Fine Arts Department: Visual Arts
Dear Parents,
Hello! My name is Mr. Hampton; I am one of the visual arts instructors at Stall High School. I
am in my fifteenth year of teaching and I am looking for to working with you and your child! In
order for our students and faculty to show pride in ownership of our classroom, we will be using
the CKH model for our classroom code of conduct. . By developing a student/teacher social
contract, our class will have developed a productive School-wide Classroom Culture Plan
containing the items as seen below:
School-wide Classroom Culture Plan
1. Comply with Social Contract
2. Use and respond to all hand signals
3. Ask group and or/individual the 4 questions
1. What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?
Consequences for noncompliance with social contract and procedures
1st situation
=
Teacher documentation
2nd situation
=
Parent notification/documentation of contact
3rd situation
=
Referral to administrator/parent notification
Severe clause
=
Phys/verbal altercation-referred to Admin
We will have a lot of creative and inspiring projects completed this year. To see our Class
Syllabus and Instructional Plan for the year, please visit my web page on the R. B. Stall website
at http://stall.ccsdschools.com/ . Please feel free to stop by and visit our classroom. I am
available daily from 8:30 to 9:45 or after school. You can reach me at 843.764.2200 or by email
at raymond_hampton@charleston.k12.sc.us. Please return this form signed by your child. I look
forward to hearing from you!
Sincerely,
Raymond H. Hampton
Parent signature: ______________________________________
date: __________________
Art – I: Units of Instruction:
The following units incorporate all of the Visual Arts Standards:
Unit I – Weeks 1-2
Classroom introduction
Introduction to drawing: Intro Exercises
Unit 2- Weeks 3-4
Painting
A. Preparation and Procedures
B. Introduction to Painting/ Art and History
A look at the SC Artist: Harlem Renaissance Artist: William H. Johnson
Unit 3- Weeks 5-7
Drawing
A. Ad Reproduction
B. Portraits
Unit 4- Weeks 8-10
3-D Sculpture
Wall Murals
Unit 5- Weeks 11-12
Painting
A. Pop Art
Unit 6- Weeks 13- 16
3D Art: Intro to Slab-hand building techniques
A: Glazing/firing techniques-aesthetics
B: Cultural Masks
Unit 7- Week 15-16
Painting
A. Landscapes
Unit 8- Week 17
Mixed Media
A. Student choice
Unit 9- Week 18
Finishing Week
A. Exam review
B. Student project(s) completion
Sculpture I: Units of Instruction:
The following units incorporate all of the Visual Arts Standards:
Unit I – Weeks 1-2
Introduction to Ceramics
A. Classroom procedures
B. Introduction to clay/ clay tools –preparation and procedures
C. Pinch Pots
D. Coil Pots
E. Glazing/firing techniques-aesthetics
Unit 2- Weeks 3-5
Art for a social cause: 3D Art Installation
A. Artists review
B. Group Project
Unit 3- Weeks 6-7
Hand building
A. Utilitarian
B. Student Choice
Unit 4- Weeks 8-9
Slab-hand building techniques
A. Historical SC architecture tiles
B. Vases
Unit 5- Weeks 10-11
Ceramic Designs
A. Tea Pots
Unit 6- Weeks 12- 13
A. Ornaments
Unit 7- Week 14-15
Painting/Clay
A. Murals
Unit 8- Week 16-17
A. Student choice
Unit 9- Week 18
Finishing Week
A. Exam review/Student project(s) completion
B. Comprehensive Exam
Sculpture II: Units of Instruction:
The following units incorporate all of the Visual Arts Standards:
Unit 1- week 1-2
Clay introduction
A. Classroom procedures
B. Introduction to various clay types
C. Joined pinch pot
D. Advanced coil pot
Unit 2- week 3-5
Hand building
A. Wind chimes
B. Façade- Architectural
Unit 3- week 6-8
Sculpture introduction
A. Introduction to Artists
B. Techniques-Method
C. People
Unit 4-week 9-10
Abstract Art and Clay
A. Artists study
B. Students design/project
Unit 5-week 11-13
Utilitarian
A. Architectural Cookies Jars
Unit 6-week 14
Student Choice
A. Student sketch/design
B. Student project
Unit 7-week 15-17
Portrait Sculpting
The influences of Auguste Rodin
Auguste Rodin vs. modern day
A. Student response paper
B. Project - emotional portrayal in clay
Unit 9- Week 18
Finishing Week
A. Exam review/Student project(s) completion
B. Comprehensive Exam
Student Assessments
Student projects will be assessed through a teacher/student rubric which is introduced to the
student at the beginning of each project so that students are aware of the expectations as well as
learning goals to be achieved. Following the completion of each project the students will assess
themselves while addressing the various visual art elements and principles of design that are in
alignment with the South Carolina Visual Arts Standards. The students will also be responsible
for keeping an electronic portfolio of their work/critiques in the classroom Edmodo account. In
addition various quizzes will be given throughout the semester as well as a comprehensive final
exam.
