Visual Arts
SYLLABUS
Teacher:
Phone:
Email:
Mrs. Cathy Kerch
5th – 8th Grade
423-9611 ext. 316
ckerch@hfcahawaii.org
COURSE DESCRIPTION:
The Middle School Visual Arts Program provides students with a comprehensive art
program that incorporates a Choice Based Art Education (CBAE). As part of the CBAE visual arts
learning experience, students learn to make choices over the outcome of the project while
using problem-solving skills to create art. In this course students are introduced to the world of
fiber arts, ceramics, sculpture, drawing, painting, mixed media, printmaking, photography,
graphic art, animation and art history as they apply to the elements and principles of design and
art making process.
PROJECTS IN THE ART ROOM:
Students are expected to work independently, and encouraged to use “good” time
management skills to complete their projects on time. Some projects do require that a student
work with a peer or in groups – working interdependently helps fosters the development of social
skills, promotes tolerance and understanding, and builds self-esteem. Students complete 2 to 3
projects per quarter depending on the complexity of the project. Ample time is given to
students to complete their project in class however students who need extra time, prior to the
project deadline, can request an ARTPASS to come up to the art room during lunch recess.
Passes are at the discretion of Mrs. Kerch and her availability. Projects MUST BE TURNED IN AT THE
END OF THE CLASS PERIOD; exceptions are made for excused absences or family emergency.
There is NO HOMEWORK for Visual Arts. ALL projects must be WORKED ON and COMPLETED in
the art room.
5th graders learn the principles and elements of design while being introduced to the
visual arts of drawing, painting, ceramics and printmaking.
6th graders expand their knowledge of the principles and elements of design through
their exploration of the art style of great artists and beginning drawing techniques.
7th graders continue to apply their knowledge of the principles and elements of design in
the study of portraiture that include methods in drawing, painting, sculpture and graphic design.
8th graders work in a studio atmosphere placing emphasis on the learning,
understanding, technology and application of a variety of art materials and studio techniques
used in the production of art works.
STUDENT RESPONSIBLITIES:
 Bring supplies to class.
 Be prepared to learn and work.
 Be respectful of other people and the property of Visual Arts classroom.
 Keep work area and Visual Arts classroom clean.
 Use safety and caution while working with sharp tools and chemicals.
 Refer to Visual Arts Classroom Management Handout for discipline, late work and
absence policy.
 Turn in Projects ON TIME!
GRADING:
Grades are based on the following:
10% - Class Participation (this includes but not limited to: question/answer contribution,
following directions, being prepared for class, collaboration and cleaning up at the end of class)
30% - Class Work (this includes but not limited to: amount of effort put into a project and
use of time management on project)
60% - Projects (Final Artwork, Tests, Understanding/Comprehension of Project and Essays)
 Grading is done by Rubric. Please see Attached Rubrics.
**Peer grading is used to determine Participation and Class Work, when projects are
completed in pairs or groups, but not for the Final Project Grade.
SAFETY IN THE ART ROOM:
In the Visual Arts classroom, students learn to work with various art tools that are used in
the everyday creation of art. These tools include and are not limited to pencils, brushes, scissors,
pins, needles, x-acto knives, cutting board, linoleum cutters, carving tools, wire cutters, pliers,
screw drivers, hammers, electric drills, sewing machines, rust, paper cutter, sand paper, wire, foil,
rollers, various types of clays, glazes, plaster, alginate, rubber cement, spray adhesive,
turpentine, acetate, chalk, pastels, and paints (watercolor, tempera, acrylic, and latex). Every
precaution and preparation is taken to provide students with proper instruction and safety gear
prior to the use of these tools.
Cleanliness is also an important aspect of art, as well as a means of safety for your child
and all students who use the Visual Art classroom. Students are required to clean up their work
area and tools before leaving the classroom using the following cleaners; Dove soap/water on
brushes, mild detergent/water and/or Clorox Wipes on tables and a broom to sweep the floor.
Every effort is made to provide your child with a safe environment to learn and work in
however, accidents do happen even under the strictest supervision. Therefore, I am asking
each parent discuss with your child the importance of listening and following directions when
using these tools and cleaners in the Visual Arts classroom. If you do not wish your child to use
one or more of these items please let me know and I will attempt to accommodate your child
with an alternative tool, or provide him/her with a separate project from the rest of the class.
Sincerely,
Mrs. Cathy Kerch
Visual Arts
PLEASE CUT & RETURN THIS HALF TO MRS. KERCH:
I HAVE READ AND UNDERSTAND THE ABOVE COURSE DESCRIPTION, STUDENT
RESPONSIBILITIES AND GRADING POLICY FOR THE VISUAL ARTS PROGRAM.
I HAVE READ AND DISCUSSED WITH MY CHILD THE SAFETY POLICY FOR THE VISUAL ARTS
CLASSROOM AND CLASS MANAGEMENT POLICY.
