DIANA HANSEN
EXT.
3337
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
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.
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 DIMENSIONAL –3 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:
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?