Creating an Online Course

I have started creating an online art course that I would like to implement as part of my innovation plan in my high school art curriculum. I always have more students sign up for my class than I can accommodate in the allotted space provided. This will give the students that really want to take art in high school a way to participate in my class and not have to take up one of their eight class periods in their day. I want to share my preliminary plan. I will add one more week when needed for the school schedule. Follow this post to see updates to weekly sessions. I will continue to build this course until it contains a full school year of lessons and projects. Any feedback or ideas would be greatly appreciated.

Introduction:

This five-week course will give students an opportunity to study the elements of art, the principles of design, and color theory. Students will take responsibility of their work and demonstrate knowledge of fine art by creating personal pieces of traditional and digital artwork to add to their e-portfolio while incorporating prior experiences with what they are currently learning. Students will learn how to pair the elements of art – color, form, line, shape, space, texture, and value with the principles of design – balance, proportion, rhythm, emphasis, and unity to create artwork that is personal to them. Students will study other artists’ work to see how they create mood, harmony, and variety. They will learn how to self-assess their work and critique others through e-portfolio sharing. They will critique artwork based on personal thoughts, ideas, experiences, and incorporate what they are learning in the classroom. This course is designed to teach students why understanding and utilizing the elements of art and the principles of design is important to all artists.

 

Learning Goals:

  • Gain knowledge of Principles of Design and Elements of Art
  • Display knowledge of Color Theory through artwork
  • Identify art terms relating to the elements and principles
  • Recognize artists’ work and experiment with different styles/techniques
  • Perform self-assessments as well as peer critiques based on the fundamental skills developed in the course
  • Understand how one project correlates to the next
  • Illustrate personal thoughts and ideas in their work
  • Maintain personal goals for every project
  • Take responsibility for artwork and decisions
  • Generate personal, comprehensive meaning to art

 

Desired Results:

  • Understand why it is imperative to know the elements of art and the principles of design
  • Understand there are three basic categories of color theory that are logical and useful
    • The color wheel, color harmony, and the context of how colors are used
  • Display knowledge of the elements and principles
  • Understand and apply media using different techniques and processes
  • Know how colors interact with one another differently
  • Use vocabulary that is pertinent to color theory, elements of art, and principles of design.
    • Primary colors, secondary colors, tertiary colors, complementary colors, warm colors, cool colors,
    • Color, form, line, shape, space, texture, and value
    • Balance, proportion, rhythm, emphasis, and unity
  • Effectively upload images of artwork to e-portfolio

 

Outline

 

Target Audience: 9-12 Grade Art Students

 

Week 1

Learning Goals:

  • Students will gain knowledge of Principles of Design and Elements of Art
  • Identify art terms correctly, recognize artist, and experiment with different styles/techniques

 

Learning Activities:

  • Research and review artwork, videos, and other online resources about art/artist
  • Describe how to implement the elements of art and the principles of design into your artwork in a 200-word paper
  • Create a 9”x12” drawing on paper or a digital black and white design that shows your knowledge of the principles and elements
  • Upload image of artwork to e-portfolio

 

Assessment Activities:

  • Have students list the elements of art and the principles of design they incorporated in their project
  • Grade 200-word paper
  • Students will take a vocabulary test to show knowledge of applicable terms
  • Introduce online critiquing of student art work through their e-portfolios

 

Week 2

 

Learning Goals:

  • Students will perform self-assessments as well as peer critiques based on the fundamental skills developed in the online classroom infused with personal thoughts, ideas, and knowledge

 

Learning Activities:

  • Review artist reviews and critiques to understand what is included
  • Critique their personal artwork and two of their peers’ artwork from week one on their e-portfolio
  • Write a one page paper about critique etiquette and upload to e-portfolio

 

Assessment Activities:

  • Grade critique etiquette paper on e-portfolio
  • Give feedback on personal assessment and peer critiques
  • Teacher critique of student work from week one on e-portfolios

 

Week 3

 

Learning Goals:

  • Understand how one art project relates to another
  • Illustrate their personal thoughts and ideas in their work
  • Show knowledge of color theory

 

Learning Activities:

  • Explain how one project relates to another and what techniques carry over from one to another
  • Create an 11”x14” design on paper or digitally that incorporates everything learned from week one
  • Include your choice of color group in the design
  • Upload artwork to e-portfolio

 

Assessment Activities:

 

  • Teacher critique of student artwork, thoughts, and ideas in e-portfolio

 

Week 4

 

Learning Goals:

  • Students will generate personal, comprehensive meaning to art, peer opinions, and self-motivation while confirming ideas that there is no one right way to create

 

Learning Activities:

  • Students will describe their artwork from week 3 to the class and explain why and how they create the way they do
  • Write a one-page essay explaining their artwork and thought processes during creation
  • Add essay to week 3 assignment on e-portfolio

 

Assessment Activities:

  • Students will collaborate with at least two other students for feedback during the creative process
  • Grade the one-page essay
  • Critique students verbal description of artwork

 

Week 5

 

Learning Goals:

  • Students must understand they should set personal goals for every project
  • Take responsibility for their work and decisions
  • Select proper tools for the projects, and take pride in their work

Learning Activities:

  • Create a piece of artwork on paper or digitally of students choice exemplifying what they have learned through the five-week course
  • List what equipment, tools, and supplies were used to create artwork
  • Write a short description of what they chose to do and how they did it
  • Upload artwork and description to e-portfolio

 

Assessment Activities:

  • Critique final artwork and description for a grade
  • Share final artwork and descriptions with the class via URL

 

Resources:

  • Youtube videos will be used for examples of how to use the elements of art and principles of design
  • My personal artwork will be shared for examples of each element and principle
  • Past student artwork will be shared with their permission to show how students use what they are introduced to create personal artwork
  • Text will be shared when needed to clearly describe the elements, principles, and show different techniques that can be beneficial for every student
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