Academics

The Arts

The Arts Department has a one-credit requirement for all students entering in the ninth grade. Entering tenth and eleventh graders must earn one-half credit. All ninth graders, except those in Choir or Orchestra, must take Introduction to the Arts. Another one-half credit is required for graduation.

Philosophy

The Arts Department instills in students a lifelong commitment to the creative arts and the world of imagination. Through a common core of arts in the curriculum, extracurricular opportunities for developing individual talents, and a consistent exposure to the rich cultural resources of the nation’s capital, students work toward a comprehensive understanding and appreciation for all the arts, and the ability to communicate proficiently in at least one art form. Students who wish to focus their talents and energies toward serious training in the arts over four years are able to prepare for an arts major or studies at the college level. Knowing and understanding the arts, through active participation and experience, are vital to the development of students' minds and values—inseparable from the rest of their Episcopal education.

Objectives

All graduates should:

Be able to discuss arts disciplines using their knowledge of appropriate concepts and vocabulary
Approach proficiency in at least one art form, including the ability to problem- solve through reason and creativity
Be able to analyze works of art through perceptual discovery and historical/cultural placement
Be aware of the interdisciplinary connections between the arts disciplines, including shared knowledge and common skills

INTRODUCTION TO THE ARTS

Introduction to the Arts is an interdisciplinary study of the fine arts disciplines of music, theater, cinema, dance, and the visual arts. This course provides students the basic knowledge, perceptual and applied skills necessary for developing an appreciation for each of the fine arts disciplines, revealing both the interrelationships and the uniqueness of each art form. Students will experience the visual and performing arts through live performances, gallery and museum tours, doing creative projects in each subject area, and classroom demonstrations.

Content Objectives

Perceive and describe the expressive and formal elements of the visual arts, cinema, music, theater, and dance
Analyze artistic works for their inherent meaning and the ways in which meaning is constructed
Respond emotionally to the content of artistic works, and begin to understand the nature of their responses
Recognize some major works and style periods in the visual arts, cinema, music, theater, and dance
Develop an appropriate vocabulary with which to speak about the visual arts, cinema, music, theater, and dance

Skill Objectives

Identify the basic visual elements and design principles of selected masterworks
Develop basic drawing skills through value studies, still life drawing, and color studies
Understand the principles of photography through pin-hole camera photography projects
Explore the color wheel and aspects of working in abstraction in a painting, collage, self-portrait project
Delve into sculptural form with a reductive, full-round sculpture project
Appreciate the responsibility and etiquette of being a good audience to the performing arts through attending live performances
Develop the basic skills of acting/storytelling as an introduction to the nature of physical performance before an audience
Understand and appreciate the nature of character, physical communication, dramatic conflict, and the nature of acting through directed improvisations
Perceive the basic stylistic characteristics of classical ballet, folk, jazz, and modern dance
Experience the sensual elements of organized dance through participation in movement classes
Appreciate the rudiments of cinema by shooting and editing a stop-action photo project
Hear the basic formal elements of music in a variety of musical styles
Appreciate how music is created and the expressive potential of music by composing musical segments with specific musical software

Materials

Episcopal High School Blackboard for arts vocabulary
Videos
Arts media

Methods of Evaluation

Two tests on material in the text websites, lectures, handouts, videotapes, listening examples, and tours. Each is worth 20%.
Averaged score for writing assignments, listening or skill quizzes (including suggested tours and evening outings). Forty percent total of final grade.
Projects: creative project work, including producing drawings and photographs, assembling sculpture, making music, creative movement, writing and acting a theater piece, public speaking and acting, and producing a short film. Thirty percent total.
Class participation is 10% of final grade.

THEATER ARTS

Theater Arts is a one-semester course in which students will learn the various aspects of working in the theater through preparation for the seasonal plays. This does not require signing up for the afternoon activity of the play, though it is encouraged. We will cover some of the following topics: backstage safety; design and building of costumes, sets, and props; design, hang, and focus for lighting and programming of light board; recording sound and use of equipment, including sound board operation; rudiments of rigging and scenic painting. Teaching the design aspect will involve script analysis.

Content Objectives

The goal of the course is to introduce and build skills in backstage craft. The course will develop critical thinking skills, conceptualization, and application of theory. Students will learn the design process applicable to most backstage areas. Students will learn to take the written word on the pages of a script and creatively flesh out that skeleton onstage. Students will be involved with the seasonal play’s design process as an experiential learning opportunity. They may take part as a designer or have other roles with those productions, as seen fit by the instructor.