Course Syllabus
Art I
Course # 3050110cw
Room B 127
R.B. Stall High School
R. H. Hampton, raymond_hampton@charleston.k12.sc.us.Visual Arts Instructor
Course Description
Art I is an introduction to the elements and principles of design. This course introduction will
include both two-dimensional and 3-dimensional student created projects to help further enhance
awareness in the visual arts through alignment with the South Carolina Visual Arts Standards
Instructional Philosophy
The teacher will utilize such learning strategies as individualized instruction and re-teaching
(when needed), small group instruction, peer teaching, hands-on applications and brainstorming
to name a few, to incorporate learning thru the South Carolina Visual and Performing Arts
curriculum standards as well as Common Core State Standards from English Language Arts and
Math
Power Standards
All standards for the South Carolina Visual Arts are considered power standards and will be
addressed individually or collectively throughout the semester. They are as follows:
HIGH SCHOOL LEVEL 1
Standard H1-1 The student will demonstrate competency in and apply a variety
of media, techniques, and processes.
Students on the secondary level use a variety of media, techniques, and processes to
create artworks in multiple art forms. Students are able to describe how different
media, techniques, and processes cause different outcomes. Students use different
media, techniques, and processes to communicate ideas and personal experiences.
Students learn to use tools, materials, and equipment in a safe and responsible manner.
When offered a variety of media, techniques, and processes, students will select the
media, techniques, and processes that best meet the needs of their intentions to
communicate ideas and personal experiences.
Indicators
VAH1-1.1 Recognize and analyze the similarities and differences between media,
techniques, and processes in multiple art forms.
VAH1-1.2 Describe how different media, techniques, and processes have
different outcomes that cause different viewer responses.
VAH1-1.3 Communicate ideas through the effective use of a variety of media,
techniques, and processes in multiple art forms.
VAH1-1.4 Apply media, techniques, and processes with skill, confidence and
sensitivity sufficient to make their intentions observable in their
artworks.
VAH1-1.5 Use a variety of art media, tools, and equipment in a skillful, safe, and responsible
manner
HIGH SCHOOL LEVEL 1
Standard H1-2 The student will use knowledge of composition and the
elements and principles of design to communicate ideas.
Students on the secondary level will recognize, describe and analyze the elements and
principles of design in relation to the environment (man-made and natural) and the
visual arts. Students will apply the elements and principles of design as well as
other compositional structures and strategies to create artworks with intent and
purpose.
Indicators
VAH1-2.1 Recognize, describe and analyze the elements and principles of
design as well as other compositional structures and strategies used
in the visual arts across a variety of art forms, art styles, and art
movements.
VAH1-2.2 Create artworks that effectively apply appropriate elements and
principles of design and other compositional structures and
strategies that solve specific visual arts problems.
VAH1-2.3 Evaluate the effectiveness of artworks in relation to the application of
elements and principles of design and other compositional structures and strategies
HIGH SCHOOL LEVEL 1
Standard H1-3 The student will explore prospective content in artworks.
Students on the secondary level explore the many possibilities of prospective content
through the analysis of others’ artwork. Students will create artworks by choosing
and using a variety of subject matter, symbols, and ideas.
Indicators
VAH1-3.1 Explore the prospective content for the creation of artworks in relation
to subject matter, symbols, and ideas from a variety of art forms,
art styles, and art movements.
VAH1-3.2 Analyze and describe the relationship among subject matter,
symbols, and themes in communicating intended meaning in their
artworks and the works of others.
VAH1-3.3 Select and effectively use subject matter, symbols, and ideas to
communicate meaning in their artwork.
