syllabus

2D Design + Color Theory

The artist is the "medium." 

Marcel Duchamp, artist, conceptualist, master chess player

This is an introductory course in understanding and producing two-dimensional visual forms through use of art and design elements and their principles.  The beginning course, students will explore a variety of wet and dry media, hand and computer tools wile exploring in a variety of materials and their applications.  Through hands on studio activities both by hand and digital, students will develop a better visual understanding of design and composition, while understanding how line, form, color and composition act as foundational building blocks to so many fundamental designs.  Students engage in several formal and conceptual projects that sharpen critical thinking and problem solving skills.  Throughout the semester, assignment concepts and ideas, and the myriad of ways to interpret them will gradually increase in complexity.   Through group dialogue and skill management, students will develop the tools necessary to problem solve and bring visual forms to their ideas. 

Professor Jen Pepper

Course schedule

M W SA111 Jephson Campus A 206 = Drawing 1 6:00 - 8:50 PM

T TH FA 111.01 Eckel 109/MacDonald Lecture Hall = Art History One 11:00 - 12:20 PM

T TH FA 111.02 Eckel 109/MacDonald Lecture Hall = Art History One 12:30 - 1:50 PM

T TH SA 131 Jephson Campus A 206 = Design + Color Theory  2:00 - 4:50 PM

OH  M W 5:00 - 6:00 PM 

       W 1:00 - 2:20 PM

and by appointment at jpepper@cazenovia.edu 

Office = Jephson Campus A #210

Course Ojectives

SA 131 introduces students to the principles and concepts of design that serve as the lexicon of all visual communication. Together these components are the elements that all visual creators utilize to design, develop, describe and execute in the making of any creative work.

What makes drawing, graphic design, photography, painting, video and other 2D disciplines have the ability to prompt our attention? 

Each discipline has the ability to produce objects that effectively communicate ideas visually in culture. 

The design principles + concepts delivered in SA131 have a direct impact on visual applications available in all media, discipline and area of concentration including: Fashion Design, Interior Design, Studio Art, Photography and Visual Communications.  

Each concept presented in this course will put into practice a variety of ideas and design situations, for a variety of purposeful outcomes.

Students will be introduced to a number of design investigations to visually explore, with an emphasis on good craftsmanship and professional presentation. There will be an emphasis on color theory and its application and disciplinary purpose. Visual perception and technical applications include both traditional tools and computer formats. Students will learn to use the principles more consciously in their work, as well as discern and discuss them in projects while recognizing them in art and design visual examples in the world around us. 

Above all, it is an intentional goal of this course that students will become more conscious of the conceptual, expressive and perceptual qualities of their aesthetic decisions, so they can become effective visual communicators in what ever area of discipline they may be engaged.

Course materials are on a blog site, making it easy to access from anywhere.

Please bookmark the URL site now: FA2018SA131CAZ.blogspot.com

Visit it regularly to keep up with new materials launched to the site daily.

Chapters from Understanding Comics the Invisible Art by Scott McCloud is available as a PDF and located on our class blog.  

We will be making use of numbers of chapters from it.  

There is NO NEED to purchase this book.  

Other readings from books will be placed on the Reserve Shelf in the college Library or will be given to you directly by me.

Please contact me should you be unable to access a computer to keep up with our work, I will be happy to give you hardcopies of our work.

Learning Objectives                                                                                            As a fundamental course in understanding visual design, one intentional goal is for the beginning student is to develop experiences in the reading of 2D forms, become proficient in a structure’s interpretation, while developing the responsibility as an image-maker. 

