Scope and Sequence: Visual Arts Curriculum Spring 2010
In the most literal sense of the word, Art is foundational for The Wheeler School. Mary
Colman Wheeler was an artist, trained in the ateliers of 19th century France. She
established and conducted an art school on our current campus seven years before
expanding into a full curriculum. In her day, Miss Wheeler received international
recognition as a pioneer in art education, participating in many symposiums on the
subject in the U.S. and abroad. She is among the first American educators to fully
integrate Art into primary and secondary curricula. We are proud to continue the legacy
of Mary C. Wheeler through our comprehensive Nursery through Grade Twelve
curriculum.
Our philosophy of teaching art is traditional in the sense that we base our curriculum in
on the following three-tiered approach:
1) We teach a structured approach to art, believing that it is necessary to learn the basic
elements that underlie any work of visual art:
Line
Shape
Space
Mass
Texture
Light/Value
Color
Time/Motion
2) The formal elements are the basic vocabulary of art. We also teach the grammar or
syntax of a work of art: how the basic elements are organized through the principles of
design and composition:
Repetition
Variety
Symmetry
Asymmetry
Proportion
Emphasis
Economy
3) The vehicle for teaching these formal elements and principles of design is based in a
range of traditional subject matter: the portrait, the figure, the landscape, and the still
life.
We approach these themes, utilizing the appropriate elements and design principles,
through a variety of media: drawing, painting, ceramics, collage, sculpture, printmaking,
and photography.
We take great care to match the skills necessary to meet our project expectations to the
developmental abilities of our students.
The curriculum considers the development level of its students while being based on a
spiral that repeats and refines the skills for students to plan, create, and evaluate their
work with increasing independence.
We believe that a successful experience in this structured environment also encourages
and allows for individual expression.
Our curriculum meets and exceeds the National Standards for Art Education at all agelevels.
The culmination of each year’s work in the Visual Arts is celebrated in the annual All
Student Art Show in May. This show represents the curriculum as is spans nursery
through twelfth grade, and is a virtual showcase of creative development and growth.
Every student taking art is represented in this show, reflecting our belief that the capacity
to make meaningful visual expression is within all of us when given encouragement,
opportunity, and support. The All School Student Art Show takes place on the first floor
of the Library, including the Chazan Gallery. A premier showcase for local, regional,
and nationally renowned artists, the Chazan Gallery serves as an enrichment opportunity
for our students. Upper School students improve their observational and critical writing
skills through regular visits to these professional shows. Artists also offer lunch-time
talks. The Upper School curriculum also includes a Visiting Artist Program, allowing
local artists to spend a day conducting hands-on workshops and demonstrations in
various media.
Lower School Art
The Art Program in the Lower School has the special opportunity and responsibility of
beginning a process of growth that develops the creative strengths of all its students.
Starting with its youngest learners in Nursery, students are exposed to a wide variety of
art experiences that use both two and three-dimensional media. Among the many
offerings are ceramics, printmaking, painting, drawing, and mixed media sculpture. All
class sizes are divided into small groups with a class size ranging from eight to twelve
students, making possible individual attention and accommodation of different learning
styles.
The curriculum considers the development level of its students while being based on a
spiral that repeats and refines the skills for students to plan, create, and evaluate their
work with increasing independence.
To reach this goal we strive for the following:
*students will develop their motor and perceptual skills using a rich variety of art making
tools.
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
students will stretch their imaginations and powers of self-expression by working
on a series of projects that stimulate problem-solving skills and decision-making.
*we will work to create an atmosphere that will encourage new ideas and risk-taking.
Helping students to go beyond obvious solutions, while at the same time making them
feel safe in their efforts, will be a priority.

in addition to increasing skills in self-expression, students will relate the function
and role of art to the larger world through the use of interdisciplinary links with
classroom study.