PARENT or GUARDIAN SIGNATURE: ____________________________________________
E-Mail:_____________________
STUDENT SIGNATURE: _____________________________________________ GRADE: _____
5th Grade Art Rubric (Project Grade is based on Understanding and Use of E&P)
Element
Line
Shape
Color
Texture
Form
Mass
Space
NI (50-74.99)
Struggles/Fails to
Understand
Concepts
S (75-84.99)
Approaches
Understanding
none
Some visual that
approaches the
concept without clear
knowledge.
none
Some visual that
approaches the
concept without clear
knowledge.
none
Some visual that
approaches the
concept without clear
knowledge. Use of
ONLY primary colors.
none
Some visual that
approaches the
concept without clear
knowledge.
none
Some visual that
approaches the
concept without clear
knowledge.
none
Some visual that
approaches the
concept without clear
knowledge, flat
looking work.
none
Some visual that
approaches the
concept without clear
knowledge.
G (85-92.99)
Understanding
E (93-100)
Advanced Understanding
Basic image that
demonstrates
understanding of the
concept.
Simple outline.
Basic image that
demonstrates
understanding of the
concept. Clear but
elementary shapes like
triangles, circles, and
squares.
Basic image that
demonstrates
understanding of the
concept. Use of both
primary and secondary
colors only.
Basic image that
demonstrates
understanding of the
concept. Showing simple
single texture.
Basic image that
demonstrates
understanding of the
concept. Clear but
elementary forms, basic
shading to suggest form.
Basic image that
demonstrates
understanding of the
concept. Some sense of
mass through the use of
form.
Basic image that
demonstrates
understanding of the
concept. Showing a basic
use of space through form
or shading.
Example that shows a more
advanced concept of the element,
like using line to create suggest
form through crosshatching,
complicated edges, texture.
Example that shows a more
advanced concept of the element.
Non outlined shapes, complex
shapes, shapes that suggest form,
use of shape motif...
Example that shows a more
advanced concept of the element,
like the use of tertiary colors,
color for texture, use of chromatic
gray...
Example that shows a more
advanced concept of the element,
like multiple textures, textures
through color, organic textures.
Example that shows a more
advanced concept of the element.
Shading that appears to vary in
intensity and size, use of complex
forms.
Example that shows a more
advanced concept of the element,
like textures alluding to mass, or a
strong use of form and shading.
Example that shows a more
advanced concept of the element,
like the use of positive and
negative space, or shadows on the
surface under the object.
6th – 8th Grade Art Project Rubric
Name of Project
Elements & Principles of
Design
Craftsmanship
& Neatness
Time & Management
Execution, Originality, &
Uniqueness
Requirements
Name of Student
7
10
8
Planned carefully,
made sketches, and
showed an advanced
awareness of the
elements and
principles of design.
Student went above
and beyond
expectations
The artwork shows
that the student applied
the principles of design
while using one or
more elements
effectively. Student
met expectations.
The student did the
assignment
adequately, yet shows
a lack of planning
and little evidence
that an overall
composition was
planned.
All aspects of the
artwork were
considered and
patiently completed.
The finished product is
a result of careful
meticulous planning.
The craftsmanship is
outstanding. Project is
neat and clean finish.
With a little more
effort in finishing
techniques, the
artwork could be
outstanding.
Overall, the project is
clean and without
major defects (e.g.
smudges, smears, marks
or paint dripping).
The student showed
average
craftsmanship;
adequate, but not as
good as the student's
previous abilities, a
bit careless. Minor
defects (e.g. smudges,
smears, marks or paint
dripping) may be
present.
Class time was used
wisely. Much time and
went into the planning
and design of the
artwork. Student was
self motivated the
whole time seeking
assistance as needed.
Class time was used
wisely. Some time
went into the planning
and design of the
artwork. The student
needed some
refocusing but
managed well.
The artwork was
successfully executed
from concept to
completion. Unique
& original with some
evidence that design
was copied or
borrowed from other
sources.
Class time was not
fully utilized. Little
time went into the
planning & design of
the artwork. The
student was
sometimes distracted
or off task.
Class time was not
used wisely. Little
went into the artwork.
Student was often off
task and not focused
on the project.
The artwork was not
successfully executed
from concept to
completion, with
some unique aspects.
Evidence that design
was copied from
other sources.
The artwork was
begun, but never
completed. What work
was done copied and
not the students own
work and ideas.
All requirements are
met.
One requirement was
not met completely.
More than one
requirement was not
met.
The artwork was
successfully executed
from concept to
completion, with a
unique and original
approach.
All requirements are
met and exceeded.
5
The assignment was
turned in, but showed
little evidence of any
understanding of the
elements and
principles of art; No
evidence of planning.