In order for students to develop as effective visual communicators, this course provides a foundational setting that provides a number of opportunities to take place. It is anticipated that the student learning outcomes will be successfully obtained, including: 

• Learn the basic elements and principles of design and apply them to two-dimensional media.
• Develop and strengthen design and compositional skills.
• Develop a solid grounding in color theory and basic art and design vocabulary.
• Become proficient at following all steps in the creative process, including idea generation (brainstorming), analysis, refinement, professional presentation, and critique (critical thinking, problem-solving, written and oral communication skills).
• Select, investigate and manipulate a wide range of media.
• Understand and put into practice the fundamental visual principles in thoughtful articulate concepts and expressions.    
• Develop visual literacy with a working knowledge and practice of the visual language.                                                                                                                                              
• Gain a greater awareness of the art of other cultures and groups.
• Engage and improve intellectual performance by advancing towards informed responses to artistic working ideas, practices, skills and processes.
• Construct metaphoric, narrative and analogous articulations and creating bridges between representation and various translations. 
• Develop group skills by working in group situations; interpersonal skills by participating in group discussions and critiques.
• Set high expectations, advance critical thinking skills and individual standards.
• Gain a deeper understanding to the world of visual ideas as well as one’s own process and production within it.

Curriculum Snapshot : Learning Objectives

• Develop visual literacy with a working knowledge and practice of the visual language.
• Understand and put into practice the fundamental design elements and principles in thoughtful articulate concepts and expressions.
• Be introduced to a wide variety of cultural design applications.
• Develop critical analysis skills.
• Engage and improve intellectual performance by advancing towards informed responses to artistic working ideas, practices, skills, processes and outcomes.
• Gain a deeper understanding of the world of art and ideas as well as one’s own process and production within it.
• Work and practice in a variety of wet and dry media in two-dimensional expressions.

Working Methods

Frequent slide presentations, hands-on studio activity, readings, research, writing, class demonstrations, class discussion and critique will introduce a variety of interpretations on how creative thinkers have perceived and used visual concepts and elements in their own interpretations. 

Classes will involve students in traditional and innovative approaches to two-dimensional studio practices.

Expectations :  Progress + Development

Creativity requires an open mind, a curious nature, dedication to one’s work, and a commitment to developing as a creative thinker. 

Each student needs to approach their projects creatively, with the dedication necessary to fulfill each of their assignments. 

SA131 involves personal expression and self-examination; thoughtfulness and respect for one’s self, others and the creative practice. 

The atmosphere in the studio should be one of mutual respect, courteous with colleagues, faculty, guests, and with the work at hand. We are cultivating a relationship between you and your work, you and your critic, you and your colleagues.  Students’ work ethic will show in each project. Issues will emerge during the course that will prompt a general discussion required by all students.  

Each student contributes to the studio setting.  

To establish a dynamic and creative studio setting each student is required to submit assignments on time and completed to the best of their ability. 

Students are expected to create work that is thorough, exhaustive, and well crafted.

• It is expected that each student put 1 hour of time toward their homework equal to each hour spent in class.  6 hours in = 6 hours out (a campus-wide practice)
• A student cannot rest on previous skills alone – you must show a willingness to explore and to take risks! 
• Understand and apply design concepts, techniques, and vocabulary.
• Sustain a conscious, serious effort throughout. Cultivate self-motivation!
• Make use of class time effectively and continue to develop variations even if the student believes they have “completed” an assignment.
• Participate in all class discussions and critiques.
• Encourage further discussion with the professor should the student not be understanding a concept, technique or drawing application.
• Complete all assignments on time.
• Purchase all materials on the supply list without exception.
• Arrive on time, be prepared and stay for the duration of the class.

Elements of Visual Design

frame

point/line

plane

shape

space

form

color + hue, value, saturation, intensity

pattern + texture

composition

time + transformation

Principles of Visual Design

focal point + emphasis + organization + placement

figure / ground relationships

color systems + temperatures + psychology of 

organization + compositional practices + unity

balance +portion + scale

movement

contrast

weight 

+ more

media exploration

technical skill building + ongoing visual literacy refinement

exploration of the visual language that builds connections to readings, research, concept + meaning 

                                                                             

Working Methods

Class projects give each student the opportunity to deepen their understanding of a specific 2D concept. 

Class lectures, demos, and design projects will provide the opportunities for students to learn the potentials and limitations of various materials while analyzing and applying a wide range of organizational strategies and design applications.  

