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					                                           Anacortes High School
                                          Art Department
Instructor: Carl Dellutri          Phone: 293-2166 ext. 754             cdellutri@asd103.org


Course Name: Painting I

Course Descriptions: Painting I courses are designed to provide students with an introduction
to 2-dimensional visual arts. Using a variety of painting mediums, students will explore concepts in
value, color, texture, shape, space and form.

Course Resources:          Artalk, by Rosalind Ragans, Creating & Understanding Drawings, by
Gene Mittler, Anacortes High School Art http://dellutri.com/art by C. Dellutri

Required Materials: The school will provide basic materials necessary for completing all
standard project requirements. Student may be asked to pay replacement fees for material
damaged by purposeful misuse or negligence. Please see the required materials check list in the
student notebook for a complete list.

Each student will be assigned boxes or drawers containing a collection of pencils, paint brushes and
other tools that they will be using this semester. They will be sharing these containers with another
student in each period. At the beginning of each class, you should check the materials in the box to
make sure they are being cared for in the other classes. Please report any issues immediately after
class starts. I expect usual wear and tear; however I will hold students responsible for brushes that are
abused or unclean. I will also hold students responsible for missing items like erasers and pencils. The
materials in the box are there for you to use, they are not yours. Abuse of materials can result in a fine.

Recommended Materials: Students may bring in personal material for higher quality work
Certain advanced projects may incur additional costs. These costs will be listed before the project is
started and payment must be prepaid at the ASB office.


Assessment: Grades are based on Standards Based point system
A=4               B = 3 – 3.4         C = 2.5 – 2.9           D = 1.5 - 2.4          F = below 1.5

         Standard Point Assessment for students taking their first art class:
          Projects:
          Notebook:
          Final: CBPA: Research and Critique of final project focusing on an understanding of all
            elements of art.
Project Score: Each study must have a project statement explaining the concept and technique used.
These statements are linked to the Online Course outline found on the AHS fine arts website

4 points                          Given to studies demonstrating
                                  exceptional work. The study
                                  shows that the student used their
                                  time to fully explore the design              Advanced
                                  concept. The work shows that
                                  the student used the medium
                                  proficiently, the student has an
                                  excellent understanding of the
                                  concept, and that they
                                  demonstrated quality
                                  workmanship

3 – 3.4 points:                   Given to students who
                                  demonstrated a good effort at
                                  exploring the concept. The                    Proficient
                                  student addressed the design
                                  concept and used their time and
                                  their medium adequately.

2.5 – 2.9 points:                 Given to students who addressed
                                  the design concept. The work
                                  shows that the student made a                   Basic
                                  good effort to use the medium
                                  effectively.

1.5 – 2.4 points:                 Given to students who
                                  completed a study. Design
                                  concept shown in the work only
                                  partially matches the design
                                  concept attempted and the               Improvement needed
                                  student did not use the medium
                                  effectively. The work submitted
                                  does not represent the time or
                                  effort allotted for the study.

0 – 1.5 points:                   Work shows a lack of
                                  understanding about the
                                  concept. No attempt was made
                                  at demonstrating understanding
                           Make up work and extra Credit



Re-Do policy for missed Project.
Alternative Credit for a missed project studies due to excused absence.
In order to demonstrate basic or proficient mastery, you may choose to replace or supplement 10 hours
of a study with a four-page research paper focusing on a particular artistic style, or on a specific artist

Student can gather this information from a personal visit to a museum or the paper must use at least
three primary resources and they must include a bibliography. All papers must be formatted in Times
New Roman font, size 12, double-spaced with 1.25” margins.




Re-Do Policy low score on project points.
You can supplement your points by doing any one of the following.
   1. Going to a local art gallery and completing an appropriate project statement for one of the
      pieces on display (Two statements will increase score by 1)
   2. Reading a selected chapter in the text and completing the study questions. (Chapter reviews
      will increase score by 1)

