This course is a survey of Studio Art techniques, skills, materials and styles. Upon successful completion, students will receive half credit in the Visual Arts, which may be applied to an arts sequence in the high school if so desired. This half credit may not be used towards the one unit credit graduation requirement for art and music. Students wishing to pursue an art sequence must enroll in Foundation in Studio Art as part of their high school program.

    Descriptions of slide shows below:
    2019 Doodle for Google
    Students created Doodles for Google aligning with the theme "When I grow up, I hope...".

    Principles of Design Collages
    Students researched how the Elements of Design (Line, Shape, Form, Space, Color and Texture) are the individual pieces that make up a composition, while the Principles of Design (Balance, Emphasis, Movement, Pattern, Repetition, Proportion, Rhythm, Variety, Unity and Contrast) are ways to organize them to form an overall composition. Students then planned in their sketchbook, and cut black and white paper to assemble three collages illustrating the Principles of Design.

    Sketchbook Assignment: Recipes
    Students keep a sketchbook where they complete weekly assignments. This assignment was to record a recipe using illustrations and hand-lettering.

    Close Closer
    Students chose personal objects and drew them from observation. They then practiced different inking techniques to achieve a wide range of values.

    Color Wheels
    Students developed a deeper understanding of color theory and radial symmetry through designing and painting their own color wheels.

    First, they drew several designs using geometric and organic shapes in triangular wedges. Through peer feedback during an in-progress critique each student chose his or her most successful one to create a repeating pattern. The wedge was transferred 12 times using a template to create a radially symmetrical circular design.

    Students decided which shapes would be the hue (color), two versions of tint (color + white), and two versions of shade (color + black). Using tempera paint they mixed all the colors from the primaries: red, yellow and blue, and white and black.

    Once the painting was complete students redefined their patterns using Sharpie markers, carefully cut out their color wheels, and glued them on black paper.

    Double Portraits
    Students posed for reference photos, one normal face and one crazy face. For the normal face, they transferred their drawings and shaded a range of values using graphite and black and white colored pencils. For their crazy face they matched the values in their reference photos with oil pastels. They chose a flat color to paint each background, and added a gold outline to their portraits.

    Haiku Pop-Ups
    Students wrote haikus (a three line poem with 5 syllables, 7 syllables, 5 syllables) about a topic of their choice. Then, they illustrated their poems with foregrounds, middle grounds, and backgrounds. They had to problem solve by figuring out how to make their foregrounds and middle grounds stand up on their own.

    Students exercised choice by planning and creating an open-ended project for the end of the year. 

    2018 Accelerated Art Exhibit
    At the end of the class students have an exhibit showcasing all their assignments from the two quarters, including select sketchbook pieces.