Great Basin College

 

Spring 2008

 

Course: Art 100, Sec. IO1, IO2, Visual Foundations

Credit Hours: 3

 

Accommodations: Qualified students with physical or documented learning disabilities have the right to free accommodations to ensure equal access to educational opportunities at Great Basin College.  I encourage any student who needs accommodations for a specific disability to please meet with me at your earliest convenience to ensure timely and appropriate accommodations.  The student should also contact the Student Services Office in Elko at 753-2279. 

 

Instructor: Koni Fujiwara

Email:  Within WebCT

Phone: Please leave a message with the Art Dept. Secretary Tami Amestoy at 753-2363

Time:  Online  

Required texts:  Design Essentials, Atterberry and Block

                             ISBN 0-13-502469-2

                             The Annotated Mona Lisa, Carol Strickland, Ph.D.

                             ISBN 0-8362-8005-9

 

Method of Instruction: This is an online course.  The information and material will be presented wholly to the student through WebCt.   Some assignments will be submitted electronically, but all design projects will be completed manually and mailed in to the instructor for photographing and grading.  Images of finished artworks will up loaded to a website for student viewing and critique.  There will be online discussion postings.  All student work will be returned to the student via US mail upon completion of the course.

 

Course Description:  Explore visual forms and contemporary concepts through a variety of media, presentations, and discussions.

 

Course Objectives:

1.                          Students will increase their knowledge of the Western Art Historical and cultural heritage and its relationship to contemporary elements and principles of design.

2.                          Students will acquire and practice technical skills related to the creation of visual projects.

3.                          Students will increase personal creativity, self-awareness, and expression through design generation and problem solving.


 

 

Student Learning Outcomes:

1.      Communication Skills:  Students will increase communication skills through online discussion comments, short answer written test questions and one longer writing assignment.

2.      Critical thinking:  Students will integrate knowledge of self, knowledge of design principles and Western Art Historical tradition to create sixteen original design projects.  Students will analyze and critique peer  artwork.

3.      Personal and Cultural:  Students will develop personal, historical and mythological expression and relate it to their art historical and cultural heritage through artwork.

4.      Personal Wellness:  Students will develop a personal mode of self-examination and expression.  Students will increase hand-eye coordination and visual acuity.

5.      Technological Understanding: Students will use computer hardware and software to gather and communicate information pertaining to visual arts.

 

Measurement of Student Learning Outcomes:

1.      Communication Skills: Students will produce a reflective paper which will use standard edited English and the MLA style.  This paper will reflect and summarize the student’s growth as an image maker and viewer in relation to the course content, western art historical tradition, and contemporary culture.  The paper will be assessed using the attached rubric.

 

Students will select portions of text readings to paraphrase. Students will use text readings to formulate written answers to questions and opinions to aid in their critical analysis and personal synthesis of course reading materials.

 

Students will post weekly class online discussions of personal and peer artwork created as part of the class with a goal of facilitating their ability to communicate design standards and principles, as well as individual problem solving and creative processes.  Discussion comments will be assessed according to the attached rubric.

 

Critical Thinking:

Reasoning and Independent Thought

Students will produce seventeen design plates in which they will investigate and explore all basic design principles and art elements.  The successful execution of design principles will require that the student can synthesize art historical context and development of visual form in Western civilization. The plates will use a variety of media and techniques including collage, inking, transfer, printing, colored and graphite pencil.  Plates will be assessed according to the attached rubric.

 

Quantitative Ability

Successful completion of the seventeen design plates will require the student to create designs which utilize the golden mean, (plates 6 and 7) pattern recognition creation and manipulation, (plate 5) geometric layout, and basic mensuration. (all plates) Plates will be assessed according to the attached rubric.

 

Scientific Understanding

Students will be introduced to basic scientific principles of light and color and be able to compare additive and subtractive use of color.

 

2.      Personal and Cultural:

Sense of the Individual in Society

Sense of the Past 

Students will produce a writing project which requires them to survey their personal artistic growth in relation to western art historical tradition. This paper will be assessed using the attached rubric.

 

The creation of design plates will provide an experience of practicing the arts which requires a level of commitment and self-discipline leading to enhanced self worth.

 

Appreciation of Fine Arts

Art Historical readings, short answer questions, and peer critic of projects.

 

Personal Wellness

The production of student design plates will require students to develop a personal self expression, improve eye to hand coordination, and to use safe practices with regards to specific materials and media.