Frequent slide presentations, videos, readings, writing, class discussion and critique will introduce a variety of interpretations of how artists have perceived and used visual concepts and elements in their own expressive works. 

Art is a Language: it takes a lifetime to become fluent.  Michael James - fiber artist

Class Policy 

The atmosphere throughout this course is to create a community of active learners.

We need to realize that world experience produces difference in all people. 

Our differences often make communication and understanding difficult to comprehend, or even agree with, when considering the ideas of others. 

We need to create a safe space where individuals can interject their ideas even if they may not be reflective of others. Our space is where people are encouraged to take risks, and not worry if they don’t have the ‘right’ answer, and have the space to take a wild guess by connecting earlier information together.

Each of us needs to remain an active participant in the world of learning.

The course asks each of us to cultivate a relationship of mutual respect between each other and the work at large, your faculty and guests.  This respect may extend outside the walls of this community into the world in general. The key is to listen and be considerate of each other.

Evaluation + Grading 

Students should set high standards for their own work. 

Although process is an essential component of the studio a legible, refined and thoughtfully crafted representation is the expected outcome of every work.  

Informed speculation and experimentation are encouraged.   

Students should be able to explain the conceptual ideas underlying their work, which formal principles are being employed and be able to question and incorporate suggestions offered in critique.  

Intellectual understanding and exploration of the readings and projects, the ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.  

Hard work and improvement are recognized.  In addition to completing exquisitely crafted projects, engaged work and participation will positively impact a student’s grade. 

Lack of preparation, disengagement from his/her work, avoidance of critiques, lack of participation in discussion, incomplete and not prepared work will result in a lower grade.  Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will be scheduled to address deficiencies. 

Progress + Development 

A student cannot rest on previous skills alone!

Students must show a willingness to explore and welcome the opportunity to take risks by:

Demonstrate an understanding of concepts being emphasized and techniques. 

Understand vocabulary and use it effectively in discussion.

Sustain a conscious and serious effort.  

Students need to use class time effectively and develop variations even if one might think they have “completed” an assignment effectively. 

Develop and continue to cultivate self motivation!

It is expected that one hour of studio work in class is equal to one hour of class work outside of class contact hours.  This course meets for a semester total of 84 in class hours.

Attendance Policy

Attendance and punctuality are absolutely mandatory and are significant components of your commitment to your work.    

It is impossible to learn if you are not here!  

Students are to attend class every day and be prepared with materials, assignments, readings and papers always! 

We have a lot of material to cover this semester; missing one class will impact on your ability to do well in this course. Absences will adversely affect your final grade.   

Once you have accumulated 4 absences you will not be successful to complete the course and may be asked to withdraw.  Tardiness and absences will greatly hinder student progress in this course. Students who miss class, in an extreme case, are responsible for notifying faculty prior to class start time.  

If a student knows they will be absent, make arrangements with the instructor as soon as you are able to find out what you will/or will have missed. 

Students who are absent from a class are expected to be prepared with ALL assignments and readings due at the next class meeting.   

All assignments are to be completed in a thoughtful and timely manner. 

This responsibility is yours.

Methods of Evaluation 

Ongoing participation in class and with design projects = 60% of final grade

The overall quality of student work is directly reflective on one’s involvement with the class and outside design studio practice.  Strong participation will naturally impact student development and therefore, grade positively.  These are both the minor projects that emphasize development of fundamental design principles, methods explorations and media advancement, and the final major project at the semester’s conclusion. Reworking of a project after the initial critique will be allowed at the discretion of the instructor.  Student work is graded on imagination, originality, concept, process, understanding and implementation of design principles, craftsmanship and a successful solution to the problem given.  The safe way is not the best way in visual production, taking risks and experimentation are vital in keeping one’s work fresh and exciting. Incomplete projects will receive an F.

Student responsibilities and expectations 

It is the student’s responsibility to be prepared with their own study as well as all assignments in a thoughtful and engaging manner.  

