Design I Syllabus for 2019-2020
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‪ISBN

Supplies

(discuss lockers)  SUPPLY KITS ARE AVAILABLE AT THE AC BOOKSTORE

SUPPLY LIST:

• 14” x 17” pad of Bristol Board (I prefer the “vellum” surface)
• Sketchbook (in

  Student Performance

  ARTS 1311 Design I (2-dimensional)
   An introduction to the fundamental terminology, concepts, theory, and application of two-dimensional design.
   Learning Outcomes  (ACGM)
   Upon successful completion of this course, students will:
   1. Identify and apply the elements of art and principles of two-dimensional design.
   2. Employ discipline specific vocabulary in the evaluation of two-dimensional design problems.
   3. Demonstrate creative skill in aesthetic problem solving within assigned parameters.
   4. Demonstrate an appropriate level of professional practice, including safety, craft and presentation.

  Specific Course Outcomes:
   1. Students will demonstrate effective communication, critical thinking, and teamwork skills.
   2. Students will demonstrate an understanding of the relationship of the Visual Arts and Social Responsibility.
   3. Students will communicate ideas verbally and visually by using design vocabulary.
   4. Students will express original ideas creatively through design elements and principles.
   5. Students will demonstrate a working knowledge of design skills and principles.
   6. Students will present work for grading in a professional manner, as directed by the instructor.
   7. Students will participate meaningfully in critique.
   8. Students will maintain a professional and respectful attitude.
   9. Students will maintain classroom facilities and shared supplies.

  Students Rights and Responsibilities

  Student Rights and Responsibilities

  Log in using the AC Connect Portal

  In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

  If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

  Expected Student Behavior

  CIVILITY: Disruptions and/or any behavior that the instructor considers inappropriate will not be tolerated and will result in dismissal from the class. Every student deserves and will receive the respect of others. Every student is expected to be involved and engaged with other students and the instructor. NO HEADPHONES OR PERSONAL ELECTRONIC DEVICES ALLOWED. (Please note: I reserve the right to confiscate your cell phone.) 

  Grading Criteria

  GRADING POLICY:

  Projects: 40%

  Exercises: 40%

  Peer review responses: 10%

  Participation and Attendance: 10%

  Late projects will lose at least 2 of 12 points (one letter grade), but will only be accepted ONE WEEK past the due date.

  Additional grading information: Because the field of visual arts is more subjective than many other fields, it is important to understand some of the broad areas of the assessment of artworks. The three typical areas of assessment for any project are:

  • Technique, use of materials and Elements and Principles of Design
  • Project Parameters, Concepts and Ideas, Exploration
  • Work ethic, Presentation and Craft

  Each of these areas of assessment is worth up to 4 points, for a maximum score of 12 points per project.

  Areas of assessment will vary slightly according to the requirements of each project.

  For major projects, all class members will fill out a rubric for every other member of class. The classes’ total score for each student project will be worth half of the final score, and my assessment will be worth half. You will then receive that packet of rubrics with comments from your peers and from me – please use these comments for improvement and insight. The quality of your responses will also be a total of 10% of your grade.

  Caveat: I reserve the right to adjust grades as needed.  

  A = EXCELLENT (4 points per area of assessment)

  B = GOOD (3 points per area of assessment)

  C = AVERAGE or ADEQUATE  (2 points per area of assessment)

  D = POOR (1 point per area of assessment)

  F = FAIL (0 points per area of assessment)

  GRADING SCHEMA: 12 points = 100%

  87.5% and less than 100% = A

  70.83 and less than 87.5% = B

  50% and less than 70.83% = C

  29.17% and less than 50% = D

  0 and less than 29.17% = F

  Attendance

  ATTENDANCE POLICY: Attendance is CRITICAL to your success in this course. Please note that Amarillo College allows only 2 absences for any reason, with the consequences of missing additional classes to be determined at the discretion of the instructor.

  Class Attendance and Participation Grade 

  Your attendance and participation grade will begin at 12 points, and is worth 10% of your overall course grade.

  The components of this grade are:

  • Consistent attendance:  After your 2 allowed absences- 2 points will be deducted from your participation grade for each additional absence. Exceptions may be made for medical emergencies, family emergencies, or job related required activities as long as proof is given to the instructor. After 5 absences for any reason, you will be counseled on the possibility of dropping the course.
  • Being on time for class and being present for entire class. Each tardy - take 1 point off your participation grade. Each time you leave class early without permission from the instructor - take 1 point off your participation grade.
  • Participating in class discussions (oral and written), projects/exercises, and critiques
  • Proper class behavior (no cell phones or other electronic devices on during class unless otherwise allowed by the instructor, not talking over the instructor during class unless the class is invited to participate, polite behavior to the instructor and fellow students). Specifically, use of cell phones during critique results in the deduction of one point.
  • Positive interaction with other students when appropriate...usually conversation between students and the instructor is encouraged during work time and designated discussion time in class.
  • Classroom responsibility: You must clean up your workspace and pick up all the materials you use before you leave class. Leaving a dirty workspace results in the deduction of one point.

