Visual arts

½ art credit; semester I
Prerequisite: none. This course is the prerequisite for all other visual arts courses.

This is a semester-long, multidisciplinary course that fosters creative self-discovery in a collaborative, inclusive studio environment. Through individual and collaborative explorations in 2D, 3D and 4D art practices, students develop visual literacy, studio habits, and the skills, techniques and processes they need to make personal artistic responses to their complex world. Emphasis is placed on exploration and play, critical inquiry, new ways of seeing, and the integration of art disciplines. Students learn traditional as well as contemporary approaches to art making inspired and informed by artists and designers from different cultures and time periods. They document their artistic process in journals and reflect on their work along their creative journey. Students also analyze and interpret the work of other artists and participate in critiques throughout the semester. Excursions in London and gallery visits are an integral part of the class experience.
Focused disciplines: 2D, 3D, 4D

½ technology credit and ½ art credit; semester I
Prerequisite: Foundations of Visual Arts

This experimental-level course teaches students the essential processes of making animated films. We begin with stop-motion animation, using a camera to make film shots and sequencing actions. Students then learn the basics of digital animation using Adobe After Effects and Premiere software. Students plan stories for films, create lighting designs and make sound effects for their work. No prior knowledge of film or animation is needed for this course. 
Focused discipline: 4D

½ technology credit and ½ art credit; semester I or II
Prerequisite: none. This course may be taken at the same time as Foundations of Visual Arts.

Students in this experimental-level course develop understanding of computer science principles while exploring coding from an aesthetic perspective. Students who are curious about computing or art and want to explore these subjects in a supportive atmosphere find this course a good match. Topics of study include an introduction to programming using the Processing language, with special attention given to creating interactive and generative art, and exploring topics in interactive installation art/physical computing. (Processing is a variation of Java, originally developed for the use of artists, but now also used by journalists and scientists for data visualization.) The course follows a workshop format, with a final portfolio of project work to be assessed. The course is entry-level, though students with more programming or more arts experience are welcome. Project work is differentiated as needed to accommodate these variations. Some examples from outside ASL of art and code can be found by Camille Utterback, Nikolas Roy and Jer Thorp.

½ credit; semester II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students continue developing their skills in image making using 35mm film cameras, from picture taking to printing and editing. Emphasis is placed on ways of seeing and creating personal images using traditional photography techniques in combination with some contemporary tools. Students explore various approaches to portraiture, street photography and conceptual image making with an emphasis on the development of individual style and creative problem solving. Students create traditional as well as experimental images inspired and informed by the work of contemporary and master photographers. They analyze and curate their work for exhibition, document their process and reflect on their work along their creative journey. Students also evaluate and interpret the work of other photographers and participate in critiques throughout the semester. Regular excursions in London for photo walks and gallery visits are an integral part of the class experience.
Focused discipline: 2D

½ art credit; semester I or II
Prerequisite: Foundations of Visual Arts

This is an experimental-level studio course consisting of both hand building and wheel throwing experiences in clay. The course includes an exploration of different clay bodies, glazes, decoration methods and firing processes. Students create both technical and conceptual artworks in clay, furthering their foundational skills and pushing personal boundaries. They are encouraged to take creative risks as they develop a personal vision and style. Students analyze their artwork, reflect on their process and give feedback to their peers in process critiques. A visit to a London gallery for a ceramics exhibition is an integral part of the course.
Focused discipline: 3D

½ technology credit and ½ art credit; semester I or II
Prerequisite: none. This course may be taken at the same time as Foundations of Visual Arts

In this course, students learn design thinking and creation skills. They plan, design, and make basic physical objects or structures related to contemporary concepts, trends and technology applications. Most of the work occurs in a collaborative classroom framework. Students learn skills for idea generation, planning, team building and group critique of ideas and products. Research informs projects and students gain methods for innovating new solutions to existing real-world challenges.
Focused discipline: 2D, 3D

½ technology credit and ½ art credit; semester I or II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students continue developing their skills in digital image making, from picture taking to editing. Emphasis is placed on ways of seeing and creating personal images using traditional photography techniques in combination with current technology. Students explore various approaches to conceptual image making in a variety of genres. Adobe Bridge, Photoshop, Lightroom and mobile apps are used to enhance and manipulate outcomes. Students create traditional as well as experimental images inspired and informed by the work of photographers from different cultures and time periods. They analyze and curate work for exhibition, document their process and reflect on their progress along their creative journey. Students also evaluate and interpret the work of other photographers and participate in critiques throughout the semester. Regular excursions in London for photo walks and gallery visits are an integral part of the class experience.
Focused discipline: 2D