Examples of Lower School Art:
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Nursery Art:
The Nursery Art program seeks to help children develop a positive attitude toward art and
gain familiarity with simple tools. Due to the short attention span of the nursery-age
child, projects are structured to incorporate a variety of activities during the half-hour
time frame. Each class begins with a brief period of discussion and observation.
Children are encouraged to repeat new vocabulary, observe basic shapes and colors, and
relate projects to everyday life. The project is then broken down into simple steps. Each
step is clearly demonstrated, often with hands-on assistance. As they spend more time in
art class, children learn how to listen to instructions, share materials, respect others, and
help with clean up. Classes meet once per week for thirty minutes.
Collage:
Collage work focuses on cutting and ripping, gluing, and placement Some shapes are
precut while others are kid-cut.
Shape collage: simple collage using basic shapes and stickers.
City collage: collage with roads, houses, and 3-D bridges.
Night-time sky: house collage with painted, toothpick stars.
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Holiday Hats: Flat and 3-D shapes are added to construction paper band.
Snow People: varying sizes of circles are glued. Drawn features are added.
Robots: robot collage with simple shapes.
Mixed Media:
Cutting, gluing, painting, and drawing skills are incorporated.
Pizza painting: small shapes are glued to a circular “pizza” then painted red.
Animal Masks: ripped manes with 3-D noses are added to a base.
“Swimmy” Painting: undersea pictures via coloring, collage and paint.
Blossoming trees: ripped collage trees with painted blossoms.
Flowers in Vases: collage and craypa vase with painted flowers.
Line scrolls: different types of craypa lines with added watercolor.
Clay and 3-D:
Focus on shape-making, placement, and finger-strengthening.
Clay sculptures: clay exploration with added texture.
Funny Face Puppets: Plasticene heads on a popsicle stick.
Clay spiders: coil legs added to clay bodies.
Coil pots: group pot constructed, then individual ones.
Texture sculptures: plasticene shapes with added textures.
Turtles: clay turtles on base, fired and painted with tempera.
Dragons: Plasticene with beans and feathers.
Painting and Printing:
Handling and controlling brushes and paint.
Color mixing: primary colors are mixed to create secondaries.
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Painted stripes with sponge printing: stripes and printed shapes.
Spring Flowers: simple white flowers are painted in spring colors.
Kindergarten and Transition Art:
The Kindergarten and Transition Art program promotes creativity within a colorful,
structured environment. Students have acquired familiarity with tools and materials and
are now ready to use them more purposefully. In this year, their artwork becomes more
detailed and the spatial and color relationships show more control. They follow
instructions that require multiple steps and draw from observation, imagination, and
memory. They expand on their knowledge of drawing and painting, learning about colormixing, still life, landscape, and figure drawing. By the end of the year they are able to
cut out complex shapes and make controlled constructions out of paper and clay. In their
clay work, which is fired, they use multiple glazes for the first time. They enjoy
discussing their artwork, showing it to others and seeing displayed in the classroom.
Types of Projects: Projects tend to be playful and exciting. Several are created during
two art periods. Many projects include drawing, which very important to children of this
age. Drawings are expressive, lively, and imaginative. More and more details emerge as
the year progresses.
Students meet once per week for thirty minutes.
Drawing and Mixed Media:
Accordion Book with self-portrait cover: marker drawings focus on favorite people,
things, where they live, etc.
Haunted Houses: Construction paper houses with windows/doors opening to reveal scary
figures.
Undersea pictures: Permanent marker drawings of fish and undersea life with craypa and
watercolor additions.
Animals in Winter: craypa animals with added white tempera snow.
Still life with flowers: Matisse-inspired still life set up in room, in marker, craypa,
watercolor.
Fairy tale characters: Large fairy tale figures drawn in marker, colored in craypa, cut out.
Funny People: Imaginative figure drawings with exaggerated features.
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Pop-Up circus: pop-up figures from circus with background, inspired by Photos and A.
Calder drawings.
Circus Drawings to music: Draw circus as listen to circus music (markers.)
