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ACS 200 Professional Art Practices

Appreciate diverse cultural and individual perspectives: Students examine national and international contemporary artwork and writings in order to broaden their knowledge, scope, and understanding of the art world. Contemporary artist statements with diverse individual perspectives are studied as students prepare their own statements about their artwork. This course introduces students to cultural and individual perspectives through studio visits, museum and gallery trips and artist lectures. Students learn directly from professional artists about a variety of creative practices within the visual arts.

Solve problems collaboratively: Students organize and present their work to each other; they provide feedback to each other regarding the editing process, presentation methods, and written and verbal statements pertaining to their work; they collaborate to practice interviewing methods, networking options, and different scenarios in presenting their work.

Reason and act ethically: Students explore a variety of art-related venues and attend a variety of artist lectures, all of which require students to keep an open mind as to the possibilities that lie within the field of the visual arts. As guests or audience members in the public realm, students demonstrate respect through their actions and show responsibility as a GCC student and community member. Acting and communicating respectfully and ethically toward one another is essential in the classroom/studio and necessary for functional and productive critiques, debates, and discussions.

Demonstrate civic knowledge and engagement: As students explore motives for acquiring funds for art projects, they are encouraged to become involved with their local cultural council as a committee member or applicant. Visiting artists may present social or political ideas pertaining to their work, and students may visit exhibitions with civic-related content. The process of developing public art proposals is also discussed.

Communicate in various modes and media: Students engage in verbal, visual and written presentation of ideas and information; they prepare digital presentations and portfolios of their work.

Use quantitative concepts and processes: Students use essential quantitative concepts in the preparation and presentation of their portfolios.

Locate, evaluate and use various sources of information: The instructor provides links to specific online resources and publications to inform students of opportunities existing in the art world. Students go on to locate their own resources online, in libraries, in the community, pertaining to their own studio practice and work.

Explore the natural and physical world: N/A

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is a primary focus in this course. Students explore and analyze their own work, as well as the work of professional artists working with a variety of disciplines; they critically explore career options within their field of study.

Apply, integrate, and synthesize learning: Students use their portfolios to develop verbal presentations and written statements; they write cover letters, resumes, biographical and artist statements; they apply for grants, exhibitions, residencies, positions, or college transfer; they build upon prior and current studio experiences as they continue to develop and edit their portfolios.

AHS 101 Art History Survey I

Appreciate diverse cultural and individual perspectives: Open discussion format fosters the development of and respect for a student's own informed perspectives and the perspectives of others. Covers non-Western art, religious art from Christian, Islamic, Judaic, Buddhist, and Hindu cultures.

Solve problems collaboratively: Homework assignments require students to conduct online conversations to explore questions related to class readings. In small group work during class time students work together to discuss and analyze issues related to art historical analysis, formal analysis, and topics in the arts.

Reason and act ethically: Class discussions and assignments draw connections between ethical issues present in our society and the field of art history, and the societal issues addressed through the visual arts of the past.

Demonstrate civic knowledge and engagement: The relationship between art and politics and the social role of the arts across history is a major focus of this course. The civic role of architecture is a main focus as well. Connections are drawn through assignments and discussions between historical periods and today.

Communicate in various modes and media: Course requires communication in the form of verbal class discussions (small and large group), online written conversations, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: Midterm assignment involves locating and evaluating a visual work of art to develop an analytic paper. Final paper involves research beyond the course textbook and class notes.

Explore the natural and physical world: N/A

Think creatively and critically: Formal and contextual analysis are at the core of the work required in this course, from discussions and homework, to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of art history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

AHS 102 Art History Survey II

Appreciate diverse cultural and individual perspectives: Course covers non-Western art and art by artists with diverse cultural, sexual, religious, economic, educational, and political backgrounds. Students learn from each other as they share their perspectives on the course materials.

Solve problems collaboratively: Homework assignments require students to conduct online conversations to explore questions related to class readings. In small group work during class time students work together to discuss and analyze issues related to art historical analysis, formal analysis, and topics in the arts.

Reason and act ethically: Two assignments address ethics through case studies of artists and patrons, artists and the public. Many of the works explored address questions of ethics as they overlap with subject matter, function, effect, and biography of the artist.

