Beginning Painting Syllabus and MYP grading Rubric

 

Course Name

# of Credit Hours

Room Number(s)

 

Your Name

Contact Information (phone, email, personal website)

 

Painting

Fall semester 2011-2012

Room 14

 

Cecily Spano

cspano@mpls.k12.mn.us

“Southwest Art” facebook page

 

Course Description/Purpose

 

 

 

This is a painting class that uses watercolor, acrylic paint, pastels, and tempra paint to explore creative expression and artistic and intellectual discovery using the MYP philosophy.  

 

 

Course Goals/Learning Objectives

 

 

 

 

·       To apply skills in a variety of painting media to communicate original ideas.

·       To Analyze the work of other artists through the study of context.

·       To acquire knowledge about the history of painting and synthesize that information as part of the creative process.

 

Prerequisites/Technology Use

 

 

 

There are no prerequisites for this course.  Students will be taken and challenged at whatever level they are when they enter the classroom.

 

Cell phone use is permitted by permission only and never during teacher directed time.  Cell phones may be used to do internet research by permission only.

 

Required Textbooks/Equipment

 

 

 

There are a lot of supplies needed for this class, which far exceed the budget allotment.  Because of this, there is a $20.00 fee for supplies needed for the class.  This will help cover the costs of watercolors paper and paints, canvas, palettes, pastels, and acrylic paints.  Each student will also receive a set of decent paintbrushes.  If money is an issue right now, and you are not able to pay for the supplies, please know that the supplies will still be provided for you.  If you are fortunate enough to be doing okay financially, please consider sending extra for scholarship. 

 

 

 

 

Classroom Procedures/Policies

 

 

·       Students are in charge of keeping track of and taking care of their own brushes, supplies and artwork. 

·       Students are responsible for cleaning their area each day. 

·       Students who leave class early without permission will be marked absent for the day.

·       Students are expected to be on task during studio work times.  If the student finishes the assignment early, they are allowed to (expected to) continue to make art.  The teacher can give suggestions of what that might be, or the student can work on something of their own choosing until the next project.  Extra credit may be rewarded.

 

 

 

Assignments

And

Assessments

 

 

·       Grading for this course will be done in three different ways depending on the type of assignment.

1.     Exercises- Exercises are small assignments given to the student, which are meant to promote skill in working with the paint.  These assignments typically have a specific outcome.  They will be graded during class on a casual basis.  Students will get full points for all exercises that are completed and show best effort at achieving the goal of the exercise.  These will include, color wheels, color-mixing, practice sketches, media exploration, and blending practice.

2.     Regular Projects- These projects are larger assignments that are meant to measure not only skill, but also creativity and artistic intent.  These will be graded on a simple rubric that measures not only the product but the effort put into completing it.  To get graded for these projects, students must take a picture of their work and submit the piece digitally through google docs along with a paragraph describing how the artist was thinking about the project and how it fulfills the goals of the assignment.

3.     MYP Assessment Project- At the end each quarter, the students will complete a project for a final project for MYP assessment.  The MYP Assessment focuses on four separate areas; knowledge and understanding, application, reflection and evaluation, and personal engagement. It must include research to support the artists ideas, contextual research which shows what other artists or cultures are making art related to the work the student is doing and reflection about the work before, during and after the piece has been created. (an example of this packet is online under “MYP unit example”)  Students will be lead through this process gently. This assignment will also be turned in online, is graded with the MYP assessment rubric, and is worth a larger portion of the grade.

