DESIGN ONE  /2-D  ARTO  102

   KASKASKIA COLLEGE

   COURSE SYLLABUS

 

 

                                                                                                   DIANA HANSEN

                                                                                                  EXT. 3337         

                                                                                                  DHANSEN@KASKASKIA.EDU

                                                      OFFICE 209

 

 

  Design One is a studio course exploring the fundamentals of the formal systems and basic                elements of visual organization through two-dimensional design principles and theories using a          variety of media. There is an expectation that all studio-based courses include appropriate                   instruction in the health and safety issues relative to the methods of the course and the materials       being used.

 

     Required Text

            TITLE: Design: Launching the Imagination

            AUTHOR(S):  Mary Stewart

            COPYRIGHT DATE:   2002             EDITION: 1rst

            PUBLISHING COMPANY:  McGraw-Hill

            ISBN#:  0-07-230355-7

 

     COURSE OUTLINE 

 

 

          1: TWO-DIMENSIONAL DESIGN: ELEMENTS

                     PROJECTS 1-6                 

 

                    1. Line

                        Defining Line / Types of Line / Expressive Uses of Line

                     2.Shape     /ORGANIC- GEOMETRIC/   POSITIVE AND NEGATIVE

                       Defining Shape / Types of Shape / Expressive Uses of Shape

                    3. Texture   / VISUAL- ACTUAL

                       Defining Texture / Creating Texture / Expressive Uses of Texture

                     4.Value

                       Defining Value / Value and Volume / Expressive uses of Value

                     5.Space

                        2-D,  3-D  VISUAL WEIGHT

                     6.Pattern

                        Rhythm and Repetition

 

                     MID-TERM AND CRITIQUE

 

 

           2:   COLOR AND COMPOSITON

                      PROJECTS 7- 10

 

                    

                     Studying Color

                     Seeing Color

                     Defining Color

                     Hue / Value / Intensity / Temperature

                     Composing in Color

                     Color Systems / Color Combinations

                     Color and Communication

                     Contrast / Emotional Effects / Symbolic Color

 

                      FINAL  AND CRITIQU

               

             VALUE             

1.      Project one-Week one---  The first project will be a series of  “SCALES” that are tones going from white to black with at east 9 transitions of gray between the extremes. YOU WILL DO FIVE SCALES with different surfaces or marks such as cross-  hatching, stipple, scrumble, rendering and paint.

 

2.      Project two- Week two--- The second project will involve   making a 6 in. by 6in. square that also demonstrates value changes in gray tones.

 

3. Project three—Week three—In this project you will place a simple object in a corner      three times with different surfaces developing value change.

 

4. Project four—Week Four—Project four involves selecting a black    and white photo      and dividing it in half. Half of the photo  will be developed in gray tones with graphite      pencil.

 

        LINE

5.Project five—Week  Five—You will design an alphabet from a  culture or civilization      that you  invent. There must be 26 symbols with high and lower cases on a scroll or       tablet that  you also invent using cloth or paper or wood.

 

6.Project Six---Week Six--- Now you will design a book with  at least 10 pages using        the alphabet you have invented             .

 

7.Project Seven---Week Seven---You will invent a design involving  5 widths and  5         types of line.

 

TEXTURE

8. Project  Eight—Week Eight—With paint you will develop 10 surfaces. There will be   5 actual textures and  5 visual textures.

 

9.Project  Nine—Week Eight—You will design a collage using actual    textures rather    than visual textures.

 

 COLOR

10.Project  Ten---Week Nine—This project involves painting a simple color wheel and    a set of gradations of each of the   twelve colors of the wheel.                                                                         

11.Project  Eleven—Week Ten—Select a color photo and reproduce it three times in      tones of red, yellow and blue.         

 

12.Project Twelve – Week Eleven—This project involves simultaneous contrast with       examples to follow.                          

                                                                                                                                                             13.Project  Thirteen  --Week Twelve—

    TBA

                              

           SPACE,  2 DIMENSIONAL3 DIMENSIONAL

14.       Project  Fourteen—Week Thirteen

                TBA

  

          SHAPE,  PATTERN

                                                                                                                               

15.  Project Fifteen—Week Fourteen--

       TBA

 

          16.  Project Sixteen –Week Fifteen                       

      TBA

 

 

        PROJECTS WILL BE EVALUATED WITH CONSIDERATION TO INDIVIDUAL COMPONENTS        AS FOLLOWS ON SAMPLE EVALUATION DOCUMENT. THIS FORM IS A GENERAL                      EXAMPLE AND WILL BE INDIVIDUALALLY TAILORED FOR EACH PROJECT OR                           EXERCISE ACCORDINGLY. In addition, grades will be based on participation in daily study               problems/projects/critiques, written mid-  term and final.

.

 

     EACH PROJECT WILL BE WORTH  APPR. 25 PTS. WITH A TOTAL OF APPRX. 400PTS.                  

            360-400=A

            320-360=B

            280-320=C

 

     PRELIMINARY PLANS DOCUMENTED ON EACH PROJECT IN SKETCHBOOK IS EXPECTED        ROUTINELY IN ADDITION TO WRITTEN TESTS/PAPER AT MID-TERM AND                                   FINAL.THESE WILL BE GRADED SEPERATELY AS WELL AS PARTICIPATION IN                        CRITIQUES. THESE 4 COMPONENTS WILL WILL COMPRISE AN

     ADDITIONAL 100 PTS.

 

            Each student is expected to attend all class meetings.

