Hunter College - THE ARTS SYLLABUS - Prime Communication - LINE

		Hunter College School of Education Curriculum & Teaching Prof. John Toth, Ph.D. / jtoth@hunter.cuny.edu	THE ARTS PRIME COMMUNICATION LINE QUALITIES
TIME	MIN	THE ARTS AS COMMUNICATION... for the post modern educator	syllabus
1:30	15	INTRODUCE THE IDEA OF PRIME COMMUNICATION IN THE ARTS LINE QUALITIES Literacy and the Arts: theory / practice NYS Art Standards, Blueprint for the Arts, NCLB, Stage development , Stages Learning standards and the Post Modern art educator. Post Modern Communication The Arts: Visual Literacy, Visual Thinking Curriculum, Aesthetic Education, Hypermedia Literacy. AIM: Understand The Arts (dance, music, theater & visual) as a language. Understand the expressive and conceptual use of line quality to show communication. Know multiple approaches to learning that allow the arts to bridge skill, knowledge, reflection, cultural, curriculum and standards. OBJECTIVE: Make portraits using three different line qualities using your signatures. (controlled; print, expressive mood; script and contextual; like John Hancock)	ART STANDARDS: NSEA The Arts Standards for NY The Arts Standard 1 Key Ideas: Dance - Students will demonstrate an understanding of choreographic principles, processes, and structures. Music - They will understand and use the basic elements of music in their performances and compositions. Theater - Students will understand and use the basic elements of theatre in their characterizations, improvisations & play writing. Visual Arts - Students will use a variety of art materials, processes, mediums, and techniques Rubric art supplies
1:45	15	VISUAL ART: ELEMENT: Line, waveform, tone, INITIAL INTERVIEW: DESCRIBE POLLOCK'S PAINTING Expressive Content of Line: curvy, thick/thin, swirl, dripped, short/long strokes, wavy, haphazard. Jackson Pollock, (American, 1912–1956) Autumn Rhythm (Number 30), 1950 (Met) Vincent van Gogh, Starry Night Thomas Benton, July Hay, (Pollock’s teacher) MUSIC Iannis Xenakis, Glitche Mario Davidovsky, Synchronisms No. 2 Philip Glass, Einstein on the Beach. DANCE Merce Cunningham / gesture THEATER Samuel Beckett, Act Without Words. LINE OF INQUIRY: How do artists use line qualities to communicate meaning and expression in dance, music, theater and art?	Conceptual Content of Line: ordered, parallel, angular, perpendicular, in rows or columns, symmetric, Auguste Herbin. Vie No.1Henri Matisse. The Dance, 1911. o/c Art Slideshow
2:00	15	SKILL ACTIVITY: LINE QUALITIES GOALS: Students will learn to differentiate 3 line qualities that communicate different meanings in Art; Music. Students will express different moods and ideas using their signature. OBJECTIVE: ART- Students will draw 3 different LINE qualities based on their signature - 1. Print your name the way you would on a form. 2 - Write your name large and boldly as you would sign your name to one of your great accomplishments. 3 - Angrily write your name. OBJECTIVE: MUSIC - Explore the waveform of your spoken name. Make a gesture using your voice spoken into a waveform monitor. THEATER: Create three waveforms of your name expressing 3 different moods and copy the file to a CD.	STUDENT WORK EXAMPLES Examples of student artworks LINE PORTRAITS
2:15 2:45 3:00	30 15 15	CREATIVE ACTIVITY: LINE PORTRAIT GOALS: Develop the confidence to communicate using line qualities that can be expressive and logical. OBJECTIVE: Art - Make a portrait of your neighbor using 3 different line qualities that you explored during the signature skill activity. ART: Draw portraits of each other using the vocabulary of your diverse signatures from the skill activity; Music - Create and analyze your name as an audio waveform. Theater - Say and record your name with 4 different attitudinal meanings. Dance - Use video and a small flashlight to draw your name with your finger, arm, head, body. In pairs, choreograph a dance piece and use 2 of the gesture lines from your previous poses. REFLECTION: Develop reflection methods for art modalities. - Ask questions about a (specific) artwork. students take turns - Write about one artwork, interview the artist, write a short art review about one work. Share with group.	student example Jacob Lawrence, Migration, series
3:15		CONTEXTUAL INFORMATION: ART HISTORY Jackson Pollock, Autumn Rhythm (Number 30), 1950 (American, 1912–1956) (Met) - Article by Arthur Danto - Lee Krasner, painter (Pollock's wife) ART EDUCATION THEORY : READ & POST ON BB Elliot W. Eisner. The Misunderstood Role of the Arts in Human Development.	VOCABULARY: LINE straight, curvy, swirl, jagged, zigzag, dotted, dashes, horizontal, vertical, parallel Supply List: today: pencils, markers, chalk and drawing paper. Garageband.
3:30			Please complete this survey Survey: Prime Communication - Line

RUBRIC PRIME COMMUNICATION: LINE QUALITY

CRITERIA Equally weighted 33.3%	BELOW STANDARD C+ < 79.9	MEETS STANDARD B- > B+ or 80 > 89.9	ABOVE STANDARD A- > A+ or 90 > 100
Elements/Principles/ Expressive Correct use of the art element of line: Understands the language and differences between curvy, straight, parallel, shaped to make forms or outlines. Controls pressure to illustrate light and dark values, space, color…	Drawing shows no understanding of the use and function of line.	Drawing shows understanding of function of line in the imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc	Drawing shows a deep understanding of function of line in the imagery and composition, to express self identity emotionally, conceptually, metaphorically, etc
Craftsmanship/Technique Drawing aptitude, skill, manual dexterity in use of drawing media: pencils, craypas, colored pencils, markers. Drawing technique displays a skill with which the TC employs the tools/ materials to achieve the chosen effect.	Drawing shows little or no skills in the manipulation and technique used to express self-identify.	Drawing shows skills in the manipulation and technique used to express self-identify.	Drawing shows great skills in the manipulation and technique used to express self-identify.
Creativity/Elaboration/ Inventiveness/ Independence Drawing Involves amplification, development of theme (self-identity) in unique manner. Work exhibits a distinctive, individual style (manner of expression) unique to the TC.	Drawing lacks originality, theme (self-identity) is very weak, trite, stereotypical, copied or trace, very little or no initiative.	Drawing shows an average degree of originality, theme (self-identity) with some elaboration; some initiative in working and independent thinking.	Drawing shows superior degree of originality throughout; very unique solution; theme (self-identity) has been elaborated to a high degree; works and thinks independently all the time. thinking.