Art 1 Syllabus
Course Purpose
Visual Arts 1 is a year long, entry-level course that promotes appreciation of art as scholars explore art theory and
develop basic skills through experimentation with media and techniques used to create two-dimensional and threedimensional works of art including: drawing, painting, printmaking, collage, sculpture, bookbinding, installation art,
mural and mixed media. Over the course of two semesters, scholars will complete thematically structured project
assignments, considering how and why artistic choices are made, and how these choices result in work that has value to
individuals and to society as a whole.
Scholars will regularly reflect on aesthetics and issues related to classic works of art and art theory, developing analytical
and problem-solving skills in the context of works by recognized and emerging artists, their works of art and that of their
peers. These assignments encourage scholars to self-diagnose and explore potential solutions to art challenges based
on foundational, historical and cultural knowledge.
21st-century skills will be applied at a basic level to help scholars think critically, self-assess, problem solve creatively,
manage time wisely and express an idea as a whole and in relation to individual parts of a work. This art course provides
core knowledge essential to subsequent art classes and provides scholars with an introduction to: expressing ideas
through visual arts, expanded critical thinking skills, creativity and potential career paths in creative industries.
Context for Course
This art course provides core knowledge essential to subsequent art classes and provides scholars with an
introduction to: expressing ideas through visual arts, expanded critical thinking skills, creativity and potential
career paths in creative industries.
A. COURSE CONTENT
Course Outline
Unit 1: Basic Elements of Art and Art Criticism (Graphite Drawing, Plaster Fabric, Installation Art)
A.
Definition of Art
1. What is Art? What are the purposes of art and the impact of art on the development of culture?
2. How do artists creatively express ideas about relevant issues?
B.
Introduction to the Elements of Art
1. Basic term definition and fundamental concepts regarding the Elements of Art
2. Compositional Challenges: Scholars solve visual arts problems that focus on the various Elements of Arts
(Line, Texture, Shape, Form, Value, Space and basic Color theory) as well as companion Principles of Design
(Pattern, Repetition, Contrast, Symbol)
C.
Art Processes and Skills:
1. Types of contour line (e.g. pure contour drawing, continuous, blind continuous)
2. Positive/negative space, silhouette, chiaroscuro
3. Drawing from observation vs. drawing from memory or imagination
D.
The Critique Process (Plaster Fabric, Installation Art)
1. Focus on the critique process: Describe, Analyze, Interpret, Evaluate
2. Introduction to the written art critique process, including Descriptive Review
3. Focus on the impact of installations/environmental art and themes addressed through installations and
environmental art
Unit 2: Basic Principles of Art (Colored Pencil, Mixed-Media, 3-D Model)
A.
Introduction to the Principles of Design (Colored Pencil)
1. Basic definitions and concepts regarding the Principles of Design.
2. Compositional Challenges: Scholars solve visual arts problems that focus on key Principles of Design:
Dominance/Subordination, Symbol, Harmony/Unity, Balance
3. Focus on use of geometry to create Dominance/Subordination in a unified, harmonious design (star-cut
pattern, rosette, hexagon, golden rectangle)
B.
Layers of Experience (Colored Pencil, Mixed-Media)
1. Focus on mixed-media works of art
2. Focus on Contrast, Positive/Negative Space, Dominance/Subordination and Harmony/Unity
C.
Perspective (Watercolor, 3D Mixed Media Model)
1. Focus on one-point and two-point perspective
2. Focus on furniture design: historical development, contemporary designers and trends, imaginative use
of furniture in stories and poetry (C.S. Lewis, etc.)
3. Creation of a 3-D model of the furniture design using mixed media, papier mache’, etc.
6. Artist Style
Report on a chosen artist reviewed during Units 1-2
Unit 3: Art on a Personal Level: Figure Drawing and Self-Portrait (Graphite, Charcoal, Acrylic Paint)
A.
Figure and Gesture Drawing (Graphite, Charcoal)
1. Types of gesture (line, scribble, mass, sustained), basic human figure proportions
2. Focus on a brief history of Japanese Art specific to anime and its rise in popularity
3. Identify and describe the role and influence of new technologies on figure drawing
B.
Self-Portrait (Acrylic Paint)
1. Review of the basic proportions of the human face
2. Creation of a self-portrait using Acrylic paint and incorporating symbols from the culture and heritage of
the scholar as well as the scholar’s personal life
3. Artist Style Report about an artist reviewed in Unit 3 evaluating how personal beliefs, cultural traditions,
and current social, economic, and political contexts influence the interpretation of the meaning or message Unit 4: Art on a Societal Level (Watercolor, Collage, Graphic Design)
A.