Demonstrate civic knowledge and engagement: Several focus topics address the role and responsibilities of the arts in their civic and public contexts.

Communicate in various modes and media: Course requires communication in the form of verbal class discussions (small and large group), online written conversations, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: Final project is an 8-10 page research paper and presentation; a bibliography is required in advance of the paper. Requires 6 sources -- print and electronic -- from scholarly sources.

Explore the natural and physical world: N/A

Think creatively and critically: Formal and contextual analysis are at the core of the work required in this course, from discussions and homework, to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of art history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

AHS 107 History of Modern Art

Appreciate diverse cultural and individual perspectives: Course material includes artworks and writings by people of diverse backgrounds, beliefs, and approaches. Students learn from each other as they share their perspectives on the course materials.

Solve problems collaboratively: Questions and issues are posed to the class for group debate and discussion. Group discussions online and in-class require collaboration to explore or respond to open-ended questions or critiques of readings.

Reason and act ethically: Several assignments ask students to consider ethical conflicts based on actual case studies.

Demonstrate civic knowledge and engagement: Focus topics addressing the role and responsibilities of the arts in their civic and public contexts are interwoven throughout the course. Assignments require students to draw connections between their lives and art/society from the past 140 years through to the present.

Communicate in various modes and media: Course requires communication in the form of verbal class discussions (small and large group), online written conversations, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: Students critically read and evaluate primary documents from the late 19th and early 20th centuries. Final project is an 8-10 page research paper and presentation; a bibliography is required in advance of the paper. Requires 6 sources -- print and electronic -- from scholarly sources.

Explore the natural and physical world: N/A

Think creatively and critically: Formal and contextual analysis are at the core of the work required in this course, from discussions and homework, to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks. Students are required to think critically about assigned readings and to develop their own theories about issues within the field.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of art history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

AHS 108 History of Photography

Appreciate diverse cultural and individual perspectives: Course material includes artworks and writings by people of diverse backgrounds, beliefs, and approaches. Students learn from each other as they share their perspectives on the course materials.

Solve problems collaboratively: Questions and issues are posed to the class for group debate and discussion. Group discussions require collaboration to explore or respond to open-ended questions or critiques of readings.

Reason and act ethically: Students investigate the relationship of photography to the issues of culture, politics, religion, race and gender. Discussions include the potential for ethical conflicts in all genres of photography.

Demonstrate civic knowledge and engagement: Topics addressing the role and responsibilities of photographers in civic and public contexts are interwoven throughout the course. Assignments require students to draw connections between their lives in relation to photography, art, and society.

Communicate in various modes and media: Course requires communication in the form of verbal class discussions (small and large group), online written conversations, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: The primary source of information is the assigned textbook. Students use online resources including the Library of Congress and major art/photography museum web sites. Students are required to visit galleries and libraries for assigned papers.

Explore the natural and physical world: The photographic image is inherently an exploration of the natural and physical world. Throughout the course students are exposed to a wide variety of such images and engage in critical discussion relating to the content of those images.

Think creatively and critically: Formal and contextual analysis are at the core of the work required in this course, from discussions and homework, to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of photographic history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

AHS 110 History of Film and Video

Appreciate diverse cultural and individual perspectives: Course material includes artworks and writings by people of diverse backgrounds, beliefs, and approaches. Students learn from each other as they share their perspectives on the course materials.

Solve problems collaboratively: Questions and issues are posed to the class for group debate and discussion. Group discussions, online and in-class, require collaboration to explore or respond to open-ended questions or critiques of readings.

Reason and act ethically: Several assignments ask students to consider ethical conflicts based on actual case studies.

Demonstrate civic knowledge and engagement: Throughout the semester, several assignments address the role of film/video in civic and social contexts. Assignments require students to draw connections between video/film and social/civic/political concerns from the past to the present.

Communicate in various modes and media: Course requires communication in the form of verbal class discussions (small and large group), online written conversations, short formal presentations, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: Students critically read and evaluate primary documents from the late 19th and early 20th centuries. Final project is an 8-10 page research paper and presentation; a bibliography is required in advance of the paper. Requires 6 sources -- print, electronic, and film/video -- from scholarly and artistic sources.