HIGH SCHOOL LEVEL 1
Standard H1-4 The student will demonstrate competency in their use of the
visual arts in relation to history, various cultures, and
technologies.
The use of cultural and historical exemplars in the art classroom along with discussion
of the work of artists from different time periods in relation to the tools and technology
available to them will help students begin to understand the impact time, culture, and
technology have on artworks. In addition, the impact of the visual arts on shaping
cultures is addressed with inclusion of visual literacy’s effect on contemporary culture.
Indicators
VAH1-4.1 Describe how subject matter, symbols, ideas, and technologies in
various artworks are related to history and culture.
VAH1-4.2 Identify specific artworks as belonging to a particular culture or time
period and explain the characteristics that led to that identification.
VAH1-4.3 Describe and discuss function and meaning of specific artworks from
various world cultures and time periods.
VAH1-4.4 Demonstrate competency in visual literacy by deconstructing images in
a variety of contexts.
VAH1-4.5 Apply knowledge of art history, various cultures, visual literacy, and
technologies in the creation of original artworks.
HIGH SCHOOL LEVEL 1
Standard H1-5 The student will analyze and assess the characteristics
and qualities of their artworks and the artworks of others.
The secondary level student will describe an artist’s focus or intentions in creating work,
how their experiences influenced their work, and that people respond differently to the
same artwork. Students will also be able express their intentions in the creation of
artworks.
Indicators
VAH1-5.1 Analyze the intention of the artist in a specific artwork and justify their
interpretation.
VAH1-5.2 Make complex, descriptive, interpretative, and evaluative judgments
about their own artworks and those of others.
VAH1-5.3 Formulate criteria for interpreting and evaluating their artworks and
those of others.
VAH1-5.4 Maintain a personal portfolio of their artworks.
HIGH SCHOOL LEVEL 1
Standard H1-6 The student will make connections between the visual arts,
other arts disciplines, other content areas, and the world.
Students are able to describe the characteristics of the visual arts in comparison to
other disciplines in the school curriculum based on their experiences. In addition,
students are able to describe the characteristics of different art forms, techniques, and
technologies.
Indicators
VAH1-6.1 Analyze the similarities and differences in the visual arts and other arts
disciplines.
VAH1-6.2 Compare and contrast concepts, issues, and themes in the visual arts
and other subjects in the school curriculum.
VAH1-6.3 Identify specific visual arts careers and describe the knowledge and
skills needed for these careers.
Major Assessments and Grading Practices
Projects will be graded with a teacher/student evaluation rubric. These rubrics will reflect what
is expected for each project. Students will be asked to honestly critique (evaluate) their work in
advance. Most evaluation ratings range from 1-5 (60-100%) and students are expected to create
written statement to explain their ratings. Students are expected to use complete sentences and
have proper grammar and punctuation. After student evaluation completion, students will submit
the rubric to the teacher for final evaluation. Rubrics will vary with each project and project
expectations (individual rubric guidelines) will be introduced at the beginning of each project.
Student projects will be graded as tests.
Final examinations will be a component of this course and will count 20% of the students’ final
grade.
Course Projects
Projects may be altered or changed at any needed time to accomodate student/classroom needs.
Unit I
Classroom procedures
Introduction to drawing
Unit 2
Painting
A. . Art and History Local Harlem Renaissance Artist William H. Johnson
Unit 3
Drawing
A. Grid drawing techniques: Ad Reproduction
B. Portraits
Unit 4
3D Sculpture
A. Wall Mural
Unit 5
Painting
A. Pop Art
Unit 6
3 D Art
A. Intro to Slab building
B. Cultural masks
Unit 7
Painting
A. Landscapes
Unit 8
Mixed Media
A. Student choice
Unit 9
Drawing
The study of architecture
Unit 10
Finishing Week
A. Exam review
B. Student project(s) completion
Literacy Goal
Every student will participate in a variety of magazines, newspaper articles, internet reading as
well as other materials will be incorporated onto the classroom for analysis and interpretation.
During each quarter a variety of Art related articles will be discussed and used.
Extra Help Opportunities
The teacher will be available after school on Thursdays. Students may also schedule additional
times before or during lunch.