You may do these as often as needed to achieve full points. The cut off for earning make up points is
two weeks before grades are due. Only excused, pre-arranged absences or tardies can be made up.
You can not make up any missed points due to unexcused absence or tardies.
Student Policies, expectations and requirements:
     1. Students are expected to meet and comply with the student expectations as outlined in the AHS
        Student Handbook 20010-2011. (Please note school policy on cell phones)
     2. This is a studio-based elective class and students are expected to have a positive attitude and
        show a good work ethic. They should come to class prepared and ready to work.
     3. Instruction in design concepts and technique will be provided regularly and student will be
        given plenty of time to complete their work. I anticipate students with various levels of
        proficiency, so some students may complete projects quickly while other may need additional
        time. This is why I ask students to complete a study of specific art concepts; some students
        may complete two or even three projects during a study, others may only complete one. All
        projects submitted for a specific study will be graded as a unit.
     4. Students must use class time for projects studies. Students will only be allowed extra time
        outside the classroom if they are using their classroom time to work. However, completing
        work at home does not count as extra credit. I hold the right to not accept any projects if I
        have not witnessed most of the creative process.
     5. Clear water bottles are acceptable for students to bring into class. However, food is not
        allowed. Please see the student handbook.
     6. You must clean up your own mess and clean your assigned area.
     7. You must take care of the materials and tools in your box; tools that have not been cared for or
        have been abused will result in a fine and a loss of project points.
     8. Do not leave the classroom without my permission.

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I understand the Policy and grading Criteria for Fine Art
Painting I: Anacortes High School
Instructor: Carl Dellutri                        Phone: 293-2166 ext. 754                             cdellutri@asd103.org



____________________________Student name _____________________ signature

____________________________Parent name ______________________ signature

Phone Number _____________ Date __________ contact email __________________
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                                      Anacortes High School
                                               Art


                Course Outline for Painting I
           Instructional Units and Grading Rubric
                                      Elements of Art

Form, Line, Shape, Color, Texture, Space, Value

Form is an element of art that is three-dimensional and encloses volume. Cubes, spheres,
and cylinders are examples of various forms. Line is an element of art which refers to the
continuous mark made on some surface by a moving point. It may be two dimensional, like a
pencil mark on a paper or it may be three dimensional (wire) or implied( the edge of a shape
or form) often it is a outline, contour or silhouette. Shape is an enclosed space defined by
other elements of art; shapes may take on the appearance of 2-d or 3-d objects. Color Is
an element of art with three properties. 1) Hue, the name of the color, e.g. red, yellow, etc. 2)
Intensity or the purity and strength of the color such as brightness or dullness. 3) Value, or
the lightness or darkness of the color. Texture refers to the surface quality or "feel" of an
object, such as roughness, smoothness, or softness. Actual texture can be felt while
simulated textures are implied by the way the artist renders areas of the picture. Space
refers to the distance or area between, around, above or within things. It can be a description
for both 2 and 3 dimensional portrayals. Value describes the lightness or darkness of a
color. Value is needed to express Volume.


                                      Principles of Art
Emphasis, Balance, Harmony, Variety, Movement, Rhythm, Proportion, Unity

Emphasis in a composition refers to developing points of interest to pull the viewer's eye
to important parts of the body of the work. Balance is a sense of stability in the body of
work. Balance can be created by repeating same shapes and by creating a feeling of equal
weight. Harmony is achieved in a body of work by using similar elements throughout the
work, harmony gives an uncomplicated look to your work. Variety refers to the differences
in the work, You can achieve variety by using difference shapes, textures, colors and values
in your work. Movement           adds excitement to your work by showing action and directing
the viewers eye throughout the picture plane. Rhythm is a type of movement in drawing and
painting. It is seen in repeating of shapes and colors. Alternating lights and darks also give a
sense of rhythm. Proportion or scale refers to the relationships of the size of objects in a
body of work. Proportions gives a sense of size seen as a relationship of objects. such as
smallness or largeness.        Unity is seen in a painting or drawing when all the parts equal
a whole. Your work should not appear disjointed or confusing.
 Anacortes High School
 Still life blue bottle . 1st grading period Written Review
                                                                                      Name ________________
                                                                                      Period ________________

 EVALUATION

 Assessment Rubric
 Student Name:                                                                             Class Period:

 Assignment: painting #1                                                                   Date Completed:
Circle the number in pencil that best shows
                                                                                Needs       Rate      Teacher’s
how well you feel that you completed that       Excellent   Good   Average
                                                                             Improvement   Yourself    Rating
criterion for the assignment.
Criteria 1 – Gradual transition from white to               3–
                                                   4                 2.5      2 or less
black                                                       3.5
Criteria 2 – Symmetrical shape and clean                    3–
                                                   4                 2.5      2 or less
edge of Bottle                                              3.5
Criteria 3 – Rendering of highlights and                    3–
                                                   4                 2.5      2 or less
reflections in bottle                                       3.5
Criteria 4 – Apple looks like an apple with
                                                            3–
highlights, shadows and good transitions of        4                 2.5      2 or less
                                                            3.5
color
Criteria 5 – Silverware looks like metal with               3–
                                                   4                 2.5      2 or less
reflections and shadows                                     3.5
Criteria 6 – Personal object is easy to                     3–
                                                   4                 2.5      2 or less
recognize                                                   3.5
Total:                                                                                     Your        Teacher
                     Average: divide by 12                                                 Total        Total
(48 possible)

