From the Desk of Wrae Wene
Visual Arts Department Chair

Specials Classes

Deer Park Middle Magnet's Visual Arts department supports the implementation of a rich, rigorous visual arts curriculum and encourages a culture of artistic thinking, learning, creative production and achievement of excellence. Its mission is to educate all students in creative thinking, creative production, and the artistic process while developing their understanding and appreciation of the artistic achievements of people from different times, places, and cultures.

All visual arts programs in Baltimore County are based on five standards, aligned with and adapted from the National Standards for Visual Arts and the Maryland State Standards for Visual Arts. The Baltimore County standards for art education are:

Standard 1: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Standard 2: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.

Standard 3: The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Standard 4: The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.

Standard 5: The student will demonstrate productive artistic behaviors and habits of mind.

There are twelve emphasis areas in all programs. These are introduced to students at levels appropriate to their developmental stage and become increasingly complex as students enter the upper grades:

1. working from observation
2. working from memory, imagination, and observation
3. understanding design, style, and meaning of art
4. understanding that art expresses ideas and feelings
5. understanding the purposes of art, how art reflects society, and the factors that influence art
6. understanding style and context
7. making interdisciplinary connections
8. working with media
9. problem solving through design
10. applying processes for idea development
11. identifying and generating criteria
12. valuing one’s own and the work of others.

6th Grade Art
This course serves as a survey to many aspects of our district's secondary art program. Through introductory knowledge of the formal art elements and principles, students begin to discover new ways to organize their personal compositions and view the artwork of others. We begin to consider some difficult philosophical questions like "What is Art?” and "Why do human beings create things?"

7th Grade Art
Students experience a more focused exploration of the ART ELEMENTS (line, value, color, texture, space, shape, form) through three-dimensional and two-dimensional studio processes and reflection. We also investigate the way art is valued economically, religiously, socially, historically, and aesthetically.

8th Grade Art
At this level of artistic development, students are challenged to focus on creating personal and cultural meaning in their work. Projects are centered on building a greater awareness of their compositional decisions, specifically the use of the art principles of Balance, Unity, Pattern, Rhythm, Movement, Contrast, and Emphasis.

Supplies for all Visual Arts Classes
One plastic folder *must have 3-ring paper fastener strip in the center
8 1/2" x 11" [or 9" x 12"] 50 page spiral bound sketchbook
Hand-held eraser *preferable white in color
Hand-held pencil sharpener *must have a cover to catch pencil shavings
At least two wooden pencils

Visual Arts Magnet Program

Magnet programs in visual arts are offered in five middle schools and two high schools. The magnet art programs are intended for students who wish to pursue the visual arts in greater depth through a more sustained schedule of study. Based on the same standards as the comprehensive fine arts program, magnet programs provide students opportunities to explore in greater depth traditional media in the areas of drawing, painting, sculpture, ceramics, printmaking, and new media of photography-digital imaging, digital graphics, and multimedia. Students are guided in developing a portfolio of work, keeping sketchbooks, practicing the skills of articulating their art processes, and evaluating their progress. At the high school level, magnet art students continue to expand their portfolios as they create more sophisticated visual images and develop greater mastery and advanced proficiencies in all media.

The following is a list of Baltimore County Public middle schools offering visual arts magnet programs:

• Deer Park Magnet Middle
• Sudbrook Magnet Middle
• Southwest Academy
• Loch Raven Academy
• Parkville Magnet Middle and School of Technology

Link to magnet office: http://www.bcps.org/offices/omp/

At Deer Park Middle Magnet School we value artistic expression and encourage students to explore their creative self. Frequently we are asked to exhibit student work publicly and in electronic format. In order to do this, we must have each parent/guardian's permission to publish student work. Please click on this Permission to Publish link to download the County's form, complete it, and send it to your child's Art teacher.

• Magnet Level One
Students in Level One gain experiences with a variety of tools, techniques and technologies. Exploration with media and art elements and design principles broaden understanding and invite confidence with future application in the processes selected to express ideas. Level One students begin to look at the world through the eyes of an artist.

• Magnet Level Two
Students gain skill in using design concepts to organize images and ideas, and apply their skills to a variety of tools and technologies. Communicating through the language of art, students analyze and assimilate art knowledge to refine understandings and develop problem-solving skills. Level Two students learn to communicate ideas through their art.

• Magnet Level Three
Students combine their skills and experiences to communicate a series of personal themes that enhance the development of their own style. Multiple studies and approaches are required in problem solving and layout design. Students apply independent research skills to set and meet self- imposed art production goals. Traditional and digital portfolios are analyzed and assessed with constructive peer criticism and recommendations. Level Three students spend time refining and producing a profuse amount of work dealing with selected themes.

Supplies for Visual Arts Magnet Students

One plastic folder with 3-ring paper fastener strip in the center
Hand-held eraser white in color
Hand-held pencil sharpener with a cover to catch pencil shavings
A variety set of drawing pencils
Tortillions set
6th Grade - 8 1/2" x 11" [or 9" x 12"] 50 page spiral bound sketchbook
7th Grade - 8 1/2" x 11" [or 9" x 12"] 100 page spiral bound sketchbook
8th Grade - 9" x 12" [or larger] 100 page spiral bound sketchbook

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Audition/Assessment Guidelines
On the day of the audition Visual Arts Magnet candidates must bring the following:

• Completed family drawing
• Sharpened #2 pencils
• Handheld eraser
  

Demonstration of Interest:

The Visual Arts Magnet provides a stimulation opportunity for students to experience the fine arts. Concepts and skills are developed through a performance-based program. Students are encouraged to take risks and are challenged to problem-solve through their learning by working individually and in groups. The program is designed to provide a variety of experiences in drawing, painting, sculpture, crafts, computer technology, and printmaking. Appreciation, aesthetics and criticism of the art-making process and product are stressed in all areas of concentration. Students are expected to keep sketchbooks, personal journals. And develop portfolios of their work. All Visual Arts students are encouraged to set individual goals and recognize their artistic growth and potential. Most importantly, they should have a passion for creating and expressing themselves within the visual arts.

Assessment Process:

At the time of their appointment, students should bring a previously completed drawing which shows their family involved in an activity. The drawing should be done on plain white paper, which measures 8 ½ x 11 inches. The student must choose either colored pencils or markers to complete the drawing. The drawing will be scored on the student’s ability to communicate the family activity by using an interesting point of view, figure proportions, figure placement in the composition and the variety of use of the elements of art. The finished drawing will be kept on file as part of the assessment record of each applicant. Each student will be asked to respond to four questions referring to their family drawing. The questions will address the composition, the figure placement the use of color, and the way the art elements were used in the work of art.

Students will be asked to complete a still-life drawing based on an arrangement that will be set up in the art room. Each student may work as long as, but no more than, one hour to complete the pencil drawing. Paper will be supplied. Students are to bring their own sharpened number two pencils and a separate hand held eraser. The assessment drawing will be scored on the student’s ability to communicate a focal point, an accurate size relationship of objects and the use of the art elements to create variety in the composition. The completed drawing will be kept on file as part of the assessment record for each applicant.