            Each student is evaluated on the basis of improvement of his/her art ability when he/she              began the course.

           Each student's evaluation is determined by how effectively he/she satisfies the                              objectives of each  individual  project.

 

    PLEASE SCHEDULE A MINIMUM OF 2 ADDITIONAL HOURS A WEEK TO              SATISFY COURSE REQUIREMENTS-6 STUDIO HOURS PER WEEK IN                    ADDITION TO SKETCHBOOK ASSIGNMENTS.

 

.

      SUPPLIES

 

#2 pencils

HB, #2B, 4B, 6B graphite drawing pencils

1 Ebony drawing pencil

1 Graphite stick

1 Black fine line marker-felt tip

1 Black thick line marker

1 Kneaded eraser

1 Pink Pearl eraser

Oil pastels (minimum)

Colored pencils

Watercolor pencils

Pastel pencils

Charcoal pencils, black and white

Tortillons (stump for blending graphite and charcoal

Conte pencils or sticks (light and dark sanguine and sepia, black and white)

Masking tape

Medium pointed watercolor brush (#10)

Sketch pad- 9x12  or  11x14

Bristol Board Pad

 

 

            Emphasis on color media:  Markers- Water-based color media- Pastels- Color

            Pencils- Oil Pastels- Chalk- Ink

 

 

PORTFOLIOS

 

Do not roll or fold projects.  They should be kept flat and preserved with tissue paper between them. projects should be kept clean and neat for future presentation at portfolio review and at other times in your art career.

 

I suggest you make your portfolio out of 2 stiff pieces of cardboard that are 24” X 35”.  Hinge them together with duct tape along one 35” side of each so that they open out flat.  Punch holes in the sides at 2 or 3 points and insert string or shoe laces that can be tied to keep papers from sliding out of the sides.  Punch holes at the “top”, opposite the hinged “bottom” so that you can make 2 handles out of string.

 

Put your name, class/semester, phone number, and address in dark bold printing on the outside of the portfolio.

 


 

Evaluation(SAMPLE) of Design Projects

 

Student_________________________________

 

 Design number 2

 

Name of Design:_________________________

 

Due Date: _______________________________

 

All design projects will fill the picture plane of an 18 X 24 inch piece of  paper.  They should be done in charcoal.  White chalk can be used is desired.  The drawing should de-emphasize outline and depend on changes in relative value to define the 3-dimensional space and objects. 

 

They cannot be turned in late.  Improvements to the drawings can be made upon suggestions received at critique for increased points.

 

Total points possible:  25

 

Completed on time:

 

Primary objective met ____________________________________________________________________________________________________________

 

Size, media, technique: ____________________________________________________________________________________________________________

 

Innovation, creativity, experimentation

 

Total

Comments by student:

 

 

Comments by instructor:

 

 

Participation Policy for Studio Art Courses

 

It is important for students in studio courses to realize that your final grade will be affected by your ATTENDANCE.  Attendance is important.  A studio course is a group effort.  Valuable input is offered from each of you during class critiques and in your demonstrations of your own unique point of view and technique.  Assignments are discussed, assigned, critiqued and completed during class studio-time.  Missed classes cannot be made-up.  If you miss more than 6 classes, you will immediately fail the course.  (After 3 absences each additional absence will lower your final grade by a letter grade.)  I consider TIMELY Submission of work (if late, Project is marked down a letter grade.)

 

THE ABOVE APPLIES TO A THREE DAY A WEEK COURSE.  FOUR ABSENCES WOULD BE THE MAXIMUM MISSED FOR A COURSE WHICH MEETS TWO DAYS A WEEK.

 

 

                                            Learning Outcomes for the Art Program

 

The diverse art courses have as cohesiveness an underlying philosophical pedagogy, based on the Getty Foundation and the Rand Corporation's report on art in the Humanities.  We think the instruction of art should encompass four major categories:  Studio, History, Criticism, and Aesthetics.  Only by incorporating all four areas will true appreciation emerge and that is why KC believes in the discipline-based approach to art education.

 

Ultimately, the student will be able to produce, describe, interpret, and assess art.  More specifically, the students will be able to do the following:

 

I.  Studio   (ARTO 101,102, 111, 112, 204, 214,103,118,116,117)

 

            1. Consider what material--clay, paper, metal, stone, etc.--best depict their subject.

2. Decide what visual elements--lines, colors, shapes--best communicate their intentions.

            3. Understand how visual forms of communication differ from talking and writing.

4. Appreciate the different contributions and achievements artists have made in their fields and in cultural history.

5. Apply understanding of studio foundations in service learning opportunities.

6. Demonstrate competence in foundation studio  skills.

 

II.  History  (ARTO 105, 205, 106,107)

 

            1. Know specific information about the artists' personal lives.

            2. Understand the function and contributions of various art works.

            3. Appreciate the cultural contexts in which they were made.

            4. Explain how art has changed over the years.

 

III.   Criticism  (All ARTO)

 

            1. Understand the process of analyzing, interpreting, and evaluating art.

            2. Critique the underlying biases and judgments we have about art.

3. Appreciate, however, the fundamental need for knowledge and objective criteria used in criticism.

            4. Make informed judgments by observing, discriminating, comparing, and contrasting various works of art.

            5. Use expressive language to explain their assessments.

 

IV.  Aesthetics  (All ARTO)

 

 

            1. Pursue answers to questions such as the following:

            A. What is art?

            B. What do artworks offer which other objects do not?

            C. What is the unique nature of the experience that can result from looking at art?