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.
Edwards
Design one
Period 6
Term one and three
1:05 - 2:35
Syllabus
Grade 9
"I Am"
Illustrated poem
Theme
Class as a Design firm coordinated by the teacher
Guiding question
How will the shift in focus from art making to design service affect student learning, product output, and Visual Art image in the BAA community?
Goal
#1
To raise the level of seriousness of purpose in art making and critical thinking by applying more external and collective urgency to the work students create and show.
#2 Students will learn the "parts of speech" as elements of visual language and learn how to utilize them to communicate effectively.
#3 Students will learn to connect with their own ways of seeing to find and demonstrate their unique visual dialect.
#4 Students will learn to critically examine the differences in the way they and their peers perceive themselves, their work and the world.
#5 students learn to see visual art as having not only language but also poetry and voice.
Objectives
Unit one
Students will write original poems within a given format. Students will create visual lists as a catalogue of their life. Students will compose, draw and paint elements of their story poems.
Students will share their work with their peers and adults.
Unit two
Students will design and create imagery for apparel, production design, promotional material and presentations.
Students will critically discuss and plan projects with clients and as a group in order to establish aesthetic norms and design sensibilities.
Students will create design products for BAA’s internal groups as design teams.
Design themes
Unit one
Cataloguing a collection
Designing a book
Cohesion
Personal identity through design
Unit two
Art print reproduction
Advertising / commercial art
Communication
Craft
Connections
Marc Echo, Shephard Fairey, BAPE, Ice Cream, Bodega
Marvin Bynoe Randy Price
Handsome Boy
Cedric Douglas
Dave Schlafman
Tak Toyoshima
Rob Stull
Frankie Washington
Have them bring in examples of good or exciting apparel design. Look for trends, motifs styles, etc.
Market base for products and client services
The BAA community and its affiliated bodies, departments, teams, committees, special events, boards etc., non- profit organizations, student body, parent groups
ï products to be used and assessed internally only.
ï Professional artists and designers will be invited to present design work and portfolios and to critique student work.
ï Lecture demos and workshops will be scheduled by cooperating artist and designers from colleges, art organizations and the design world.
Essential Questions
Who are you? And how did you get to be that person? What are the consistent positive and negative factors influencing your emerging identity? What are the things you do to control your formation into your future self?
What does excellent work mean for you? How do you get there?
What is your identity as a designer?
VA Outcomes addressed
Process
Term one
Week one
Pass out syllabus
classroom norms, expectations etc.
Posterize the Norms-
Give the artist teacher speech and contract them as co teachers
Connect philosophy to syllabus
Students read comics and children’s books, poems;
react and respond in words and pictures
Show the whole class a story without words .. ( Tom Feelings, Peter Kuper, maybe online comics)
Question,
” What was the theme?” “ What was the Tone?” “ What was the main idea?”
“ How did the images tell the story?” “ What do you know as fact and what do you believe (infer) from the story?”
Students create sketchbooks and journals that are personalized and contain handout inserts with definitions, challenges.
Students use the closed studio model to create a series of drawings of a still life in charcoal.
The focus is on using the media in as many methods as possible. Teach and learn line qualities.
Students should also vary the amount of negative space in each composition.
Students use the still life collection to create a sequential implied narrative through composition.
Critique / written and oral assessment
”What do you see?”, “Describe the use of line.”, “ Does the use of line change from images in the sequence?”, “ What does the compositional shift convey?”, “ How does the artist demonstrate control over the material in the image sequence?”
Images to be uploaded to BAA VA Blog/ Hard drive to be sorted for potential use in digital catalogue.
Week two
Unit Introduction/Motivation
Reading an "I am" poem, discussing it, bring in important everyday items free-write about their importance
Students look at suites of drawings as having or being visual poetry. They are introduced to poetic devices.
They bring items in (at least 5 of them ) and draw in closed studio
( Show and Tell ) Draw show and tell items from 10 different positions and compositions.
Focus on line.
Teach contour
materials dry media; pen color pencil, marker
Focus on composition
use view-finder, super size, isolate, skew perspective or POV…
Critique / written and oral assessment
Choose 10 drawings as a body of work to be critiqued.
”What do you see?”, “Describe the use of line.”, “ Does the use of line change from images in the sequence?”, “ What does the compositional shift convey?”, “ How does the artist demonstrate control over the material in the image sequence?”, “ Why were these images chosen?” , ”What is the connection?”
