at 617. 265,9284 (please call before 9:00)
Required Materials
One three ring binder with writing paper, a set of drawing pencils and a sketchbook. Bring a set of clothes that you don’t mind getting dirty. Remember that the process of making art is often messy and you may not get advanced notice. You should also bring your student planner and your BAA handbook.
40 % for Major Projects
25 % for Classwork
15 % for homework
10 % for Participation
10 % for Citizenship
=100%
+ a possible 10 % for extra credit
Being a citizen of a classroom entails qualities that are not always tacitly understood. Some of those qualities are:
following directions and doing what is asked; maintaining and modeling a sound work ethic; demonstrating respect for one’s self, one’s work, others and for the shared space and equipment or materials and respect for the orderly expression of ideas in class discussions.
The hope is that students will embody these qualities in and out of the classroom as they are instrumental in learning in many environments. These qualities differ from participation in that they don’t speak about what students will do as much as they deal with the manner in which they do things.
Curriculum overview
B. Edwards
Visual Arts
2002- 2003
Perspective and Anatomy
9th grade Goals
Perspective
Students will understand that there is a mathematical system for accurately depicting space on a 2 dimensional plane.
Students will internalize the terms and concepts connected to perspective.
Anatomy
Students will understand that there are systems at work in the human body that cause motion and provide form.
Students will develop an initial familiarity with the most important anatomical terms and ideas.
10th grade Goals
Perspective
Students will understand the applications of perspective in drawing from observation.
Students will internalize and apply the terms and concepts connected to perspective.
Anatomy
Students will understand the systems at work in the human body that cause motion and provide form.
Students will internalize the most important anatomical terms and ideas.
FutURe PERFECT?
Utopia or Dystopia ?
Goal to produce an illustration of an original idea of yours of what the future of your community, city, country or world will be that is based on a short original piece of writing.
Technical Objective- To show competency with the Processes laid out for you this term concerning
A) composition
B) proportion
C) Contrast
D) detail/ rendering
Using pencil or pencil related media (color pencil, pastel pencil, Charcoal pencil, pen etc.) to render a finished drawing of high quality.
Choose one of the following Key Questions to use as the theme for your piece of work. Compose a short (one to two page) piece of writing that deals with one of these questions. You may answer the question from your own point of view, give an opinion you find from research or ask new questions that come up for you as you think about this topic. Your response can be in any format you choose. You can write an essay, a letter, poem, song, rap script for a comic book or a movie etc..
What makes a Utopian Society work well?
What makes a Dystopian Society not work well?
Is it feasible? Why or why not?
How do “teen agers” fit into this Utopian or Dystopian Society?
What is your artistic responsibility in a working society?
The writing is intended to help you generate and solidify ideas for your project.
Be as visual as you can in your writing. Write words that describe details of what you want us to see. This will help when you thumbnail and sketch. Include descriptions of atmosphere, for example ; Rainy, Cold, Warm, Humid. Include colors and textures; "blood red" or "ashy grey".
The final drawing should be at least 16 x 22 and should have a clean white border on all sides.
The work can be larger but should still have a border and excellent finished craft. You may choose to work on colored or toned paper if you wish.
Along with the finished piece you will be assessed
On
the strength of the writing piece, Due
the amount of thumbnails, Due
the quality and clarity of the rough sketch Due
and any supporting reference material you use. Due
Final Due January
!0th grade Architecture Unit
The Ten steps to this project are…
1) Research and Design of Final Project
Brainstorm a list of building types that interest you and operate as a space for some type of community.
1.5) Select type of building
Choose the type o building and write out a description of its dimensions, characteristics and functions
2) Assess the needs of the space
In the ideal design of this building what does it have to have and what are some nice options?
3) Figure out how to use the 24” x 24” space
Your model can only be this big and must fit and fill this 24 x 24 inch square format including landscaping and any other design elements.
4) Draft out the floor plans and elevations
You must provide a set of floorplans and elevations aside from the ones you use to build the model on top of.
5) Build a sketch model in 1/4 scale
You must first build a sketch model in paper similar in style to the one done in the previous lessons but demonstrating a more complete idea of what you plan to do.
6) Build a skeleton for the building on a floorplan
Using one of the floorplans you must begin your project with a framework skeleton demonstrating an understanding of structural supports.
7) Add the interior structures
On the framework you have built you must create an interior space with details to scale for at least one modular unit. A total of three modular units should be built in total but only one needs to be fully furnished with detail.
8) Add the exterior or “skin”
Apply the exterior walls rendered with 2-dimensional and three dimensional details. Windows and doors and overhangs etc. should be built not drawn on. Bricks, stone etc. should be drawn or painted on. At least two sides of the model need to be rendered.
9) Add the landscaping
Trees sidewalks parking and anything related to and connected to the building on the outside should be done last but should be included in your original design.
10) Do an observational drawing/rendering
A drawing in perspective either done from observation or from the plans must be done to complete the project. This drawing should at least show clean line and craft with some value indicating light. Color may be added but is not necessary.
These steps are smaller objectives on which you will be evaluated on in the process.
It may help to think about them as being worth ten points apiece. That is to say that you get 10 points toward your final grade for completing each objective. You can get less than 10 points per objective, however. Doing all 10 things does not guarantee a score of 100. These are the basic steps in the design process. They are outlined in the order that makes the most sense. That does not mean that you can’t be working on more than one objective at a time but you should focus on completing the steps in order. You will be expected to work on the project seriously in class and after or before school if you need to in order to get the steps completed.
