Fine Arts
Choir / Civic Leadership / Computer Animation / Computer Graphics / Concert Band / Dance / Debate / Drama / Environment Club / Fashion Design / Film / Fly Tying / Homework Helpers / Illustration / Library / Musical Theatre / Photography / Pottery / Sculpture / String Orchestra / Studio Arts / Textile Arts / The View Team / Woodwork / Yearbook
Choir
Performing Arts (outside Fine Art time)
A successful choir member:
• Has a passion for singing and/or would like to learn more about singing
• Enjoys singing in a group
• Is willing to learn and perform various styles of music including classical, pop, jazz, musical theatre, and sacred
• Responds to direction regarding posture, breathing, blending, musicality, and diction
• Is willing to don a black and gold robe from time to time
• Is focused and on-task during rehearsals
• Is committed to attending regular rehearsals on his/her own time (ie. not during Fine Art time)
Course Description:
Grade 8 - 12 students are welcome and participation is voluntary, although students are encouraged to fully commit to the program for the sake of the group. Rehearsals are held outside of the regular timetable, and may be conducted as a whole group or in small group sectionals. Rehearsals begin with stretching and warm-ups, followed by learning and/or polishing repertoire. Sight singing and theory exercises may also be integrated. Songs chosen are generally arranged for SATB (ie 4-part harmony). Repertoire is varied in style, and may or may not be sung with piano or other accompaniment. On an individual basis, students may be allowed to take choir as their Fine Art commitment when in combination with voice lessons and associated practice time and performances. Also on an individual basis, an independent music program could be available. This would be offered for students that have specific musical goals to achieve, would involve some combination of practice, performance and theory coursework.
Showcase Opportunities:
In any given year, the choir may . . .
• perform in a number of Saturday chapel services throughout the year (eg. Founders’ Day, Remembrance Day. . .)
• perform in the Fine Art concerts both at Christmas and at year-end
• travel in small groups through the Shawnigan community singing carols at Christmas time
• participate in local choir festival(s)
• travel to local schools to share Shawnigan music with others
• tour with SLS band students to foreign places
Civic Leadership
Service and Education (Grade 11s and 12s only, up to 10 participants)
Characteristics of successful students in this program would include:
Students interested in becoming involved in Civic Leadership would have a deep interest in learning about the community outside of Shawnigan Lake School (namely the Cowichan Valley) and in responding to the needs of that community. These students would be creative problem solvers, excellent listeners, independent thinkers and group workers; in addition, they would have lots of energy and creative spirit. They would need to have some skills researching with the computer; they would need to be good and careful communicators, both over the telephone and in person with people they are just meeting. At times, they will be representing the School and so they would need to be our best ambassadors. They will have a basic concern for and interest in others.
Course Description:
The main thrust of this fine art is to co-ordinate school community service through establishing relationships with community agencies and programs in the area.
Specific Learning Outcomes:
Students will conduct a needs assessment audit of the area to establish where, when and how we can become involved in the community. Students will engage with those agencies that also speak to their own skills, aptitudes and interests. It is hoped that this will be a life long process for each student and that others will embrace their dedication and enthusiasm for the community.
Showcase Opportunities:
It is hoped that the larger school community will be involved in some of the projects undertaken by the members of the fine art.
Computer Animation
Visual Arts
A Successful student in Computer Animation:
• Is not afraid of learning very complex software
• Can approach problems using a logical, methodical approach
• Has patience and self-control
Course Description:
Students will be introduced to the world of computer-generated 3-D modeling and animation. We will explore model creation, shading, texturing, lighting, and animation. This course should provide a good basis for further independent study in architectural, engineering, theatrical modeling, game design, and video special effects.
Specific Learning Outcomes:
Students will gain a good understanding of 3D design concepts. They will have created their own models, created animations, and made their own demo reel. They will gain some experience in a number of open-source software programs (Blender, Audacity, FFMPEG, Gimp, Inkscape, etc.). They will have contributed artwork to a Shawnigan repository for other students to us, and will have contributed to a shared animation project.
Showcase Opportunities:
Finished animations can be shown on the school intranet. A selection of work will be put together into a class reel that can be shown on the intranet, on the external website, and possibly in the Assembly Hall on Fine Art Day. It is also hoped that this fine art can contribute in some way to the projects created by the Film Fine Art.
