Drawing I empowers students to draw in a new way that offers them both technical and perceptual skills and encourages them to develop confidence in themselves through their art. Students gain an understanding of edges, lights and shadows, spaces, relationships, color and the whole, or gestalt. They are introduced to a variety of drawing materials that allows them to experience the process of search and investigation that leads to the development of unique and personal ideas. Both cultural and historical significance in the arts will be discussed and experienced through museum and local artist studio visits. Each student gains the ability to critique his or her art and other works of art with an emphasis on strengthening a personal direction and gaining insight into artistic goals. Students also gain an understanding of the importance to presentation by exhibiting their art on campus and in the local museum. At the end of the course, each student completes a portfolio allowing them to pursue and develop more advanced interests in the arts.
Students learn about ceramics from an historical perspective. They learn different techniques of making pottery, as well as develop their own decorating styles. Included is the importance of safety and health while working in the ceramic classroom. At the beginning of the year students learn the different hand-building techniques. The firing techniques are introduced, beginning with a primitive pit firing. Students are presented with a decorating technique with each new project. Throughout the year terms and vocabulary are introduced which students are tested on at the end of the 1st quarter, at semester, and at the end of the year by written exam. At the beginning of the 2nd quarter each student is introduced to the electric wheel. Because students learn in a variety of ways, the techniques and terms are introduced in a variety of ways, through reading materials, demonstrations, and videos. The students are assigned research projects and are asked to keep a journal with sketches. Lectures are kept to a minimum, but there is always a conversation going on regarding vocabulary while the students are working on their projects.
Ceramics II students learn about ceramics from an historical perspective researching well-known artists past and present and comparing the artists’ body of work. Students begin the year practicing their skills and improve those skills throughout the year. They also begin to take on responsibilities to maintain the studio and work with first-year students. At the beginning of the year, students practice on the electric wheel, reacquainting themselves with the properties of clay. They learn and practice new decorating techniques, and practice altering skills. As the year progresses, each project becomes more challenging, including handles, sprigging, and original decorations. Because students learn in a variety of ways, the techniques and terms are introduced in a variety of ways, through reading materials, demonstrations, and videos. The students are assigned research projects and are asked to keep a journal with sketches. Lectures are kept to a minimum, but there is always a conversation going on regarding vocabulary while the students are working on their projects.
Prerequisites: Ceramics I
Foundations in Media and Digital Design
Foundations in Media and Digital Design is a year-long course open to students in grades 9 through 12. The course emphasizes the field of digital studies and graphic design. Using Adobe Creative Cloud, Adobe Photoshop, Adobe InDesign, Adobe Illustrator, iMovie, Garage Band, and Adobe Dreamweaver as a platform for creative communication, students will have the opportunity to create a comprehensive digital portfolio. This will include: Photographic images, page layout and design, video production and editing, animations, graphic art, product branding, and website design. Students gain experience using industry-leading software as an artistic tool to bring their visions to life. Students build skills in pre-production, production, and post-production tasks. Students will also study business-related media and digital design, focusing on graphic design and production. Techniques studied and applied include advertising, business managing, journalistic writing, layout and design, desktop publishing, digital photography, and photo editing skills. In addition to studying design elements and principles, assignments will include responses to historical, philosophical and cultural prompts and allow students to learn to use art vocabulary in verbal and written analysis and in descriptions of their work and the work of their peers. Throughout the course, students will discuss the philosophical, cultural, and historical place of art in society by studying both contemporary and historical graphic artists and their impact on society and the art and business world. Those students interested in pursuing a career in media design will create a usable portfolio, showcasing their work from this course. All students will select and present a piece they created during this course to be displayed at the school’s Festival of Talent. The course will be of interest to students hoping to explore Art, Design, Graphic Design, Photography, Film, or Animation.
Foundations of Voice
Foundations of Voice is a junior/senior-level course for students who love to sing, and who demonstrate above average talent. The course provides them with an opportunity to sing in a small group with close harmonies, and gives them many solo opportunities. Topics covered in lecture include: how singing is produced in the body, breathing, posture, diction, belting, preparing a song, confronting fear, and the fundamentals of playing piano. Basic music theory is stressed. It is expected that Voice students will participate in chorus and the musical to provide enough singing sessions per week, and so the Voice students can demonstrate leadership. The course culminates in a recital the evening before graduation, which includes each student singing an Italian art song or aria and another solo of his or her choosing.
Prerequisites: Participation in the Ojai Valley School chorus or musical, and department approval.
- Singing for Dummies, by Pamelia S. Phillips (audio CD included). Wiley Publishing, Inc., 2nd edition, 2011. ISBN – 13: 978-0-470-64020-3
- Singing for the Stars, by Seth Riggs (2 CDs included), Alfred Music. February 8, 2008. ISBN-13: 978-0882845289
- Essentials of Music Theory, by Andrew Surmani, Karen Farnum Surmani, Morton Manus. Alfred Publishing Co. June, 1999. ISBN -13: 978-0882848976
Music Theory & Composition
Students learn to recognize and understand the basic materials of music – including melody, harmony, rhythm, dynamics, texture and form. Students develop their skills through listening, dictation, sight-singing, harmonic analysis, and composition. Each student learns basic keyboard proficiency including scales, chords and arpeggios. In addition to daily written assignments, sight-singing, and dictation, students complete a series of compositions throughout the year. Students become familiar with a wide variety of music software to aid in learning and composition, including Sibelius, Auralia and a broad range of synthesizers and music recording software.
