COMMUNITY ART

Ms. Granados Room # 307

Community Art focuses on various forms of murals, installations and interactive art in communal spaces.
Students will be able to propose various projects that deal with social issues and how it can affect our
community. Students will work in groups to accomplish various projects throughout the school and as a class
wide project outside of the school. This course will grow your knowledge of various art mediums, further your
knowledge on public/community art, and learn the process of proposing artwork for a city/company.
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In this class you will:

Grades:

Generate and conceptualize large scale art

projects with various interactive elements.
Organize and develop planning skills, high quality
portfolios, and professional proposals.
Refine artistic techniques in painting, installation,
sculpture, and/or technology.
Relate artistic ideas with societal, cultural, and
historical contexts.
Expand collaborative work experiences in large
scale projects.
ACTIVELY PARTICIPATE

Various projects will be assigned throughout the

semester. A grade will be given at the time the
assignment is due, but will only be a placeholder
grade. Projects can be resubmitted during
Portfolio Reviews. Students overall grade will be
based off 2 portfolio reviews, self-assessment
rubrics, and group assessment rubrics. The class
has a total of 500 points available. Each review
will be worth 200 points each, self and group
assessments will each be worth 50 points.
A: > 540 points B: 480-539 points C: 420-479 points
D:360-419 points F: <360 points

Portfolio Reviews:
Portfolios will be graded twice during the semester, each
review will be worth 200 points and will include:
Bulb Site
o In Progress Photographs
o Contemporary Art Influences
o Ideation
o Reflections
Sketchbook
Project Proposals
Art History Essay
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Attendance/Tardies:
Attendance is a STRICT requirement of this
course. The main objective of the course is
learning about art and community. You need to
be present to be part of the class community. All
students are dependent on each others
attendance and participation in order to
accomplish projects. Students can only have 2
unexcused absences before attendance begins to
influence your portfolio progress. Tardies will be
given if student is 10 minutes late or leaves 10
minutes early. More than a combined amount of 2
unexcused absences and 3 tardies will result in
the failing of the class.

Art Room Expectations:

CARE, CREATE, & CONTRIBUTE

Classroom Management Plan

-------------------------------------------------------------------------------Classroom Culture/Ambiance:
The most important part of a classroom is the culture that develops through teacher and student input. I want
to create an inclusive environment that takes into consideration the students voice, culture, and personality. I
want to be able to do this through various modeled behaviors and procedures.
Student Accountability:
Student accountability and voice will be a guiding force in my classroom, like stated in my cover sheet,
projects only receive a place holder grade until a portfolio review. Students can re-submit work as part of their
portfolio review. I want students to take control of their learning experiences but at the same be given the
space to rework projects or produce an artwork they are proud of. Students will also have the ability to
propose projects with research questions, ties to art history and materials lists. By doing this I am not
assigning work that does not spark inspiration in my students. This also shows students to stick with a project
for a long period of time despite the obstacles that may come along. Student accountability will also be shown
through classroom procedures such as cleaning, material ordering, and scheduling of portfolio reviews and
conferences. As well as responsibility in quality of work, ability to problem solve, and collaborate with other
students or teachers. By putting these tasks in the students hands I am making sure that they are getting the
full artist experience. Artists have to stay accountable to themselves and be able to balance the various parts
of being a working artist. These various components of my classes are meant to shape students into
productive adults that are well versed in the skills stated above. This goes beyond that arts and is important
for all people to know.
Behavior:
Behavior in my classroom will be modeled during the first weeks of class. During this time of planning for the
first project students will also partake in mock critiques, mock portfolio reviews by critiquing my personal
work. This will allow students to get to know me and my art, as well as learn the proper way to conduct a
critique and portfolio review, and how to accept criticism. These skills will serve them well throughout the
semester, and begin to set precedents on what is expected of them. Mindfulness is a core value in my class, as
it will be a guide on how we interact, talk about, and present others works as well as our own. Students will
also create their own classroom rules in collaboration with me, and will determine what the consequences
are, this once again keeps the students accountable. Classrooms rules may cover participation, respect, and/or
misuse of materials.

Management of Resources:
Paper Handouts:
I am going into this field knowing that art budgets for school are really low. Knowing this beforehand I have
thought of various to substitute expensive materials for cheaper alternatives. This management will also be
put into advanced students hand, such as students taking the community art class. Since they are in charge of
proposals they have to figure out how to spend their resources. When it comes to paper, students will be
given one hard copy of assignment write-ups, rubrics, and schedules. 2nd copies will be given out but will be
made available through the class website. For portfolios students will some hard copies of rubrics, sketches,
and proposals but most of their work will be through their online bulb site.
Art Materials:
When it comes to art mediums students will learn alternative processes to more well-known art techniques.
Examples of this would be wax engravings and wood cuts instead of intaglio printmaking which needs copper
plates and expensive presses. Beginning at students will be handed a certain amount of supplies dictated by
me, so there is little waste. This will be controlled by giving students sauce cups of paint with lids that can be
covered to use for next class; making available a certain number of colored pencils, markers, etc. so students
can share. Advanced students can have more access to materials but will have a better understandings of

misuse of materials. For expensive materials like wood cutting tools, hammers, chisels, etc. students will have
to give their phone as form of collateral until the tool is returned. If students do not have a phone they can
give something a value to them; keys, id, wallet, planner, etc.
Artwork:
Management of resources will also include how to properly clean up after working. All tools must be put away,
workspace sponged down, and all checked out tools returned before the bell rings. This makes it so I can
identify if things are missing or misplaced before students leave class. Students will have a designated turn
in area according to what class they are in. For 3d classes shelves or carts will be labeled with the class name,
for 2d classes racks will be set aside for turned in work. Work that is not on the shelf or rack by due date can
be resubmitted during portfolio review. Students will have another space for storing work that is in progress.
Found tools, misplaced materials

Physical Space:
Since I am not sure if the school I will be placed at will have a multiple art department I have designed my floor
plan for a 1 room classroom (Figure 1). This type of space is what I grew up with, so I decided to organize
stations for various types of art making. The space is divided in half, according to 2d and 3d art. The left side
consists of lecture are/2d work tables, an exhibition space with gallery style walls, and storage and cleanup
areas. The right side has a pottery section with wheels, a kiln room, and clean up section. It also has a
metalsmithing area with benches, soldering stations, and its own clean up section. Though this space may
sometimes be used by two classes at once, I wanted to create an area that each section (2D/3D) could have
their own cleanup sections and workstations. Though this space is really big, I would implement various
cleaning procedures to keep the space organized and clean. Each class would have to clean up after
themselves, but each week a Dream Team would be put in place to do some deeper cleaning of public
workstations. These tasks would include washing out sinks, organizing materials, sweeping, and if needed
mopping. This would have to be done at the beginning of each week so that stations are clean for the rest of
the week.
Another important space in this classroom is the exhibition space. As a gallery curator I think it is crucial for
high school students begin to exhibit their work, talk professionally about their work, and learn how to
document their work. This space would have clean white gallery walls, where students could display work for
critiques or for portfolio documentation. The exhibition space would also have pedestals for 3d artists to use
the space.
FIGURE 1: Classroom Diagram