AVT 692 Secondary Methods

1. AVT 692Secondary Methods Spring 2014 January 29, 2014

2. Agenda • Secondary courses and artwork • POS Structure • Understanding Standards, Benchmarks and Indicators • Discussion of themes/content in the Secondary art Curriculum • How to use the POS • Lesson Plan Development- group activity • Reading: Being Consistent • Next Session

3. Philosophy: Visual Art FCPS • Art education in Fairfax County Public Schools is a core discipline, essential to the growth and development of all students. • The sequential art curriculum for grades K-12 is organized in four strands: • COMMUNICATE, CREATE, RESPOND, and CONNECT. • The curriculum is designed to develop content knowledge and skills in the following areas: • personal expression through art production • creative problem solving • recognition of the role and importance of art and artists in society, culture, and history • critical assessment of art works from aesthetic and cultural perspectives • technical processes • Art instruction in Fairfax County Public Schools provides an environment which offers challenges to all students, builds on individual differences, and provides means by which students may express themselves and develop positive self concepts. • http://www.fcps.edu/is/finearts/visualart.shtml

4. Communicate (Strand)—The student will use the creative process to communicate meaning and select personal solutions to artmaking challenges. (Standard) • Theme (Benchmark) • Explore theme (indicator) • Subject Matter (indicator) • Creative Process (Benchmarks) • Artistic Process • Generate Ideas (Indicator) • Research (Indicator) • Experiment (Indicator) • Refine (Indicator) • Safe and Ethical Practices (Benchmark) • Ethics (Indicator) • Environmental Safety (Indicator) • Studio Safety (Indicator) • Presentation (Benchmarks) • Art Portfolios (Indicator) • Prepare Artwork for Presentation (Indicator) • Presentation and Exhibition (Indicator)

5. Create—The student will use methods of representation and art fundamentals to communicate ideas in a variety of art forms. • Art Forms • Functional, Decorative & Expressive Art Forms • Design forms • Informational, Conceptual and Time Based Art Forms • Methods of Representation • Observational Representation • Abstraction • Nonrepresentational • Proportion and Size • Perspective and Space Strand - Standard - Benchmark - Indicator

6. Fundamentals • Color • Elements of Art • Principles of Design • Composition • Postmodern Principles • The student will apply art media techniques and processes to product well-crafted, original artworks. • Drawing • Drawing Techniques and Processes • Painting • Painting Techniques and Processes • Printmaking • Printmaking Techniques and Processes • Mixed Media • Mixed Media Techniques and Processes Strand - Standard - Benchmark - Indicator

7. Sculpture • Sculpture Techniques and Processes • Ceramics • Ceramic Techniques and Processes • Digital Media • Contemporary and Digital Techniques and Processes Strand - Standard - Benchmark - Indicator

8. Respond—Students will apply criticism and aesthetics when reflecting and responding to works of art. • Aesthetics • Nature of Art • Aesthetic Preferences • Aesthetic Perspectives • Criticism • Subject and Formal Qualities • Compositional Organization • Interpretation • Evaluation Strand - Standard - Benchmark - Indicator

9. Connect—The student will relate artistic ideas and works with societal, cultural, and historical context. • Art History & Cultural Context • Explore Theme • Context • Influences on Artists • Impact of Art • Art References • Interdisciplinary Connections • Apply Knowledge of Other Disciplines • Art Institutions & Careers • Art Institutions • Art Careers Strand - Standard - Benchmark - Indicator

10. THEMES MIDDLE SCHOOL (7th & 8th grades): ART COURSES Art Foundations: Transformation Art Extensions: Relationships 3D Art Exploration: Boundaries Computers in Art: Roles HIGH SCHOOL: STANDARD ART COURSES Studio Art & Design, Computer Graphics, Photography 1:Interpret and create a Sense of Place Studio Art & Design, Computer Graphics, Photography 2: Challenge Perceptions of Self Studio Art & Design, Computer Graphics, Photography 3: Develop a Personal Voice Studio Art & Design, Computer Graphics, Photography 4: Synthesize and resolve ideas

11. Middle School: Art Foundations • Standard 5—Subject Matter and Content • The student will produce artworks that express personal ideas and interpretations of a range of subject matter. • Explore the theme of transformation in artworks. • 1. Create artworks that explore personal, communal, national, and global transformations. • 2. Create artworks that explore concepts related to transformation such as alteration, metamorphosis, evolution, and re-configuration. • 3. Create artworks that explore transformation as it applies to economic, environmental, physical, political, psychological, scientific, and social change. • 4. Create artworks that explore the process of transformation by natural, mechanical, or human intervention.