 Student Comments:
 __________________________________________________________________________________
 __________________________________________________________________________________
 __________________________________________________________________________________
 __________________________________________________________________________________

 Please attach any extra credit assignments (Gallery Critiques or chapter reviews) Chapter reviews
 accepted for this project are in ArtTalk

 Unit 1 chapter 1 Language of Art (Questions 1-12 Building Vocabulary). ( Questions 1-9 Reviewing
 art Facts) (Questions 1-3 Thinking Critically.)

 Unit 3 Chapter 12 Variety, Emphasis, Harmony and Unity: (Questions 1-5 Building Vocabulary).
 (Questions 1-5 Reviewing art Facts.)
 (Questions -1-3 Thinking Critically.)
 PROJECT DESCRIPTION
 Expressive self portraits Focus on the use of acrylic paint and creating transitions from light to dark.
 Concept focus of this project is Value. Looking at Contrast, Highlights and Shadows




 EVALUATION .

 Assessment Rubric
 Student Name:                                                                             Class Period:

 Assignment: Expressive Self Portrait                                                      Date Completed:
Circle the number that best shows how well
                                                                                Needs       Rate       Teacher’s
you feel that you completed that criterion Excellent        Good   Average
                                                                             Improvement   Yourself     Rating
for the assignment.
Criteria 1 – Value rendering - full range of                3–
                                                    4                2.5      2 or less
values - approaches realism                                 3.5
Criteria 2 – Effort: took time to develop idea
                                                            3–
& complete project? Good use of class               4                2.5      2 or less
                                                            3.5
time?
Criteria 3 –Skillful use and good application               3–
                                                    4                2.5      2 or less
of paint                                                    3.5
Total:                                                                                                Your Total
                                                 Average:
(24 possible)




 Student Comments:




 Please attach any extra credit assignments (Gallery Critiques or chapter reviews) Chapter reviews
 accepted for this project are in ArtTalk

 Unit 1 chapter 2 Language of Art (Questions 1-14 Building Vocabulary). ( Questions 1-6 Reviewing
 art Facts) (Questions 3 Thinking Critically.)

 Unit 2 Chapter 11 Proportion: (Questions 1-6 Building Vocabulary). (Questions 1-5 Reviewing art
 Facts.) (Question 3 Thinking Critically.)
 PROJECT DESCRIPTION
 Physics of Color. Acrylic paint is mixed to create a wide range of Hues, Tints and shades. Concept
 focus of this project is Color

 EVALUATION

 Assessment Rubric
 Student Name:                                                                             Class Period:

 Assignment: Color                                                                         Date Completed:
Circle the number in pencil that best shows
                                                                                Needs       Rate      Teacher’s
how well you feel that you completed that       Excellent   Good   Average
                                                                             Improvement   Yourself    Rating
criterion for the assignment.
Criteria 1 – Hues:

1 point for each Hue:

□ yellow □ yellow orange □ orange □                12        9       6        3 or less
orange red □ red □ red violet□ violet □ blue
violet □ blue □ blue green □ green □ yellow
green Be prepared to show where the hue
is.
Criteria 2 –

One point for each change in value for each
hue checked above. Be prepared to show             12        9       6        3 or less
where the value change is.

Either lighter (tint) or darker (shade).
Criteria 3 –
                                                   12        9       6        3 or less
Creativity in showing hues.
Criteria 4 –
                                                   12        9       6        3 or less
Quality painting. Effort and use of class
time
Total:                                         Average:                                               Your Total
                                               divide by
(96 possible)                                  24




 Student Comments:



 Please attach any extra credit assignments (Gallery Critiques or chapter reviews) Chapter reviews
 accepted for this project are in ArtTalk

 Unit 1 chapter 3 Art History (Questions 1-10 Building Vocabulary). ( Questions 1-9 Reviewing art
 Facts) (Questions 2 Thinking Critically.)

 Unit 2 Chapter 7 Color: (Questions 1-14 Building Vocabulary). (Questions 1-9 Reviewing art Facts.)
 (Question 1-2 Thinking Critically.)
 PROJECT DESCRIPTION
 Expressive Use of Color. Students will create two paintings showing the same subject using opposite
 color schemes to demonstrate how color changes the emotional expression of the content




 EVALUATION .

