SUGGESTED STUDENT OUTCOMES FOR CORE COURSES
DESIGN III
Prepared by 
The Academic Affairs Sub-Committee, Texas Association of Schools of Art
January, 1999


A. DESIGN III  (TCCN 2311)
TASA course description - Prerequisites: The freshman transfer curriculum. 
Design III is a studio course which further investigates the problems of 
two-dimensional concepts with an emphasis on color theory and personal expression. 

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 III is to further explore the elements and principles of 
two-dimensional design with an emphasis on color composition.  To investigate 
primary color concepts through a series of interrelated studio projects.  
To assist the student in graphic skills development, understanding visual issues, ideas, and creative problem solving.  To further develop critical thinking and graphic analysis skills through studio project evaluation.

2.  COURSE GOALS:
DESIGN III is designed to extend each student's basis of visual knowledge, 
critical thinking skills, and working disciplines through the exploration of 
major color theories as well as the practical use and application of paint media 
as well as alternative color media as applied to pictorial composition.  
Information on materials, techniques and color nomenclature are provided and 
experienced through studio projects with a class critique evaluation process.  
By the end of the semester the student will: 
a.	possess a higher level of perceptual awareness.
b.	have translated color theories and two-dimensional compositional concepts 
into effective plastic forms.
c.	have demonstrated confidence in and strategies toward individual creativity.
d.	have demonstrated sensitivity for the psycho-physiological "language" of 
color and two-dimensional composition.
e.	have demonstrated 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 refined, higher level technical practices.
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 design effective two-dimensional, compositional
 color pattern strategies.
 SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN III, page 2

b.	Each student will be able to understand the principles of relative 
two-dimensional design studio technology and safety.
c.	Each student will be able to design, shape and scale optimum formats to 
accommodate individualized expressive concerns for problematic 
color-compositional expressions. 
d.	Each student is required to complete a range of projects that explore, 
color composition, perceptual awareness, knowledge of contemporary formal 
issues and archetypes, creative synergy, and a broad range painterly effects.
e.	Each student will be able to employ appropriate technical processes for 
expression of physical, social and psychological aspects of pictorial 
composition and color theory. 
f.	Each student will be able to employ unifying principles of design including 
repetition, variety, rhythm, balance, emphasis, and economy.
g.	Each student will be able to research historical and contemporary aspects 
of color and pictorial form.
h.	Each student will be able to write a fundamental, comprehensive analysis 
of two-dimensional form.
i.	The student will demonstrate interest in design by seeking design information from a variety of sources such as books, periodicals, exhibitions, museums, etc.
j.	The student will demonstrate a capacity for design synthesis by making 
designs which incorporate and unify disparate elements, processes, motifs and 
concepts.
k.	Each student will be able to offer a fundamental oral critique of 
two-dimensional form.
l.	Each student will be able to participate in group critiques.
m.	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 and effectively use various stable 
grounds and support surfaces as formats for color exercises and pictorial 
compositions.	
b.	Each student will learn to manipulate various color media in order to 
control color pigment optics and tactile qualities. (various color media 
should be determined by responsible faculty members relative to the maintenance 
of safe, healthy learning environments within each institutional facility.)
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 present completed project solutions for 
class critique.
h.	Each student will be able to install design solutions for critique exhibit.
i.	Each student will be able to orally critique design project explorations.

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 and shop practices.
 SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN III, page 3

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 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.
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 resistance 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.