  Additionally:

  • You are responsible for making sure you are counted present on the roll sheet (especially of you are tardy)
  • Students are responsible for keeping up with their own absence totals. Upon request, and outside of class time, students may inquire as to the number of absences they have.
  • If you have extenuating circumstances that impact your ability to attend class, please contact me ASAP.
  • Deducted points are permanent and non-negotiable.

  Calendar

  COURSE OUTLINE  - SUBJECT TO CHANGE

  INTRO/SYLLABUS/WHAT IS GOOD DESIGN?/SAGEMEISTER TED TALK

   

  LINE UNIT:

  • Line exercise 1: Materials Exploration and Line Hunt

  Look around the room, noticing how edges and objects create a wide variety of lines. Using your mark-making tools, "follow" these lines to create pages of exploratory linear elements. 

  Instructor will demonstrate.

  (Adjectives: What kinds of line are there? List 20 descriptors in your sketchbook.)

  Supplies: Bristol Board, graphite, charcoal, Sharpie, spray fixative

   

  • Line exercise 2: Line Inventory and 4 Lines, 4 Times (see handout)

  Supplies: graphite, Sharpie

   

  • Line exercise 3: Design Principles in Cut lines

  This exercise uses linear elements cut from construction paper to experiment with picturing design principles.

  Preparatory information: Powerpoint with student examples, class discussion, instructor demonstration

  Supplies:

  Black and white construction paper, scissors and x-acto knife, ruler, gluestick

   

  LINE Project: Linear Abstraction

  Using tracing paper, you will combine linear elements harvested from the "materials exploration" and "line hunt" exercises into at least 4 thumbnail compositions which demonstrate pairs of design principles.  After discussing and assessing these with your peers and the instructor, one of these compositions will be enlarged and rendered on Bristol Board.

  Supplies:

  graphite, charcoal, Sharpie, erasers, spray fixative

  Bristol Board, tracing paper, sketchbook

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Composition/Use of Design Principles/Visual Interest
  • Use of Materials
  • Work Ethic/Presentation

   

  VALUE UNIT

  • Value exercise: create a 6-part value scale in graphite. Template provided.

   

  VALUE project: Value Portrait

  In this project, you will re-create an image using black-and-white paper with text or pattern. The amount, size, and font of the text (or pattern type) will help create varying values. Try to match the values in your image with your source image as closely as possible. You may also add graphite or charcoal overlay on the papers. When complete, please mount the image to black mat board or foamcore.

  Supplies:  

  An image to work from:  a close-up photograph of a face (human or animal) with something in the background

  NEWSPAPERS, magazines, Xeroxed paper (any black and white paper with writing or patterns)

  Scissors, X-acto knife, glue stcks

  Optional: drawing pencils (Ebony, 2B and 4B, or any soft graphite pencils—you may also use charcoal)

  Bristol Board, posterboard

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Adherence to original value scale/Visual Interest
  • Use of Materials
  • Work Ethic/Presentation

   

  SHAPE UNIT

  • Shape Exercise 1: Expressive Shapes (based on Molly Bang)

  You will create a series of shapes that express specific qualities. Handout/template provided.

   

  • Shape Exercise 2: Storytelling Shapes

  In response to Molly Bang's book "How Pictures Work", we will use simple shapes to tell a sequence in a story. 

  Class discussion and demonstration

  Supplies: Construction. scissors/x-acto, gluestick

   

  SHAPE Project A: Text Becomes Image

  Select a sentence or phrase from a poem, song or book (but keep it secret!)

  (This must be written on the back of your posterboard at critique)

  Using cut paper, create a collage utilizing geometric and organic shapes that is "inspired by" or illustrates your phrase. Part of your assessment will be how effectively your image conveys your idea.

  Supplies:

  Construction paper, scissors/x-acto, gluestick, Bristol Board, posterboard

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Use of Design Principles/Visual Interest
  • Design Communication
  • Work Ethic/Presentation

   

  SHAPE Project B: In the Cubist Style

  This project addesses shape along with a discussion of space.

