Art 139 Multicultural Art for Young People Art 39 Multicultural Art for Young People CA 139 Multicultural

Art for Young People Fall 2011 Green Sheet

Donna Thompson Phone: 924-4395 Email donnart@pacbell.net Office: Art 333 Office Hours: Tuesday 3 to 4 PM, Thursday 3 to 5PM Emergency: 911 Escort Service 42222 Individuals with disabilities may contact the Disability Resource Center on campus, 924-6000, administration Building 110, for a variety of formats such as Braille, large print, sign interpreters, assistive listening devices, auto tape, and accommodations for physical accessibility. If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy require s you to be honest in all your academic course work. Faculty members are required to report t all infractions to the Office of Judicial affairs. The policy on academic integrity can be found at: http://www2.sjsu.edu/senate/SO4-12.pdf

Prerequisite: Upper Division standing

Course description: The focus of this course is on the teaching of art of world culture to young people, preschool through high school using the major source document: The Visual and Performing Arts Framework for California Public Schools. We will survey the basic concepts of art, child growth and development in the field of art education through hands-on experiences that reflect a cross-cultural connection of the arts though ideas, needs and values found across boundaries of time and place.

Student Objectives In Teacher Education: 1. Students will learn how to engage and support all children in art learning. 2. Students will learn how to create and maintain effective learning environments for childrens learning in art. 3. Students will understand and be able to organize elementary art content for teaching. 4. Students will engage in instructional planning and design learning experiences for all children in art. 5. Students will assess childrens learning in art. 6. Students will develop as a professional educator. In Art Education 1. Students will process, analyze and respond to sensory information through the language and skills unique to the visual arts (Visual Perception) 2. Students will apply artistic processes and skills to communicate meaning and intent. (Creative Expression) 3. Students will understand the visual arts in relation to history and culture. (Historical and Cultural Backgrounds) 4. Students will analyze, assess and derive meaning from works of art. (Aesthetic Valuing) 5. Students will connect and apply what is learned visual art to other art forms and subject areas. (Connections)

Required Texts: 1) Jo Miles Schulman, Art From Many Hands, Multicultural Art Projects, Davis Publications, Inc. Worcester, Massachusetts, and U.S.A. 2002 at Roberts bookstore, 10 th St. San Jose 2) The Visual and Performing Arts Framework for California Public Schools. www.cde.gov/board/pdf/visual.pdf)

Materials: A material fee is included with course registration. This fee covers cost of all mediums (art supplies and paper) used in class.

Required Materials students need to supply: 1) A Portfolio (12x18 approx. size, can be larger) ($7-10) 2) A Three-ring binder for lesson plans, class notes, etc. ($5) 3) Paint brushes: for acrylic and watercolor required: # 0 round $1.30 Suggest: # 2 flat $1.40 4) Apron or smock * 5) gloves if you need them..** Visual art is very fun and can be very messy. * Please get yourself a smock or work apron. We use material safe for children but you may want to cover your hands**, latex or vinyl gloves come by the box. **************Class structure******************************* As an art education studio class you will have hands on experience in a variety of media using world art models as examples. You will also be writing guided lessons for each art project, research historical background to appreciate the complexity of each of the areas we will study and have the opportunity to explore art making techniques. Since this is an introductory art studio class you will be graded on the completion of each piece and the accompanying lesson plan. Date
8/25 8/30-9/2 9/6 9/8-13 9/20-9/27 9/29-10/6 10/11-18 10/18 10/2011/1 11/1 11/3-8

Topic
Elements and Principals of art Meanings in art Brooch project Elements of art, color, line, texture and Pattern. Peaceful map Islamic Art Color/beautiful paper Paper making Islamic miniature paintings African Art Adire cloth, tie dye pillows Fante Flags First Nation: Inuit Art Printmaking Midterm Art of Mexico Day of the Dead, Papier mache Dia de los Muertos celebration: still life drawing Midterm Native Amercian Pueblo pottery Asian Art, Calligraphy, sumi, Chinese brush painting

Reading Assignments
Visual and Performing Arts Frameworks pg. 1-22 Art from Many Hands(AFMH) Chapter one AFMH Chapter 5 AFMH: Chapter3 www.metmuseum.org/toah/hd/mugh/hd_mugh.htm www.metmuseum.org/toah/hd/geom/hd_geom.htm AFMH Chapter 2 www.adire.clara.net/core.htm www.adireafricantextiles.com/adireintro.htm

AFMH Chapter 6 www.dayofdead.com www.azcentral.com/ent/dead/mixquicindex.html

AFMH Chapter 8

11/10

11/15 11/17-29

Haiku, Chapter 5 AFMH Curriculum, childrens graphic Development, Multi Intelligences World art: Papercutting Amate figures/ Polish cutouts Notan Design

12/6-8 12/8 12/13

Museum paper due Project presentations Portfolio due Pick up portfolio and projects

Evaluation:
Course Portfolio with completed artwork and completed written lesson sheets 25%

Portfolio

You will keep all your 2-D work including sketches and studies in the portfolio. A checklist will be provided the last week of class. An estimated 10 activities will be included. Your notebook should be in chronological order with the lesson/ assessment sheet for all activities including work which will not be in the portfolio, you will included a drawing or photo of this work.

three dimensional work

Due: December 8 Final Project 25%

Course project: you will create a teaching unit with one activity. You will have the choice of using an existing lesson found on a museum Internet site, art education Internet site from an art curriculum text or related material on a visual art subject you are interesting in researching. Due: December 8
Midterm Museum visit report 15% 10%

