Imagine the Next Generation of Creative Tech Savvy Artists: Middle Schoolers are SO Ready! Suzanne Owens, Coordinator of Art, AACPS Eleni Dykstra, Art Resource Teacher, AACPS Leo Hylan Art Teacher, Performing and Visual Arts Magnet at Wiley H. Bates Middle
Anne Arundel County Public Schools, Maryland Baltimore City BWI Thurgood Marshall Airport Anne Arundel County Public Schools (AACPS) provides a challenging and rewarding educational experience for every child. Located on the magnificent Chesapeake Bay, Anne Arundel County is near the cities of Baltimore and Washington, D.C., and is home to the state capital, Annapolis, which has a rich historical past. The AACPS school system is the 5th largest in Maryland, and among the 50 largest school systems in the country. Fort Meade Annapolis
Let s Talk About AACPS Visual Arts The Visual Arts Program of Anne Arundel County Public Schools Pre K - 12 provides for students: Sequential, quality art education experiences To develop to their fullest capability To demonstrate cognitive and artistic growth Skills to solve 21 st century problems
Visual Arts Program of Anne Arundel County Public Schools by the Numbers: 2010-2011 Pre-Kindergarten Grade 12 48,000 students out of 75.5000 in 116 schools are enrolled in an AACPS art course 190 highly qualified teachers 11 NBCTs, 4 NBCT candidates 2 AACPS Teachers of the Year AACPS art staff are active participants at the MAEA meetings AACPS art teachers annually present sessions at the MAEA and NAEA conference
AACPS Art Program Curriculum Snapshot Full Day Pre-K and grades K-5 Every student receives one hour of art instruction by an art instructor Middle School, grades 6-8 Art is Required for grade 6 Art in Grades 7-8 is an elective, yearlong course Courses include: True Colors Comprehensive traditional art Digital Palette - All digital media course is aligned to Visual arts standards
AACPS Art Program Snapshot High School Students may chose art to receive their required MSDE one credit fine arts graduation credit High School courses include: Foundations of Art Three levels of 2-D Processes 3-D Processes Photography and Digital Imaging Processes AP Art History and AP Studio Art Courses Drawing from Fashion I and II course is aligned to Visual arts and FACS standards AACPS AP Art History syllabus was chosen to be published by AP Collegeboard as an exemplary sample for other teachers.
AACPS Art Program Snapshot AACPS Programs of Choice: 3 Middle Years Programme Schools 3 International Baccalaureate Programme Schools 2 STEAM ( Science, Technology, and Engineering Magnet) High Schools 2 Performing and Visual Arts Magnet Middle School AACPS Recent Initiatives: 5 Arts integration Elementary Schools 2 Arts Integration Middle School 1 Bio Medical Allied Health Magnet High School
In the beginning.. It was a vision for the future of new art media by a principal and a coordinator of art. Then it jumpstarted with a charge for engaging middle school students, a New Middle School Schedule, and a principal who had success in his school with a digital art course.
Our Mission It is our responsibility to design and implement a Visual Arts Program that is RIGOROUS and RELEVANT, embeds 21 st century skills, and that enables every child to learn
Overview revised curriculum with the charge to create new courses geared to student interest and real world relevance The curriculum focuses on an open ended program that stresses process and reflection using a problem solving model Component outcomes and suggested activities are based on Design Elements, Design Principles and Artistic Behaviors. Sample Strategies are based on themes and are directly related to a master artist or cultural exemplar
Curriculum Guide Structure Table of Contents Overview Art Concepts 6 th Grade 7 th Grade 8 th Grade Digital Palette Advance Digital Palette Resources State Curriculum Glossary Portfolio Art Advocacy Marley Middle School Student
Essential Questions The essential question provides focus to target higher level thinking skills including comparison, synthesis, interpretation, and evaluation. While concepts are presented in a broad scope, questions cultivate universal understanding to the topic.
Focus Lesson Structure The focus lessons are considered skeletal lessons for a unit. Teachers may find them helpful when structuring a unit. Focus lessons can be used as springboards for creative planning.
