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Art III Syllabus

Art III & IV



Program Overview


Art students will meet daily in the same period for the entire academic year.  The students will leave the program with a comprehensive portfolio.  The portfolio is made up of three components Quality, Concentration, and Breadth.  Through the completion of the portfolio the students will develop mastery in concept, composition, and execution of different media.  The students will also leave the class with a college level portfolio.  The course emphasizes that art is an ongoing process, and prepares them for lifelong art making.  The program teaches the tools that involves the student in informed and critical decision making. 




            Each Semester is broken down into units.  The course gives assignments that teach the students a variety of concepts and approaches.  The student will be able to demonstrate enough variety to satisfy the requirements of the Breadth.         


            Every project has two critiques, one in the process of creating the artwork and one at the completion of the work.  The critiques can be an individual or grouped.  Every student is required to participate in the critiques of fellow classmates, as well as their own.  Critiques are an important part of the art making process.  Students need to be able to express their thoughts and give feedback on work.


            Students will have an individual meeting with the teacher to discuss the direction of their Concentration work.  Students will decide on a topic that is of interest to them, they will explore and challenge themselves to develop a body of work around their topic.


First Semester (August, September, November, December)


            In order to get students to work with high-level problem solving, the first part of the year will be assignments initiated by the teacher.  By having the students work at high levels with a wide range of assignments, they will explore their personal strengths and start to decide the direction they will want to take their Concentration.  The first semester is broken up into two units.  The first unit will work in black and white; pencil, charcoal, & ink are some examples.  The second unit will work in color.  Each month the student will complete two assignments in class and one outside of class.  At the end of the First Semester a student will have 12 works completed.


Students will


·         Complete all assignments on time.

·         Work at high levels for problem solving.

·         Master and incorporate the Elements of Art and Principles of Design in their work.

·         Work in a multitude of Mediums

·         Participate in Critiques

·         Sketchbooks


Second Semester (January, February, March, April, May)


            Students will meet individually with the teacher to discuss the direction of their concentration.  The students will be required to write a Plan of Action to describe the development of the project using appropriate artistic language.  This will be ongoing throughout the semester.  We will discuss what makes a concentration successful.  Student will narrow their topic down, so that you have a strong concentration.  The student will complete 3 assignments a month, two in the classroom and one out of the classroom.  At the end of the second semester they will have 12 assignments completed, an overall 24 for the year.


Students will


·         Complete all assignments on time.

·         Work at high levels for problem solving.

·         Master and incorporate the Elements of Art and Principles of Design in their work.

·         Work in a multitude of Mediums

·         Start writing their Plan of Action, continue to develop it, and complete it.

·         Participate in Critiques




Students will meet with the teacher to do an overall portfolio critique.  At this point they will decide what the five top quality pieces are, assemble their breadth and concentrations. 




Development of Portfolio (75%)

            * Based on the completed individual work

            * The assignments will be graded using a scoring rubric

            * A student may revise a work up to the end of the unit to receive a higher grade



Studio Conduct (25%)

·         Attendance

·         Use of time, in and out of class

·         Critique participation




            Students are not to copy any copyrighted picture or photograph.  They may use them as reference but not duplication.  The student’s work must be significantly altered to the student’s voice.  Students are expected to come up with original work.  If a student duplicates a copyrighted works that is plagiarism, and is illegal.




            The Journal is a tangible means to discuss with oneself the questions that are generated through the act of making art and to define your issues.  It is a means to increase the level of engagement and search deeper for understanding and clarity in one’s work.  Students can ponder the relative strength of their work by taking time to record their reactions and comments.  Students will be encouraged to use the journal to store visual experiences, and to explore ideas visually and in written form.

            Journal exercises may require students to describe new observations which they have learned about their creative process and how these observations have affected their approach to making art.  Students are encouraged to engage in self-reflection in order to grow in their work.

            Students may use the journal process during critiques, to record project requirements, to visually rework pieces on a small scale, and to write down artist’s names to investigate.  The journal can be a chronicle of solutions for technical issues.  When used effectively, the journal becomes a resource of stimuli and information and can be a link between the last work made and the next.


Items/Supplies that are OPTIONAL          


            *Sketchbook               *Paint Brushes            *Drawing Pencil


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The Ludlow Independent School District is committed to fostering a culture
of rigor, excellence, and personal accountability by developing meaningful relationships with students, families, and community members to support and empower students to graduate with college and career readiness skills.

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