 

 

 

Student Code of Conduct

 

All students are expected to adhere to the Southwest High School and Minneapolis District Citywide Discipline Policy, designed to promote a safe and respectful learning environment. For more information about your rights and responsibilities consult your Southwest Student/Parent Handbook

 

 

asArts assessment criteria

The following assessment criteria have been established by the IB for arts in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB‑validated grades and certification.
Criterion A Knowledge and understanding Maximum 8
Criterion B Application Maximum 10
Criterion C Reflection and evaluation Maximum 8
Criterion D Personal engagement Maximum 8
For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.
The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.
Criterion A: Knowledge and understanding
Maximum: 8
Students should be able to:
  • demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts
  • demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
  • communicate a critical understanding of the art form studied in the context of their own artwork.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2
The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
The student is able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.
3–4
The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued.
5–6
The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate good knowledge and understanding of the elements of the art form studied.
The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.
7–8
The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.
The student is able to communicate a well‑developed critical understanding of the art form studied, in the context of his or her own work.
 
Criterion B: Application
Maximum: 10
Students should be able to:
  • develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions
  • apply skills, techniques and processes to create, perform and/or present art.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2
There is very limited expression and communication of artistic intentions in the student’s work, which may not have reached a point of realization.
Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes.
3–4
There is limited expression and communication of artistic intentions in the student’s work, which has reached a point or partial point of realization.
Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes.
5–6
The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is satisfactory expression and communication of artistic intentions.
Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art.
7–8
The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of good expression and communication of artistic intentions.
Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in creating art.
9–10
The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effectivecommunication of artistic intentions.
Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes involved in creating art.
 
Criterion C: Reflection and evaluation
Maximum: 8
Students should be able to:
  • reflect critically on their own artistic development and processes at different stages of their work
  • evaluate their work
  • use feedback to inform their own artistic development and processes.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2
The student records his or her artistic development and processes with little reflection.
The student carries out a limited evaluation of his or her work, with guidance.
3–4
The student reflects on his or her artistic development and processes.
The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.
The student attempts to use feedback in his or her artistic development and processes, with guidance.
5–6
The student reflects critically on his or her artistic development and processes at different stages of his or her work.
The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of someareas of improvement.
The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.
7–8
The student reflects critically and in depth on his or her artistic development and processes at different stages of his or her work.
The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.
The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.
 
Criterion D: Personal engagement
Maximum: 8
Students should be able to:
  • show commitment in using their own artistic processes
  • demonstrate curiosity, self‑motivation, initiative and a willingness to take informed risks
  • support, encourage and work with their peers in a positive way
  • be receptive to art practices and artworks from various cultures, including their own.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2
The student shows limited commitment in using his or her own artistic processes.
The student demonstrates limited curiosity, self‑motivation, initiative and a willingness to take informed risks.
The student works with his or her peers in a positive way, with encouragement.
The student is rarely receptive to art practices and artworks from various cultures, including his or her own.
3–4
The student shows satisfactory commitment in using his or her own artistic processes.
The student demonstrates satisfactory curiosity, self‑motivation, initiative and a willingness to take informed risks.
The student supports, encourages and works with his or her peers in a positive way, with encouragement.
The student is occasionally receptive to art practices and artworks from various cultures, including his or her own.
5–6
The student shows good commitment in using his or her own artistic processes.
The student generally demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.
The student supports, encourages and works with his or her peers in a positive way, with little encouragement.
The student is generally receptive to art practices and artworks from various cultures, including his or her own.
7–8
The student shows excellent commitment in using his or her own artistic processes.
The student actively demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.
The student actively supports, encourages and works with his or her peers in a positive way.
The student is actively receptive to art practices and artworks from various cultures, including his or her own.
 

sessment criteria

PDF Color Theory and Application   --  This is the first unit in painting class that assesses all four criteria of the MYP curriculum Due 9/28/2012.
Color and emotion unit examples
document supply letter   --  Students will need to have this signed in order to receive brushes and sketchbook this year.
PDF Rubric for Knowledge and Understanding   --  There are 4 criteria that the students will be graded on throughout the course of the semester. Each unit will be graded on one or all of the criteria for MYP. This is the first criterion A Knowledge and Understanding.
document Unit One: How does color communicate?   --  Assignment list for what is expected in the DW for unit one.
document artist research project   --  Description of what needs to be on the power point to be presented and shared 11/17
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