Skill development & exploration

Photography

Docs & Crits

Essential information on critiquing and documenting art

1. Photo Narrative

Construct a visual narrative in ten frames, where one object reoccurs in every scene.

considerations:

• point of view, angles
• lighting
• Consider the narrative could be linear or non-linear (hyper-logic)
• Experiment with taking pictures in low light with long exposures.
• Manipulate with Photoshop.
  
• Give a mood, sense of time and place.
• see Photography approaches for IB
• See Cindy Scherman and Yasamasa Murimua

Expressive Art

Art Journal: Probing through Observation, Expression and Symbols.

Ongoing personal development is encouraged.. making the IWB their won, like an organ.. a physical extension of their creative being.

2. Painting /colour /texture

IN IWB:

• colorize site-specific sketches with watercolours
• painting studies of objects while listening to expressive music. let the music's mood come through in the strokes, surface, and colours
• work in pure colour, no subject. Just colour, texture and simple shape. Do 3 , each in a distinct colour pallet.

Observational Art

Drawing

dramatic light

Form

Composition

Figure to ground

3. Figure and portrait - self portrait in context with dramatic light.

IN IWB: study

• zoomed in on mechanical objects, expanded to fill the page
• egg on cloth
• draw a self portrait in a distorted mirror

Symbolic / conceptual Art

Constructing meaning via symbolic or conceptual art. Rauschenburg, Oldenberg.

4. Collage and mixed media (found mixed with inventive responses)

5. Virtues vs sins: explorations in propaganda design

IN IWB:

• Investigate hands. hybridize what people do with hands with physical hand gestures considering activities of 5 different cultures. Dig deep. avoid cliches. Find a way to conceptually or aesthetically connect the hands.
• research & record meaning of significant symbols from three religions

Studio concentrations

Art History and Theory

1. Collect visual artifacts and articulate the significance of:

Ancient Greek
Roman / Etruscan
Middle ages Europe vs Ottoman
Renaissance & paradigm shifts
Baroque & Reformation / Counter Reformation
Neoclassical and Democracy
Romanticism, Realism and Industry (rural vs urban shifts)

Non-Western cultures (Multicultural art)

Promote the work of a contemporary artist by awakening The Curator in You

Docs and Crits               
As one unit students are introduced to basic photography and honing art vocab. Students will need to understand principles of photography to document their work.

This is followed by critique basics.

This unit would develop student core knowledge and visual and oral communication skills.
Critiquing would also involve being reflective and caring.

Include workshops:
PS CS 5 basics (1 class)
Studio lighting vs flash
Principles of design

Camera basics, lighting, composition, importing and making adjustments. E.g. Task: Use school areas as models to document each principle of design.
Import and enhance images in PS CS5.
Students select best image and then we do first critique using Feldman/Getty model.
Develop sensitivities to light, space, composition and develop art language.

Art Journal: Probing through Observation, Expression and Symbols.

Ongoing personal development is encouraged.. making the IWB their won, like an organ.. a physical extension of their creative being.

Students will see how the IWB is a place to support all projects as a tool to record research, poetry, curiosities, experiments, and a variety of compositional thumbnail sketches.

Students will learn to build an IWB that balances risk with rigor. The IWB will also demonstrate skills, processes and the capacity to ideate through observational, expressive, and symbolic form and content.

Students will also explore processes of ideation.. coming up with and pursuing themes of personal interest.

Sketchbook cover collage

Workshops:
Heuretics, logic of invention for font design
Prepping and mounting with acrylic gel /rhoplex
Cutting vs tearing

Learner Profile:

• Knowledge
• Thinkers
• Reflective

Practice principles of design and controlled colour pallets to create a collage.

Create a font design from two small personal objects and integrate in design.

Design should speak of some aspect of a culture that you are part of (e.g. Italian Canadian, soccer, queer culture, etc.)

Drawing.
Exploration of drawing media and approaches to the nature of line and gesture

Students will also have class workshops on:
Push/pull (chaos to order)
Charcoal vs Graphite to describe light
Graphite to explore line.
Landscape drawing studies
Ink and reid pen and brush for expressive and gesture
Experimental drawing
Writing artist statements
Learner Profile:
This unit would develop student risk taking and thinking.

IWB
Develop a dictionary of mark making.
Gather and attempt examples of line quality through various media.
Create 2 fully observed study from life, one with conventional media another with found media (e.g. coffee, sticks, golf balls, lawn mowing & photo doc of outdoor drawing)
Figure / ground relationship. Gesture, subject and composition direct perception as expressive, symbolic, observational

Gallery Visit.
Art Gallery of Nova Scotia and Dal. Arts..  Witness the risk takers and learn from diverse modes of aesthetic expression.
Open minded perspective of a wide range of cultural and conceptual expressions.

Learner Profile:
This unit will involve student inquiries, thinking and risk taking.

Gallery tour to see collection. Students choose two works, one from a colonial derivation and one from a non-colonial lineage.

IWB… Sketch both works, research their origins and intent. Write and use thumbnails to explore a comparative analysis.

Studio: Create a small work that combines aspects of both works.

