We have been watching the film "10 Canoes" and the "Making of the Film" and/or doing an alternate assignment using the "10 Canoes" study guide.
If you have been absent:
1. Complete the worksheet provided (use the itnernet and the study guide to answer the questions about Aboriginal Australian culture past and present - skills, values, etc.
2. Talk to a classmate about the film to fill in information on the back of the sheet about the individual characters and how they interact with their culture.
Recent Homework:
1. Letter home re: laptop was due Thurs./Mon. 10/9, 10/13
Thursday, October 16, 2008
Tuesday, October 7, 2008
Monday, October 6, 2008
Fri 9/26 - Mon. 10/6
Last week (Fri 9/26 SHS, Mon 9/29 SEHE, Tu. 9/30 SEHS, Wed. 10/1 SEHS, Thurs. 10/2 SEHS, and Mon. 10/6 SEHS) we:
1. Took Test #1 (Great art, Principles and Elements of Design, Body Art)
2. Created Aboriginal Australian Dreamtime paintings
3. Created "X-ray art" - Sheldon only
IF YOU WERE ABSENT:
1. Schedule a time to make up the test
2. Get notes on Dreamtime paintings from a classmate
3. Sheldon only - get an "X-ray" art sheet from the binder and create this assignment at home.
4. Get permission (or lack of permission) from a parent, using the permission slip below.
HOMEWORK:
Sheldon: "10 Canoes" permission slip due Tues. 10/7/08 - 10 pts.
South: "10 Canoes" permission due Wed. 10/8/08 - 10 pts.
PROJECTS:
1. Organization Check #2 and Reflection #2 due Wed. 10/1
2. Self Interview due Wed. 10/8 *** Be sure to give yourself enough time to complete this assignment.
-----------------------------------------------
10 Canoes permission:
In Cultural Aesthetics Art class, for the next two classes, students will have an opportunity to participate in viewing the film, "10 Canoes."
THIS FILM FEATURES PEOPLE IN TRADITIONAL DRESS, WHICH INVOLVES NUDITY.
The film "10 Canoes" provides students with a rare opportunity to witness and interact with traditional Native culture of peoples in Australia. I have chosen this film for two main reasons: (1) unlike other films, "10 Canoes" was created by Native Australians in ways sensitive to their culture(s) and (2) the culture(s) of Native Australians, prior to contact with Europeans, is a central topic in the Australia unit in the 9th grade Global Literature course. In Cultural Aesthetics Art, we will use the film to discuss elements of culture and art as expression of cultural values.
This film has not yet been rated using the United State film rating system. For more information and to watch the trailer, please visit: www.tencanoes.com.au/tencanoes/
Students will receive a participation grade for this in-class activity. An alternate assignment will be available for students who do not have permission to participate.
Please indicate below whether or not your student has your permission to participate in viewing this film:
* _____ Yes, my student has my permission to participate.
* _____ No, my student does not have my permission to participate.
_________________________________________________________
Parent/Guardian Signature Date
_________________________________________________________
Student Name (printed clearly) Section
-------------------- Jackie Owens 9th Grade Teacher Global Lit. & Cultural Aesthetics Eugene International High School owens_j@4j.lane.edu Sheldon campus: 687-3171 South campus: 687-3115 Churchill campus: 687-3438
1. Took Test #1 (Great art, Principles and Elements of Design, Body Art)
2. Created Aboriginal Australian Dreamtime paintings
3. Created "X-ray art" - Sheldon only
IF YOU WERE ABSENT:
1. Schedule a time to make up the test
2. Get notes on Dreamtime paintings from a classmate
3. Sheldon only - get an "X-ray" art sheet from the binder and create this assignment at home.
4. Get permission (or lack of permission) from a parent, using the permission slip below.
HOMEWORK:
Sheldon: "10 Canoes" permission slip due Tues. 10/7/08 - 10 pts.
South: "10 Canoes" permission due Wed. 10/8/08 - 10 pts.
PROJECTS:
1. Organization Check #2 and Reflection #2 due Wed. 10/1
2. Self Interview due Wed. 10/8 *** Be sure to give yourself enough time to complete this assignment.
-----------------------------------------------
10 Canoes permission:
In Cultural Aesthetics Art class, for the next two classes, students will have an opportunity to participate in viewing the film, "10 Canoes."
