AR 101-Introduction to Art

Course title and number: Introduction to Art/AR 101

Division:
Education Division

Initiator:
Karen Simion

Date initiated: March 2014

Suggested revision(s) and justification(s) for each:
•   The course description was changed because exposure to different genres and styles of art are now included in the course. Before, the course consisted of only elements and principles of art. The author reviewed introductory art course outlines at other colleges for consistency in
content.
•    General student learning outcomes were written to reflect art elements, art principles, exposure to art styles, and synthesis of what was learned in the class.
•    Specific student learning outcomes were written to provide the detail of each area along with appropriate assessment strategies and criteria for success on student learning outcome.
•    Materials were added so students could explore different mediums. The course is introduction to art, not introduction to drawing.
•    Reference materials were updated.

Summary of consultation within the division:
Course outline was reviewed by previous and current part time art instructors - Joey Oducado,
Rafael Pulmano, Christine Madison, and Mary Sigrah in Kosrae. Christine helped with the initial draft of the revised outline.
Joey and Rafael commented on the content of the revised outline. Neither suggested any
changes.

Summary of consultation with other campuses where this course is taught:
Mary Sigrah is currently teaching art in Kosrae. She has a master's of fine arts in art history with multiple courses in drawing and painting. She was provided both the old outline as well as the revised outline. Ms. Sigrah felt the revised outline was an improvement.

Course title: Introduction to Art

Course  description:
This is a basic course desi gned to hel p students understand the elements and principles of art as wel l as explore a variety of med ia and techniques to devel op creativity in t he students.  Students wi ll also explore different periods in art history and develop terminology to discuss and evaluate works of art.

Lecture

PSLO#

Program

2.1

General Education

4.2

General Education

[    ]

1. Effective oral comm u nication: capacity  to deliver  prepared, purposeful  presentations
designed  to i ncrease knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs,  or behaviors.

[     ]

2. Effective written comm unication: development  and expression of ideas in writing through work in many  genres and styles, utilizing different  writing technologies, and mixing texts, data, and images through  iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized  by the comprehensive exploration of issues, ideas, artifacts, and events  before accepting  or formulating an opinion or conclusion.

[ X]

4. Problem solving: capacity  to design, evaluate, and implement a strategy  to answer an open-ended question  or achieve a desired goal.

[     ]

5. Intercult u ral knowledge and  competence: a set of cognitive, affecti ve, and behavioral
skills and characteristics that support  effective and appropriate interaction  in a variety  of cultural contexts.

[    ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, eval uate, and effecti vely and responsibly use and share  that information
for the problem at hand.

[    ]

7. Foundations and skills for  life-long lea rning: purposeful  learning activity, undertaken on an ongoing basis with the aim of improvi ng knowledge, skills, and competence.

[    ]

8. Quantitative Reasoning: ability to reason and solve q uantitative problems from a wide array of authentic contexts and everyday  life situations;  comprehends and can create sophisticated arguments supported by q uantitative evidence and can clearly communicate those arguments in a variety  of formats.

CSLO (General) 1: Illust rate each of the foll owing el ements of art in a physical/visual format: l ine, shape, color value, space, form , and texture.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Sketch using a variety of lines.

3

Student  w i ll sketch  examples  of different
types of l ines graded wi th a rubric focused on li nes.

1.2  Compose  a drawing  using  different types of lines.

3

Student  will  compose  a drawing  using at
least 3 different types of lines graded w ith a rubric focused on line variety.

1.3  Draw  sketches  with  geometric  and non-geometric shapes

3

St udent wil l  sketch examples  of geometric
and   non-geometric   shapes   found   in  the env ironment graded  with a rubric focused on shape.

I .4  Illustrate  primary  colors,  and  create
secondary and tertiary col ors

3

Student w ill mix primary colors to create a
col or  wheel  graded  with  a rubric focused on color.

1.5 Illustrate the use of color schemes in a
work of art

3

Student  wi ll  compose   drawings   or  take
photographs     identifying     s pecific     color scheme(s).

