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    Name: Sonny Sholola
    Subjects / Classes Taught: Drawing, Painting, and Printmaking
    Degree(s): BFA
    Email: ssholola@phoenixunion.org

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     Welcome to my Teacher Page:  If you have any question please fill free to contact me by email at ssholola@phoenixunion.org

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    • Room #703
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    • Plan for Success:
    •    PLAN FOR SUCCESS

      Drawing/Painting 1-2                                                            Period ____________                       

      South Mountain High School                                               Room# ___________

      Instructor: Mr. Sholola                                                       Fee: $20 Per Semester           

      ssholola@phoenixunion.org

       

      DESCRIPTION: This course is designed to introduce students to drawing and Painting as an art form. Students will explore drawing/painting tools, techniques, media and history of fine arts. Emphasis will be for each student to develop his/her potential. The class will be aligned with the state and national standard for the arts; CREATE, RELATE, AND EVALUATE

       

      PERFORMANCE OBJECTIVE: Students will

      • Create drawing/painting projects using different types of media
      • Relate and evaluate artwork
      • Finish all projects for presentation and participate in group projects
      • Learn critique method
      • Research drawing/painting techniques and art history

       

      EVALUATION/GRADING PROCEDURES:

      • Assignments are graded on a standard 0-100% system. 90-100% = A, 80-89% = B,

      70-79% = C, 60-69% = D, 59 and below = F or an I (incomplete).

      • It is student’s responsibility to turn in work on time and to make up late work.
      • Semester grades combine term grades (40% each term) and the final exams (20%).
      • Students are expected to participate in school wide testing (Stanford9/AIMS/Terra Nova) and classroom testing.

       

      TUTORING/MAKE-UP POLICY: Students have a week from due date to make up any missed assignments. Students are encouraged to make up missed work or come for tutoring during the KKIS time 7:15am - 7:45am M & Th., lunch by appointment, and Saturday open studio see the teacher for dates.

       

      ASSESSMENTS:

      • Class assignments/projects
      • Test, quizzes, and writing work
      • Class participation – being in attendance, on time, bell work, prepared, and using class time wisely.

       

      CLASSROOM RULES: In accordance with the SMHS student handbook and art class

            personal policies agreement.

       

      ATTENDANTS: Students may lose credit for the semester, in any course, when reaching a total of 10 excused/unexcused absences.

       

      I have read and understand the plan for Drawing/Painting 1&2           

       

      Student _______________________________________________Date _____________________

       

      Student # __________________Period # _______ Teacher _______________________________

       

      Parent Signature _________________________________________________________________

    • Teaching Philosophy
    • Your (appropriately professional) picture - optional
    • Expectations
    • Classroom Policies/Rules

          Policies

    • I will respect the rights, feelings and the properties of my teacher and fellow classmates
    • I will only speak and act in kindness toward my teacher and my fellow classmates
    • I will consume all food and drink (except water) outside of the classroom
    • I will follow all instructions the first time they are given
    • I will work only on drawing/painting assignments during class time
    • I will use only the tools and materials that I have permission to use
    • I will properly care for, share, and return all tools, supplies, and equipment that I use
    • I will clean my work area on daily basis
    • I will always ask the teacher permission to leave the classroom or go to the bathroom
    • I will follow all classroom safety rules, district and school policies and procedures

     

    • Procedures
    • I will quietly enter the classroom and immediately begin working silently on bell work
    • I will work the entire class period
    • I will come to attention at the teacher’s request and practice active listening skill
    • I will stop working and begin cleaning up only when told to do so by the teacher
    • I will remain seated until dismissed by the teacher
    • I will complete all out of class assignment and attend Saturday Open Studio

     

    • AP Studio Art Syllabus

             

    AP Studio Art: 2D Design

     

    Contact Information

    Students & Parents - please feel free to contact the instructor at any time with any questions or problems.

     

    Sonny Sholola

    (602)764-5308 ext. 63703

    ssholola@phoenixunion.org

     

    Students are also encouraged to contact other AP Studio Art classmates at any time (including the summer!) with questions or to share ideas using the school wide email system.