Images to be uploaded to BAA VA Blog/ Hard drive to be sorted for potential use in digital catalogue
Week three
Create a poem based on the drawings and on free-writes
Question for students: “ What do these images say about who you are?”
Study flow- meter styles with hand-outs
Compose the poem visually by rearranging images juxtaposing them in sequence digitally. Stress that this is a poem using visual language. Have them “read aloud” the poems of their peers as they see them. Practice transcribing or translating them back to text.
Add text to elaborate on the image as needed.
Demonstrate text as image having voice through line quality.
Practice different lines- text with voice as Do Nows.
Compose, record, re-arrange, record…
Critique / written and oral assessment
Choose 10 drawings as a body of work to be critiqued.
”What do you see?”, “Describe the use of line.”, “ Does the use of line change from images in the sequence?”, “ What does the compositional shift convey?”, “ How does the artist demonstrate control over the material in the image sequence?”, “ Why were these images chosen?” , ”What is the connection?”, “ How do the images convey a theme or an single idea?” , “ Does the series have rhythm? Or pattern? Repetition?”
Images to be uploaded to BAA VA Blog/ Hard drive to be sorted for potential use in digital catalogue
Week four through week seven
Turn 3 excerpts from the poem into illustrations using the previous drawings as anchors
4) thumbnails
brainstorm lists of ideas in words and pictures simultaneously
actions
emotions
feelings
Teach thumbnailing.
Create a set of thumbnails. Sketch compositions for still life objects and compositions from which students will compose more visual poetry.
turn the list/ set of thumbnails into a poem
study flow- meter styles, rhythm, pattern, repetition with hand outs
show examples of visual rhythm, pattern, repetition, flow
assign practice
Choosing the best designs to illustrate by doing observational drawings in media of choice. Images may be embellished or added to based on the ideas from the brainstorms.
Deciding on the integration of the text
5) roughs
Teach value
Rough drafts or beginnings of the illustrations from the thumbnails; composed and layed- out with value
Scaling up the drafts to final format proportions
Adding value and tone for atmosphere
6) Final draft
Transfer methods
Technique lessons and demos/ practice- dry media on top of watercolor washes
Scanning and formatting in photoshop and iphoto
6) production week promotion, distribution, feedback assessment.
Design Integration
(How/where does content connect to other work in my class/department?)
Students are responsible for scanning or photographing and storing the work digitally each week. Students learn technology and design software by most practical means.
The “design firm” model will take place through the homework curriculum.
Students will compose and refine product and service ideas for homework and refine them digitally in the Adobe Suite of programs one day per week in the beginning of the term and more as needed toward the end.
Final crit and written reflection
Future Possibilities
Print, bind the work and distribute. Animate ( slide show) them with their voice-overs
Optional:
Modifications
Art Historical Connections
Vocabulary
the parts of speech?
Required Reading??
Interdisciplinary connections
hum 1, seminar
Edwards design 1
Homework and vocab outlines
Term one
Vocabulary you may or may not know
Render; to give an image the illusion of light and detail by adding shades of gray or color or by adding textures ( fur, scales, hair, wrinkles etc. ) in detail.
Example, "Now that you have the outline finished you need to begin to render the image. Make it as real as possible!"
Parallel: Side by side not intersecting or crossing.
Still life; an arrangement of specifically chosen object put together in order to be drawn, painted etc.
Contour; this the outside edge of a shape. This is a type of drawing method that uses a line to describe the edge of a form or object. A contour drawing usually uses no value or shading. It depends on the line to describe shape and size and expression.
Blind contour is an activity in which the artist does not look at his or her hand or the drawing while working.
Values; the degrees of lights and darks used in a work to show the form.
Composition; arrangement, How you choose to put things in your image together to achieve a desired effect.
Cross hatching; Using lines that cross and overlap one another to create value.
Volume; depth. Creating the illusion of deepness or roundness on an object in a picture. Giving the picture a sense of space.
Repeating Shapes; using variations of the same shape placed side by side to create an image.
Homework list for term one
Draw 20 flat sided forms ( boxes, refrigerators, tvs etc.) rendered ( create value and texture) with parallel ( side by side ) lines
Draw your name in three dimensional letters and render with parallel lines.
Draw a still life of boxes or box shaped objects rendered in parallel lines. Focus on the composition
Begin to sketch a still life of boxes or box shaped objects in contour. Focus on the composition
Continue the still life of boxes or box shaped objects render in parallel lines with a pen. Focus on the values.
Do a value study of a flat-planed object using energetic line to create volume.
Do a value study of two objects using energetic line to create volume.