Materials

Introduction to Theatre Arts: A 3-Week Action Handbook, Suzi Zimmerman
Various library reference texts
Scenes from classic and contemporary theater

Methods of Evaluation

In-class participation in design exercises
Graded critiques of student showcase designs
Written scene/design analyses
Quizzes on design analysis and backstage terminology

IMPROV

Improv is a one-semester course that will introduce students to acting through the use of improvisation and theater games, as well as traditional script analysis. Students learn techniques for building a character from the ground up, and for interpreting a character found in the script. Students develop skills in public speaking and presentation skills using body language and gesture. Students will attend area theater productions and write detailed criticisms. Using the skills learned from improvisation, students will study and present several scripted scenes and monologues from traditional and contemporary dramatic literature. This course requires active participation from all students.

Content Objectives

The goal of the course is to build an appreciation for, and skills in, the craft of acting. The course will develop critical thinking skills, conceptualization, and application of theory. The course will develop poise, self-confidence, self-discovery, and self- esteem. The course will develop multiple communication skills. Students will become more comfortable and effective informal public speakers; students will learn techniques to overcome "stage fright." Students will learn basic relaxation and concentration techniques necessary for effective public speaking.

Materials

Improvisation for the Theater, 3rd Ed., Spolin
Monologues for young actors
Various library reference texts;
Scenes from classic and contemporary theater

Methods of Evaluation

In-class participation in improvisation, exercises, and acting
Graded critiques of student showcase performances
Written character analyses
Quizzes on analysis and acting terminology

CONCERT CHOIR

Concert Choir is a mixed-voice group of singers that perform a variety of classical, folk, and contemporary choral literature. Students practice sight singing, various vocal techniques, foreign language diction, and choral listening and ensemble skills while enjoying a unique experience of camaraderie and shared musical enjoyment. Through rehearsals and regular performances in chapel and other school functions, students gain confidence in performing in front of their peers, school community, and larger audiences. Open to students in all grade levels through audition in the spring and to new students in early fall. Ninth graders who are in the Concert Choir are exempt from the Introduction to the Arts course.

Content Objectives

Develop basic vocal technique through understanding of correct breathing, posture, and healthy vocal production
Understand how to read and write basic musical notation
Study choral works covering different historical periods and genres
Study language pronunciation including purity of vowels and general diction
Understand techniques of blending choral sound and group dynamics
Observe performance techniques, memorization, and auditions

Skill Objectives

To warm up vocally and physically to produce proper vocal production
To begin to learn to sight-sing through prepared exercises
To sing in foreign languages and in many different styles and genres
To develop active listening skills in hearing the other voice parts/harmony
To perform regularly and discuss progress
To be evaluated by an outside choral clinician

Materials

Variety of choral literature (new each year)
Haasemann, Frauke and Wilhelm Ehmann. Voice Building for Choirs. Hinshaw Music, 1981.
Ottman, Robert. Music for Sight Singing. (4th edition). Prentice-Hall, 1996.

Methods of Evaluation

Daily breathing and vocalize exercises
Memorization of individual parts
Daily sight-reading material
Daily class participation and attitude
Quizzes on basic melodic and rhythmic notation
Performance skills and participation

GUITAR 1

The course introduces the students to the instrument and guides them up to the intermediate level. The students will play melodies in the first position, all six strings, learn all the first position open chords, as well as the four barre chords that allow any major and minor chord to be located. Elements of rhythm and the theory of scales are discussed. Finally, the varied patterns of strumming that define the genres are practiced.

Content Objectives

Learn basic chord patterns
Learn strumming patterns
Learn counting
Understand how to combine melody with chords
Learn the four types of barre chords and use barre chords in any major or minor key
Understand how the key of a song comes from a scale and the particular key signature of that scale

Skill Objectives

Play melodies on the first two strings
Use the third string through learning the song “Yesterday”
Combine chords and melody
Learn the fourth string and basic barre chords
Perform “Yesterday”
Learn scale construction and relative minors
Introduce fifth string and introduction to finger-picking
Introduce sixth string and tune “Greensleeves” with full finger-picking
Learn four barre chords and tune “Layla”; strumming “Layla”
Introduction of pentatonic scale

Materials

Personally-owned or school-provided instruments
Introduction to guitar handbook, including music copies
Library recordings

Methods of Evaluation

Skills tests and written quizzes
Mid-term playing exam
Final playing exam

SONGWRITING AND MUSIC THEORY

This course is designed for students with an understanding and appreciation of music and demonstrated desire to learn the process of songwriting and the basics of music theory. Classes will study both the creative and the analytic process of music and involve writing exercises, song analysis, as well as basic fundamentals of music notation as it relates to popular song.

