SUGGESTED STUDENT OUTCOMES FOR CORE COURSES DESIGN I Prepared by The Academic Affairs Sub-Committee, Texas Association of Schools of Art January, 1999 A. DESIGN I (TCCN 1311) TASA course description - Prerequisites: None; Design I is a studio course concerning the fundamentals of art with emphasis on two-dimensional concepts. Texas Higher Education Coordinating Board Information CIB #50.0401.53 30 Design 9:3:96 Elements and principles of art using two- and three-dimensional concepts. ARTS 1311 (2-dimensional) ARTS 1312 (3-dimensional) ARTS 2311 (3rd semester design: may be 2-D, 3-D, color, or combinations thereof) B. FOCUS, PURPOSE AND GOALS OF COURSE: 1. COURSE PURPOSE: The purpose of Design I is to provide each student with foundation working knowledge of two-dimensional design on which to build the visual thinking skills, knowledge of historical and contemporary art forms, technical approach to materials and the methods for channeling creative energies that enable a life-time of personal artistic expression. 2. COURSE GOALS: Design I is structured and organized to develop each student's basis of visual knowledge, critical thinking skills, and working disciplines so that by the end of the semester he or she will: a. possess a higher level of perceptual awareness b. have translated perceptual awareness into two-dimensional plastic form c. have demonstrated confidence in and strategies toward individual creativity d. have demonstrated sensitivity for the psycho-physiological "language" of two-dimensional art. e. have demonstrated basic knowledge of contemporary and historic artistic models f. have demonstrated knowledge of art as cultural information g. have performed exercises in visualization and critical thinking h. have performed basic technical practices with two-dimensional mediums. i. have demonstrated knowledge of and performed safe and effective studio practices. C. PERFORMANCE OBJECTIVES - Expected student outcomes by domain: 1. COGNITIVE: (Development of critical thinking skills, conceptual constructs, specialized vocabulary and art history.) a. Each student will be able to understand the principles of relative two-dimensional design studio technology and safety. b. Each student will be able to develop effective two-dimensional technical strategies c. Each student will be able to design, shape and scale optimally expressive two-dimensional formats. d. Each student is required to complete a range of projects that explore various approaches to controlling the viewer's attention, merging medium and concept, and engaging the creative process. e. Each student will be able to employ unifying principles of design including repetition, variety, rhythm, balance, emphasis, and economy. SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN I, page 2 f. Each student will be able to research & identify historical & contemporary spatial systems. g. Each student will be able to write a fundamental, comprehensive analysis of two-dimensional form. h. The student will demonstrate interest in design by seeking design information from a variety of sources such as books, periodicals, exhibitions, museums, etc. i. The student will demonstrate a capacity for design synthesis by making designs which incorporate and unify disparate elements, processes, motifs and concepts. j. Each student will be able to offer a fundamental oral critique of two-dimensional form. k. Each student will be able to participate in group critiques. l. Each student will be able to use vocabulary specific to the design process. 2. PSYCHOMOTOR: (Development of manipulative, work-oriented skills; demonstration of specific process skills) a. Each student will be able to select appropriate two-dimensional support materials for specific expressive purposes. b. Each student will be able to prepare a stable painting ground. c. The student will demonstrate flexibility and adaptability by using a variety of technical and conceptual strategies in resolving design problems. d. The student will demonstrate fluency by producing several solutions to the same problem. e. Each student will learn to manipulate two-dimensional materials in order to explore the expressive potential of line, shape and form, space, texture, pattern, and value. f. The student will demonstrate respect for design work by presenting neat, clean, well crafted projects. g. Each student will be able to mat or otherwise formally present finished compositions. h. Each student will be able to orally critique two-dimensional compositions. 3. AFFECTIVE: (Development of behavioral skills which help the student acquire a positive attitude toward self, other students, faculty, facilities and equipment, housekeeping in the work area, and the ability to carry out directions, meet deadlines, meet attendance requirements, etc.) a. The student will demonstrate interest in design by regular and punctual class attendance. b. Each student will observe safe studio practices. c. The student will demonstrate the ability to follow assignment instructions as well as intrinsic motivation by persistence in staying on task and frequently exceeding the production requirements set by the instructor. d. Each student will demonstrate the ability to self initiate tasks and demonstrate courage and tenacity by persistence in resolving design problems and completing assignments in a timely manner - by repeated attempts to resolve or improve upon solutions to design problems, especially in the face of risk taking and failure. e. The student will demonstrate resistence to premature closure and openness to discovery by allowing technical and conceptual processes to evolve and by permitting and even seeking a variety of design sources and processes to generate design ideas and products. f. The student will demonstrate awareness by producing designs in which nuance is evident (nuance in form, nuance in content). g. The student will demonstrate independence of judgement (and resistence to peer sanctions) by producing designs which are personally unique or unusual in character. h. The student will demonstrate confidence by his or her willingness to attempt difficult or complex design problems. i. The student will demonstrate persistence in working on design problems in which neither the problem nor the solution is clearly evident or defined. j. Each student will demonstrate the ability to contribute to the studio working environment. k. The student will demonstrate an ability to analyze by verbally identifying and articulating the salient design elements in particular designs. l. Each student will demonstrate the ability to tolerate diverse views. m. The student will demonstrate interest in design by asking relevant design related questions and by participating, without prompting, in group and individual critiques. n. Each student will demonstrate the ability to offer and receive constructive criticism.