Shoreline Community College annual outcomes assessment report—2002-03
Niblack – Case Study Sample Perspective drawing
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- PROJECT PROPOSAL
Niblack – Case Study Sample Perspective drawingSpecific Project: Linoleum Block Print. Students will produce one linoleum block print as an exercise in value, specifically in translating the perceived full gradation of values into a high contrast black or white composition. Emphasis will be on drawing from observation, using light and shadow as the vehicle for organizing space and structuring a composition, and on appropriate handling of tools and media. Outcomes featured: 1: a, b, c. Develops drawing from observing and measuring angles and relationships between objects Observes shapes created by light and shadow and the visual structure created by value relationships in terms of high contrast 2: a, b. Develops composition in high contrast value, using positive/ negative relationships for balance and depth Applies principals of design in the development of thumbnails prior to the finished drawing and applies those choices to the finished drawing 3: a, b, c. Demonstrates an understanding of value contrast and value relationships, Completing the assignment in the time allowed 4: a, c Uses the terms associated with discussions of linoleum block printing, and designing in a high contrast situation Understands, responds and implements critical input Asks questions
Examples of past student work are displayed, as are samples of linoblocks and prints. A sheet describing print proofing procedure is posted. A glass topped table is set up to roll up prints and ink, spoons, a brayer and a palette knife are available for everyone to use. A still life featuring “memento mori” objects (skeleton, manikin, skulls) is set up in the center of the room and lit with very high contrast lighting. The room is darkened with only indirect light for students to see work. Lecture/Demonstration Instructor has students come over to the glass topped table where display is up. The project is introduced with a brief history of relief printmaking. Samples of Hobein’s “Dance of Death” series of wood cuts is displayed and the idea of doing a “memento mori” still life is introduced (hence the skeleton and the skulls). Instructor points out that Holbein’s prints are form as defined by contour, but that the students will be doing form as defined by value. They are reminded that the preceding assignments explored value in the following ways: full range of value developed beginning with a white ground (additive), full range of value beginning with a dark ground (subtractive), and full range beginning with 50% gray (conte crayon and gray paper). The new assignment will require them to define value as either black or white, that there are no mid tones possible with linocut, so all values must be pushed to very high contrast. Instructor points out samples of past student work that demonstrates using value in high contrast. The principal of closure is introduced and students are shown examples of how it is possible to allow form to loose edges without loosing its identity and without using line. The principal of balance is discussed and how one can use positive and negative spaces in the forms and background space to create visual interest and balance, and how black or white shapes in the background spaces can help hold the forms of the foreground spaces. The instructor then demonstrates how to transfer a drawing to linoleum block, how to carve it, how to register a plate and how to proof it. Students are asked to take careful notes. The project will take 3 days. Mid term reviews will take place during the last 2 days. Students are given a goal for each day: completing the drawing on the first day, the carving on the second day, and the printing on the third day. Students are instructed to begin with 3 high contrast thumbnails in ink. The instructor circulates throughout the room offering help and advice where needed for the remainder of the first day. During the second and third days, the instructor is conducting individual mid term reviews in the hall with each students. In between interviews, the instructor circulates through the room helping students as needed. Note: 106 and 107 students are asked to do a reduction print. The process of creating a reduction print is explained to them separately, though the challenge of defining form as high contrast light or shadow is also part of their assignment. They will be designing a reduction print of either 3 or 4 colors. Critical Dialogue: At the end of the 3rd day, the prints are assessed and discussed in an informal setting. Students have left their prints to dry on the side wall. The instructor asks directed questions addressing potential problem areas students confronted and soliciting solutions to those problems from students. Instructor may point out individual prints that are good demonstrations of the concepts evident and ask the students as a group to identify specific concept demonstrated. Student Activities Classroom drawing: Students provide their own printing plate and linocut tool. Students are responsible for setting up a comfortable working space for themselves, and responsible for cleaning working areas and printing areas. Critical dialogue: Students participate in circulating around the room to view other student’s work and participate in informal discussions about the work. Students listen and respond to individual feedback from the instructor. Homework: None
Students are asked to complete 5 drawings per week in a small sketching journal for the entire quarter. Thumbnails and notes for the linocut assignment should be included in the sketchbook
The instructor observes students while they draw, looking for the following: The head is up looking at the subject matter, very infrequently down at the drawing Posture is erect and attentive Use of the drawing and carving tools is relaxed and arm movements are fluid Stops frequently to measure proportions or to step away from the drawing and view it from a distance Occasional tours around the room to observe other student drawings and to look at samples posted on the walls.
