Course Description:

This course explores the tensions between technology and culture as represented in popular film. It ran as an e-learning Module for the University of Southern Denmark in March 2005, delivered by Dr. Deneka MacDonald, and is now being used, with Denmark's permission, as a demonstration module. Artwork for the course is courtesy of Alex Ronald, Judge Dredd & 2000 AD Copyright © Rebellion A/S 2004.


COURSE DESCRIPTION:
This one-semester course will introduce learners to the various forms of the visual arts, such as painting, sculpture, film, and more. Students will learn how to look at a work of art, identify and compare key characteristics in artworks, and understand the role art has played throughout history.

Through hands-on activities, virtual museum tours, discussion, and research, learners will develop an overall appreciation for the art they encounter in their daily lives.

COURSE OBJECTIVES:

After completing this course, students will be able to:
• Understand and explain the significance of artworks in Western and non-Western cultures
• Identify the medium, and explain the technique, used to create works of art
• Identify and analyze formal elements, principles of design, and stylistic characteristics found
in artworks from various art historical periods
• Converse with others about art, using visual literacy skills and relevant terminology acquired
in the course
• Discuss and evaluate the impact of societal conditions on the production of artwork
• Analyze a work of art, placing it in historical, social, and cultural context
• Create works of art utilizing techniques such as perspective, and concepts such as color theory

Course content aligns with TEKS:

§117.302. Art, Level     I (One Credit), Adopted 2013.

(a)  General requirements. Students may fulfill     fine arts and elective requirements for graduation by successfully completing     one or more of the following art courses: Art I, Art Appreciation, and Art     and Media Communications I (one credit per course).

(b)  Introduction.

(1)  The fine arts incorporate the study of dance,     music, theatre, and the visual arts to offer unique experiences and empower     students to explore realities, relationships, and ideas. These disciplines     engage and motivate all students through active learning, critical thinking,     and innovative problem solving. The fine arts develop cognitive functioning     and increase student academic achievement, higher-order thinking, communication,     and collaboration skills, making the fine arts applicable to college readiness,     career opportunities, workplace environments, social skills, and everyday     life. Students develop aesthetic and cultural awareness through exploration,     leading to creative expression. Creativity, encouraged through the study of     the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: observation     and perception; creative expression; historical and cultural relevance; and     critical evaluation and response--provide broad, unifying structures for organizing     the knowledge and skills students are expected to acquire. Each strand is     of equal value and may be presented in any order throughout the year. Students     rely on personal observations and perceptions, which are developed through     increasing visual literacy and sensitivity to surroundings, communities, memories,     imaginings, and life experiences as sources for thinking about, planning,     and creating original artworks. Students communicate their thoughts and ideas     with innovation and creativity. Through art, students challenge their imaginations,     foster critical thinking, collaborate with others, and build reflective skills.     While exercising meaningful problem-solving skills, students develop the lifelong     ability to make informed judgments.

(3)  Statements that contain the word "including"     reference content that must be mastered, while those containing the phrase     "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: observation and perception.     The student develops and expands visual literacy skills using critical thinking,     imagination, and the senses to observe and explore the world by learning about,     understanding, and applying the elements of art, principles of design, and     expressive qualities. The student uses what the student sees, knows, and has     experienced as sources for examining, understanding, and creating original     artwork. The student is expected to:

(A)  consider concepts and ideas from direct     observation, original sources, experiences, and imagination for original artwork;

(B)  identify and understand the elements     of art, including line, shape, color, texture, form, space, and value, as     the fundamentals of art in personal artwork;

(C)  identify and understand the principles     of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety,     balance, proportion, and unity, in personal artwork; and

(D)  make judgments about the expressive properties     such as content, meaning, message, and metaphor of artwork using art vocabulary     accurately.

(2)  Creative expression. The student communicates     ideas through original artwork using a variety of media with appropriate skills.     The student expresses thoughts and ideas creatively while challenging the     imagination, fostering reflective thinking, and developing disciplined effort     and progressive problem-solving skills. The student is expected to:

(A)  use visual solutions to create original     artwork by problem solving through direct observation, original sources, experiences,     narrations, and imagination;

(B)  communicate a variety of applications     for design solutions;

(C)  use an understanding of copyright and     public domain to appropriate imagery constituting the main focal point of     original artwork when working from images rather than direct observation or     imagination;

(D)  create original artwork to communicate     thoughts, feelings, ideas, or impressions;

(E)  collaborate to create original works     of art; and

(F)  demonstrate effective use of art media     and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art,     design, and digital art and media.

(3)  Historical and cultural relevance. The student     demonstrates an understanding of art history and culture by analyzing artistic     styles, historical periods, and a variety of cultures. The student develops     global awareness and respect for the traditions and contributions of diverse     cultures. The student is expected to:

(A)  compare and contrast historical and contemporary     styles while identifying general themes and trends;

(B)  describe general characteristics in artwork     from a variety of cultures, which might also include personal identity and     heritage;

(C)  collaborate on community-based art projects;     and

(D)  compare and contrast career and avocational     opportunities in art.

(4)  Critical evaluation and response. The student     responds to and analyzes the artworks of self and others, contributing to     the development of the lifelong skills of making informed judgments and reasoned     evaluations. The student is expected to:

(A)  interpret, evaluate, and justify artistic     decisions in artwork by self, peers, and other artists such as that in museums,     local galleries, art exhibits, and websites;

(B)  evaluate and analyze artwork using a     verbal or written method of critique such as describing the artwork, analyzing     the way it is organized, interpreting the artist's intention, and evaluating     the success of the artwork;

(C)  construct a physical or electronic portfolio     by evaluating and analyzing personal original artwork to provide evidence     of learning; and

(D)  select and analyze original artwork,     portfolios, and exhibitions to form precise conclusions about formal qualities,     historical and cultural contexts, intentions, and meanings.

