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Welcome to Miss Chickey's Homepage
Introduction to Art, Draw and Paint II, & Draw and Paint III & Draw and Paint III: independent study
The students at Central Dauphin High School have the opportunity to take part in an extraordinary program which allows for higher level thinking while developing their technical abilities in the creation of personally driven art works. This curriculum is based on the creation of a portfolio and the discussion of aesthetics and art history. Students gain an understanding of how to write reflective essays on both the work of professional artists and their own body of work. The arts foster creativity and the ability to problem solve. Students involved in the art program at CDHS are forced to think beyond the easy solution and dig deeper to produce content driven art work.
Below are some statements from past students who were a part of the Central Dauphin H.S. Art program
"I honestly don't believe I'd be the engineer I am today if I did not grow as a student with art. When I think back to it, art, creativity, and expression developed me as a student in high school. Especially with the Film and Video curriculum at CASA and the Drawing and Painting classes at CD, I pushed myself to be more creative and productive. Creativity is a must in the engineering world. For example, if an engineer wishes to design a transmission that can make the average car more efficient he or she must understand the mechanics of the transmission. Engineers understand the mechanics of a system through tools such as established equations and computer software. The engineer can use these tools to manipulate the transmission, but creativity, thinking on multiple levels, and visualizing/predicting results are all up the individual engineer. I know art nurtured my creativity at a very important stage of my life and exercised my brain to see the potential of a blank canvas. Having a creative mind has served me well on multiple engineering design projects at Embry-Riddle. Furthermore, it fascinates me to wonder what other fields beyond engineering art can serve to progress." -Ben Walke (class of 2006)
"My painting and photography classes allowed me to advance as an individual and as a student of the arts. Often I spent hours within the art department, simply because of the welcoming environment that it was able to provide. It was an escape from the academic monotony that can take place within other classes. I did not go into high school planning to leave studying the arts and developing my career as a photographer, originally I wanted to swim with sharks while studying marine biology. However, as a result of the strength and intimateness of the art department, I could not imagine pursuing anything other than photography. I remember towards the end of sophomore year, Chickey and Bricker adamantly convinced me to take a photography class the following year. I can honestly say that if it were not for them convincing me to take that class, I would not be in the position to write this letter right now. The teachers and the art program allowed me to heal and continue on while challenging everything that I had thought when first arriving at Central Dauphin High School. I owe my future to the faculty of the Central Dauphin High School art department." Dylan Sites (class of 2009)
"Taking art in high school not only developed my understanding of art and my own abilities, but also it was what branded me a lover of all art. Currently, I am studying to become an art teacher, thanks to the encouragement I received and the skills I have learned in my four years at CD. Without art, I would be a person without a passion. " Selina Strauss (class of 2009)
"The importance of art in a young person's life is immeasurable. As a person who has always loved making art, I can say that I would have never realized that I would have the ability to take my passion further and make it my career and a part of my life. I can safely say that if it were not for the enriching art program I was offered at CD, I would not be on this path to living my life the way I always dreamed to.
