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


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

AR 204 Two-Dimensional Design:Blk&White

Semester

UU 2012 HO

Faculty

Richardson-Ludwigs, Lynn

Class Days

-MTWR--

Class Time

1:00 - 3:45 PM

Credit Hours

3


Additional Resources:

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
AR 204 Two-Dimensional Design: Black & White: 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



    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:

      


    Grading:

    Each project will be assessed according to the handout with a total of 10 points possible each

    mid-term critique

    final critique

    research paper


    g.                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:
    all assignments will be in the form of a handout, which means you will have to keep the handout and be able to refer to it.  For this reason, I have included in the class supply list a folder to keep all the papers that I give you.  Also for this reason, I will expect you to bring the folder to class or keep it in the room for reference.  You are responsible for being able to reference your handout. 

    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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    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. from Park University 2011-2012 Undergraduate Catalog Page 93

    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, but unexcused absences may carry further penalties.
    3. 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".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. 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.
    6. 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 2011-2012 Undergraduate Catalog Page 96
    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:5/29/2012 10:21:47 PM