- Alfred’s Essentials of Music Theory, Complete 1st Edition, by Andrew Surmani. Publisher: Alfred Music, January 1998. ISBN-13: 978-0882848976
Music History is an overview of western music beginning with Gregorian chant and continuing through contemporary music. Daily listening enhances the lecture/discussion format of the class. Although the main focus of the course is composers and their works, students explore the social, political, literary and artistic figures and works of the time.
- Music: An Appreciation, 10th Edition by Roger Kamien; McGraw Hill; ISBN-10: 0078025087
Advanced Studio Art
Advanced Studio Art occurs in a resourceful environment where creative vision can flourish. In this atmosphere the students experience the process of search and investigation that leads to the development of unique and personal ideas. They experiment with a wide use of materials emphasizing the elements of art and the principles of design and respond to historical, philosophical and cultural awareness. Students create artwork of acceptable quality using pen and ink, watercolor, acrylics, colored pencil, tempera, multi-media collage, printmaking, scratchboard, wire sculpture, charcoal, and markers. Throughout this process each project will include the five standards: Artistic Perception: Processing, analyzing, and responding to sensory information through the language and skills unique to a given art. Creative Expression: Creating, performing, and participating in a given art. Historical and Cultural Context: Understanding historical contributions and cultural dimensions of a given art. Aesthetic Valuing: Responding to, analyzing, and making critical assessments about works of a given art form. Connections, Relationships, and Applications: Connecting and applying what is learned in a given art form to learning in other art forms, subject areas, and careers. Each student will gain the ability to critique his or her own work with an emphasis on strengthening a personal direction and gaining insight into their own artistic goals.
AP Studio Art: Drawing
AP Art students investigate and work on the three portfolio components – Quality, Concentration, and Breadth. During class critiques, students explore critical characteristics of critical thinking and the importance of individuality. Through informed decision-making and problem solving skills, each student is able to pursue their personal artistic interest while demonstrating mastery at using the elements of art to organize the principle of design in their work. Research is a crucial aspect of the AP Art course and this expected to be revealed through the student’s art journal. AP Art students are guided through the challenging act of setting attainable goals for projects. Due to the large amount of work needed to be executed for this course it is expected that students make use of lab time out of their usual class periods. By immersing themselves into their art projects students gain a deeper understanding of their theme. It is essential for students to recognize that art is an ongoing process and the importance of due dates being met throughout the year. Photographing works throughout the year and any documentation required is the student’s responsibility. Students will write a paper on a specific art historical period, artist, or a specific area of interest. Included in this paper will be aspects of the cultural, social, and political characteristics of the chosen subject. Students will participate in critiques, both with their peers and teacher, using constructive language through instructional conversations. This enables students to problem solve while addressing the strengths and weaknesses in their works and classmates.
Prerequisites: Drawing and department approval.
AP Studio Art: 2-D Design
AP Studio Art students work throughout the school year to produce a portfolio in two-dimensional design, which is indicative of college-level aptitude and approach. All AP Studio Art students are expected to produce a body of work that may be submitted to the College Board the first week in May of their senior year. College Board readers evaluate the portfolio, and a high score on the evaluation may be accepted for college credit, depending on the policies of the specific institution to which they are applying. Each AP Studio Art student is expected to produce 4-5 completed projects each quarter, which relate to a theme, specific topic, or visual idea. At the end of the quarter, each student presents his or her work to the class as an open critique session. They discuss as a class their theme, their process, the development, and how they technically created the work. They are required to write a statement regarding each of the completed projects. In this statement they discuss what they experienced creating the work, if any artists influenced them in their creations, and will include the title, size, and medium. The concentration must represent an assertion by the student that he or she is working at college level; all works in the portfolio should be completed using appropriate materials. The quality portion of the portfolio will exhibit a mastery of design. Their work will show an understanding of the design principles as applied to a two dimensional surface.
Prerequisites: Drawing 1, Advanced Studio Art, and department approval.
AP Studio Art: 3-D Design
Students work throughout the school year to produce a portfolio in 3-D Design, which is indicative of college-level aptitude and approach. AP Art students investigate and work on the three portfolio components – Quality, Concentration, and Breadth. During class critiques, students explore critical characteristics of critical thinking and the importance of individuality. As costume design is taught as part of our art curriculum, students with an interest in this field are encouraged to participate in the 3-D AP art program. The school also has a strong ceramics program, another area where students have previously submitted to the 3-D program. Through informed decision-making and problem solving skills, each student is able to pursue their personal 3-D area of interest, while demonstrating mastery at using the elements of art to organize the principle of design in their 3-D work. Research is a crucial aspect of the AP Art course and this is revealed through the student’s art journal. 3-D art students are guided through the challenging act of setting attainable goals for projects. Due to the large amount of work needed to be executed for this course it is expected that students make use of lab time out of their usual class periods. By immersing themselves into their art projects students gain a deeper understanding of their theme. Photographing works throughout the year, and any documentation required, is the student’s responsibility. Students will participate in critiques, both with their peers and teacher, using constructive language through instructional conversations. This enables students to problem solve while addressing the strengths and weaknesses in their works and classmates.
Prerequisites: Drawing, Advanced Studio Art, and department approval.
In this class, students learn the basics of photography: exposure, lighting, focus, depth of field, shutter speed, and more. They will develop digital image processing and manipulation skills on the computer using Adobe Photoshop and Lightroom. Weekly assignments support/reinforce topics covered in class. Students learn how to discuss and view their own, as well as other students’ work critically. Students will compile a portfolio of their work and pieces by each of the students will be displayed on campus and online.
Prerequisites: No prior knowledge of camera, computer, or Adobe Photoshop is necessary. However each student must own his or her own digital camera.