Explore the natural and physical world: N/A

Think creatively and critically: Formal and contextual analysis are at the core of the work required in this course, from discussions and homework, to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of art history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

AHS 114 History of Design

Appreciate diverse cultural and individual perspectives: The design of artifacts incorporating the signs and symbols of language has existed globally for thousands of years. Because of its long history and international scope, students of design become aware and appreciative of cultural traditions and trends, as well as the work and ideas of individual practitioners. Students will make important links between art and language, discover how communication takes place in a variety of ways to both individuals and broad markets, and develop their own personal perspectives.

Solve problems collaboratively: In the study of design, students will necessarily engage in critical discussions about solutions to problems. Design is by nature a collaborative process shared between those who commission the effort and those who execute it.

Reason and act ethically: The communication of a specific message to a specific audience and the means of communicating that message are always discussed in terms of the effect of its intentions. Moral and ethical connotations of a message are discussed when they are implied by the language and images used in the design.

Demonstrate civic knowledge and engagement: Whether in health or human services or in the political sphere, civic issues have always been material for designing posters, advertisements, marketing and fund-raising materials.

Communicate in various modes and media: Class requires communications through verbal class discussions (small and large group), a short formal presentation, formal papers, and written individual and group assignments.

Use quantitative concepts and processes: N/A

Locate, evaluate and use various sources of information: Research is a primary component of any design solution. The search for and evaluation of information is necessary for composing visual and verbal messages that are effective in reaching their audiences. Students are guided and encouraged to seek information from a range of resources such as the Internet, reference libraries, books and periodicals, personal interviews, and case studies.

Explore the natural and physical world: Creating design for certain means of communication such as billboards and environmental advertising requires an awareness on the part of the designer as to how people move through, and may be commanded to pay attention to messages inserted into, their physical world. This would even include the design of packaging and point of purchase displays, which use typography in ways relating to the environments that they are seen and experienced in.

Think creatively and critically: Formal analysis and contextual analysis are at the core of all work required in this course, from discussions and homework to exams and final papers. Assignments, readings, and discussions are designed to increasingly develop students' critical abilities as they develop their own interpretations and analyses of artworks.

Apply, integrate, and synthesize learning: The very nature of this course, its assignments, and the field of design history involve the application, integration, and synthesis of learning (which is progressive and cumulative) to new situations. Students reflect upon and apply their learning in the classroom to their understanding of the current role of the arts and artist through assignments and class discussions.

ART 121 Visual Concepts I

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process. Students act respectfully within the studio environment as they consider their use of materials and physical surroundings. Students choose materials with an awareness of their impact on the environment.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use a variety of tools and materials to visually communicate their ideas. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students locate resources online, in libraries, and in their community. Students integrate this research into their work.

Explore the natural and physical world: Students use the natural and physical world for inspiration, subject, and sometimes materials in their work. Students draw inspiration from the natural world as they address issues of form and function in design. Art-making supplies are made from natural materials, including pigments, charcoal and paper.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students approach design problems in unique and creative ways.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 123 Visual Concepts II

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process; they act respectfully within the studio environment as they consider their use of materials and the physical surroundings; they choose materials with an awareness of their impact on the environment.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use a variety of tools and media to visually communicate their ideas. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students locate resources online, in libraries, and in their community. Students integrate this research into their work.

Explore the natural and physical world: Students use the natural and physical world for inspiration, subject, and sometimes materials in their work. Students draw inspiration from the natural world as they address issues of form and function in design. Art-making supplies are made from natural materials, including pigments, charcoal and paper

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students approach design problems in unique and creative ways.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 125 Three-Dimensional Design

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and diverse materials to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to recreate it in three dimensions using a variety of natural and man-made materials.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 131 Drawing Foundation

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface. Students engage in observational drawing on a weekly basis, which is the first step in educating the eye and leading to an understanding and appreciation of the structural rules obeyed by the natural and physical world. These rules are perspective, scale and proportion, density and volume.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 132 Drawing II

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students engage in observational drawing on a weekly basis, which is the first step in educating the eye and leading to an understanding and appreciation of the structural rules obeyed by the natural and physical world. These rules are perspective, scale and proportion, density and volume.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 141 Color

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students use scientific method to understand the fundamentals of color theory; they explore additive and subtractive color systems as well as rudimentary physics of light.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 151 Photography Foundation

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students borrow and return camera equipment on a regular basis. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students express ideas, concepts, and other content through the photographic medium. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students learn to take light readings, apply f-stop settings, bracket exposures, calculate depth of field, and the various measurements required to print images.

