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AR 208 Color Theory
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 208 Color Theory

Semester

FA 2012 HO

Faculty

Richardson-Ludwigs, Lynn

Title

INSTRUCTOR

Degrees/Certificates

B.S. Art UMKC
Art Certification-Avila University
MLA-Baker University

Office Location

art room

Office Hours

during and before class

Daytime Phone

816-277-4939    texting applies

Other Phone

8162774939-text only

E-Mail

lynnrichardson-ludwigs@park.edu

lynn26819@sbcglobal.net     preferred

Class Days

mw

Class Time

9-1150

Prerequisites

none

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.
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:
AR 208 Color Theory: The basis principles of color theory, which apply to and underlie all the disciplines of design and fine art, are systematically explored in a series of studio assignments in a variety of media. 1:5:3

Educational Philosophy:

EDUCATIONAL PHILOSOPHY

My goal, as an instructor, is to allow my students to be successful in the classroom and in the real world. I want to help facilitate the acquisition of life-long 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, coach and must model behavior consistent with my goals. Students are faced with so many choices and 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 projects that are step oriented. Each step must build on the last until a successful piece, according to the objective, is reached. Learning the steps is one aspect, and accomplishing each step with a hands-on, practically oriented approach, assures that the objective will be successful. I feel that student’s education must relate to their career goals, thus assignments must be practically oriented or have this as a component. Therefore, each student is given an opportunity to practically apply the assignments with this application being an integral part of their experience.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate, in an increasingly challenging series of color projects, an understanding of the basic principles of color theory.
  2. Practice good craftsmanship and presentation skills.
  3. Discuss and critique color problems, one's own and one's classmates', using the professional language of art and design and the specialized vocabulary of color theory.


Core Assessment:

Student assessment is rooted in the quality of work produced (portfolio evaluation).




Assessment items are:




·  Participation.




·  Individual color projects and their class critiques.




·  Formal mid-term and final critiques that review individual progress.




·  Contributions to class critiques (discussions).




·  48 step color wheel describing  12 each  hues, tints, tones and shades.*

Link to Class Rubric

Class Assessment:

critiques
presentations
papers
field trip- there will be one class field trip on ________________-

final test
 
You must attend critique sessions or the grade on your work will be affected.  It is mandatory to attend mid-term and final critique with the final test being on final critique day.  If you do not attend mid-term and final critique, the result could be enough to make a grade of F.  
           

Grading:
Each project will be worth 10 points:
Objective-3pt.
Creativity 3pt.
Composition 2pt.
Neatness and Presentation 2pt.

Field trip paper will be worth 50 points.  I will explain the criteria for grading the paper, which will include
neatness, grammar, composition, content applicable to Color Theory

Late Submission of Course Materials:
All work must be finished by mid-term and final critique and must be accomplished in the classroom unless otherwise assigned.
Each assignment will have a due date, however if student has worked for the entire time and has been in class every time, discussion is possible for additional time
I will accept late work or papers if we have discussed that this is necessary

Classroom Rules of Conduct:
please be on time
please begin to work when you come in
please clean up and put all supplies away in your locker
Make sure you scrape your palette before washing

brushes should be cleaned and placed "hair up" to dry
always use cold water to wash brushes and then soap

You are allowed to of course, listen to music, however I will not tolerate TEXTING during class time.  Wait til break( which will be discussed first day) to text.  That person, boyfriend, girlfriend will wait for 1 hour.  I really mean this.

Course Topic/Dates/Assignments:
see attachments and watch your email
I would suggest checking your email before each class

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 95-96

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 95

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 98
I adhere to the university policy of 3 absences will result in a grade drop.  Absences are defined as follows:
excused absence-you have notified me Before class begins that you will be absent
unexcused absence-
      you are not in class and have not notified me
      You come to class and "check in" and then leave
      You are tardy 2 times (meaning 15 minutes or more)
      You leave class early-45 minutes unless we have
        discussed you leaving early
      Taking excessive amounts of breaks lasting 15
        minutes or more

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 .


Attachments:
first assignment

second assignment-saturation

third assignment value

color mixing

supply list color theory updated

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
ANALYSIS & DEVELOPMENT OF COLOR CHOICES.  



11 to 12 of the original spectrum hues (with their related tints, tones & shades) are distinct from one another, are at even intervals from one another and are true hues. Value & chroma ranges are consistent.