THIS FILM FEATURES PEOPLE IN TRADITIONAL DRESS, WHICH INVOLVES NUDITY.
The film "10 Canoes" provides students with a rare opportunity to witness and interact with traditional Native culture of peoples in Australia. I have chosen this film for two main reasons: (1) unlike other films, "10 Canoes" was created by Native Australians in ways sensitive to their culture(s) and (2) the culture(s) of Native Australians, prior to contact with Europeans, is a central topic in the Australia unit in the 9th grade Global Literature course. In Cultural Aesthetics Art, we will use the film to discuss elements of culture and art as expression of cultural values.
This film has not yet been rated using the United State film rating system. For more information and to watch the trailer, please visit: www.tencanoes.com.au/tencanoes/
Students will receive a participation grade for this in-class activity. An alternate assignment will be available for students who do not have permission to participate.
Please indicate below whether or not your student has your permission to participate in viewing this film:
* _____ Yes, my student has my permission to participate.
* _____ No, my student does not have my permission to participate.
_________________________________________________________
Parent/Guardian Signature Date
_________________________________________________________
Student Name (printed clearly) Section
-------------------- Jackie Owens 9th Grade Teacher Global Lit. & Cultural Aesthetics Eugene International High School owens_j@4j.lane.edu Sheldon campus: 687-3171 South campus: 687-3115 Churchill campus: 687-3438
Wednesday, September 24, 2008
Wed. 9/24 SHS and Thurs. 9/25 SEHS
1. Finished pen and paper mehndi designs. Mounted final product on black paper. Handed in. Students who didn't finish took these home. Due: beginning of class Fri. 9/26
2. Reviewed for our first open note test - happening on Friday 9/26 SHS and Monday 9/29 SEHS
PROJECTS - SEHS PM ONLY
1. Adult Interview Due Today
2. Cultural Encounter Reflection #2 & Organization Check #2 Due Wed. 10/1
*** Reminder: You cannnot get an "A" in this class if you turn in any more assignments late.***
2. Reviewed for our first open note test - happening on Friday 9/26 SHS and Monday 9/29 SEHS
PROJECTS - SEHS PM ONLY
1. Adult Interview Due Today
2. Cultural Encounter Reflection #2 & Organization Check #2 Due Wed. 10/1
*** Reminder: You cannnot get an "A" in this class if you turn in any more assignments late.***
Mon. 9/22 SHS and Tues. 9/23 SEHS
1. Reflection chart for picture above. Notes on mehndi.
2. Started paper and pen mehndi designs
2. Did mehndi with henna paste
If you were absent:
1. Use the picture above for your reflection chart.
2. Get notes from a classmate.
3. To make up the henna paste activity, here are your options:
a. Buy henna at the store (Sundance has it. Mix with water. Put small amount into corner of a clear plastic baggie. Cut off a tiny bit off the corner. Squeeze out henna paste. Make a traditional design.)
b. Create an additional mehndi design using pen and paper
c. Research the history and current state of mehndi. Answer these questions: 1. When did mehndi first develop in India? 2. Are there any famous mehndi artists? 3. What are the most popular traditional designs? 4. How has mendhi changed over time?
Homework: None
PROJECTS:
Adult Interview due Thurs. 9/25 SEHS
Cultural Encounter #2 due next week - start planning now!
Thursday, September 18, 2008
Wed. 9/17 SHS; Thurs. 9/18 SEHS
SHS & SEHS
We finished (started AND finished at SEHS) watching the video on body art, went over the answers to the worksheet, discussed them and handed in the worksheet at the end of class.
Homework:
Mehndi permission slip due Mon. 9/22 SHS OR Tues. 9/23 SEHS
You MUST have permission to do the mehndi activity in class next time.
*** If you were absent:
1. Get a worksheet from the extras binder. Answer ten (10) of the original 21 questions using your own research.
2. Print the permission slip below and bring it to class next time.
3. Be sure to turn in your Great Art assignment if you haven't already.
-----------------------------------------------------
In Cultural Aesthetics class next class, 9/22 Alpha (SHS) and 9/23 Omega (SEHS), students will have an opportunity to participate in creating an ancient and traditional body art from known as mehndi.
