APC Document 21: Delete ART 101, 102 and 345 renumbering to

ART 112, 113 and 114, respectively

Effective Date: Fall 2010

1. Delete: On page 67, the entry for ART 101,

101 Drawing I (3)

An introduction to drawing and seeing. The use of inanimate and animate objects as

stimuli for precision and spontaneous drawing. Sighting, shading and linear perspective are covered, along with empirical perspective and methods of construction. Prerequisite: ART 100; or permission of instructor. Fall and Spring.

Add: On page 67, in place of deleted entry:

112 Drawing I (3)

An introductory level course in observational drawing utilizing inanimate objects. The course covers the basic concepts, techniques and media used in the creation of precise and spontaneous representational drawings. Prerequisite: ART 110 or 111. Fall and Spring.

2. Delete: On page 67, the entry for ART 102:

102 Life Drawing I (3)

Fundamentals of drawing from live models. Studio application with pencil, charcoal, crayon, and ink and brush. Problems in proportion, re-shortening, movement, etc.

Prerequisites: ART 100, 101. Fall and Spring.

Add: On page 67, in place of deleted entry:

113 Life Drawing I (3)

Focuses on the fundamentals of drawing from live models. Concepts include the understanding of structure and proportion of the figure in relationship to space, gestural, and expressive drawing. This includes the basics of understanding anatomy and the development of a personal aesthetic in its application to drawing. Prerequisites: ART 110, 111, 112. Fall and Spring.

3. Delete: On page 70, the entry for ART 345:

345 Figurative Sculpture (3)

Figurative sculpture using quick study methods with ceramic clay and plaster molds.

Sculpting methods with plastiline clay and silicone mold material are also used.

Prerequisites: ART 103, 240, 340. Spring.

Add: On page 70, in place of deleted entry:

114 Life Sculpture (3)

Focuses on the fundamentals of sculpting from live models and organic forms. Sculpting materials and techniques include such items as ceramic clay, plasticine clay, and processes of mold making in exploring structure and proportion of the figure and organic forms in relation to space. Prerequisites: ART 110, 111, 112. Spring.

Impact:

Since these courses are already offered there will be no impact in regards to additional studio space/equipment, resources or the need for additional faculty. Renumbering ART 101 and 102 allows these courses to fit into the revised curriculum in the correct sequence.

Rationale:

The changes in titles, course numbers, descriptions, and prerequisites are needed in response to the changes being made in the department to attain an up-to-date, cohesive and properly sequenced program that is reflective of the department's curriculum goals.

With the focus of the Sculpture program changing due to new faculty and new capabilities of the facilities, there is a need to restructure the curriculum offerings. Specifically there is an imbalance towards the two-dimensional curriculum in what students are currently allowed to take in their first 2 years. Until now, all BA students were required to take life drawing, regardless of their area of concentration. In order to create a more balanced program for the students, these changes to Figurative Sculpture and Life Drawing will give students the option to take either Life Drawing or Life Sculpture. This will directly impact sculpture students by allowing them to take a course, ART 114 Life Sculpture, which is more closely aligned with their chosen three-dimensional medium. At the same time it will allow students who have an area of concentration in two-dimensional media to expand their options by providing them with a more balanced and well-rounded education that combines two-dimensional media with three-dimensional media.

With the curriculum shift within the Sculpture program comes a need to change the title, level and description of Figurative Sculpture. The course is moving beyond the traditional use of only figure sculpture that utilized limited media and techniques, and the description now reflects the updating of the curriculum in its use of organic forms and the multiple media applied to understanding how to sculpt from existing organic forms that include the figure.

Lastly, from a department wide curricular standpoint, the progression for the three-dimensional curriculum needs to be in alignment with the two-dimensional curriculum, that of building upon the media, concepts and their applications progressively. These changes will allow the three-dimensional area of the department to mirror the current two-dimensional curriculum.