Tuesday, October 10, 2017


QCC ART 130 & 131


You are going to choose two works of art that exhibit the concept of NARRATIVE (STORYTELLING) in ART. These should be able to be photographed by you or else be available as postcards or in reproductions, so I can see what you are discussing.

First, describe what they are and what their narrative is about. When were they made and by whom? For what purpose? I am then going to ask you to compare and contrast them. How are they different? They may be the same theme (war) but be very different. How so? And how are they alike? What is the style of each? (One might be painted by an impressionist and one by a realist, for example. If so, they will have different moods and most likely be saying different things.) Does the artist have a particular point of view in each of them? (i.e., war is bad).

If you had to build an art project using the works as inspiration, what would it look like?

Make sure you address each of the above points in your essay and be sure to include examples.

Angular City--Art & Math

Tuesday, August 29, 2017

131 Fall 2017 Syllabus

Art Methods—Arts 131—Fall 2017
Tuesdays: 6:10 p.m. – 9:50 p.m.; Building C
Office Hour: Tuesdays, 1– 2 p.m.
Professor Julia Schmitt Healy

Course Description:
Provides art experiences for teachers of children using materials and techniques that are easily translatable to art experiences for children. Class work will include paint, clay, collage, plaster craft, and model magic puppets. There will be class discussion and keeping of a log (sketchbook/journal). This course is also recommended for students interested in Art Therapy and Occupational Therapy.

Introduction: This hands-on course will explore art materials and techniques for K-6 teachers.  Students will learn how to develop age-appropriate lessons using collage, drawing, painting, printmaking and sculpture.  Both stand-alone art projects and projects that integrate art with other subjects will be emphasized.  Students will create a portfolio of their work and keep sketchbook/journals during the semester.

Course Objectives:
At the end of the course, students will:
Be comfortable with a variety of art materials and techniques
Understand how art lessons can drive academic learning such as Math and ELA
Be able to analyze their own work and the work of others
Have a broad understanding of art education concepts
Know what is age-appropriate for the various elementary grades
Have knowledge of the art elements, visual arts standards and principles of design

Attendance and Lateness: Attendance is mandatory. If you will not be available to attend this class every week, please consider taking it at another time. No make-up work will be allowed in class, as there is no time.  Projects for each week are posted on the blog with lesson plan. You are responsible for the materials necessary to complete missed at-home work. Three absences  (excused or not) are grounds for a failing grade or automatic withdrawal.

I will check your homework at the beginning of each class.  Since this is a hands-on class, demonstrations are important, so please be on time. Two tardies will be counted as one absence.  If you will have an ongoing scheduling conflict, please discuss it with me at the beginning of the semester.

Leaving early without permission from the professor will be counted as a tardy.

Late work due to an unexcused absence will be lowered by a minimum of one grade. If you were ill, bring a doctor’s note to excuse the absence.

“Do-Nows”: There will be occasional warm-up assignments given as a way to help you ready your ideas for the upcoming project. These will be graded and count towards your sketchbook/journal grade.

Grading: Individual grades will be given for projects and averaged together to make up 55% of your grade.  Your written work and sketchbook/journal will count for 20%.  Your Museum Project and presentation will count as 15%, and class participation and attendance will count as 10% to total 100%.

Supplies: Materials and supplies for this class are extensive but there is no overpriced textbook to buy!  We will discuss how to approach buying the materials the first class, as some classes have preferred to buy the supplies as a group.  You must come prepared to work every week. Do not expect other students to supply you with materials and tools! I will let you know each week what you need to bring and I will post it on our blog.

Writing Help: You may want to refer to a very helpful website operated by Purdue University: http://owl.english.edu 
The format to use is the MLA one and they have many resources available to help you make your writing better.
8/29                Introduction and Syllabus
            Group Lesson--Oil Pastels.
                        Writing Assignment #1: Why is art important to teach to elementary
                        students?  Due next week (9/5).

9/5                              Bats Lesson Discussion and What art the art elements?
                        Drawing a Self-Portrait with art element backgrounds--pencil, sharpie,
                        Writing Assignment #2: Can art be taught? Do you have to have    
innate "talent" to be able to make art? Write a paragraph or two, due next week (9/12).

9/12                What does a Lesson Plan for Art look like? What use is it?
                        Book Arts—sharpies and watercolors
                        Homework: Draw at least one hybrid animal in your   
                        sketchbook/journal, due next class (9/26).

9/26                What are Visual Arts Standards?
                        Animal Portraits with a Twist

10/3                What does a Unit Look Like?
                        Pop-Out Math Pictures—mixed media
            Homework: Using the envelope provided, write a secret or something           
            private and enclose it and seal it in. Glue it down on a journal page    
and draw, collage or whatever to making it visually interesting, due next week (10/10).          

10/10              What are rubrics and how do I grade and assess art?
                        Discussion of MUSEUM TRIP PROJECT
                        Pop-Out Pictures and Fabric Crayons
Homework: Using the paper provided, make a surreal collage, due next week (10/17).

10/17              Creativity and teaching for artistic behavior
                        Clay Projects--Slab Technique Tile & Storyteller Dolls or Portrait Busts   
Writing Assignment #4, Write and illustrate a poem about yourself in your sketchbook/journal, due next week (10/24).

10/24              Classroom Management                       
                        Collagraph Plate and Transfer Plate Prints
                        Homework: Work on your Museum Project.

10/31              No class at QCC—Class Trip comp time

11/7                Art Materials Primer                       
                        Collagraphs and Transfer Plate Prints
Homework: Work on your Museum Project.

11/14              Museum Project DRAFT Due!
                        Product Versus Product
                        Model Magic Puppets/Figures and Glazing Clay from 10/17
                        Homework: Writing Assignment #5: Find a BAD art lesson online,    
                        print it out and write a short critique on why it is bad and how (if     
                        possible) it might be better, due next class (11/28).


11/28              Museum Draft Returned
                        Puppet Costumes—using theater to teach ELA
Homework: Make a tessellation, due next week (12/5).

12/5                Museum Trip Project Due
                        Plaster craft Portrait
Homework: Using the paper provided or your own paper, make a     
                        fold-out and glue it in your sketchbook/journal.
                        Draw/collage/stamp/paint, etc., due next week (12/12).

12/12              Museum Trip Presentation   
                        Painting Plaster Portraits

As stated in the current college catalog, any student who needs specific accommodations based on the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations, which are determined on an individual basis. The SSD office is located in the Science Building, room S-132 (718-631-6257). Students should also contact their instructor privately to discuss their specific needs."