Source: The provisions of this §117.302 adopted to be effective     July 28, 2013, 38 TexReg 4575.


COURSE DESCRIPTION:

This one semester course introduces students to the elements, instrumentation, and historical periods of music. Students will learn significance of surroundings and time periods and how they both influenced the music of the day. Students will listen to and evaluate several types of music, and will be assessed through projects, presentations, and exams on the knowledge and understanding of music. 

Course content aligns with TEKS:

§117.310. Music,     Level I (One Credit), Adopted 2013.

(a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following music courses: Band I, Choir I, Orchestra I,     Jazz Ensemble I, Jazz Improvisation I, Instrumental Ensemble I, Vocal Ensemble     I, World Music Ensemble I, Applied Music I, Mariachi I, Piano I, Guitar I, and Harp I (one credit per course).

(b)  Introduction.

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower     students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness,     career opportunities, workplace environments, social skills, and everyday     life. Students develop aesthetic and cultural awareness through exploration,     leading to creative expression. Creativity, encouraged through the study of     the fine arts, is essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: music literacy;     creative expression; historical and cultural relevance; and critical evaluation     and response--provide broad, unifying structures for organizing the knowledge     and skills students are expected to acquire. The foundation of music literacy     is fostered through reading, writing, reproducing, and creating music, thus     developing a student's intellect. Through creative expression, students apply     their music literacy and the critical-thinking skills of music to sing, play,     read, write, and/or move. By experiencing musical periods and styles, students     will understand the relevance of music to history, culture, and the world,     including the relationship of music to other academic disciplines and the     vocational possibilities offered. Through critical listening, students analyze,     evaluate, and respond to music, developing criteria for making critical judgments     and informed choices.

(3)  Statements that contain the word "including"     reference content that must be mastered, while those containing the phrase     "such as" are intended as possible illustrative examples.

(c)  Knowledge and skills.

(1)  Foundations: music literacy. The student     describes and analyzes music and musical sounds. The student develops organizational     skills, engages in problem solving, and explores the properties and capabilities     of various musical idioms. The student is expected to:

(A)  experience and explore exemplary musical     examples using technology and available live performances;

(B)  identify and describe melodic and harmonic     parts when listening to and performing music using a melodic reading system     such as solfège, numbers, letter names, note names, or scale degrees;

(C)  define concepts of music notation, intervals,     and chord structure using appropriate terminology;

(D)  define concepts of rhythm and meter using     appropriate terminology and counting system;

(E)  explore elements of music such as rhythm,     meter, melody, harmony, key, expression markings, texture, form, dynamics,     and timbre through literature selected for performance; and

(F)  apply health and wellness concepts related     to music practice such as body mechanics, hearing protection, vocal health,     hydration, and appropriate hygienic practices.

(2)  Foundations: music literacy. The student     reads and writes music notation using an appropriate notation system. The     student is expected to:

(A)  read and notate music that incorporates     rhythmic patterns in simple, compound, and asymmetric meters; and

(B)  interpret music symbols and expressive     terms referring to dynamics, tempo, and articulation.

(3)  Creative expression. The student demonstrates     musical artistry by singing or playing an instrument individually and in groups.     The student performs music in a variety of genres at an appropriate level     of difficulty. The student performs from notation and by memory as appropriate.     The student develops cognitive and psychomotor skills. The student is expected     to:

(A)  demonstrate mature, characteristic sound     appropriate for the genre;

(B)  demonstrate psychomotor and kinesthetic     skills such as appropriate posture, breathing, text, diction, articulation,     vibrato, bowings, fingerings, phrasing, independent manual dexterities, and     percussion techniques;

(C)  demonstrate rhythmic accuracy using appropriate     tempo;

(D)  demonstrate observance of key signature     and modalities;

(E)  demonstrate correct intonation, appropriate     phrasing, and appropriate dynamics; and

(F)  create and notate or record original     musical phrases.

(4)  Creative expression. The student sight reads,     individually and in groups, by singing or playing an instrument. The student     reads from notation at an appropriate level of difficulty in a variety of     styles. The student is expected to:

(A)  demonstrate mature, characteristic sound     appropriate for the genre while sight reading;

(B)  demonstrate psychomotor and kinesthetic     skills such as use of appropriate posture, breathing, text, diction, articulation,     vibrato, bowings, fingerings, phrasing, independent manual dexterities, and     percussion techniques while sight reading;

(C)  demonstrate rhythmic accuracy while sight     reading using a counting system within an appropriate tempo;

(D)  demonstrate observance of key signature     and modalities while sight reading;

(E)  demonstrate use of a melodic reading     system such as solfège, numbers, letter names, note names, or scale degrees     while sight reading; and

(F)  demonstrate correct intonation, appropriate     phrasing, and appropriate dynamics while sight reading.

(5)  Historical and cultural relevance. The student     relates music to history, culture, and the world. The student is expected     to:

(A)  compare and contrast music by genre,     style, culture, and historical period;

(B)  identify music-related vocations and     avocations;

(C)  identify and describe the uses of music     in societies and cultures;

(D)  identify and explore the relationship     between music and other academic disciplines;

(E)  identify and explore the impact of technologies,     ethical issues, and economic factors on music, performers, and performances; and

(F)  identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

(6)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

(B)  design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(C)  develop processes for self-evaluation     and select tools for personal artistic improvement; and

(D)  evaluate musical performances by comparing     them to exemplary models.

Source: The provisions of this §117.310 adopted to be effective     July 28, 2013, 38 TexReg 4575.