About
Curriculum
The elementary art curriculum at Mother Catherine Academy is structured so that students focus on each of the Elements of Art for approximately one month of the school year. Art history explorations and projects completed during each month will highlight a specific element of art.
Pre-K 3 & 4 classes dive deeper into process-based art making that focuses on line, color, shape and pattern.
Our middle school students divide their year in art into four quarters focusing on 1) a review of the Elements & Principles, 2) Drawing, 3) Painting and 4) 3-D/Form.
The elementary art curriculum at Mother Catherine Academy is structured so that students focus on each of the Elements of Art for approximately one month of the school year. Art history explorations and projects completed during each month will highlight a specific element of art.
Pre-K 3 & 4 classes dive deeper into process-based art making that focuses on line, color, shape and pattern.
Our middle school students divide their year in art into four quarters focusing on 1) a review of the Elements & Principles, 2) Drawing, 3) Painting and 4) 3-D/Form.
Grading
How do you “grade” art anyway?
Our elementary art grades are divided into two equally weighted categories: process grades and product grades. Process grades are “learning” or formative grades. They help us practice the skills we will need to execute our project. Product grades are our project, or summative grades, and demonstrate our understanding of the project objectives. Generally product grades are worth more points than process grades.
Introducing Participation Points
New for the 2020/2021 school year, both in-person and remote learning students will be awards participation points for every class. Full points are awards to students who are not only present, but active participants in their learning. Disciplinary issues interfere with a student's ability to learn and enjoy our art class and may result in a loss of participation points.
Removing Subjectivity: Using Rubrics in Art
On the back of major projects, or in the online portal, students and parents will find a rubric. These rubrics list the project objectives and specific areas where they have been met, exceeded or need more work. Objectives are clearly definable and identifiable criteria.
Meeting the project objectives is equivalent to a “ME” or a “G”—that means the student did precisely what was required of them. Points are then added when the student exceeds those objectives (essentially doing more than what is required) or subtracted when the student falls short of the objectives (not quite meeting the objective in some identifiable way). On the paper rubric, in the area to the left and the right of the objective are notes from me which explain why points are above or below the objective point value. This system gives students an opportunity to excel on criteria and/or to see specific instances where objectives were not met.
For more information on the advantages of this type of rubric, visit https://cultofpedagogy.com/single-point-rubric/
Discipline
Students are expected to follow basic rules when in the art room: these rules are in alignment with behavior expectations outlined in the MCA Parent/Student Handbook under Student Behavior Plan. These rules are set in place and enforced to protect the rights of every student to learn and enjoy the art class.
1. Listen and follow directions.
2. Raise you hand before speaking or leaving your seat.
3. Respect your classmates, your teacher and our supplies.
4. Keep your hands and feet to yourself.
Our elementary art grades are divided into two equally weighted categories: process grades and product grades. Process grades are “learning” or formative grades. They help us practice the skills we will need to execute our project. Product grades are our project, or summative grades, and demonstrate our understanding of the project objectives. Generally product grades are worth more points than process grades.
Introducing Participation Points
New for the 2020/2021 school year, both in-person and remote learning students will be awards participation points for every class. Full points are awards to students who are not only present, but active participants in their learning. Disciplinary issues interfere with a student's ability to learn and enjoy our art class and may result in a loss of participation points.
Removing Subjectivity: Using Rubrics in Art
On the back of major projects, or in the online portal, students and parents will find a rubric. These rubrics list the project objectives and specific areas where they have been met, exceeded or need more work. Objectives are clearly definable and identifiable criteria.
Meeting the project objectives is equivalent to a “ME” or a “G”—that means the student did precisely what was required of them. Points are then added when the student exceeds those objectives (essentially doing more than what is required) or subtracted when the student falls short of the objectives (not quite meeting the objective in some identifiable way). On the paper rubric, in the area to the left and the right of the objective are notes from me which explain why points are above or below the objective point value. This system gives students an opportunity to excel on criteria and/or to see specific instances where objectives were not met.
For more information on the advantages of this type of rubric, visit https://cultofpedagogy.com/single-point-rubric/
Discipline
Students are expected to follow basic rules when in the art room: these rules are in alignment with behavior expectations outlined in the MCA Parent/Student Handbook under Student Behavior Plan. These rules are set in place and enforced to protect the rights of every student to learn and enjoy the art class.
1. Listen and follow directions.
2. Raise you hand before speaking or leaving your seat.
3. Respect your classmates, your teacher and our supplies.
4. Keep your hands and feet to yourself.