Mehndi is created using a natural dye made from the henna plant. Applied to the skin while wet, the henna paste leaves a dye on the skin as it dries. The designs drawn on the skin can last a varying amount of time: from a day to several weeks. This depends on several factors, including how long the dye is left on the skin and the quality of the dye. In the past, most students’ henna designs have disappeared within one week. Students will receive a participation grade for this in-class activity. An alternate assignment will be available for students who do not have permission to participate in this activity.
Please indicate below whether or not your student has your permission to participate:
□ Yes, my student, _____________________________, has my permission to participate.
□ No, my student, _____________________________, does not have my permission to participate. Please allow him/her to complete an alternate assignment.
_____________________________________________ ________________________
Parent/Guardian Signature Date
_____________________________________________ ________________________
Student Name (printed clearly) Section
PROJECTS - SEHS PM ONLY
** Noted: YOU CANNOT RECEIVE AN "A" IF _ANY_ ASSIGNMENT IS TURNED IN LATE. I am choosing to start enforcing this policy beginning next week. You're welcome. :)
We finished (started AND finished at SEHS) watching the video on body art, went over the answers to the worksheet, discussed them and handed in the worksheet at the end of class.
Homework:
Mehndi permission slip due Mon. 9/22 SHS OR Tues. 9/23 SEHS
You MUST have permission to do the mehndi activity in class next time.
*** If you were absent:
1. Get a worksheet from the extras binder. Answer ten (10) of the original 21 questions using your own research.
2. Print the permission slip below and bring it to class next time.
3. Be sure to turn in your Great Art assignment if you haven't already.
-----------------------------------------------------
In Cultural Aesthetics class next class, 9/22 Alpha (SHS) and 9/23 Omega (SEHS), students will have an opportunity to participate in creating an ancient and traditional body art from known as mehndi.
Mehndi is created using a natural dye made from the henna plant. Applied to the skin while wet, the henna paste leaves a dye on the skin as it dries. The designs drawn on the skin can last a varying amount of time: from a day to several weeks. This depends on several factors, including how long the dye is left on the skin and the quality of the dye. In the past, most students’ henna designs have disappeared within one week. Students will receive a participation grade for this in-class activity. An alternate assignment will be available for students who do not have permission to participate in this activity.
Please indicate below whether or not your student has your permission to participate:
□ Yes, my student, _____________________________, has my permission to participate.
□ No, my student, _____________________________, does not have my permission to participate. Please allow him/her to complete an alternate assignment.
_____________________________________________ ________________________
Parent/Guardian Signature Date
_____________________________________________ ________________________
Student Name (printed clearly) Section
PROJECTS - SEHS PM ONLY
** Noted: YOU CANNOT RECEIVE AN "A" IF _ANY_ ASSIGNMENT IS TURNED IN LATE. I am choosing to start enforcing this policy beginning next week. You're welcome. :)
Mon. 9/15 SHS; Tues. 9/16 SEHS
Today we finished our Great Art assignment during class. Some people chose to take them home. These are due at the beginning of class on Wed. 9/17 or Thurs. 9/18.
SHS: We discussed standards of beauty in mainstream U.S. culture and took notes in our journal. Next we started watching a video about body art around the world. We filled in answers on a worksheet as we watched.
SEHS: We had more time to finish the Great Art assignment, had the discussion about standards of beauty in mainstream U.S. culture and took notes on this discussion in our journals.
PROJECTS SEHS 9P5:
1. I collected folders and planners and checked off the "Organization Check #1" assignment. I also checked in late work for students who had not yet turned in their Student/Parent verification form, their course syllabus signed, or their brainstorming of past cultural encounters. I also collected $1 to pay for the projects folders.
-------------------------------
If you were absent (CA)
1. Great Art is due _when_ you return to class.
2. Be sure to get notes on our discussion from your classmates.
If you were absent (Proj)
1. Make sure to have me check off your "Organization Check #1" when you return to class.
SHS: We discussed standards of beauty in mainstream U.S. culture and took notes in our journal. Next we started watching a video about body art around the world. We filled in answers on a worksheet as we watched.