     

    Course Description

    This is an advanced level course that is designed to enable students to further develop mastery in concept, composition, and execution of their 2D artwork and design skills.  The course is developed as a college level course completed at the high school level.  Requirements for the final portfolio are developed by the College Board Advanced Placement Program, including a Quality, Concentration, and Breadth Section.  Portfolios are submitted in slide format (students will have to purchase their own slides) to the AP Board for scoring in a 1-5 range.  Students who receive a 3, 4, or 5 on the portfolio are often given credit(s) for their efforts when they enter their Undergraduate Program at the College or University of their choice. 

     

    Students who complete this course will have not only created an excellent portfolio, but will have:

    ·         Become independent critical thinkers

    ·         Emphasized art making as an outlet of personal expression and voice

    ·         Developed sophisticated technical versatility and skill within the Elements and Principles of Two Dimensional Design

    ·         Learned how art making/creative solutions can be an integral part of daily life

     

    Expectations

    The process of developing a portfolio requires a great deal of time and effort and the five 2 hour block class sessions per week are quite adequate to create the amount of work necessary for the portfolio. This studio class is designed to provide concentrated work time in the studio with a teacher present as a resource. Saturday Open studio is not required but is recommended for success.

     

    The following are key guidelines of the course:

    ·         A sketchbook/journal is to be kept throughout the course.  This will include photos, notes, sketches, clippings, and any other variety of ideas/techniques produced/practiced on a daily basis.

    ·         Deadlines must be met.  Procrastination is not accepted in this course, or the portfolio requirements will never be able to be completed in the time period allotted.

    ·         Students must be active participants in class.  Discussions and critiques are key learning processes in this course and students must contribute their ideas and thoughts at all times.

    ·         Students must be prepared for class.  Students must arrive to class on time with their materials, and use the class time to its fullest extent.

    ·         Respect is expected at all times.  This includes respect for personal artwork, respect for other people’s artwork, respect for the classroom and materials, and most of all respect for people’s ideas, opinions, and feelings voiced in discussion.

    ·         Students must also study classic and contemporary artists and trends during the duration of the course.  Students are expected to visit galleries and local art museums on their own 2-3 times during the year.

    ·         Artistic Integrity and Plagiarism: All artwork must be original!  No published work can be used as a basis for personal artwork unless significant alteration to the image is completed.  All imagery must be developed according to personal voice and any duplication of imagery from any source is not accepted. It is unethical, constitutes plagiarism, and often violates copyright law simply to copy an image (even in another medium) that was made by someone else and represent it as one’s own. When submitting their portfolios, students must indicate their acceptance of the following statement: “I hereby affirm that all works in this portfolio were done by me and that these images accurately represent my actual work.”

     

     


    Summer Work

    Students are to complete 4 works over the summer that will be included in the Breadth section of the AP 2D Design Portfolio.  The 4 finished pieces will be due on the first day of school, and will be critiqued during Week 1. 

     

    While completing the summer work, students should:

    ·         Create a timeline of their own “due dates” so the pieces can be created in a comfortable, relaxed manner – the 4 works should not be completed during the last week in August!

    ·         Keep in mind the Principles of Two Dimensional Design – even though this is summer work it should still be technically developed as much as advanced in-class works would be.

    ·         Remember to get feedback about works in progress and about finished works.  Some might ask parents or relatives to critique their works, some might ask friends, or digital images of the work can be emailed to the instructor with questions or for suggestions at any time.

     

    The four summer assignments are:

    Complete two works in Breadth of your choice, which may be done in graphite, charcoal, paint, or pastel on 16 x 20” or 18 x 24” paper/board. Use a different medium for each work from the following topics:

    ·         Self-portrait: Use a mirror to draw yourself in ink or similar medium and use a stylized and weighted line to outline your portrait in contour. Let your imagination go free and create a background that tells a story. Add color to create emotion and feeling to your portrait. You may incorporate symbols, motifs, letters, or text to your work.

    ·         Figure drawing: Draw a figure focusing on line, shape, color, texture, and movement. Consider foreshortening, cropping off, overlapping, and other perspective devices to combine figure with background. Use repetition of shapes, colors, patterns, and textures.

