Jr. High Art
This junior high option course is divided into 4 sections (10 weeks each) and designed to introduce you to printmaking, photography, ceramics, the design process, the principles of design, the elements of Art and the use of design-based software, drawing, painting, and printing techniques. We will look at careers in the Art and Design fields as well as explore many different printing techniques . Students will complete a variety of projects/activities to investigate the nature and applications of related procedures, steps in the design process, art history, and to investigate applicable technologies and graphics created using the all available resources. Students will add samples, photographs and other evidence of their progress to their career portfolios. You will leave the class confidently with a portfolio of your work, a paper portfolio of art, experience with printing and designing, and an understanding of the history of Designers and Artists that have influenced the modern world.
Junior High Art (Term 1,2,3,4 - 10 weeks)
Term One - PRINTMAKING –Artists will explore the production of multiples with emphasis on creative use of the materials and techniques of relief, monoprint, and intaglio (etching) using a printing press. Students will develop skills in layering, carving, composition and design as they explore materials and techniques related to printmaking.
Term Two - CERAMICS – A hand-building class, working with slab and other hand-building techniques. Students will create multiple sculptures from start to finish using a variety of finishing and firing styles.
Term Three - PHOTOGRAPHY – From “iphoneography” to traditional full frame methods, students will learn the classic approach to photography and digital editing. Photographers will build a portfolio of their work and learn to see the world through a new lens.
Term Four - GRAPHIC DESIGN & TYPOGRAPHY – Student designers will create their own logos, stickers, website page, and learn the basics of typography and graphic design using online applications and classroom competitions.
How We Will Learn
Classes will consist of lectures, demonstrations, studio time and critiques. Professional online examples and portfolios will be used as models of different styles. Student portfolios will also be a place to save course information and examples which serve as a source to study. Peer evaluation is critical to exploring your success in design concepts. Constructive criticism is emphasized during critiques.
Assignments are designed and planned as a tool for exploring different techniques within specific guidelines within freedoms of using individual creative expression. Students are strongly encouraged to utilize design principles and elements to enhance work in the class. Grading outlines/rubrics will be given for each assignment. Many assignments are project oriented, but short quizzes to show understanding of information or software will also be given.
Your marks for this course will be calculated from the following:
Students are required to adhere to the policies outlined in the Student Handbook. Cheating, plagiarism, falsification, and personal misrepresentation are among violations in academic code. Violating these standards could result in warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.
Students will be required to save their files appropriately to their student drive on their computer. Necessary printing of some assignments will be required, and completed in class. We will create a student digital portfolio to collect and keep track of assignments and exercises. Students will also need various original photographs that will be announced during class to complete exercises and assignments.
Standards and Examples of Performance Outcomes
Students will demonstrate knowledge of elements and principles through the graphic production.
The student will demonstrate the elements and principles of design through the creation of original works that may include some the following:
-Create an example using text as line.
-Create an example using letterforms and text bodies as shapes.
-Use of research-based psychological color information to
communicate an idea.
-Use of color based upon personal meaning to communicate an idea or feeling.
-Create a layout creating emphasis through dominant elements.
-Create a layout creating emphasis through subordinate elements
-Create an example of unified layout through the use of 4 elements
-Create an example that demonstrates proportion by adjusting letter
The student will demonstrate knowledge of media skills and processes through the creation of original works that may include the following:
-Create an example using mixed media techniques.
-Create artwork using Adobe Photoshop tool bar, layers palette, color palette, and file saving formats.
-Create artwork using Corel Draw X3.
-Scan, import and adjust images using Adobe Photoshop.
-Demonstrate knowledge of printing on a variety of media.
Students will communicate themes/subject matter through the production of original work.
The student will create original works that communicate ideas to a mass audience as follows:
-Create an original work that communicates social commentary to a mass audience.
-Create an original work that communicates historical and cultural influences to a mass audience.
-Create an original artwork that uses symbolism to communicate to a mass audience.
-Create various advertisements
Students will use appropriate graphic design vocabulary to critique and respond to examples of graphic design.
Students will use appropriate vocabulary to critique and respond to works by doing the following:
-Develop personal definitions for Graphic Design, comparing and contrasting the work in different areas.
-Analyze the relationship between definitions of good design and a particular target audience. -Critique a graphic design product using appropriate formats
Students will make connections between visual arts and another content area. The student will relate graphic design posters and current events by doing the following:
-Analyzing graphic design examples (posters, magazine layouts, pamphlets, brochures, etc.) made to protest or promote current events, election propaganda.
- Find examples of graphic design that show good definitions of design/and or break the rules.
The following are requirements of this course:
Your marks for this course will be calculated from the following:
Along with various quizzes, tests, and assignments, you will be required to create a portfolio of your student work. There will be class time to assemble your portfolio, as well as group critiques where you can glean suggestions and feedback about your portfolio. I will also advise you on your portfolio and give periodic feedback about portfolio progress.
This course is a basic introduction to black and white photography. It is designed as a semester course with no prerequisites. Students will learn how to see the world through the camera and to develop a
language of photography as an image-making medium. This course will focus on basic camera functions, photographic techniques, and investigating new technologies utilizing
the digital image and the computer. In particular, students will learn about light, different types of 35mm cameras (DSLR, point/shoot, ABS), film technology, special effects, the basics of Photoshop and the history of photography. Working on the computer is an important component of this course. Students are expected to have access to a DSLR or other digital camera.
Requirements include: keeping a notebook, prints and finished work; tests, quizzes, and critiques; an oral presentation; midterm and final exams.