Locate, evaluate and use various sources of information: Students use a text for their primary source of information. Handouts on specific problems are made available online. Visits to the library and frequent gallery visits are encouraged.

Explore the natural and physical world: Students go out into the world to shoot images on a regular basis throughout the semester and bring those images back to the classroom. These images become works that create a dialog between themselves and the images of other students and tell stories of the world we live in.

Think creatively and critically: Along with learning the formal aspects of photography students begin learning the relationship of form and content. Students learn critical thinking and self-assessment through ongoing critiques.

Apply, integrate, and synthesize learning: Students apply integrate and synthesize learning by completion of assignments designed to address specific lessons. Assessment of successful learning takes place in on-going and final critiques.

ART 152 Film and the Darkroom

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students borrow and return camera equipment on a regular basis. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students express ideas, concepts, and other content through the photographic medium. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students learn to take light readings, apply f-stop settings, bracket exposures, calculate depth of field, time exposures on film and in the darkroom, and the various measurements required to print images.

Locate, evaluate and use various sources of information: Handouts on specific problems are made available on-line. Visits to the library and frequent gallery visits are encouraged.

Explore the natural and physical world: Students go out into the world to shoot images on a regular basis throughout the semester and bring those images back to the classroom. These images become works that create a dialog between themselves and the images of other students and tell stories of the world we live in.

Think creatively and critically: Along with learning the formal aspects of photography students begin learning the relationship of form and content. Students learn critical thinking and self-assessment through ongoing critiques.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 155 Video Foundation

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students borrow and return video equipment on a regular basis. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students develop storyboards to illustrate their intended goals for individual assignments. Students express ideas, concepts, and other content through the medium of video and audio.

Use quantitative concepts and processes: Students edit video footage to construct ideas: They break apart and reassemble recorded timeframes.

Locate, evaluate and use various sources of information: Students use a set textbook and instructional handouts provided by the instructor. Additional web-based resources may also be provided.

Explore the natural and physical world: Students go out into the world to shoot video on a regular basis throughout the semester and bring recordings of that world into the classroom. This footage is then reshaped to form new images and stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 161 Computer Arts Foundation

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students learn fundamental intellectual property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students employ image and text to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students learn screen-based measurement as it applies to the computer arts.

Locate, evaluate and use various sources of information: Students use instructional handouts provided by the instructor. Additional web-based resources may also be provided.

Explore the natural and physical world: Students work in a virtual three-dimensional space in which the laws of perspective, scale, and proportion apply.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 173 Digital Design

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course. Through research of contemporary themes in design, students discover/learn about culture as expressed through design.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work. Design is by nature a collaborative process shared between those who commission the effort and those who execute it.

Reason and act ethically: Students, when dealing with issues of (simulated or real) client/designer relationship, must often strive to balance their personal views/beliefs with those of their clients.

Demonstrate civic knowledge and engagement: Whether in health or human services or in the political sphere, civic issues have always been material for designing posters, advertisements, marketing and fund-raising materials. In order to create successful design solutions in these areas, students conduct research and engage with the content and principles of their clients in the community to form graphic and verbal messages.

Communicate in various modes and media: By definition, digital design is expressed through a wide variety of media and through various distinct forms of communication such as printed materials, online publishing, television, video, animation, signage, packaging, advertising, and environmental design.

Use quantitative concepts and processes: Measurements of columns, page sizes, and type, using various tools and scales (points, picas, pixels, inches), are fundamental to the work of the designer.

Locate, evaluate and use various sources of information: Successful design requires research in various sources.

Explore the natural and physical world: N/A

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 224 Visual Concepts III

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work and film screenings pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. Students from all disciplines within the Visual Arts Program come together in this course to collaborate as they examine how design issues are at play in their work.