The student appears attentive to the explanations of value as high contrast, and to the printing process. The student is able to take the abstract concepts described and apply them to what they see. Basic concepts of value as compositional structure, closure, and balance are in evidence in their print design. Performance awareness: The instructor observes that the student stays on task and readily asks for help when confronting difficult or problem areas, and will let the instructor know right away if they do not understand a concept. The student will attempt to solve a problem first before erasing or starting over, and will persist in problem solving. Affective Response: The instructor observes that the student does not give up even if feeling frustrated. The student appears to be eager to learn more and to try linocut in other arenas. The student is willing to share work with the instructor and with other students. They appear to like what they have learned and are excited about newly acquired knowledge. The student speaks up in class discussions. < APPENDIX B Information Literacy Assessment Project Joanna Reeve (res09yov@verizon.net) and Bonnie Frunz (bfrunz@msn.com), Eng 102 Instructors; Joanna Tillson (jtillson@shore.ctc.edu), Librarian. Detailed overview A questionnaire was developed last year but as it was administered the team learned that some questions were unclear to students or posed difficulties with scoring. This year’s group revised the questionnaire with two precepts in mind: First, most questions are designed to ascertain what steps students take when meeting a research need; this is not like a test in which students strive to find one “right” answer. Although some answers are more desirable in the faculty’s eyes than others, there’s no overall score. The emphasis is on assessing changes in behavior from the beginning of the quarter to the end. We added “Don’t know” and “None of the above” as possible answers to most questions so students don’t feel they have to guess the “right” answer. Second, all questions are either multiple choice or true/false. Last year we realized that reading open-ended questions consumed too much time. The results of the present questionnaire can be entered in Access by support staff. Moreover, because this project is intended to continue for years and might not always involve the same faculty, we wanted to eliminate the potential for inconsistent interpretation of essay answers. We wanted to keep the total time required to answer the questionnaire to fifteen minutes at most. Creating an instrument that would solicit substantive data using a limited number of only multiple choice or true/false questions was one of our greatest challenges, but we’re glad we did it that way. The questionnaire has fifteen questions addressing topic generation, choice of resources, online search technique, and evaluating and citing sources. There are also five questions that will provide more options for dissecting the end results; for example, asking students if they’ve had a library orientation or have attended any library drop-in workshops will allow us to compare the results of those who have and those who haven’t. One team member gave the questionnaire to her English 102 class for a trial run. Students completed it in ten minutes and seemed to understand the questions. Although our group communicated regularly by e-mail, we found the flow of dialog at meetings to be the most effective means of working. Having a librarian and English 102 instructors combined on this team was essential. It was hoped in September that the questionnaire would be administered during spring quarter. Owing to a delay in re-forming the team, however, we started later than intended and realized that it was more realistic to begin implementation next fall. Revising the questions also took longer than we expected. Questionnaire Information Literacy Assessment Project Joanna Reeve (res09yov@verizon.net) and Bonnie Frunz (bfrunz@msn.com), Eng 102 Instructors; Joanna Tillson (jtillson@shore.ctc.edu), Librarian Note: in the items below, a completely correct response may require selecting only one of the alternatives or it may require selecting more than one. Please be careful to consider this as you respond. 