Teacher:

Mr. Dustin Goolsby

Art Class Summary

Visual Arts instruction for Pre-K is one of exploration and experimentation. The Visual Arts are an integral part of the Pre-K curriculum. The Visual Arts are taught as part of a whole Arts Exploration Program. This is an integrated program of visual, music, dramatic and movement experiences created to investigate and create art based on the children’s own experiences. Art at this age needs to focus on process, not on product. In an integrated type of arts program, focus kept on experiences created to involve process-oriented activities. Assessment is on going and anecdotal in nature. A portfolio is kept to allow the student to revisit their art experiences and to help them develop a respect for their art.

Visual Art instruction for grades K-2 is one of introducing concepts, experimentation, production, and aesthetic analysis. Emphasis is based on the process rather than the product. Historical connections are begun through the examination of various important art works and common life experiences expressed in these works of art. A portfolio is kept to allow the student to revisit their work and to help them develop a respect for their artwork.

Visual Art instruction for grades 3-5 concentrates on increasing the students’ exposure to the elements and principles of art through expression of individual ideas and feelings. The student gains knowledge of the interaction of the visual arts and other subject areas, such as math, science, social studies, and literature. The student begins to view themselves as a part of a historical and cultural heritage through the examination of the background of famous art works. The student begins to use art vocabulary in their aesthetic responses to their own artwork and the artwork of others. A portfolio is kept to allow the student to revisit their work and to help them develop a respect for their artwork. Assessment will be conducted through rolling portfolio reviews as well as formal critiquing, to be done by peers as well as instructor.

Visual Art instruction for grades 6-8 continues to refine the uses of the elements and principals of the visuals arts. The student begins to research major art movements and major artists working in those movements, as well as the art works that represent them. They consistently use proper art vocabulary to express aesthetic judgments about their own and other’s art work. They can distinguish between authentic crafts and synthetic or artificial variants. Their portfolios are used for their own assessment of their growth and interest areas, which will lead to the development of a personal imagery. Assessment will be conducted through rolling portfolio reviews as well as formal critiquing, to be done by peers as well as instructor.

Visual Art instruction for 9th grade will focus on the development of a body of work reflecting the student’s personal vision expressed through their own personal imagery. This development will be directed through investigation into historical and cultural studies of famous artwork as well as current social issues. Continued emphasis on exploration and experimentation will allow for process orientated art to be created in their search for their personal vision. Their portfolios are used for their own assessment of their growth and interest areas, which will help the development of personal imagery. Assessment will be conducted through rolling portfolio reviews as well as formal critiquing, to be done by peers as well as instructor.

Text:
The Discover Art Series is used as a resource for the teacher and there are two sets of student books for classroom instruction.

Supplemental Materials:
The main resource used for classroom instruction is a collection of Sherwood Art Prints.

Methods:
Lessons are introduced with a discussion based on a famous artwork, usually in the form of a Sherwood Art Print. The students are asked to analysis the artwork and create their own artwork based upon the art concepts being emphasized. Proper art vocabulary and methods of assessing both their own art and the art of peers is used at the end of the lesson. Care and safe handling of art equipment and materials is emphasized both during use and during cleanup time. A pattern of good craftsmanship is sought. The time required to produce art may vary with the individual, rather than the idea of a “project” to be completed within a 45-minute class period. The student’s artwork is stored in their individual portfolio and they are encouraged to revisit the work as they acquire new insights. The students are an integral part of their own assessment process.