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AR 204 Two-Dimensional Design:Blk&White
Richardson-Ludwigs, Lynn


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

AR 204 Two-Dimensional Design:Blk&White

Semester

SP 2008 HO

Faculty

Richardson-Ludwigs, Lynn

Title

adjunct

Degrees/Certificates

mla Baker University
Art Certification-Avila University k-12
BS Art umkc

Office Location

art bldg

Office Hours

class time

E-Mail

lynn.richardson-ludwigs@park.edu

lynn26819@sbcglobal.net

Semester Dates

spring 2008

Class Days

--T-R--

Class Time

3:50 - 6:30 PM

Prerequisites

none

Credit Hours

3


Textbook:
   none               

Additional Resources:
all handouts in class   

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Basic principles of two-dimensional design, in black and white, which under lie all art and design are systematically explored in a series of studio assignments in a variety of media. 1:5:3

Educational Philosophy:
 

My goal, as an instructor, is to allow my students to be successful not only in the classroom, but in the "real world." I want to help facilitate the aquisition of life-long learning skills, prepare them to function effectively in an information economy, and develop problem solving skills. To do this, I feel that besides being a guide in an academic situation, I must also be a mentor, a coach, and must model behavior consistent with my goals. Students are faced with so many choices and with so much information, they need an instructor who will help them concentrate on the "task at hand." I feel that I help them accomplish this by giving them projects that are what I call, "step oriented." Each step must build on the last until a successful piece, according to the objectives is accomplished. Learning the steps is one aspect, however doing each step with a hands-on approach assures that the objective will be reached.

 

 

 

 

 

 

 

Learning Outcomes:
  Core Learning Outcomes

  • Use the elements of art and the principles of design in exploring and working with design problems.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    • NAEYC: 4c
    • ACEI/NCATE: 2.5
    • NMSA: 3K3
    • NASAD: A: Goals: 1, 2, 4 and Focus: 2
  • Demonstrate, in an increasingly challenging series of black and white two-dimensional projects, an ability to solve design problems and generate multiple visual ideas.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    • NAEYC: 4c
    • ACEI/NCATE: 2.5
    • NMSA: 3K3
    • NASAD: A: Goals: 1, 2, 4 and Focus: 2
  • Practice good craftsmanship and presentation skills, which effectively communicate visual ideas. (Neatness counts in design.)
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    • NAEYC: 4c
    • ACEI/NCATE: 2.5
    • NMSA: 3K3
    • NASAD: A: Goals: 1, 2, 4 and Focus: 2
  • Discuss and critique art work, one's own and one's classmates', using the professional language of art and design in order to discover the ways in which individual works can be improved. (They can all be improved.)
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
    • NAEYC: 4c
    • ACEI/NCATE: 2.5
    • NMSA: 3K3
    • NASAD: A: Goals: 1, 2, 4 and Focus: 2

    MoStep Requirements 1.2.1.1 standards for AR204



      Instructor Learning Outcomes
    1. Be proficient in the vocabulary associated with black and white design and use this vocabulary during critiques in the classroom, and when speaking and observing works of art
    Core Assessment:
     

    DESCRIPTION of AR 204’s CORE ASSESEMENT: 

    The Core Assessment Project for AR204 is “The Synectic Design Game” a complex project, in a grid format, assigned late in the semester that is worth 20% of the final grade.  The objective is to produce the maximum number of new aesthetically strong design motifs by merging a set of dissimilar design motifs while producing a unified visual whole.


    Link to Class Rubric

    Class Assessment:

    ·           Critiques which are group discussions about assignments and are

    standard part of professional art education. These critiques will be accomplished  

          at mid-term and final week. 

    ·           Completion of the core assessment project

    ·           Presentation of a final portfolio with completed projects, handouts, notes

    ·           Completion of a research paper reflecting 10%of final grade

    ·           Completion of one field trip with a 2 page reflection paper

    ·           Completion of sketch book assignments

    Grading:
    ü       Participation in critiques and oral quizzes from readings

    as well as sketch book and reflection papers                      10%

    Research paper(to be discussed) see additional pg.          10%

                Final portfolio which consists of all projects for the term    40%

                            This portion will be cumulative and averaged

                Final assignment/assessment see additional pg.                40%    

     

    Late Submission of Course Materials:
    While in the "real world" there WILL be deadlines that the student must adhere to, while they are learning, I feel that while there should be deadlines, the presentation of the work is more important. If the student has worked on the project to his/her capability in every class and needs more time, so be it.  However, that does not mean that the deadlines will not be recognized and assigned.