Still Life 3 ways of organic object.
In this unit, students will enhance their thinking, risk taking and recognize devices of persuasion, enhancing sensitivity towards being open minded.

This unit will also include workshops in:
Gouache (1 class)
Water Colour (1 class)
Acrylics (1 class)
Collage (2 classes)

IWB: study various painting media and explore still like subject from various perspectives and principles of composition.

Studio: Students will create four still life studies. One in dry media, one wet and another in mixed media, fourth is free choice. Also, each one is to focus on rhythm, personification (symbolism), explosion (expressive), or abstraction. One of the four needs to demonstrate risk, another to demonstrate careful observation.

Art Futures project

Students will research and make a Keynote presentation on possible opportunities and the realities of employment in the creative economy.

Workshop in Keynote basics and potential.
How to make the medium disappear – captivating audiences.. balance of text, image and spoken work. Interactivity.

Use research and examples to make a case for a career in the arts. Use contemporary data gathered from reputable sources to prepare a presentation that would be targeted at parents to defend your position to seek a lucrative and rewarding career in the arts.

Figure to ground.
Figure drawing through gesture, responsive line, description of form.

Workshops on:
Looking for connections in face and hands.
Gesture drawing
Responsive line
Rendering implied textures

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• Learner profile:
• inquiry
• Knowledge
• Thinkers
• Reflective
• Risk taking.

• IWB:

Anatomy studies 
Texture study
Figure in context with texture experiments
Narrative construction, gesture to animation with iPad.
Studio: Create a large figurative self portrait with your self in a context. Stick with monochrome media.

Virtues vs sins: explorations in propaganda design.
Developing conceptual approaches and media awareness.

Understanding and
combining traditional and contemporary print media to make a propaganda poster.

Medium: Printmaking
- lino, serigraph, or collograph graphics for a poster finally executed with digital tools.

Visual order: Expressive or symbolic art.

Workshops:

• Lino basics
• Collograph basics
• serigraphy
• Inking and pressing.
• Social justice
• inDesign
• Pages

This project should develop student capacities in every aspect of the learner profile.

• How you would represent any three of the seven deadly sins or virtues in a way that would affect you?

lust (extravagance) vs chastity
gluttony vs temperance
greed vs charity
sloth vs diligence
wrath vs patience
envy vs kindness
pride vs humility

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• IWB: Research and explore concepts and incidents for any 3 paradigms. Use public, commercial and NFP news media.
•  
• Studio: from your research, create a work that models a virtue vs sin tension to promote change or action around a social justice issue.
• Use traditional print design for graphics. Scan in print and combine with text through inDesign to make compelling poster.
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• Art History IWB: Bosco, Goya, Otto Dix, Japanese prints, Chinese serigraphs.
• Propoganda from WWII (Canada, USA, German, Japan) Parastroika, etc. Concert posters.

Art History Survey…
Teacher led
Ongoing.

Students investigate topics and teach each other the pariculars in their area of “expertise”.
Moodle is NB tool for students to post, share and review information

Students learn about art in context of their influences and cultural conditions.

Establish a visual arts historical and cultural vocabulary.

Ancient Greek
Roman / Etruscan
Middle ages Europe vs Ottoman
Renaissance & paradigm shifts
Baroque & Reformation / Counterreformation
Neo-Classical and Democracy
Romanticism, Realism and Industry (rural vs urban shifts)

Independent 1

Workshops include:
Stretcher building and canvas prep with gesso, gel or rabbit skin glue

Students will create a proposal to create a major work from a path of personal inquiry / interest

Students will build on a theme and media approach of personal significance.

Xerox to Drawing.

Work from photocopies if images from master photographers (ie. Ansel Adams, Bill Viola, Suzy lake))

Working from two Xerox images in part or in whole, assemble the images on a 20x26" sheet of mayfair. Use graphite to complete this drawing which the Xerox images began.

Art History Survey…
Student led
Ongoing.

Students become experts of a 19th -21st century artist or movement. Artist’s influence or relation to a culture is key focus.

Topics might include:
Connecting trade & technology, Japanese prints and van Gough
Hispanic families and Pepon Osirio
Text, truth and Jenny Holtzer
Appropriation and Yasamasa Morimura
Tracing Velazquez to Warhol to Tony Scherman.

•  
• TasK:  Use Keynote as a tool to deliver a 20 minute lesson

Ritual Project in the 3rd and 4th dimensions:

Workshops include:
Performance art
Movie editing
Installation art
Through this project, students should engage all aspects of the learner profile.

Students will create a performance, video, or installation that is a ritual, in part or whole.

IWB:
Study various rituals to understand their nature.
Explore rituals of grandeur vs the banal. Investigate the role ritual plays in various colonial and non-colonial cultures.
Studio:
Create your own ritual through a contextual/spatial or time based media.

Independent 2

Workshops include:
Stretcher building and canvas prep with gesso, gel or rabbit skin glue

Students will create a proposal to create a major work from a path of personal inquiry / interest

Independent 3

Extending from their previous independent work, students will create a second major work.

Independent 4

Extending from their previous independent work, students will create a second major work.

Independent 5

Extending from their previous independent work, students will create a second major work.