½ technology credit and ½ art credit; semester I or II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students are introduced to the basic concepts and practices of digital video editing to create project-based outcomes. All projects throughout the semester focus on teacher-directed, but student-chosen, subjects. Students learn basic techniques of storyboarding and camera movements as well as the importance of pre-production planning. They practice shooting and producing digital video using digital cameras and editing in Final Cut Pro. Cumulative projects, such as advertising videos and music videos, are viewed during class critiques. Finally, students learn how to export and share their completed productions in various formats.
Focused discipline: 4D

½ credit; semester I or II
Prerequisite: Foundations of Visual Arts

This is an experimental-level course in which students explore the central concepts of drawing, collage and mixed media. Included in the course are in-depth studies of the technical, compositional and expressive possibilities of drawing as a means to create original artwork. Emphasis is placed on critical inquiry, new ways of creating images that represent the students’ interest and vision, and the integration of traditional and contemporary materials and artmaking strategies. Some of the art processes students learn and combine in their works include drawing from observation and imagination, experimenting with photographic images, creating collages and exploring printmaking. Students develop technique and critical thinking skills by reflecting on their work and participating in critiques throughout the semester. They also learn about other artists, evaluating and interpreting their work and the meaning conveyed. This is a good class for students interested in improving their drawing and mixed media skills in a supportive atmosphere, as well as for those who already know they want to go on to more advanced studies in visual arts. 
Focused discipline: 2D

½ credit; semester II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students develop skills and techniques in design and construction through the context of fashion. Students learn to recognize and develop their own visual style through observation, research and practice. They learn to integrate the elements and principles of fashion design into their work using collage, construction on dress forms, fashion illustration and basic sewing techniques. Projects center on sustainability, inclusivity, aesthetics and innovation. Students deconstruct secondhand clothing and reconstruct it into new, upcycled looks. They have the opportunity to explore technical drawing for manufacturing using Adobe Illustrator for fashion design as well as using the 3D printer as a design tool in the MILL. The course is not about making clothes; it’s about learning how to think like a designer, telling stories through the lens of fashion. Emphasis is placed on process over product, practicing good studio habits and beginning to look at the world from a fresh, unusual or unexpected perspective. Students document their process in sketchbooks, participate in class discussions and critiques, self-assess, reflect and curate their own work for exhibition. 
Focused disciplines: 2D, 3D

½ art credit and ½ technology credit; semester I or II
Prerequisite: Foundations of Visual Arts

This is an experimental-level course that aims to help students develop an understanding of typography, logo design, branding and digital photography through current, professional applications in graphic design. Students explore a variety of hand-drafted and computer-based approaches to design as well as learn about real-world applications of design. Students also learn to create vibrant data visualizations and illustrations. Media literacy, history and copyright are also explored. The culminating project from this course is a printed design portfolio.
Focused discipline: 2D

½ technology credit and ½ art credit; semester II
Prerequisites: Foundations of Visual Arts

In this experimental-level course, students learn film production and editing by making a short film for the ASL Film Festival. They work with student actors and make short films from scripts written by their peers. Entering the class, students should have a basic understanding of camera use for film and video and basic video editing skills. They learn more advanced camera and editing techniques, lighting, and sound design for film. Throughout the semester, students work on one project, taking it from initial planning to shooting, editing and post-production, finally showing their work at the ASL Film Festival in June.
Focused discipline: 4D

½ art credit; semester I or II
Prerequisite: Foundations of Visual Arts

This is an experimental-level course in which students explore concepts and skills working with paint media. Essential to the course are composition and technical processes specific to wet media including inks, acrylic paint, oil paint and multi-colored printmaking. The series of experimental and student-centered exercises and assignments are designed to cultivate students' artistic abilities and help them realize their potential as creative individuals in the visual arts. Art practices students learn and combine in their works include color mixing, color theory, mark making, compositional strategies and experimentation with surfaces. Students develop technique and critical thinking skills by reflecting on their work and participating in critiques throughout the semester. They also learn about other artists, evaluating and interpreting their work and the meaning conveyed. Emphasis is placed on critical inquiry, new ways of creating images that represent the students’ interests and vision, and the integration of traditional and contemporary materials and artmaking strategies. This is a good class for students interested in improving their painting and printmaking skills in a supportive atmosphere, as well as for those who already know they want to go on to more advanced studies in visual arts. 
Focused Discipline: 2D