Museum Guide
Museum Report: Go to a Museum: San Jose Museum of Art, SF museums, Cantor Museum etc. Write a 3 page (double spaced normal margins, 12pt. No larger) paper on a selected artwork at a museum of your choice. Due: November 29 Include: Artist (dates) country of origin Place you viewed the work Literal properties: what is it i.e.: a ceramic figure of an elephant holding a fan 4 feet in height Technical properties: i.e. ceramic glaze fired Sensory properties: elements of art in description

Formal properties: principals of art in description Expressive properties: how does it make you feel Possible meanings of the work or its place in a cultural setting. Your aesthetic response (your feeling, impressions, ideas about the work)

Look at a work of art with a responsive eye, think about the art. What words can you associate with the work (jot notes down while viewing work.) What do you see? Describe what you see. Analyze the piece using sensory terms, elements of art, color, line, texture, shape,
Literal properties: what is it i.e.: a ceramic figure of an elephant holding a fan 4 feet in height Technical properties: i.e. ceramic glaze fired Sensory properties: elements of art in description Formal properties: principals of art in description

What makes the painting, sculpture, photo..work? What holds the work together, analyze the piece using the formal properties of rhythm, balance, variety emphasis, unity.
Include: Artist (dates) country of origin Place you viewed the work Expressive properties: how does it make you feel Possible meanings of the work or its place in a cultural setting. Your aesthetic response

What is the feeling being expressed? How does it make you feel? Your interpretation stems from your life experiences. What you bring to the work is reflected in your impression of the work.

Internet research 25% You will research each of the five major topics we will be studying this semester. There are suggested websites to visit next to each topic. You will write a very brief report on each topics( One page, single spaced,11/12 pt, Times font). This is the Historic and Cultural Context of the lesson. You must include a bibliography with this paper. Due dates: Islamic-9/6 African-9/20 First Nation Inuit 10/11 Mexican 10/20 Asian 11/10 Art of the Mughals Fante Flags Cape Dorset Prints Day of the Dead ( Dia de los Muertos) Chinese brush painting/calligraphy

San Jose State University Art Education Donna Thompson Unit: Elements and Principles of Art Art lesson: Meaning in Art Time: 2 hours Grade level: 6 Overview: Students will design and create a brooch that reflects various characteristics of themselves. Instructional Materials: Poster of brooches, Book on Brooches, 500 Brooches: Inspiring Adornments for the Body (500 Series) (Paperback) by Lark Supplies: Board Construction paper Scissors Glue guns, glue Misc. objects fabric, silk flowers and leaves Variety of mixed media: found objects, raffia, natural items, string, ribbons, sequins, etc. Netting Essential Questions: What is the history of brooches? What can you tell about the personality a person by looking at the jewelry they choose to wear? How did the elements you used in your hat reflect who you are? Can you meaning. I.e., line, shape color relating to you? Procedures: Show brooches from contemporary to historical Review line qualities Create matrix with 4 personal traits Qualitie Line Shape Color Texture s 1

2 3

4 Select a shape Select an assortment of materials using the matrix as a guide. Using you matrix as a guide, select elements to create an abstract self-portrait of yourself. Glue a variety of materials on base. Wear brooch and explain visual qualities and how they relate to you

Visual and Performing Arts Frameworks for California Public Schools

Grade 6 Standards Strand 1 Artistic Perception Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the visual arts to express their observations 1.4 Identify and describe all the elements of art found in selected works of art (color, shape/form, line, texture, space, value) Exploring shapes and, reflecting on cultural meanings Using a matrix based on the elements of art. Characteristics are translated into line, shape, color and texture. Strand 2 Creative Expression Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. 2.4 Create increasingly complex original works of art reflecting personal choices and increased technical skills. 2.5 Select specific media and processes to express moods, feelings, themes, or ideas. How this lesson achieved Standard 2 Making a brooch using, collage and mixed media assemblage and additive sculpture techniques that are a reflection of oneself. Strand 3 Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to visual arts and artists. 3.1 research and discuss the role of the visual arts in selected periods of history, using a variety of resources. Exploring the styles of brooches in history and the meanings of these objects Strand 4 Aesthetic Valuing Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their won, according to the elements of art, the principles of design, and aesthetic qualities. 4.1 Construct and describe plausible interpretations of what they perceive in works of art. Students talk about their brooch and tell classmates the symbolic meaning of shapes, colors and lines. Strand 5 Connections, Relationships, and Applications Connecting and Applying What is Learned in the Visual Arts to Other Art Forms and Subject Area and to the Careers Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures. How this lesson incorporated Standard 5 This lesson enabled students to take an idea and translate it into a visual expression using their personal experience and cultural influences.

Evaluation of your artwork Reflection on successes, problems, changes

The following is a blank lesson plan. Each lesson will have a lesson plan.

Art 139, Art 39, CA 139 Multicultural Art

San Jose State University Department of Art

Unit: Art lesson: Grade: Time:

Overview:

Instructional Materials: Supplies: Vocabulary:

Essential Questions:

Procedures:

Visual Art Content Standard Strands for California Public Schools Strand 1 Artistic Perception
Standard for grade:_______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ How standard is applied:

Strand 2 Creative Expression

Standard for grade:_______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ How standard is applied:

Strand 3 Historical and Cultural Context

Standard for grade:_______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ How standard is applied:

Strand 4 Aesthetic Valuing

Standard for grade:_______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ How standard is applied:

Strand 5 Connections, Relationships, Applications

Standard for grade:_______________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ How standard is applied:

Evaluation of your artwork: Problems/successes: