Summary of department/program summary of Program
Identify all courses offered in the program and describe how the courses offered in the program meet the needs of the students and the relevant discipline(s)
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PART B: Curriculum
The courses offered are as follows:
* Articulated with SJSU The courses offerings in the Art Department are designed to satisfy the educational goals of students who wish to eventually transfer to a 4-year art program. Bachelor art programs throughout the country have a similar basic framework. The first year of study is the “foundation” year. All students take the same core foundation classes that give them the basic tools, vocabulary, skill sets, critical thinking skills and historical background. The foundation courses typically include: A basic drawing course; an intermediate drawing course; 2-D design; 3-D design; Color theory; introduction to digital media; art history courses; and general education courses. In the second year students break off into their major areas of study. The EVC Art Department is designed to mirror the foundation education at 4-year colleges and institutes, and allow students to begin their second year of area emphasis. Articulation to SJSU is particularly important. SJSU’s Graphic Design, Industrial Design, and Illustration/Animation programs are ranks top five in the country. SJSU is the most common school for transfer for EVC art students. The courses with a * have articulation agreements with SJSU.
The following are examples of projects that demonstrate the variety of teaching methods and innovative strategies utilized by EVC Art Department faculty:
An important assignment in color theory class is to paint a 12-hue color wheel. In tandem with this assignment, I also give an assignment for students to create a “found” color wheel, where students are to find objects that already have a color and formulate a 12—hue color wheel. Students are put in groups of 6 and the group works collaboratively to pick a theme and decide who will find what color. This project does several things: 1) Makes students more aware of the colors around them; 2) makes students think creatively about what type of theme will their color wheel be based on; 3) makes students differentiate nuances of color; 4) allows students to experience working on a creative idea with a team. Some results of the project were as follows: Shoes already in the students’ wardrobes; beverages in clear bottles; candy
I was able to find a small local bay area company willing to engage our class on the redesign their company website. All students were asked to mock up concepts and drafts for certain parts of the redesign. They were given dimensions for the proposed designs and resources and information about the business. The final drafts of their designs were offered to the business and are going to be implemented on the website by their web programmers, who will work with the students on implementing the designs. This lesson provided the students with a competitive real world scenario from concept, to final mechanical, to implementation of their design. The assignment also allowed them to see what it is like to work in a very modular team driven environment, which is essential in today's technology industry.
A lot of contemporary design and art practices involve collaboration. For this reason, I often ask students to participate in small group critiques and introduce 1 or 2 assignments that incorporate a collaborative aspect. In fact, I believe that it's hard to talk about modern-day art practices and not to focus on a multi-cultural, pluralistic vision of art. For example, one of the projects in my "Intro to Digital Video" class, is a group project, which requires students to produce a short film about their neighborhood or town. Students have to work closely together while assuming various roles such as a producer, video editor, photographer, reporter, etc. This project allows them to learn from each other as well as to get to know their local community better.
As a recent experiment in my Art Appreciation course, I incorporated an activity related to the lecture topics of the textbook. Students created nature installations based on the installation artist Andy Goldsworthy. They learned to work as a group, discussing ideas, and executing their project as a group. It was a successful collaborative process that resulted in interesting pieces and presentations. In my two-dimensional design course, I have another collaborative project where students utilize collage and texture as visual elements and create artwork based on a theme. In a smaller group setting, they learn to communicate and listen as well as form their own opinions about the given theme. They also learn to create meaningful dialogue in the process of deciding their project’s directions. I believe that collaborative projects cultivate important skills that students that will use in real world scenarios.
One of the projects that I give to my students is to ask them to challenge works by influential artists. Every semester, I take my students to major art museums in the Bay Area. After each field trip, I ask them these two questions: 1) describe the works that inspired you the most and 2) describe the works that inspired you the least. Often times, our conversation gets more interesting when I ask them about their least favorite artwork. I ask them why they do not appreciate such type of work and I also challenge them by asking them to make an artwork in respond their reaction. With this project, I often recognize students accepting responsibility for their emotions and questioning as to why they feel a certain way. The works that students produce as a result of this process often reveal their deep interests and it opens doors to many interesting topics to research.