½ credit; semester II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students further develop skills, techniques and processes of working in 3D. Traditional and contemporary art processes such as assemblage, carving, and modeling are applied to create artworks using found objects, clay and other materials. Students research relevant artists, histories and cultures to inspire and inform their work. Excursions in London for gallery visits are an integral part of the learning. Personal experiences, engagement, collaboration and the willingness to take creative risks are emphasized. Students solve creative problems, analyze art using visual language, and interpret the art of others in meaningful ways. Sketchbooks are used to generate ideas, reflect and document the process of their artistic development. Students refine their work and consider a wider audience as they plan and present their own 3D artwork for exhibition around campus.
Focused discipline: 3D

½ technology credit and ½ art credit; semester II
Prerequisite: Foundations of Visual Arts

In this experimental-level course, students learn key concepts and practices of video art and experimental video to create project-based outcomes. The course enables students to distinguish various styles of moving image practice in art and enriches their understanding of video art pieces through critique. Students discuss a diverse range of moving image concepts and practices and watch parts of films by artists of different styles. They analyze particular scenes for deep analysis and interpretation using visual language. Students learn shooting methods, sound recording and creative video editing techniques to produce their own video projects. Emphasis is placed on building confidence through experimentation and creating meaning through producing video artworks. 
Focused discipline: 4D

½ credit; semester II
Prerequisites: Foundations of Visual Arts and at least two experimental-level courses

This is a conceptual-level course in which students challenge convention by reinterpreting, re-presenting and reconfiguring existing norms. Students explore ideas relating to borders, barriers and boundaries that aim to divide or segregate, and respond to these through 2D, 3D and/or 4D personal image making. Students document their artistic process in sketchbooks and/or digital journals, reflect on their work along their creative journey, and participate constructively in critiques throughout the semester. Regular excursions in London and gallery visits are an integral part of the class experience.
If a student wishes to pursue oil painting in a conceptual-level course, taking Painting at the experimental level is strongly recommended.
Focused disciplines: 2D, 3D, 4D

½ credit; semester I
Prerequisites: Foundations of Visual Arts and at least two experimental-level courses

This is a conceptual-level course that provides students the opportunity to expand their visual language by exploring signs, symbols and metaphor in order to invest artworks with personal meaning. Students work across different art disciplines to research, explore and create works of art that examine the use of symbols and metaphor in art from both the past and present. Students further develop conceptual approaches to art making and construct their projects based around ideas and themes that are meaningful and authentic to them. Students make decisions about the materials, techniques and processes they want to use to create their projects based on the message or idea they want to convey. Students make connections with the city and experience art outside the classroom in London galleries and museums. 
If a student wishes to pursue oil painting in a conceptual-level course, taking Painting at the experimental level is strongly recommended.
Focused disciplines: 2D, 3D, 4D

½ credit; semester II
Prerequisites: Foundations of Visual Arts and at least two experimental-level courses

In this conceptual-level course, traditional craft meets contemporary art practice. Emphasis is placed exploring things we often take for granted or the everyday things that go unnoticed, making the ordinary, extraordinary through art. While continuing to hone skills learned in their foundations- and experimental-level courses, students make decisions about the materials, techniques and processes they want to use to create their projects. This may be 2D, 3D, 4D or a combination of these, based on the function of the piece. Students document their process and participate positively and constructively in critiques. Regular excursions in London and gallery visits are an integral part of the course experience.
If a student wishes to pursue oil painting in a conceptual-level course, taking Painting at the experimental level is strongly recommended.
Focused disciplines: 2D, 3D, 4D

½ credit; semester I
Prerequisites: Foundations of Visual Arts and at least two experimental-level courses

This conceptual-level course is all about storytelling through visual media. Projects center on creating personally relevant and meaningful narratives with a multidisciplinary approach to art making. Students choose the materials, techniques and processes they want to use based on the story they want to tell. This may be 2D, 3D, 4D or a combination of these, applying the skills learned in their foundations and experimental courses. Emphasis is placed on communicating messages, emotions and ideas that connect with their audience on a deep and lasting level. Students document their creative process in journals, refine and curate their work for exhibition. They analyze and interpret the work of others, and contribute positively and constructively in class critiques. Regular excursions in London and gallery visits are an integral part of the course experience.
If a student wishes to pursue oil painting in a conceptual-level course, taking Painting at the experimental level is strongly recommended.
Focused disciplines: 2D, 3D, 4D

1 credit; full year
Prerequisites: Foundations of Visual Arts, at least two experimental-level courses, and at least one conceptual-level course

