CONCORD HIGH SCHOOL
Syllabus for the Class in Advanced Art
Leah Taylor
October 1, 1997
First semester
The first semester will emphasize the Human Body. The class will study human
anatomy, and will do Life Drawing - with live models in the art studio. The
students will learn about line, light and volume (form). These are the three
basic building blocks of drawing. The class will do gestural, contour and
finished drawings.
Basic skills in rendering realism will be taught in relation to Surrealism,
Impressionism, Expressionism and Abstractionism. The emphasis will be on
working in the studio (40% of the grade), where students will learn to develop
the basic skills of drawing. This will ask of the students of Advanced Art much
concentrated effort, patience, and tolerance for boredom, and the ability to
look and look again at their work and their relation to it.
The class will next begin the study of Portraiture. We will invite artists
for hands-on perceptual learning lectures. We will visit art galleries and
museums, and the students will be responsible for writing about their
experiences (20% of the grade). Students will be asked to investigate different
paintings and painters in three page reports from time to time during the
semester (10% of the grade). The students will also be asked to keep a visual
and written journal (checked weekly) (20% of the grade). This is considered an
important part of the process of the students’ development of a
relationship to their creative processes. This class is a combination of study
and investigation, personal perceptions and impressions, and Practice and then
more Practice. There is no substitute for practice.
Second Semester
To be determined by the nature and level of the abilities of the students.
Will cover landscape drawing, modernist drawing, or the painting of the human
figure.
Please note: When I use words that are new to you, you must ask me what I
mean. Let expression, study, and play be a part of your experience this
semester.
CONCORD HIGH SCHOOL
Class in Advanced Art
First Day First Assignments
October 1 Class
Assignment to be given: Bring in 10 pieces of art (e.g. drawings, paintings,
pastels or collage), or if not practical, slides of your work which you feel
best represent you. Be ready to discuss why.
Due Monday, October 4
October 2 Class
Begin to study art books that are housed in the classroom, or others you may
have at home. Choose one artist whose drawing or painting you like. Write one
page on why (talk about color, compostion, lighting, subject, mood, etc.) Think
about both the verbal and visual vocabulary needed to learn about Drawing.
To be done in class on October 2 or typed on computer at home.
Due Wednesday Oct. 6
October 3 Class
Draw yourself, family member, or friend. For this assignment, choose
portrait, anatomical part of the body, such as hand, foot, or leg, or full
body, as appropriate. It must be on either 18” by 24” or 8” x
10” paper.
To be done in class on Friday Oct. 3 or at home.
Due Tuesday Oct. 7
International Fine Arts College
SELECTED TOPICS IN LITERATURE
Text: The Norton Anthology of Short Fiction, Fifth Edition, Edited by
R.V. Cassill
Fall Qtr 2002
About the Instructor
Leah Solo Taylor received her equivalency at the New York Studio School. She
was fortunate to have Phillip Guston’s old studio there, the site of the
first Whitney Museum of Art. She completed her B.A. at The New School for
Social Research and went on to study Jungian Psychology at the Masters level.
She is currently completing her Ph.D. in Women’s Studies and Spirituality.
Her dissertation will be part performance with self-constructed sets and
costumes. She is interested in “herstory”, the embodied spiritual
autobiography of all, so beware!
Outside Assistance
I am available to provide assistance outside the classroom. To make an
appointment, please see the information below:
Course Description
Students will work on a project specifically designed to reflect their
interests in literature and writing. Using the text, students will read Thomas
Mann, Franz Kafka, Doris Lessing, Julio Cortazar and Bharati Mukherjee, Yukio
Mishima, and others. In consultation with the instructor, the student will
document this project in a final autobiographical journal, collection of poems
and short stories, critical essays. The student will also work independently
and in conjunction with instructor to complete their individual projects.
General Education Goals
This course strives to achieve the following general education goals:
-
To teach inquiry or expression and provide practice and apply inquiry or
expression, with critical thinking, or problem solving strategies.
-
To present creativity as a process and show examples of this process.
-
To have the student understand the mature elements, both by processes and
concepts that make literature work. The student must also have an understanding
of concepts and processes in relationship to historical context, and how this
may affect his/her body of work.
Class Rules
-
Students are expected to arrive on time and will not be permitted to enter
class late.
-
All rules and regulations in the Student Handbook must be followed.
-
Absences in excess of three class periods will result in a failing grade.
-
Students are responsible for everything assigned and for everything
discussed in class. If absent, it is the student’s responsibility to get
that day’s information and/or assignments from another student.
-
Mature, appropriate, adult behavior is expected at all times. Beepers,
cellular phones, sunglasses, tape recorders (unless student is disabled),
eating, drinking, smoking, talking, gum chewing, and/or sleeping are not
permitted in class. Students who do not comply with this rule will be asked to
leave the class.
-
Students must remain in the room for the duration of the class unless a
class break is given. If so, students who do not return from the break within
the allotted time will be marked absent. Students who leave class once class
begins will be marked absent.
-
Students must be present and on time for mid-term and final exams. No
make-up tests are given.
-
This syllabus is subject to change at the discretion of the instructor.
Students will be notified accordingly.
Grading will be computed as follows
Journal 25%
Other writings 50%
Class Participation 25%
Total 100%
Course Outline
Weeks 1-6
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 7
Mid-term critique.
Weeks 8-12
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 13
Thanksgiving break
Week 14
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 15
Final Critique with instructor.