Computer Graphics
Visual Arts
A successful student in Computer Graphics:
• Is eager to exercise endless imagination and explore their own personal style
• Makes the most of the resources available to them*
• Displays careful attention to detail
• Works well independently within the time allotted for each assignment
• Organizes work thoroughly in layered, annotated documents and clearly designated archives
• Steadily builds a remarkable variety of work for their digital portfolio
• Arranges timely printing and participates in public display of finished work
• Encourages others in their efforts, displaying leadership and an ability to share ideas and skills effectively
• Uses their skills outsideof class to enhance other homework and assignments
• Experiences and enjoys the confidence to be a Graphic Designer
Brief Course Description:
Students in Computer Graphics explore the creation of digital imagery and how this dynamic form of artwork can be printed or viewed electronically. Thanks to the “undo” command, no prior expertise is required! The Adobe Creative Suite for PC allows artists at all levels to create collages, to uniquely combine text and images, and to digitally manipulate variations of their own scanned or electronically-produced drawings and photographs. Popular examples of student work for their portfolio would include illustrations, designs for CDs, packaging, business stationery, advertising, mosaics, posters, web page components, applications to other media such as t-shirt transfers and ceramic mugs, and even the construction of graphically-enhanced origami! We are definitely not limited to the two dimensions of the screen, so out-of-the-box applications are encouraged. Communicating stories through scrapbooking and animated sequences will be explored also. Both beginners and digitally-savvy artists will find opportunities to be amazed at what they can do!
Specific Learning Outcomes:
Projects are assigned to teach specific technical aspects while promoting personal discovery, creative thinking, and artistic expression. On-going demonstrations and on-line tutorials introduce advanced skills as each student is encouraged to master the medium at their own pace. Each student is responsible for building an impressive digital and printed body of work for their design portfolio. Class participation allows for hands-on computer time, reading and listening, and sharing in critiques within a maximum group size of 20 students. Field trips to local studios to learn from design professionals, as well as visits by talented guest speakers, round out the learning experiences available in this class.
Showcase Opportunities:
• Public display of printed artwork, both within and outside of the school community
• Electronic display of art within the school intranet
• Self-promotion and personal style applied to work outside of class
• “Client” work promoting events within the school community
• Entry into student design competitions, as appropriate
*Additional note: Although this is an art class, not a software class, it is possible for senior level students who display the necessary aptitude, commitment and future career interests to be encouraged to study for and earn Adobe certification in the application(s) used in class. At a minimum however, all students are expected to learn and use the techniques that are covered in class, since the time to master all of the software would take untold number of hours and is not a requirement for producing great art.
Complimentary Arts: Photography, Studio Art, Illustration
Concert Band
Performing Arts
Characteristics of successful students in this program would include:
• An ability to play a concert band instrument
• A working knowledge of the instrument (tuning, greasing, cleaning, general maintenance)
• An understanding of where the instrument fits in the ensemble
• An “adequate” reading ability allowing the student to play comfortably at the grade 1.5 to 2 level and in a larger group comprised of differing abilities.
• Adequate intonation (pitch sense)
• A desire to “get it right” when playing
• An ability to interact with students of varying grade levels playing in the same section
• The discipline to practice on a regular basis
• An appreciation of music at Shawnigan
Course Description:
Students will meet every Thursday evening from 6:30 until 8pm. The repertoire chosen will mirror that selected for the Senior Concert Band and will allow those students not able to take band because of a very busy academic schedule to participate and perform as a regular music student. To complete the number of minutes designated per course, students will be asked to practice at least one hour throughout the week. This can be split into smaller segments should students prefer.
Specific Learning Outcomes:
Students are exposed to a variety of concert band arrangements that are suitable for a wide range of playing abilities. Students will set performance goals for themselves that will allow them to play in one of a number of sections. Should the student aspire to a leading role in the concert band and having demonstrated abilities, they will be asked to take a lead line. Whichever instrument is played, the student will be expected to work their line until it is of suitable quality to be played with others in the group. Which section students play in will be determined by the Music Director.
Showcase Opportunities:
Students will work toward formal concerts throughout the year with Remembrance Day, Christmas and The University of Victoria Concert Band Festival leading the way. The highlight of the year is a 4 - 5 day touring trip, new destination determined each year, where the concert band, jazz band and choir pool their talents to present the “best of Shawnigan.”
Dance
Performing Arts
A successful student of Dance:
• Participates!
• Is willing to work hard on improving ones skills
• Is enthusiastic towards dance
• Supports fellow dancers and helps other dancers if they are struggling
• Asks for clarification and extra help, when required
• Is committed to the program, the dance and all the dancers
• Arrives to class on time, is ready to dance, in appropriate movement apparel, and ready to sweat
Course Description:
The class focuses on skills from jazz and hip hop and is set at the intermediate level, but no previous experience is necessary. Each class has a physical warm-up, stretch, strengthen and choreography component. Senior students attend class on Monday and Wednesday, and, junior students attend class on Wednesday and Friday. Senior students will be responsible for creating their own choreography in the third term.
At the minimum, this fine art will produce three dances – 1 senior dance, 1 junior dance and 1 combo dance.
Showcase Opportunities:
The Cowichan Valley Music Festival and The Greater Victoria Performing Arts Festival. Solo and group performances will also be part of the Fine Art concerts.