Story Pictures: four small marker pictures mounted as cells to create a story.
Grade One
Students meet once per week for sixty minutes.
Projects:
Magic printing paper
Pop-Up pictures
Paper puppets
Farm class-pattern snakes
Black/white animal paintings
Tissue collage—fall leaves observational drawing and collage
Creature cups
Radial designs
Folded symmetrical faces
Stuffed paper fish
Clay textured fish tile
Nightmare in the closet
Tray design-fish
Parfleches
Self-portraits in the future
Eric Carle study – altered papers and collages
Playground sculptures
Grade Two
Students meet once per week for sixty minutes.
Organic and geometric shape collages
Looking through the grass collage and drawings
Aerial views
Turtle study—observational drawing and clay modeling
VCR of depth
Shadow action figures
Crowd drawings
Tray design
House collage
Kenyan animals—glue and pastels
Slide show masks
Masks
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Scratchboard—crayon and craypas
Superhero action figure—sequential drawing
Grade Three
In Grades 3 – 5, Students meet twice per week for forty minutes per period.
“Art is…” hands collage and commentary
Sunflowers resist drawing and painting
Watercolor workshop
Circus theme painting
House drawing—texture study
Clay house tile—incised and applied relief
Scrimshaw
Wire and plaster action figure
Flap picture
Landscapes—tissue collage and ink drawing
Tray design
Repeat designs—interconnected shapes
Video—Carrie M. Weems—how artists frame a composition
Animal enlargements
Illuminated letters
3-D Medieval scenes
Clay gargoyles
Cardboard castle collages
Grade Four
Gallery visit
Shoe drawings from observation
Change of scale drawings
Autobiography flap books
Organic trays
Animal prints
Animal prints within a collage setting
Environmental postcards
Bi-lateral paintings
Stream of consciousness paintings
Plaster animals
Self-portraits—pencil
Self-portraits—glue and pastels
Luminaries—clay lanterns
Two profiles facing—resist drawings
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Grade Five
Goals and expectations
Sketchbook introduction
Word of the day exercises (done throughout the year)
Observational drawing of 3-D geometric shapes
Horizon studies—watercolor pencil, colored pencil
Fall still life in craypas
Collage/color match exercise
Linoleum printing
Crosshatching
Scratchboard drawing
Clay video on handbuilding
Clay food tile
Pencil self-portrait
Old person portrait
Chair construction—form/function study
Middle School Art:
The Art curriculum for Middle School is traditional, building on the curriculum of the
Lower School and preparing students for the art demands of Upper School. Assignments
are designed to challenge students at all levels of ability. Students meet twice per week
for fifty (50) minute periods. Students can also sign up for photography, clay, and craft
making as part of the activities program.
The art curriculum for the sixth, seventh, and eighth grades helps students to tackle visual
problems by teaching them how to build their ideas from structured plans and research
just as their other classes do. In other words, students are taught to make an outline
including researched information and drawings that preview the final product as in the
Pyramid Project and the Veggie Head Project. Drawings involve special set-ups to help
students understand the relationships of the parts, to help students turn the drawing into a
print or collage, or to help increase observational skills.
Wheeler’s Middle School Art program has two art studios that include a kiln and
photographic darkroom. Through a series of carefully designed projects using a variety
of two and three-dimensional media, students learn to develop their problem-solving,
organizational, and perceptual skills. Just as importantly, students use their art skills to
explore their own creativity and imagination. Our instructional method prompts creative
thinking and also addresses organizational skills that benefit in other academic
disciplines.