Do a value study of an organic object using an original line technique to create volume.
Do a value study of at least two organic objects using energetic lines to create volume. Drawing should fill an 18 X 24 inch sheet of paper. Get one from me
Do a value study of an object using cross hatching lines to create volume.
Do a value study of an object using cross hatching lines to create volume.
Do a value study of an object using cross hatching lines to create volume.
Do a value study of an object using cross hatching lines.
Do a value study of an object using repeating shapes to create volume.
Do a value study of an object using repeating shapes to create volume.
Do a value study of two objects using repeating shapes to create volume.
Do a value study of several objects in the same composition using repeating shapes to create volume.
Do a self-portrait using repeating shapes to build volume.
Do a self-portrait using cross hatching lines to build volume.
Write a cover letter reflecting on:
A) The three most important things you learned this term.
B) How your seriousness of purpose was demonstrated.
C) How you will use what you have learned this term.
D) What you wish you could have studied more of.
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.
Syllabus
Edwards
Design 3 Term 1
Week one and two
Warm ups : Sketches What do you know? What do you need to know? Where do you need the most practice? How will this apply to the art you make in the future?
Observational drawings of bones.
Review figure drawings- look for strengths and growth areas.
Using fig drwns as a source material and starting point develop the model as a character in as many new points of view as possible.
Schematics and gesture.
Gesture drawing with and without a model- create 100 gestures to express motions and emotions
The college level stick figure- proportionate schematic figures
Schematic shape based figure using points of articulation and indications of mass.
Shape to form translation-
draw and build a three dimensional maquette with articulating limbs
Animation project.
- animate a sequence of movements for a human figure in accurate proportions. Go from one pose to another
Week three
Life Sized Studies redux
Collect measurements, begin drawings in proportion to measurements. Drawings are studies on toned paper with strong value. One main drawing based on measurements for each region and three other drawings from different points of view to show function of muscles and connection points to bones. Drawings should be labeled with names of bones and muscles.
Head and neck 1 drawing of the Bones of the skull from the front, the side and the back and 1 drawing of the Muscles of the face front, the side and the back minimum.
Week Four
Torso 1 drawing of the Pectoral girdle Bones and 1 drawing of the Muscles front, the side and the back
Week five
Arms 1 drawing of the Bones front, the side and the back and 1 drawing of the Muscles front, the side and the back
Legs 1 drawing of the Bones front, the side and the back and 1 drawing of the Muscles front, the side and the back
These may be rendered in either black and white or color but they should have strong value.
All homework assignments and studies of bones and muscles should be labeled with names.
Project two;
FANTASY ILLUSTRATION OF A THEME
15 different Thumbnails for final project due WEEK SIX
Rough sketches due for critique WEEK SEVEN
The Final project is an 18" x 24" illustration complete with a sense of space and atmosphere in any media
On…
Anthropomorphism,
Giving human characteristics or abilities to non-human creatures or objects
ILLUSTRATE a creature or an object performing a human task, pose or gesture. The more unlikely it is for the object or creature to be able to do this thing with their existing anatomy the better the project will be. Example; Monkeys, gorillas, bears things with arms and legs are EASY and there fore not challenging or impressive.
Transformation
Showing the transitions between a human being and a non human object
This is about morphology or animating the stages in between two states of being. The purpose is to get you to look at how two different structural forms could be similar. Example Human to Car- What is the cars version of a ribcage? How would limbs transform into…?
THE EXPECTATION FOR THIS IS TO SHOW A SERIES OF DRAWINGS OR AN ANIMATION.
Frankensteinian Monster
Creating a figure from proportions and characteristics of several other people. This assignment is about the different standards of Ideal Beauty. The project asks you to twist or distort proportions in one figure and to design a scenario in which a person or people decide to do unnatural things to their bodies.
Bondage
Create an illustration of self -restraint. This is about creating a dynamic composition with the figure by first creating a gesture that shows a figure struggling to do something or against something. This concept can deal with a concrete, physical struggle like eating or a more abstract struggle like procrastinating. A strong example of this work would show a figure in a very difficult pose from a very difficult angle.
due end of term
Portfolios should be presented in an original way focusing on craft and professionalism.
Portfolios to include
All homework assignments.-
studies of bones and muscles labeled.
And final project
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.
|
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. |
Pres1finland.ppt
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.
They give virtual workshops and tutorials on lots of design techniques for those interested in a career in illustration.
Look for as much art as you can to inspire you. Always feel free to ask artists questions and advice.
Ask us how.
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