    ·         So Many Shoes: Students will set up a still-life including at least 6 different pairs of shoes. A colored pencil drawing will be created from careful observation of an interesting section of the set up. Close attention should be paid to value, texture, and contrast

    ·         Fantasy Landscape: Paint a landscape using your imagination and use photographs or objects from life for visual aids. Research the work by Magritte and Dali’, who were Surrealists, to inspire you and evoke emotions in your work. Paint your dreams and nightmares focusing on nonsense, illusion, symbolism, light, and strong cast shadows.

     

    Complete a sketchbook of 12 drawings using the topics above for random works or as preparatory drawings for completed Breadth assignments. Sketchbooks should be 8 ½ x 11” and consideration to composition with the use of overlapping, cropping off, and use of proportion must be used. Works with white space around the subject with no apparent concern for composition will not be graded.

     

     


     


     

    Course Schedule

    The AP Studio Art class will meet each school day for a 105 minute period.  Students must enroll in both semesters of AP Studio Art, as the full year will be needed to complete the portfolio requirements.  At the end of the year 2 credits will be given to those who complete all required components of the course.  The spreadsheet timeline for the year with all assignments and due dates is located at the end of this syllabus. 

     

    During the first week of the course, students will be re-introduced to this syllabus and introduced to the AP 2D Design Portfolio requirements in depth as explained in the AP Studio Art Poster.  Extensive examples will be shown of works from the different sections of the portfolio, including those created by past AP Art students from our school, as well as those given on the College Board “Slide Show & Commentary” CD.  Many discussions will be held, including an in-depth conversation about plagiarism and appropriate idea sources.  Student summer work will be critiqued at this time, and a sharing session will be held about the information learned through the summer work about different Artist.  Students can use this information throughout the year to help develop their own styles and ideas within two-dimensional design, as they probably have not worked extensively in design before now.

     

     

     


     

    Breadth

    Within the Breadth Section of the portfolio twelve slides will be needed of 12 different works. No detail slides will be permitted. The Breadth Section is designed to demonstrate a variety of concepts, media, and approaches while emphasizing the Elements and Principles of Design.

    Breadth pieces will be completed as a class, meaning everyone will be working on the same assignment at the same time. Students are encouraged to feed off one another – discussion and informal critiques are expected almost daily in order to enhance final products. Formal classroom critiques and/or written personal critiques will be completed after each piece is completed. It is also expected that students think about comments and suggestions previously given to them by the teacher or peers when creating each new work. Students should think about the portfolio process as a building block process – each skill, technique, and idea learned needs to be retained in order to move ahead. Unique and individual responses are expected for each assignment.

    Each year the progression of the Breadth assignments change depending on the strengths and interests of the students enrolled in the course.  Possibilities of Breadth assignments include:

     

    • Foreshortening:

    Students will create a foreshortening drawing of any subject of choice e.g. hand, feet, or figurative pose.

    ·         Ancient Mosaic:

    Students will develop images in their sketchbook, and then transfer the image into a mosaic style. The mosaic tiles will be drawn with colored pencil – many shapes and sizes of tile can be used to create the image.

    ·         Landscape Collage:

    Students will create a landscape collage using found 2D materials. Textural papers, fabrics, etc. should be used in order to describe different parts of the scenery.

    ·         Collage Self-Portrait:

    Students will choose a favorite photograph, draw and create a collage from with color cut papers. Students will create one image that shows light and dark values of color layered in order to develop form.

    ·         Text Blocks Perspective:

    Students will create a drawing of children’s alphabet blocks in an arrangement set up to show perspective. The letters must be carefully drawn and placed on the correct planes as to really look like they are on the blocks.

    ·         Mechanical Objects:

    Students will find an interesting mechanical object (gears, bike, motor, etc.) and create four close-up drawings from four different points of view. Charcoal pencils will be used on gray paper for the drawings.

    ·         Social Issue Poster:

    Students will choose a social issue that affects teenagers and create an influential campaign poster that communicated their feelings or attitude about the issue. Imagery, formatting, and text design must be considered.

