|6/1/2023 11:26:47 AM||
||New Course (First Version)
|Discipline and Nbr:
INTRO ART & DESIGN||
Introduction to Art & 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||1.50||Lab Scheduled||4.00||4 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
08 - May Be Taken for a Total of 6 Units
Also Listed As:
| ||Total Out of Class Hours: 70.00||Total Student Learning Hours: 175.00||
An introductory studio course in the fundamentals of art and design using shape, value, texture, line, pattern, color and space through exercises in drawing, painting, and collage. The course is required for the Fine Arts Certificate and is accepted for transfer at both the UC and USC systems.
Basic interest in art.
Limits on Enrollment:
Schedule of Classes Information
An introductory studio course in the fundamentals of art and design using shape, value, texture, line, pattern, color and space through exercises in drawing, painting, and collage. The course is required for the Fine Arts Certificate and is accepted for transfer at both the UC and USC system.
(Grade or P/NP)
Recommended:Basic interest in art.
Limits on Enrollment:
Repeatability:08 - May Be Taken for a Total of 6 Units
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 1981||Inactive:||
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C1||Arts||Fall 1990||
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3A||Arts||Fall 1981||
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
|UC Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
| CID Descriptor: ARTS 100|| 2-D Foundations|| SRJC Equivalent Course(s): ART3
1. Explore basic elements of art and design: shape, line, volume, texture
value, space, scale, light, color, movement, pattern, etc.
2. Recognize the various design concepts and dynamics such as propor-
tion, unity/variety, harmony/tension, symmetry/assymmetry, repetition,
contrast, value and color interaction, communication, etc.
3. Become familiar with a working vocabulary of terms relating to the
above mentioned basic art elements and dynamics.
4. Practice problem-solving based upon visual thinking and intuition.
5. Cultivate an understanding of the creative process: The relative
roles of play, work, intention, judgement.
6. Involve the gestural, spontaneous, accidental.
7. Develop perceptual awareness of form in nature.
8. Discover and exploit imagination and personal expression.
9. Analyze and apply various principles relative to composition.
10. Explore a range of tools, media, and materials -- graphic and color,
dry and fluid.
11. Exercise various basic drawing and painting skills.
Topics and Scope
1. Work with tonal values and gradients for both compositional and
2. Explore cues for the representation of various spatial effects.
3. Consider how form relates to the format.
4. Recognize relational aspects of composition: figure vs. ground,
positive vs. negative, the two-dimensional illusion, and the interplay
of visual weights and forces.
5. Discover texture in nature, how it can be manufactured and how it can
be used for value and surface contrast.
6. Use pattern in both a strictly programmed and a variable repeat form.
7. Employ line as both contour and an independent element.
8. Relate these elements (texture, line, pattern, value, etc.) to the
9. Practice basic drawing skills such as grading, shading, hatching, etc.
10. Draw from nature to develop perceptual and interpretive skills.
11. Involve feelings and sensations of changes in light, weather, seasons
as they reflect mood and influence choice of tonal and color choices.
12. Draw from imagination to explore the unconscious and practice in-
13. Practice basic painting skills using water soluble paint for various
compositional, pictorial, and color exercises.
14. Familarize students with good examples of drawing and painting, past
and contemporary, including pre-historic, primitive and non-western,
15. Expose students to the range of crafts and designed products from
early examples to current.
16. Use reproductions of paintings as a point of departure to analyze
formal and stylistic elements.
17. Exercise ability to make critical, aesthetic judgements through class
May include the following:
1. Value contrast compositions.
2. Value gradient and transparency compositions.
3. Textural studies.
4. Pattern exercises, programmed and variable repeats.
5. Color problems dealing with: spatial characteristics; relativity
and interaction; emotive, evocative qualities; sensory, associative,
symbolic aspects; contrasts (hue, temperature, value, complimentary,
analagous, etc.); tints, tones, shades; mixing and painting skills.
6. Relate the above design elements to the visual environment through
exercises in drawing and painting.
7. Exercises emphasizing movement as a dynamic element.
8. Create various spatial effects using perspective as well as other
9. Draw natural and man-made objects to study shape, texture, light
and shadow, singly and in combination.
10. Create light and mood variations by allusions to effects of dusk,
night, mist, autumn, etc.
11. Expand upon post card art reproductions to explore formal and
12. Use theme of an imagined space, such as a garden, as means to employ
symbol, abstraction and personal expression.
13. A design problem to be achieved in drawing and/or painting dealing
with specific criteria. (Such as a clock face, stamp, crate or wine
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 problem solving assessments and 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
40 - 60%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
10 - 30%
|Class performances, Portfolio||
|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%
|A portfolio of completed class and outside assignments. Other factors: attendance, attentiveness, attitude, effort, class participation, growth.||
Form, Space and Vision by Graham Collier
Design Principles and Problems by Zelanski anad Fisher
Experience in Visual Thinking by Robert KcKim
Visual Forces by Martinez and Block
The Enjoyment and Use of Color by Walter Sargent