Course Outline of Record

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1 New Course OR Existing Course Instructor(s)/Author(s): Donna Fenstermaker, Ken Alexander Subject Area/Course No.: ART-042 Units: 3 Course Name/Title: Introduction to Watercolor Painting Discipline(s): Art Pre-Requisite(s): None Co-Requisite(s: None Advisories: ART 10, 20 or 40 Catalog Description: Fundamentals of watercolor tools, materials and techniques. Tools include brushes and palettes; materials, a variety of water-based media (including liquid and cake watercolor as well as gouache) and papers for painting; techniques address brushwork, color mixing and application as transparent washes and gradients or opaque bodycolor. Students will utilize the media in a variety of genres, including still life, landscape and students choice of concepts. Historical examples also will be presented, discussed and researched Schedule Description: This course will introduce you to the paints, brushes and papers necessary to paint in watercolor of course, but it will also give you progressive lessons in the painting process, allowing you to apply what you ve learned in still life, landscape and other subjects of your choice. Watercolor is not the oldest painting medium (that s oil) or the newest (that s acrylic) but it s one of the most popular of all. The initial learning curve is short, but in the long-term, you can spend a lifetime in its specialized techniques and effects. Hrs/Mode of Instruction: Lecture: 36 Scheduled Lab: HBA Lab: 72 Composition: Activity: Total Hours: 108 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: N/A Cohort #: 2 Please apply for: LMC General Education Requirement(s): NONE (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC Area CSU GE Area C-ID Number Course is Baccalaureate Level: Yes No Form Revised Page 1 of 6

2 Signatures: Department Chair Librarian Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: No LMC GE or Competency Requirement Approved by the Curriculum Committee: No Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Form Revised Page 2 of 6

3 Institutional Student Learning Outcomes Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course: General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3 Think critically and creatively 4 Consider the ethical implications inherent in knowledge, decision making and action. 5 Possess a worldview informed by diverse social, multicultural and global perspectives. Program Level Student Learning Outcomes (PSLOs) Students who have completed the Studio arts program will be able to: 1. Demonstrate appropriate and safe practices in various two dimensional media, three dimensional media, and computer based studio environments. 2. Present, explain and justify their conceptual design solutions using the vocabulary of design elements and principles, and critique the solutions of others in a thoughtful, constructive manner. 3. Research and synthesize examples of historical and cultural products with their own ideas in order to improve their creative and conceptualization processes Course Level Student Learning Outcomes (CSLOs): CSLO#1 Develop basic Watercolor skills including brushwork, and techniques such as layering, flat and gradated washes, wet on wet technique and traditional Asian notational style. Learn to control and understand color mixing with both transparent and opaque applications by completing classroom still life exercises and homework assignments. Stretching watercolor paper using several methods 1) staple 2) paper tapes 3) stretcher bars (PSLO 1, 3) CSLO#2 Demonstrate creative problem solving skills. Further develop skills in composition, value, color. Develop the ability to evaluate critically one s own artwork and the work of others. (PSLO 1, 2, 3) CSLO#3 Gain a working knowledge of historical and contemporary watercolor painting through researching artists/examples and synthesizing these examples with their own work. (PSLO 2, 3) Assessments: Exercises / Projects Mid term and Final Portfolio Critiques Museum/Gallery visit & evaluation CSLO 1 X X CSLO 2 X X X X CSLO 3 X X CSLO #1 Assessment: Basic watercolor skills exercises and homework : still lifes are complete appropriate transparency vs. opacity of the paint (paint handling and layering), homework and project and the midterm and final portfolios, work shows progressive development of color mixing, understanding how to handle and care for works on paper. CSLO#2 Assessment: Progressive development of composition value and color is shown in the exercises and projects and the midterm and final portfolios, student can effectively evaluate their own work and those of their Form Revised Page 3 of 6