Debate(and Public Speaking)
Performing Arts<
Characteristics of successful students in this program would include:
Debaters have a superior level of reading comprehension, are interested in reading, often excel in the liberal arts courses (History, Social Studies, English…etc) and would seriously consider a career in law. Debaters are stimulated by argument – they may not look for conflict but are not the sort of person to stay quiet when someone has said something you know or believe to be false. Debaters enjoy talking and they are prepared to speak in front of at least a handful of people. They may have done some acting, but usually are not as interested in using their bodies artfully, other than to emphasize that which they are saying.
This fine art has also offers some Model UN competitions, mock law trials, dramatic monologue competitions and other individual speaking events. There is a lot of travel off campus! This student may prefer preparing what they wish to say ahead of time and not be questioned for it. They may have an interest in stand-up comedy, serious-themed persuasive speeches or, again, just holding forth for an assembled crowd your opinion about something. As above, this student would choose to impress people more with what they are saying rather than using their body in more deliberate acting or taking on a persona.
A common misconception about debate is that it is labour-intensive in terms of research and preparation. While there is some of this, particularly at the senior competitive levels, the coach often helps gather, prepare and collate your research materials for you, as a busy SLS schedule often precludes this. Some students have the option of taking another fine art concurrently, although the student must be well organized, motivated and usually the second option does not take up weekends.
Showcase Criteria:
1. By the end of the first term, a student should have competed in at least two debate competitions or public-speaking events. These usually occur in late October and all through November. Tournaments are on Saturdays, sometimes on leave weekends but not on holidays.
2. By the end of the second term, a student should have delivered at least one speech of their own choosing or writing. They should have also competed in at least two more tournaments. Tournaments are sometimes on the mainland or even out-of-province. We have our own tournament also, which may require some organization on the student’s part.
3. By the end of the third term, a student should have delivered at least one more speech of their own choosing or writing. Delivery could include competition or just for one’s peers in class.
Drama
Performing Arts
A successful student in Drama:
• Gives focused attention and energy during rehearsal, demonstrating a commitment to achieving an excellent performance.
• Demonstrates creative imagination and strong characterization in acting.
• Follows directions quickly and enthusiastically.
• Co-operates with and supports fellow performers.
• Asks for clarification and extra help, when required.
• Demonstrates patience, self-control, and focus during all rehearsals, even when not directly involved. Regularly brings prep materials to work on when not required to rehearse.
• Works outside of rehearsal time on memorization and to review scene work and blocking.
• Communicates in a timely fashion (well in advance) with the directors and stage manager regarding absences, especially planned absences due to other school or family commitments. A Rehearsal schedule will be provided at the beginning of the process to aid in student organization.
Course Description:
Junior and senior drama students rehearse to perform at least one play during the school year. Senior students attend rehearsals on Monday and Wednesday, and, during the intensive term, Friday. Junior students attend Wednesday and Friday rehearsals. In a non-intensive term, junior students will help with the construction and design elements of the current show. If a student, junior or senior, is not called for a given rehearsal, they must use the fine art block as a prep/study period in the library.
This fine art requires a greater commitment than most. Students must attend all rehearsals for which they are called, including any external rehearsals, or they will be removed from this fine art.
• After the first production of the year, students not cast in the second production will move into another fine art and students not in the first production will move into drama. It is possible for students with smaller roles to participate in another fine art, but drama and its set schedule must take precedence when necessary.
Showcase Opportunities:
Two or three performances of the play at the Assembly Hall.
Environment Club
Service and Education
A successful student in Environment Club:
A successful student in Environment Club enjoys being in the outdoors, doesn’t mind getting his or her feet wet or hands dirty (literally!), and has an open mind to new and varied activities. Having a bit of a “green streak”/environmental interest doesn’t hurt, but is not mandatory. The only expectation is that students engage themselves fully in all activities.
Course Outline:
1. Campus based initiatives/activities to promote environmental initiatives on campus
a. Recycling (high school competitions and interhouse competitions)
b. energy consumption
c. Earth Day activities
d. Eco-friendly habits/consumption (eg. photocopy paper, drinking water)
2. Manage and operate the Mark Hobson Hatchery
a. Egg and milt take from brood stock
b. Cleaning incubation and rearing units as needed
c. Egg picking as needed
d. Fin-clipping and release of coho fry
• Construction and maintenance of the Borderline Interpretive Trail
• Organic garden (planting and tending)
• Shawnigan Research Forest activities
• Fish traps on Hartl Creek
• Tree planting
3. Community based initiatives/activities
a. Stream clean-ups
b. Attend special speakers/presentations
c. Fish trap operation on Shawnigan Lake (for the Min. of Environment)
d. Eel grass transplanting
e. EcoTour/Camping trip to Long Beach
f. Trail hikes
g. Bird banding/shorebird surveys
h. Transfer of migrating coho spawning salmon from the Mill Bay trap up into the Shawnigan Watershed
i. Portland Island habitat restoration project with/for Parks Canada
Showcase Opportunities:
Occasional 20-minute school presentation, on stage, and on an as-needed basis.