Reason and act ethically: Students must consider ethical connotations in image making and the message they visually communicate. Students will confront the same choices in critique/verbal criticism of the work of their peers.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use a variety of tools and materials to visually communicate their ideas. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students locate resources online, in libraries, and in their community. Students integrate this research into their work.

Explore the natural and physical world: Students use the natural and physical world for inspiration, subject, and sometimes materials in their work. Students draw inspiration from the natural world as they address issues of form and function in design. Art-making supplies are made from natural materials, including pigments, charcoal and paper.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students approach design problems in unique and creative ways.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 225 Three-Dimensional Design II

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and diverse materials to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to recreate it in three dimensions using a variety of natural and man-made materials.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 232 Thematic Drawing

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and drawing media to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use basic concepts such as scaling, proportioning and measuring.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the development of a thematic portfolio of drawings as they discover their individual ideas and expression. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 235 Figure Drawing

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students study the skeleton and the human figure to learn the skeletal and muscular structure of the human body.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 236 Figure Drawing II-A

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement the instructor's teaching as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students observe and draw the human figure from life.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 237 Figure Drawing II-B

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students observe and draw the human figure from life.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 238 Perspective Drawing

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and drawing media to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, and the natural/physical properties of materials.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement the instructor's teaching as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the development of a thematic portfolio of drawings as they discover their individual ideas and expression. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 241 Painting

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and painting media to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 242 Painting and Drawing I

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and painting media to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 243 Painting and Drawing II

Appreciate diverse cultural and individual perspectives: Students share individual perspectives and cultural experiences/differences through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas and engage in group critique. The critique forms a forum for addressing problems in a work and students provide each other with constructive criticism.

Reason and act ethically: Students learn fundamental property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students learn and employ the visual language and painting media to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use the essential quantitative concepts of art making: Scale, proportion, measuring, balance, mixing, and the natural/physical properties of materials and light.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students visually explore the natural and physical world of form and space as they try to represent it on a two dimensional surface.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Students confront and solve design problems constantly as part of their working process. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 251 Intermediate Photography

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students engage with the world through their camera lens. Class discussions and critiques include sharing thoughts on the ethics and responsibilities of looking.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students express ideas, concepts, and other content through the photographic medium. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students employ the essential measurement concepts and techniques as pertaining to digital and/or analog photographic processes.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students go out into the world to shoot images on a regular basis throughout the semester and bring those images back to the classroom. These images become works that create a dialog between themselves and the images of other students and tell stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. End of semester critique and portfolio provide evidence of this learning.

ART 252 Intermediate Photography II

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students engage with the world through their camera lens. Class discussions and critiques include sharing thoughts on the ethics and responsibilities of looking.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students express ideas, concepts, and other content through the photographic medium. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students employ the essential measurement concepts and techniques as pertaining to digital and/or analogue photographic processes.

Locate, evaluate and use various sources of information: Students use online resources and the library to supplement instruction as well as exploration/discovery inherent in the studio experience.

Explore the natural and physical world: Students go out into the world to shoot images on a regular basis throughout the semester and bring those images back to the classroom. These images become works that create a dialog between themselves and the images of other students and tell stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. End of semester critique and portfolio provide evidence of this learning.

ART 255 Video Art

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students borrow and return video equipment on a regular basis. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students develop storyboards to illustrate their intended goals for individual assignments. Students express ideas, concepts, and other content through the medium of video and audio. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students edit video footage to construct ideas: They break apart and reassemble recorded timeframes.

Locate, evaluate and use various sources of information: Students use a set textbook and instructional handouts provided by the instructor. Additional web-based resources may also be provided.

Explore the natural and physical world: Students go out into the world to shoot video on a regular basis throughout the semester and bring recordings of that world into the classroom. This footage is then reshaped to form new images and stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 256 Video Portfolio

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students borrow and return video equipment on a regular basis. Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students develop storyboards to illustrate their intended goals for individual assignments. Students express ideas, concepts, and other content through the medium of video and audio. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students edit video footage to construct ideas: They break apart and reassemble recorded timeframes.