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Examples of Middle School Art:
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Grade Six Projects:
Figure study #1
Figure study #2
Profile study
Photo strip project
Clay pyramid project
Action figure
Glaze fired pyramid project
Printmaking figure
Contour drawing
Still life collage
Self-portrait collage
Grid self portrait
Clay daffodil
Story line
Poster project
Grade Seven Projects:
Pen and Ink study
Color Gourd study
Seated figure study
Seated figure study #2
Clay figure seated in chair
Photo collage
Glaze seated figure
Reductive linoleum block print
Color Still life: daffodils in vase
Enlargement project
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Clay study: Head and Torso
Colored pencil study: shoe
Grade Eight Projects:
Box drawing
Gazebo drawing
Collage—interior space
Tree pen and ink drawing
Gourd drawing: negative space
Self-portrait in charcoal
Clay veggie-head
Silk screen tee-shirts
Glaze veggie head
Impressionism unit
Shoe in mirror drawing
Clay shoe
Photography unit: painting with developer, photograms, pinholes negatives
Upper School Art
The Upper School Art curriculum encourages students to be open and receptive to new
ideas, to new ways of working and thinking, and to taking risks. Students learn to value
experimentation and discovery without fear of right or wrong outcomes; the process of
art-making is valued before product. Program goals broaden student awareness through
involvement in the art making process and aim to help students value themselves, their
work, and the efforts of others.
Because Wheeler considers art to be an integral part of the educational process, each
student is required to take two art courses in the Upper School. The first of these, in the
9th or 10th grade, is always the Foundation Art course. Students new to Wheeler in the
10th grade are required to take Foundation Art. Students may then complete their art
requirement by taking Ceramics (Hand Building or Wheel throwing), Drawing 1, or
Photography 1 before they graduate. Students new to Wheeler in the 11th grade are
required to take either Foundation Art or one art elective, depending on previous art
experiences. Students with a strong interest and ability in art may apply for acceptance in
the Studio Art program. Students with a strong interest in art-specialties can pursue
advanced work in the Drawing, Ceramics, and/or Photography sequence of courses.
Serious students in the electives track may enroll in the Advanced Art Seminar. The
professional art shows held in the Chazan Gallery provide our Upper School art students
with an excellent exposure to local, regional, and nationally recognized artists. Students
from Foundation Art, through electives to the Seminar and Studio make regular visits to
the gallery to conduct written reviews. Field trips to New York and Boston are also made
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on an annual basis. A Visiting Artist Program brings local artists into our studios to
conduct workshops in various media.
Examples of Upper School Art:
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Foundation Art
Foundation Art provides the basis for all art courses to follow in the Upper School. This
studio-based course covers the basic elements of design, form, and composition. Projects
explore a variety of media and materials that include, but are not restricted to, drawing,
painting, collage, and ceramics. Gallery visits and critiques are also an essential
component of this curriculum, encouraging students to analyze art in addition to creating
it. This single- semester course is required at the 9th or 10th grade level.
Projects:
1.
2.
3.
4.
5.
6.
Contour drawings
Positive/Negative Composition (Ink on paper)
Paper Sculpture
Charcoal Drawing
Clay tile
Food Study (Ceramic)
Art Elective-Specialties:
Ceramics 1: Hand Building
This course is designed to familiarize students with various techniques of hand building
functional and sculptural objects in clay, including pinch, coil, low-relief, and slab
techniques. Projects allow students to gain knowledge and confidence utilizing clay as a
material. In addition, decorative techniques and surface design will also be taught.
Students learn how to create pieces by considering form, surface, and craftsmanship.
Projects:
1.
2.
3.
4.
5.
6.
Coil Vessel
Mold Construction/ Texture Series
Slab Construction and Assemblage
Architectural Study
Additive/Subtractive Figurative Tile
Teapot
Ceramics 2: Wheel Throwing
An introduction to learning the basic techniques of creating clay forms on a potter’s
wheel.
Projects:
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Cylinders:
Centering clay on wheel, pulling up walls, trimming.
Bowls:
Introduction to shaping and decorating
Shape the clay from the inside to develop the inner curve of bowl.
Explore a variety of forms
Underglaze: colored clay scraffito, paper-resist techniques.
Mugs and Pitchers:
Joining handles, forming spouts, focus on function.
Slipping, scoring, “throwing off the hump.