Content Objectives

learn basic song forms and styles
listen to, analyze, and emulate popular songs from different genres
develop fluency in conventional music notation and nomenclature
study commonly found pop notation techniques including the Nashville number system
create, edit, and refine our own songs
develop tools for increasing our output, writing efficiently, and overcoming writer’s blocks

Skill Objectives

to identify basic song forms and commonly used musical textures through analysis
to read and notate music, both classically and in commonly used popular practices
to generate solid musical and lyrical ideas
to organize said ideas into effective songs

Materials

Pattison, Pat. Writing Better Lyrics (1st Edition). Writer’s Digest Books, 1995
Webb, Jimmy. Tunesmith: Inside the Art of Songwriting (1st Edition). Hyperion, 1998
ProTools, Version 7.4.2 Digidesign, Inc. 2008
Acid Music Pro 3.0 Sony, 2004
Numerous recordings of popular artists

Methods of Evaluation

written assessment tests and quizzes
tests and quizzes based on demonstration of practical tasks
written analysis assignments and presentations
assessment of projects and assignments
classroom discussions and participations

MUSIC THEORY

This course is designed for students with basic musical literacy and instrumental or vocal experience. Through hands-on keyboard experience students will begin to delve into the inner workings of music and study melody, harmony, rhythm, form, and basic counterpoint. A major focus of the class will be to develop students’ active listening skills and give an immediate and real-life experience in which to apply classroom work. Participation in an ensemble is strongly recommended. Pre-requisite: Materials of Music or Theory Placement exam.

Content Objectives

Learn basic chord structures and inversions
Learn fundamental sight-singing and dictation methods
Learn basics of four-part writing
Introduce figured bass and analysis of chords by Roman numerals
Add seventh chords and inversions to four-part writing
Study the basic historical background of western music theory

Skill Objectives

To identify and notate pitches in four clefs
To identify by sight, recognize by ear, and notate rhythms in simple and compound meters
To identify and notate major and minor key signatures and scales
To identify and notate intervals within an octave
To construct basic chords from roman numerals and lead-sheet notation as well as realize simple figured bass in four parts
To develop ear-training through melodic and rhythmic dictation
To sight sing basic diatonic melodies

Materials

Kostka, Stefan A. and Payne, Dorothy Tonal Harmony: With an Introduction to Twentieth-century Music (5th edition). McGraw Hill, 2004.
Phillips, Joel The Musician’s Guide to Aural Skills, (1st edition). W.W. Norton & Company, Inc. 2005
Practica Musica, Version 5. Ars-Nova Software 2007
PrintMusic 2007 MakeMusic, Inc. 2007

Methods of Evaluation

Written assessment tests and projects
Classroom discussions and participation
Assessment of daily homework assignments
Weekly quizzes on reading material and class notes
Sight singing, melodic and rhythmic dictation quizzes

ADVANCED MUSIC THEORY (AP)

This course covers the content typical of freshman college courses in music theory. Students continue to work on the ear training and keyboard skills acquired first semester and will also learn to understand and thoroughly analyze music as they listen to masterpieces or study written scores. They will learn to use the elements of music in melody writing, text setting, and harmonization and will also perform their own compositions. All students will take the AP exam at the end of the year. Participation in an ensemble is strongly recommended.

Content Objectives

Review basic theory: key signatures, scales, figured bass, and harmonization
Study harmonic progressions, and harmonization of melody
Study melodic phrases and their structure
Explore modulations, secondary dominants, and common cadences
Compose simple songs employing melodic embellishment techniques; harmonize and arrange them for performing ensembles

Skill Objectives

To execute part-writing for four voices employing common practice period techniques and guidelines
To continue ear training development to include simple harmonic progressions, common cadences, and chromatic melodies
To sight sing diatonic and chromatic melodies in four clefs
To analyze compositions with attention to harmonic makeup and devices, meter and rhythms, melody, texture, phrase structure, and form
To compose and harmonize melodies for up to four voices or instruments

Materials

Kostka, Stefan A. and Payne, Dorothy Tonal Harmony: With an Introduction to Twentieth-century Music (5th edition). McGraw Hill, 2004.
Phillips, Joel The Musician’s Guide to Aural Skills, (1st edition). W.W. Norton & Company, Inc. 2005
Practica Musica, Version 5. Ars-Nova Software 2007
PrintMusic 2007 MakeMusic, Inc. 2007

Methods of Evaluation

Written assessment tests and projects
Classroom discussions and participation
Assessment of daily assignments
Weekly quizzes on reading material and class notes
Sight singing, melodic, and rhythmic dictation quizzes
Large-scale composition, arranging, and analysis projects

ORCHESTRA

This course in instrumental music is designed for the experienced musician who already reads music and has had at least middle school band or orchestra training. Besides three class meetings during the curricular day each week, the orchestra student has a weekly private lesson with EHS music faculty or an adjunct instrumental instructor. In addition to learning and performing a wide array of music for winds, strings, and percussion in varying combinations, students in this class work to progress incrementally in basic understanding of music theory and in technique specific to their instruments.

