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Art I Course Syllabus
CHS Art Department
Contact Information: Parents may contact me by phone, email or visiting the school.
Teacher: Lori Dana
Email Address: [email protected] or [email protected]
Phone Number: (740) 702-2287 ext. 16241
Online: http://www.ccsd.us/1/Home
CHS Vision Statement: Our vision is to be a caring learning center respected for its
comprehensive excellence.
CHS Mission Statement: Our mission is to prepare our students to serve their
communities and to commit to life-long learning
Course Description and Prerequisite(s) from Course Handbook:
Art I: Introduction to Art – 601 (semester)
State course #029999
Prerequisite: None
Elective
Grade: 9-12
Graded Conventionally
Credit: 1 Fee: $20.00
Art I is an introductory art course that serves as a prerequisite for future art classes. This
course covers the basic concepts of art, focusing on the elements and principles of design,
and proper use of materials. Students will work with several different mediums (paint, clay,
pencil, ink, etc.) and learn multiple studio techniques.
Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every
Unit taught during this course, and the Essential Questions to be answered to better
understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions
will define whether or not he or she adequately learns and can apply the skills found in Big
Ideas. This will ultimately define whether or not a student scores well on assessments
given for this course. The Common Core Standards can be found at
http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model
suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will
vary.)
1st Quarter

Unit I: 2-Dimensional Media

Big Idea #1:Line (example project: contour line
drawing with watercolor wash)
Essential Question #1: What are characteristics of line?
Essential Question #2: How do artists use line?
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Essential Question #3: How can you increase your line drawing
skills? (contour line drawing, continuous contour line drawing,
blind contour line drawing)
Big Idea #2: Value in Drawing (example project: shattered value
drawing)
Essential Question #1: What is value?
Essential Question #2: How do artists use value?
Essential Question #3: How can you use value in your artwork?
(Shading techniques with pencil)
o Unit II: 3-Dimensional Media
Big Idea #1: Form (example project: ugly jugs)
Essential Question #1: What is form?
Essential Question #2: How do artists use form?
Essential Question #3: How can you create a clay form? (clay
techniques and vocabulary)
Big Idea #2: Texture (example project: textured wind chimes,
burlap painting, textured tile)
Essential Question #1: What is Texture?
Essential Question #2: How do artists use texture?
Essential Question #3: How can you use texture in your
artwork?