    Classroom Rules of Conduct:

    Studio: Respect each other’s workspace. We are not the only ones to use this classroom, it is important to keep it neat and clean

    Be sure to remove palettes, coffee cups or brushes that are soaking in the sink.  Scrape paint into the trash

    The principal hazard is the use of x-acto knives. Please use a STEEL RULER WHEN WORKING WITH AN X-ACTO KNIFE

    Course Topic/Dates/Assignments:
    CLASS SCHEDULE

    Weeks 1-2

    Getting acquainted, explanation of syllabus, sketch book requirements, importance of thumbnail sketches. Explanation of terms we will be using in this class

    ·           Supply list

    ·           Design terms with examples

    ·           Beginning line

    Assignment 1

    Explanation of linear, atmospheric perspective with additional ways to create 3-dimensionality and depth.

    Students will do an example of 1 and 2 point perspective drawing to be handed in and checked

                Assignment 2

    Student will create a two-point perspective drawing of a Victorian House(using this term very loosely) using the principles of perspective

                Embellish as much as you want

                Assignment 3

                Student will create a photo montage based upon instructions in the handout

                Due Jan. 31

    Weeks 3-4-5-6

                Line, Value

                Compositional aspects (handout)

                Assignment 4

    ·           1-a Subdivision of a Groundsheet- Using cut pieces of black construction paper, students will create four(4) 8X10 compositions on white groundsheets that divide the page into a design that emphasizes line, AND develops interest in how the space is subdivided. 

    Composition A will utilize only straight horizontal and vertical lines.

                            Composition B will utilize only diagonal lines

                            Composition C will utilize only curved lines

                            Composition D will be the combination of at least one of each line type

                Due Feb. 14

    Assignment 5

    Students will create 13-space value scale in graphite, pen and paint starting with white and ending up with black.  While I have limited this to 13 there could be many more gradients

    Divide an 8X10 sheet of paper into three lines with each 13 spaces. 

                Due Feb. 19
                  

    Assignment 6

    Starting with an 8X10 sheet of white paper, working from observation. students will do at least 4 drawings of the same subject

    a.         Drawing one (1) will be completed by contour lines only.

    b.         Drawing two(2) must be completed using only hatching and cross-hatching

    c.          Drawing three(3) must be completed using only vertical and horizontal

                            lines

    d.         Drawing four(4) must be completed in only stippling

    Hint:  the best way to accomplish this is to trace off subject (a) three more times to have an exact rendering of (a)

                Due Feb. 19(this could change according to how fast everyone is working)          

     

    Weeks 7-8

    Composition, line and value continued

    Beginnings...Dots, Figure and Ground

               Assignment 7

    read hand out information on the Dot and do the exercises

    DUE FEB 26

    Assignment 8

    a. I want you to create one sphere that appears to be bouncing off the table

    I would like you to accomplish the lone sphere in both pencil and paint

          You make do each sphere separately or together on an 8X10 Bristol Board

    Due March 11

    On March 13 we will have critique.  I will give you a list of the images that should be presented

    b. Students will create a composition based solely on the circle as sphere.  Be sure to do thumbnails before you put down your final composition on a piece of Bristol board that is 11X14.  Keep in mind positive and negative space, overlapping to create depth, dark Vs light think about your background as composition the medium is up to you

    Where is your light source?????

                DUE AFTER SPRING BREAK=MAR 18

    Week 9- Spring Break Weeks 10-11 Beginning texture

    Assignment 9

    Trompe l’oeil-A French term for “fool the eye”

    ·           You are to find at least 5 objects that have different texture and create a composition as if you were looking from a bird’s eye.  In other words from the top down.  Arrange them on a piece of paper the exact size of your final piece of Bristol board that is taped off to at least 12 X18.****  Create as many shadows as you can by overlapping, underlapping.  You are now to draw them exactly as you see them.

    ***- I am not going to be manic about the size of this piece. If you feel, because of the objects you have chosen, a smaller composition would work best, why go for it.

    It is best to choose objects that are not too 3-d, but rather lend themselves to being

    lain on a piece of paper

                DUE APR. 8

    Weeks 12-13

    Assignment 10

    According to the handout, create an 8 space “Morph”

    8X10 bristol board

    Pen and ink

    Continue to work on projects

    ·           Be working on your final project

    Due April 17

    ·           Due April 17

     

     

    Weeks 14-15

                Continue working on all projects assigned after break

                Continue working on final project

                Assignment 11

                You are to find an interesting b&W image, one that has a fair amount of depth and value

                Cut the image into a strip approximately 2”X6”

                Glue the image onto Bristol board at least 8X10

                Expand your image either abstractly or literally. I want you to be creative and not just

                expand the image you have altered. 

                Due April 29

     

    Week16

    Final portfolio reviews

    ALL PROJECTS DUE MAY 1

    THIS IS A TENATIVE SCHEDULE AND CAN BE CHANGED BASED UPON TIME NEEDED FOR PROJECTS.  WHILE I AM GOING TO REQUIRE DEADLINES, I WOULD RATHER YOU WORK YOUR HARDEST AND DO YOUR BEST.  HOWEVER, REMEMBER IN THE REAL WORLD DEADLINES MUST BE MET!!!!!!!!!!!!!!!!!!!!!!!