 Assessment Rubric
 Student Name:                                                                            Class Period:

 Assignment: Expressive use of color                                                      Date Completed:
Circle the number that best shows how well
                                                                               Needs       Rate       Teacher’s
you feel that you completed that criterion     Excellent   Good   Average
                                                                            Improvement   Yourself     Rating
for the assignment.
Criteria 1 – Use of color to represent
                                                           3–
specific emotional expression (see                4                 2.5      2 or less
                                                           3.5
questions below)
Criteria 2 – Effort: took time to develop idea
                                                           3–
& complete project? Good use of class             4                 2.5      2 or less
                                                           3.5
time?
Criteria 3 –Skillful use and good application              3–
                                                  4                 2.5      2 or less
of paint                                                   3.5
Total:                                                                                               Your Total
                                               Average:
(24 possible)




 1. What Colors did you use in the first part? ___________________________________________

 2. What Colors did you use in the second part?_________________________________________

 3. How did the emotional expression change?
 _________________________________________________________________________________
 _________________________________________________________________________________
 _________________________________________________________________________________
 _________________________________________________________________________________
 __________________________

 Student Comments:

 Please attach any extra credit assignments (Gallery Critiques or chapter reviews) Chapter reviews
 accepted for this project are in ArtTalk

 Unit 2 chapter 6 Shape, Form and Space (Questions 1-9 Building Vocabulary). ( Questions 1-11
 Reviewing art Facts) (Questions -1-3 Thinking Critically.)

 Unit 1 Chapter 4 Careers in art: (Questions 1-9 Building Vocabulary). (Questions 1-7 Reviewing art
 Facts.)
 PROJECT DESCRIPTION
 Understanding texture.




 EVALUATION .

 Assessment Rubric
 Student Name:                                                                             Class Period:

 Assignment: Texture                                                                       Date Completed:
Circle the number that best shows how well
                                                                                Needs       Rate       Teacher’s
you feel that you completed that criterion Excellent        Good   Average
                                                                             Improvement   Yourself     Rating
for the assignment.
Criteria 1 – Value rendering - full range of
                                                    4        3       2.5      2 or less
values - approaches realism
Criteria 2 – Creative Use of Real and Actual
                                                    4        3       2.5      2 or less
texture
Criteria 3 – Effort: took time to develop idea
& complete project? Good use of class               4        3       2.5      2 or less
time?
Criteria 4 –Skillful use and good application
                                                    4        3       2.5      2 or less
of paint
Total:                                                                                                Your Total
                                                 Average:
(24 possible)




 Explain:

          Real Texture_____________________________________

          Artificial Texture ___________________________________

          Simulated Texture __________________________________

          Actual Texture ______________________________________

 Unit 2 Chapter 8 Texture: (Questions 1-7 Building Vocabulary). (Questions 1-8Reviewing art Facts.)
 (Question 1-5 Thinking Critically.)

 Unit 3 chapter 10 Balance (Questions 1-6 Building Vocabulary). ( Questions 1-7 Reviewing art Facts)
 (Questions -1 Thinking Critically.)
                          Anacortes School District
                            Fine Arts High School
                  Classroom Based Performance Assessment


Course Name__Painting____________________________________________

Visual Arts   X

Teacher Carl Dellutri


Name of CBPA Variation of “the Perfect Gift”


Attach a copy of the assessment.

Attach a copy of the rubrics used to score the assessment.


Number of students enrolled_________________

Number of students with completed assessment__________________

Number of students that met standard___________________



___________________________________            _______________
Teacher Signature                              Date

___________________________________            _______________
Principal Signature                            Date
                             Art Periods and Movements.
*Abstract Art - (1910 - )
*Abstract Expressionism - (1940 - 1955)
*Ancient (Egyptian, Greek, Roman, Early Christian, Early Medieval)
*Art Nouveau - (1880 - 1910)
*Baroque - (1600 - 1750)
*Byzantine - (330 - 1453)
*Classicism - (1600 - 1800)
*Cubism - (1908 - 1920)
*Dadaism - (1916 - 1924)
*Expressionism - (1905 - 1945)
*Fauvism - (1898 - 1908)
*Gothic - (1100 - 1450)
*Impressionism - (1865 - 1885)
*Mannerism - (1520 - 1600)
*Modernism - (1890 - 1940)
*Neo-Expressionism - (1970 - 1990)
*Neoclassicism - (1750 - 1830)
*Op Art - (1950 - 1965)
*Orientalism - (1800 - 1900)
*Pop Art - (1958 - 1975)
*Post-Impressionism - (1885 - 1905)
*Post-Modernism - (1975 - )
*Realism - (1850 - 1880)
*Renaissance, early and high - (1400 - 1600)
*Romanticism - (1800 - 1850)
*Romanesque
*Social Realism - (1930 - 1945)
*Surrealism - (1924 - 1955)
*Symbolism - (1880 - 1895)
Anacortes High School
Art History Project Statement
                                                                             Name ________________
                                                                             Period ________________

