Shoreline Community College annual outcomes assessment report—2002-03
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Preparation:Set up still-life with objects having known geometric relationships. Cubes, spheres, cylinders and cones are effective in first sessions. More complex subjects are introduced in later session. The instructor prepares pairs of thin strips of stiff paper to pass out to students to use as measuring tools. Other framing devices are introduced in later devices. Previous to the class students are given a list of the required materials to bring. Lecture / Demonstration: Students are instructed to draw the subject using line only, as accurately as possible, and, using charcoal and a soft cloth, to draw, correct and redraw the perceived relations of line, proportion and angle in the subject to get them as accurate as possible. The process of observation and problem solving, however, is emphasized over an accurate product. In addition they are asked to determine a scale for the drawing so that the subject fills the page. The instructor first discuses the way in which our identification of an object, its named identity, and our knowledge about it, can substitute for perception. Students look at a simple geometric shape like a cube and discuss the spatial properties that are known about the cube as a cube, then notice how they actually perceive the cube. Basic perspective vocabulary and concepts are introduced. The instructor then demonstrates typical measuring and sighting techniques used to transfer to the drawing format the perceived angles and proportions of line and shape as perceived in the picture plane. Scale and placement are discussed as critical decisions made with the first few marks that condition the essential relations of the composition. Making changes and adjustments in the drawing is emphasized as an important part of the drawing process. As traces of these changes remain, they affect the esthetics of the surface and are a potentially esthetic record of the drawing process. Critical Dialogue: Students are asked to put up drawings for short group review periodically so that they are encouraged to get some distance from their work and so that they can observe and benefit from the different strategies and approaches of other students. Student ActivitiesClassroom Drawing: Students come prepared to class with appropriate materials and work according to instruction. Critical Dialogue: Students participate in class critiques of drawing according to instruction. Homework / Journals / Reporting: Assessment ObservationsObservation activities: The instructor observes that the student maintains a rhythm of frequent eye contact between the subject and with the page, adjusts posture and the orientation of the drawing surface to facilitate visual comparison of the drawing with the subject, and engages in measuring activities such as sighting techniques for proportional and alignment relationships. Cognitive Processing: The instructor observes that the student follows the procedures presented in class, makes changes to the drawing that show reconsideration and evaluation of placement, proportion, and scale. The instructor watches the drawings for their representation of these relationships value structure that create focus and movement in the drawing. The student’s participation in class critiques of drawing show their ability to identify drawings which demonstrate the process of measuring as well as those drawings which show accurate measurement.
The instructor observes that the student identifies patterns of behavior or strategies that recur in the development of proportional relations of their own drawings and explores different strategies for measuring. The student’s own self assessment is a useful tool as students differ in their ability to identify the problems in their drawings. The student makes changes in the measuring of drawing depending on judgments about what is crucial, or not crucial, for the language of the drawing. The student’s drawings show changes from drawing to drawing which explore variations in scale and placement. The student’s participation in class critiques of drawings show the ability to identify, compare and contrast drawings which use different strategies of development, and listen constructively to feedback form other students and the instructor. The student contrasts drawings where measuring is more or less crucial for the identity of the drawing.
The instructor observes that the student stays on task with the drawing problem despite frustration during the drawing process, expressed through body language or verbally, shows pride or sense of accomplishment through body language, actions, or verbally. The student’s participation in class critiques of drawing show empathy and understanding of the efforts of other students work.
Larson – Case Study Sample Timed Figure DrawingSpecific project: Timed drawings sessions from the figure the emphasis being the mechanics and proportions of the human figure. Line is used to sensitively convey the contours and the structural integrity of the human form. Preparation and strategies for abbreviated sessions with the model are to be considered. Outcomes featured: 1: a.b. Develops drawing from observation of a live model standing, walking, and seated. Maintains proportional relationships of the human form. 2: a. Uses line to sensitively convey the linear quality of the human form. 3: a.b.c.d. Use strategies that work within the abbreviated time lines 4: a.b.c.d. Uses language supportive of critical analysis. Critiques the work of others in a positive manner. Supportive of fellow student’s work Download 1.37 Mb. Share with your friends:
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