Student did the
minimum of work
required.
The student showed
below average
craftsmanship, lack of
pride in finished
artwork.
Artwork showed no
evidence of effort & a
lack of understanding.
Includes obvious
deficits (e.g. smudges,
smears, marks or paint
dripping).
Grade ---->
50 = E (Excellent/Advance Understanding & Skill)
40 = G (Good Understanding/Above Average Skill)
32 = S (Satisfactory Understanding/Skill)
25 = NI (Needs Improvement in Understanding Concepts/Skills)
SCORE
HABIT
DEVELOP CRAFT
Learning to use tools
and materials
Learning the practices
of an art form
ENGAGE & PERSIST
Learning to take up
subjects of personal
interest and importance
within the art world.
Learning to develop
focus and other ways of
thinking helpful to
working and preserving
at art tasks.
ENVISION
Learning to picture
mentally what cannot
be directly observed,
heard or written and to
imagine possible next
steps in making a piece
of art.
EXPRESS
Learning to create works
that convey an idea,
feeling or personal
meaning.
OBSERVE
Learning to attend to
visual, audible and
written contexts more
closely than ordinary
“looking” requires.
Learning to notice things
that otherwise might be
noticed.
REFLECT
Learning to think and
talk with others about
one’s work and the
process of making it.
Learning to judge one’s
own and others’ work
and processes in relation
to the standards of the
field.
STRETCH & EXPLORE
Learning to reach
beyond one’s supposed
CLASSWORK AND PARTICIPATION RUBRIC
Struggling (1)
On Target (2)
Does not use materials
Uses materials somewhat
creatively or appropriately.
unique ways
Much of the piece is
Shows average attention to
incomplete and needs
detail
more attention.
Mostly chooses and uses
Rarely chooses and uses
materials with care.
material with care.
Rarely attemptos to meet
Meets min. criteria for
criteria or creativity.
creativity.
Off task/distracted.
Self-control apparent with
Little self-control or no
little help.
persistence shown, needs
Works toward finishing the
frequent help with work by
artwork.
peers or teacher.
Exceeds Habit(4)
Uses materials in unique
ways.
Shows exceptional attention
to detail.
Chooses and uses materials
with care and purpose.
Goes beyond expectations.
Shows consistent selfcontrol.
Responds to and learns
from feedback; self-reflects
without reminders or
promps.
Uninterested in new tops
and avoids becoming
involved in any new
experience.
Cannot develop and
maintain his/her own idea
without help.
Openly shows interest in most
new ideas.
With some help, motivates
him or herself in selected
topics of interest.
Self-motivated to know
about objects, events and
people.
Seeks out ways to make his
or her artwork personalized.
Does not convey ideas,
feelings, or personal
meaning to work.
Min. criteria not met.
No connections are made
to artwork, or concepts.
Able to convey ideas,
feelings, or personal
meaning in such a way that
other students have little
difficulty in making a
connection to the artwork.
Meets required criteria.
Cannot identify details.
Lacks the ability to use
observation skills to create
artwork, or explain what
he/she is looking at.
Pays attention to detail.
Clearly conveys ideas or
feelings through required
criteria so that other
students make related
connections to his/her
artwork.
Goes beyond the required
criteria.
Pays attention to detail and
uses inference to interpret
intent or mood.
Evaluates work only based
upon personal taste, uses
simplest terms with no
qualifiers.
Evaluates work mostly on
personal taste but is able to
support his/her evidence
from the work.
Evaluates choices within the
work and changes made,
describing how these
support his/her ideas for the
piece.
Materials and ideas
developed in everyday
way.
Develops ideas in unique
ways with some support from
teacher or peers.
Brings something new into
existence.
Sees mistakes as new
limitations, to explore
playfully without a
preconceived plan and
to embrace the
opportunity to learn
from mistakes and
accidents.
UNDERSTAND ART WORLD
Learning about the
history and practice of
the art form.
Interacting with other
artists and the broader
arts community.
Often gets ideas from the
work of others or internet.
Does not see mistakes as a
learning process or
opportunity to correct
them.
Not willing to take any risks
that might result in mistakes
or more work then he/she
willing to do.
Min. effort.
Has no concept of art
history.
Does not engage in
conversation regarding
his/herself as an artist.
Sees that mistake are not
personal failures.
With little help, is able to take
on difficult tasks.
learning opportunities.
Willing to try new or unusual
ideas.
Wiling to tackle difficult
problems that don’t have
an easy solution.
Stretches his/herself beyond
the limit and not afraid to
fail.
Demonstrates specific details
about art and artists.
Transfers information from
other artworks into his/her
own piece and practice.
Understands how art history
connects to art and the
artist.
Understands his/her role as
an artist within a
community.
Connects past knowledge
and art experience with
his/her own work, as well as
others.