Content Objectives

To better understand the workings and idiosyncrasies specific to one’s instrument
To conceptualize the basics of music theory
To experience a variety of musical genres as a performer and as an audience member
To learn what it is to be an informed, attentive, and critical audience
To learn to play musically as an ensemble, matching note lengths, style, and pitch

Skill Objectives

To develop efficient and consistent practicing and rehearsal skills
To play major scales and arpeggios
To play accurate intervals and match pitch
To learn and perform two solo pieces
To learn and perform at least one chamber music work
To rehearse and perform eight works of varying periods for full ensemble
To attend and review four live musical performances each year

Materials

Method book specific to the instrument and skill level as determined by the private lesson teacher
Solo literature for each instrument
Small ensemble literature
Literature for wind ensemble
Literature for string orchestra
Literature for full orchestra
SmartMusic 2007. MakeMusic, Inc. 2007
Practica Musica, Version 5. Ars-Nova Software 2007

Methods of Evaluation

Class preparation and participation (10%)
Playing quizzes over specific measures as directed by the instructor (10%)
Weekly practice and logging of such (30%)
Weekly participation and preparedness in private lesson (30%)
Two concert reviews each quarter (10%)
Juried exam (consisting of scales, arpeggios, and a prepared piece) at the end of each semester (10%)

ADVANCED ORCHESTRA/CHAMBER MUSIC

This elective course is designed for the serious musician with advanced training on their instrument. Students will study advanced chamber music literature appropriate to their skill levels. Expectations include performing in the EHS Orchestra (as needed), auditioning for one of the District Honor Ensembles, performing for the school community, and participation in Solo and Ensemble Festival. In addition to the three class meeting per week, students will take a private lesson once a week.

Content Objectives

To further understand the subtleties and idiosyncrasies of their instruments, including trill fingerings, pianissimo fingerings, and alternative fingerings
To study the standard chamber music repertoire for homogeneous and heterogeneous instrumental combinations
To further understand the common forms and structures of the genre
To learn what it is to be an informed, attentive, and critical audience
To appreciate playing musically as an ensemble without the aid of a conductor—becoming rhythmically independent, attentive to matching note lengths, responding to contextual intonation, style, and developing a sense of phrase.

Skill Objectives

To continue to develop efficient and consistent practicing and rehearsal skills
To play major/minor scales and arpeggios, including dominant sevenths
To play accurate intervals and match pitch independently
To learn and perform four solo pieces
To attend and review four live musical performances each year
To perform without a conductor
To attend and review four live musical performances each year

Materials

Chamber music specific to the instruments and skill levels as determined by the coach/teacher
Solo literature for each instrument
Small ensemble literature
Literature for wind ensemble
Literature for string orchestra
SmartMusic 2007. MakeMusic, Inc. 2007
Practica Musica, Version 5. Ars-Nova Software 2007

Methods of Evaluation

Class preparation and participation (10%)
Playing quizzes over specific measures as directed by the instructor (10%)
Weekly practice and logging of such (30%)
Weekly participation and preparedness in private lesson (30%)
Two concert reviews each quarter (10%)
Juried exam (consisting of scales, arpeggios, and a prepared piece) at the end of each semester (10%)

INTRODUCTION TO MUSIC RECORDING

This course is designed for students with an understanding and appreciation of music and demonstrated desire to learn the techniques of recording. Classes will approach the subject in three different ways:

Lectures—discussing the fundamental techniques and science of the recording process
Analysis—listening to popular recordings that utilize the techniques discussed during the lectures and discovering aesthetic qualities beyond the technology that make the recording sound the way it does
Hands on/practical experience—working with the equipment, applying the techniques discussed during lectures and creating projects of our own. Pre-requisite: Introduction to the Arts, two semesters of ensemble participation, or faculty discretion.

Content Objectives

Learn fundamental recording studio etiquette
Learn basic song forms, structures, and production techniques
Conduct extensive aural analysis of popular works
Introduce a variety of commonly used instruments, textures, and techniques utilized in popular recordings
Work with and study ProTools and other studio equipment to develop a strong practical knowledge of signal flow, gain structure, and proper implementation
Study basic acoustic principles and microphone placement

Skill Objectives

To demonstrate fluency with commonly used terms and techniques of audio recording
To conduct oneself in a manner conducive to a positive and creative recording environment
To recognize commonly used studio equipment (microphones, signal processors, etc.), understand their function(s), and use them appropriately
To show good working knowledge of the basics of ProTools recording software
To identify basic song forms and commonly used musical textures through analysis
To creatively record and manipulate basic projects within ProTools
To understand the fundamentals of acoustics and their effect on a recording environment

