†††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† FACULTY SENATE


Senate Document Number†† 3410S


Date of Senate Approval†††† 03/18/10


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Statement of Faculty Senate Action:



APC Document 20: ††††††††††††††††††††††††††††††††††††††††††††††††††††† Delete ART 100 and 103;

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Add new courses, ART 110 and 111


Effective Date: Fall 2010



1.†††††††† Delete: On page 67, the entry for ART 100, Two-Dimensional Design:


100†††††† Two-Dimensional Design (3)

An introduction to two-dimensional visual aesthetics through an understanding of the

basic elements of composition and the principles of organization. Both precision and

spontaneous problems. Prerequisite for all studio courses. Fall and Spring.




2.†††††††† Delete:On page 67, the entry for ART 103, Three-Dimensional Design:


103 ††††† Three-Dimensional Design (3)

Includes three-dimensional design and construction. Involves sculpture technique and exploration of materials in clay, wood, plaster and metal. Prerequisite: ART 100. Fall and Spring.




3.†††††††† Add:†††† On page 67, new courses, ART 110 and 111, Applied Media Program I and II:


††††††††††††††††† 110, 111 Applied Media Program I, II (4, 4)

The foundational core of two-dimensional and three-dimensional design courses. These courses introduce the fundamentals of two- and three-dimensional design utilizing a large group lecture in conjunction with media-based workshops involving the 6 media concentrations currently offered by the department: Ceramics, Drawing, Painting, Photography, Printmaking, and Sculpture. Each workshop session introduces the different media while teaching the necessary techniques, tools and design concepts of art. ART 111 Prerequisite: ART 110.ART 110: Fall. ART 111: Spring.



Impact Statement:

There will be no impact in regards to additional studio space/equipment in that we will be offering the same or fewer number of sections in foundations as we are offering now (i.e. the equivalent of 6 sections per semester). Since we are primarily committing full-time faculty to teach in foundations, our proposal will require the addition of a few adjunct positions to cover 1-3 introductory courses that are normally taught by these faculty. The number of extra faculty required should be minimal due to the fact that the lecture component will be turn-taught by the individual section instructors. Conversations that we have had with the Dean of Humanities and with the Provost indicate that we will have the support to hire additional adjuncts to teach two or more courses. However, if the number of majors continues to grow as it has over the past five years, the department is going to need additional instructors with or without curriculum revision. The Chair has discussed this with Dean of Humanities, who has communicated with the Provost, so that both are aware of the innovative curriculum revision and need for future additional instructional resources. The increase in contact hours will result in 2 additional hours required for graduation with the B. A. Studio Major and the B. A. with Teacher Licensure. Conversations with the Education Department have indicated that the additional hours would be acceptable, especially since the focus on these changes will lead to improvements in the Senior Capstone courses.



With the entire studio facultyís dedication to teaching these freshmen courses, rather than adjuncts or grad students as at most universities, these changes are being made to the freshman foundations curriculum to:

- Establish working relationships earlier between freshman students and the department's tenured and tenure-track art faculty.


- Consolidate the faculty's design curricular priorities into one department-wide pedagogical approach.


- Incorporate all six studio area concentrations the department offers by adding ceramics, printmaking and photography into the freshman foundations design curriculum.


-The lecture component will be turn-taught by the individual section instructors.


- Enable students to become proficient in utilizing design concepts across media thereby leading to a greater understanding and proficiency with two-dimensional and three-dimensional design concepts and their universal applications.


- Introduce freshman to the departmentís comprehensive range of media area concentrations earlier in their education, thereby allowing them to begin their media concentration sooner with the potential results being increased time spent in their concentration thus leading to a higher caliber of work.

Given the uniqueness of this curricular model for teaching freshman foundations, where a wide range of media infused with new media/technology in the freshman year is utilized, an additional consequence of this change is expected to be increased popularity resulting in increased enrollment in the art department. Most university art programs have freshman waiting until their sophomore year before they are introduced to a departmentís media concentration. In contrast, large percentages of high school students are hungry for such an art experience thereby making this program very attractive to potential students regionally and thus becoming a powerful recruiting tool. Having immediate access to these concentration areas and the faculty that teach in these areas will be an exciting innovation for raising the profile of the art department both in NC and beyond.