Schedule and Syllabus at a Glance:
12 weeks/sessions, 2 hours per session
Session 1: Friday September 19 th , 2014
Lesson 1: Introduction to the Objective Method
In the first lesson, the VdeM instructor introduces students to the objective method for appreciating art. As students begin comparing and contrasting everyday objects and their immediate surroundings to paintings, they begin to discover that a picture or painting is something quite different from the subjects they depict. Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals
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Students are introduced to the objective method of art analysis
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Compare and contrast everyday objects to similar subjects used by artists in their artwork
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Establish that a work of art is related to everyday objects but is itself something very different
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Lesson develops close observation and critical thinking skills
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Create unique artworks that will aid them in mastering the concepts.
Session 2: Friday September 26 th , 2014
Lesson 2: Learning to See
In Lesson 2, students begin to distinguish the difference between looking at something and truly seeing it. Though both actions happen through our sense of sight, looking is a simple registration of visual stimuli while seeing is perceiving. The VdeM instructor introduces perception to students and students discuss how everyone sees or perceives the world in different ways. In the end, students acknowledge that artists have personal interests and life experiences that influence the artworks they create. Students understand that what an artist creates communicates to others his/her understanding of experiences or perception. Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals

Develop the ability to see and therefore perceive material rather than merely recognize it
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Recognize that while everyone perceives objects or events differently guided by personal interests there are core qualities, rooted in general human experiences, which all people share
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Learn that in their artwork artists focus on these shared human qualities
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Explore how shared human experiences allow artists to communicate to others his/her understanding of an experience or perception
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Create unique artworks that will aid them in mastering the concepts.
Session 3: Friday, October 3 rd , 2014
Museum Visit

Session 4: Friday, October 10 th , 2014
Lesson 3: What to Look for in Art
In this lesson students learn to look for the elements of art: color, light, line, space, and shape.
Students discover that these visual elements make up their visual world and are used to create artworks. Students recognize that the visual elements that make up their world are the means a visual artist must use to create a work of visual art. Here, students continue to break a picture down into color shapes, enabling them to discover a visual artist’s means, while also looking closely for use of line, space, and value (light). Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals

Employ critical thinking skills to analyze visual experience
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Discover the visual elements used in the creation of works of art: color shape, light, line and space
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Create unique artworks to aid in mastering concepts
Sessions 5: Friday, October 17 th , 2014
Lesson 4: The Plastic Means
As students notice the visual elements that make up both paintings and the world around them, they are introduced to the idea that artists do not simply copy what they see in the world, but change the visual reality from three dimensions to two; to color shapes on a flat surface.
This transformation takes place through the experience of the artist as he/she creates artworks. In Lesson 4, students learn a new meaning for the word plastic. The VdeM instructor guides students to make parallels between such words as transformation, change, and plastic as they are used in conjunction with the visual means. In the end, students understand how and why an artist MUST transform the visual reality or subject to “say his/her say” in his/her art. Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals

Introduce students to the transformation or distortion that takes place in the artistic process
 Redefine “plastic”
 Learn why distortion is necessary in the artist’s record of his/her experience
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Create unique works of art to aid in mastering concepts
Session 6: Friday, October 24 th , 2014
Museum Visit

Session 7/8: Friday, October 31 st , 2014 and Friday November 7 th , 2014
Lesson 5: Visual Qualities/ Broad Human Qualities
In this lesson, students learn about broad human qualities. Students discover that the qualities an artist responds to are determined by his/her interest, not by the subject. Students discover that these broad human qualities can be understood by all people because everything we experience has a quality we can identify. Students gain practice in using quality words to specify their analysis of visual artworks. This brings them closer to aesthetic understanding.
Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals
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Define and recognize broad human qualities found in art and life
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Understand the broad human qualities an artist responds to are determined by his/her interest, not by the subject
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Explore the idea that while everyone perceives objects or events differently guided by personal interests these are core qualities, rooted in general human experiences, which all people share
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Utilize descriptive language to specify analysis of visual artworks, specifically aiming to uncover the broad human qualities
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Create unique works of art to aid in mastering concepts
Session 9: Friday, November 14 th , 2014
Museum Visit
Sessions 10/11: Friday, November 21 st , 2014 and Friday, December 5 th , 2014
Lesson 6: Aesthetic Quality
Through the course of this lesson students learn about, discuss experiences, and utilize design principles that are of an aesthetic quality. Students first define aesthetic and recount personal aesthetic experiences from their everyday lives. Students then learn about the artist’s process to organize color to record their aesthetic experiences in the world. More specifically, the
VdeM instructor introduces students to four art principles that hold aesthetic quality: order/composition, balance, rhythm, and contrast. Students analyze artworks as they look for these qualities. Students then transfer their knowledge into the creation and evaluation of their own unique art.
Goals
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Explore aesthetic quality in life experiences and works of art
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Define aesthetic
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Examine the artist’s process to organize color to record their aesthetic experiences in the world
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Define and utilize art principles that hold aesthetic value
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Create unique works of art to aid in mastering concepts

Session 12: Friday, December 12 th 2014
Lesson 7: Creative Distortion
Tying the course concepts together, students examine creative distortion in works of art by questioning why artists distort and discovering how they use the visual means plastically. As they define the words creative distortion, students learn about the role it plays in the art making process. Students consider broad human qualities and aesthetic quality as purposes for distortion. Then students take time to practice the analytical skills they have gained and look for and write about these qualities in artworks. Within this process, students have the opportunity to create unique artworks that will aid them in mastering the concepts.
Goals

Define creative distortion and explore the role it plays in the artistic process
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Examine creative distortion by questioning the artist’s motivation
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Solidify broad human qualities and aesthetic quality as purpose for creative distortion
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Practice acquired analytical skills to look for and write about these qualities found in works of art
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Create unique works of art to aid in mastering concepts
Friday September 19 th , 2014- MLAC
Friday September 26 th , 2014- MLAC
Friday, October 3 rd , 2014- MUSEUM TBD
Friday, October 10 th , 2014- MLAC
Friday, October 17 th , 2014- MLAC
Friday, October 24 th , 2014- MUSEUM TBD
Friday, October 31 st , 2014- MLAC
Friday November 7 th , 2014- MLAC
Friday, November 14 th , 2014- MUSEUM TBD
Friday, November 21 st , 2014- MLAC
Friday, December 5 th , 2014- MLAC
Friday, December 12 th 2014- MLAC