• Sketchbook/Creative Journal - All students are required to keep a sketchbook/creative journal. * It is important that students understand the importance of drawing from observation.  Drawing from observation helps students to draw what they see, not what they know. Keeping a sketchbook also helps students develop strong work ethic, gain confidence, increase hand-eye coordination, break bad drawing habits, eliminate drawing assumptions, and understand how a sketchbook can be a resource/inspiration for a greater work of art.
• Portfolio - All students must keep a collection of their best work.  This is especially important for those students who are aspiring art in college and as a future occupation.  A portfolio also allows a student to see artistic growth.

• Introduction to drawing and the creative journal
• still life drawing with pencil, charcoal, or ink 
• abstract watercolor (window painting) of a still life 
• self-portrait drawing with conte crayon, charcoal, or oil Pastel
• figure painting with acrylics
• a muti media final project

• Sketchbook/Creative Journal - All students are required to keep a sketchbook/creative journal.  * It is important that students understand the importance of drawing from observation.  Drawing from observation helps students to draw what they see, not what they know.  Keeping a sketchbook also helps students develop strong work ethic, gain confidence, increase hand-eye coordination, break bad drawing habits, eliminate drawing assumptions, and understand how a sketchbook can be a resource/inspiration for a greater work of art.

• Define Sculpture -  Students will understand that sculpture is three dimensional; it must be aesthetically pleasing from all angels; there should be no "front" or "back".   Students will also understand that sculpture should capture the beauty of line and form as well as obtain harmony and balance through creating a good composition. The Elements and Principles of Art and Design will be studied.  Students will also:  understand the importance of sketching from observation, implementing themes and finding meaning, development of ideas, and explore the importance of relating art through the environment (public art).
•  Still Life             

•   Figure

•   Self Portrait

• The Vessel

• Vessels: (form and function vs. non-function).  Students will develop a series of vessels based on their most successful style of pottery.  Students should create at least three of the following: pinch, coil, slab, draped, & thrown before considering their most successful style.  Students should also experiment with various finishing techniques.

Marking Period Two

• Self Portrait: (realistic vs. abstract).  Students will develop a life size self portrait bust from clay/ mixed mediums that may be conveyed through a relief or table-top format.  Students will discuss the art of overexaggeration and the implimentation of found object.

Marking Period Three

•  Figure Studies: Students will create studies of partial and whole human bodies using clay, plaster, or packaging tape.  Students will discuss various moods or actions the human body expresses through movement and then develop and collaborate on creating an interactive installation.

Marking Period Four

• Environment/ Architecture:  Students will create fisads through carving, casting or molding various materials like clay, plaster, wood, or metal.  This final project is collaborative and expressive and should be reflective of something that has influenced or inspired the students in some way.   

• Students choose a specific theme or style to focus on & develop for the entire year.
• Students work very independantly and individually on their resource books, topics of focus, and their portfolios.