Materials

ProTools, Version 7.3.2. Digidesign, Inc. 2007
Acid Music Pro 3.0 Sony, 2004
Huber, David M. and Runstein, Robert E. Modern Recording Techniques (7th Edition). SAMS Publishing, 2004
Numerous recordings of popular artists

Methods of Evaluation

Written assessment tests and quizzes
Tests and quizzes based on demonstration of practical tasks
Written analysis assignments and presentations
Assessment of projects and assignments
Classroom discussions and participation

ADVANCED RECORDING

This course is designed as a continuation of the concepts discussed in Introduction to Music Recording. Classes will weigh more heavily on thorough analysis and project creation. Students will use the skills and techniques studied in the preliminary course within their own projects and continue to develop more skills relative to their own particular musical interests. Pre-requisite: Introduction to Music Recording

Content Objectives

Learn session management and organizational techniques for studio management, file management, documentation, and collaboration methods
Learn basic computer maintenance and troubleshooting skills relative to audio production for both MAC and Windows systems including hardware integration, hard drive maintenance, and performance optimization
Explore more extensive microphone placement and technique
Continue in-depth aural analysis of popular works
Learn more advanced functions of ProTools

Skill Objectives

To organize and manage recording sessions for maximized productivity and creativity
To recognize techniques and details through analysis and demonstrate these techniques within their own projects
To demonstrate fluency within ProTools software and a strong working knowledge of equipment and signal flow within a recording studio environment
To pre-produce, track, and mix projects in an efficient and creative way
To pursue further knowledge of concepts unique to a favored style of music, and demonstrate them with their own work

Materials

ProTools, Version 7.3.2. Digidesign, Inc. 2007
Acid Music Pro 3.0 Sony, 2004
Huber, David M. and Runstein, Robert E. Modern Recording Techniques (7th Edition). SAMS Publishing, 2004
Valenzuela, Jose Chilitos. The Complete ProTools Shortcuts Backbeat Books, 2004
Massey, Howard. Behind The Glass Backbeat Books, 2000
Numerous recordings of popular artists

Methods of Evaluation

Written assessment tests and quizzes
Tests and quizzes based on demonstration of practical tasks
Written analysis assignments and presentations
Assessment of projects and assignments
Classroom discussions and participations

RELIGIOUS THOUGHT IN MUSIC

This course will explore the intersection of religious texts and beliefs with musical forms and themes, from Gregorian chant through rock opera. Students will attend relevant, live performances and discuss how historical masterworks connect to our present experience of faith and musical aesthetics. Works to be studied include Bach’s St. Matthew Passion, Mozart’s Requiem, Beethoven’s 9th Symphony, Britten’s War Requiem, Andrew Lloyd Webber’s Jesus Christ Superstar and Tan Dun’s Symphony 1997: Heaven, Earth, Mankind. No prior musical experience required. Meets either art or theology requirement.

Content Objectives

To expose students to the development of European musical history and understand the role of religious thought in that process
To develop an understanding of musical form and vocabulary to enable students to write intelligently about music
To learn how to actively listen to music and analyze the different texts of the mass, the oratorio, cantatas, hymns, spirituals, etc.
To stimulate interest in religious thought in music of today, both "serious" and "popular"

Skill Objectives

To develop good writing and listening habits by attending live concerts, listening to recordings, and reviewing each experience in written form
To inspire thoughtful discussions by encouraging students to voice their opinions clearly and intelligently
To help students develop an open mind and heart to hearing and actively listening to music from different cultures and religions

Materials

The Story of Christian Music by Andrew Wilson-Dickson
Music and the Mind by Anthony Storr
Articles from various sources
Numerous CD recordings

Methods of Evaluation

Tests and quizzes
Reviews of live performances
Presentation papers on recordings
Final Examination

BEL CANTO

Bel Canto is an advanced group of girls that perform a wide variety of choral literature written for treble voices. As the singers work to achieve excellence in their individual vocal technique, they also discover how to blend their voices within a section and develop their expertise singing in a small ensemble. Students develop proficiency in sight-singing, foreign language diction, and in their ability to sing their part independently. Besides regular performances in chapel and other school community events, Bel Canto will participate in service projects and performance opportunities off campus.

