SYLLABI 2023-2024
FALL 2024
ART 102: IDEAS OF VISUAL CULTURE
| Fall 2024 | In Person
Location: Fresno State Visalia Campus
Course ID: ART 102-11 73414-11
Units: 3
Fresno State Visalia Campus/Thursday- 6:30 PM -9:20 PM
Canvas: fresnostate.instructure.com
Prerequisites: Upper Division Course
ART 20: Drawing
| Fall 2024 | In Person
Location: Fresno State Visalia Campus
Course ID: ART 20-12 73302
Units: 3
Thursday- 3:00 PM -5:50 PM
Canvas: fresnostate.instructure.com
No Prerequisite
SPRING 2024
ART 40 Painting/In Person
Course Modality: Studio classroom, in person.
Course ID:32655-05
Units: 3
Monday. Wednesday 4:00pm-6:50pm
Prerequisites: None.
ART 102: IDEAS OF VISUAL CULTURE
| Spring2024 | In Person
Course Modality: Lecture, in person.
Location: Fresno State Visalia Campus
Course ID:
Units: 3
Tuesday- 6:30 PM -9:20 PM
Canvas: fresnostate.instructure.com
Prerequisites: Upper Division Cou
FALL 2023
ART 102: IDEAS OF VISUAL CULTURE
Course Modality: In person
Course ID: Art 102-04 (73537)
Units: 3
Fresno State Visalia Campus/Thursday- 6:30 PM -9:20 PM
Canvas: fresnostate.instructure.com
Prerequisites: Upper Division Course
ART 20: 10 DRAWING
| Fall 2023 | In Person
Units: 3
Conley Art Building Room 115/ Tuesday & Thursday- 11:00 AM - 1:50 PM
Canvas: fresnostate.instructure.com
Prerequisites: None
ART 20: 05 DRAWING 73459
| Fall 2023 | In Person
Units: 3
Conley Art Building Room 115/ Tuesday & Thursday- 11:00 AM - 1:50 PM
Canvas: fresnostate.instructure.com
Prerequisites: None
Course Materials, Assignments, and Responses
Sensory drawing. Students are asked to do a series of exploratory drawing.
Gather materials.
Be aware of your experience.
They are reminded sensory aware.
When they return to the studio; they embark upon a series of exploratory drawings.
I ask them to describe their objects in the first five words that come to their minds.
Then, I have them to draw a blind contour of the object.
Next, I ask them to draw by touch only.
Followed with drawing from the inside of the object. Imagining that their pencil tip is feeling its way from the inside of the object.
Finally, I ask them to draw their objects.
This is an enjoyable drawing exercise and I find it fascinating how most students are successful.
I have the student do an exercise in drawing called "Automatic Drawing". The Surrealist used something like to tap into the unconscious. We do a breathing exercise, and the students seem to enjoy it.
I want the art students to realize the connection between thinking and drawing.
What I have presented occurs during the initial weeks of the Art20 drawing course; this is just the start for my drawing students. You could say that I am initiating them in the first weeks of this course. I believe that drawing is our forgotten language set aside as we learned to communicate with symbols. I want students to become familiar with making marks, and their close connection to drawing. I am giving back__ what was never really lost, though maybe just misplaced.
There is an order of knowledge and understanding that I build upon each week. At this time, the drawing students are beyond ready for a more rigorous and intense sessions. We are about to embark on one of my favorite things that art student are active participants of, and that is intense studio drawing periods. I find it exciting! As now they have captured the beauty of mark-making and it is time to expand their knowledge. Last week we studied linear perspective, and on Monday, we are going to create charcoal drawings of the field that is adjacent to the garden where horticulture classes are taught. We are dwelling on atmospheric perspective - aerial perspective drawing. I am praying for a beautiful blue-grey sky.
I have given you the bare minimum of what I am doing with these students. I realize that I have many ideas about drawing, but honestly I feel that I am barely scratching the surface.
I am excited for the next turn in our research of developing drawing practices that the students are about to take- I think it is going to ignite them. They will be drawing forms in values, light and shadows, subtractive mark-making, sight measuring, and textures. After this, they have a new project of drawing fifty objects in a week. All this is in preparation for their research project titled What did Ideology have for dinner last night? This is a research project and they will begin by thinking about what even the word "ideology" means and how it could be characterized into an entity. Another part of this project is research: Students will choose the work of either a contemporary artist or an old master. They can choose how they want to incorporate a piece of the work in their work. or be inspired simply by something seen within the work of art they choose. A one page well written research paper with correct citation sources is to support their work.
The last focus of drawing is our self-portrait studies. They will be focusing on drawing at least three self-portraits. I will show them how to make anatomically correct facial structures and how light, shadows, form, the facial planes and fore-shortening are factors to consider.
How I evaluate progress is through a few different ways: for the big projects, I have a rubric, for assignments students post their work on a discussion board on Canvas and can get feedback from their peers. There are critiques, a final portfolio and the thing I try to do most consistently especially from this mid-point is to give one on one feed back.
Comments