 

3.      Technological Understanding:

Students will have electronic search skills and utilize databases, and the worldwide web.

Students will use computer word processing programs and hardware to prepare a writing project which includes images of artworks.

 

Short Answer Weekly Questions

The purpose of the short answer questions is to encourage you to engage with the reading material in a meaningful manner.  What is a meaningful manner?  One in which you question the material you read, one in which you use what you learn in the reading to think about what you already know and how that is changing.  The questions verify for me that you have done the reading without testing; they help me to see what people understand and what may be confusing. Each response is valued at 15 points and should be submitted in a word document through the assignment tool of Web CT by the date and time specified in the course calendar. To receive credit all aspects of the question must be addressed, the answer must be in paragraph form and the answer must be in the student’s own words. 

 

Evaluation Criteria for Student Design Plates:

Sketches: Nine points are possible; points are awarded according to execution not ability. If the project description specifies that sketches are necessary three will be required and each sketch will be awarded three points. Sketches must be mailed in with the plates.

 

Principle of Design: 10 points are possible

q       10 points: Excellent. The design shows an exceptional and high degree of synthesis, creativity and self expression in its illustration of the specified design principle. 

q       9 points: Design shows very good comprehension of design principle with a high degree of creativity and self expression.

q       8 points: Design shows understanding of design principle and moderate creativity and self expression.

q       7 points: Design shows understanding and the beginnings of an ability to apply it in personally creative and expressive manner.

q       6 points: The project meets time frame standards and basic physical requirements but the design shows limited understanding of the design concept.

q       5 points: The project meets time frame standards and physical formats but understanding of design principle is not illustrated in a visually understandable manner.

q       4 points: Project does not meet physical format/media standards, but does not address the specified design principle.

q       0 points: Project does not meet time frame standards, and or does not meet media or physical format standards; principle of design specified for the project is not present in the solution.

 

Craftsmanship: 10 points are possible

q       10 points: Excellent. Media is manipulated with a high degree of competence. Project meets all physical requirements.  It is free of any smudges, spots, over runs, rough cuts, bends, wrinkles, and incomplete erasures.

q       9 points: Media is manipulated in an above average manner.  Project meets all physical requirements.  Project has a maximum of 1 minor technical difficulty such as a faint smudge or a few very slightly overdrawn lines.

q       8 points: Media is manipulated in an above average manner.  Project meets all physical requirements with a maximum of 3 minor technical difficulties such as a faint smudge, visible erasure, or over run inked line.

q       7 points: Media is manipulated in an average manner with a maximum of 4 minor technical difficulties or one moderate technical difficulties (such as a jagged cut edge on poster board, a visible deep bend in poster board, a large smear, smudge, a crooked ruled line.)

q       6 points: Media is manipulated in a manner that illustrates student effort, but extreme difficulty in mastery.  Basic physical requirements have been met but the project has more than one moderate technical difficulty.

q       5 points: Media is manipulated in a manner which shows lack of student effort and attention.  Project meets physical requirements.

q       4 points: Media is manipulated in a manner which shows lack of student effort and attention.  Project does not meet basic physical requirements.

 

 

Discussion Rubric

 

Each discussion comment will be evaluated according to the following criteria.  There are a total of 15 points possible for the comment.

 

 

CATEGORY

Below Expectations

Basic

Proficient

Exceptional

Critical Thinking

rudimentary and superficial

no analysis or insight is displayed

 

O Points

generally competent

information is thin and commonplace.

 

2 Points

substantial information

thought, insight, and analysis has taken place

 

4 Points

rich in content; full of thought, insight, and analysis

 

 

6 Points

Connections

no connections are made

off topic; no new ideas

“I agree with…” statement

 

 

 

 

 

0 Points

limited, if any connections

vague generalities;

few, if any new ideas or connections

rehash or summarize other postings

 

1 Point

new ideas or connections

lack depth and/or detail; new ideas or connections

lack depth and/or detail

 

 

 

 

3 Points

Clear connections

to previous or current

to real-life situations; new ideas

new connections

made with depth and detail

 

5 Points

Stylistics

Obvious grammatical or stylistic errors

Makes understanding difficult

 

0 Points

Obvious grammatical or stylistic errors

Errors

 

 

 

1 Point

Few distracting grammatical or stylistic errors

 

 

 

 

3 Points

No distracting grammatical or stylistic errors

 

 

 

 

4 Points

 

Final Student Writing Project

The final writing project will be evaluated according to these criteria.  In each category (interpretation, evaluation, image quality and conventions) there are ten points possible.  The project will be scored with points assigned under each category for a total of forty points possible.