SEHS: We had more time to finish the Great Art assignment, had the discussion about standards of beauty in mainstream U.S. culture and took notes on this discussion in our journals.
PROJECTS SEHS 9P5:
1. I collected folders and planners and checked off the "Organization Check #1" assignment. I also checked in late work for students who had not yet turned in their Student/Parent verification form, their course syllabus signed, or their brainstorming of past cultural encounters. I also collected $1 to pay for the projects folders.
-------------------------------
If you were absent (CA)
1. Great Art is due _when_ you return to class.
2. Be sure to get notes on our discussion from your classmates.
If you were absent (Proj)
1. Make sure to have me check off your "Organization Check #1" when you return to class.
Monday, September 15, 2008
Day Three SHS Thurs. 9/11; SESH Fri. 9/12
(Andy Warhol; 100 cans; courtesy of www.albrightknox.org)
Today's Agenda:
1. Response chart for Andy Warhol's "100 Cans" - see above
2. Quick Review
3. Art Gallery (share your beautiful art!)
4. Principles & Elements of Design (art terms)
5. Yay! Art Time (create a piece of "great art")
GREAT ART instructions:
Choose 2 Principles of Design (Side A)
Choose 2 Elements of Design (Side B)
Choose an item (plant, ball, broom OR helmet, jacket, tissue box)
Create a piece of great art!
Write 1 paragraph explaining how you accomplished your principles and elements.
You will be graded on:
___ / 4 Paragraph clearly explains how two (2) elements exist in artwork
___ / 4 Paragraph clearly explains how two (2) elements affect the artwork
___ / 4 Paragraph clearly explains how two (2) principles exist in artwork
___ / 4 Paragraph clearly explains how two (2) principles affect the artwork
___ / 8 Art show originality
___ / 8 Neatness and effort
Total: ______/30
Homework -
None
If you were absent -
Be sure to get the terms sheet and Great Art assignment from the binder. Use the picture provided to fill in your Response Chart in your journal.
----------------------------------------------
Handout from class:
Principles & Elements of Design
Adapted from http://www.jiskha.com/art/visual_arts/ped.html
What exactly does "Principles and Elements of Design" mean? Principles of design are the laws of designing anything! In other words, to have a good design, you should consider these principles for the best design possible. Elements of design on the other hand are things that are involved within making a design. The major difference between principles and elements is that principles are rules you have to follow and elements are things that will help you complete those rules for the best project outcome. ________________________________________
Principles of Design, as said before, are the laws of designing anything!
Contrast means showing differences in two different sections of the design or showing somehow that the design being created is very different from other designs because of its contrast. Contrast can also be used to show emphasis in any part of the design.
Emphasis is given to an area within the design because that area is meant to be seen or is more important to be noticed when compared to other places of the design. For example, your design might be to have white parallel lines going up and down. In the center of this design, you could have a circle. This circle would be a part on the design that is emphasized.
Balance means keeping your design like a pattern. A balanced pattern would be if you had a border on your pattern in black. Unbalanced would be if approximately one-third of the border was orange and the other two-thirds in pink. To keep your design balanced, make your measurements as accurate as possible. Keeping your design symmetric is a good technique for good balance, but not necessarily the best for all types of designs.
Unity means keeping your design in a sort of harmony in which all sections of the pattern make other sections feel complete. Unity helps the design to be seen as one design instead of randomness all around your design.
Pattern is simply keeping your design in a certain format. For example, you could plan to have wavy lines all around your design as a pattern, but then you must continue those wavy lines throughout the design for good patterns. It wouldn't look good if suddenly you stopped all the wavy lines and drew a picture of a dog.
Movement is the suggestion or illusion of motion in a painting, sculpture, or design. For example, circles going diagonally up and down from right to left could show that the design moves up and to the right or down and to the left.
Rhythm is the movement or variation characterized by the regular recurrence or alternation of different quantities or conditions. In simpler words, it's just like pattern and shows that the design has a 'beat' or 'flow' going with it. A plain white box has almost no rhythm what so ever.
Elements of Design, as said before, are things that are involved within making a design.