4 classmates in critique using design elements and principles, and make suggestions for improvement as well as mention what is working well. Museum and gallery visit contain effective evaluations of art using design elements and principles vocabulary as well as the vocabulary of watercolor painting. CSLO#3 Assessment: Student can communicate clearly in critique, orally and in writing, about historical and contemporary watercolor art and artists and techniques and state what influences they might learn and apply from the work. Museum and gallery visit contain effective evaluations of art and thoroughly researched information about the works discussed, and those examples are connected clearly to the student s process. Method of Evaluation/Grading: CSLO#1. Demonstrate washes: gradient, and variegated. Using the correct paper and or paper stretching technique also incorporating pigment to water ratio. A level student work is characterized by work that is complete and on time for deadline, and has carefully and thoroughly followed guidelines for the assignment. Work indicates progressive development of skills in watercolor techniques including paint and water mixing and handling, brushwork, paper management. C level student work is characterized by work that is mostly complete and somewhat on time for deadline, has generally followed guidelines for the assignment. Work indicates some development of skills in watercolor techniques including paint and water mixing and handling, brushwork, paper management. CSLO#2 Demonstrate creative problem solving skills. Further develop skills in composition, value, and color. Develop the ability to evaluate critically one s own artwork and the work of others. A level student work is characterized by multiple examples of creative choices in color, value, composition, work is complete and well crafted, and has carefully and thoroughly followed guidelines for the assignment. Work indicates progressive development of skills in critically evaluating ones own artwork and those of others. C level student work is characterized by work that is mostly complete and somewhat on time for deadline, has generally followed guidelines for the assignment. Work indicates some development of creative problem solving. Techniques including paint and water mixing and handling, brushwork, paper management. CSLO#3 Gain a working knowledge of historical and contemporary watercolor painting through researching artists/examples and synthesizing these examples with their own work A level student work is characterized by Student can communicate clearly orally and in writing about historical and contemporary watercolor art and artists and techniques and state what influences they might use from the work. The assignments are complete and presented on time and well crafted and has carefully and thoroughly followed guidelines for the assignment. Work indicates progressive development of skills in research, presentation, and applying that information to their projects. C level student work is characterized by communicating ideas, research and critiques in a fragmented manner, not as well organized. Work is mostly on time and mostly complete. Form Revised Page 4 of 6

5 Exercises/Projects 25% Critiques 25% Museum/Gallery visits 20% Final Project 30% % A 80 89% B 70 79% C 60 69% D 59 below F Course Content: Watercolor outline Time based Outline 1. Basic Painting Techniques Holding the brush Knowing the wetness/ moistness of wet or damp paper Exercises in observing and practicing gloss, semi gloss, satin, eggshell and matte surfaces 2. Materials and Preparation Choosing paper Setting up a palate Basic wash techniques, flat, graded, 2 color transition wash Exercises in washes Layering with glazes Exercises in glazing 4.Paper, Sheets, blocks, stretches, stretching, 90lb, 140lb, 300lb, hot press, cold press rough cold press. Sizing paper 5. Paint Controlling the edges Exercises in making edges and eliminating edges Mixing color Pure pigments Opaque and transparent Granulation 6. Materials and Preparation Choosing paper Stretching and preparing paper Choosing brushes and their care Selecting paint Artist grade or student grade, brand, tube or pan 7. Textures and special effects. Using mediums ox gall, lifting medium, granulation, iridescent medium, gum arabic The use of sand, salt, alcohol, masking fluid, sponging, blotting, a blade, plastic wrap. 8. Fixing mistakes Lifting medium Brushes, magic sponge Watercolor ground 9. Painting on other surfaces Sizing paper 10. Assembling a portfolio. Form Revised Page 5 of 6

6 This will be an introduction to both traditional and contemporary approaches to watercolor media. We will attempt to master many skills, beginning with terminology and equipment, color index names, learning the different characteristics of transparent, opaque and staining pigments, and how to form a palette. Unlike oils or acrylic paints, watercolors are never fully controllable or predictable, and the artist must allow for unexpected movement, blending and mixing effects. We will learn to recognize two very different ways of achieving luminosity. Luminosity is the radiance or brilliance of light emitted by the white surface of the watercolor paper. How does watercolor react on paper? We will primarily be working with "aquarelle", a transparent water base paint, but we will also become familiar with the opaque water base media, gouache. The opaque media uses white pigment to create luminosity, rather than rely on the purity of the white paper. Basic techniques and materials will be presented to achieve controlled representations of what one sees. Equal time will be devoted to taking an experimental stance towards the media. Students will also be encouraged to develop a "notational" painting skill (painterly realism) apropos to Asian tradition, and one that we see in the work of the artists John Singer Sargent, Winslow Homer, Georgia O Keefe, Paul Cezanne, Charles Demuth, Mary Cassatt, and John Marin, to name a few. Instructional Methods: Lecture Lab Activity Problem based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Instructor Handouts The Watercolor Course You've Always Wanted: Guided Lessons for Beginners and Experienced Artists Leslie Frontz, Watson Guptill, 2015 ISBN: The Artist's Color Guide Watercolor: Understanding Palette, Pigments and Properties Hazel Soan, North Light Books, 2014 ISBN: Form Revised Page 6 of 6