• Art

    Adam Pierce, B.F.A.

    AdPierce @sanjuan.edu

    979-8075 ext.29 Arden Middle School

    Art is a yearlong class designed to study the use of line, form, color, composition and space as they relate to two and three-dimensional art. The course will also include art history, art criticism, and aesthetics.

    Standards

    Art will be grounded in national and state visual arts standards. These Standards are:

    Artistic Perception

    Perceiving and identifying visual elements and principles of design in works of art, objects in nature, events and the environment.

    Creative expression

    Creating original artworks in a variety of visual arts media and technical processes.

    Historical and cultural context

    Identifying and responding to artwork from a cultural, historical or stylistic point-

    of-view.

    Aesthetic valuing

    Applying the four steps of art criticism, which are description, analysis,

    interpretation, and judgment- in an attempt to develop personal interpretation and appreciation of their own artwork and that of others

    Connections, relations, and applications

    Understanding how the study of an appreciation for the visual arts can lead to lifelong learning.

    Grading

    Standards Based Grading will be used to communicate and improve student achievement by focusing instruction and the alignment of curriculum and assessment with the standards. SBG measures the mastery of the learning objectives, or how well the students understand the material in class.

    4 (A) The student demonstrates mastery of the grade level standard through in- depth understanding of the material, application of the concepts learned, and making connections across content areas.
    3 (B) The Student demonstrates proficiency in the grade level standard, performing consistently and accurately in the concepts learned.

    2 (C) The Student is approaching the grade level standard, demonstrating a basic understanding of the foundational material, and concepts learned in class.

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    1 (I/F) The Student is performing below the grade level standard, only demonstrating an understanding of the foundational material with help from the teacher and struggles when working independently.

     

    Unit plans create transparency

    Retakes opportunity for kids to show their true understanding of the standards

    Rubrics- in advance to provide transparency


    Planning and Grading for Student Success


    In my evolving teaching practice I continually strive to structure my practices to support student success and clear communication of expectations and achievement of learning goals. As I have studied what works in education, I have found four main practices that strongly support student success:


    1. Unit plans that clearly state the learning targets and make sure that all students know what the learning targets are prior to and during unit instruction.

    2. Rubrics for all summative assessments that clearly identify the standards and learning goals assessed and describe the different levels of proficiency. Students have access to all rubrics at the beginning of the unit so that they know what learning is expected and how it will be measured.

    3. All assessments will be graded on a 4 point scale, as described on the rubric: Advanced (4), Proficient (3), Approaching Proficiency (2), and Not Proficient (1). This system provides accurate feedback to students on their level of proficiency on specific standards without adding the points game that can result from the traditional 100 point scale. 

    4. Students have the ability to retest on any assessment to show their new level of understanding. Students are also asked to demonstrate the effort that they have invested in learning the content prior to retesting.


    Supporting documents:


    http://www.ascd.org/Publications/Books/Overview/Grading-Smarter-Not-Harder.aspx


    On Assessments: http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx


    On Reassessment:

    http://www.ascd.org/publications/educational-leadership/mar14/vol71/num06/The-Case-for-Confidence.aspx


    On Rubrics:

    http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx

     

    What can I do if I get an “I”?
    Meet with your teacher
    Identify areas of need
    Make an improvement plan
    Establish a timeline
    Study/prepare for your re-take or complete missing work
    Complete tasks required from your improvement plan
    Students with an Incomplete will have 3 weeks after the assignments due date to turn in missing assignments.

    Effort Grades

    All students are expected to participate in all assignments. Students will complete an Effort Self Assessment sheet every Friday. Their effort grade reflects doing assigned tasks without prompting and persevering when challenged. Comes prepared to learn and demonstrate knowledge i.e. homework/practice completed; daily review of notes and vocabulary; necessary tools for class - paper, binder, pencil, binder reminder, etc. Engages in class discussions and shares meaningful and relevant information with the class/group.

    Works well independently, with a partner, in a small cooperative group, and or in a whole class setting. Takes advantage of opportunities to improve understanding.

    Make-ups

    If you miss a class, it is your responsibility to find out what occurred in class. Make-up assignments can be completed before or after school. See me and we can work out the details.

     

    Donation

    There is a $35.00 lab donation for materials associated with the class. The revenue generated from the lab fee is the only money given in support of supplies utilized by the students; we receive NO money for art supplies from the school or district. Cash only Please

     

    (If this fee/donation proves to be a financial hardship, please write a note to this effect and include your signature.) Your student will receive a receipt for income tax purposes.

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