Content Objectives

Continue to build strong and healthy vocal technique through understanding of correct breathing, posture, and healthy vocal production
Understand how to read and write basic musical notation
Ear training exercises including rhythmic and melodic dictation
Study choral works covering different historical periods and genres
Study language pronunciation including purity of vowels and general diction
Understand techniques of blending choral sound and group dynamics
Observe performance techniques, memorization, and auditions

Skill Objectives

To warm up vocally and physically to produce proper vocal production
To learn to sight-sing through prepared exercises
To sing in foreign languages and in many different styles and genres
To develop active listening skills in hearing the other voice parts/harmony
To perform regularly and discuss progress

Materials

Variety of choral literature (new each year)
Haasemann, Frauke and Wilhelm Ehmann. Voice Building for Choirs. Hinshaw Music, 1981
Ottman, Robert. Music for Sight Singing. (4th edition). Prentice-Hall, 1996

Methods of Evaluation

Daily breathing and vocalizing exercises
Memorization of individual parts
Daily sight-reading material
Daily class participation and attitude Quizzes on musical vocabulary, historical/choral setting, and ear training
Performance skills and participation

SURVEY OF DANCE

This elective course is intended as a dance sampler. Students will be exposed to a variety of dance styles such as ballet, jazz, modern, hip-hop, and a variety of movement theories appropriate for students in the performing arts.

Content Objectives

Learn vocabulary associated with specific dance styles
Understand various dance styles, including ballet, modern, jazz, musical theater, and hip-hop
Learn basic French ballet vocabulary
Understand demonstrated movements and approach competency

Skill Objectives

Acquire physical benefits of exercise through dance
Develop rehearsal and performance skills, both individually and as a group
Critique dance performances with accurate dance vocabulary
Rehearse and perform a choreographed work

Materials

Library DVDs
Live concert attendance
Proper dance attire
Dance studio

Methods of Evaluation

Individual skills assessment
Class participation
Performance assessment

CERAMICS 1

Prerequisite: Introduction to the Arts. This course introduces students to the basic principles of working with clay. Experiences include hand building, wheel throwing, clay sculpture, and the installation of sculptural work.

Content Objectives

Introduce the students to materials, tools, supplies, and how to safely care for them
Introduction to clay constructions: pinch, slab, coil, wheel, and combinations of some or all
Understand the clay states: raw clay—green ware—bisque ware—glazed and fired ceramics
Understand principles of kiln firings
Understand historical referencing and vocabulary
Participation in touring of DC-Metro museums and galleries

Skill Objectives

Ability to push skills in hand building and throwing
Ability to correctly measure for two-piece creations
Craftsmanship
Originality
Critical analysis of student work

Materials

Potter’s wheels
Clay
Wedge board
Plastic sheets
Firing cones
Kilns: electric, gas
Kiln shelving and furniture
Virtual slide library
Clay-working tools: bats, needles, ribs (various shapes/sizes: metal and wood), sponges, wires, buckets, wood knives

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Ability to create ceramic work and see through all stages: inception/creation – trimming – drying – low firing – glazing – high firing
Effort
Craftsmanship
Attendance

CERAMICS 2

Prerequisite: Ceramics 1. This course continues a student’s development of the principles and techniques introduced in Ceramics 1. Students will investigate design aspects of wheel-thrown pottery and create hand-built sculptural work. Ceramics 2 will emphasize attention to craftsmanship, and will encourage the exploration of glaze application.

Content Objectives

Greater understanding of clay construction and limitations
Increased responsibility for preparation of materials and maintenance of clay drying
Investigation of texture use in work
Evaluation of master pottery
Participation in touring of DC-Metro museums and galleries
Investigation of historical referencing and analysis of styles
Troubleshooting and brainstorming of installation pieces
Generating ideas for a series

Skill Objectives

Growing proficiency in wheel throwing and hand building
Creation of work comprised of more than two pieces
Craftsmanship
Originality
Critical analysis of student work

Materials

Potter’s wheels
Clay
Wedge board
Plastic sheets
Firing cones
Kilns: electric and gas
Kiln shelving and furniture
Virtual slide library
Clay-working tools: bats, needles, ribs (various shapes/sizes: metal and wood), sponges, wires, buckets, wood knives

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Ability to create ceramic work and see through all stages: inception/creation – trimming – drying – low firing – glazing – high firing
Effort
Craftsmanship
Attendance

CERAMICS PORTFOLIO

With permission of the instructor. Prerequisites: Ceramics 1 and Ceramics 2. This course is for serious ceramics students only. Elements of wheel throwing and hand building from the two previous levels will be pursued. Students are encouraged to develop their own interests in ceramics and glaze application. Additionally, students are expected to produce work during and outside of scheduled class periods.

Content Objectives

Independent research of sculptural, hand-built, and/or wheel-thrown ideas
Development of semester-long theme to encompass a major body of work

Skill Objectives

Superior proficiency in wheel throwing or hand building
Creation of a portfolio/body of work that demonstrates concentration of a ceramics thesis.
Craftsmanship
Originality
Critical analysis of student work

Materials

Potter’s wheels
Clay
Wedge board
Plastic sheets
Firing cones
Kilns: electric and gas
Kiln shelving and furniture
Virtual slide library
Clay-working tools: bats, needles, ribs (various shapes/sizes: metal and wood), sponges, wires, buckets, wood knives

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Ability to create ceramic work and see through all stages: inception/creation – trimming – drying – low firing – glazing – high firing
Effort
Craftsmanship
Attendance

PHOTOGRAPHY 1

This basic course provides students with a working knowledge of the 35 mm camera and the processes for developing black and white film and photographs. It includes the technical aspects of exposure, lenses, and metering, as well as the artistic considerations of composition and lighting. Digital imagery is incorporated into all aspects of the class, using PhotoShop software, digital cameras, scanners, and printers. The course also includes webpage construction. Tours and off-campus photo opportunity trips are built into the course. A final portfolio is required. Students need a 35 mm camera—preferably adjustable—with a built-in light meter.