Glazing: exploring layering and color relationships. Rules of glaze vs. underglaze.
Lids:
Getting the right fit using three methods.
Joined Forms:
Create one form by combining a minimum of two separately thrown pieces.
Drawings as important first step in planning.
Joining wet forms.
Teapots
Four parts - main chamber, a spout, handle and lid
Throwing spouts and creating maquettes.
Sculpture
An exploration of sculptural techniques to create three-dimensional forms utilizing a
variety materials including paper, card-board, encaustic wax, plaster, stone-carving, wood
and wire in addition to clay. More complex processes such as armature sculpture, direct
carving, and assemblage are also introduced.
Drawing 1
This course is designed with a strong emphasis on accurate observation. Expanding on
drawing concepts introduced in Foundation Art, students continue to explore basic
problems of line, shape, tonal/value relationships, perspective and color. Students receive
instruction in both realism and abstraction. In-class assignments are supplemented by
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viewing the changing shows in The Chazen Gallery and field trips to local museums and
galleries.
Goals:
Make a variety of two-dimensional drawings employing various materials,
including charcoal, pen and ink, pastel, pencil and gouache paint.
Successfully employ creative rendering techniques to create the illusion of form
on a two dimensional surface including shading, cross hatching, color
relationships, spatial and perspective technique.
Skillfully apply materials through mastery of techniques.
Develop appreciation for the art of drawing through personal rewards and the
difficulty of the medium.
Analyze and discuss drawings through group critiques and individual reflections
according to drawing concepts as well as the elements and principles of design.
Interpret work done in class by comparison to historic and contemporary models.
Discover limits and strive to create beyond them.
Projects:
1) Contour drawings
2) Black and White Collage
3) Enlargement of collage in charcoal
4) Pine Cone gouache study
5) Perspective drawing
6) Color Wheel
7) Pastel Still Life
Drawing, Painting, Mixed Media
Students continue to explore a variety of media to create strong visual statements and
develop their personal expression. Media and processes include painting, collage,
drawing, encaustic and printmaking techniques.
Projects:
Black and White Self-Portrait:
Self-Portraiture, collage, acrylic medium, composition, elements of art, organizational
principles, artist introduction, paper ripping.
Charcoal Enlargement:
Use of charcoal, blending, value relationships, the grid as enlarging tool, size
relationships and spatial tension, matting, signing, finishing, artist introductions.
Acrylic Painting Composition with Kitchen Utensils:
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Use of acrylic paint, color mixing, arches paper, composition, spatial relationship,
composing, abstraction, positive and negative space relationships, artist introductions.
Silkscreen Self Portrait Value Reduction
Value reduction, Adobe Photoshop, registration, silkscreen, printing.
Dry-Point Copy of Renaissance Engraving
Engraving, crosshatching, drypoint, shading with line, printing press, paper soaking,
etching ink.
Final Sketchbook:
Bookbinding, completion
Photography 1
This course covers fundamental procedures used in the making of black-and-white
negatives and prints. After learning the basic mechanics of a camera, students explore a
variety of projects that combine vision and design with the technical aspects of the
medium. Five major projects are completed in this single semester course.
Course overview:
History of Photographic processes
Optical, Chemical basis for photography
Mechanics of Camera: f-stop, shutter speed, light meter.
Projects:
Shoot test roll: light-meter test.
Letters of the Alphabet (isolating shapes)
Light, Shadow, Texture (light as subject: activating negative space for composition)
Significance of an Event, (interaction between people; relational compositions)
Portraiture: “taking vs. making” documentary and esxpressive approaches to portraiture.
Darkroom manipulations (solarization, multlple exposures, negative prints)
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Photography 2
In the first half of this course, students are introduced to a variety of photographic forms
and processes beyond the traditional black and white print. Areas explored include
collage, fiber-based printing, and large-scale black and white mural printing. The second
half of the course serves as an introduction to color digital photography: from imagecapture to color correction and manipulation in Adobe Photoshop, to output on an inkjet
photo printer.