2nd Quarter
o Unit III: Color Theory
 Big Idea #1:Color Mixing/Color Schemes(example projects: Color wheel
Mandala, pocket still life)
Essential Question #1: What is color?
Essential Question #2: How do artists use color schemes in their
artwork?
Essential Question #3:
How can you use color
schemes in your
artwork?
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Big Idea #2: Value in Painting (example project: monochromatic
painting)
Essential Question #1: How is value different when using color?
Essential Question #2: How do artists use color value in
painting?
Essential Question #3: How can you use color value in your
artwork?
Unit IV:
Big Idea #1: Shape (example project: pixel drawing)
Essential Question #1: Drawing using a grid
Essential Question #2: How do artists use shape in their work?
Essential Question #3: How can you use shape in your artwork?
Unit V:
Big Idea #1: Space (example project: perspective
drawing)
Essential Question #1: What is space as it is associated with
art?
Essential Question #2: How do artists use space in their
artwork? (Four ways to show deep space)
Essential Question #3: How can you use space in your artwork?
Big Idea #2: Rhythm (example project: op art)
Essential Question #1: What is Rhythm as it pertains to art?
Essential Question #2: How do artists use Rhythm?
Essential Question #3: How can you use Rhythm in your
artwork?
Big Idea #3: Movement (example project: op art)
Essential Question #1: What is Movement as it pertains to art?
Essential Question #2: How do artists use Movement?
Essential Question #3: How can you use Movement in your
artwork?
Big Idea #4: Contrast (example project: op art)
Essential Question #1: What is contrast?
Essential Question #2: How do artists use contrast to enhance
their artwork?
Essential Question #3: How can you use contrast in your
artwork?
Unit VI
Big Idea #1: Balance (example project:
cardboard relief sculpture)
Essential Question #1: What is Balance?
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Essential Question #2: How do artists use the 3 different kinds of
balance?
Essential Question #3: How can you create balance in your
artwork?
Big Idea #2: Unity (example project: (cardboard relief sculpture)
Essential Question #1: What is Unity?
Essential Question #2: How do artists use unity in their
artwork?
Essential Question #3: How can you use unity in your artwork?
Unit VII
Big Idea #1: Emphasis (example project: illuminated letter)
Essential Question #1: What is Emphasis?
Essential Question #2: How do artists use the three different
kinds of Emphasis in their artwork?
Essential Question #3: How can you use Emphasis in your
artwork?
Big Idea #2: Variety (example projects: self portrait collage, collage copy)
Essential Question #1: What is variety?
Essential Question #2: How do artists use variety in their work?
Essential Question #3: How can you use variety in your
artwork?
Unit VIII Optional Projects
Big Idea #1: Realistic Shading
Essential Question #1: What is shading?
Essential Question #2: How is shading different with different
media?
Essential Question #3: How can I create realistic shading with
graphite?
Course Expectations
Students will need a 3 pronged pocket folder to keep handouts, notes, reflection sheets,
sketches, and photographs of their artwork.
All projects will be completed in my classroom. I will not accept work completed outside of
class, unless prior permission is given.
Students will fill out a reflection sheet following completion of each project. Reflection
sheets will need to be turned in with the project to be graded.
It is your job to turn work in to be graded. I will not look through drawers or on drying
racks for projects to grade.
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Incomplete work will not be accepted.
Students will need to photograph each of their completed projects and compile a portfolio
of their work including: reflection sheets, photographs of their work, and any notes or
sketches associated with their projects. This may be a physical or digital portfolio.
Course Material
Art 1A has a $30.00 course fee
Students will also need a 3 pronged folder.
Grading
Unit Exams: 50%
Assessments (Projects): 30%
Homework or Class Work: 20%
Grading Scale
The grading scale for Chillicothe High School can be found in the student handbook or
online at
http://www.ccsd.us/1/Content2/studenthandboook
Late Work: Late work will be subject to the board adopted policy on assignments that are
turned in late (to be reviewed in class). Information can be viewed on-line at
http://www.ccsd.us/1/Content2/studenthandboook
CHS TENTATIVE Art I Course Schedule
This is an overview of what will be covered in this course at CHS for this school year.
Although, I would like to follow this plan verbatim this years’ tentative schedule is subject
to change (at the teachers’ discretion).
1st 9 Weeks:
Week 1: Beginning of the Year Pre-Assessment Exam
Unit I: 2-Dimensional Media
Weeks 1:
Line project (Contour line drawing)
*Formative assessment
Week2:
Value project (drawing and shading)
*Formative assessment
Unit I Summative Assessment
Unit II: 3-Dimensional Media
Weeks 3-4: Form project (Ugly jugs, clay hand building)
*Formative Assessment
Texture (burlap and pastel mixed media, wind chimes/clay)
*Formative Assessment
Week 4: Unit II Summative Assessment
2nd 9 Weeks:
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Unit III: Color Theory
Weeks 5:
Color project (Color wheel Mandala, Color mixing with acrylic paint)
*Formative Assessment
Weeks 6:
Value (Monochromatic portraits)
*Formative Assessment
Weeks 7:
Color Scheme (pocket still life)
*Formative Assessment
Weeks 7: Unit III Summative Assessment
Unit IV
Weeks 8-9: Shape project (pixel portrait)
*Formative Assessment
Week 9: Unit IV Summative Assessment
2nd 9 Weeks:
Unit V
Weeks 1:
Perspective Drawing
*Formative Assessment
Weeks 2-3: Op Art
*Formative Assessment
Week 2: Unit V Summative Assessment
Unit VI
Week4-5:
Cardboard relief sculpture
*Formative Assessment
Week 4: Unit VI Summative Assessment
Unit VI
Weeks 6-7:
Illuminated letter
*Formative Assessment
Week-7: Unit VII Summative Assessment
Unit VIII: Optional Projects
Week: 8-9
collage portrait
*Formative Assessment
Week 9: Unit VIII Summative Assessment
Week 9: Optional Projects: Realistic shading; Bottle painting
End of Course Exams
Performance Based Section: Writing
Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the Ohio
Department of Education, “Performance Based Assessments (PBA) provides authentic ways
for students to demonstrate and apply their understanding of the content and skills within
the standards. The performance based assessments will provide formative and summative
information to inform instructional decision-making and help students move forward on
their trajectory of learning.” Some examples of Performance Based Assessments include
but are not limited to portfolios, experiments, group projects, demonstrations, essays, and
presentations.
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CHS Art I Course Syllabus
After you have reviewed the preceding packet of information with your parent(s) or
guardian(s), please sign this sheet and return it to me so that I can verify you understand
what I expect out of each and every one of my students.
Student Name (please print): ________________________________________________________
Student Signature: ________________________________________________________
Parent/Guardian Name (please print): ________________________________________________________
Parent/Guardian Signature: ________________________________________________________
Date: ________________________________________________________