Color is an easy one. Just make sure your design's color is right for the mood! Also make sure that each section's color matches another section's color. Many people consult a color wheel – which shows complementary and when working with color. Colors are probably the biggest element to pay attention to.
Value is the relative darkness or lightness of a color. Just as said in the paragraph above, make sure the colors you put on your design are dark or light enough for the proper mood. If you want to show a sad figure in your design, most people would give the design a darker value. On the other hand to show happy children playing around most people would recommend lighter colors.
Texture helps your design to be distinctive or have identifying character and characteristics. With the proper texture, your design will look more fascinating than the average design.
Shape is something distinguished from its surroundings by its outline within your design. You can make your whole work a certain shape besides the common square, and then have shapes within the design shape. This makes the design more complex.
Form is similar to the idea of shape. Form is the structure of your design and how everything in the design looks like it's meant to go together. If the form is well planned and then carried out, it almost guarantees your design in black and white will be a success.
Space has to be included in your design. Space means leaving some blank areas. Why would you wan to leave parts of the design blank? Sometimes a human's eye needs space to feel comfortable, and space will let the human's eye distinguish the part that's meant to be noticed compared to just the background. Sometimes not including space in your design is ok, but make sure it doesn't make it look messy.
Line defines the position and direction of the design. If you have lines or shapes that seem to be running horizontally, then the design would seem like it's running in a left and right line. Make sure your design identifies some sort of line so that the human eye can recognize which side is the top of the design or on which side the design is suppose to start with interest.
Symbol - something visible that by association or convention represents something else that is invisible; "the eagle is a symbol of the United States" (wordnet.princeton.edu/perl/webwn). Design utilizes symbols to connect ideas with the viewer. Symbols are very culturally-bound, which means you need to know the context and the culture to make sense of the symbol being used.
Thursday, September 11, 2008
Day Two SHS 9/9; SEHS 9/10 What is art?
Day Two SHS 9/9; SEHS 9/10 What is art?
We debated, and discussed; we took notes; we laughed; we cried. It was a great day!
If you were absent:
* Get notes from a classmate - in your journal
* Get a reflection chart
* Be sure to do the reflection #1 (use the picture provided)
Homework (a.k.a. Home Fun!)
SHS due Thurs. 9/11
SEHS due Fri. 9/12
• Syllabus signed
• Basmati letter signed WITH printout
• Journal Cover (show care and effort)
* Beautiful art - bring a piece of art YOU find beautiful and write one paragraph (5 - 7 sentences) describing _why_ you think it's beautiful.
---------------------------
*** SEHS special note:
PROJECTS - period 9p5 only. I handed out the following:
1. Projects packet
2. Projects folder (WITH labels)
3. Projects syllabus
We reviewed the course overview and purpose, identified initial due dates and started learning how to navigate the packet.
** Note: If you lose your packet, you can buy a replacement in the E.I.H.S. office for $0.50.
Homework:
Due Friday 9/12
* $1 for folder
* Student/Parent verification
* Past cultural encounters brainstorm
* Signed syllabus
Welcome to Cultural Aesthetics!
Day One
SHS: Friday 9/5; SEHS: Monday 9/8
Welcome to Cultural Aesthetics Art!
We had a great first day together - getting to know what we'll be doing this semester, my expectations (especially for participation and creating a welcoming environment) and getting to know each other.
If you were absent, please come see me to make sure you get the following:
1. Name tag
2. Folder
3. Syllabus
4. Blank journal cover
Homework (a.k.a. Home Fun!)
Due Thurs. 9/11
• Get syllabus signed
• Basmati letter signed WITH printout
• Journal Cover (show care and effort)
---------------------------------------
SYLLABUS:
Cultural Aesthetics Art 2008-2009
World Art, Music, Dance, and Drama
Teacher: Jackie Owens
Website: http://owensihscas10809.blogspot.com
Phone: 687-3171 (Sheldon); 687-3115 (South) Email: owens_j@4j.lane.edu
Grade Book Online: https://basmati.esd189.org/eugene4j/login.php
Office Hours: Alpha: Sheldon Rm. B7; 7:30-8:30 A.M. • Omega: South Rm.539 9:30-10:30 A.M. and by appointment
Class Overview
Together, we will embark upon a journey into the colorful and engaging world of art, music, dance, and drama and discover how people of various cultures express their views of the world, values, and beliefs. In doing so, we’ll also learn more about ourselves and what we think of as beautiful, artistic, and valuable.
