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
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.
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
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
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.
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