I find hands on strategies in lecture classes to be remarkably successful. For instance, in Art 090, our art appreciation class, I introduce drawing through a carefully controlled in class project that gives the student an opportunity to understand immediately through doing. In the process of a fifteen minute study based on a contour drawing (portrait) of the person sitting next to them, the student is introduced to the idea of the picture plane, the differences between conceptual and naturalistic approaches to visual imagery, the notion of the formal quality of line and the difficulty and yet often successful result of such an effort. Through the process of doing the tedium of lecture and even group processes is broken as the student is directly engaged with the unexpected requirement to actually perform as an artist. When students are then introduced to the contour drawings of Matisse and Picasso there is a palpable change in attitude and attention, since a direct relationship between the artist and student is already established.
Draw 1 round-ish organic object (a lemon, an egg, a squash, a pumpkin, a pear, etc.) from two different points of view. Be creative and come up with two different compositions. Each drawing will be on a 1/8 sheet of drawing paper (9x6 inches). Your tools and materials are: charcoal, erasers, a blending cloth, and quality drawing paper. The object should be lit with a strong light bulb on one side to increase dark/light contrast (chiaroscuro). Draw the object, the table it sits on, and the negative space. When you finish your drawings, tape them together side by side or one above the other, in a way that you think looks best compositionally.
Jim Rohal has developed a number of assignments that engage his Art History and Appreciation students to think critically. In one assignment, students analyze the curatorial decisions made in presenting a work of art in a local museum and propose alternatives—for example, by researching and writing new informational labels—they believe will be more engaging to museum visitors. The project encourages students to recognize that their active participation is necessary to learning, both in and beyond the classroom.
The Art Department is undergoing exciting changes in curriculum that will make the programs more relevant and innovative. The EVC Art Department currently offers three degrees as follows:
These programs are designed to satisfy the foundational requirements of 4-year art programs, and allow students to begin their second year area of emphasis. In recent years computer technology has fundamentally transformed art and design industries. The basic skills sets of making objects by hand are still required. However, artists and designers must also have the ability to use various software platforms and work with unconventional materials and formats. Art and design is more interdisciplinary, collaborative and interactive than ever before. While EVC’s foundational courses are our strength, EVC is behind the curve in terms of innovative pedagogy. We can and will offer so much more to our students, as you will see outlined below. We have many things working in our favor: dedicated, innovative faculty, a new state-of-the-art Visual Arts Building, an Art Gallery, an excellent collection of art and design materials in the EVC Library, and more. But there are many hurtles that make the development of curriculum sluggish at best. Regardless of the fact that four of the five disciplines in the Art Department are without full-time faculty, and that the outstanding problems with the new Art Building have resulted in classrooms and equipment that cannot be used, faculty are optimistic that these issues are not insurmountable and that the Art Department will continue to grow. Summary of Future Plans:
Timeline:
New Course – Introduction to Digital Media SJSU’s Department of Art & Design is ranked within the top ten art schools in the nation. Many of our students wish to transfer to SJSU and our programs are designed to parallel SJSU’s foundation program. Recently SJSU added a new foundational course called “Introduction to Digital Media.” The EVC Art Department is currently creating an equivalent course for articulation and we will need to add this course to our degrees. Creating art and design in digital media is the industry standard, so offering this course as a foundational core class is fundamental for art students. New Course – Interdisciplinary Portfolio Preparation After students complete their foundational coursework, 4-year programs often require a separate admission procedure to continue study in a major. For instance, once an animation student at SJSU has finished her foundation art classes, she must pass a portfolio review and interview, and hold a certain GPA in order to be accepted into the animation program. The current acceptance rate at SJSU is 25% of those who applied. Students can apply twice and no more. We are writing an Interdisciplinary Portfolio Preparation class that would do the following for students 1) provide a higher level of critique analysis to push the students quality of work and concepts; 2) provide students of multiple disciplines to give each other feedback and to learn from each other; 3) provide students with tools to research 4-year art programs and their appropriateness to students’ individual goals; 4) provide students with the ability to set up their own on-line portfolio; 5) teach students how to photograph their work; 4) teach students how to professionally display their work (i.e. matting, framing). AA in Foundation Arts This would be a new degree that prepares students for transfer to SJSU and other 4-year art programs. This degree would provide the transfer student with their GE classes for transfer, foundational coursework in art and a couple electives in art and would include the two new proposed classes above. AS in Art & Design – Studio 2D Emphasis As an AS degrees, this program requires more area units than GE classes. This allows students to more fully engage in a particular area of emphasis. This degree would be updated to include the new