Art One Syllabus –printable version
International School of Beaverton
Art One Syllabus 2015-16
The best way to reach me is via email, checked daily after school.
Instructor: Andrew Ashkinos School Phone: 503.259.3800
Website: aashkinos.wordpress.com
Email: Andrew_ashkinos@beaverton.k12.or.us
Course Description:
This course is a general foundations course open to 8th-10th grade students. It fulfills the MYP fine arts credit and is a prerequisite for other art courses designed to prepare students for the Diploma Program. An emphasis will be placed on the foundational elements and principles of art and will include developing various technical skills, research, and critical thinking. Students will work with a variety of media and explore, develop, and refine the design process. Group critiques throughout the term will give students an opportunity to share and receive feedback. Students will continue to reflect in their Developmental Workbook (DW) for MYP documentation.
Grading:
Overview– Students will be graded using the MYP criteria. These are meant to measure specific skills, NOT overall academic behavior. Student grades will be determined based on multiple assessments addressing each criterion.
| Criterion A | Knowing and Understanding | Maximum: 8 |
| Criterion B | Developing Skills | Maximum: 8 |
| Criterion C | Thinking Creatively | Maximum: 8 |
| Criterion D | Responding | Maximum: 8 |
Details of these criteria can be found in the student planner or on the ISB Website. For this class we will be using the Level descriptor Year 3 – 8th Grade.
Explanation- Student grades will be assessed using the International Baccalaureate Middle Years Program criteria (as found on the ISB website, the student planner, and the rubrics that will be passed out and included on major assignments). These scores are representative of the student’s demonstration of specific skills and are intended to make clear where students are approaching, meeting or exceeding achieving proficiency. The final grade will be a combination of the student’s general trend of scores, as well as their level of engagement with the class expectations.
Students will be given multiple opportunities to demonstrate their proficiency in each criterion (i.e. one disappointing score in a certain criteria should not ruin a grade if it appears to be an outlier or fluke). Rather, the grade is determined by all of the scores indicating a trend.
Behavior Learning Target:
ISB’s behavioral focus is on preparing students to manage their own responsibilities as a student. I will grade students on how consistently they use a system for tracking assignments and on the extent to which they use strategies to prepare for assessments.
Academic Honesty:
All students in this class are expected to abide by the agreements and expectations of the ISB Academic Honesty Policy. The instructor will be following the guidelines outlined in the policy.
Grade Boundaries and Key: (Out of a maximum of 8)
| A | 6.5-8.0 | An “A” letter grade communicates that a student has mastered, at a very high level, the academic learning of the course. A student would need to be Proficient (5-6) or Highly Proficient (7-8) in the majority of the learning targets to earn this letter grade. |
| B | 4.5-6.5 | A “B” letter grade communicates that a student has the academic learning of a course strongly in place and is well equipped to move forward. A student would need to earn mostly summary judgments of Proficient (5-6) on the course learning targets to earn this letter grade. |
| C | 2.8-4.5 | A “C” letter grade communicates that a student has a basic understanding of the academic learning of a course. This student has attained the minimum required knowledge and skills to move on to the next course by earning summary judgments of Nearly Proficient (3-4) or better on the learning targets. |
| D | 1.3-2.8 | A “D” letter grade communicates that a student has not mastered enough of the required learning for the course to be successful moving forward. While a student receiving a “D” may move forward to the next course, this student will lack prerequisite learning and interventions may be necessary. |
| F | Less than 1.3 | An “F” letter grade communicates that a student has not mastered enough academic learning in a course to appropriately move on to the next course. This student would have earned mostly Developing (1-2) on the summary judgments for this course. High school students will not receive transcript credit. |
Instructional Units and Criterion Applied:
Each assignment has one or more particular criterion attached for assessment.
| Shattered Value Drawing (Value, Contrast) | Criterion: A, B |
| Abstract Collage/ Research Artist
(Form, Shape, Texture, Color) |
Criterion: A, B, D |
| Charcoal Still Life (Value, Space, Form) | Criterion: B, C |
| Clay Story Tiles (Unity, Space, Rhythm) | Criterion: B, C, D |
| Compound Your Art Collage (Shape, Contrast) | Criterion: B, C |
Instructional Materials and Resources
Students will be given handouts, notes, and proper art supplies for any assigned art project.
Developmental Workbook (Very Important!)
- Students will be expected to have a Developmental Workbook (DW).
- Students are required to write daily entries that will detail progress on current work, as well as project reflection.
Assignments:
- Assignment due dates will always be communicated in class. Students will be responsible for keeping due dates in their planners.
- Missed assignments due to absences (absent on the day the assignment is due) will be expected the day the student returns. Extenuating circumstances (extended illnesses, family emergencies, etc.) will be treated on a case-by-case basis as long as students and parents have communicated proactively with the instructor.
- All assignments are to be completed by the scheduled due date. Any assessments turned in more than one week after the due date will receive a deduction in score. Students who have not completed necessary homework for class discussions/activities will not be eligible to make up that particular assignment for credit.
- All assignments must be neatly written or typed – if I cannot read your work I cannot give you credit for it.
District Goal: All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.
The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans’ status, genetic information or disability in any educational programs, activities or employment.
Mr. Ashkinos 