This is a portfolio-level studio art course for students wishing to create an organized body of original artworks focusing on drawing, painting and mixed media. Portfolios are created based on personal choice; they may be submitted to arts schools, universities and/or the AP College Board. Assignments are configured to reinforce students’ technical skills and design knowledge while providing the opportunity for the development of a series of coherent artworks based on individual subject matter and conceptual ideas. This course requires students to work independently during, as well as outside, class. Regular excursions in London and gallery visits are an integral part of the class experience. Although this course focuses primarily on 2D art making, students may choose to integrate 3D and 4D practices in their portfolio.
Focused discipline: 2D
*For this course, it is strongly recommended students take Painting at the Experimental level and paint in the Conceptual level first.

1 credit; full year
Prerequisites: Foundations of Visual Arts, at least two experimental-level courses, and at least one conceptual-level course

In this portfolio level course, students build a personal collection of work of media arts in a collaborative studio environment, with a focus on self-designed projects. Emphasis is placed on developing a strong body of time-based work that demonstrates the integration of ideas, materials and processes as well as personal vision. Their media arts projects might include works in the form of video animation, commercials, music videos, documentaries, short films or video art, as well as artworks that incorporate any form of moving images (video installations, 3D artworks with embedded videos, etc). Student projects must use conceptual approaches, which could include a variety of media, the integration of narratives, experimentation, and various processes of creating moving-image works. Their portfolio must also include a sustained investigation on a topic of their choice, demonstrating growth and development over time. This course is suitable for students wishing to create an organized body of original works to be submitted to art schools and universities. This course requires students to work independently during class, as well as outside of regularly scheduled class periods. Regular excursions in London and gallery visits are an integral part of the class experience. Although this course focuses primarily on 4D art production, students may choose to integrate 2D and 3D practices in their portfolio.
Focused discipline: 4D

1 credit; full year
Prerequisites: Foundations of Visual Arts, at least two experimental-level courses, and at least one conceptual-level course

Photographers, graphic designers and anyone interested in design are encouraged to join this portfolio-level course. Students build a personal collection of work in photography and/or design, with a focus on self-designed projects and critical inquiry. Emphasis is placed on developing a strong body of work that demonstrates the integration of ideas, materials and processes as well as personal vision. The portfolio must show breadth by including a range of conceptual approaches, a variety of media, the integration of the elements and principles of design, and various processes of image making. The collection must also include a sustained investigation on a chosen topic, demonstrating growth and development over time. When completed, students may choose to submit their portfolio to art schools, universities or the AP College Board. They establish a safe, online presence to showcase their work and create a physical portfolio of printed images for presentation and exhibition. Regular excursions in London and gallery visits are an integral part of the class experience. Although this course focuses primarily on 2D image making, students may choose to integrate 3D and 4D practices in their portfolio.
Focused discipline: 2D

1 credit; full year
Prerequisites: Foundations of Visual Arts, at least two experimental-level courses, and at least one conceptual-level course

This portfolio-level course provides students with the opportunity to organize and complete a substantial portfolio of 3D work for submission to art schools, universities or the AP College Board. The portfolio is made up of two sections: a sustained investigation on a topic of their choice driven by inquiry, and a collection of selected works. Emphasis is placed on developing a strong body of work that demonstrates the integration of ideas, materials and processes as well as personal vision. Students must document their process, show experimentation, and review and refine their work. This is a rigorous course and requires a substantial amount of time and energy, as well as independent studio work outside of regularly scheduled class time. Regular excursions in London and gallery visits are an integral part of the class experience. Although this course focuses primarily on 3D art making, students may choose to integrate 2D and 4D practices in their portfolio.
Focused discipline: 3D

Grades 10-12; ½ art credit; semester I and II
Prerequisite: Journalistic Writing, Multimedia Journalism or commensurate experience

This course focuses on creating content for the high school newspaper, The Standard, its companion website, standard.asl.org, and social media accounts. Students consider ways to create responsible, inclusive and diverse publications for the ASL high school community. Students create content in a variety of journalistic styles for publication in print and online, in conjunction with a study of the many facets of journalism, including media law and ethics, photojournalism, multimedia storytelling and basic publication design using Adobe software. Students who are unable to enroll in Advanced Journalism are welcome to contribute work to The Standard in a non-editorial capacity; however, credit for Advanced Journalism can only be given to students who are enrolled in this course.