Regardless of the presence of one's passion for art, it's crucial that everyone recognize and accept the importance of an art program in public schools, especially for the sake of those like myself whose future life goals depend on at least this form of artistic guidance. Art is one of the only remaining true forms of freedom that we have left as the leaders of the future, and is the last element that should ever be ceased in education." Kashma Jamal (class of 2009) "The art program at CD is absolutely wonderful. I didn't go into art as a career and yet I value my experiences taking art classes at CD immensely. The teachers are artists doing fabulous things in the community and at the same time are sincerely committed to challenging and inspiring their students. I can think of no better way to explore self expression and figuring out what's valuable and making judgments where there's no formula, no principles telling you what to do--you don't learn much about these things through reading a textbook or hearing a lecture. You start by being inspired to create. I'm very thankful to have had those opportunities as a student." Lauren Schaeffer (class of 2005)
"I recently had a long conversation with my dad about how not just my high school experience, but how my personal life was affected by being able to participate in the rich art program that our school provided. I was encouraged on a daily basis to internally examine myself in order to convey my thoughts and feelings into a physical form. This exercise in daily examination has proven to help me in so many situations throughout my life. Being a part of the Independent Studies Advanced Art class senior year was one of my favorite experiences during high school. I was introduced to so many inspiring movements in art and allowed to develop a curriculum that interested me most and allowed me to grow personally and as an artist. This class matched most closely the experiences I have had beyond high school where I have been able to choose my area of focus and practice in excelling in this area. I owe so much of the growth that I had in high school to my participation in the art program, and I thank the wonderful instructors that I have had the pleasure to be inspired and guided by." Noelle Smith (class of 2007) "Before CDHS's art classes, my only exposure to art, other than paint-by-number workbooks, was acryllic painting lessons. The value of the high school's art classes was the exposure to countless mediums coupled with encouragement for experimentation and creativity. The environment created by the teachers and students allowed me to comfortably challenge my techniques. The advanced class I participated in then laid a foundation for continued arts education as we studied arts movements and appreciated less conventional styles. While I study engineering at university, arts will continue to broaden my perspective on human life." Rachel Bradley (Class of 2007) "As an aspiring art teacher myself, I know the importance of the relationship between the student and teacher. While I was placed in such an intimate environment with my art teacher and her ability to believe in my talent to create, I was given firsthand knowledge of what it is like to be a working artist and to have the potential to share a love for art through teaching. Day in and day out I was nurtured to believe in myself, my potential, and never to give up on such a delicate form of communication. As a high school student the possibility of being influenced is extremely likely, and I feel so fortunate to have been in my situation as an art student at Central Dauphin and film student at Capital Area School for the Arts. As I study Art Education at Moore College of Art and Design I find myself to be pushed and shoved in many directions as to what my future will transpire to be in the coming years. Sometimes it feels unbearable the level of uncertainty I have through my experience as a college art student but I always find myself coming back to where I discovered my innate need to create. Through reconnecting with my mentors during my high school years, I always find the clarity and certainty of who I want to become and how I want spend my life. With these people in my life, all part of an artist’s community, I consider myself more than just a member but an addition to expanding the power and influence of art beyond the realms of its existence." Valerie Schaeffer (class of 2009)
{abby} Introduction to Art:
This course is a foundation for 9th graders who are interested in the creation of fine art. This is a .5 credit course which meets for half the year. There is a focus on 4 major subject matter: Still Life, Figure, Portrait and Landscape. All work is done from observation, meaning the students are drawing from life. There are a variety of media the students are introduced to throughout the course of the year. Every unit focuses on the creation of a series of work. A series allows for growth through a unit. They also are able to learn about unifying a body of work which is important in developing content in their art work.
Intro to Art students are required to keep a sketchbook which will be a source from which to work from. There will also be sketchbook assignments given weekly of which they are required to complete. Students are encouraged to attend gallery openings and visit art museums in the area to experience the arts community and see what contemporary artists are creating. Although this is highly encouraged, this is not a requirement. Below is an outline of the semster and what is expected from the students.
{K} Draw and Paint II:
This course is designed for the student who has a higher level of dedication to the arts, whether or not they plan to continue in the arts at a higher level. There is a focus on 4 major subject matter: Still Life, Figure, Portrait and Landscape. All work is done from observation, meaning the students are drawing from life. Students are challenging the media to a new level to translate their content and expression in their work. Students are required to work in a larger series for every unit as compared to Draw and Paint I. This allows for growth and development of content throughout a unit.
Draw and Paint II students are required to keep a sketchbook which will be a source from which to work from. There will also be sketchbook assignments given weekly of which they are required to complete. Students are required to attend gallery openings and visit art museums in the area to experience the arts community and see what contemporary artists are creating. They are required to attend 1 gallery visit per marking period. They will turn in a 1 page summary of their experience. Below is an outline of the school year and what is expected from the students.
Still Life:
Self Portrait unit
Figure Portfolio
Series: choice of: fruit and vegies, environment, global issues, angles, sketchbook development
10 Sketches
series of 7 works of art relating to the theme chosen
Series Development:
3-8 pieces (depending on size)
this is an extensive series developed by the student. Through conferences with teacher the student will develop a content based series of work which will reflect the students' interest.