Projects:
Object/Scale: (vantage points and spatial ambiguities, contradiction in scale)
Fiber-based printing and toning (the fine art of archival printing)
Large Scale black and white mural printing
Color collages (large image constructed from small photo “units”)
Photographic influences: research photographer, produce body of work based in his/her
style. Shot with digital camera. Powerpoint presentation in class.
Color theory, shoot color relationships (digital)
Introduction to Adobe Photoshop
Introduction to color inkjet printing
Advanced Art Elective Seminar
Art Seminar is a year-long, major course of study for advanced art elective students to
continue exploration in Ceramics, Drawing, or Photography. Class time integrates
structured assignments, demonstrations, project outlines for significant out-of-class work,
self/group critiques, visiting artists and museum and studio visits.
Projects: (may vary by teacher/section)
Inspiration from Formal Elements
100 Obsessions
Combinatorial Play
Still Life
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Encaustic Wax
Landscape
Portrait
The Studio Art Program
Studio Art 1
Studio Art 1 is designed for students who have a very strong interest and ability in art.
The first in a sequence of three courses, Studio Art 1 provides an intensive involvement
in drawing, painting, color theory, and design. Through a series of structured projects, the
student develops the perceptual and technical skills necessary to make strong visual
statements. Using representational and non-representational imagery, students become
familiar with traditional and experimental art forms. Figure drawing is offered and group
critiques of work are held on a regular basis. Studio Art 1 is a year-long major academic
course with a weekly five-hour out-of-class assignment.
Projects:
In Class
Out of class
Hands contour drawing
Collage (12 x 18)
Line exploration (natural obj)
10 line drawings
Landscape
Box: Line
Value
Value reduction
4 blind contour drawings
3 collages + line overlay
White on white value study
Still life 1: bottles (Morandi)
Still life 2: pears / fabric
Self portrait start in class
Color theory & test
Color wheel
Design series
2 bag & fruit drwgs: full value & value reduction
2 planes in space designs: line & pattern
Perspective drawing: metal object
3 drwgs for repeat design + value reduction
Auction piece
Wrapped object drawing in conte
Envelopes: value study
Mondrian 1, 2, 3 (naturalism to abstraction)
B/W portraits: high contrast
Self portrait
B/W repeat designs
Repeat designs in color: gouache
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Onion drawing: oil pastel
Pastel drawing
Eggs 1,2,3,4: color pencil
O’Keefe color pencil
O’Keefe pastel
Fruit + border
Wearable art corsage
Edible self-portrait
Written assignments each year:
6 gallery reviews
4 short research papers
4 museum notes
Color theory notebook
Studio Art 2 & 3
Studio Art 2 and 3 provide a further exploration of drawing, painting, design, and
sculpture for the student who has successfully completed Studio Art 1. Focusing on visual expression as a means of communicating ideas, the course stresses the conceptual
development of ideas and experimentation with materials to explore expressive possibilities. Working independently on long-term projects, each student strives to develop
the skills and confidence necessary to make uniquely personal and expressive visual
statements. Figure drawing classes, group critiques, gallery and museum trips, and artists’
lectures are also included. Advanced Studio Art is a year-long major academic course
with a weekly five-hour out-of-class assignment.
Projects:
Homework
In-Class
Wire self-portrait
Blind contours: self
portraits Skulls
Collage/skulls
Aggressive/Lyrical
lines. benches, plants
Distorted self-portrait
Collage self-portrait
Begin 9-part stylistic series: Art
Painting: White
paper bag on
white wall - limited
palette
Videos & class discussions
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Impressionism:
Post-Impressionism:
Fauvism: Matisse
Analytic Cubism: Picasso
Painting: Box:
(White geom.