Brainstorm name;
List Types of community Types of buildings they would use
Examples:
Floor plans
Draw the space as it should be layed out one floor at a time
Number of floors?
Special floors?
Floors that are connected
by open balconies ,
courtyards or skylights?
Are any of the floors different heights?
Why?
Draw the shape of the building as it would look from above. This is called "Plan View"
It is also called the "footprint".
Example..
Include doorways, windows, hallways, stairways and any room that is necessary to your design.
Think about how much space or how thick the walls and support structures will be.
Keep every thing in proportion by thinking about human scale.
Example… How big should you doorway be for a person of your community to fit through it and use it? Do they need extra room for what they do every day? Are they piano tuners? Artists who work on huge pieces? Are they tiny people ? Is it a space for small children?
How big should it really be in real life? In your model?
Draw two more floor plans based on the larger one but different somehow. Try to make areas on one floor line up with those on the ones above or below.
Special Features
What does the community you are designing for need in this space?
What regular needs do they have?
(exits, restrooms, hallways, entrances, common areas etc.)
What special requirements do you need to design your space around?
(Mosh pits, recording studio, Chemical laboratory)
What exterior needs does your space have?
(location, access to freeways, parking lots, zoning in a non-residential area)
11th grade Goals
Perspective
Students will understand the applications of perspective in drawing from observation and be able to apply the concepts to their own original work.
Students will internalize the terms and concepts connected to perspective and be able to convey the ideas to others.
Anatomy
Students will understand the systems at work in the human body that cause motion and provide form, be able to render the human figure accurately and critique poor examples of anatomy.
Students will internalize the most important anatomical terms and ideas and provide qualitative proof of their knowledge.
12th grade Goals
Perspective
Students will understand and demonstrate the applications of perspective in drawing and be able to apply the concepts to their own original work.
Students will internalize the terms and concepts connected to perspective and be able to convey the ideas to others through a body of work that they design and implement.
Anatomy
Students will understand the systems at work in the human body that cause motion and provide form, be able to render the human figure accurately through a body of work that they design and implement and critique poor examples of anatomy.
Students will internalize the most important anatomical terms and ideas and provide qualitative proof of their knowledge through a body of work that they design and implement.
Students will internalize the most important anatomical terms and ideas and provide qualitative proof of their knowledge through a body of work that they design and implement.
Objectives
Draw in their unique or developing style and language.
Look at the world from their perspective and towards the goals they set for themselves.
Write to analyze researched materials and to organize and formalize their processes.
Critique art and the world around them through their artwork first then in writing and orally.
Discuss art and the artworld from a place of knowledge and experience.
Lessons
Independent studies of perspective and / or anatomy.
Edwards
12th grade Independent Study Guidelines
Proposal
Idea - what it will be?
Purpose- why you will do it?
Method – how will you get it done?
Relevance to VA and to self – what it will show about you as an artist? Art in general?
Rigor – how difficult or challenging will this be?
Timeline
Write down when you plan to be done with the following stages in your project.
Planning - thinking, talking, sketching etc. (planning will be on-going but only allow a maximum of one week in which you are planning without research).
Researching - looking, reading, collecting etc.(once you get your central idea you should spend time finding supporting material i.e. still life materials, photo reference etc.)
Implementation - doing it. (leave as much time as possible to actually make work )
Evaluation - thinking and discussing the work critically (for this your rubric must be done ahead of time)
Include deadlines for these stages and at least three meeting dates to set up with me for feedback at critical points in your process.
Leave time for in class critiques on the following dates;
Every thurday
Rubric
Develop a rubric including but not limited to the following categories.
Craft
Composition
Follow through
Technique
An example rubric is an attached. Please feel free to add any categories that are relevant.
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1 emerging |
2 capable |
3 proficient |
4 distinguished |
Knowledge of Anatomy |
Recognizes a need for conceptual thought and expresses an understanding of anatomy and function of a figures’ structure. |
Demonstrates follow through of one idea and expresses an understanding of anatomy and function of both figures’ structure. |
Completes the process of developing an effective idea and expresses an adequate understanding of anatomy and function of both figures’ structure. |
Shows a well-developed connective thought in the art product and expresses an advanced understanding of anatomy and function of both figures’ structure. |
Craft |
Work is not overly messy |
Work is somewhat neat |
Work is neat and well presented |
The presentation is neat and demonstrates an original and connected way of introducing the art |
Composition |
Shows intentional placement of elements |
Shows strategic use of space and picture plane |
Shows effective use of space and picture plane |
Shows outstanding use of space and picture plane |
Follow through |
An attempt was made to stick to initial idea and go through the process outlined |
Student went with the initial idea and through the process outlined after a few attempts |
Student went with the initial idea and through the process outlined successfully |
Student went with the initial idea and through the process outlined successfully and in a timely manner |
Following directions |
Attempted to follow them |
Followed them with some abberation |
Followed them succinctly |
Creatively followed the rules by pushing but staying within them |
technique |
Understands the concept |
demonstrates the concept somewhat |
demonstrates the concept well |
demonstrates the concept well and creatively |
Critical skills |
Attempts to analyze and synthesize the work orally and in text. |
Analyzes and synthesizes the work orally and in text. |
Analyzes and synthesizes the work orally and in text effectively. |
Analyzes and synthesizes the work orally and in text effectively and creatively presenting a unique personal perspective. |
LINKS
Go to this site and practice the online lessons until you become familiar with the concepts. Then practice some drawings using the skills you've picked up.
Some designers and artists who use perspective in their work every day to create amazing images some of which you may be familiar with can be found at www.teamgt.com on the links page.
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