Content Objectives

Become familiar with the basic principles, technical, and creative components of photography
Become familiar with digital photography
Acclimate to the workings and components of an SLR 35 mm camera
Learn 35 mm black and white film developing techniques
Learn how to print a black and white photograph using a darkroom enlarger
Develop the skills of active viewing with the camera
Encourage creativity with the camera
Understand the compositional elements of filling the "rectangle" within the camera viewfinder
Explore qualitative issues and aesthetics of photography. What makes a photograph "good"?
Become familiar with the history of photography
Learn the process of digital input (film and flatbed scanners, digital cameras) and manipulation of images

Skill Objectives

Ability to read the light meter and shoot images using the correct exposure
Execution of deep depth of field, shallow depth of field, stop motion, and blur motion photography
Mastery of black and white film processing and printing
Demonstration of the darkroom printing techniques using dodging, burning, and filtering
Ability to create compositionally sound photographs
Creation of a virtual catalogue of images
Creation of prints, via the computer, of digital imagery that demonstrate an understanding of Adobe PhotoShop tools and software

Materials

Cameras: 35 mm single lens reflex; digital
Film: 35 mm 400 speed Kodak Tri-X film; 35 mm 400 speed Kodak color film; 16 mb digital cards
Portfolio for finished prints
Computers
Flatbed scanners
Film scanners
Printers
Enlargers
Chemicals for processing film and printing photographs
EHS academic intranet

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Attendance

PHOTOGRAPHY 2

Prerequisite: Photography 1. This course goes beyond the basic skills learned in Photography 1 to include the limitless possibilities of experimentation. Students learn how to hand-tint photographs, make and assemble large-scale digital prints, and create photomontages. The emphasis is on challenging their creativity to bring out the unexpected. A final portfolio is required and a 35 mm camera is needed for the course.

Content Objectives

Develop proficiency with 35 mm photography (composing to processing to printing)
Further explore advanced techniques with digital photography
Become familiar with medium and large format photography
Become familiar with bookmaking using digital photography
Experience the process of developing a body of work that explores a common theme with a basic understanding of the history of photography

Skill Objectives

Develop photographic situations (including nighttime photography)
Create images using push and pull film
Compose and shoot portraits at the correct exposure with a medium-format camera
Compose and shoot landscapes at the correct exposure with a medium-format camera
Compose and shoot a portrait using studio lights and a large-format camera
Create a resolved digital print using collage techniques, layering, and filters
Produce a book based upon a common theme
Assess proper film, speed, shutter speed, aperture, and metering

Materials

Cameras: 35 mm single lens reflex; medium-format camera; large-format camera; digital
Film: 35 mm 400 speed Kodak Tri-X film; 35 mm 400 speed Kodak color film; 16 mb digital cards
Portfolio for finished prints
Computers
Flatbed scanners
Film scanners
Printers
Enlargers
Chemicals for processing film and printing photographs
EHS academic intranet

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Attendance

PHOTOGRAPHY PORTFOLIO

Prerequisites: Photography 1, Photography 2, or with permission of the instructor. This course is for serious photography students only. Elements of photography introduced in the previous three levels will be pursued. With an emphasis on independently explored subject matter, students are given the freedom to create work that interests them.

Content Objectives

Independent research of photographic ideas
Development of semester-long theme to encompass a major body of work

Skill Objectives

Superior proficiency in composing, processing, and printing photographs
Creation of a portfolio/body of work that demonstrates concentration of a photographic thesis
Craftsmanship
Originality
Critical analysis of student work

Materials

Cameras: 35 mm single lens reflex; twin lens reflex; medium-format camera; large-format camera; digital
Film: 35 mm 400 speed Kodak Tri-X film; 35 mm 400 speed Kodak color film; 16 mb digital cards
Portfolio for finished prints
Computers
Flatbed scanners
Film scanners
Printers
Enlargers
Chemicals for processing film and printing photographs
EHS academic intranet

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Ability to organize and install an exhibition of work in the student art show
Attendance

DRAWING 1

Prerequisite: Introduction to the Arts

"Drawing from life" whereby you take view of an object, place, or person and transfer that vision of the real onto a two-dimensional work, is a challenging task. This course first helps students to "see" their world, and then train their hand to work off of that critical observation. The students will work through ideas of line and value using a variety of media that include pen and ink, pencil, charcoal, and chalk. During this one-semester course, specific areas of study are the human figure, still life, landscape, and perspective. Students also study master artists' works. Course work is supplemented with tours to area museums and galleries. Students will generate five to ten original works of art. This course is a prerequisite for Drawing 2.