     

     

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
    3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2007-2008 Undergraduate Catalog Page 87-88
    MY ATTENDANCE POLICY
    I will follow the university criteria for attendance except in the following situations:
    If I feel you have just “not come to class” or you have excess absences even-
    though you have emailed me at lynn26819@sbcglobal.net I reserve the right to take
    action which will include grade-drop, student drop or additional work.
    My suggestion is that you do not violate my policy

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    2, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    VARIETY: from 6 to 8 of the original 8 design motifs (“parents”) are of acceptable quality. VARIETY: from 4 to 5 of the original 8 design motifs (“parents”) are of acceptable quality. VARIETY: from 1 to 3 of the original 8 design motifs (“parents”) are of acceptable quality. VARIETY: None of the original 8


    design motifs (“parents”) are of acceptable quality or some are missing.


     
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    2, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    VARIETY: From 10 to 16 of the 16 new synthesized motifs (“off-spring”) are of acceptable quality. VARIETY: from 5 to 9 of the 16 new synthesized motifs (“off-spring”) are of acceptable quality. VARIETY: from 1 to 4 of the 16 new synthesized motifs (“off-spring”) are of acceptable quality. VARIETY: None of the 16 new synthesized motifs (“off-spring”) are of acceptable quality or some are missing. 
    Application                                                                                                                                                                                                                                                
    Outcomes
    2, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    UNITY: The “Gestalt” the unified design whole.  


    The entire ensemble has excellent balance, visual legibility & makes a bold graphic statement.  


     
    UNITY: The “Gestalt” of the unified design whole.


    The ensemble holds together visually, is clear & has only a few elements that detract from the whole.


     
    UNITY: The “Gestalt” of the unified design


    whole.


    The ensemble is out of balance, is difficult to read & contains many disharmonious elements that detract from  the whole.


     
    UNITY: The “Gestalt” of the unified whole.





    Only a portion of the project was submitted and/or assignment requirements were disregarded.


     
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    CRITIQUE: A well developed verbal design vocabulary is used regularly to contribute to class critiques. CRITIQUE:  A growing verbal design vocabulary is evident in the occasional contributions to class critiques. CRITIQUES: Little evidence of verbal design vocabulary.  Rarely contributes to class critiques. CRITIQUES:  No evidence of verbal design vocabulary.  Does not contribute to class critiques. 
    Content of Communication                                                                                                                                                                                                                                   
    Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    NOT APPLICABLE


    to this project.


    “The Synectic Design Game” is inherently non-objective and does not communicate any specific content.


     
    NOT APPLICABLE


    to this project.




















     
    NOT APPLICABLE


    to this project.




















     
    NOT APPLICABLE


    to this project.


     
    Whole Artifact: Presentation                                                                                                                                                                                                                               
    Outcomes
    2 & 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
    CRAFTSMANSHIP: PRESENTATION is extremely effective & harmonious, adding to rather than detracting from the design work. CRAFTSMANSHIP:


    PRESENTATION is adequate and does not detract from the design work.


     
    CRAFTSMANSHIP:


    PRESENTATION is inadequate and detracts from the design work.


     
    CRAFTSMANSHIP:


    PRESENTATION issues have been ignored in the design work.





     
    Components:Handskills                                                                                                                                                                                                                                      
    Outcomes
    2 & 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
    CRAFTSMANSHIP: HANDSKILLS.  All components are well crafted.  No flaws are evident. CRAFTSMANSHIP: HANDSKILLS.  Most components are acceptably crafted  such that the few errors do not detract from the visual whole. CRAFTSMANSHIP:


    HANDSKILLS. Many components are poorly crafted & detract from the visual whole. 
    CRAFTSMANSHIP:


    HANDSKILLS. Poor craftsmanship is evident throughout all aspects of the project. 
    Discipline Competency:                                                                                                                                                                                                                                     
    Outcomes
    2     Use of elements of art & principles of design.                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
    Thorough understanding is evident in the design work.


     
    An adequate and  developing understanding is evident in the design work.


     
    Inadequate understanding and only slight development is evident in the design work.


     
    Neither understanding nor development is evident in the design work.


     
    Discipline Competency:                                                                                                                                                                                                                                     
    Outcomes
    2     Engagement in the design process (ability to generate multiple & evolving design solutions. Stamina!)                                                                                                                                                                                                                                                                                                                                                                                                          
    Ample evidence of multiple visual solutions for the component designs and the evolution of the project as a whole is provided.


     
    Adequate evidence of multiple visual solutions for the component designs and the evolution of the project as a whole is provided.


     
    Inadequate evidence of multiple visual solutions for the component designs and the evolution of the project as a whole is provided.


     
    No evidence of multiple visual solutions for the component designs and the evolution of the project as a whole is provided.


     

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    Last Updated:1/30/2008 2:04:06 PM