Intensity:
Cross-over to/with other fine arts is possible. ie. ½ year or part time commitment is acceptable.
Fashion Design
Visual Arts
A successful student in Fashion Design:
• is patient and very precise
• has good manual dexterity
• can follow oral and written instructions
• can persevere through a project until finished
Brief Course Description:
Students will learn the basic techniques required in garment construction. These skills can also be used in home decoration. Beginning students will work on an assigned simple project. For subsequent projects, students will use patterns and fabric of their own choice.
Specific Learning Outcomes:
• Understand sewing pattern symbols and instructions
• Gain skill in selecting patterns and appropriate fabric
• Know how to operate a sewing machine and serger
• Know how to use other sewing equipment and tools
• Become familiar with basic sewing terms and techniques
Showcase Opportunities:
• Finished projects can be photographed and displayed on the School’s website.
• Friends and family will see the finished projects “in use”
• Projects can be displayed during inter-house and Fine Art displays.
Film
Visual Arts
A successful student in Film:
• Is highly motivated
• Has a positive attitude
• Works well with others and independently
• Has a good “visual sense” – spatial, colour, thematic
• Is able to take a leadership role when required
• Has strong computer skills
Course Description:
Students are given an opportunity to choose a short film format, and will then spend the term learning skills required to write, act, film, direct, produce and edit their project. Later in the year, more ambitious projects will be introduced, with an emphasis on group activities.
Students will have the use of several High Definition video cameras and related equipment for recording footage, and will have the use of professional editing tools such as Avid Media Composer for producing their projects.
Specific Learning Outcomes:
The completion of the short film project in the first term will serve to familiarize the student with the tools and techniques used in video production.
The second term will focus on small groups of 4-5 students co-operating to create a short film, with the opportunity to include a larger cast and more sophisticated production techniques.
During the final term, the student will be encouraged to expand their creative vision and create an original short film, or further develop an existing project.
Showcase Opportunities:
Student films may be selected for viewing by the school community at the June Fine Arts evening, various school student film nights, and entries to film festivals.
Fly Tying
Visual Arts
A successful student in Fly Tying will have:
• Precision, tidiness and patience. “The student has to tame his or her fingers.”
• A will to work independently, with perseverance as you learn.
• An ability to be creative by using all kinds of materials to produce original types of flies.
• Dexterity. The student must be meticulous and persistent.
• A basic understanding of the physics of fly casting, as well as spatial and observation skills.
Brief Course Description:
The students are guided to use a wide variety of materials to create a variety of basic flies. The students should finish the year with a fly box containing the major families of flies used for fly-fishing. Students will learn to cast with a fly-fishing rod in any setting. The actual act of Fly-fishing cannot be done during fine art hours but can eventually be organized outside fine art hours depending on the demand and time constraints.
Specific Learning Outcomes:
By the end of term one all students will have:
• A good notion of aquatic insect life.
• Tied a variety of streamers
• Learned the forehand cast and the roll cast.
By the end of term two all students will have:
• Tied a variety of nymph
• Learned the backhand cast
By the end of term three all students will have:
• Tied a variety of dry flies
• Learned the double traction cast
Showcase Opportunities:
• To participate in a precision fly-casting contest.
• Completion of a personal fly box with the major types of flies.
Homework Helpers (Outreach)
Service and Education
A successful student in Homework Helpers:
is interested in working with younger children in an educational setting, and wanting to gain volunteer work experience to that end. This sort of student might be thinking of becoming a teacher. As tutoring often will, this fine art promotes partnerships that will support the social, emotional, and academic growth of children.
The SLS homework helpers will meet their young students (grades 1-6) from other local schools once or twice a week. Not only do they provide assistance in successfully finishing their homework, but also foster positive role models and mentorship in their tutees. Close bonds of friendship develop between the tutor and his/her tutee over the program for the entire course.
Brief Course Description:
1. Tutoring is pursued on one on one setting after school, focusing on basic math and reading skills. Usually the younger student’s parents initiate the area they want to get help. Specifically, tutors will help their young tutees: review and practice what they’ve learned; get ready for the next day’s class; learn to use resources such as libraries, reference materials, and encyclopedias; (e.g., help the young students finish their socials project) and
to explore subjects more fully than time permits in the classroom.
2. some students may get to work with the young children in the on-campus daycare.
3. Special service is also provided. For example, Japanese language, or art in letter printing.
4. Game and snack award. Games like chess, connections are good for training a young student’s ability of concentrating and thinking.
