Teachers: Mr. Gresens – email@example.com; Room 301; 404.847.1980, ext.
Ms. Karp – firstname.lastname@example.org; Room 303; 404.847.1980, ext. 235
Ms. Munson – email@example.com; Room 410; 404.847.1980 ext. 272
(blog - http://intro2art-2010and11.blogspot.com/.blogspot.com)
Design Fundamentals extends the standards and foundation that were established in the Introduction to Art course. Content focuses on the
arrangement of visual elements in space. Students will study artistic ideas as they relate to their own lives, to other areas of study, to their
community and to other cultures. Skills and techniques will be developed and explored so students can communicate there ideas with greater
clarity. Through this course, we hope to develop internationally minded people who exemplify the traits found in the Learner Profile. Units that
are studied in the Design Fundamentals course support the three fundamental concepts of the International Baccalaureate Middle Years
• Holistic learning – students discover ways in which art is related to all other subjects. They also learn that the strategies they develop
to analyze and solve problems are those that will be used throughout their lives.
• Intercultural awareness – through their study of art, students discover the rich history of the subject. They gain an understanding and
appreciation for the many cultures that have contributed to the body of knowledge, which they study.
• Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will
practice technical, contextual, formal and conceptual ways to communicate the visual arts.
In addition, throughout this course, we explore ways and examine topics that provide opportunities for students to develop the traits contained
in the Learner Profile. The Design Fundamentals Course Team, consisting of all teachers that teach the course, works to consistently examine
the unit designs, classroom practices, assessment policies, and management and leadership activities to assure that attention is focused on the
processes and outcomes of student learning.
Methodology & Objectives:
A number of methodologies are used in the Design Fundamental classes. Students generally work individually with interaction and feedback
from their classmates through discussion activities and critique opportunities. They will receive direct instruction and be encouraged to show
independent investigation and exploration to personalize their own learning. Students will read about art and artists, develop technical skills,
analyze artwork, experiment, participate in problem-solving projects, formulate creative solutions, write and reflect on their work depending on
1. Visual Verbal Journal – Students will keep a sketchbook that will be used as a visual verbal journal. This will be used in class for notes
and examples of the theories of design and composition as well as periodic assignments outside of class given by the teacher. These
assignments will help reinforce work done in class and will also introduce new media. In addition to assignments, students are
encouraged to sketch everyday.
2. Class Assignments, classroom discussions, and activities – students will complete all class work and participate in class discussions and
activities. You are expected to be present for class, participate in discussions, and to make use of class time.
3. Folder – Students will keep a Folder containing all tests, handouts, and notes taken on reading assignments, lectures, films and
4. Work Environment – Be responsible for tools, supplies, and studio work area.
Textbook – The textbook for this class will be Art Talk, Ragans, Glencoe Publishing, 2005.
It will be kept at school, however student should not hesitate to take the book home to complete assignments or on days prior to tests. The
book will be returned in good condition at the end of the semester or fines will be assessed. Replacement cost: $51.99.
Grading Criteria: A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be
formative or summative. At Riverwood International Charter School, assessment is viewed as a continuous process allowing
students, parents and teachers accurate information about student achievement. In this class, teachers utilize formative
assessments to determine student understanding. These assessments often occur throughout each unit. At the end of each unit,
summative assessments are utilized to gauge student understanding. A MYP assessment is also used to show how the student has
performed against the MYP assessment criteria for the unit.
The total semester grade will be an average of the following parts:
Overall Grade % Grading Category Category Breakdown
50% PROJ Class Projects - All Studio Projects assigned per the 3 units of study and Quizzes
30% JOURN Journal Assignments – All Visual Verbal Journal assignments and Mini-Labs
10% PART Participation – Folder checks, Homework, and Studio Clean-up
10% FINAL Final Exam
Fulton County uses the following grading scale: 90-100 = A 80-89 = B 70-79 = C 69-Below = F
ASSIGNMENT COMPLETION AND DUE DATES: Students will be given time to complete each studio project and will be given advance notice of
due dates for both homework and class work.
