Name: Calvin L. Miller, Jr.
Education:
Grade School: Memorial Ele., Ferguson Ele., Southern Ele.
Jr High/Middle: Southern Ele.
High School: Pulaski County High (Class of 1986)
College: Somerset Community College
Eastern Kentucky University (Class of 1991) Art Teaching B.A.
Graduate School: Eastern Kentucky University (Class of 2003) Instruction Leadership M.A. Ed., Rank I
Work experience:
1 year Southern Middle School (Special Education FMD/MMD)
12 years PCHS (Art)
3 years PCHS (Special Education FMD/MMD)
Hobbies:
On-Line Gaming/Computers/Fishing/Drawing/Ceramics/Art History/Star Wars!
Description
The High School visual arts program will build upon prior art knowledge and experience developed through study at the elementary and middle school levels. The six strands - perceiving producing, knowing, communicating, evaluating, and connecting - provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students will build upon their cumulative knowledge and experience of art in order to grow in their ability to describe, interpret, evaluate, respond, and produce. They continue to use a wide range of subject matter, symbols, meaningful images, and visual expression. Visual arts programs at this level consists of Art I through Art IV along with a variety of additional art courses that may be offered by the schools art department. Any of these courses can be used to help students meet the education goals for a comprehensive visual arts program. It is the responsibility of teachers and students to choose from among the array of possibilities offered to accomplish specific education objectives in specific circumstances.
Classroom Work
Classroom work is composed of comprehensive and sequential experiences that promote and emphasize students' development of independent, creative and complex thinking. Instruction focuses on artistic inquiry, reflective thinking and problem-solving skills. Students learn vocabulary and concepts associated with various types of work in visual arts study. They are empowered to think and reason in visual ways.
Flexibility
High school course work is designed to meet individual needs of students with a wide range of ability levels. Some students have had art sequentially in grades K-8, some have had limited visual arts instruction, while others have had private art instruction outside the public school or may be virtually self-taught. The standard course of study in visual arts is designed to have enough flexibility to allow for variations in students' backgrounds. It is designed to further enhance and develop their ability to reach goals and objectives and to reach their highest level of potential. Students follow a sequential and challenging program. They are introduced to new ideas and concepts that require commitment to learning, self-discipline and the use of imagination.
Diverse Abilities
At this level, students' knowledge, experiences and abilities vary widely which yields a diverse population of learners. Artworks of growing depth, sophistication and technical fluency reflect the students' emotional, intellectual and physical maturation. Students develop increasing abilities to pose insightful questions about critical, analytical, historical and creative processes of art. They use these questions to examine works of art and express evolved ideas about visual relationships, aesthetic qualities, artistic character and the nature of human involvement relating art to life.
Outcomes
Through visual arts courses students learn to use art media, techniques and processes to communicate context, ideas and themes. They are encouraged to develop an understanding of the relationship among art forms, and between their work and the work of others. They are able to relate understandings about the historical and cultural context of art to situations in contemporary life. They are expected to develop a broad and in-depth understanding of the meaning and impact of visual arts and the visual world in which they live.
VISUAL ART I
Art I is designed to reinforce and build on knowledge and skills developed at the elementary and middle school levels. It is the foundation level for art study throughout high school. The course is primarily devoted to deliberate and systematic presentations of various art processes, procedures, theories, and historical developments. Students will have experiences in producing two-dimensional and three-dimensional artworks. The course emphasizes the study of the elements of art and principles of design, color theory, vocabulary, art criticism, art history, and safety in the art room. The approach to art experiences during this time is experimental in terms of materials. Students are provided a strong foundation in design, drawing and vocabulary in a teacher-structured environment. Problem solving and decision-making are emphasized throughout Art I. Students take part in planning and installing an exhibition of their work.
VISUAL ART II
Art II builds on the students technical skills and foundation of knowledge developed in Art I. The study of the elements of art and principles of design, color theory, vocabulary, and art history continues in Art II in a less teacher-directed situation. Various art processes, procedures, and theories are presented in a problem-solving manner, which allows for independent choices and personal solutions to problems. The approach to art experiences is less experimental and based more on informed choices. Student research of art and artists is a major source for gaining knowledge and understanding of past and present art forms. A greater flexible and fluent use of the elements of art and principles of design, color, theory, and vocabulary is stressed in Art II. Students take part in planning and installing an exhibition of their work.
VISUAL ART III
Art III builds on skills from Art II with a more in-depth approach to the study of art processes and techniques, aesthetic issues, art criticism and art history. The teacher(s) help students form goals, become familiar with careers, and develop work habits of professionals. Knowledge of the arts in relation to culture, history, other disciplines, and careers will be promoted through visual, verbal, and written means. Art history, criticism, and aesthetics will be studied in conjunction with selected artworks and will lead to development of a personal philosophy of art. In Art III, students will assemble a portfolio based on technical quality, personal style, direction, and its intended purpose. Students take part in planning and installing an exhibition of their work.
VISUAL ART IV
In Art IV students develop, clarify, and apply their philosophy of art and art making developed in Art III through in-depth, independent, and advanced explorations with media, techniques, processes, and aesthetics. Exceptional initiative, serious involvement, and commitment are expectations of the Art IV student. A portfolio evidencing high quality, a broad base of knowledge, and in-depth understanding of personal art forms is developed and refined. Students take part in planning and installing an exhibition of their work.
AP ART
The AP Program in Studio Art is intended for highly motivated students who are seriously interested in the study of art. Most AP students will probably have had previous training in art, but such training is not a prerequisite for entering the program any more than it is for entering the introductory course in college. Students should, however, be made aware that AP work involves significantly more commitment and accomplishment than the typical high school course and that the program is not for the casually interested
The AP Program offers three portfolios: Drawing, 2-D Design, and 3-D Design. . Completion of a portfolio in one of the three areas is required in order to pass the course. The portfolios share a basic, three-section structure, which requires the student to show a fundamental competence and range of understanding in visual concerns (and methods). Each of the portfolios asks the student to demonstrate a depth of investigation and process of discovery through the concentration section (Section II). In the breadth section (Section III), the student is asked to demonstrate a serious grounding in visual principles and material techniques. The quality section (Section I) permits the student to select the works that best exhibit a synthesis of form, technique, and content.
The table below summarizes the section requirements for each of the three portfolios.
DrawingTwo-Dimensional DesignThree-Dimensional Design
Section I: QualityFive actual drawings; maximum size is 18" x 24"Five actual works; maximum size is 18" x 24"Five works; two slides of each one are submitted
Section II: Concentration 12 slides; some may be details 12 slides; some may be details12 slides; some may be second views.
Section III: Breadth12 works; one slide of each is submitted12 works; one slide of each is submittedEight works; two slides of each are submitted.
All three sections are required and carry equal weight, but students are not necessarily expected to perform at the same level in each section to receive a qualifying grade for advanced placement. The order in which the three sections are presented is in no way meant to suggest a curricular sequence. The works presented for evaluation may have been produced in art classes or on the student's own time and may cover a period of time longer than a single school year.