Video Art I/II Syllabus
Video Art I
Video 1 is designed for 9-12th grade students from beginners to advanced. Coursework focuses on creative and artistic applications of video art and technology. The course will also focus on the Elements of Art and Principles of Design as they apply to Media Art and video technology. Technical skills relating to the use of digital video/camera equipment, sound recording, composition and editing will be taught. Media history and analysis will also be explored.
Video Art II
Video 2 is designed for 10-12th grade students from beginners to advanced. Coursework focuses on creative and artistic applications of video art and technology. The course continue to focus on the Elements of Art and Principles of Design as they apply to Media Art and video technology. Person voice through the development of technical skills relating to the use of digital video/camera equipment, sound recording, composition and editing will be explored. Media history and analysis will also continue to be implemented.
Video 1 is designed for 9-12th grade students from beginners to advanced. Coursework focuses on creative and artistic applications of video art and technology. The course will also focus on the Elements of Art and Principles of Design as they apply to Media Art and video technology. Technical skills relating to the use of digital video/camera equipment, sound recording, composition and editing will be taught. Media history and analysis will also be explored.
Video Art II
Video 2 is designed for 10-12th grade students from beginners to advanced. Coursework focuses on creative and artistic applications of video art and technology. The course continue to focus on the Elements of Art and Principles of Design as they apply to Media Art and video technology. Person voice through the development of technical skills relating to the use of digital video/camera equipment, sound recording, composition and editing will be explored. Media history and analysis will also continue to be implemented.
Video Policies Contract
Video Ethics
All student video projects will be graded and may be presented to the public either on cable or a public viewing. However, before any video is graded it is very important that the student understand before he/she even starts shooting the video that there is definite criteria that needs to be understood in terms of subject matter chosen and the discretion used in filming.The instructor of the class must have clear understanding from the student in discussions, in written project descriptions, and in previewing and consulting with the student during the project filming concerning the subject matter and the treatment used to communicate the message. Therefore;
• All video projects must deal with appropriate subject matter. Anything listed in the school handbook as inappropriate will also be considered inappropriate for video production.
• It is very important that the video students understand the power of the media they are working with and do not ever place the program or the school board in jeopardy by showing something that is offensive or in bad taste.
Video Equipment
Video equipment is fragile and expensive to replace. Therefore any student who checks out a video camera or any related equipment will be held responsible for it’s safe return. This includes responsibility for its whereabouts at all times. In the event of theft or injury to the camera, or any related equipment, the Student will be held responsible for replacement or repair.
Cameras and related video equipment cannot under any circumstances leave Blaine High School.
In signing this form the student agrees to the terms of this contract and accepts responsibility for knowing the above policies.
Video Ethics
All student video projects will be graded and may be presented to the public either on cable or a public viewing. However, before any video is graded it is very important that the student understand before he/she even starts shooting the video that there is definite criteria that needs to be understood in terms of subject matter chosen and the discretion used in filming.The instructor of the class must have clear understanding from the student in discussions, in written project descriptions, and in previewing and consulting with the student during the project filming concerning the subject matter and the treatment used to communicate the message. Therefore;
• All video projects must deal with appropriate subject matter. Anything listed in the school handbook as inappropriate will also be considered inappropriate for video production.
• It is very important that the video students understand the power of the media they are working with and do not ever place the program or the school board in jeopardy by showing something that is offensive or in bad taste.
Video Equipment
Video equipment is fragile and expensive to replace. Therefore any student who checks out a video camera or any related equipment will be held responsible for it’s safe return. This includes responsibility for its whereabouts at all times. In the event of theft or injury to the camera, or any related equipment, the Student will be held responsible for replacement or repair.
Cameras and related video equipment cannot under any circumstances leave Blaine High School.
In signing this form the student agrees to the terms of this contract and accepts responsibility for knowing the above policies.
Grading policy and procedures:
-Respect yourself, each other, the art room and its materials.
-Be on time and ready to work. The class will be dismissed, from their chairs, when the room is ready.
-The students will always put forth their best effort, and have a positive attitude.
-Missing time will need to be made up and arranged through the instructor
Grading Final grades will be weighted:
10% Studio Management
20% Formative Assessments
60% Summative Assessments
10% CSA Portfolio
Formative/Practice Work:
Students are expected to complete formatives prior to summatives to ensure adequate preparation for summative and receive feedback. The role of formative work in the art department is to build the research and practice mindset in the student. Formative work will allow the students to explore, present, respond, and create using a variety of media and concepts. Finally, formative work will build confidence, understanding, and creativity that will enhance the students summative work.
Late/Missing Work:
The summative assessments (final projects) are opportunities for students to demonstrate mastery of our learning targets. Therefore, students must complete all summative assessments. A missing summative assessment will result in an “incomplete.” The art department firmly believes that students learn through practice. If a student chooses to rework/redo a project, it is their responsibility to keep up with their current class projects along with the continued work their relearning and reassessment. Students should review teacher feedback and develop a plan with the teacher as to what is being reworked so as to not waste materials or time.
Appropriate work:
Be Creative and Be Original: No Hearts, Stars, Peace Signs, Mushrooms, Sports & Advertising Logos, Published Cartoons, etc. Avoid using words on your work. How can you visually tell your message?
Any work that has drug references or is drug paraphernalia will not be accepted, and will refer directly to school administration. Works will not be fired, and parents will be contacted. Plagiarism will not be accepted either. There are times when we will be referencing other artwork, it is you job to be creative and
develop your own original ideas that may be influenced by other pieces. Plagiarizing artwork is a form of academic fraud, and can be placed on student’s official transcripts.