12. Middle School: Standard 5 Art Extensions • Standard 5—Subject Matter and Content • The student will produce artworks that express personal ideas and interpretations of a range of subject matter. • Explore the theme of relationships in artworks. • Create artworks that explore personal, communal, national, and global relationships. • Create artworks that explore concepts linked to relationships such as connections, associations, interactions, and involvement. • Create artworks about different types of relationships such as cultural, emotional, hierarchical, natural, physical, political, professional, scientific, social, and technological. • Create artworks that reveal the characteristics of relationships such as hidden, overt, controlled, and complex. • And many more (See POS)

13. Middle School: 3D Explorations • Standard 5—Subject Matter and Content • The student will produce artworks that express personal ideas and interpretations of a range of subject matter. • Explore the theme of boundaries in artworks. • Create artworks that explore personal, cultural, political, social, and environmental boundaries. • Create artworks that explore concepts related to boundaries including time, space, limits, parameters, frameworks, and borders. • Create artworks that explore the characteristics of boundaries such as apparent, controlled, transparent, real, and imagined. • Create artworks that explore physical, intellectual, emotional, or psychological boundaries. • Many more (see POS)

14. Middle School: Standard 5 Computers in Art • Standard 5—Subject Matter and Content • The student will produce artworks that express personal ideas and interpretations of a range of subject matter. • Explore the theme of roles in artworks. • Create artworks that explore personal, cultural, political, social, and environmental roles. • Create artworks that explore concepts related to roles such as privileges, limits, expectations, responsibilities, hierarchy, and permanence. • Create artworks that explore the psychological, emotional, and physical attributes of roles. • Create artworks that explore contemporary, historical, and traditional roles. • Create artworks that explore roles as they pertain to age, gender, ethnicity, religion, family, community, and education.

15. Level One in High School: Perception of a sense of place • STANDARD 5: The student will produce artworks that express personal ideas about thematic content using a range of subject matter. • Create artworks that interpret and create a sense of place. Benchmark • 1. Create artworks that define a sense of place within a personal, social, political, and cultural context • 2. Create artworks that relate to sense of place as it applies to self and one’s perception of a time, experience, or location. • 3. Create artworks that explore concepts related to a sense of place including internal/external, realistic/abstract, physical, psychological, spiritual, and emotional. • 4. Create artworks that explore concepts related to a virtual or imagined sense of place including utopian, dystopian, fantasy, or dream. • many more (refer to POS) • B. Produce original artworks and designs that explore a range of subject matter. • C. Produce original artworks that explore thematic connections across disciplines. • D. Produce original artworks that adhere to ethical and legal guidelines.

16. Level Two in High School: Perceptions of Self Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas and interpretations of a range of subject matter in original and creative ways. A. Create artworks that challenge perceptions of self. 1. Create artworks that examine the internal ideas of self such as principles, philosophies, beliefs, and values. 2. Create artworks that challenge the perception of self by making meaningful connections within a personal, social, political, and cultural context. 3. Create artworks that make meaningful connections between the real, imagined, natural, physical, spiritual, emotional, and virtual self. 4. Create artworks that challenge perceptions of self as related to time, transition, and metamorphosis. 5. Create artworks that challenge concepts linked to self, such as personality, ego, alter-ego, social façade, character, roles, perception and self-image.

17. Level Three in High School: Personal Voice Standard 5 – Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Create artworks that express a personal voice. 1. Create artworks that express personal perspectives on selected thematic content 2. Create artworks that reveal a personal approach to artmaking through content, subject matter, and materials. 3. Create artworks that communicate an original voice through concept, composition, and format. 4. Create artworks that express a unique point of view through methods such as narration, persuasion, allegory, symbolism, and metaphor. 5. Create artworks that explore a variety of themes such as social, political, spiritual, or economic contexts. 6. Create artworks that demonstrate growth, progression, alteration, transformation, or re-configuration. 7. Create artworks that evolve from existing narratives in literature, science, history, or contemporary culture. 8. Create an artwork that examines the literal and figurative boundaries that one must break through to evolve as an artist. 9. Create an artwork that extracts new meaning from the deconstruction of an existing artwork.

18. Level Four in High School: Cohesive Body of Artworks Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas and interpretations of a range of subject matter in original and creative ways. A. Create an independent, cohesive body of artworks that synthesize and resolve ideas. 1. Create a self-directed, interrelated body of work. 2. Create a body of work that reveals a personal vision based on a meaningful theme. 3. Create artworks that explore key concepts related to a selected theme. 4. Create artworks that integrate previous knowledge and experiences resulting in the in-depth investigation of a theme.

19. Secondary Lesson Plan Each lesson should have the following: At a Glance Lesson template – A planning tool that summarizes your key components of your planned lesson. Developing a Lesson According to the POS– A planning tool that directly connects the POS to the lesson you are developing. FCPS Lesson Plan template– Complete the FCPS standard lesson plan template. PowerPoint Presentation- Your PowerPoint should include a clear statement of the art challenge, an agenda or “outline” of the activities students will engage in during the class period, simple criteria for students to “self check” their work, exemplars showing other artists’ solutions to the challenge. Your PowerPoint may also include questions to guide class discussion. Your PowerPoint can also facilitate an engagement activity. Include an image of your prototype. Script– A written narrative of the lesson presentation. Handout-A written explanation of the lesson that includes challenge, procedure, and rubric and any other information for the student. Prototype- Create a high quality prototype that solves the challenge. An image of this prototype should be inserted on the At a Glance Lesson template and your PowerPoint.

20. Secondary Lesson Plan • Review all forms for developing a Lesson Plan • Discuss examples

21. How do you begin developing a lesson? • Theme • Course • Inspiration • Begin with the Challenge • What else??????

22. Developing a Lesson…. • Working in groups of 3…. • Where do you start? • Using the standards • Using the indicators • Study Standard 5 from old POS • Choose an indicator • Simplify the indicator into a challenge for the students or write something else • Discuss three lessons • Share

23. Next Session • Field Experience • Develop Middle School Lesson: • Complete Lesson Plan Documents on Blackboard • Check your syllabus