SRJC Course Outlines

6/21/2024 5:37:11 PMART 5 Course Outline as of Fall 2001

Changed Course

Discipline and Nbr:  ART 5Title:  3 DIMENSIONL DESIGN  
Full Title:  Three Dimensional Design
Last Reviewed:10/26/2020

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled2.0017.5 max.Lecture Scheduled35.00
Minimum1.50Lab Scheduled4.003 min.Lab Scheduled70.00
 Contact DHR0 Contact DHR0
 Contact Total6.00 Contact Total105.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  70.00Total Student Learning Hours: 175.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  03 - May Be Taken for a Total of 3 Units
Also Listed As: 

Catalog Description:
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A problem solving approach to spatial organization.  Experimental use of paper, cardboard, wood, plastic, wire, string and found objects. Problems designed to encourage personal growth through individual solutions.


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
A problem solving experience in spatial organization & materials. Aesthetics & function will be considered integral to the design process. Investigation of the three dimensional model as a visualizing tool.  A required Core course for the Fine Arts Certificate.
(Grade or P/NP)

Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:03 - May Be Taken for a Total of 3 Units


Associate Degree:Effective:Fall 2019
CSU GE:Transfer Area Effective:Inactive:
 C1ArtsFall 1990
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:
 CID Descriptor: ARTS 101 3-D Foundations SRJC Equivalent Course(s): ART5

Certificate/Major Applicable: Certificate Applicable Course


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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1.  Develop perception and awareness of visual elements such as form,
texture, space and motion.
2.  Develop perception and awareness of visual relationships such as
rhythm, scale and repetition.
3.  Become familiar with and able to describe form both verbaly and in
writing using vocabulary of terms pertaining specifically to three
dimensional design.
4.  Develop hand skills necessary for basic mastery of various design
tools and media; hard, soft, flat and linear.
5.  Develop and exercise ability to perform analytical operations
necessary to build forms in three-dimensional space; using two dimen-
sional and three demensional sketching.
6.  Exercise ability to make aesthetic judgments through class critiques.
7.  Cultivate an understanding of the creative process which includes
both the development of disciplined work habits, time management skills
and the practice of hand skills, as well as risk-taking and experimen-
8.  Examine and analyze examples of historical models in architecture,
sculpture and design.
9.  Define health and safety issues that could arise from the use of
three dimensinal design materials.  Train students to use mat knives,
rules, compasses and other three dimensional design materials safely.

Topics and Scope
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The primary intent of Art 5 is visual literacy and performance using
specific media in a studio setting.  This includes:
1.  The ability to recognize the basic elements of three dimensional
design (form and shape, space, volume and texture).
2.  The ability to make aesthetic decisions and judgments about these
elements in three dimensional design.
3.  The ability to perform specific techniques to demonstrate these
elements (building structures which are free standing, kinetic, are
build from regular polygons and organic form, working from two
dimensional plans).
4.  The ability to intelligently use and care for the tools of Art 5
(pencils, rulers, compasses, mat knives, glues and basic joinery).
The scope and sequence of the course will be presented as follows:
1.  Through lectures, viedos and slides concerning the concepts, elements
and art historical precedents of three dimensional design.
2.  Through lecture/demonstrations of the proper use of materials and
3.  Through student practice and demonstration of compositional,
expressive and technical concepts.
4.  Through evaluative one-on-one discussions with individual students.
5.  Through group critique discussions and presentations of in-class
work and homework.
Specific areas of study within Art 5 include:
1.  Process:  balancing the deliberate and planned with the accidental
and spontaneous.
2.  Content:  recognize other-than aesthetic spects of three dimensional
design such as metaphor, symbol, narrative, etc.
3.  Abstraction:  introduce the concept of abstraction through various
means:  extreme simplification of the elements of drawing such as form
or of value, expressive spontaneous, or improvised use of materials,
20th century precedents in drawing.
4.  Shape/Form:  recognizing how two dimensinal shape becomes three
dimensional form, observing profile shapes and separating them from
surface detail, using positive and negative shape relationships to
to strengthen compositional drama or unity.
5.  Texture:  using textural contrasts and pattern to describe and enrich
surfaces or affect the spped at which a form is comprehended.
6.  Edge/Volume: the edge as a way to achieve openness or volume.
Varying edge widths to create variety and rhythm.
7.  Proportion: analyzing relative importance of the parts within a form
for its contribution to the whole effect.

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Various form building exercises which explore major principles of form
function including:
1.  Paper as a structural material.
2.  Cardboard used as a modelmaking material for natural and architec-
   tural form.
3.  Human scale as a factor in functional form.
4.  Primitive form and its relationship to geometric design.
5.  Fabrication and joinery as important details of form.
6.  Kinetics and optics.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
0 - 0%
This is a degree applicable course but assessment tools based on writing are not included because skill demonstrations are more appropriate for this course.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 30%
Class performances
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
70 - 90%
A portfolio of completed work will be major basis for course grade. Other factors: attendance, effort, growth and class participation.

Representative Textbooks and Materials:
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The Universal Traveler, a Soft-Systems Guide to Creativity, Problem-
  Solving & the Process of Reaching Goals, Koberg and Bagnall, Crisp
  Publications, Inc., Revised Edition, 1991

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