Course Syllabus
Art Ed 1631B-1-0
PreAP Drawing II
Class: Room 1108
Instructor: Cynthia L. Dugat-Kovach
Course Description:
The secondary student will engage in projects that will strengthen the ability to draw, increase awareness in drawing mediums, and encourage confidence in this form of artistry.
Recommended Texts:
Edwards, B. (1979). Drawing on the Right Side of the Brain. Los Angeles: J.P. Tarcher, Inc.
Methods of Instruction:
Discussions, critique sessions, studio work, and sketchbook assignments.
Attendance:
Class attendance is mandatory; punctuality is expected.
Course Requirements:
Each student will be asked to keep a sketchbook and complete five assigned drawings per nine-week period. In addition, students will work in class on studio activities and assignments.
Needed Supplies:
Spiral-bound sketchbook (60 pp or more), pencils (B, 2B, 4B, 6B), fine point black drawing pens, kneaded eraser, one roll of paper towel, 1 box Kleenex, and 1 bottle of hand soap.
Teaching Strategies
Fitting art in: It is difficult for my students to organize their time well enough to complete the PreAP Portfolio. I spend the first week of class showing slides of former students' work and telling the current students strategies for how they can lead busy lives and still be successful in my classes.
Setting a schedule:
Students make a list of the first five projects that are due. We talk about the time each project generally takes, and the students commit to a timetable that balances all their activities. At the end of seven weeks we have a conference to see how well their timetable worked.
Preparing for the Concentration:
I believe that the Concentration is the most difficult section for students. To help them select a Concentration, I rotate their beginning assignments so that they have a variety of experiences.
Beginning assignments:
1. Still life in black-and-white charcoal on colored paper
2. Cubist drawing in pencil
3. Surreal drawing in colored pencil
4. Figure drawing in pencil
5. Genetic engineering (use parts of four animals to create an animal that will enhance life on earth)
6. Notan (negative/positive design in ink)
7. Landscape drawing on location on the school campus
8. Watercolor abstract painting
9. Scratchboard
10. Fauvist architectural drawing in paint, markers, or colored pencil.
Deciding on the Concentration projects:
After the 10 assignments listed above are completed; we determine whether students have decided on a Concentration. If they are not sure, we try to figure out a broader scope. For example, do they want their work to be realistic, semi-abstract, or abstract, and in color or charcoal? They must make a preliminary decision at this point and do two Concentration pieces. We then evaluate those and see if the student is inspired or is going to have to search elsewhere.
Using work that isn't chosen:
If the first 10 projects I listed are not going to be part of the Concentration, and are of acceptable quality, they are placed in the Breadth section. Therefore, no time is lost through searching for the Concentration during the first few weeks of class.
Monitoring work:
The students and I make several charts to monitor their work. Every time a project is finished, we decide if it is good enough to go into the next year’s AP Portfolio. If it is, we take a slide of it and color code the assignment on our chart. Then, by just quickly looking at the chart, we know how many pieces in each section of the AP portfolio are completed, and whether or not the slides have been taken.
Breakdown of the year's focus:
The first 10 weeks consist of an organized set of class assignments, as described above. For the rest of the year, assignments focus on students interpreting their own ideas in color and design, sculpture, and the remainder of the concentration. The students, in this way, begin preparing for their final year in AP Drawing class.
35% Large Artworks/Major Tests
25% Small Artworks
15% Quizzes
25% Daily
My teaching style:
I set high standards for my students. I work with each student individually as much as possible. I try to use any method I can think of to keep a student motivated. I try to offer constructive criticism and give several alternatives to solving a problem. I'll let them struggle if that is what I feel they need to do. I try to give them as much energy and humor as I can.