 

 

CATEGORY

9-10 points

7-8 points

5-6 points

0-4 points

Interpretation

The student has included two excellent and unique images that have a clear relationship to one another and illustrate a personal journey. The student forms and communicates a clear connection between the images and the specified course criteria.

The student has included two images that have a clear relationship to one another and illustrate a personal journey. Student identifies a connection between the images chosen and concepts of the course but the connections could be clearer and were not well developed requiring guesswork by the reader.

The student has included two images, but the relationship the two have with one another is not clear. The student can relate how the images make him/her feel personally but has difficulty relating this to course concepts that are related to the creation and interpretation of artwork.

Student has included one image but not two. The student has difficulty communicating explicitly why the image used was chosen. There are few if any connections made to course concepts that are related to the creation and interpretation of artwork.

Evaluation

Uses multiple criteria to evaluate and express personal artistic development, such as composition, expression, creativity, design, communication of ideas.

Uses 1-2 criteria to evaluate and express personal artistic development.

Tries to use course criteria to evaluate and express personal artistic development, but does not express the application of the criteria clearly.

Evaluates work as good or bad based on personal taste but does not relate this to course material.

Image Quality and Citation

The image inserted is of high quality without distracting graininess or pixilation. The source of the image is included, the URL is present and follows MLA format. Artist's name, title of work, media and date of creation are included.

URL and identifying information are included but they do not follow MLA format specifications. Image quality is good, but areas are a little grainy or the color appears slightly distorted.

Artist, and title of work are included but date and media are not included. URL is included but does not follow correct MLA format. Image quality is poor, very grainy, and unfocused.

URL citation information is missing, and or title, artist's name, media and date of creation are missing.  Image quality is poor, it is grainy, the color is distorted and it has been resized incorrectly which results in image distortion.

Writing Conventions

The writing flows easily and is pleasant to read. MLA format is followed. It is free of spelling, tense and punctuation errors.

The writing is readable and clear. MLA style is used. There may be a typographical error, or small punctuation errors but these are few and do not impede the reader.

MLA format is followed but there are places where the writing is a little hard to understand. There are more than three spelling and punctuation errors.

Writing does not follow MLA format. It is very difficult to understand and has numerous spelling, punctuation, and word use errors.

 

 

 

 

 

 

 

 

 

Supplies: Each lesson will give more specific information about quanitities and materials required

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Other supplies you may consider using

 

Grading Policy/Point System:

A         Superior                     4.0       90-100%

B         Above Average         3.0       80-89%

C         Average                     2.0       70-79%

D         Below Average         1.0       60-69%

F          Failing                                    0.0       below 60% is failing

I           Incomplete-see below

W        Withdrawal-see below

 

Art Plates:                                         54% (craftsmanship/student effort/principle of   design)          421/776 pts.

 

Paper:                                                   6%               40/776 points

 

Discussion:                                       17%              135/776 points

 

Short Answer questions:               23 %             180/776 points

 

“I” You may receive a final report of “I” or incomplete, if you have completed at least ¾ of the course with a grade of “C” or better, but are unable to complete the class for good cause.  You must arrange for the incomplete with your instructor and acknowledge the statement of work you must complete to receive a final grade.  You have until March 15 for Fall Semesters or October 15 for spring and Summer Semesters to complete the work for a final grade.  An incomplete not made up within this time period will have a grade assigned by the instructor, which could be an “F” or “W”.

 

“W” Students may opt for a withdrawal up to the 13th week of classes.  It is your responsibility to withdraw formally from a course.  Instructors have the option of computing your cumulative grade-point average.  It will appear however, on your transcript, and will always be a permanent part of it.  Veterans who withdraw from classes after the official add/drop period may experience penalties and may be required to pay back part or all of the benefits received for that course.  If you are a veteran contemplating changes in enrollment, you should get the advice of the Director of Student Financial Services.

 

Academic dishonesty and/or plagiarism will not be tolerated every student should consult the student handbook to make sure all possible consequences are understood.  Great Basin College has a zero tolerance policy.  If in doubt students may also see the “Avoiding Plagiarism” reading in my course links on the GBC Library homepage.

 

Student Work: No late work of any kind will be accepted.  This includes discussion comments, and weekly questions.(Work is late if it is not postmarked or submitted by the date specified in the calendar).   If you must miss a due date and know in advance you may submit projects early. Please keep all returned complete student work and grade sheets in case you have a question about your final grade.


