Pinkmeister's Performance Standards, Art Creation, High School,

Art Creation / Peformance

Wheaton, Minnesota Art Program
The course studio work will inbed the following standards for each project that is completed:

Understanding and applying in the creative process elements that will lend itself to original art production

Working with competencies, using media skills
Understanding and applying organization and design principles
Developing an awareness of other artists, art criticism
and understanding the link of art to culture and vise versa

Each project selected for the grad standard portfolio will be given a numeric evaluation for each of the above categories, 1 being lowest and 5 being highest. All project grades will be tallied.

The final category of the 4 above will be achieved by observing and making informed comments on the work of other artists. One day a week with be set aside for exploring art and culture where the work of artists is discussed or described. Sources will include library, CDROM, Videos and personal viewing of actual art work. Art in culture is an ongoing discovery aspect within the studio classes. There is a weekly presentation to develop an awareness of the artist in the framework of his or her culture.

STUDENT FEEDBACK AND COMMENTARY
ON PIECES PRESENTED IN THE ART PORTFOLIO

COMMENTS ON COMPLETED ART FORM MINNESOTA GRADUATION ART CREATION - HIGH SCHOOL
NAME OF STUDENT ARTIST ____________________________________

GRADUATION SELF-ASSESSMENT OF STUDENT ART WORK (VISUAL ARTS).

Your best work representing 6 different project units will be submitted in your ARTS CREATION PORTFOLIO. This personal commentary form will accompany each art project you present in your ARTS CREATION PORTFOLIO.

The 3 areas to be addressed or discussed are as follows:
1. The creative challenge in terms of selection, theme, subject matter, purpose or desired outcome.
2. The creative challenge in terms of media and method; what art materials did you employ in the work and what was your level of success in using these materials.
3. The creative challenge of structure, spacial placement and arrangement (harmonious design.)
This form must be typed to score above a 2 in the Grad Standard Assessment.

1. What was your creative challenge in the subject or thematic selection? What was the objective or purpose of the work? How successful do you think were you in achieving your objective? Do you think the work has a completed look and stands on its own merit?

2. Discuss the challenge of selection and use of materials. Why did you use this medium? Were there other possible materials that you might have used to achieve a similar outdome? Did you control the medium with skill or find some problems in doing this? What was greatest challenge in the method and procedure used?

3. Design and organizational considerations: Explain why the work represents a composition or a study? Are you aware of patterns or rhythms found within the composition? Where are they? Where are some visual contrasts within your work? Do the contrasts have any affect in terms of visual interest or clarity? Have you employed repetition in a conscious way to create rhythms or harmony? How does the eye track through the visual area or picture plane? Does the eye travel to a point of emphasis? How does it do this?

Mn-Education-LinksThe art Grad Standard requires students to demonstrate creative skills and performance competancy in the learning area of the Arts including Media Arts and Literature.

In visual arts, students will demonstrate an understanding of the elements, techniques, and processes of the visual art form -
and how works of the visual art form are structured; and, in the visual art form, the student shall create or perform, or both, an original visual art presentation may include a **single complex work or multiple works that:

A. demonstrate(s) elements and skills of the visual art form;
B. demonstrate(s) artistic decisions to communicate intent;
C. demonstrate(s) a sense of an artistic whole;
D. demonstrate(s) a consideration of audience; and
E. uses multiple sources for critique and feedback.

Art Appendix:
Art and Design terms to understand:

Visual elements:
Line, Form & Shape, Color, Texture, Size, Space, Light, Tone

Line edges all forms and shapes, may occur alone; produces movements and textures
Form defines and object or shape. Form may denote ""mass"" a 3d form.
Color defines any Hue, colors we name, primary, secondary tints, etc.
Texture defines both natural patterns of line or tactile roughness or smoothness
Size is the reference to the amount of space occupied by an element.
Space the area which is occupied by the elements 2dimension or 3 dimensional.
Light defines illumination from a light source will influence modeling and cast shadows.
Tone is any effect of shadow, values, dark, light, or shading. Any color also has relative tone.

Movement, Rhythm, Repetition, Contrast, Variety, Unity, Emphasis, Tension, Similarity.