Focus Lesson: Intended as a skeletal view of a unit of study. Topic: Working from Observation Still Life Painting MSDE/VSC: 1.0 Perceiving and Responding: Aesthetic Education Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicators: 1. Identify, describe, interpret, and produce visual representations of the physical qualities of observed form. a. Describe how artists represent visual qualities such as spatial relationships, detail, and specific features of subject matter. b. Represent accuracy in visual form, spatial relationships, detail, and specific features of subject matter. Instructional Unit Outcome: Students will create a still life composition from observation. Essential Question: Why is accurate perception integral to working from observation?
ENGAGE: Discuss the difference between looking and observing. Have students complete several drawing exercises first use looking skills, and then utilize observation skills. EXPLORE: Read pages 184 189. Complete Sketching an Impossible Object (pg. 187). Complete Studio Activity (pg.189) Practice creating value on some of the drawn objects with water color (or whatever medium you choose for this project). CREATE: See Painting a Watercolor Still Life (pg. 190 191) Note any type of medium may be substituted for watercolor. CLOSE/ASSESS: Group Critique (throughout unit)student reflection (See Evaluating Your Work pg 191)Teacher Assessment Unit rubric.
Sketchbook Students record responses to drill questions and class notes. Describe your use of the elements and principles in your still life. How did choice of medium effect the composition?
Connections Page The visual arts curriculum has been developed to encourage critical and analytical thinking and to develop skills that make connections to both the student s own life and other subject areas. The integrity of a Visual Arts curriculum depends on its diversity, integration, and exploration of creative problem solving
Grade 6 required for all students Overview: This pacing guide has been designed for implementation of the 6 th Grade Level Visual Arts course, True Colors, to include a focus on the Elements of Art as well as 21 st Century workforce and life skills to equip learners with the tools they need to succeed. Artwork from a variety of different times and places will serve as the basis of imagery. Students will have sequential studio experiences in drawing, painting, printmaking, 3 D design, and technology.
Quarter at- a- Glance: 45 days 6 th Grade Year at a Glance Topic Approx. Essential Question Days Line 6 Why do artists use line to convey visual information? Shape 6 How do artists represent physical qualities of observed and imagined objects using shapes in artworks? Form 6 How do artists represent physical qualities of observed and imagined objects using form in artworks? Space 6 How do artists generate interest in their artwork by creating the illusion of space? Color 6 How does color effect artwork? Value 6 How does value enhance a composition? Texture 6 How can texture increase interest in a composition? Portfolio Assessment 3 How do art elements contribute to aesthetic quality of the portfolio?
Grade 7 Overview: This pacing guide has been designed for implementation of the 7 th Grade Level Visual Arts course, True Colors. Students will study the Principles of Design in conjunction with Artistic Behaviors by looking at ways artists from different cultures work from observation, memory, and experience to create artworks that depict characters and action, point of view, and sequence.
60 days 7 th Grade Art Year at a Glance (True Colors and Digital Palette) Topic Approx Essential Question. Days Principle of Design Intro 3 How are the Elements of Art related to the Principles of Design? Balance 6 How is balance used to create visual stability in artwork? Unity 6 Why is unity essential in artwork? Variety 6 How does variety enhance a composition? Pattern 6 What is the function of pattern in artwork? Repetition 6 How does repetition effect a composition? Rhythm 6 How is rhythm employed to direct attention through an artwork? Movement 6 How does movement impact an artwork? Emphasis 6 Why is emphasis significant in artwork? Contrast 6 How does contrast influence the impact of artwork? Portfolio Assessment 3 How do principles of design contribute to the aesthetic quality of the portfolio?
Grade 8 Overview : As with the previous version, the pacing guide has been designed for implementation of the 8th Grade Level Visual Arts course, True Colors. Students will focus on the advanced application of the Elements of Art and Principles of Design in conjunction with Artistic Behaviors to heighten thought and expression in their artwork.
8 th Grade Year at a Glance (True Colors and Advanced Digital Palette) Year at- a- Glance: 60 days Topic Approx. Days Essential Question Introduction Elements and Principles Review 3 How do artists utilize the art elements and principles of design within an artwork? Communication 9 How do artworks serve as a source of communication? Visual Thinking 9 How does visualization promote the recording of images and ideas? Working from Observation 9 Why is accurate perception integral to working from observation? Working from Art 9 Why is it important to analyze and interpret exemplar artworks? Previsualization 9 How is visual memory instrumental in creating art? Experimentation 9 How does experimentation with media and/or subject matter glean an artistic response? Portfolio Assessment 3 How do certain artistic behaviors contribute to the aesthetic quality of the portfolio?
