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|Discipline and Nbr:
3 DIMENSIONAL DESIGN||
Three Dimensional Design
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||2.00||17.5 max.||Lecture Scheduled||35.00
|Minimum||3.00||Lab Scheduled||4.00||5 min.||Lab Scheduled||70.00
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||6.00|| ||Contact Total||105.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 70.00||Total Student Learning Hours: 175.00||
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.
Limits on Enrollment:
Schedule of Classes Information
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.
(Grade or P/NP)
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Both Certificate and Major Applicable
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 2019||Inactive:||
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C1||Arts||Fall 1990||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
| CID Descriptor: ARTS 101|| 3-D Foundations|| SRJC Equivalent Course(s): ART5
1. Define perception and awareness of visual elements such as form, texture, space and motion.
2. Utilize the vocabulary of three dimensional design.
3. Create three dimensional forms by employing a variety of design tools and materials.
1.Develop perception and awareness of visual elements and relationships such as form, rhythm, scale and repetition.
2.Employ the vocabulary of three dimensional design to describe forms.
3.Demonstrate hand skills for basic various design tools and media; hard, soft, flat and linear.
4.Employ analytical operations of two dimensional and three dimensional sketches to build forms in three dimensional space.
5.Develop aesthetic judgments through class critiques.
6.Demonstrate a disciplined creative ability through the development of disciplined work habits, time management skills, and the practice of hand skills, as well as risk-taking and experimentation.
7.Examine and analyze examples of historical models in architecture, sculpture and design.
8.Define health and safety issues that could arise from the use of three dimensional design materials such as mat knives, rulers, compasses and other three dimensional design materials to demonstrate safe use.
Topics and Scope
The primary intent of Art 5 is development of visual literacy to create compositions using a range of specific media in a studio setting
1.Three dimensional composition.
C. Edge and volume
2.Three dimensional elements and principal
A. Card board
B. Sheet metal
G. Fiberglass sheet
H. Ridged foams
I. Found objects
4.Conceptual aspects of three dimensional
C. Living form
D. History of design and sculpture
B. Mat knives
F. Power tools
A. Analysis of formal elements in art and design
B. Vocabulary for constructive exchange of formal and expressive criticism of visual work.
C. Context: historical and contemporary movements in art and design.
D. Practical and functional aspect of design.
8.Health and Safety
A. Safe studio maintenance and clean-up procedure.
B. Safe use of tools and machinery.
1.Various form building exercises which explore major principles of form function including:
a.Paper as a structural material.
b.Cardboard used as a model making material for natural and architectural form.
c.Human scale as a factor in functional form.
d.Primitive form and its relationship to geometric and organic design.
e.Fabrication and joinery as important details of form.
f.Kinetics and optics.
2.Critiquing the aesthetic and conceptual success of one's own and other students' work
3.Student presents own work as portfolio at end of course.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|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
70 - 90%
|Class presentations, critiques, and portfolio preparation||
|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
10 - 30%
|Attendance and class participation.||
Launching the Imagination. 4th edition. Stewart, Mary. McGraw-Hill Humanities/Social Sciences/Languages: 2011.