1.6  Diagram the values of a color

3

Student  produces  a value scale - grey  or
color graded with a rubric focused on value scales.

1.7 Manipulate   pos ..  and   negative t ttve
space in a work of art

3

Student      will      compose      a     draw ing
highlighting negative space  graded  with a rubric focused on use of space.

1.8 Use perspective to create the illusion
of 3 dimensional s pace.

3

Student wi ll  compl ete a  I    point or 2 point
perspective draw ing graded  with a  rubric focused on perspective.

1 .9 Construct a geometri cal form

3

Student   wi ll  construct   a  3  dimensional
project rated   wi t h  a  rubric  focused  on geometrica l  form.

1.10 Create tactile and/or visual texture in
a work of art.

3

Student wi ll complete a project illustrating
texture (rubbings,   collage,   or   layers  of paint)  graded   with  a  rubric  focused  on text ure.

CSLO  (General)  2:  Compose  a  work  of  art  using  balance,  proportion,  unity,  harmony,  variety, emphasis, rhythm, and movement.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Illustrate symmetrical and asymmetrical balance.

3

Student  wi ll take  p hotographs  or  produce
sketches illustrating each type of balance.

2.2 Manipulate proportion in a draw ing.

3

Student  will design a d rawing that is "in-
proportion"      or       purposely       "out-of-

proportion" graded   with  a  ru bri c  focused on proportion

2.3  Create unity in a work of a rt usi ng
ha rmony, movement, emphasis, rhythm ,

3

Student  wi l l   com plete  a d raw i ng desi gned w ith    u nity    and    criti que    the    drawing discussing unit y a nd t he elements used  to create  unity  graded   w it h a  rubric  focused on un ity.

2.4  Produce sketches illustrati ng different ty pes of rhythm - progressive, altern ati ve, repetitive,  flowin g

3

Student  wi l l   prod uce sketches e m phasizi ng each  ty pe of  rhythm  graded  with  a  rubri c i dentifying  criteria  for each ty pe of rhythm .

CSLO (General) 3: Articu late and eva luate the qua l ity an d success  of a work of art, includ i ng t he self- critical evaluation of t heir own work,  work done  by anot her student, and work done during  one particular period of a rt.

3. l Evaluate his/her own work of art.

3

Student  w i l l  complete   t he student  section on each  r ubric for thi s course.

3.2 Critique a cl assm ate's work of a rt

3

3

Students  wi l l   work  in  pa irs  to  prepare  an oral  or  w ritten  critique   of  their  partner 's work of art.   The  critique  is graded  with a ru bric

3.3 Discuss a work of art using terminology  found in t he elem ents and princi pl es of a rt.

3

Student  wi ll write  a  report  or  gi ve an oral presentation   discussing  the  el ements   a nd pri nciples   used   in  one   piece  of   a rtwor k graded w ith a r ubric.

CSLO (General) 4: Experiment w i t h a variety of materials and appl y probl em -sol v in g skills

4.1 Produce a fi nal  piece of artwork selecti ng the a ppropriate  medi um a nd composition  for t he project.

4

3

St udent   wi ll   displ ay   fi nal   project    and provide  either  written  or  oral  expla nation of  how  t he work  was  completed and  why t he  medium   for   the   project   was  chosen
graded   wi t h  a  r u bric  focused   on  a l l    art el ements a nd principles.

4.2 Critique the final  project  discussing choice of materials, compos ition, a nd techniq ue as well as the eleme nts an d
pri ncipl es of art in writing and /or ora l
presentation.

3

Student  w ill write  a cri tiq ue  written  in an approved   format   of  the  final   project  OR st udent presents an oral criti q ue of the final project,  graded w it h a rubri c.

[X]  Lecture

[ X]  Laboratory

[X] Audio visual

[X]  Other

[ X]  Cooperative learning groups

[X] In-class exercises

[X ]  Demonstrations