Students need to be wary of time management concerns and restraints of the term.  Should a student not understand an assignment fully, or have an idea of how to extend an assignment, the student needs to take the initiative and contact the professor. 

Students need to check their college e-mail accounts daily. This is the form I will contact you through.
Students need to keep up with new course materials loaded onto the course Blog. 

Class Hours + Engagement

The effort that each student invests in the class – and throughout the campus – will be reflected in their work. 
The grade a student earns will also reflect personal time spent and their effort made. 

Make a commitment to this class and you will be rewarded with exciting growth in your own artistic/cultural knowledge, thinking and perhaps even practice. 

This commitment requires cooperation, hard work, dedication, creativity, motivation, and perhaps most critically being open to input and new ideas and a willingness to receive mentorship.

Attendance, Participation + Your Professionalism:

A strong showing in this category can increase a student's final grade by a half grade, i.e. c+ becomes b-, b becomes b+!    

However, a weak showing in this area can severely reduce your grade. 

Tardiness and absences will greatly hinder student progress in this course. Class absences will not only keep you unprepared for the next class meeting but will no doubt keep you confused on the material.

In an extreme case students who miss class,  are responsible for notifying faculty prior to class start time.  

Class policy

* Should a student have an unexcused absence from our course, it is vital that the student is prepared with all class notes missed, copied from their journals and submitted to me prior to the start time of class for review.

** Should a student have four unexcused class absences it will significantly jeopardize the student's final grade by dropping it one grade. Thus a B- becomes a C+  :(

Evaluation 

The quality of the semester is what students bring to it. It is expected that one’s participation is committed and remains active. SA 131 : 2D Design + Color Theory requires serious engagement in all facets of the semester’s preparations: readings, discussion, initiated participation, research, study, thoughtfulness in critical thinking and one's own planning. 

Students should always set high standards for their own work.  

Students are to attend class every day and be prepared with assignments, readings and discussion notes, always!  

It is important that the student be prepared to initiate discussion regarding current readings and come to class with thorough notes. Intellectual understanding and exploration of the readings and individual drive are significant factors in grading a student’s level of participation.

  

Hard work and improvement are recognized and therefore, will positively impact a student’s grade.  

Lack of preparation, disengagement from coursework, poor note taking, test scores, avoidance of assignments and general lack of participation in discussion, incomplete and not prepared work will result in a lower grade.  

Standards for evaluation + grading overview 

Grades are based on a number of factors that include class participation, attendance, attitude, effort, project execution, project evolution, improvement, writing examples and test scores.  

It is important that the student be prepared to initiate a discussion regarding current readings and come to class with thorough notes. Should class discussion become a one-person conversation I will have to resort to popping quizzes, thus clearly defining who is prepared with the reading of the day and who is not.

Superior excellence in all of these areas, on a continual basis, will earn an “A” for the course. 

Continuing to show improvement and quality of work is constantly well executed, will earn a “B” for the course.  

Fulfilling the requirements of the course is considered average and will earn a “C”.  

Grading is an individual process, but general standards will be used to evaluate student performance in order to assign a letter grade and will be presented to you following major projects on a fair and thoughtful EVALUATION RUBRIC. 

Assignments and test scores will be the primary source of your grade and you will be expected to work outside of class approximately one hour for every hour of class.  This should also follow your work in any other class you participate in.

Informed speculation is encouraged.  

Intellectual understanding and exploration of the readings and projects, the ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.  

Methods of Evaluation

Grades are determined by the following:

Hard work and improvement are recognized.   

Therefore, in addition to staying on top with all assignments, students need to demonstrate themselves as an active learner through engaged work and class participation. 

Demonstration of this will positively impact a student’s grade.  

Lack of preparation, disengagement from his/her work, avoidance of tests and due dates, lack of participation in discussion, incomplete and not prepared work will result in a lower grade.  

Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will be scheduled to address deficiencies. 

Research and project assignments will be considered in terms of concept, thorough participation with the studio work at hand or in their research and written expression. 

Students should set high standards for their own work.  

Although the process is an essential component of the studio, a legible, refined and thoughtfully crafted representation is the expected outcome of all assignments. 