Locate, evaluate and use various sources of information: Students use a set textbook and instructional handouts provided by the instructor. Additional web-based resources may also be provided

Explore the natural and physical world: Students go out into the world to shoot video on a regular basis throughout the semester and bring recordings of that world into the classroom. This footage is then reshaped to form new images and stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, both within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 261 Digital Photography

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students engage with the world through their camera lens. Class discussions and critiques include sharing thoughts on the ethics and responsibilities of looking.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students communicate ideas through a broad understanding of digital media. They present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students use both software and hardware in the creation of professional quality photographs. Final critiques and submission of a digital portfolio are required.

Locate, evaluate and use various sources of information: Students are expected to visit galleries and make frequent visits to the library. Extensive online resources are used along with instructional handouts provided by the instructor.

Explore the natural and physical world: Students go out into the world to shoot images on a regular basis throughout the semester and bring those images back to the classroom. These images become works that create a dialog between themselves and the images of other students and tell stories of the world we live in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 263 Web Site Design

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students learn fundamental intellectual property rights and fair use codes of conduct as applicable to the educational environment and the non-academic world. Students share concepts and techniques with each other and exchange ideas throughout the learning process. Students are not permitted to develop commercial web sites in accordance with educational software licensing.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students employ image and text to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques. Students submit an outline/proposal that communicates how their intended web site will function.

Use quantitative concepts and processes: Students design web sites to accommodate and display well a variety of screen resolutions.

Locate, evaluate and use various sources of information: Students use extensive online resources in the development of their work, including searching for and employing solutions to complex problems. Instructional handouts are provided.

Explore the natural and physical world: N/A

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students solve design problems as they relate to displaying and navigating information on screen. Creative and critical thinking is reflected in student web site proposals and the realization of those proposals as completed web sites.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 264 Flash Site Design

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process. Students are not permitted to develop commercial web sites in accordance with educational software licensing.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students employ image and text to communicate to a broad and diverse audience. Additionally, they present ideas verbally through individual presentations and group critiques. Students submit an outline/proposal that communicates how their intended web site will function.

Use quantitative concepts and processes: Students design web sites to accommodate and display well a variety of screen resolutions.

Locate, evaluate and use various sources of information: Students use extensive online resources in the development of their work, including searching for and employing solutions to complex problems. Instructional handouts are provided.

Explore the natural and physical world: N/A

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students solve design problems as they relate to displaying and navigating information on screen. Creative and critical thinking is reflected in student web site proposals and the realization of those proposals as completed web sites.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 268 3D Computer Graphics

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use the computer to create imagery that communicates specific ideas and/or concepts. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students work in a virtual three-dimensional space in which the laws of perspective, scale, and proportion apply. They also explore the evolution of form and movement in time and the notion of timing a sequence of events to convey a sense of realism.

Locate, evaluate and use various sources of information: Students use instructional handouts provided by the instructor. Additional web-based resources and tutorials may also be provided.

Explore the natural and physical world: The natural and physical world is related to the virtual world students are creating within the computer. Similar laws and rules apply in both worlds and students gain an understanding of their inherent similarities and differences.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students solve design problems pertaining to creating a believable three-dimensional environment, leading to the creation of a complete body of work.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 269 3D Animation

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students share concepts and techniques with each other and exchange ideas throughout the learning process.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use the computer to create animation that communicates specific ideas and/or concepts. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students work in a virtual three-dimensional space in which the laws of perspective, scale, and proportion apply.

Locate, evaluate and use various sources of information: Students use instructional handouts provided by the instructor. Additional web-based resources and tutorials may also be provided.

Explore the natural and physical world: The natural and physical world is related to the virtual world students are creating within the computer. Similar laws and rules apply in both worlds and students gain an understanding of their inherent similarities and differences.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students solve design problems pertaining to creating a believable three-dimensional environment, in which movement plays a critical role, leading to the creation of a complete body of work.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 271 Graphic Design I: Typography

Appreciate diverse cultural and individual perspectives: The design of artifacts incorporating the signs and symbols of language has existed globally for thousands of years. Because of its long history and international scope, students of typographic design become aware and appreciative of cultural traditions and trends, as well as the work and ideas of individual practitioners. Students will make important links between art and language, discover how communication takes place in a variety of ways to both individuals and broad markets, and develop their own personal perspectives.

