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.
TITLE: Design: Launching the Imagination
AUTHOR(S): Mary Stewart
COPYRIGHT DATE: 2002 EDITION: 1rst
PUBLISHING COMPANY: McGraw-Hill
1: TWO-DIMENSIONAL DESIGN: ELEMENTS
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
Defining Value / Value and Volume / Expressive uses of Value
2-D, 3-D VISUAL WEIGHT
Rhythm and Repetition
MID-TERM AND CRITIQUE
2: COLOR AND COMPOSITON
PROJECTS 7- 10
Composing in Color
Color Systems / Color Combinations
Color and Communication
Contrast / Emotional Effects / Symbolic Color
FINAL AND CRITIQU
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.
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.
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.
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—
SPACE, 2 DIMENSIONAL –3 DIMENSIONAL
14. Project Fourteen—Week Thirteen
15. Project Fifteen—Week Fourteen--
16. Project Sixteen –Week Fifteen
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.
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.
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)
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)
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
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
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
Comments by student:
Comments by instructor:
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?