Then came the fateful day The opportunity to discuss the opportunity to highlight Digital Palette at a middle school principals meeting Understanding of looking into the future Offering to provide needed software Affirmation from the principal of the school who already was piloting the course Need to decrease class numbers They had the technology all that was needed was the commitment to designate existing computer labs Young, savvy staff who were knowledgeable about digital imaging
How did the art teachers prepare for the implementation? June 2010 Every middle school teacher was invited to attend a half day staff development where they: Received a copy of Photoshop Elements 8 for their home computers to practice over the summer Discussed their concerns and hopes for implementation of the course in their school Received a short training on the computers with Photoshop Elements 8 Had access to a Photoshop Elements 8 tutorial DVD School year 2010-11 Staff development sessions for Digital Palette are offered monthly for 4 months each session included a lesson to practice, opportunities to share successes and discuss concerns and issues
Digital Palette What is it? Integration of art curriculum through the use of Photoshop and digital peripherals Curriculum Guide Uses same SC as True Colors Targeted Students: 7 th and 8 th grades Focus lessons provide ideas to parallel projects with the Principles of Design and targeted vocabulary from visual art curriculum
Merging Digital & Traditional creates the Tradigital!!! Focus lessons can be used in more traditional media Pick and choose lessons and ideas to fit your students and classes Can be used as enrichment for early finishers or advanced students
A Typical Lesson PowerPoint/Vocabulary Overview Brainstorming & Predrawing Photoshop Trick Independent Work Slides 29 32 and 34 and student artwork courtesy of Denby Flynn, Art Teacher, Marley Middle School
DIGITAL LANDSCAPES piecing together the world
Your Assignment Create a landscape using at least 4 pictures Cut the parts to create a foreground, background and middleground Overlap at least two objects to show they are closer Use color enhancement tools to make it seamless
What s Up With The Cup?
ART STANDARDS / INDICATORS MSDE/SC:1.0 Perceiving and Responding: Aesthetic Education Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicators: 3. Analyze application of the elements of art principles of design and artistic exemplars. b. Compose, render, and describe observed subject matter that shows 3 dimensional form, light and shadow, qualities of surface texture, detail, spatial relationships, and proportion.
Shading (Value) The process in which several tones of gray are applied to create the illusion of three dimensions on a two dimensional surface.
Perspective is an approximate representation, on a flat surface (such as paper), of an image as it is perceived by the eye. The two most characteristic features of perspective are: Objects are drawn smaller as their distance from the observer increases The distortion of items when viewed at an angle (spatial foreshortening)
PROBLEM You will get 10 20 Cups to make a sculpture. You may use Tape, Glue, Scissors, and Three Wild Cards. You will then make one full drawing of the sculpture from observation using Charcoal and /or Pencil and Paper. After, you will draw the same sculpture from observation using Adobe Photoshop.
Digital Drawings How can we adapt this into a digital drawing? What strategies will we now use to draw from observation digitally? What tools do you think we will need?
Tricks of the Trade Visual Casel/Roster Manager Allows you to send and receive documents electronically Visions Allows you to spy on the kids and remote control their computer Adobe.com Provides lesson ideas and commercial oriented curriculum Grading Balancing artistic merit and technical requirement
How are we doing? 7 schools are offering Digital Palette Working with one school to offer Digital Palette lesson on an itouch phone Looking forward to hearing about digital units implemented in the True Colors curriculum PVA curriculum that includes digital imaging as well as video. For school year 2011 2012: already one new request for software
Severna Park Middle School, a 2006 National Blue Ribbon School, emphasizes diversity and integrated technology-based instruction, leading to outstanding academic successes. With the use of emerging classroom technology (interactive response systems, Smartboard, audio enhancement, itouch), its interdisciplinary teams align student collaboration, multiple intelligences, and cooperative learning strategies into all areas of study, including the fine arts and physical education.
Thank you for your attention and interest! If you have any questions please contact us at: Suzanne Owens Eleni Dykstra Leo Hylan sowens@aacps.org edykstra@aacps.org lhylan@aacps.org