ARTS 1620This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Two-Dimensional Design/Color Theory
Corequisite(s) None Specified
This course is an exploration of the visual elements (line, shape, space, color, texture, time, and motion) and the organization on a two dimensional plane. The course deals with the development of perceptual awareness, technical skills, and innovative solutions to problems related to composition and color. (6 studio hours per week)
Expected Educational Results
As a result of completing this course:
1. Students have gained a fundamental understanding of the visual elements and have explored the organization of these elements on a two dimensional plane.
2. Students have studied the element of color from intellectual, subjective, and emotional points of view and have knowledge of color physics, subjective timbre, additive mixtures, the color wheel, the seven color contrasts, the color sphere, color harmony, color spatial effects, and the theories of color impression and expression.
3. Students have learned the fundamentals of design (composition) which includes the study of scale, proportion, balance, unity, variety, rhythm, and pattern.
4. Students have completed a portfolio of design solutions (projects), professionally presented, and documented with slides.
General Education Outcomes
I. This course addresses the general educational outcome relation to communication skills as follows:
1. Students develop their speaking skills by critically explaining their solutions to visual design problems as well as critiquing the work of their peers.
2. Students develop their listening skills through group critiques as well as comprehension of assigned problems.
3. Students develop their reading and writing skills through writing analyses of each design project created. A research paper on an artist, which explores the artists’ use of the visual and compositional elements, is also required.
4. Students learn the verbal and visual vocabulary of design and color in order to express their solutions to design problems verbally and visually.
II. This course addresses the general educational outcome of effective individual and group problem-solving and critical thinking as follows:
5. Students demonstrate problem-solving skills by creating effective solutions to design problems.
6. Students work individually as well as in groups to explore solutions to design problems.
III. This course addresses the general educational outcome of using mathematical concepts and applying the scientific method as follows:
7. Students analyze linear direction, geometry, spatial organization, color theory, time, and motion to create effective visual organizations of these elements.
8. Students explore the design fundamentals of scale, proportion, balance, unity, variety, rhythm, and pattern. Students use their discoveries as a basis for the organization of the visual elements and the creation of effective compositions (design solutions).
9. Students develop their perceptual awareness, technical handling of a variety of media, and design solution skills.
IV. This course addresses the general educational outcome of organizing information through the use of computer software packages by the introduction of the computer as a medium to be used in the solution to design and color problems.
1. An in-depth exploration of the visual elements of line, shape, space, color, texture, time, motion.
2. A study of color theory which includes an exploration of color from intellectual, subjective, and emotional points of view. Color physics, additive mixtures, the color wheel, the seven color contrasts, the color sphere, color harmony, color spatial effects, and the theories of color impression and expression are studied.
3. The study of the organization of the visual elements through principles of design (proportion, scale, balance, unity, variety, rhythm, and pattern.)
4. The completion of projects designed to give the student a fundamental understanding of two-dimensional design and color theory.
5. These projects will be executed in a variety of media including the computer and form the basis of the students’ portfolio.
Assessment of Outcome Objectives
1. COURSE GRADE
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.
2. DEPARTMENTAL ASSESSMENT
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.
USE OF ASSESSMENT FINDINGS
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, 2011Return to all courses