Only 5 or fewer of the 48 colors are inaccurate.







 
ANALYSIS & DEVELOPMENT OF COLOR CHOICES.



9 to 10 of the original spectrum hues (with their related tints, tones & shades) are distinct from one another, are at even intervals from one another and are true hues. Most value & chroma ranges are consistent.







Between



6 to 9 colors of the 48 are inaccurate.



 
ANALYSIS & DEVELOPMENT OF COLOR CHOICES.



Only 7 to 8 of the original spectrum hues (with their related tints, tones & shades) are distinct from one another, are at even intervals from one another and are true hues. Value & chroma ranges are not consistent.



Between 10 to 14 of the 48 colors are inaccurate.



 
ANALYSIS & DEVELOPMENT OF COLOR CHOICES.



6 or fewer of the original spectrum hues (with their related tints, tones & shades) are distinct from one another, are at even intervals from one another and are true hues. Value & chroma ranges are not consistent.



15 or more of the 48 colors are inaccurate.



 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The designed pattern  is excellent.  In addition to organizing the colors, other principles of design such as the illusion of motion &/or volume are depicted.







 
The design pattern is good to adequate.  It provides visual organization for the



48 colors such that the color relationships are legible. It does not go beyond depicting a flat pattern.



 
The design pattern with its 48 shapes is poor.  It does not provide good visual organization of the 48 colors and thus some of the color relationships cannot be read. The design pattern lacks 48 shapes or other limitations in the format of the assignment have been disregarded. 
Application                                                                                                                                                                                                                                                
Outcomes
2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The “Gestalt” of the unified design whole.  



The entire ensemble has excellent balance, visual legibility & makes a vivid color statement.  



 
The “Gestalt” of the unified design whole.



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



 
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.



 
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 color theory vocabulary is used regularly to contribute to class critiques.



 
CRITIQUE:  



A growing color theory vocabulary is evident in  occasional contributions to class critiques.



 
CRITIQUES:



Little evidence of color theory vocabulary.  Rarely contributes to class critiques.



 
CRITIQUES:  



No evidence of color theory vocabulary.  



Does not contribute to class critiques.



 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The relationships within the color spectrum, including the analogous &  complementary relationships, are eloquently portrayed.







 
The relationships within the color spectrum, including analogous & complementary relationships, are



adequately portrayed.



 
The relationships within the color spectrum, including analogous & complementary relationships, are not adequately portrayed.



 
The relationships within the color spectrum, including analogous & complementary relationships, are not portrayed & are apparently not understood.



 
Technical Skill in Communication includes both: Whole Artifact: Presentation AND Components: Handskills                                                                                                                                                    
Outcomes
2, 4 & 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
CRAFTSMANSHIP: PRESENTATION is extremely effective & harmonious, adding to rather than detracting from the design work.







CRAFTSMANSHIP: HANDSKILLS.  All components are well crafted.  No flaws are evident 
CRAFTSMANSHIP:

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







CRAFTSMANSHIP: HANDSKILLS.  Most components are acceptably crafted  such that the few errors do not detract from the visual whole.



 
CRAFTSMANSHIP:

PRESENTATION is inadequate and detracts from the design work.





CRAFTSMANSHIP:

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



 
CRAFTSMANSHIP:

PRESENTATION issues have been ignored in the design work.



CRAFTSMANSHIP:

HANDSKILLS. Poor craftsmanship is evident throughout many aspects of the project.



 
Discipline Competency: Use of the elements of art & principles of design.                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Thorough understanding of basic color theory principles is evident in the design work.



 
An adequate and  developing understanding of color theory principles is evident in the design work.



 
Inadequate understanding of color theory principles and very little  development is evident in the design work.



 
Neither understanding nor development is evident in the design work.



 
Discipline Competency: Engagement in the design process: the ability to generate multiple & evolving design solutions.                                                                                                                                     
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Ample evidence of multiple visual solutions for the design and color choices and the evolution of the project as a whole is demonstrated.



 
Some evidence of multiple visual solutions for the  design and color choices and the evolution of the project as a whole is demonstrated.



 
Inadequate evidence of multiple visual solutions for the design and color choices and the evolution of the project as a whole is demonstrated.



 
No evidence of multiple visual solutions for the design and color choices and the evolution of the project as a whole is demonstrated.



 

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Last Updated:8/13/2012 2:12:49 PM