Grades 10-12; 1 art credit and ½ technology credit ; full year
Prerequisite: Advanced Journalism or commensurate experience with the approval of the instructor and selection by committee following application

To be an editor, a student must be enrolled in Advanced Journalism: Editors, which focuses on the production of the high school newspaper, The Standard, and its companion website, standard.asl.org. Editors are committed to creating responsible, inclusive and diverse publications for the ASL high school community. They establish newspaper and website policy and design, and are expected to write for both the print and online publications each production cycle. Editors undertake the primary responsibility for copy editing and proofreading all content, participate in editorial meetings, and attend extra work sessions, some of which occur outside normal school hours. Editors also engage in multimedia storytelling and practice advanced design techniques using Adobe software. Students who are unable to enroll in Advanced Journalism: Editors are welcome to contribute work to The Standard in a non-editorial capacity; however, credit for Advanced Journalism: Editors can only be given to students who are enrolled in this course.

Grades 9-12; ½ art credit; anticipated semester I and II
This course focuses on writing for the high school newspaper, The Standard, and its companion website, standard.asl.org. Students consider ways to create responsible, inclusive and diverse print and online publications for the ASL high school community. This course is an introduction to the fundamentals of journalism. Students learn to write in a variety of journalistic styles and explore the rules of copy editing, in conjunction with a study of the many facets of journalism, including media law and ethics and photojournalism. Students who are unable to enroll in Journalistic Writing are welcome to contribute work to The Standard in a non-editorial capacity; however, credit for Journalistic Writing can only be given to students who are enrolled in this course. 

Grades 9-12; ½ art credit; anticipated semester I and II
This course focuses on creating content for the high school newspaper website, standard.asl.org, and social media accounts. Students consider ways to create responsible, inclusive and diverse publications for the ASL high school community. This course teaches students how to identify the best way to tell a story and then practice different ways to accomplish this by exploring photo stories, podcasts, videos and other forms of multimedia storytelling. As professional media moves away from print journalism and toward online sites and social media, this class prepares students to be well-rounded journalists for the 21st century. Students write for TV/video and radio/podcasts and create their own media for an authentic audience. This course includes an introduction to the fundamentals of journalism, including media law and ethics. Students who are unable to enroll in Multimedia Journalism are welcome to contribute work to The Standard in a non-editorial capacity; however, credit for Multimedia Journalism can only be given to students who are enrolled in this course.

Grades 9-12; ½ art credit and ½ technology credit; semester I or II

In this course, students learn the language of the publishing industry, the technology used to produce printed products and how to access their creativity as publishers. Students develop tools to use in their own creative publication, which may include a book, magazine, poster, blog or one-of-a-kind artist book. Students learn about the ethical and legal obligations and requirements of publication in both the US and the UK, including copyright, fair dealing, libel law, and more. They are introduced to the use of current publication software and how to publish their work online or on site. These skills are important as a foundation for Publications Design: Yearbook - The Sojourner.

1 art credit and ½ technology credit; full year, Grades 10-12
Prerequisite: Publications Design: Yearbook - The Sojourner

Students in editor positions will have gone through an application process and been selected by portfolio work, writing and their peers. Students in these positions have demonstrated their readiness to take on leadership roles and to motivate the entire group to work together. Editors make sure the quality of the book meets high standards and that the staff works well and effectively together. The ability to work well with administrators in the School, other student leaders and all members of staff is essential for editors. Special editor meetings are held weekly to ensure high standards of communication.

1 art credit and ½ technology credit; full year, Grades 10-12

Prerequisite: Publications Design: Yearbook - The Sojourner

Students can continue to contribute to the creation of the Sojourner yearbook and advance their skills through this course if they are not ready to apply for an editor position. Students in Advanced Publications Design will continue to expand on their knowledge and skills as photographers, writers and designers. Advanced students set personal goals for improvement, complete individual research related to these goals, and teach mini-lessons to their peers. Advanced yearbook students also take on additional managerial responsibilities aiding the organization and collaboration of the yearbook staff (such as managing the yearbook calendar, social media pages, etc.)

Grades 9-12; 1 art credit and ½ technology credit; full year
Prerequisite: Introduction to Publications Design, Journalistic Writing, Multimedia Journalism, Graphic Design, or Middle School Yearbook (with application and departmental recommendation)

The Sojourner is a complex publication involving organization, cooperation, decision-making, self-motivation, computer skills, design skills, photography, writing, editing and the ability to meet a very demanding deadline schedule. Students take on the job of a photographer, writer and designer and work in teams along with editors to complete spreads by their deadline. The rewards of a successful publication that represents and covers our high school community over the course of the year make all the hard work worthwhile.