Sample Procedure (SLS tutor with a Grade 4)
Reading and writing:
Step 1: tutor starts with helping young student with his/her spelling homework.
Step 2: tutor will ask his young student to read for about 15 minutes.
Step 3: tutor asks questions about the story.
Step 4: young student writes a summary about the story.
Step 5: tutor checks and corrects spelling and grammar mistakes with his tutee. (tutor may also write a short passage purposely filled with spelling, grammar, or punctuation flaws, aiming to help the younger ones improve in these areas)
Step 6: Young students get a snack and game award for working hard.
Math help focuses on basic skills such as addition, subtraction, multiplication, and division. Tutors will use a variety of teaching strategy or learning materials to help the young students on the skills mentioned above. These skills are suggested sometimes by the sponsor teacher.
Showcase Opportunities:
• compiled statistics on student improvement and student work will be displayed from time to time.
• Report cards will be written by the tutor and also displayed in the Main building. Names of students will be removed, of course.
Illustration
Visual Arts
A Successful student in this fine art:
• Is looking for a quiet, reflective activity. Do not join this Fine Art if you are looking for a loud, “fun” adventure – most real adventures here are relatively silent.
• must be willing to arrive on time, settle down quickly to focused drawing activity.
• must be open to exploring a range of ideas for subjects – however, you pick your projects; your instructor will help you achieve the effect you are looking for.
Previous Skill Level:
• It doesn’t matter if you “can’t draw”. With a few tips and with lots of practice, you will be surprised by what you can accomplish in drawing.
• Accomplished artists might want to use this time for working on ongoing projects or developing new ones.
Techniques and Learning Opportunities:
• Drawing/design options include: pencil technique (line drawing and shading); pen and ink, and pen and wash technique; water colour painting technique; computer graphics – Adobe PhotoShop and Illustrator.
• Combination text/image designs are encouraged.
• create your own illustrated book – a children’s book, a book of poetry, a pop-up book.
Showcase Opportunities:
• Student work is scanned onto the class web page, where it is available for public viewing.
• Inter-House Visual Art competition in March.
• Year end display in the Hobbies building in June.
Library
Service and Education
Characteristics of successful students in this program would include:
• The enjoyment of literature
• A good sense of organization
• Patience
• Quiet, repetitive work that allows for winding down after a long day
• Attention to detail/meticulous nature
• Ability to work independently
Brief Course Description:
The library fine art includes: organizing the shelves, documenting incoming books, covering books with protective plastic covers, and returning books to the shelves. The occasional plant watering, errand running and book display preparation may also be involved. A passion for books as artforms themselves as well as for their content is helpful, as is an interest in the writers of said books. Students will attend author readings and book signings and be involved in book selection processes to build up the SLS collection. Student peers will ask for suggestions. Being well read or attempting to become so is definitely a bonus!
Specific Learning Outcomes:
• Mastery of the Dewey Decimal sorting system
• Mastery of the author and classification sorting system
• Some visual display skills are honed
“the library is a place of secrets; coves of mystique, nouns, vowels and adverbs. Join, and be tossed into the throes of literary escapism and help harbour those very novels that generate in you a vast imagination. It’s like stepping into Narnia…” – from 2006-2007 Solidarity
Showcase Opportunities:
Continuous visual displays of collections of books by author or theme are presented at the front of the library throughout all three terms.
Musical Theatre
Performing Arts
A successful student in Musical Theatre:
• Gives focused attention and energy during rehearsal, demonstrating a commitment to achieving an excellent performance.
• Expresses creative imagination through dance, voice, and acting.
• Follows directions quickly and enthusiastically in drama, music, and choreography.
• Co-operates with and supports fellow performers.
• Asks for clarification and extra help, when required.
• Demonstrates patience and self-control during technical rehearsals and scenes where the whole cast is not involved. Regularly brings prep materials to work on when not required to rehearse.
• Communicates in a timely fashion with the directors and stage manager regarding absences, especially planned absences due to other school or family commitments.
Brief Course Description:
Under the direction of the artistic director, music director, and choreographer, the junior and senior musical theatre students learn songs, dance numbers, and dramatic scenes that together comprise the musical, typically presented to the public at the Cowichan Theatre in Duncan, BC (seating capacity 731) around the beginning of April.
Senior students attend rehearsals on Monday and Wednesday, and, with permission from sports coaches, sometimes Friday, especially when they hold a leading role.
Junior students attend all Wednesday rehearsals, and most Monday rehearsals, with the permission of their sports coaches. On Fridays, unless junior students are individually called to rehearse scenes or musical numbers, they must use the fine art block as a prep/study period in the library.
After the musical, usually in the third term, junior students join the junior choir, if they are not already in the choir. Senior students join the senior choir or elect to attend audition workshops during their fine art blocks in preparation for the following year’s show.
