New Course OR Existing Course Instructor(s)/Author(s): David Tallitsch Subject Area/Course No.: ART-021 Units: 3 Course Name/Title: Intermediate Drawing Discipline(s): Art Pre-Requisite(s): None Co-Requisite(s): None Advisories: ART-020 Catalog Description: This is a studio art course where students begin to use their foundational skills to develop a personal approach to drawing. Line, form, value, texture, and spatial manipulation will be further explored using various dry and wet drawing media, as well as mixed media. Theory and concepts in drawing, such as abstraction, are introduced. Slides and lectures will reflect contemporary and historical uses of drawing as an art form. Schedule Description: Intermediate studies and practice in drawing as an art form. Through a combination of structured and self-directed projects, students are encouraged to develop their technical skills, visual acuity, and artistic vision. A fine arts emphasis elective course. Hours/Mode of Instruction: Lecture 36 Lab 72 Composition Activity Total Hours 108 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 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): (Please list the proposed area(s) this course meets, or indicate none ) None Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Page 1 of 8
Signatures: Department Chair Librarian Dean/Sr. 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: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 7/10/2017 Page 2 of 8
Institutional Student Learning Outcomes 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. Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy. Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning. None of the Above Page 3 of 8
Program-Level Student Learning Outcomes (PSLOs) Students who have completed the Art/Fine Arts program will be able to: 1. Choose appropriate tools and materials for specific needs. 2. Demonstrate safe practices in various two-and three-dimensional media and studios. 3. Demonstrate problem-solving techniques in the process of design and execution. 4. Present, explain and justify their conceptual design solutions in an appropriate manner. 5. Critique the solutions of others in a positive, constructive manner. 6. Devise their own strategies for solving visual construction problems. 7. Identify and discuss artwork and styles from a wide range of historic eras and geographic locations. 8. Identify and discuss specific artists whose work they respond to positively, and how artists use the elements and principles of design to contribute to this positive response. Course-Level Student Learning Outcomes (CSLOs): At the end of the course students will be able to: CSLO 1: Effectively use and apply wet and dry drawing media, including graphite, ink, charcoal, and conté crayon, as well as mixed media to personal projects. (PSLO 1 and 2) CSLO 2: Execute a variety of drawings that address aesthetic, technical, and conceptual issues in drawing. Develop a visual idea and execute a series of drawings that explores that idea. (PSLO 3 and 6) CSLO 3: Present and explain their own drawings, and constructively critique those of their peers, as well as those of historical and contemporary artists. (PSLO 4, 5 and 8) Assessments: Exercises Projects Participation Critiques CSLO 1 X X X CSLO 2 X X X CSLO 3 X X X CSLO 1: Exercises, projects, and Participation: Students further develop technical skills in the use of the various wet and dry drawing media, including graphite pencil, charcoal, conté crayon, and pen and ink, and ink wash. Students demonstrate an understanding of which type of drawing paper is best suited for which type of drawing medium. Students explore mixing media to learn the results of different combinations of media. Rationale: Further study and practice is required to gain more advanced skills in the use of the various drawing media, especially when using media in combination. Each drawing medium requires a different technique to be used effectively. Each drawing medium reacts differently to the various types of drawing paper and to each other. Students must better their technical drawing skills to more effectively solve conceptual drawing and design problems. CSLO 2: Exercises, Projects, and Participation: Students apply their technical drawing skills in the creation of drawings that address conceptual issues involved in drawing and develop and explore their own visual ideas. Exercises are designed for students to learn how to develop a visual idea. Projects are finished works that offer students an opportunity to apply their drawing skills to more complex drawing problems and to present the results of their explorations into their own visual ideas. Examples of exercises: Sketchbook work Layout sketching Quick sketching Page 4 of 8
Examples of projects: Abstract drawing Stylized drawing Drawing as an exploration of a personal vision Rationale: To move on to a more advanced level of art making, students further develop their skill at drawing in exploring conceptual aspects of drawing. Being able to identify and develop their own visual ideas is key if a student is going to become an artist. CSLO 3: Projects and Participation: Students research and analyze the drawings of historical and contemporary artists. Students are expected to present their work and to talk about drawing concepts, their visual ideas, and problem solving. Students offer constructive critique about the work of their fellow students in class. Research Project: Students utilize research and resource facilities to identify a specific artist whose work they respond to positively. Students analyze in written or oral form how their artist uses the elements and principles of drawing to contribute to this positive response. Students compare and contrast their artist s work with their own emerging style. Midterm and Final Critiques: Students will be required to orally present their finished drawing projects for review, discussing and evaluating their work and drawing experience using the vocabulary of art. Students will offer constructive critique to the presenter by asking questions and making comments regarding the work presented. Method of Evaluation/Grading: A level student work is characterized by consistent participation, characterized by drawing conscientiously every class session. Students demonstrate improvement in their technical and aesthetic abilities over the course of the semester. Students demonstrate a high level of technical proficiency using wet and dry drawing media. Students