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ARTS 1610

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at
Credit Hours 3
Course Title Drawing 1
Prerequisite(s) None
Corequisite(s) None Specified
Catalog Description
This course teaches strategies in seeing and translating what is seen by variety of drawing methods including contour drawing, gesture drawing, the use of negative space, the exploration of shading techniques as well as the study of proportion, perspective, and composition. A variety of media will be used. The course may include use of the fine arts computer laboratory. Basic drawing offers studies in the use of line, volume, tone, texture, perspective and composition. (10 studio hours per week)

Expected Educational Results
As a result of completing this course the student should be able to render objects naturalistically using the basic drawing strategies which include contour drawing, gesture drawing, visualization of negative space, sighting techniques, linear perspective, and the use of a variety of shading techniques.
1. Be familiar with a variety of drawing media (pencil, charcoal, conte crayon, colored pencil, ink, washes) as well as an introduction to the use of the computer as a drawing tool.
2. Have studied the work of other artists in history as inspiration and guides to the students own work
3. Have explored new directions and styles as compared to the student’s previous work.
4. Have prepared a portfolio of work, professionally presented and documented with slides.

General Education Outcomes
1. Have learned to see images by exploring and mastering basic ways of seeing the natural world and translating these images onto paper through drawing
2. Realizing drawing as an art form in its own right
3. To understand the essential role of drawing and its relation to all other art forms including painting, sculpting, photography, video, and the computer.
4. To understand the discipline and dedication needed to be an artist.

Course Content
1. The student explores a variety of strategies for seeing, which include gesture drawing, contour drawing, negative space, sighting techniques, one and two point perspective.
2. The student is introduced to a variety of media including the use of graphite, charcoal, ink, pastel, and watercolor washes.
3. The student is given a foundation in composition including an understanding of balance, proportion, scale, unity, and rhythm. The student is expected to demonstrate his/her knowledge of these principles by the completion of problems and assignments.

Assessment of Outcome Objectives
The course grade will be determined by the completion and the quality of all work assigned to the student. The instructor assesses the student’s competence in the handling of a variety of media, the student’s successful solution and prompt completion of the problem assigned (perceptual awareness, innovative solutions, aesthetic sensibility, and disciplined work habits) as well as the student’s participation and cooperation in class including critiques, group projects, and regular attendance. The student assembles the semesters’ projects in a professionally presented portfolio. The instructor will grade each project and the average of these grades will determine the grade for the semester.
The instructor will give the student written information as to the course description and objectives, absentee policy, a description of the semester’s assignments, and the percentage values of each assignment in the determination of the student’s grade. This information shall be in the form of a syllabus and given to the student the first week of class.


Portfolio reviews function as the primary means of evaluation of students seeking acceptance into BFA programs at four year institutions; therefore the student’s portfolio serves as a primary method of assessment by the instructor and the department.
The student builds a portfolio of work in each course. Outstanding works from each course are then chosen for inclusion in the student’s professional portfolio. Students are taught proper presentation of work (matting and framing), documentation of work (slides), as well as the preparation of a resume in order to present a professional body of work.
Student portfolios are reviewed by the instructor each semester to determine the student’s grade and to confirm that the student has realized the expected objectives for that course. Because of the favorable instructor/ student ration (12:1) in studio art courses as well as the numerous contact hours (6 per week) instructors can individually critique and guide students suggesting strategies to achieve the objectives for the course.
Each spring the entire visual arts faculty reviews works submitted by the students for inclusion in the Student Art Exhibition. An important part of this process is that all members of the art faculty see the works produced in each course on an annual basis. The faculty sees the works produced in each course on an annual basis. The faculty discusses strengths and weaknesses of the work being made in each course, suggesting methods for improving the work being produced. Formal recommendations from this review will be considered annually with the department chair.
Another means of assessment shall be our department’s documentation of our student’s acceptance into four-year institutions. Our Visual Arts Coordinator meets annually with the fine arts department chairs from the Regents System in the annual "State of the Arts Conference." At this conference we discuss our curriculum, the quality of our student’s work, and ask for suggestions to improve our program to better prepare our students.
A departmental file of instructor syllabi and a photographic documentation of student work are kept. These syllabi and slides are used for yearly assessment, instructional support, public relations, and recruitment. The faculty meets yearly with the department chair to assess each course fulfillment of objectives, consider improvements in course content and teaching effectiveness. These recommendations shall be documented and implemented for strengthening the course.

Last Revised: Aug. 19, 2011
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