This class will give you the opportunity to experience art in all its variety firsthand while you learn about its history, techniques, meanings and various cultures from which it comes. Active participation is required and (as always) unbridled enthusiasm will be greatly appreciated! This class is designed to help you develop your voice. We all will do this by taking risks.
Activities: The activities in this class are designed to broaden and deepen your understanding of the cultures you are studying in your geography and literature classes this year and to give you additional opportunities to examine the culture lens you bring to cross cultural situations. During the following eighteen weeks we will study and create works of art and theater from Australia, Africa, Asia, and Europe.
In class participation: This will be a “hands on” class that will require full and active participation in all activities. The “in class” expectations are very high and will be part of your final grade. I will expect you to:
• arrive on time; we will often begin class with a reflection for which you will receive points
• take risks and try new experiences with a positive attitude
• respect and support your classmates as they take risks
• stay focused and pay attention to directions
• do your best work at all times
• complete all assignments
• make up all missed assignments
• use class time appropriately
• use materials and supplies appropriately
Homework: This class has been designed as an “in-class activities” class. Therefore, homework is limited. It will most often include finishing work not completed in class or preparing for plays and speeches.
Supplies: I will provide you with all the necessary art supplies you will need for in-class projects. However, I cannot allow you to take supplies home. Therefore, I recommend that you have the following supplies available at home: coloring pencils, black pen, scissors, glue, ruler, eraser, and plain white paper. Watercolor and/or oil pastels might be nice to have too, but are entirely optional.
Evaluation: I do not give grades based on artistic merit or talent. I assess art and drama projects based on work completion, use of class time, and adherence to the assignment. I assess your knowledge of material we cover in class using quizzes, handouts and short writes, which will be about 25% of your final grade. As mentioned above, your class participation will also be part of your final grade. All late work, except when due to an excused absence, will receive 50% credit. I will make appropriate and reasonable modifications and accommodations for students with identified special needs.
BASMATI: I will be using the BASMATI system to post student grades online for this class. Information about this system, along with your username and password, is included in a separate document.
Absences: Students are expected to complete in-class assignments and projects that they miss due to absences. These are due within one week from the date of the absence. It is the student’s responsibility to find out what work he/she has missed and get the appropriate instruction and grading rubric for the assignment. All handouts from class are filed in the “Extras Binder,” which is available in the classroom at all times.
Class Web Log: This site will include brief descriptions of in-class work, homework assignments, and their due dates, as well as grading rubrics. The address, as listed above is: http://owensihscas10809.blogspot.com.
If you have any questions or concerns, please do not hesitate to contact me so that I may respond as soon as possible.
I’m looking forward to sharing a fun and educationally rich semester with you!
-------------------------------------------------------------------------------------------------------------------------
Please sign below, indicating that you have read and understand this syllabus, then cut at the dotted line and returned the signed portion to me.
_______________________
Student Signature
______________________________ ___________________________________
Parent Signature Student Name (Please print clearly.)
---------------------------------------------------
BASMATI LETTER
September 2008
Dear Parent and Guardians,
You and your student can now check grades and turned in work for my classes on-line. This occurs through a program called “Basmati.”
To access these grades please click the South Eugene High School (yes South, even for you Sheldon students) option at the following website:
https://basmati.esd189.org/eugene4j/login.php.
Please bookmark this website on your server. You may also find a link to this website at the South Eugene High School (yes, South) home page (http://www.sehs.lane.edu/).
You will be required to enter your student’s ID number and a password, which are provided on the back of this letter.