Course Syllabus
Sculpture I
Course # 3050301CW-01
Room B-127
R.B. Stall High School
R. H. Hampton, raymond_hampton@charleston.k12.sc.us Visual Arts Instructor
Course Description
3-D is an introduction to the hands on production of clay and other materials using the elements
and principles of design. This course introduction of 3-dimensional student created projects
work to help further enhance awareness in the visual arts through alignment with the South
Carolina Visual Arts Standards
Instructional Philosophy
The teacher will utilize such learning strategies as individualized instruction and re-teaching
(when needed), small group instruction, peer teaching, hands-on applications and brainstorming
to name a few, to incorporate learning thru the South Carolina Visual and Performing Arts
curriculum standards as well as Common Core State Standards from English Language Arts and
Math
Power Standards
All standards for the South Carolina Visual Arts are considered power standards and will be
addressed individually or collectively throughout the semester. They are as follows:
HIGH SCHOOL LEVEL 1
Standard H1-1 The student will demonstrate competency in and apply a variety
of media, techniques, and processes.
Students on the secondary level use a variety of media, techniques, and processes to
create artworks in multiple art forms. Students are able to describe how different
media, techniques, and processes cause different outcomes. Students use different
media, techniques, and processes to communicate ideas and personal experiences.
Students learn to use tools, materials, and equipment in a safe and responsible manner.
When offered a variety of media, techniques, and processes, students will select the
media, techniques, and processes that best meet the needs of their intentions to
communicate ideas and personal experiences.
Indicators
VAH1-1.1 Recognize and analyze the similarities and differences between media,
techniques, and processes in multiple art forms.
VAH1-1.2 Describe how different media, techniques, and processes have
different outcomes that cause different viewer responses.
VAH1-1.3 Communicate ideas through the effective use of a variety of media,
techniques, and processes in multiple art forms.
VAH1-1.4 Apply media, techniques, and processes with skill, confidence and
sensitivity sufficient to make their intentions observable in their
artworks.
VAH1-1.5 Use a variety of art media, tools, and equipment in a skillful, safe, and responsible
manner
HIGH SCHOOL LEVEL 1
Standard H1-2 The student will use knowledge of composition and the
elements and principles of design to communicate ideas.
Students on the secondary level will recognize, describe and analyze the elements and
principles of design in relation to the environment (man-made and natural) and the
visual arts. Students will apply the elements and principles of design as well as
other compositional structures and strategies to create artworks with intent and
purpose.
Indicators
VAH1-2.1 Recognize, describe and analyze the elements and principles of
design as well as other compositional structures and strategies used
in the visual arts across a variety of art forms, art styles, and art
movements.
VAH1-2.2 Create artworks that effectively apply appropriate elements and
principles of design and other compositional structures and
strategies that solve specific visual arts problems.
VAH1-2.3 Evaluate the effectiveness of artworks in relation to the application of
elements and principles of design and other compositional structures and strategies
HIGH SCHOOL LEVEL 1
Standard H1-3 The student will explore prospective content in artworks.
Students on the secondary level explore the many possibilities of prospective content
through the analysis of others’ artwork. Students will create artworks by choosing
and using a variety of subject matter, symbols, and ideas.
Indicators
VAH1-3.1 Explore the prospective content for the creation of artworks in relation
to subject matter, symbols, and ideas from a variety of art forms,
art styles, and art movements.
VAH1-3.2 Analyze and describe the relationship among subject matter,
symbols, and themes in communicating intended meaning in their
artworks and the works of others.
VAH1-3.3 Select and effectively use subject matter, symbols, and ideas to
communicate meaning in their artwork.
HIGH SCHOOL LEVEL 1
Standard H1-4 The student will demonstrate competency in their use of the
visual arts in relation to history, various cultures, and
technologies.
The use of cultural and historical exemplars in the art classroom along with discussion
of the work of artists from different time periods in relation to the tools and technology
available to them will help students begin to understand the impact time, culture, and
technology have on artworks. In addition, the impact of the visual arts on shaping
cultures is addressed with inclusion of visual literacy’s effect on contemporary culture.
Indicators
VAH1-4.1 Describe how subject matter, symbols, ideas, and technologies in
various artworks are related to history and culture.
VAH1-4.2 Identify specific artworks as belonging to a particular culture or time
period and explain the characteristics that led to that identification.
VAH1-4.3 Describe and discuss function and meaning of specific artworks from
various world cultures and time periods.
VAH1-4.4 Demonstrate competency in visual literacy by deconstructing images in
a variety of contexts.