• Studio Projects and Journal assignments not turned in on the due date will receive a 10% deduction each day the assignment is late.
Late work turned in 5 days or more after the assigned due date will receive a 50% deduction. Unfinished work will receive only partial
credit, 50% or less of the total points possible.
• Homework assignments not turned in on the due date will have a 10% deduction if submitted by the following class. Beyond that
point assignments will be accepted for 1 more class with a 50% deduction.
• Folders will only be accepted late one class period after the due date for a 50% deduction.
Parents will be notified by phone or email after 2 zeroes are recorded and/or when the student is in danger of failing. Please consult the Student
Handbook for the recovery policy.
Studio Time/Teacher Office Hours: The studio is open at 8am every morning for students needing extra time to work on assignments. The
teacher is available at that time, but appointments are encouraged if the student knows he/she will need the teacher’s help. You can also set up
additional time in the afternoons by a pre-arranged appoint with at least one day’s notice.
Recovery Policy: Fulton County’s recovery policy is designed so that students who have regular attendance and have completed all assignments
but are still unsuccessful in a course can have a chance to demonstrate mastery. Students can request recovery only if they meet the preceding
criteria. Recovery does not mean that a student can skip a test or fail to turn in a major assignment and receive recovery as an alternative. The
type of recovery assignments available to students is a matter of teacher discretion as long as it directly relates to the course objects. Teachers
will determine when and how students with extenuating circumstances may improve their grades. (See page 4 of the Student Handbook.)
Design Fundamentals is broken down into three units of study. Within each unit you can expect:
• MINI-LABS: short lessons that introduce one or two of the main objectives of the unit and will prepare you for creating the final
project for each unit.
• VISUAL VERBAL JOURNALS: one to two assignments that reinforce the objectives of each unit. If the journal assignment is not
completed in class, it should be considered homework and completed on your own time.
• FOLDER CHECKS: All handouts and responses to weekly quotes are to be organized and maintained through the semester. They will be
checked frequently throughout the semester.
• STUDIO PROJECT: cumulative art project for each unit of study where you will demonstrate the art techniques and concepts taught
for each unit.
• TEST/QUIZ: with each unit of study, you will have a test and/or an art application test.
Design Fundamentals Unit 1: Rhythmic Patterns, Repetition, and Unity
Units of Study & Areas of Unit Question – How do Artists convey personal meaning through 2-d design?
Interaction: Area of Interaction – Health and Social Education
Assessment Criteria – Personal Engagement
Significant Concept – Exploring how art can communicate, and how color can influence that
communication. Art as communication is studied. Students learn explore how principles of design can create
visual communication. The principles of rhythm, patterning, and unity are explored along with the properties
of color. The intent and purpose of art to convey meaning is explored.
Unit 2: 3D Design Space – Space, Focal Emphasis, & Variety
Unit Question – How do artists design space and activate the environment around them?
Area of Interaction – Environments
Assessment Criteria – Reflection and Evaluation
Significant Concept – Critically looking at artwork to understand it’s
personal and cultural value. Students learn to look and create works of art from multiple angles.
Characteristics of 2-dimensional art are applied to 3-dimensional art. The impact of using different
media and materials in creating works of art is explored. Art’s influence on its environment, as well as
the environment’s influence on a work of art are also considered.
Unit 3: Drawing – Visual Movement and Balance
Unit Question – How does an artist compose the picture plane?
Area of Interaction – Human Ingenuity
Assessment Criteria – Application
Significant Concept – Understanding Art and drawing connections between
drawing and seeing. Students are introduced to the language and tools of art. Elements and Principles of
Design are explained to assist in creating quality compositions. Focus is placed on developing observation
skills to assist in better representing ideas. A variety of drawing approaches and techniques are presented to
enhance communication from the artist to the viewer.
Semester: Spring 2011
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