#1. Review a variety of Artistic periods and movements from the list and write seven that you like:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

#2. Choose three periods or movements from your list. For each choice, identify the time when it was
popular and list three artists whom you feel best represent that style.
       1. _________________________ from ______________ to _________________
           A. ___________________________________
           B. ___________________________________
           C. ___________________________________

       2. __________________________from ______________ to _________________
           A. ___________________________________
           B. ___________________________________
           C. ___________________________________

       3. __________________________from ______________ to _________________
           A. ___________________________________
           B. ___________________________________
           C. ___________________________________

#3. Choose one of these periods or movements and for each artist in your list, select three important
works: Period or movement name ____________________________________________________
       Artist A.___________________________________
           1. ___________________________________
           2. ___________________________________
           3. ___________________________________
       Artist B.___________________________________
           1. ___________________________________
           2. ___________________________________
           3. ___________________________________
       Artist C.___________________________________
           1. ___________________________________
           2. ___________________________________
           3. ___________________________________
Anacortes High School
Art History Project Statement
                                                                             Name ________________
                                                                             Period ________________

#4. Select one artist from this list and describe this artist’s influence on the period or movement. What
was the artist trying to achieve with their art? Discuss whether the artist work was accepted at that
time. Discuss what was happening in the world and how it impacted art. Some things to consider may
include politics, religion, science, and culture.
Period or movement _____________________________Artist name:___________________________
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                                                  Resources
Website ___________________ http:// ________________________________________________
Website ___________________ http:// ________________________________________________
Website ___________________ http:// ________________________________________________
Book title __________________ author_______________________ published ________________
Book title ___________________ author ______________________ published ________________
Anacortes High School
Written Review
                                                                           Name ________________
                                                                           Period ________________

Select one example of your artists work and answer the following questions:

Title ____________________
Medium __________________________________
Size: _____________________________________

       A. Was the artist trying to make a social statement? Was this work an attempt to see reality in
          a creative way? Or was it simply realistic and beautiful? ___________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________

       B. How did the artist use value? Are there any strong contrasts in value? Are there any subtle
          changes in value? Are there any elements of light? highlights and shadows? Where can I
          see these elements? Can you tell where the light is coming from?
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
       C. Does the artist attempt to imply texture? How?
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
       D. Are the proportions in the work realistic or abstract?
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
           _________________________________________________________________________
           _________________________________________________________________________
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           _________________________________________________________________________

      E. Explain how the artist used color. Is there a specific color scheme?  Monochromatic
           Complimentary Split Complimentary Double Complimentary  Triad
           Analogous  Warm          Cool
      F. Define the color scheme and list the hues that the artist used explain how they relate to the
          color scheme:
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
      G. How or did the artist use the intensity of color to create an emotional response?
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
          _________________________________________________________________________
Why did you select this piece?
__________________________________________________________________________________
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____________________
Project Score:

4 points         Given to studies demonstrating
                 exceptional work. The study
                 shows that the student used their
                 time to fully explore the design        Advanced
                 concept. The work shows that
                 the student used the medium
                 proficiently and that the student
                 has an excellent understanding
                 of the concept and used at least
                 elements of visual arts.

3 points:        Given to students who
                 demonstrated a good effort at
                 exploring the concept. The              Proficient
                 student addressed the design
                 concept and used their time and
                 their medium adequately.

2 points:        Given to students who addressed
                 the design concept. The work
                 shows that the student made a             Basic
                 good effort to use the medium
                 effectively.

1 points:        Given to students who
                 completed a study. Design
                 concept shown in the work only
                 partially matches the design
                 concept attempted and the           Improvement needed
                 student did not use the medium
                 effectively. The work submitted
                 does not represent the time
                 allotted for the study.

0 points:        Work shows a lack of
                 understanding about the
                 concept. No attempt was made
                 at demonstrating understanding

				
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