Solve problems collaboratively: In the study of design, students will necessarily engage in critical discussions about their solutions to problems. During class critique, comments and suggestions between students and teachers constitute collaboration through the exchange of ideas. Potential paths to better design are suggested, interpreted and then performed. Design is by nature a collaborative process shared between those who commission the effort and those who execute it.

Reason and act ethically: When a design problem is presented, its cultural context is implicit in the assignment. Each problem involves the communication of a specific message to a specific audience and the means of communicating that message are always discussed in terms of the effect of its intentions. Moral and ethical connotations of a message are discussed when they are implied by the language and images used in the design. In presenting a designed message each student will understand and make reasoned choices regarding its ethical content.

Demonstrate civic knowledge and engagement: When determining a self-directed project, design students always have the option of engaging with matters of their community. Whether in health or human services or in the political sphere, civic issues have always been material for designing posters, advertisements, marketing and fund-raising materials. In order to create successful design solutions in these areas, students conduct research and engage with the content and principles of their clients in the community to form graphic and verbal messages. This would develop student knowledge and civic awareness both for the individual designer and for their classmates.

Communicate in various modes and media: By definition, typographic design is expressed through a wide variety of media and through various distinct forms of communication such as printed materials, online publishing, television, video, animation, signage, packaging, advertising, and environmental design.

Use quantitative concepts and processes: Students learn measuring conventions specific to typography: Spacing, leading, kerning, font-weight, font-size, ascender height, and descender height.

Locate, evaluate and use various sources of information: Research is a primary component of any design solution. The search for and evaluation of information is necessary for composing visual and verbal messages that are effective in reaching their audiences. Students are guided and encouraged to seek information from a range of resources such as the Internet, reference libraries, books and periodicals, personal interviews, and case studies.

Explore the natural and physical world: Creating design for certain means of communication such as billboards and environmental advertising requires an awareness on the part of the designer as to how people move through, and may be commanded to pay attention to messages inserted into, their physical world. This would even include the design of packaging and point of purchase displays using typography in ways related to the environments that they are seen and experienced in.

Think creatively and critically: The teaching of design demands that methods of creative problem solving be presented to students. Various means of creative entry into projects are utilized such as visual stimulation, visual association, brainstorming, verbal lists, word and phrase mapping, drawing, and developing variation and iteration of ideas. These methods are then made manifest when students produce design artifacts which are presented visually and verbally for critical review by their peers and their teachers. The critical dialog generated at various stages of the design process is an important component in the formation of an improved design solution.

Apply, integrate, and synthesize learning: Throughout the design process, students are integrating each successive stage of research, knowledge accumulation, experimentation, and input into an applied solution that best and clearly portrays their ideas and does so in a way appropriate to the purpose of the project. The solution becomes a synthesis of all that was learned.

ART 272 Graphic Design II: Problems in Design

Appreciate diverse cultural and individual perspectives: The design of artifacts incorporating the signs and symbols of language has existed globally for thousands of years. Because of its long history and international scope, students of design become aware and appreciative of cultural traditions and trends, as well as the work and ideas of individual practitioners. Students will make important links between art and language, discover how communication takes place in a variety of ways to both individuals and broad markets, and develop their own personal perspectives.

Solve problems collaboratively: In the study of design, students will necessarily engage in critical discussions about their solutions to problems. During class critique, comments and suggestions between students and teachers constitute collaboration through the exchange of ideas. Potential paths to better design are suggested, interpreted and then performed. Design is by nature a collaborative process shared between those who commission the effort and those who execute it.

Reason and act ethically: When a design problem is presented, its cultural context is implicit in the assignment. Each problem involves the communication of a specific message to a specific audience and the means of communicating that message are always discussed in terms of the effect of its intentions. Moral and ethical connotations of a message are discussed when they are implied by the language and images used in the design. In presenting a designed message each student will understand and make reasoned choices regarding its ethical content.

Demonstrate civic knowledge and engagement: When determining a self-directed project, design students always have the option of engaging with matters of their community. Whether in health or human services or in the political sphere, civic issues have always been material for designing posters, advertisements, marketing and fund-raising materials. In order to create successful design solutions in these areas, students conduct research and engage with the content and principles of their clients in the community to form graphic and verbal messages. This would develop student knowledge and civic awareness both for the individual designer and for their classmates.