{a}
Draw and Paint III:
This course is designed for the serious art student who has a true dedication to the arts and possesses a disciplined work ethic, whether or not they plan to continue in the arts at a higher level. Students will be working in a series to develop content and meaning in their work. Students are expected to reach a higher level of thinking while experimenting with media and surfaces. While students are continuing to work from observation there is an expectation to challenge themselves creatively and expressively. Students are expected to work outside of the classroom to reach expectations. Including, 2 gallery visits per marking period with a 1 page summary for each gallery attended. This is meant for the student to experience the arts community surrounding them and to see what is being created by contemporary artists.
Draw and Paint III students are expected to keep a sketchbook throughout the year which will serve as a resource throughout the year for their work. Below is an outline of the school year and what is expected from the students.
Figure:
Still life series:
experimentation of a variety of media and techniques
Self Portrait Unit
5 themed medioum sized portraits
Series Development
extensive development of a subject
Extensive Printing Portfolio
based on subject from series development
etching
monoprints
counterproofs
linocuts/woodcuts
Bookbinding
Sketchbooks: Every week students will be completing a sketchbook assignment. They have the choice of completing either the DP III assignment or the advanced art sketchbook assignment which is listed below.
{t}
Draw and Paint III: IND. Study:
This course is designed for those students who are planning a career in the arts. There is a focus on the development of a content based portfolio. These students possess a high level of passion to succeed in the arts and their work ethic reflects this desire for success. Each student is expected to work outside the set studio time to complete the given work load. While there is a focus on art production there is also a focus on art history. There will be a new topic of discussion every 2 weeks. During this time the students will be introduced to an art movement, concept or group of artists. There will be assigned readings or written refletions accompaning the discussion. Students will be expected to attend to gallery visits throughout each semester.
Topics of discussion and reading material for the year: *Surrealists *Dada *German Expressionist *Cubism *Expressionism *Pop *Minimalism *Outsider Art *Contemporary, Public, Installation *Female Contemporaries *Post Modern Discuss art movement and artist/s with students 2-3 topics per marking period Keeping a binder of all reading excerpts and notes from discussions and readings FIGURES: 1 week of figures each marking period MP I: Focusing on dry media with collage and gesso: Portfolio of: 4 short studies 1 canvas MP II: Discuss artists: Egon Schielle, Marlene Dumas, Tracey Emin, Elizabeth Peyton, Francis Bacon Focusing on watercolor and ink washes Portfolio of: 4 small studies 2 large developed works MP III: Discuss artists: David Choe, Sabrina Ward-Harrison, Robert Rauschenberg, Jasper Johns, Cecily Brown, Kara Walker, graffiti artists Focusing on Mixed Media Portfolio of: 4 small studies 2 large developed works MP IV: Discussion of Jenny Saville, Francis Bacon Focus on Oil on Canvas Final: 1 canvas oil painting Unit #1 Still Life: (focusing on line, form, space and depth) 1. Charcoal 2. Blended Drawing 3. Tonal: Oil painting 4. Text 5. 5 layers Unit #2 Mixed Media Self Portrait unit (3 finals pieces): Unit #3 Public Art Installation Working as a team you will plan a public art installation/show (Discuss Ann Hamilton, Jeanne Claude and Christo) What is an installation? What will your installation/show be? What do you hope to say with this piece? How will it be viewed? Where will you show? How long will the installation run? Brainstorming through a collaborative sketchbook: all students and instructor will give input and constructive feedback throughout planning stages…discussion of $, materials, resources, location, theme, content, dates and times, audience, advertising, programs, reception (food, programs, beverages, etc.), length of time the show will run…. DOCUMENTATION THROUGHOUT PLANNING AND THROUGHOUT SHOW Unit #4 Response to literature Students will be illustrating a narrative through visual means in the form of printmaking. This might possibly be responding to a book, poem, or short story. It might also be a story they have written. Artists to look at: Marcel Dzama, Henry Darger, Tara Jane-O’neil, Camille Rose-Garcia, Dan Eldon, Matisse. Guidelines: Obvious planning and preliminary sketches May use any form of printmaking *One edition must be at least 24”x36”: This can be one large plate or it can be a combination of several plates depending on materials chosen. This must have an edition of 2. *4 smaller size prints. Each print must have an edition of 5. This will total 20 prints. *All prints must have a unifying theme. Can use: woodblock, Linoleum, Monotypes, Etching, Collagraph, Lithograph, Stencil, Screenprint {k} |
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