SUGGESTED STUDENT OUTCOMES FOR CORE COURSES DESIGN II Prepared by The Academic Affairs Sub-Committee, Texas Association of Schools of Art January, 1999 A. DESIGN II (TCCN 1312) TASA course description - Prerequisites: Design I. Design II is a studio course concerning the fundamentals of art with emphasis on three-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 II is to thoroughly examine the formal elements of three-dimensional form through hands-on personal experience; observing the work of others in the studio environment; exploring a broad repertoire of media possibilities; and critical analysis of produced works. 2. COURSE GOALS: Design II is designed to prepare students with basic knowledge of three-dimensional form through accomplishment of the following goals: a. To acquaint students with the language of three-dimensional form and space. b. To demonstrate the viability of the language of three-dimensional form as a mode of inquiry into the world, the mind, and language. c. To illustrate that no visual knowledge exists except in some form in space. d. To develop the observational ability to sense underlying structure of natural and man-made forms. e. To reveal the cultural relativity of contemporary styles by increasing knowledge of art history. f. To critically reassess the environment of man-made objects and architecture. C. PERFORMANCE OBJECTIVES - Expected student outcomes by domain: 1. COGNITIVE: (Development of critical thinking skills, conceptual constructs, specialized vocabulary and art history.) a. The student will be able to identify the formal elements of the language of three-dimensional form. b. The student will develop a vocabulary both in order to explicate works of design and to verbally discuss issues of quality. c. The student will develop confidence in the ability to assess quality in works of three-dimensional design d. The student will develop a repertoire of possibilities in the pursuit of the creative process as evidenced in physical works of three-dimensional design. e. The student will develop an understanding of the application potential of three-dimensional concepts. f. The student will develop an understanding of concept vs. process in three-dimensional form. g. The student will develop an understanding of the role of craftsmanship in articulating ideas. 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. Each student will be able to use vocabulary specific to the design process. SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN II, page 2 j. The student will demonstrate a capacity for design synthesis by making designs which incorporate and unify disparate elements, processes, motifs and concepts. 2. PSYCHOMOTOR: (Development of manipulative, work-oriented skills; demonstration of specific process skills) a. The student will develop technical and craftsmanship skills through hands-on work with materials. b. The student will demonstrate flexibility and adaptability by using a variety of technical and conceptual strategies in resolving design problems. c. The student will demonstrate fluency by producing several different solutions to the same problem. d. The student will be able to understand shop technology and safety e. The student will be able to control form so that a finished presentation is accomplished, including architectural weight/support sufficiency. f. The student will be able to install three-dimensional designs for ideal contextual viewing. g. The student will be able to orally critique three-dimensional form. h. The student will demonstrate respect for design work by presenting neat, clean, well-crafted projects. 3. AFFECTIVE: (Development of behavioral skills which help the student acquire a positive attitude toward self, other students, faculty, facilities and equipment, work area, housekeeping 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. 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. c. The student will 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. d. The student will demonstrate resistance 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. e. The student will demonstrate awareness by producing designs in which nuance is evident (nuance in form, nuance in content). f. The student will demonstrate independence of judgement (and resistance to peer sanctions) by producing designs which are personally unique or unusual in character. g. The student will demonstrate confidence by his or her willingness to attempt difficult or complex design problems. h. The student will demonstrate persistence in working on design problems in which neither the problem or the solution is clearly evident or defined. i. The student will observe safe studio and shop practices. j. The student will demonstrate an ability to analyze by verbally identifying and articulating the salient design elements in particular designs. k. The student will demonstrate the ability to offer and receive constructive criticism. l. The student will demonstrate the ability to participate in class discussion and demonstrate critical thinking skills and 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. The student will demonstrate the ability to contribute to the studio working environment. o. The student will demonstrate the ability to prepare adequately for examinations.s.