1. Which of the following can be used for topic generation methods prior to consulting outside sources? (Mark as many as apply) a. Clustering b. List making c. Question writing d. Freewriting e. Any of the above f. Don’t know 2. To find the full text of an article from a magazine, journal or newspaper I’d first go to a. Online catalog b. Internet search engine c. Periodical database d. The Reader's Guide to Periodical Literature e. None of the above f. Don’t know 3. When searching in a magazine database such as ProQuest or Ebsco, which search would produce the greatest number of articles? a. Salmon and habitat c. Salmon or habitat d. Salmon not habitat e. None of the above f. Don’t know 4. When searching in a magazine database such as ProQuest or Ebsco for articles about the bulldog bat, which of the following would you try first? a. Bulldog or bat b. Bulldog and bat c. Bulldog bat d. None of the above e. Don’t know
b. Newspaper/magazine article c. Book d. Subject encyclopedia e. None of the above f. Don’t know 6. Which resource is most likely to be influenced by advertising? a. Web site b. Newspaper/magazine article c. Book d. Subject encyclopedia e. None of the above f. Don’t know 7. Which resource is most likely to offer in-depth information? a. Web site b. Newspaper/magazine article c. Book d. Encyclopedia e. None of the above f. Don’t know 8. Which of the following statements about documentation of Internet sources are true and which are false? (Mark “DK” if you don’t know.) a. There are no particular guidelines for documenting material from the Internet, but there are for print resources. T / F / DK b. The citation formats for Internet information are similar to those for print-based resources, in that different sources of information have particular format requirements on the Works Cited list. T / F / DK
print-based resources. T / F / DK d. It is okay to quote directly from the Internet without using quotation marks as long as the source is cited at the end of the paper. T / F / DK 9. The following forms might appear as correct in-text citations in an MLA-formatted paper: a. (Jones 99) T / F/ DK b. (“Star Wars”) T / F/ DK c. (“Start Wars,” by Brown, p. 13) T / F/ DK d. (Jones, p. 99) T / F/ DK e. (“Star Wars” 5, 10-12) T / F/ DK f. (1) T / F/ DK g. (Bianco, 1997) T / F/ DK
11. When searching in a magazine database such as ProQuest or Ebsco, which of these searches would you use first when dealing with a broad topic such as discrimination? a. A keyword search using the term discrimination b. A subject search on discrimination c. Don’t know
dead end. Now your class is in the library and your instructor has asked you to use this time to focus your topic. What would you do first?
b. Look through the reference collection c. Use a magazine database d. Use an Internet search engine e. None of the above f. Don’t know 13. Your assignment is to write a research paper about the portrayal of the military in the media. Which of the following words would you include in a key word list? ? (Mark as many as apply.) a. Media b. Militarys c. Portrayal d. Armed services e. None of the above f. All of the above g. Don’t know
a. Relevance b. Publisher c. Use of evidence d. Author e. Date of publication f. Comprehensiveness g. None of the above h. All of the above i. Don’t know 15. The above criteria are used for evaluating print materials as well as online sources. T / F / DK 16. How many times this quarter have you visited or called any library and discussed your research needs with a librarian at the reference desk? a. 0 b. 1-2
c. 3-5 d. 6 or more 17. Has any class you’re taking this quarter, including this one, had a session with a librarian? No Yes Don’t remember
No Yes
No Yes
Library Basics Finding Books Finding Articles Web Search Strategies Avoiding Plagiarism < APPENDIX C INTERDISCIPLINARY GENERAL EDUCATION OUTCOMES ASSESSMENT PROJECT APPENDICES Project Introduction Proposal Three General Education Outcomes Project Overview and Methods Participants Activities Evaluation
Project Conclusions Findings Recommendations Communication Outcome Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division Information Literacy Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division Multicultural Understanding Notebook Meeting Statements Assignments, Rubrics, and Sample Student Work By Academic Division APPENDIX A PROJECT INTRODUCTION Project Title: Interdisciplinary General Education Outcomes Assessment Project (IGEA) Project Manager & e-mail address: Pam Dusenberry, pdusenbe@ctc.edu PROJECT PROPOSALDownload 1.37 Mb. Share with your friends:
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