I use a number of abbreviations in my grade book that you’ll need to know about. Although it may take me awhile to update writing assignment grades, you will easily be able to use these abbreviations to check if your student has turned in all of his/her work. Here are the abbreviations and their translations:
a = amazing (score = 100%)
e = excellent (score = 95%)
g = good (score = 85%)
s = satisfactory (score = 75%)
u = unsatisfactory (score = 65%)
NFG = not for grade (score = none)
yes = (score = 100%)
no = (score = 0)
cr = credit (assignment has been
received, but is not yet graded; score = 75%)
ex = excused (assignment does not
need to be completed;
score = none)
inc = incomplete (student has been
asked to complete / re-do this assignment; score = 0)
mi = missing (assignment has not
been received; score = 0)
* = (assignment has not been
checked in yet; score = none)
Please note that the basmati site incorrectly indicates that a red star (*) means that the assignment is missing.
l = late (assignment received late – not due to an excused absence; score = 75-50%: see syllabus)
t = temporarily excused (student must makeup this missed work; score = none)
I have the best of intentions to update grades online at least once per week – on Monday mornings.
I hope that the on-line grade book, in conjunction with the class web logs, will be a helpful tool that you and your student can use to ensure their success this year.
Look for a link to my web logs on the E.I.H.S. homepage (http://schools.4j.lane.edu/ihs/) and note that the addresses for the class web logs, again, are as follows:
Global Literature: www.owensihsgl0809.blogspot.com
Cultural Aesthetics (Art): www.owensihscas10809.blogspot.com
Please feel free to email me with any questions.
Sincerely,
Jackie Owens (owens_j@4j.lane.edu)
Student ID# & Basmati Password:
Please detach and return for credit with Basmati print out:
----------------------------------------------------------------------------------------------------------------------------
I have visited the Basmati site with my student and the grade printout(s) for the appropriate class(es) is/are attached.
____________________________________ ________________________________________
Student name & section # (please print clearly) Parent signature & date
SHS: Friday 9/5; SEHS: Monday 9/8
Welcome to Cultural Aesthetics Art!
We had a great first day together - getting to know what we'll be doing this semester, my expectations (especially for participation and creating a welcoming environment) and getting to know each other.
If you were absent, please come see me to make sure you get the following:
1. Name tag
2. Folder
3. Syllabus
4. Blank journal cover
Homework (a.k.a. Home Fun!)
Due Thurs. 9/11
• Get syllabus signed
• Basmati letter signed WITH printout
• Journal Cover (show care and effort)
---------------------------------------
SYLLABUS:
Cultural Aesthetics Art 2008-2009
World Art, Music, Dance, and Drama
Teacher: Jackie Owens
Website: http://owensihscas10809.blogspot.com
Phone: 687-3171 (Sheldon); 687-3115 (South) Email: owens_j@4j.lane.edu
Grade Book Online: https://basmati.esd189.org/eugene4j/login.php
Office Hours: Alpha: Sheldon Rm. B7; 7:30-8:30 A.M. • Omega: South Rm.539 9:30-10:30 A.M. and by appointment
Class Overview
Together, we will embark upon a journey into the colorful and engaging world of art, music, dance, and drama and discover how people of various cultures express their views of the world, values, and beliefs. In doing so, we’ll also learn more about ourselves and what we think of as beautiful, artistic, and valuable.
This class will give you the opportunity to experience art in all its variety firsthand while you learn about its history, techniques, meanings and various cultures from which it comes. Active participation is required and (as always) unbridled enthusiasm will be greatly appreciated! This class is designed to help you develop your voice. We all will do this by taking risks.
Activities: The activities in this class are designed to broaden and deepen your understanding of the cultures you are studying in your geography and literature classes this year and to give you additional opportunities to examine the culture lens you bring to cross cultural situations. During the following eighteen weeks we will study and create works of art and theater from Australia, Africa, Asia, and Europe.
In class participation: This will be a “hands on” class that will require full and active participation in all activities. The “in class” expectations are very high and will be part of your final grade. I will expect you to:
• arrive on time; we will often begin class with a reflection for which you will receive points
• take risks and try new experiences with a positive attitude
• respect and support your classmates as they take risks
• stay focused and pay attention to directions
• do your best work at all times
• complete all assignments
• make up all missed assignments
• use class time appropriately
• use materials and supplies appropriately
Homework: This class has been designed as an “in-class activities” class. Therefore, homework is limited. It will most often include finishing work not completed in class or preparing for plays and speeches.