Introduction to Basic Color Theory (Watercolor)
1. Color theory and schemes
2. Analogous, monochromatic, complimentary, split complimentary and split primary
Psychology of color,
emotion, meaning and symbolism
3. Creation of an abstract watercolor painting expressing emotion and symbolism in color
B.
Art and Social Issues (Watercolor/Collage)
1. Review the impact of Dadaism and simultaneous art movements on early and mid-20th Century Art
including new art forms and subsequent art movements
2. Focus on the collage medium and 20th Century collage artists
3.Focus on social issues and the impact of social issues on an artist’s work comparing and contrasting the
artwork of Romare Bearden with Guernica by Pablo Picasso
C.
Careers in Creative Industries (Graphic Design—Advertising Campaign, Technology)
1. Introduction to the various industries hiring artists and innovators
2. Learn about the different “players” in the art world, such as the historian, curator, critic, gallery owner,
collector, film producer, art director
Unit 5: Art on a Community Level (Printmaking, Bookbinding)
A.
The Masters of Printmaking (Printmaking)
1. Introduction to various printmaking methods: monoprint, relief, etching, lithography
2. Focus on Balance, Shape/Form, Unity/Harmony and Symbol in printmaking
3. Focus on theme development regarding issues of concern on a local level
B.
Creating a Book (Printmaking, Bookbinding)
1. Formulating judgments, students create relief prints and choose one of their designs to reproduce and
distribute to the class to be compiled in book form
4. Artist Style Report reviewing the impact of an art movement on the work of an artist reviewed in Units 45, comparing and contrasting with works by other artists in the movement or comparable time period
Unit 6: Art on a Community Level (Mural)
A.
The Masters of Murals
1. Introduction to the various forms of public art found in cities throughout the region
2. Focus on Color, Movement, Unity/Harmony and Symbol in murals
3. Focus on the works of Diego Rivera, Keith Harring, and John Biggers in respect to their murals and the
cultural influences, meanings and importance of their art as well as review of the murals of Philadelphia
B.
Creating a Mural
1. Review of theme development with respects to mural design
2. Formulating judgments, students create mural designs and choose a select group of designs to be created
on a larger scale within groups
Unit 7: Art on a Global Level (Totem, Mixed Media Sculpture)
A.
African and Egyptian Art
1. Focus on broad forms of African Art and a brief explanation of African history
2. Focus on hieroglyphics and potential meanings of symbols
B.
Native American Art (Totem)
1. Focus on various Native American traditions and cultures, including interactive art
2. Comparison of Mayan, Aztec, Anasazi and Northwest Costal Native American art
3. Creation of a three-dimensional object related to personal experience and insights, that is inspired by
totems from NW Costal tribes and symbols from African and Egyptian art
C.
Globalization and Art (Mixed Media Sculpture)
1. Compare the gradual development of art styles and movements of past and current artistic ideas/trends
2. Discuss how personal beliefs, cultural traditions and current social, economic and political context
influence the interpretation of the meaning or message in a work of art
3. Focus on fashion as a visual art form, review various designers: Issey Miyake, Alexander Wang, Anne
Klein
4. Focus on history of shoes and shoe design as a visual art form, review shoe designers: Julian Hakes,
Jerome C. Rousseau, Nike, Crocs, Terry de Havilland
5. Focus on sculpture and sculpture types (Relief: Alto, Mezzo, Basso, Bas Relief, Sunk Relief)
6. Creation of a mixed media fashion-related sculpture using wire, cardboard, papier-mache’
7. Gallery visit and report comparing publicity for various art galleries, exhibitions and art festivals
Assessment Methods and/or Tools
A variety of formative and summative assessments are used to evaluate progress in and mastery of learning
objectives. Daily in-class work is collected and graded and includes, but is not limited to: sketches,
worksheets, note taking, participation, critiques, Paideia Seminar papers, quizzes, exit tickets.
Periodic evaluations include journal check, sketchbook checks and examinations. Many assignments and all
projects are designed according to a rubric that clearly outlines requirements developed in alignment with
learning objectives. Scholars refer to the rubric to self-monitor and evaluate their progress.
Participation in verbal and written critiques (individual, peer and class) is also an expectation. These critiques
provide valuable feedback from peers and teacher as assignments and projects are developed and
completed.
As assignments and projects are completed, scholars answer reflection questions that indicate understanding
of concepts within the unit. Tests and quizzes are taken (multiple choice, reflection and production) to
evaluate scholar knowledge of vocabulary and concepts.
Additional methods of evaluation may include, but are not limited to:
 Class participation and regular attendance
 Written assignments
 Portfolio
 Skills demonstrations
 Written reports
 Oral reports/presentations
 Quizzes
 Final examination