Informed speculation and experimentation are encouraged.  

It is important that the student is prepared in the studio and initiate a discussion regarding their projects.  The student should be able to explain the conceptual ideas underlying their work, the accurate formal principles being employed as well as being able to question and incorporate suggestions offered in critique.  

Intellectual understanding and exploration of the readings and projects, the ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.  

Hard work and improvement are recognized.  

Therefore, in addition to completing exquisitely crafted projects, engaged work and participation will positively impact a student’s grade.  

Lack of preparation, disengagement from his/her work, avoidance of critiques, lack of participation in discussion, incomplete and not prepared work will result in a lower grade.  

Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will be scheduled to address deficiencies. 

Quality participation is characterized by the following:

 • On time attendance at each class meeting

 • Active, enthusiastic participation in class discussions

 • Student exhibits on-going effort and keeps up with all assignments

 • Preparation and understanding of assignments, research. The student continues to ask thoughtful questions

 • Responding to others’ comments in a responsible and constructive manner

 • Contributing regularly to the class and mind fullness of others comments

A student’s work performance in class is based on the instructor’s observation and record of the student’s personal performance in the following areas:

 •  Attitude, demeanor – courteous, respectful, teachable, considerate of other students’ needs for concentration.

 •  Attendance, punctuality, and handing in work on time.

 • Participation in class projects, in critiques and discussions, within collaborative projects.

 • Conduct – Helping to create an atmosphere conducive to learning.

Your projects will be evaluated according to the following criteria: the effective visual communication of your assignments, and in some cases, your note-taking skills, your display of critical thinking in connecting art historical and cultural information together, evidence of individual growth through discussion, class presentations and research papers, making use of the vocabulary presented throughout the course during class discussion and in all student papers.

The Sketchbook / Journal = 25%

Ongoing work in student journals/sketchbooks include: 

• Take thorough notes in and out of class.
• Each concept introduced requires a minimum of 2 found visual entries, deconstructed by the formal elements of design*. See Visual Deconstruction post
• Develop thumbnail and sketches of a concepts introduction.
• Continue to use as a depository for all of your research notes.
• Engage in it for continual idea development.
• Other activities outlined by the instructor.
• Bring to class each day.  

Sketchbooks should illustrate:

• Exercise the foundational principles and elements of design.
• Explore and put into practice the historical precedent and contemporary approaches concerning visual representation.
• Illustrate a growth in the student’s critical analytical skills.
• A place to develop concept thumbnail sketches towards further refinement.
• A place for weekly concept drawings covered in class including observational, chiaroscuro value studies, color articulation and applications, gestural, experimental and mark making drawings.

Discussion notes, 

Multi media presentations + research papers = 15% of final grade

Research is an expectation of all students. At different points in the semester, students will be assigned a specific research topic that will be compiled electronically and delivered to the class.  A formal research paper will accompany the presentation that illustrates thorough research practices and information on the selected subject. Two papers will be submitted, one prior to midterm and and one prior to final.

The paper will include one-page biographical information on the artist/group, followed by two design examples that are thoroughly deconstructed through the formal elements. Each visual design should express at minimum four formal elements, devoting two pages per design in essay discussion. Followed by a minimum of four paragraphs of summary and MLA or APA bibliography.  

Thus, papers should by four written pages (not 3.25) in length.

Papers are to be submitted on the date of presentation.

Both papers must be vetted through

Grammarly.com > https://app.grammarly.com with adherence to the mechanics of writing.  

See page on Paper Requirements for specific details.

Both papers should illustrate depth full and thorough research practices and information on the selected subject. 

Undergraduate Grading 

Grades calculated in grade point average (GPAs) as follows:

A = 4.0     A- = 3.67 

B+ = 3.33 B = 3.00  B- = 2.67

C+ = 2.33 C =2.00  C- = 1.67

D+ = 1.33 D = 1.00 F = 0.00

Numerical Equivalencies 

A      93-100  

A-     92-90

B+    89-87

B      86-83

B-     82-80

C+    79-77

C      76-73

C-     72-70

D+    69-67

D      66-65

F      64 or below

Standards for Grading

A: The typical "A" student will consistently follow all of the steps in the creative process, resulting in work that is beyond the students’ previous technical, conceptual and expressive capabilities.  

Equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability.  

The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout. Superior work.

B: Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques. Good work.

C: Has less than perfect attendance; complete all assignments with average skills, attitude and creativity demonstrating limited commitment to the learning process, average use of materials, and ideas that need further development. Occasionally contribute to class discussions and critiques. Satisfactory work.

D: Has poor attendance; seldom meet deadlines, has an unconcerned attitude, has less than adequate performance; contribute very little to class discussions and critiques. Barely passing.

F: Has poor attendance; seldom meet deadlines; turn in poor work; have a bad attitude, and/or impervious to the learning process.

Course Policy 

The atmosphere throughout this course is to create a community of active learners.

We need to realize that world experience produces difference in all people. 

Our differences often make communication and understanding difficult to comprehend, or even agree with, when considering the ideas of others. 

We need to create a safe space where individuals can interject their ideas even if they may not be reflective of others. 

Our space needs to be one where people are encouraged to ask questions, and not worry if they don’t have the ‘right’ answer, and have the space to take a wild guess by connecting earlier information together.

Each of us needs to remain active participants in the world of learning.

Our course together asks you to cultivate a relationship of mutual respect between each other and the work at large and your faculty.  This respect, and is hoped, may extend outside the walls of this community into the world in general. 

The key is to listen and be considerate of all people.

Confidentiality

Self-expression and honest reflection will take place through our discussions, readings and written work. It is expected that each student will recognize that s/he will be privy to personal information about others in the class and must protect their privacy of the others by exercising strict confidentiality outside of class. 

When discussing class content outside of class it is recommended that all identifying descriptors be removed from statements so that the statements cannot be attributed directly to the individual who had made the statement. 

Respect for others is mandatory and non-negotiable. Please note that failure to adhere to confidentiality is a serious offense carrying severe penalties.

Academic Honesty  

Cazenovia College is committed to academic honesty. 

The Committee on Academic honesty reviews all reported cases of alleged plagiarism, cheating on examinations, undocumented copying of art, and similar forms of academic dishonesty.  

At the beginning of each full academic term, all new students receive a comprehensive orientation to the College's expectations regarding academic honesty. 

It is expected that each student in this course will carry out all the assignments appropriately and that all work submitted by the student will be her or his own.  

Academic dishonesty in any form (e.g., cheating in exams, using another's plan or project, fabricating a study, plagiarism, etc.) is a serious offense with severe penalties.  At the very least, the student will receive an F on the particular assignment or exam in question.  

Cazenovia College’s policy for students who abuse the academic honesty policy is as follows: 

The first offense the student is given a warning. Depending on the circumstances, the student may fail the course. 

Second offense is reported to the Dean of Faculty and depending on the circumstances, the student may fail the course. 

Third offense, depending on the circumstances, the student may be dismissed from the college. A description of plagiarism and other forms of academic dishonesty are to be found in the online Student Handbook @ www.cazenovia.edu

Special Needs Students

Notify the instructor if you are a student who requires accommodations in classroom studio or outside work due to special needs.  Appropriate accommodations will be made in cooperation with the Office of Special Services @ 315-655-7170

Academic Honesty Policy

Plagiarism will not be tolerated.  Any student who turns in plagiarized work will fail the course and be possibly dismissed from the college.  A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu

Cell Phone Policy  

Use of cell phones and/or text messaging during class is strictly prohibited. Please place your phones on vibrate. Cell phone usage in class or while on field trips or speaker presentations will negatively impact a student’s final grade.

FINAL EXAM for SA 131 is Friday, December 13 from 2:45 - 4:45 PM

Please note, if any student is scheduled for more than two exams in a single day they need to notify Dr. Jesse Lott in the Academic Learning Center.