Supplies: I will provide you with all the necessary art supplies you will need for in-class projects. However, I cannot allow you to take supplies home. Therefore, I recommend that you have the following supplies available at home: coloring pencils, black pen, scissors, glue, ruler, eraser, and plain white paper. Watercolor and/or oil pastels might be nice to have too, but are entirely optional.
Evaluation: I do not give grades based on artistic merit or talent. I assess art and drama projects based on work completion, use of class time, and adherence to the assignment. I assess your knowledge of material we cover in class using quizzes, handouts and short writes, which will be about 25% of your final grade. As mentioned above, your class participation will also be part of your final grade. All late work, except when due to an excused absence, will receive 50% credit. I will make appropriate and reasonable modifications and accommodations for students with identified special needs.
BASMATI: I will be using the BASMATI system to post student grades online for this class. Information about this system, along with your username and password, is included in a separate document.
Absences: Students are expected to complete in-class assignments and projects that they miss due to absences. These are due within one week from the date of the absence. It is the student’s responsibility to find out what work he/she has missed and get the appropriate instruction and grading rubric for the assignment. All handouts from class are filed in the “Extras Binder,” which is available in the classroom at all times.
Class Web Log: This site will include brief descriptions of in-class work, homework assignments, and their due dates, as well as grading rubrics. The address, as listed above is: http://owensihscas10809.blogspot.com.
If you have any questions or concerns, please do not hesitate to contact me so that I may respond as soon as possible.
I’m looking forward to sharing a fun and educationally rich semester with you!
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Please sign below, indicating that you have read and understand this syllabus, then cut at the dotted line and returned the signed portion to me.
_______________________
Student Signature
______________________________ ___________________________________
Parent Signature Student Name (Please print clearly.)
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BASMATI LETTER
September 2008
Dear Parent and Guardians,
You and your student can now check grades and turned in work for my classes on-line. This occurs through a program called “Basmati.”
To access these grades please click the South Eugene High School (yes South, even for you Sheldon students) option at the following website:
https://basmati.esd189.org/eugene4j/login.php.
Please bookmark this website on your server. You may also find a link to this website at the South Eugene High School (yes, South) home page (http://www.sehs.lane.edu/).
You will be required to enter your student’s ID number and a password, which are provided on the back of this letter.
I use a number of abbreviations in my grade book that you’ll need to know about. Although it may take me awhile to update writing assignment grades, you will easily be able to use these abbreviations to check if your student has turned in all of his/her work. Here are the abbreviations and their translations:
a = amazing (score = 100%)
e = excellent (score = 95%)
g = good (score = 85%)
s = satisfactory (score = 75%)
u = unsatisfactory (score = 65%)
NFG = not for grade (score = none)
yes = (score = 100%)
no = (score = 0)
cr = credit (assignment has been
received, but is not yet graded; score = 75%)
ex = excused (assignment does not
need to be completed;
score = none)
inc = incomplete (student has been
asked to complete / re-do this assignment; score = 0)
mi = missing (assignment has not
been received; score = 0)
* = (assignment has not been
checked in yet; score = none)
Please note that the basmati site incorrectly indicates that a red star (*) means that the assignment is missing.
l = late (assignment received late – not due to an excused absence; score = 75-50%: see syllabus)
t = temporarily excused (student must makeup this missed work; score = none)
I have the best of intentions to update grades online at least once per week – on Monday mornings.
I hope that the on-line grade book, in conjunction with the class web logs, will be a helpful tool that you and your student can use to ensure their success this year.
Look for a link to my web logs on the E.I.H.S. homepage (http://schools.4j.lane.edu/ihs/) and note that the addresses for the class web logs, again, are as follows:
Global Literature: www.owensihsgl0809.blogspot.com
Cultural Aesthetics (Art): www.owensihscas10809.blogspot.com
Please feel free to email me with any questions.
Sincerely,
Jackie Owens (owens_j@4j.lane.edu)
Student ID# & Basmati Password:
Please detach and return for credit with Basmati print out:
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I have visited the Basmati site with my student and the grade printout(s) for the appropriate class(es) is/are attached.
____________________________________ ________________________________________
Student name & section # (please print clearly) Parent signature & date
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