Showcase Opportunities:
• Three or more performances of the musical at the Cowichan Theatre in Duncan, BC.
• Solo and group performances of musical numbers in chapel.
• Solo and group performances in Fine Art concerts.
Photography
Visual Arts
Characteristics of successful students in this program would include:
• An interest in and affinity for two dimensional imagery
• Patience to master basic simple skills even as they aspire to more complicated forms of the art as the year unfolds.
• Ability to work independently, cleanly and responsibly with a mind to safety at all times.
Brief Course description:
The photography program is about the art of black and white photography. There are two sessions per week; the first will be a scheduled class/lab day of 2hrs 15 min.. The second session will be scheduled by the student.
In the first session, skills such as processing, printing and print finishing will be taught and practiced. This is NOT a shooting day, unless it is a field trip.
In the second session, these skills will be applied in different real life environments and with different media.
An extra session each week will be available for students to have make – up sessions and catch up on work in progress. Students are required to supply a good, working 35mm single lens reflex camera with, preferably, manual control functions. They also will need to purchase film and photographic paper as needed.
Specific Learning Outcomes:
First term:
• Camera loading/unloading
• Shutter speeds
• F stops
• Effective exposure control
• Stopping action
• Depth of field/selective focus
• Composition . . . etc.
• Process skills: Film processing, contact printing, enlarging, print manipulation, print presentation.
Second term or as student progresses into third term:
• Pinhole camera photography
• Hand colouring of photographs
• Perspective control
• High contrast imaging
• Copying
• Macro photography
• Long lens photography
• Portraiture (studio and outdoors)
• Medium format photography
• Print toning
Showcase Opportunities:
Continuous visual displays of collections of photos around the school, in the Cowichan theatre during the Musical, entries into photography journals and competitions.
Pottery
Visual Arts
Characteristics of successful students in this program would include (written in order of importance):
• patience and persistence to learn new techniques
• attention to detail
• precision and care in order to construct objects accurately
• willingness to learn and work hard
• an interest in ceramic objects
• appreciation of form and shapes
• not afraid to get dirty
• can visualize objects in three dimensions
• creativity
Brief Course description:
Hand building techniques (pinch pot, coil, slab)
Wheel throwing techniques
Sculptural (non-functional) work (figure, animal, abstract)
Functional work (cups, bowls, teapot…etc)
Decorating techniques (brush work, scraffito, wax resist, stains, glazes, underglazes, sigilatta)
Exploring different firing techniques (bisque, glaze, raku, wood / pit fire)
Specific Learning Outcomes:
• By the end of the first term all students will have an understanding of the basic hand-building and wheel throwing techniques. Will have decorated their creations with underglazes and glazes. Will have fired pieces in the conventional electric kiln and a raku fire.
• By the end of the second term, students will be producing more sophisticated and complex images. Objects thrown on the wheel will be larger and altered. Emphasis will be on exploring decorating techniques.
• By the end of the third term, students will have completed one major structural piece. They will have had an opportunity to “pit fire” at least one image. Emphasis is not on quantity but quality and good design.
Showcase opportunities:
• Continual display in Hobbies Building
• Display once a year in main building foyer display cabinets
• Inter-house visual art competition in March
• Yea- end display in Hobbies building in June
• Pottery is a great fine art for creating gifts such as at Christmas and birthdays
Intensity:
Considerable crossover with sculpture.
Sculpture
Visual Arts
Successful students in this program would have:
• Curiosity in the properties of a wide variety of materials
• Willingness to work independently
• A sense of wonder in the unknown possibilities of creating with a variety of materials
• An imagination of 3 dimensional art pieces, abstract and realistic
• Desire to work with tools and to respect those tools
• Willingness to get hands ‘messy/dirty’
• Ability to work on one piece of sculpture for weeks at a time if that piece needs it
• Willingness to accept an unsuccessful effort to create something and change course in the project WITHOUT wasting materials that have already been used
Brief Course Description:
Students are guided to use a wide variety of materials to create pieces that conform to a general theme. Materials may be: Wire (strand and sculptural) / “Found materials” – anything goes / Environmental art forms (leaves, wood, grasses, etc.) / Styrofoam carving / Clay (hand building) / Plaster (over a wire frame – carve as it hardens) / Soapstone / Acrylic Clay / Wood carving / Paper sculpture / Steel (MIG welding)
Students are guided in the proper use of tools for rough work and finer finishing. Students are taught to sharpen certain chisels by hand. Safety is always a priority in working with any tools, whether in operation or safety apparel that needs to be worn. Proportion of the human body is studied and proportional drawings are always available for reference.
Students are guided to finish their pieces in an appropriate fashion for the material used (sometimes adding another product, sometimes sanding or polishing).