Communicate in various modes and media: By definition, typographic design is expressed through a wide variety of media and through various distinct forms of communication such as printed materials, online publishing, television, video, animation, signage, packaging, advertising, and environmental design.

Use quantitative concepts and processes: Students employ measuring conventions specific to typography: Spacing, leading, kerning, font-weight, font-size, ascender height, and descender height.

Locate, evaluate and use various sources of information: Research is a primary component of any design solution. The search for and evaluation of information is necessary for composing visual and verbal messages that are effective in reaching their audiences. Students are guided and encouraged to seek information from a range of resources such as the Internet, reference libraries, books and periodicals, personal interviews, and case studies.

Explore the natural and physical world: Creating design for certain means of communication such as billboards and environmental advertising requires an awareness on the part of the designer as to how people move through, and may be commanded to pay attention to messages inserted into, their physical world. This would even include the design of packaging and point of purchase displays using typography in ways related to the environments that they are seen and experienced in.

Think creatively and critically: The teaching of design demands that methods of creative problem solving be presented to students. Various means of creative entry into projects are utilized such as visual stimulation, visual association, brainstorming, verbal lists, word and phrase mapping, drawing, and developing variation and iteration of ideas. These methods are then made manifest when students produce design artifacts that are presented visually and verbally for critical review by their peers and their teachers. The critical dialog generated at various stages of the design process is an important component in the formation of an improved design solution.

Apply, integrate, and synthesize learning: Throughout the design process, students are integrating each successive stage of research, knowledge accumulation, experimentation, and input into an applied solution that best and clearly portrays their ideas and does so in a way appropriate to the purpose of the project. The solution becomes a synthesis of all that was learned.

ART 273 Image and Text

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students must consider ethical connotations in image making and the message they visually communicate. Students will confront the same choices in critique/verbal criticism of the work of their peers.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use a variety of media to visually communicate their ideas, examining relationships between the written word and the photographic image. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students employ the essential measurement concepts and techniques pertaining to their photographic and/or video processes.

Locate, evaluate and use various sources of information: Students may locate resources online, in libraries, in their community and in the physical world for reference. Students integrate this information into their work.

Explore the natural and physical world: Students go out into the world to shoot images/video on a regular basis throughout the semester and bring that material back to the classroom. This material becomes work creating a dialog between itself and that of other students and conveys stories from the world we inhabit.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art. Students solve design problems pertaining to creating a believable three-dimensional environment, leading to the creation of a complete body of work.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the application of instructor-led assignments to the development of individual artworks, within and outside of the studio environment. Periodic and end of semester critique and portfolio provide evidence of this learning.

ART 290 Projects in Media

Appreciate diverse cultural and individual perspectives: Students share individual perspectives through the work they develop over the course of the semester and group critique. They are exposed to diverse cultural perspectives through instructor presentations of examples of work pertaining to the content of the course.

Solve problems collaboratively: The art studio is a collaborative learning environment in which students share ideas, and engage in group critique. The critique forms a forum for addressing problems in a work.

Reason and act ethically: Students must consider ethical connotations in image making and the message they visually communicate. Students will confront the same choices in critique/verbal criticism of the work of their peers.

Demonstrate civic knowledge and engagement: N/A

Communicate in various modes and media: Students use a variety of tools and materials to visually communicate their ideas. Additionally, they present ideas verbally through individual presentations and group critiques.

Use quantitative concepts and processes: Students employ the essential measurement concepts and techniques pertaining to their individual medium(s).

Locate, evaluate and use various sources of information: Students may locate resources online, in libraries, in their community and in the physical world for reference. Students integrate this research into their work.

Explore the natural and physical world: Students may explore the natural and physical through the medium(s) they are working in.

Think creatively and critically: Creative and critical thinking is at the heart of the art-making process and is instilled in students in every art studio course they take. Group and individual critiques develop within the student the ability to self-critique, which is essential to the development of the work of art.

Apply, integrate, and synthesize learning: Students apply, integrate, and synthesize learning through the development of individual artworks based on previous studio experiences. Periodic and end of semester critique and portfolio provide evidence of this learning.