demonstrate a thorough understanding of the conventions of drawing and concepts of art making presented during the semester. Students identify, develop, and explore their own visual idea in sketchbook work, studies, and finished drawings. Students effectively apply their technical drawing skills to solve visual problems and in the development of their own visual ideas. Students research project is well researched and well written demonstrating a deep understanding of their subject and a compelling relationship between their subject and their own work. Students present their projects for critiques and explain and justify their drawing solutions. Participation during the critiques is active, energetic, and constructive for other students and uses the vocabulary of art effectively. Students turn in all the work done for the course at the midterm and the final (drawings must be finished). C level student work is characterized by less consistent participation and less thoughtful drawing during the class sessions. They work at a basic technical and aesthetic level and show moderate improvement. Students demonstrate only a basic understanding of the conventions of drawing and the concepts of art making presented during the semester. Their ability to identify, develop, and explore their own visual ideas is limited. Their sketchbook work, studies, and finished projects are inconsistent and their visual idea remains unfocused. Their visual problem solving skills are adequate, but lack creativity and a depth of understanding. Students research project is researched and written at a basic level demonstrating only a basic understanding of their subject and a superficial relationship between their subject and their own work. Students have some missing and/or unfinished work for the final critique. Their participation during the critique is limited. Possible Grading Structure: Exercises Projects Participation Research Project Critiques TOTAL 10 points 40 points 20 points 10 points 20 points 100 points Page 5 of 8
Weighting of the CSLOs CSLO 1 15% CSLO 2 50% CSLO 3 35% Course Content: Material is presented in lectures, demonstrations, and class discussions, supplemented by assigned projects and independent work. Each of the major segments of drawing will be investigated and discussed, followed by lab/application exercises and projects that explore each segment. The instructor will explain and demonstrate the segment topic. Under direction from the instructor, the students will work independently and with each other to solve the assigned problems. Facilitated by the instructor, students will participate in constructive critiques. Students will present their drawing solutions for review, explain their process and respond to criticism. Students will criticize other students solutions in a professional, constructive and supportive manner. Unit of Instruction 1. Course overview and introduction a. Tools and materials of drawing i. Supports ii. Charcoal, graphite pencils, ink, conté crayon, erasers b. Historical and contemporary examples of drawing i. Charcoal ii. Graphite pencil iii. Ink (pen and ink and ink wash) iv. Conté crayon v. Mixed media vi. Contour drawing vii. Tonal drawing c. Examples of the various applications of drawing i. Fine art ii. Graphic Art iii. Architectural design d. Mark making with the various drawing tools e. Drawing vocabulary and concepts i. Edge and line ii. Light and tone iii. Depth and perspective iv. Form and shape v. Naturalism vs. stylization vi. Composition vii. Abstraction 2. Formal approaches to drawing a. Contour and Tonal drawing i. Gesture drawing and layout sketching ii. Representing form in light and space on a drawing surface iii. Working with charcoal, graphite, conté crayon, ink, watercolor, and mixed media b. Texture i. Representing texture ii. Creating physical texture c. Perspective i. Linear perspective ii. Aerial perspective iii. Foreshortening iv. Representing depth and culture: other ways of imagining space d. Proportion and measuring e. Composition Page 6 of 8
i. Orientation ii. Balance iii. Symmetry and asymmetry iv. Repetition v. Unity and harmony vi. Rhythm, movement, and direction vii. Structure viii. Placement ix. Negative and positive space x. Scale and size 3. Subject matter a. Still life b. The built environment i. Interiors ii. Exterior structures c. The human figure i. Anatomy ii. Portrait iii. Figure iv. Speed: Gesture, Short pose, Long pose d. Landscape e. Memory and fantasy f. Non-representational art g. Diagrams, symbols, and maps 4. Styles and methods a. Naturalistic b. Stylized c. Expressionistic d. Abstracted e. Photo-realism f. Collage 5. A personal artistic vision a. Using a sketchbook b. Identifying a visual idea c. Developing a visual idea using studies d. Exploring a visual idea in a series of finished drawings e. Media choice related to concept and technique f. Styles of drawing reflecting cultural values g. Organizing and presenting a portfolio of drawings 6. Research project a. Researching subject matter i. Libraries ii. Periodicals iii. Online resources iv. Galleries and museums b. Analyzing and writing a report c. Presenting an oral report 7. Critiques a. Projects shall be presented for review in a critique setting. Quality, thoughtfulness, and completeness will be evaluated by the instructor. b. Critique participation is evaluated for constructive, helpful, and thoughtful remarks. Effective use of the vocabulary of art will be monitored. 8. Critical Thinking in Class Participation and Assignments a. Projects are assigned with specific problems to solve, conditional criteria and standards of completion. i. Students must develop and utilize their own approach to problem solving within the context of the process of drawing as presented in the course. Page 7 of 8
ii. They must look both outward, for research, and inward, to their own knowledge and experience to synthesize practical solutions to drawing problems. iii. In critique, they must develop a reasoned justification for their visual solutions and verbally present, and if necessary, defend them. b. Reading assignments require students to relate what they have heard in the lectures to other examples of drawing. They also serve to illuminate other points of view. Instructional Methods: Textbooks: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Drawing: Space, Form, and Expression (3 rd Edition), by Wayne Enstice and Melody Peters. Person/Prentice Hall, Upper Saddle River, NJ (2003.) Handouts as applicable Page 8 of 8