Specific Learning Outcomes:
By the end of term one, all students will have created at least one sculpture using environmental material,one wire sculpture, onestyrofoam sculpture, and one small soapstone sculpture. By the end of term two, all students will have created at least one plaster sculpture, one clay sculpture, and a “found objects” sculpture. By the end of term three, all students will have created at least one paper sculpture, one small wood carving, and one independent project.
Showcase Opportunities:
Continual displays will be in the Hobbies Building, as well as special school displays – Inter-House and year end. Students should be encouraged to create attractive sculptures that may be displayed permanently in the garden or in a school building, or as gifts for relatives and friends.
Intensity: this fine art has considerable crossover with pottery.
String Orchestra
Performing Arts
Characteristics of successful students in this program would include:
• An ability to play a stringed instrument (violin, viola, cello, bass)
• A working knowledge of the instrument (tuning, bowing, stringing, maintenance)
• An understanding of where the instrument fits in the ensemble
• An “adequate” reading ability allowing the student to play in an ensemble and alone, when practicing
• Adequate intonation (pitch sense)
• A desire to “get it right” when playing
• An ability to interact with students and adults playing in the same section
• The discipline to practice on a regular basis
• An appreciation of the classics
Brief Course Description:
Successful students will join the Cowichan Valley Consort Orchestra. Comprised of adults and students from the Cowichan Valley, this orchestra meets for two hours on Monday evenings at a rehearsal facility near the school. This group works toward two major concerts per year and performs with the sixty-member Consort Choir at each concert. Students will take the concert repertoire and practice at the school either independently or in ensemble with other Shawnigan students who are also in the orchestra. Practices are closely monitored by the Music Director at Shawnigan Lake School.
Specific Learning Outcomes:
Students are exposed to a variety of classical arrangements that are suitable for professionals and novices alike. Students will set performance goals for themselves that will allow them to play in one of a number of sections. Should the student aspire to a leading role in the orchestra and having demonstrated abilities, they will be asked to take a first or second part. Whichever instrument is played, the student will be expected to work their line until it is of suitable quality to be played with others in the group. The section in which students will play, will be determined by the Music Director.
Showcase Opportunities:
Students will work toward two or three formal concerts per year with the combined orchestra and choir. Performance venues vary but are generally in the Cowichan Valley. Students will also be asked to play in less formal situations around the Shawnigan campus as the need arises. Christmas, for example, is always a very delightful time where our string ensemble has previously performed.
Studio Arts
Visual Arts
A successful student in Studio Arts:
In order to do well in this activity a student must come in on time, work consistently on their project and be able to rise above the distractions. They are students who take pride in work well done, are willing to try new things and they don’t mind getting dirty. There are always times where it seems difficult. Some people have a hard time finishing projects and some have difficulty starting. A good studio art student will recognize this in himself and work to overcome it. There is no expectation that the student is “talented” or a good artist.
The student must be self-motivated, independent, have good problem solving skills and be able to ask for help when needed. Experienced art students are encouraged to expand their range of techniques and styles. Often the student becomes the resource for a particular technique and they may be called upon to help their classmates. A willingness to assist and share is a good thing.
There is also the hope that the student might find a technique or process that appeals to him/her and might provide a life long “hobby”. Studio art provides a relaxed environment to unwind and to experience the joy of creating something they can be proud of.
Brief Course Description:
Projects can include drawing, papier-mâché, glass etching, painting, mosaics using glass scraps, and design problems. In the Junior Studio Art activity the projects are generally defined and assigned to the students. Some students, however, have a particular area of expertise or a direction they want to explore. Some have ventured into the realm of silk-screen printing and other areas. With consultation they can use the studio time for independent work under supervision of the instructor.
The students in Senior Studio Art are often students with some visual arts experience though this is not a pre-requisite. Many of the students define their own projects in consultation with the teacher. Some students are working on portfolios for Art AP and others have areas of art they particularly want to explore and yet others want to try things they’ve never done before.
Specific Learning Outcomes:
Evaluation is based less on the product and more on the process, work ethics, problem solving and creative process. Students may be called upon to share their expertise and emphasis has been placed on working towards a well-finished project and to encouraging the adoption of something more than the “get it done” attitude.
Showcase Opportunities:
Continual displays will be in the Hobbies Building, as well as special school displays – Inter-House and year-end.
Textile Arts
Visual Arts
A successful student of Textile Arts:
• Desires to learn how textiles have influenced and changed the world
• Learns techniques that require skill and concentration
• Is enthusiastic about creating projects that reflect their culture and family history
• Has ability to explore the ‘text’ in textiles – the stories that result from inner exploration
• Enjoys the creativity with fibre/textile/cloth
• Discovers elements and principles of design using textiles
Brief Course Description:
Textiles tell stories about how we live, what we believe and where we come from. In Textile Arts we explore the diversity of culture using textiles as the foundation. Textiles reflect the history and ‘text’ of our cultures, how we live our lives, our values and our geographical imprints.