shapes in white box
Palette: 3 primaries +
white)
Synthetic Cubism: Braque
Presentation: Germ Exp., Dada, Sur Realism,
individual
presentations
Constructivism/Futurism, Kandinsky,
Mondrian, Abstr. Exp., Pop Art
Art History Journals
Test on Art HistorySlide ID + essay
Gallery review
Demonstration:
canvas stretching
Art history hand bound book
Begin Self-Portrait (Color drawing medium)
Begin portraits in
class
Continue Self-portrait
Painting: Onion still
life (expanded palette)
Painting: “Flat”
onion still life
bright color, pattern
Crit portraits then rework for last week’s assignment
“
Gallery review
Repeat Unit Design
Do 3 mock-ups of repeat design
Do final design (after crit)
Do 3 more in stylistic series
Painting: Water in
clear glass/bowl
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Tempera Repeat Unit Design
Work out colors and
scheme for tempera
repeat designs
Matting demo (Using
matcutter)
Matted designs due
Cheerio drwg. (charcoal. light color)
Gallery Review
Thumbnail sketch
Mixed media piece (combine acrylic,
ink, pastel, charcoal)
Figure collage
Painting: Mirror
shards
Hat /pattern still life:
Tempera paintings
with ink, pastel and
charcoal on paper
Stretch large canvas
Painting: Chinese
box: Crop /emphasize
planes
Crit and rework figure
collages in class
Small painting (from abstract “still life”)
Found object wearable art “corsage” (for student show opening)
Group painting project (gridded-section of large painting) Finish chinese box paintingscrit
Food self-portrait (for last class party and crit)
STUDIO 3
Projects:
EXPRESSIVE SELF PORTRAITS
 A series of self-portraits done from the mirror that explore the
expressive possibilities of the face, as well as the medium
chosen.
 References: Egon Schiele, Giacometti, Lucian Freud,
Francesco Clementi
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LIGHT/WATER PAINTING
 A painting essentially about light---light passing through
translucent materials and reflected off surfaces—glass, water.
The painting is not a still life of a glass of water; it is a painting
about light. An in-class project.
MONOPRINTS
 A series of monoprints exploring different approaches to this
printmaking process. Experimentation with tools, materials
and process is encouraged. Final series will be
mounted/matted for presentation. An in class project.
THEME SERIES AND ARTIST’S BOOK
 A 36-part series of images which explore a theme and a handbound book.
 Every aspect of the making of the book must be carefully
thought-out and well-executed. An out of class project taking
4 weeks.
LARGE SELF PORTRAIT
 A large scale (up to 4’ x 4’) self portrait which employs the
grid process. Emphasis on unique/inventive approach to the
grid. An out of class project taking 6 weeks.
LARGE THEME PAINTING
 A large scale painting which explores one aspect of a theme.
May be inspired by one of the 36 images from previous book.
An in class project.
SHADOW BOX ON THEME
 A sculpture based on a theme. The work of Joseph Cornell and
Lucas Samaras for reference. An out of class assignment.
LARGE EXPERIMENTAL DRAWING
 A work on paper that is inspired by one aspect of the Studio
space. An in class project.
MULTI PANEL PAINTING
 Either a single painting which utilizes a split picture plane, or 2
or more panels that hang together to make one larger image.
 Do not split a single image into parts, rather choose one of the
following: show different aspects of one object, depict a lapse
of time or a cinematic sequence of movement, show the
interior/exterior of an object, before/after or any other strong
visual idea.
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CONTEMPORARY ART ISSUES
 A presentation to the class on a contemporary artist and a piece
that relates to his/her work.
INSET IMAGE PAINTING
 A close-up detailed examination of the surface texture and
color of a natural object---enlarged to fill entire canvas (may
appear abstract)
 A rectangle containing a small realistic image of entire form is
inset into picture plane.
ABSTRACT PAINTING FROM COLLAGE
 An enlargement of one piece from the series of small collages
(an out of class assignment this year.) On a large canvas--try to
faithfully reproduce each element of the collage in acrylics.
An in class project.
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