Week 16
Final submissions due
Statement on Academic Dishonesty
Plagiarism is the act of taking the words or ideas of another and presenting
them as your own. Because plagiarism is stealing, it will be dealt with most
severely. Cheating on an exam, copying the exact worlds or borrowing the ideas
of another, turning in work done for you by someone else and claiming it as
your own, or intentionally assisting another student in any of the above
actions is a form of plagiarism and can result in a failing grade on the paper
or work plagiarized and a failing grade in the course. Plagiarism is extreme
academic misconduct which defeats your objective in attending school to get an
education. As such, it must incur the very harshest of penalties.
International Fine Arts College
WRITING ABOUT LITERATURE
Text: Literature and Society, An Introduction to Fiction, Poetry, Drama
and Nonfiction, by Pamela J. Annas and Robert C. Rosen
Fall Qtr 2002
About the Instructor
Leah Solo Taylor received her equivalency at the New York Studio School. She
was fortunate to have Phillip Guston’s old studio there, the site of the
first Whitney Museum of Art. She completed her B.A. at The New School for
Social Research and went on to study Jungian Psychology at the Masters level.
She is currently completing her Ph.D. in Women’s Studies and Spirituality.
Her dissertation will be part performance with self-constructed sets and
costumes. She is interested in “herstory”, the embodied spiritual
autobiography of all, so beware!
Outside Assistance
I am available to provide assistance outside the classroom. To make an
appointment, please see the information below:
Course Description
Students will work on a project specifically designed to reflect their
interests in literature and writing. In consultation with the instructor, the
student will document this project in a final autobiographical journal,
collection of poems and short stories, critical essays. Students will read
Othello, A Raisin in the Sun, Ginsburg’s America, poetry by Sylvia Plath,
and many others. The student will also work independently and in conjunction
with instructor to complete their individual projects.
General Education Goals
This course strives to achieve the following general education goals:
-
To teach inquiry or expression and provide practice and apply inquiry or
expression, with critical thinking, or problem solving strategies.
-
To present creativity as a process and show examples of this process.
-
To have the student understand the mature elements, both by processes and
concepts that make literature work. The student must also have an understanding
of concepts and processes in relationship to historical context, and how this
may affect his/her body of work.
Class Rules
-
Students are expected to arrive on time and will not be permitted to enter
class late.
-
All rules and regulations in the Student Handbook must be followed.
-
Absences in excess of three class periods will result in a failing grade.
-
Students are responsible for everything assigned and for everything
discussed in class. If absent, it is the student’s responsibility to get
that day’s information and/or assignments from another student.
-
Mature, appropriate, adult behavior is expected at all times. Beepers,
cellular phones, sunglasses, tape recorders (unless student is disabled),
eating, drinking, smoking, talking, gum chewing, and/or sleeping are not
permitted in class. Students who do not comply with this rule will be asked to
leave the class.
-
Students must remain in the room for the duration of the class unless a
class break is given. If so, students who do not return from the break within
the allotted time will be marked absent. Students who leave class once class
begins will be marked absent.
-
Students must be present and on time for mid-term and final exams. No
make-up tests are given.
-
This syllabus is subject to change at the discretion of the instructor.
Students will be notified accordingly.
Grading will be computed as follows
Journal 25%
Other writings 50%
Class Participation 25%
Total 100%
Course Outline
Weeks 1-6
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 7
Mid-term critique.
Weeks 8-12
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 13
Thanksgiving break
Week 14
The student will work independently and in conjunction with instructor to
complete their individual journals, essays and creative writings..
Week 15
Final Critique with instructor.
Week 16
Final submissions due
Statement on Academic Dishonesty
Plagiarism is the act of taking the words or ideas of another and presenting
them as your own. Because plagiarism is stealing, it will be dealt with most
severely. Cheating on an exam, copying the exact worlds or borrowing the ideas
of another, turning in work done for you by someone else and claiming it as
your own, or intentionally assisting another student in any of the above
actions is a form of plagiarism and can result in a failing grade on the paper
or work plagiarized and a failing grade in the course. Plagiarism is extreme
academic misconduct which defeats your objective in attending school to get an
education. As such, it must incur the very harshest of penalties.
Spanish Curriculum
Learning a Foreign language in a city that is already over 50 percent
bilingual makes the childrens job easier. They are encouraged to watch Spanish
TV, to look at the Spanish Newspaper, to visit Hispanic Murals, Olivera street
and to have pen pals with mexican children only 3 and a half hours away from
our home in Santa Monica.
The thrust of our spanish program is to learn about the 36 countires in the
world that speak spanish. This is a doorway to teaching about culuture and
difference.
In kindergarten and first grade, we concentrate on the basics of weather,
counting and the calendar,In second grade, I have buit the curriculum around
their second grade study of biography and famous people,and the news. We learnd
how to look at headlines in Spanish news,biographies of famous chicanos in los
Angeles.
In third grade, I built the curriculum around the rainforest and its animals
in South America, students are encouraged to make maps and learn Counties names
in Spanish. We hope to learn Flowers and gardening tecniques in Spanish as
well. In fourth grade ,we do a rigorous look as journalists to learn
interviewing tecniques following the fourth grade language arts program. In
fifth grade we do more review and testing of their basic slkills and knowledge.
In addition to this attempt to infuse Spansh into the current academic
curriculum,I am working with all the specialists to combine Spanish Songs into
mUsic class, Mexican muralists into art studies, spanish text into drama and
Spanish terminology in Science.
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