Content Objectives

Become familiar with, examine, and develop all styles of line and value
Become familiar with the techniques of observational rendering
Become familiar with the basic principles of 1-point and 2-point perspective drawing
Make references to historical works of art
Tour DC-Metro museums and galleries
Become familiar with critical discussion of student and historical artwork
Explore qualitative issues and aesthetics of 2-D art. What makes a drawing or print "good"?
Develop an understanding for composition
Learn the supplied vocabulary and theories as related to drawing

Skill Objectives

Develop observational rendering techniques
Critically evaluate own and others’ work(s), identifying areas of strength and weakness
Acquire keen sense of composition
Expand creatively

Materials

Drawing on the Right Side of the Brain, Betty Edwards
EHS intranet
Video library
Virtual slide library
Studio materials: pencil, charcoal, markers, erasers, linoleum block and inks, linoleum cutting tools, various papers (weights and sizes), brush and ink, pen and ink, etc.

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Attendance

PAINTING 1

Prerequisite: Introduction to the Arts

This course is designed to teach students about color and composition using the medium of painting. During this one-semester course, students will learn about color concepts and relationships through formal study and color-mixing exercises that resolve into finished works. Painting from life, students will tackle a variety of subjects including, but not limited to, still life, portraiture, landscape, and abstraction. Art history components are incorporated into class assignments. Course work is supplemented with tours to area museums and galleries. This course is a prerequisite for 2-D Portfolio.

Content Objectives

Introduce the students to materials, tools, supplies, etc., and how to safely care for them
Continue lessons on the theories of color established in Introduction to the Arts
Introduce the mixing of colors
Learn the supplied vocabulary and theories as related to painting
Make references to historical works of art
Tour DC-Metro museums and galleries

Skill Objectives

Develop painting techniques
Further develop and apply concepts of composition
Participate in critical analysis of student and historical work
Present own work to class
Respond and react to influences of paintings

Materials

EHS intranet website
Video library
Virtual slide library
Studio materials: pencil, charcoal, markers, watercolor paint, acrylic paint, various brushes, palette knives, various papers, various paintable surfaces (masonite, canvas, wood board), gesso, etc.

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Attendance

STUDIO ART ADVANCED PLACEMENT

Students who are invited to participate in Advanced Placement studio art will have three portfolio options: Drawing, 2-D Design, and 3-D Design. This is a yearlong course.

Drawing Portfolio addresses a very broad interpretation of drawing issues and media. Light and shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth are drawing issues that can be addressed through a variety of means. Many works of painting, printmaking, and mixed media, as well as abstract, observational, and inventive works may qualify. The range of marks used to make drawings, the arrangements of those marks, and the materials used to make the marks are endless.

2-D Design Portfolio addresses a very broad interpretation of two-dimensional design issues. This type of design involves purposeful decision making about how to use the elements and principles of art in an integrative way. The elements of design (line, shape, illusion of space, illusion of motion, pattern, texture, value, and color) are like a palette of possibilities that artists use to express themselves. The principles of design help guide artists in making decisions about how to organize the elements on a picture plane in order to communicate content. These principles include unity/variety, balance, emphasis, rhythm, and proportion/scale.

3-D Design Portfolio addresses a broad interpretation of sculptural issues in depth and space. These may include mass, volume, form, plane, light, and texture. Such elements and concepts can be articulated through additive, subtractive, and/or fabrication processes. A variety of approaches to representation, abstraction, and expression may be part of the student’s portfolio. These might include, among others, traditional sculpture, architectural models, three-dimensional models, apparel, or ceramics.

Content Objectives

Understand the process of conceiving and taking an idea to an end resolution
Budget time
Recognize the growth and change in work over the year
Make reference to historical works of art and their sequence
Tour DC-Metro museums and galleries

Skill Objectives

Creation of a slide portfolio/body of work that demonstrates one year’s worth of work in a specific concentration
Craftsmanship
Originality
Critical analysis of student work

Materials

As determined by specific area of study (drawing, 2-D, or 3-D)

Methods of Evaluation

Completion of studio assignments
Participation in evaluation of own and others’ work
Graded art work
Effort
Craftsmanship
Ability to manage, organize, and install an exhibition of work in the student art show
Ability to meet deadlines as published by the College Board (due dates for slide portfolios, etc.)
Attendance