  Cubism is one of the most influential art movements of the Twentieth Century. Pablo Picasso and Georges Braque, who co-founded the movement, shocked many of their contemporaries by breaking visual conventions that many viewers took for granted.

  For example: 

  ·       confusion between figure and ground

  ·       broken outlines and implied lines

  ·       multiple viewpoints

  ·       the use of collage and text

  ·       (Analytic Cubism) subdued color

  We will use a still life image as our "starting point", which we will draw in class. You will work into the drawing with solid colored paper and collage elements, and perhaps charcoal as well.

  Your image will emulate the qualities of Cubism as described above.

  Supplies:

  Construction paper, scissors and x-acto, gluestick, pencil, charcoal, eraser, Bristol board and posterboard

   

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Adherence to Cubist style
  • Use of Design Principles/Visual Interest
  • Work Ethic/Presentation

   

  TEXTURE AND PATTERN UNIT

  • Texture exercise 1: Emulation

  In this exercise, you will choose 3 photographs of textured surfaces and attempt to emulate them as precisely as possible. 

  Supplies: pencil. charcoal, eraser

   

  • Texture exercise 2: Frottage

  You will create 5 or more pages of rubbings, utilizing textures found on campus and elsewhere. These pages will be used to complete your texture project.

  Supplies: Tracing paper, graphite stick (provided) or black crayon

   

  TEXTURE project: Still life with Texture

  This image will be produced by making a contour drawing of a still life, and then filling the drawing in with texture obtained by rubbings.

  Step one: contour drawing on bristol board

  Step two: make rubbings on tracing paper of textures found on campus, filling full pages with textures

  Step three: cut out the shapes to correspond to the contour drawing, and glue them in.

  The goal is to create both an effective value scale and visual variety. Additionally, because texture is one the indicators of space, you will pay attention to this element as well.

  Supplies:

  tracing paper, graphite pencil or black crayon, scissors/x-acto, gluestick, tracing paper, Bristol Board, posterboard

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Use of Design Principles/Visual Interest
  • Use of textures/Sense of space
  • Work Ethic/Presentation

   

  • Pattern exercise: Pattern designs

  Using the template provided, create 6 different patterns in colored pencil. Utilize the principles of design to make the patterns interesting. 

  Class discussion and demonstration

   

  PATTERN project: Inspired by Klimt

  This project will be a contour drawing that is filled in with patterns. Your image will be chosen from the following:

  • A “plein air” image
  • A contour drawing of objects
  • A contour drawing of a face (human or animal)

  (The instructor will approve your image)

  Your image may be traced (though I encourage you to draw your own image; discussion of copying and originality in class)

  This image may utilize color.

  For context, we will examine the work of Gustav Klimt (1862-1918)

  Supplies:

  pencils, colored pencils or sharpies, Bristol Board, posterboard

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Use of Design Principles/Visual Interest
  • Use of patterns/Originality
  • Work Ethic/Presentation

   

  COLOR UNIT

  • Color Exercise: Color Wheel

  The construction of a color wheel is meant to teach the basics of color theory, color mixing, the handling of acrylic paint, and the use and care of brushes

  Supplies: Acrylic paint (provided), paintbrushes, Bristol Board

   

  COLOR project: Pop of Color

  This project, which is inspired by the work of Andy Warhol, will utilize an image of your choice, repeated four times, and rendered in four color schemes:

   

  Color schemes to choose from:

  Monochromatic: the use of only one hue. The hue can vary in value, and black or white may be added to create various shades or tints.

  Analogous: the use of colors that are located adjacent on the color wheel.

  Triad: the use of three colors spaced equally apart  (includes the primary colors: red, yellow, blue, the secondary colors: green, orange, violet, and the tertiary colors: blue-green, yellow-green, blue-red, orange-red, blue-violet, red-violet)

  Complementary: the use of colors that are located opposite on the color wheel.

  Split-complementary: utilizes one color and two others that are equally spaced from its complement.

  Double-complementary: utilizes two sets of complementary colors

  Neutral: includes brown, tan and gray, which are made by mixing complementary colors together.

  Color Discord: Color discord schemes are created by using colors widely separated on the color wheel.

  (Achromatic color schemes consist of gradations of black and white; but this is not an option for this project)

   

  Areas of Assessment:

  4= Excellent 3=Good 2=Average 1=Poor        12 points total

  • Accuracy of the 4 chosen color schemes
  • Use of materials
  • Work Ethic/Presentation

   

   

   

   

  Additional Information

  Amarillo College Art Collective: The Art Collective is the student art club. The Collective mission is to

  Syllabus Created on:

  11/30/-1 12:00 AM

  Last Edited on:

  11/30/-1 12:00 AM