SUGGESTED STUDENT OUTCOMES FOR CORE COURSES
DESIGN IV
Prepared by
The Academic Affairs Sub-Committee, Texas Association of Schools of Art
January, 1999
A. DESIGN IV (TCCN - none)
TASA course description - Prerequisite: Design III. Design IV is a studio
course which further investigates the problems of two-dimensional and
three-dimensional concepts with emphasis on individual expression.
Texas Higher Education Coordinating Board Information
CIB # - Currently None
B. FOCUS, PURPOSE AND GOALS OF COURSE:
1. COURSE PURPOSE:
The purpose of Design IV is to continue the study of the formal issues in
three-dimensional design. To continue to investigate the language of
three-dimensional design as a viable means of inquiry into the world,
the mind, and language. To refine observational abilities for sensing
underlying structure in three-dimensional form and space. To become
increasingly aware of art history as a source for the study of design.
To develop visual analytic abilities for the re-evaluation of architecture
and man-made objects in the contemporary environment.
2. COURSE GOALS:
Design IV is designed to:
a. extend student knowledge of the language of three-dimensional form and space.
b. further demonstrate the viability of the language of three-dimensional form
as a mode of inquiry into the world, the mind, and language.
c. further illustrate that no visual knowledge exists except in some form in
space.
d. continue the development of the observational ability to sense underlying
structure of natural and man-made forms.
e. further reveal the cultural relativity of contemporary styles by increasing
knowledge of art history.
f. continue 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 continue to develop a vocabulary both in order to explicate
works of design and to verbally discuss issues of quality.
c. The student will further develop confidence in the ability to assess quality
in works of three-dimensional design
d. The student will develop a greater repertoire of possibilities in the pursuit of
the creative process as evidenced in physical works of three-dimensional
design.
e. The student will further develop an understanding of the application
potential of three-dimensional concepts.
SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN IV, page 2
f. The student will further develop an understanding of concept vs. process
in three-dimensional form.
g. The student will develop greater understanding of the role of craftsmanship
in articulating ideas.
h. The student will demonstrate interest in three-dimensional 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.
2. PSYCHOMOTOR: (Development of manipulative, work-oriented skills; demonstration of specific process skills)
a. The student will exhibit higher standards in technical and craftsmanship
skills through hands-on work with materials.
b. The student will be able to further control form so that a finished
presentation is accomplished, including architectural weight/support sufficiency.
c. The student will exhibit flexibility and a wide repertoire of possibilities
to create three dimensional form which explores design concepts.
d. The student will develop technical and craftsmanship skills through hands-on
work with materials.
e. The student will demonstrate flexibility and adaptability by using a variety
of technical and conceptual strategies in resolving design problems.
f. The student will demonstrate fluency by producing several different solutions
to the same problem.
g. The student will be able to understand shop technology and safety
h. The student will refine installation of three-dimensional designs for ideal
contextual viewing.
i. The student will be able to orally critique three-dimensional form.
j. 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, 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 three-dimensional 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
three-dimensional 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.
SUGGESTED STUDENT OUTCOMES FOR CORE COURSES - DESIGN IV, page 3
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.