Movements the directions the line or edges move through a space.
Rhythms are the effect of repeated similar line movements.
Repetition refers to repeating any element, see above list.
Contrast differences found comparing any given element. Such as contrast of ""colors"".
Variety expresses numbers or differences, different kinds of elements or content.
Unity expresses the appearance of oneness or harmony that every design requires.
Emphasis is the effect of bring some parts out or making prominent or dominant.
Tension results when elements don''t fit harmoniously; but cause opposition or dissonance.
Similarity of elements is the main method of making the composition harmonize.

CREATIVE PROCESS DEVELOPING AN PERSONALIZED APPROACH
Art is thought to be creative when it is original, personal, unique:

Original in the way you communicate a certain idea.
Expresses a unique viewpoint or Selection.
Expresses personal insight or revelation or experience.
Reveals things about the creator.
A great creative idea alone may not guarantee a work of art .
Great ideas must also use skill in expression and composing also.

I started with a general concept or objective.                                Yes    No
I considered variations and options                                               Yes    No
I have brain-stormed and considered several approaches?            Yes    No
I have tried repositioning and resizing the main forms?                   Yes   No
I have introduced additional forms or an environment?                  Yes    No
I have selected a unique viewpoint?                                              Yes    No
There are elements in my creation which surprise?                        Yes    No
I have avoided using cliches?                                                       Yes    No
I have introduced detail to enrich spacial areas?                           Yes    No