Introduction to Digital Media and Interdisciplinary Portfolio Review classes. AS in Art & Design – Studio 3D Emphasis This program will be updated to include the two new foundation courses. The Sculpture Department is also working on creating new courses to expand and update the materials and technique being covered. The current trend in 3D design and sculpture is a movement in “do-it-yourself” entrepreneurial projects. Artists and designers are working with a multitude of materials integrated with technical equipment. Artists and designers must have knowledge of all stages of their designs, from the ability to quickly sketch out ideas, to creating hand-made maquettes, to rendering them in 3D software, and generating the final output, whether hand-made, and/or made with the assistance of computerized machinery. The EVC Art Department will begin by created a few new classes bringing in new materials, such as sculptural casting (to include algenates, silicon and plastics), a new fiber arts class (paper making, dying, silkscreen, weaving, felting), and a new 3D modeling class (perhaps Maya software). The courses would take students through the process of visual ideation, to computer-aided design, to prototyping to final product. A CNC or 3D printer machines would be an important tool to enable the curriculum. Jewelry Certificate The Jewelry Program has suffered several critical blows in recent years as follows:
Remaining faculty plan to update all courses, transforming the program into a broader discipline of Small Metal Arts. (It is important to classify these courses as “small” metal arts because to simply title it “metal arts” would imply that we have a foundry and can accommodate larger than 6 foot fabricated metal objects.) Metalsmithing or Small Metal Arts classes would be part of the larger Sculpture Program. We have a state-of-the-art small metals facility and are designing curriculum to take full advantage of it. AS in Art & Design – Design Emphasis With the loss of a full-time faculty in Digital Media in 2008, the program has dwindled down to three classes. However, we currently have ambitious and passionate part-time faculty who are formulating a direction for the Program, bringing us back into the 21st Century. We will be creating two new AS degrees as follow: AS in Art & Design – Digital Media Design This degree would prepare students for further education and careers in graphic design, web design, web authoring, identity graphics and branding and many other digital media careers. Courses would include Graphic Design I and II, and Web Design I, II & III. This program would also require that students take the foundational core studio art classes, as well as the 21 units of GE. Certificate in Digital Media Design This certificate is tailored to students who are retraining for industry, seeking professional development, or life-long learners. The program would contain the area study courses, some of the foundational art classes and no GE courses. AS in Art & Design – New Media Studies New Media Studies focuses on interactive design, video production, game design new media fine art and digital imaging. Area courses would include Interactive Animation, Game Design, and Sound Design for Digital Media. This program would also require that students take the foundational core studio art classes, as well as the 21 units of GE. Certificate in New Media Studies This certificate is tailored to students who are retraining for industry, seeking professional development, or life-long learners. The program would contain the area study courses, some of the foundational art classes and no GE courses. New course – Art 98I Art & Design Internship An important component of the Digital Media Design and New Media Studies Programs is the opportunity for students to work for companies in the industry. Companies now require that internships be paid or that interns receive units for their work. Most companies no longer take volunteers. New Art History Courses and AS Degree Our Art History offerings are anemic compared to other community colleges. We do not have a full-time faculty in this discipline. However, we again have energized and dedicated part-time faculty who are updating courses and developing new ones. Art History classes satisfy the Area C requirement for GE transfer, so they beneficial to all EVC students. There are many new Art History courses that we would like to add. One in the works right now is “Arts of Asia.” Also on the “hope to create soon list” are “Women in Art,” “Arts of Latin America,” “Arts of North America,” “Multicultural Arts of the United States,” “Visual Arts of Islam,” “History of New Media Arts.” As one of the goals of the Art Program is to create more learning communities courses and other types of interdisciplinary partnerships, Art History courses are a natural bridge to other programs. See “Learning Communities” below. Museum/Gallery Viewing Lab This would be a new lab worth .5 units that all students enrolled in an art class must sign up to take. The lab would require that students visit 2 museums or art galleries in a semester and write a college-level paper (guidelines will be provided to students) about the artwork(s) they experience. Learning Communities and Other Multi-Department Projects Art and design is an integral part of our daily lives, the future vision for the Art Department is to more fully realize the interdisciplinary nature of art in the form of learning communities classes and other multi-departmental projects. Art History courses are fitting candidates for learning communities classes, with pairings such as Art Appreciation and Philosophy, or Women in Art and Women in Literature, or Arts of Northern America and US History. The development of new curriculum and programs will include these types of cross-over projects.
The EVC Art Department courses are college level and do not articulate with high school or CCOC courses. The EVC Art Department is proud to have several courses articulate with those as SJSU. Please see above chart for notes on articulation with SJSU.
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