Embellishment – embroidery, applique, quilting techniques
Weaving – loom controlled, woven tapestry, inkle and tablet weaving
Dyeing – fabric (tie dye and other resist techniques) with Procion Mx, wool/silk with acid dyes and natural dyeing
Knitting – basic stitches, knit and purl and the combination resulting in complex patterns
Surface Design – using many of the above techniques to ‘decorate’ – banners, clothing and functional projects
Specific Learning Outcomes:
Term One – All students will have explored different fibres - wool, cotton, silk and rayon through dyeing, stitchery and structure. Several projects would include projects designed, dyed and constructed (bags and/or pillows) hand sewn, embellished and quilted.
Term Two – All students will have continued fibre exploration with more structure (weaving and knitting). Using the loom, projects such as scarves, blankets will be completed. Knitting continues throughout the year, becoming more independent inside and outside class time.
Term Three – All students are now experiencing some freedom within all techniques and are becoming more independent in their projects, as well as completing assignments given. Spontaneous workshops on weekends help the enthusiastic explore other textile techniques.
Showcase Opportunities:
Textile Arts is one of the Fine Arts that showcases projects on a regular basis in the main foyer display cabinets and are photographed and placed on the school website. During inter-house and Fine Art displays, Textile Arts is an excellent example of the students’ artistic skills in design, colour and texture.
Intensity: this fine art has potential crossover opportunities with fashion design and studio art.
The View Team
Visual Arts
A successful student in The View Team:
• Is interested in writing and willing to experiment with different forms of creative and persuasive writing
• Is interested in working closely with a small group of people on writing activities and projects
• Is interested in sharing your writing with others and critiquing and revising for improvement
• Is interested in seeing your writing published
Brief Course Description:
Students have an opportunity to combine their interest in writing (and a variety of writing forms—reportage, editorial, creative, etc.) with their interest in student life in order to produce a vital and colourful publication for the Shawnigan community. A deliberate effort is made to engage students in the process of writing—from brainstorming ideas, drafting to revision and refinement—for the purpose of helping them to sharpen their ability to inform, entertain and persuade.
Specific Learning Outcomes:
Students will produce short articles, descriptions, narratives, satiric pieces, editorials, and reflections as they grapple with the demands of turning their thoughts and ideas into compelling prose.
Showcase Opportunities:
The View Team produces one or two magazine-style publications per year. Additionally, the Team introduced a Poetry Slam evening last year, an opportunity to share and celebrate their writing interests and talents with the community.
Woodwork
Visual Arts
Characteristics of successful students in this program would include: (in order of importance)
• Patience and persistence to learn a new skill
• Attention to detail
• Precision and care in order to construct projects accurately
• Willingness to learn and work hard
• Can visualize objects in three dimensions
• An interest in woodwork
• A desire to create a functional art piece
Brief Course Description:
• Learn all safety rules and equipment use
• Designing and drawing your project
• Making a cutting list
• Produce project parts using a variety of machines
• Assembly of project
• Sanding and finishing
Specific Learning Outcomes by Term:
By the end of first term, all students will have an understanding of all shop/safety rules, a design and cut list for their projects and a start on milling up their material. Students will have produced all pieces required for their project by the end of the second term, and by the end of the third term, students will have assembled, sanded and applied finish to their projects.
Showcase Opportunities:
Year end Fine Arts display in Hobbies Building.
Yearbook
Visual Arts
A successful student in Yearbook:
• needs to be self-driven, as someone is not always looking over your shoulder, yet the book is only as good as the efforts of people creating it.
• ready to put in a lot of time before the end product is realized (delayed gratification for a large project)
• enjoy working with or learning more about computers and computer art.
• a large dose of enthusiasm
Brief Course Description:
The theme and direction of the book are student driven, and deadlines teach students about working in the real world of publishing. Being a fully digital book, Yearbook is a lot of work, with many sessions spent in front of a computer, while on other occasions students are out and about taking photographs for their pages.
The yearbook fine art has many opportunities for students to learn new skills that are applicable to publishing in the real world. With the ultimate goal of producing a published document that describes all the activities that happen during a school year, students have an opportunity to learn digital photography, sport photography, layout design, copy writing, and editing. In particular, students learn to use Adobe Creative Suite.
The work level is fairly even throughout the first and second terms, but the third term deadlines are often a bit more strenuous. Due to these third term deadlines, students interested in helping out with other fine arts such as the musical or drama production, thereby missing their normal fine art, should not choose this fine art.
Students do not need a camera or any previous computer or photography skills to be in Yearbook. The best part of this fine art is the ability to see and document so much of the year, with a final product that will be cherished by all staff and students.
Showcase Opportunities:
The yearbook is the culminating project at the end of June. The more work you personally put in, the more gratifying its completion will be.