|
|
Welcome to Mrs. Sunderlin's World of Art
|
|
 |
Syllabus/Class Requirements 2009-2010
Art is not about talent. It is about effort. If you work hard, you will achieve success.
Projects . . . Students will experiment with a variety of media in order to create individualized works of art. This includes but is not limited to clay, crafts, drawing, fiber, painting, paper, and printmaking.
Supplies . . . Students are required to have the following items every day: pencils, erasers, sketch book (due 9/8/09 for B day students, and 9/9/09 for A day students) and a binder. Students may bring with them, but are not required to have the following: Colored pencils, colored markers, black felt tip pens, scissors, and compasses.
Grading Policy . . . Grades will be based on a total number of points accumulated for projects, quizzes, tests, drills, effort, homework (as needed) and cooperative behavior. The following scale will be used: 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, 0-59 = E.
Tests & Quizzes . . . Major tests will be announced in advance. They will be considered “closed book” unless explained otherwise. Pop quizzes will be conducted. These are generally “open book” unless explained otherwise. If proper notes are kept by the student, and always in the student’s possession, success will be achieved. In the event of a legal absence, make-ups will be taken within one week of the student’s return to class.
Extensions & Extra Help . . . If a student is in need of additional time on a project, due to illness or an unforeseen problem, the student must meet with the teacher to renegotiate a new deadline, and meeting times to complete the work. Please see me to schedule extra help sessions. Often, I am available before and after school for help, or if students need to complete make-up work.
Extra Credit . . . Students may earn extra credit by completing drawings from observation on plain white paper. Students may read and write a report about an artist. Please see me for other ideas. Please note that no late work is accepted two weeks before the end of a marking period.
Behavioral Expectations . . . All students will be respectful and accept responsibility. Gum and food are prohibited in the classroom. All school-wide and county-wide rules and guidelines will be adhered to.
Classroom Rules & Consequences . . . The rules are: 1. Come to class prepared, and begin drill immediately. 2. Remain in your seats, unless directed to do otherwise. 3. You may whisper while you work on your artwork. 4. Raise your hand to be recognized. 5. Keep all things to yourself (hands, feet, tools, etc). The consequences are: 1. Verbal warning. 2. Student will be moved to the “expensive” seats for time-out. 3. Student will be sent to time-out with another teacher, plus letter is sent to parent. 4. Time-out, phone call to parent and after-school detention. 5. Student will be sent to the front office. Please note that the rules and consequences may not always be sequentially imposed.
Contact . . . Please feel free to contact me by calling 410-887-1114 or emailing at bsunderlin@bcps.org.
Image at left: Mrs. Sunderlin demonstrating how to add value to a self portrait.
|
 |
8th Grade Curriculum
Eighth grade students in my class experiment with a variety of art materials, such as paint, printmaking, drawing and clay. Often I align my projects with their studies in American History by focusing on American artists. The eighth grade student enjoys challenging projects that focus on them as an individual. Their understanding of solving design problems by employing the Design Principles will be extended. My goal for all of my eighth grade students is to prepare them for high school and college. I will require them to plan their artwork and make improvements to it based on a set of criteria. I expect my students to think outside the box and to take creative risks.
Image at left: Mrs. Sunderlin's watercolor painting of a palm leaf.
|
 |
7th Grade Curriculum
Seventh grade students are given the opportunity to complete various hands-on activities in the areas of drawing, printmaking, painting, fibers and others. Our units often focus on other world cultures. Students will organize the Art Elements through their understanding of the Design Principles. One special project they will complete this year is a Service Learning Project. As a class, we give back to our community by helping others to make good decisions. We will create an anti-drug poster that will be submitted to the State's Attorney's Office of Baltimore County for their annual contest. Service Learning hours will be awarded to those students who complete all requirements of the assignment (planning, action and reflection).
Image at left: One of Mrs. Sunderlin's various anti-drug posters.
|
 |
6th Grade Curriculum
My sixth grade students focus on the tools for creating art. They learn about the Art Elements and how to organize them using various Design Principles. Much of our work will be completed inside a sketchbook. We will use the sketchbook as a planning tool and as a place to complete final assignments. It is vital that all students have a sketchbook with them each day. My goal for sixth grade students is to develop organizational skills, learn how to plan and execute original solutions to design problems, and to work cooperatively within the art room.
Image at left: Mrs. Sunderlin's non-objective artwork showing movement.
|
 |
Artful Extensions
Students who love learning can take advantage of Artful Extensions in order to earn Extra Credit points. By reading and completing the following assignments, students will extend their knowledge to real life situations. It's as easy as 1...2...3... Have fun!
6th Grade Students:
1. Find examples of famous artworks that include a variety of types of lines.
2. Copy or print the image.
3. Write a paragraph explaining why you chose the artwork and what types of lines the artist used (include the artist's name in your paragraph).
7th Grade Students:
1. Find examples of famous mosaic artworks.
2. Copy or print the image.
3. Write a paragraph explaining why you chose the artwork and describe the various Design Principles you see (include the artist's name in your paragraph).
8th Grade Students:
1. Find examples of Optical Illusions on everyday items (i.e. - clothes, lunch boxes).
2. Copy or print the image.
3. Write a paragraph explaining why you chose the artwork and what types of optical illusion techniques the artist used (include information about where you found the item in your paragraph).
|
|
|
|