Expectations:
ELECTRONIC DEVICES:
There is a time for students to take advantage of their cell phones in the art room. There is also time when students need to have them away. Teachers will work with students to understand where that line is. Students will be asked to put them away if they are being a distraction to their education. If the phones continue to be an issue, then students parents or guardians will be contacted and the students will not be allowed to access them during class.
-Respect yourself, each other, the art room and its materials.
-Be on time and ready to work. The class will be dismissed, from their chairs, when the room is ready.
-The students will always put forth their best effort, and have a positive attitude.
-Missing time will need to be made up and arranged through the instructor
Grading Final grades will be weighted:
10% Studio Management
20% Formative Assessments
60% Summative Assessments
10% CSA Portfolio
Formative/Practice Work:
Students are expected to complete formatives prior to summatives to ensure adequate preparation for summative and receive feedback. The role of formative work in the art department is to build the research and practice mindset in the student. Formative work will allow the students to explore, present, respond, and create using a variety of media and concepts. Finally, formative work will build confidence, understanding, and creativity that will enhance the students summative work.
Late/Missing Work:
The summative assessments (final projects) are opportunities for students to demonstrate mastery of our learning targets. Therefore, students must complete all summative assessments. A missing summative assessment will result in an “incomplete.” The art department firmly believes that students learn through practice. If a student chooses to rework/redo a project, it is their responsibility to keep up with their current class projects along with the continued work their relearning and reassessment. Students should review teacher feedback and develop a plan with the teacher as to what is being reworked so as to not waste materials or time.
Appropriate work:
Be Creative and Be Original: No Hearts, Stars, Peace Signs, Mushrooms, Sports & Advertising Logos, Published Cartoons, etc. Avoid using words on your work. How can you visually tell your message?
Any work that has drug references or is drug paraphernalia will not be accepted, and will refer directly to school administration. Works will not be fired, and parents will be contacted. Plagiarism will not be accepted either. There are times when we will be referencing other artwork, it is you job to be creative and
develop your own original ideas that may be influenced by other pieces. Plagiarizing artwork is a form of academic fraud, and can be placed on student’s official transcripts.
Expectations:
- Be on time. After your third tardy you will receive a detention for every tardy thereafter.
- Be Prepared. Preparation is everything.
- Continual work in class (USE the class time that is available!)
- Work outside of class time (you will NOT be able to complete all the work this class entails during class time only!)
- Keeping your work and material organized and clean (Sketchbook/ binder/ portfolio)
- Exploring new and creative themes (not hashing and rehashing old or the same concepts)
- Exploring new mediums that you might not be familiar with.
- Challenge yourself to work outside your comfort zone in art.
- Persevere through struggles during the art making process
- Seek out extra help and guidance if needed (other students or me)
- Demonstrate skill, craftsmanship and effort during the art making process (show respect for your work!)
- Begin to understand that art is not made in a vacuum and that it is influenced by history and the world around you and us!
- Critiques are an important part of the art making process
- Understand that being able to describe and discuss your work using proper terminology is an important part of being an artist.
ELECTRONIC DEVICES:
There is a time for students to take advantage of their cell phones in the art room. There is also time when students need to have them away. Teachers will work with students to understand where that line is. Students will be asked to put them away if they are being a distraction to their education. If the phones continue to be an issue, then students parents or guardians will be contacted and the students will not be allowed to access them during class.
Learning Targets: On-going throughout the trimester*
- I know and understand the Elements and Principles of Design.
- I will recognize and understand the importance of the safety rules in the art room.
- I can identify the differences between 2D media and 3D artwork
- I know and understand what a critique is and the process of critique artwork.
- I can accurately use the various materials, tools, and techniques used to create creative and meaningful artwork.
- I understand how artist get there ideas.
- I understand the importance of a clean art room. I can clean up after myself and help others.
- I have a clear understanding of the mental and physical process to create a piece of artwork.
Critique Sheet
Elements: Line, Shape, Texture, Form, Color, Space,Value
Principles: Balance, Contrast, Rhythm, Repetition, Pattern, Emphasis, Unity, Variety, Movement
1. Describe the work: What media was used for your artwork? Describe the content using the appropriate elements:
2. Analyze the work: (Make sure to include to the corresponding elements!) What is the dominant principle? Read and identify how this principle is applied in your work?
3. Interpret the work: (What was Communicated? Interpretation, the Art of Seeing Art process, combines our descriptions and analysis with our previous knowledge and any information we have about the artist and the work. Interpretation allows us to draw conclusions about the image.)
What is the meaning, mood or feeling of your artwork?
Is there a personal voice?
What was the intention of the artist?
4. Evaluation: (What do you think of the artwork?) Is it a successful piece of art? Why? What could have been done differently to make it better?
Principles: Balance, Contrast, Rhythm, Repetition, Pattern, Emphasis, Unity, Variety, Movement
1. Describe the work: What media was used for your artwork? Describe the content using the appropriate elements:
2. Analyze the work: (Make sure to include to the corresponding elements!) What is the dominant principle? Read and identify how this principle is applied in your work?
3. Interpret the work: (What was Communicated? Interpretation, the Art of Seeing Art process, combines our descriptions and analysis with our previous knowledge and any information we have about the artist and the work. Interpretation allows us to draw conclusions about the image.)
What is the meaning, mood or feeling of your artwork?
Is there a personal voice?
What was the intention of the artist?
4. Evaluation: (What do you think of the artwork?) Is it a successful piece of art? Why? What could have been done differently to make it better?