Art is a high school level course designed to introduce students to a multitude of two- and three-dimensional art making techniques, utilizing a variety of mediums.
Artist Research Workbooks are a mandatory component of the course. Weekly exercises will be assigned and must be completed and submitted by the required due date. You will lose 10% off of you ARW mark for each day it is late. You will also complete in class exercises in your ARW, as well as use them for project planning so you will need to bring it to class everyday.
Here is what we will cover, at a glance…
Introduction to Hession Art
Portrait or Self Portrait Assignment
Artist Research Workbooks 30%
In Class Exercises 20%
Attitude/Effort/Participation/Materials handling 10%
Verbal and numerical feedback is given throughout the course. Grading criteria in the form of a rubric is presented at the beginning of each assignment so that you are always aware of anticipated project outcomes. Upon review, you then have the opportunity to appeal final project grades if so desired.
Individual assignments will have due dates but you will have until the end of the semester to submit project work (other than sketchbook work), without losing marks. However, assignments not submitted on time will show as incomplete on your report card until they are handed in and therefore bring down your overall average. If you are interested in having your work displayed within the art room or in the halls, submitting work by the due date is important.
Goals & Objectives
Drawing: all the ways we record visual information and discoveries.
- Acquire various approaches to drawing.
- Understand the visual relationships between drawn images and the environment.
- Develop critiques of artwork and apply these skills to class work.
Compositions: all the ways images are put together to create meaning.
- Develop skill in the components of images: media, techniques, and design elements.
- Analyze the relationships among components of images.
- Express meaning through control of visual relationships.
Encounters: where we meet and how we respond to visual imagery
- Investigate natural forms, human-made forms, cultural traditions and social activities as sources of imagery through time and across cultures.
- Understand that the role and form of art differs through time and across cultures.
- Understand that art reflects and affects cultural character.
Everything you need to succeed is here in the art room, however, "special materials" required for a project are your responsibility.
The breakdown of your mark will be based on the following:
Areas of Study
DRAWINGS: Drawing is a visual search for meaning. Using a variety of
materials and techniques, drawing is an individual, expressive response to
a specific experience and is a way in which we record visual information
COMPOSITIONS: Composition is a search for a unified visual statement
making use of elements and principles of art and design and their
relationships. It organizes visual material to generate thought and to
make thought visible.
ENCOUNTERS: Encounters deals with sources of images, the role and form
that art takes through different times and across cultures, and the
reflection of art on, and how it effects, cultural character.
Topics we may cover
Rubric Examples you may expect to see:
The idea of the piece is completely original and shows clear and concise understanding of the methods used in class.
The piece shows excellent creativity in their piece with colour, design, idea, etc.
The piece is excellently put together, neat, clean, completely showcases the student’s capability.
The piece is complete to the student’s best capabilities.
The idea of the piece is very original and shows a good understanding of the methods used in class.
The piece shows good creativity with colour, design, idea, etc.
The piece is well put together, neat, clean and showcases the student’s capability.
The piece can go one or two steps further to completion.
The idea of the piece is somewhat original and shows some understanding of the methods used in class.
The piece’s creativity is satisfactory in colour, design, idea, etc.
The piece is satisfactory in craftsmanship, clean, and shows some of the student’s capability.
The piece is little more than half complete.
The idea of the piece is lacking originality and shows little understanding of the methods used in class.
The piece’s creativity is lacking in colour, design, idea, etc.
The piece is lacking in craftsmanship and shows little of the student’s capability.
The piece is half complete.
The idea is not original and shows no understanding of the methods used in class.
The piece has no creativity in colour, design, idea, etc.
The piece showcases no craftsmanship and does not showcase the student’s capability.
The piece is not complete
The aim of language arts is to enable each student to understand and appreciate language, and to use it confidently and competently in a variety of situations for communication, personal satisfaction and learning. The following general learning outcomes will guide our studies this year.
Students will listen, speak, read, write, view and represent to:
Elements of a novel, vocabulary development, reading comprehension, group work & discussion, organizing information and ideas, summarizing.
October Novel Study
Vocabulary development, reading comprehension, persuasive writing.
Presentation and speaking skills. Writing book and movie reviews.
November Literature Circles small group reading of a novel with associated projects and micro lessons
December Wrap up and PAT prep individual and group assignments and presentations.
January Reading and writing short stories: elements of a short story, character and theme development.
February Reader’s Workshop – student selected novels
Writing Personal Narratives – focus on descriptive writing, imagery, sensory language, organization of ideas.
March Reading and Writing – Informational Texts
Research skills and informational/persuasive writing.
Structured texts and essays.
April Reading, Interpreting and Writing Poetry: Review of descriptive writing, figurative language, reading and writing poetry.
May Media/Web Awareness
June PAT Review
Final Exam (PAT scores) 20%
Students are required to write the Grade 9 Language Arts Provincial Achievement Test. This will be the final exam.
Assignments will be graded in a timely manner, however, please recognize minor assignments may take up to a few days to grade, and major assignments will likely take a week or more.
Please see me in advance to schedule extra help during your FLEX BLOCK as I will not always be in the classroom at lunchtime or after school.
Classroom Expectations and Guidelines
The number one expectation I have for you in this course is that you will be successful, and make progress in your ability to listen, speak, read, write, view and represent in the English Language. I will work hard to provide a variety of learning experiences to help you develop your language skills, and expect you to work hard to take advantage of these opportunities, doing your best on everything in this course. Home reading and writing will help you to be successful this year.