     

    ·         Monochromatic Self-Portrait:

    Students will create a self-portrait (painting) using a monochromatic color scheme. The color chosen should effectively portray the mood/feeling that the artist is showing his/herself in/with.

    ·         Multi Media:

    Students will create a piece of art work using different mediums and techniques. Student should use minimum of two mediums e.g. watercolor and graphite, color pencil and pen, pen and water color.

    ·         Cropped Still-life:

    Students will set up a still-life of choice subjects in an interesting manner. Students will then create a drawing (zoomed in and cropped) of one area of the still-life, making sure that the imagery fills the whole page and bleeds off all edges.

    ·         Cultural Painting:

    Students will research culture of choice and create an abstract representation of the culture in painting.

    • Fantasy drawing:

    Students will create a fantasy drawing of choice subject.

     

    The Breadth section of the portfolio will be completed by the end of the first Semester 1.  If students are not happy with any of the specific pieces they created this year for the Breadth section, they do have the option of removing those pieces and incorporating other successful pieces that they created in other art classes during previous years.

     

    Concentration

    The Concentration section of the AP portfolio consists of twelve slides of artwork that can include details (ex. 11 different works with a close up slide of 1 work to show extreme detail or texture).  The concentration section is designed to demonstrate an in-depth exploration of one theme or idea.  The theme should be of interest to the student in order to ensure excitement, dedication, and critical inquiry throughout the whole creation process for the large body of works.

     

    Though students should have been thinking about their Concentration theme throughout the first Semester, the first two weeks of the second Semester will be dedicated to the development of a concrete idea for each AP student’s Concentration.  During this time students will consider these questions:

    • What are your interests/hobbies?
    • What affects your life on a daily basis?
    • What qualities make you love something?
    • Do you see a theme that has developed in any of your personal artwork?
    • What might you consider your obsession?

    After establishing this list of answers, students will research the topics in depth and narrow down their ideas to a select few.

     

    After narrowing down their ideas, students will then turn to their artistic brain to decide the final idea.  The remainder of the two weeks will be dedicated to sketching and designing ideas that might lead to pieces in the topic’s concentration.  If one idea isn’t leading to diverse compositions and pieces of work, then students should move on to their next idea.  Students will really push their creativity and develop many different sketches for one idea during this time period – when finding the final topic a student might have up to 100 sketches for artworks.   It is at this time the students can choose the direction they want to go within the idea and narrow down their sketches.  They are now ready to start using the art materials and begin the concentration.

     

    A few examples of previous 2D Design Concentrations are:


     

    ·         Roller coasters

    ·         Skateboards

    ·         My little

    Brother or Sister

    ·         Photomontage of 2012 election

    ·         Inside looking out

    ·         Old Chevy cars

    ·         Plants life in everglades

    ·   The mannequin

    • European Flags

    • Contrast

    • A day in the life of a mouth

    • Children at play

    • Windows

    • Famous Moustaches

    • Bubble Gum

    ·   Things in my car

    • School lockers

    • Through a microscope

    • Footprints

    • Billboards

    • Fragmented Objects

    • Power tools


     

     

    As shown on the course timeline, the Concentration body of work will be created throughout Semester 2. Though each student will be working on individual themes and pieces using a variety of media, the class will continue to converse about and critique each piece.  Formal and informal classroom critiques will be held, as well as written self-critiques.  Students will especially develop conversation about the diversity of their Concentration – though each individual piece revolves around the central theme, it still must be different and must not be too similar to any other piece in the body of works.  This will prove to be the most difficult task of the course for most students.

     

    Quality

    The Quality section of the portfolio consists of 5 pieces of work that will be selected to show the AP Studio Art Readers in slide form (2 views of each piece) as examples of excellence and skill in all aspects of three dimensional design principles.  These 5 pieces can be pulled from the Concentration and/or Breadth Sections of the portfolio, and do not necessarily even have to be new pieces.

     

    Beginning in Week 5 of Trimester 3, all students will begin rigorous critiques of both bodies of their work.  This is the beginning step in deciding which pieces truly are the best and should be considered for the Quality Section of the portfolio.  This process also allows students to pick out pieces that they might want to work on/tweak more before slides are taken. 