RHYTHM
Hint
Rhythm IS A RESULT OF REPETITION, RHYTHM ALWAYS PRODUCES HARMONY

Click on pages below Mn-Education-Links Map Art Class 7 Map Art Class 8 Map Art S1 Draw Map Art S2 Color Grad Standards Art Art-Smart Know things Turn 2d to 3d Drawing Warm ups Art Skills Map forTeachers Ideas that follow Themes General Info if You're new Wheaton HS Pinkmeister Homepage New Art Students Art Skills, Skills for Art Proficiency Basics of Composition Art Work by Wheaton Students Art Lessons, 2dto3d, 3 Challenges of The Creative Process Art Class, Independent Advanced Art Guides Art?? Why Art in School Pinkmeister's Art Links Beginning A Picture, Checklist Class 7, design, " breakup" Easy Clay Projects Additional Clay Designs slab and coil Painting and Color Assignments Basics of Composition Organization in Art Cropping, finding a Picture Inside a Picture Index of Design Lessons Detail: Small Items of Interest in your Pictures Discovery & Invention things which enhance creativity Drawing Assignments, Fantasy & Imagination, Exercises Judging Good Art? Pinkmeister's Art Ideas Concepts & Aids to Creativity Developing Ideas for Art Picture Analysis Idea Development in Art Picture Analysis How to look at Art Art Class, Themes Styles Students at Work or - - Art Class 7, 8 Assignments Learning to Look at Art, Part one Learning to Look at Art, Part Two Pinkmeister's Art Links to some Great Art on Net		High Performace Activities HS Level (11-12) Art Creation / Peformance Wheaton, Minnesota Art Program The course studio work will inbed the following standards for each project that is completed: Understanding and applying in the creative process elements that will lend itself to original art production Working with competencies, using media skills Understanding and applying organization and design principles Developing an awareness of other artists, art criticism and understanding the link of art to culture and vise versa Each project selected for the grad standard portfolio will be given a numeric evaluation for each of the above categories, 1 being lowest and 5 being highest. All project grades will be tallied. The final category of the 4 above will be achieved by observing and making informed comments on the work of other artists. One day a week with be set aside for exploring art and culture where the work of artists is discussed or described. Sources will include library, CDROM, Videos and personal viewing of actual art work. Art in culture is an ongoing discovery aspect within the studio classes. There is a weekly presentation to develop an awareness of the artist in the framework of his or her culture. STUDENT FEEDBACK AND COMMENTARY ON PIECES PRESENTED IN THE ART PORTFOLIO COMMENTS ON COMPLETED ART FORM MINNESOTA GRADUATION ART CREATION - HIGH SCHOOL NAME OF STUDENT ARTIST ____________________________________ GRADUATION SELF-ASSESSMENT OF STUDENT ART WORK (VISUAL ARTS). Your best work representing 6 different project units will be submitted in your ARTS CREATION PORTFOLIO. This personal commentary form will accompany each art project you present in your ARTS CREATION PORTFOLIO. The 3 areas to be addressed or discussed are as follows: 1. The creative challenge in terms of selection, theme, subject matter, purpose or desired outcome. 2. The creative challenge in terms of media and method; what art materials did you employ in the work and what was your level of success in using these materials. 3. The creative challenge of structure, spacial placement and arrangement (harmonious design.) This form must be typed to score above a 2 in the Grad Standard Assessment. 1. What was your creative challenge in the subject or thematic selection? What was the objective or purpose of the work? How successful do you think were you in achieving your objective? Do you think the work has a completed look and stands on its own merit? 2. Discuss the challenge of selection and use of materials. Why did you use this medium? Were there other possible materials that you might have used to achieve a similar outdome? Did you control the medium with skill or find some problems in doing this? What was greatest challenge in the method and procedure used? 3. Design and organizational considerations: Explain why the work represents a composition or a study? Are you aware of patterns or rhythms found within the composition? Where are they? Where are some visual contrasts within your work? Do the contrasts have any affect in terms of visual interest or clarity? Have you employed repetition in a conscious way to create rhythms or harmony? How does the eye track through the visual area or picture plane? Does the eye travel to a point of emphasis? How does it do this? Mn-Education-LinksThe art Grad Standard requires students to demonstrate creative skills and performance competancy in the learning area of the Arts including Media Arts and Literature. In visual arts, students will demonstrate an understanding of the elements, techniques, and processes of the visual art form - and how works of the visual art form are structured; and, in the visual art form, the student shall create or perform, or both, an original visual art presentation may include a single complex work or multiple works that: A. demonstrate(s) elements and skills of the visual art form; B. demonstrate(s) artistic decisions to communicate intent; C. demonstrate(s) a sense of an artistic whole; D. demonstrate(s) a consideration of audience; and E. uses multiple sources for critique and feedback. Art Appendix: Art and Design terms to understand: Visual elements: Line, Form & Shape, Color, Texture, Size, Space, Light, Tone Line edges all forms and shapes, may occur alone; produces movements and textures Form defines and object or shape. Form may denote ""mass"" a 3d form. Color defines any Hue, colors we name, primary, secondary tints, etc. Texture defines both natural patterns of line or tactile roughness or smoothness Size is the reference to the amount of space occupied by an element. Space the area which is occupied by the elements 2dimension or 3 dimensional. Light defines illumination from a light source will influence modeling and cast shadows. Tone is any effect of shadow, values, dark, light, or shading. Any color also has relative tone. Design elements: see web page online for examples Movement, Rhythm, Repetition, Contrast, Variety, Unity, Emphasis, Tension, Similarity. Movements the directions the line or edges move through a space. Rhythms are the effect of repeated similar line movements. Repetition refers to repeating any element, see above list. Contrast differences found comparing any given element. Such as contrast of ""colors"". Variety expresses numbers or differences, different kinds of elements or content. Unity expresses the appearance of oneness or harmony that every design requires. Emphasis is the effect of bring some parts out or making prominent or dominant. Tension results when elements don''t fit harmoniously; but cause opposition or dissonance. Similarity of elements is the main method of making the composition harmonize. COMPOSITION SELF CHECK LIST Use these items to examine the composition features of your design. I have considered the entire spacial area (work space) Yes No I have several forms/objects in my primary breakup Yes No I have varieties of sizes, objects, elements Yes No I have used repetition of elements to create harmony Yes No There is a part which is dominant (emphasized) Yes No I have avoided placing the subject in the center Yes No I've considered the spaces around forms Yes No Colors are selected for effects, and harmony Yes No CREATIVE PROCESS DEVELOPING AN PERSONALIZED APPROACH Art is thought to be creative when it is original, personal, unique: Original in the way you communicate a certain idea. Expresses a unique viewpoint or Selection. Expresses personal insight or revelation or experience. Reveals things about the creator. A great creative idea alone may not guarantee a work of art . Great ideas must also use skill in expression and composing also.** I started with a general concept or objective. Yes No I considered variations and options Yes No I have brain-stormed and considered several approaches? Yes No I have tried repositioning and resizing the main forms? Yes No I have introduced additional forms or an environment? Yes No I have selected a unique viewpoint? Yes No There are elements in my creation which surprise? Yes No I have avoided using cliches? Yes No I have introduced detail to enrich spacial areas? Yes No RHYTHM Hint Rhythm IS A RESULT OF REPETITION, RHYTHM ALWAYS PRODUCES HARMONY Updated 2005