VAH1-4.5 Apply knowledge of art history, various cultures, visual literacy, and
technologies in the creation of original artworks.
HIGH SCHOOL LEVEL 1
Standard H1-5 The student will analyze and assess the characteristics
and qualities of their artworks and the artworks of others.
The secondary level student will describe an artist’s focus or intentions in creating work,
how their experiences influenced their work, and that people respond differently to the
same artwork. Students will also be able express their intentions in the creation of
artworks.
Indicators
VAH1-5.1 Analyze the intention of the artist in a specific artwork and justify their
interpretation.
VAH1-5.2 Make complex, descriptive, interpretative, and evaluative judgments
about their own artworks and those of others.
VAH1-5.3 Formulate criteria for interpreting and evaluating their artworks and
those of others.
VAH1-5.4 Maintain a personal portfolio of their artworks.
HIGH SCHOOL LEVEL 1
Standard H1-6 The student will make connections between the visual arts,
other arts disciplines, other content areas, and the world.
Students are able to describe the characteristics of the visual arts in comparison to
other disciplines in the school curriculum based on their experiences. In addition,
students are able to describe the characteristics of different art forms, techniques, and
technologies.
Indicators
VAH1-6.1 Analyze the similarities and differences in the visual arts and other arts
disciplines.
VAH1-6.2 Compare and contrast concepts, issues, and themes in the visual arts
and other subjects in the school curriculum.
VAH1-6.3 Identify specific visual arts careers and describe the knowledge and
skills needed for these careers.
Major Assessments and Grading Practices
Projects will be graded with a teacher/student evaluation rubric. These rubrics will reflect what
is expected for each project. Students will be asked to honestly critique (evaluate) their work in
advance. Most evaluation ratings range from 1-5 (60-100%) and students are expected to create
written statement to explain their ratings. Students are expected to use complete sentences and
have proper grammar and punctuation. After student evaluation completion, students will submit
the rubric to the teacher for final evaluation. Rubrics will vary with each project and project
expectations (individual rubric guidelines) will be introduced at the beginning of each project.
Student projects will be graded as tests.
Final examinations will be a component of this course and will count 20% of the students’ final
grade.
Recording of Grades/Attendance




Students will be graded and attendance recorded
School administration and parents will be notified of excessive tardiness or absences.
Records on notes sent to parents, parents/teacher conferences, as well as telephone calls
will be recorded in the parent contact notebook.
Students will keep a portfolio of their work.
Value of Assessment










Participation grades will be recorded weekly to keep students focus on their class work.
Quizzes will be given on pertinent terms.
Projects will be graded as tests.
Students will be issued rubrics that outline project expectations.
Students are expected to turn in projects when they are due.
Makeup work is to be completed within 4 days of an excused absence unless other
arrangements have been made with the teacher.
Students will complete a teacher/student assessment rubric after project completion.
Grades for 9 weeks will be assigned according to the CCSD grading scale.
Final examinations will be a component of each course wand will count 20% of the final
grade.
Final grades will be calculated as follows:
1st grading period-20%
3rd grading period-20%
2nd grading period-20%
4th grading period-20%
Final Examination-20%
Charleston County Grading Scale:
A:
B:
C:
D:
F:
93-100
85-92
78-84
70-77
Below 70
Course Projects
Projects may be altered or changed as needed to meet the students/classroom needs.
Unit 1
Introduction to Clay
A. Classroom procedures
B. Introduction to clay/ clay tools –preparation and procedures
C. Pinch Pots
D. Coil Pots
Unit 2
Intro to Slab-hand building technique
A. Cultural Masks
B. Nature Box/Vases
C. Glazing/firing techniques-aesthetics
Unit 3
Ceramic Designs
A. Tea Pots
B. Architectural Designs
Unit 4
Mixed Media
A.Student choice
Unit 5
Intro to Murals
A. Wall Murals
Unit 6
A. Utilitarian
Student choice
Unit 7
Finishing Week
A. Exam review
B. Student project(s) completion
Literacy Goal
Every student will participate in a variety of magazines, newspaper articles, internet reading as
well as other materials will be incorporated onto the classroom for analysis and interpretation.
During each quarter a variety of Art related articles will be discussed and used.
Extra Help Opportunities
The teacher will be available after school on Thursdays. Students may also schedule additional
times before or during lunch.