     

    Each piece will be looked at and scored (with a 1=poor to 5=excellent scale) on the following criteria by the student as well as by the instructor:

    • Material use/technique
    • Creativity/Imagination
    • Evidence of the Elements & Principles of Design
    • Evidence of critical thinking & development of ideas
    • Composition
    • Personal Style/Voice

    Any piece that consistently scores in the 4 or 5 range will be considered as part of the Quality section.  If more than 5 works are chosen in this range, then more critiques will be completed involving the whole class in order to choose a final set of 5.

     

    The quality works will then be neatly matted (not larger than 18” x 24”) using uniform mat board color to create unity within the body of works.

     

     

     

    Slides

    Slides will be taken at the high school using appropriate lighting and technology, but the students must pay for the cost of development.  This will happen during two different weeks of the year: Breadth slides will be taken in the month of November and Concentration slides will be taken in the month of April.  (This is done at two separate times so sculptures don’t have the time to get broken before they can be photographed.)  When the slides are developed, students will appropriately label and arrange each slide according to section (Concentration & Breadth) as well as label media and size of each original piece.  Extra slides will be printed for the Quality section and they will be labeled appropriately in the spring as well.

     

    Grades

    Students will be graded each Semester based on the following criteria:

    Artwork Completed                60%     ß each finished piece will receive a grade

    Sketchbook                              15%          based on idea content, technique, effort

    Critique                                   15%          demonstrated, use of media, etc.

    Participation/Attitude             10%

    Total                                        100%

     

    Note: Any student who does not complete all requirements of the AP Studio Art 2D Design portfolio (whether they send their portfolio to the College Board for scoring or not) will not receive credit for the course regardless of GPA for the year.

     

     


     

     

    Course Timeline

    The timeline for each Semester of the course is located on the following pages…

     

     

    SEMESTER 1 - Breadth

    WEEK

    AGENDA

    Week 1

    Introduction to AP Materials

     

    Discuss the summer assignment and syllabus. Critique summer assignments and sketch book

    Week 2

    Continue & Finish Breadth #1 Foreshortening

     

    Students will create a foreshortening drawing of any subject of choice e.g. hand, feet, or figurative pose.

     

    Week 3

    Continue & Finish Breadth #2 Ancient Mosaic

     

     Students will develop images in their sketchbook, and then transfer the image into a mosaic style. The mosaic tiles will be drawn with colored pencil – many shapes and sizes of tile can be used to create the image.

     

    Week 4

    Begin Breadth #3 Landscape Collage

     

    Students will create a landscape collage using found 2D materials. Textural papers, fabrics, etc. should be used in order to describe different parts of the scenery.

     

    Week 5

    Finish Breadth #3

     

     

    Week 6

    Begin Breadth #4 Collage Self-Portrait

     

     Students will choose a favorite photograph, draw and create a collage with color cut papers. Students will create one image that shows light and dark values of color layered in order to develop form.

    Week 7

    Finish Breadth #4

     

     

    Week 8

    Begin Breadth #5 Text Blocks Perspective

     

    Students will create a drawing of children’s alphabet blocks in an arrangement set up to show perspective. The letters must be carefully drawn and placed on the correct planes as to really look like they are on the blocks. 

    Week 9

    Finish Breadth #5

     

     

    Week 10

    Begin Breadth #6 Mechanical Objects

     

     

    Students will find an interesting mechanical object (gears, bike, motor, etc.) and create four close-up drawings from four different points of view. Charcoal pencils will be used on gray paper for the drawings. 

    Week 11

    Finish Breadth #6

     

     

    Week 12

    Begin Breadth #7 Social Issue Poster

     

    Students will choose a social issue that affects teenagers and create an influential campaign poster that communicated their feelings or attitude about the issue. Imagery, formatting, and text design must be considered.

    Week 13

     Finish Breadth #7

     

     

    Week 14

    Begin Breadth #8 Multi Media

     

    Students will create a piece of art work using different mediums and techniques. Student should use minimum of two mediums e.g. watercolor and graphite, color pencil and pen, pen and water color.

    Week 15

    Finish Breadth #8

     

     

    Week 16

    Take Breadth Slides

     

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