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Introduction to Portraiture (Spring)

The aim of this course is to instill in students both respect for the creation and reverence for the Creator while learning the methods and techniques of portraiture and figure drawing. Students will learn to create impactful portraiture in a variety of methods and mediums. Students will begin by learning foundational anatomy, such as the skeletal and musculature systems, in order to ground their skills in accuracy. While exploring figurative work, students will learn how to create expressive and dynamic forms through gestural mark-making.

In this course, we will approach drawing our fellow men with a sense of wonder for God’s creation and a recognition that all persons are made in the image of God and are fearfully and wonderfully made. We will be continually informed in our studio practice by the Scriptures as well as texts such as The Weight of Glory by C.S. Lewis. While learning to appreciate and render the human form, we will continually discuss what it means to be made in the image of God and acknowledge that we are more than simply the bodies that we possess—we have eternal souls.

Through demonstrations, personal instruction, and exercises, students will explore different subjects/compositions, textures, papers, and application techniques suitable for each unique medium.

Students will be encouraged to practice exercises taught in class and may need to work outside of class to complete projects.

Along with hands-on studio work, students will participate in regular class critiques, creating a forum for the group to constructively collaborate and discuss creative outcomes. Individual artist statements will be required with most finished pieces of work, giving students another opportunity to articulate their interpretive intent and their understanding of process and design concepts.

Students can also expect ongoing dialogues about the rich history of classical portraiture and figure drawing, contemporary portraiture, Christian imagination in relationship to faith and the arts, and the role of the arts in the Church. This course is supplemented by daily readings and reflections on art and faith by authors such as C.S. Lewis, Francis Shaffer, Pope John Paul II, and Makoto Fujimura, which will be provided by the instructor. The hope of the instructor is that, through engagement in the class, students will be brought to a deeper appreciation of the visual world and the creative love of its Maker.

For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Mastered
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.

Writing

  • Developing
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
  • Mastered
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.

Typing

  • Developing
    • Be able to type paragraph essays (short essays, and 5 or more page essays).
  • Mastered
    • Be able to type short answers in complete sentences.

In-Class

  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
  • Mastered
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

  • Developing
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.

Required Course Materials:*

  • Any kind of sketchbook (minimum size 8″x10″): We will use these for exercises. If you already have one that you use, that will do!
  • Pad of 11″x14″ white drawing paper (50–80 lb. medium surface), 24 sheets, any brand
  • Pad of Newsprint Paper 14″x11″, we will use this for exercises each class period
  • Toned drawing paper, 11″x14″, colors are individual choice
  • Set of colored pencils, 30 count at least, Prismacolor, Staedtler, or Arteza recommended
  • Set of Black, White Bistre and Sanguine Conte Crayons
  • Set of Graphite Pencils (with various degrees of hardness). If you already have drawing pencils that you use, that will do!

Additional Materials (optional)

  • India ink and brushes
  • Set of charcoal pencils/sticks

 

* Required materials not included with course enrollment

 

 

Randi Maria Sider-Rose began painting icons over 20 years ago when she was able to travel to learn from different iconography teachers across the country. Since then, she has married Michael Sider-Rose and completed an MDiv at the University of Chicago Divinity School. As well as taking commissions from churches and individuals, Mrs. Sider-Rose loves to walk with students on the journey of learning to see better and more intentionally, using this “prayer of the hands” to grow in holiness, with God’s grace. Homeschooling her four children in an urban fixer-upper strewn with books, art projects, and Legos helps keep the whole operation real.

Mrs. Sider-Rose and her family attend Saint Moses the Black Orthodox Mission Church in Pittsburgh, Pennsylvania, where she has been blessed by His Grace Bishop Thomas to serve in the ministry of iconography. rsiderrose.raphaelschool@gmail.com

 

Michael Roberts holds a master’s degree in painting from the New York Academy of art. He has been teaching students of various ages for over 20 years. He currently serves as an elementary librarian in Mechanicsburg, PA where he lives with his wife and two sons. In addition to drawing and painting, he enjoys singing in the choir, playing guitar, biking and kayaking. mroberts.scholeacademy@gmail.com

 

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

 

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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