 

Course Schedule:  The instructor reserves the right to adjust the course calendar to meet the needs of the students. Always go to the lesson conclusion for each week in the course outline section of WebCt first to make sure you are aware of all the reading assignments.

 

Jan. 21          week 1: What is Art?

   The Development of Children’s art

 

Jan. 28         week 2: How do you define the three elements of line, color and notan?

                          Craftsmanship      

              Plate 1: Curved line Contour Drawing

              Plate 2: Notan strips

              Post discussion comment #1. (due Tuesday, Feb. 5)

  Week one question due Tuesday, Jan. 29, by 7 p.m.

 

Feb. 4            week 3: Prehistoric Art

   Principles of composition, harmony, transition and opposition/contrast

   Plate 3: Opposition/Contrast

   Plate 4: Harmony and Gradation

   Week two question due Tuesday, Feb. 5, by 7 p.m.

 

Feb. 11          week 4: Egyptian and Mesopotamian Art

    Plate 5: Print a Surface Pattern using Unity, Variety, and Repetition

                                        Plates 1 and 2 due postmarked Tuesday, Feb. 12

                                        Week three question due Tuesday, Feb. 12, by 7 p.m.

                                   

Feb. 18          week 5:  Greek and Roman Art

                                        Golden Rectangle, Balance and Proportion

    Plate 6: Symmetrical Design

    Plate 7: Asymmetrical Design

    Plates 3 and 4 due postmarked Tues., Feb. 19.

    Post  discussion comment #2 on plates 1 and 2 (due Tues. Feb. 26)

    Week four question due Tues., Feb. 19, by 7 p.m.

 

Feb. 25             week 6: Early Christian Art & Art of the Middle Ages

   Plate 8: Mandala Design with a Border Design

   Plate 5 due postmarked Tuesday, Feb. 26

   Post discussion comment  #3, for plates 3 and 4 ( due Tues. Mar. 4)

   Week five question due Tuesday, Oct. 2, by 7 p.m.

                                   

Mar. 3               week 7: Introduction of writing project

                                      Plate 9: Value Scales in color and black and white

                                      Plates 6 and 7 due postmarked Tues. Mar. 4

  Post discussion comment #4, for plate 5 (due Mar. 11)

  Week six question due Tues. Mar. 4, by 7 p.m.

 

Mar. 10             week 8: The Renaissance

Plate 10: High Major Key

                                    Plate 11: High Minor Key

                                    No Weekly question due 

Plate 8 is due postmarked Tues., Mar. 11

Post discussion comment #5, for plates 6 and 7( due Tues. Mar. 18)

 

Mar. 17             week 9:  The Baroque

                                    Plate 12: The Color Star

                                    Plate 9 due postmarked Tues., Mar. 18            

Post discussion comment #6, for plate 8 ( due Tues., April 1)

Week eight question due, Tues., Mar. 18, by 7 p.m.

 

Mar. 24           SPRING BREAK

 

Mar. 31           week 10: The Birth of the Isms

                                     Plate 13: Analogous Color

                                     Plate 14: Complimentary Color              

 No discussion comment plate 9

 Week 9 question due Tues. April 1, by 7 p.m.

 

April 7            week 11: Impressionism                           

                                    Plates 10 and 11 are due postmarked Tues., April 8

Week 10 question due Tues., April 8, by 7 p.m.

 

April 14          week 12: Into the Twentieth Century

                                    Plate 15, 16, 17 Analysis and Abstraction of a pre-1900 painting

Plate 12 due postmarked Tues. April 15

Post  discussion comment #7, for plates 10 and 11 (due Tues., April 22)

No discussion comment plate 12

Week 11 question due Tues. April 15, by 7 p.m.

 

April 21          Week 13: Art in Our Time

                                    Week 12 question due Tues., April 22, by 7 p.m.

Plates 13 and 14 due postmarked Tues., April 22

 

April 28          Week 14

                                    Continued work on plates 15, 16, and 17

                                    Post a discussion comment #8, for plates 13 and 14 (due Tues. May 6)

 

May 5            Week 15

Plates 15, 16, 17 due postmarked Tuesday, May 6

                                    Week Thirteen question due Tues., May 6

                                    Post discussion comment #9 (due Friday May 9)

 

May 12          Finals week

           Student writing project due Wed., May 14, 7 p.m.