Syllabus - jostraff-teaching

Community College of Rhode Island – Art Department
Instructor: Professor Josh Ostraff / [email protected]
Office Hours: By Appointment (email) T/TH
Course Title: Color / Course Number: ARTS 1020-204
Location: Knight Campus, Rm. 6020, M & W 12:00-2:50 p.m.
Dept of Art Technical Assistant: Leslie Florio 401-825-2220 401-333-7154 [email protected]
Course Website: jostraff-teaching.weebly.com
Studio Hours: 9 (6 in class, 3 out) / Credit Hours: 3 / Prerequisites: None
Recommended (not required) Texts: Color by Zelanski, Interaction of Color by Josef Albers
Course Description
Color is an introduction to basic color theory and practice. Students learn to use color effectively
informed by theory and resolution of studio problems. Students will develop an awareness of
fundamental ideas and nomenclature of color perception and use, as well as a greater perception of
and sensitivity to the interaction and use of color in art.
Course Goals
Creative Work Ethic
Creative Problem Solving
Develop, Make, and Use Materials Creatively
Learning Outcomes
Elements and Principles of Design - Developing understanding of the elements and principles of
design as related to color
Color Perception – An awareness of the nomenclature of color perception and use and its
psychological and symbolic nature
Color Interaction - Increased awareness and application of the interaction of color
Personal Voice - Developing of a personal and conceptually grounded approach toward a composed
color system
Exceed Expectations - Growing worth ethic that pushes exceeding personal expectations
Classroom Interaction
Attendance
Attendance is based on coming to class on time and is vital due to the fast paced nature of this
course. Students receive one point each day for attending the full class time. Students will not
receive an attendance point if they are late or have an unexcused absence. Arriving more than 10
minutes after class has started or leaving 10 minutes early is considered late. Being late twice equals
one unexcused absence (unless I approve exceptions). Upon the second unexcused missed class
period a half letter grade is deducted from the final grade per each absence following.
Incomplete:
This is a temporary grade used only when a student is Passing, but has not completed all required
work because of extenuating circumstances (a student may not miss over 20% of the course to be
considered passing). An “I” grade must be made up with the instructor who issued the grade by the
end of the following semester, i.e., Fall ”I” grade made up by the end of May; and Spring and
Summer “I” made up by the end of December. Otherwise no credit will be allowed for the course
and the “I” will revert to a non-passing grade. The “I” grade is not used if the student plans to retake
the course at a later date. It is included in attempted credits, but not in the grade point index. Proper
college approved documentation is required to accommodate an “I” circumstance.
Please see the college catalog for additional information on incompletes and withdrawals.
http://www.ccri.edu/oes/AcademicRetention.shtml
1 Participation
Participation is thoughtful and active engagement with course assignments,
activities/demonstrations, lectures, discussions, and critiques. Participation is a reflection of key
learning opportunities that cannot be reproduced if missed. As such not participating results in a lack
of a point per day and is not something that can be made up (with the exception of college approved
absences, in which an alternate experience will be assigned for make up).
Preparation
Preparation consists of being prepared with the required and essential materials, presentation of
projects due for review, and coming to class having read or written course readings/writing topics.
This allows students to fully use the class time and not be limited by not having the psychical and
conceptual materials to develop classroom-learning opportunities. A list of required materials and
topics are posted under each project on my website and in the syllabus. Additionally periodically
emails will be sent out as reminders for complicated projects and any changes I may make. Students
receive one point per day for being prepared.
Critiques
Group critiques will be a frequent format for providing feedback on each students work. It is
mandatory that students attend and participate in these group critiques. Students will be asked to
refrain from negative comments and telling others what they should do. Instead students should
frame comments in the form of suggestions and potential resources that might strengthen the work.
Listening Devices, Computers, Cell phones etc.
Plan on turning off/ignoring your electronic devices during our class time. It is not acceptable to
text, email, surf the Internet, etc. during class (unless told otherwise by the instructor). Violation of
this policy will negatively impact your grade.
Studio Practice and Hygiene
1. Working in a studio with a large number of artists requires that students act with civility and
respect towards each other in order to function. It is important to be considerate and careful around
each others work.
2. Be responsible to yourself and others and keep the studio in excellent working condition. Be
aware of the messes you might make and clean up after yourself.
3. Material Safety Data Sheets (MSDS's) list the properties and hazards of chemicals that are
available in the lab if you have concerns or questions about any substance you use.
4. Use Waste Generation Points for disposal of materials. Always uncap empty containers for
disposal. Any containers from our building that are totally empty may be recycled or trashed. Empty
aerosol cans do not go in the garbage. For Emergency situations: Call 911.
Don’t’ work alone in the studio. Know where others are in the building.
Transfer Statement
Please review the transfer requirements for any schools you plan on transferring to after CCRI.
Some colleges like Rhode Island College (RIC) require a portfolio of work completed in this
course for a portfolio review (10-15 pieces).
Services for Students with Disabilities
Any student with a documented disability may arrange reasonable accommodations and is
encouraged to come forward as early as possible to the instructor privately. As part of this process,
students are encouraged to contact the office of Disability Services for Students as early in the
semester as possible (http://www.ccri.edu/dss/index.shtml). Please note that a copy of the
documented disability must given to the instructor in addition to the college.
2 Classroom Behavior Policy
Any behavior that disrupts class or the instructor is detrimental to the class-learning environment. It
is the responsibility of the instructor to protect this learning environment. The following offenses
justify dismissal from class: Verbal or psychical threats - vulgar or inappropriate language offensive commentary regarding: race, religion, gender, sexual orientation, and the disabled - poor
personal hygiene - us of pagers, cell phones, mp3 players, text messaging, or web browsing – side
conversations or note passing – disruptive vocalization (for example loud yawning) – inappropriate
displays of affection between classmates – excessive lateness or absences – sleeping in class –
unpreparedness or lack of needed supplies for class work – unsafe use of materials or equipment.
This stated policy indicates that if such behavior(s) should arise, the student(s) will be given a verbal
warning. If the behavior(s) continues, the students can be dismissed from class and directed to meet
with the Dean of students to withdraw from the course. If neither meeting with the Dean of students
or a formal withdrawal occurs, faculty may assign the student a failing grade.
Harassment (Verbal, Physical or Sexual)
Harassment that is verbal, physical or sexual will not be tolerated and will result in the student’s
removal from this course and face charges depending on the nature of the offense. If a student feels
they are the victim of a verbal, physical, or sexual assault please talk to your professor or contact:
Affirmative Action Office: (401) 456-6000 TDD: (401) 456-6027 TTY-Via RI Relay at 1-800-745-5555
Instructor role/expectations
At best, the review of artistic work is a subjective process; the instructor will appraise the artistic
growth and work ethic of each student and will carefully evaluate the work based on the grading
rubrics. The instructor will also take into account the context of the work produced in the class
relative to the level of the course and each student’s abilities. The instructor will look at each
student’s Course Plan and adapt projects where possible to meet each students needs. Instruction
will be guided to help each student develop, learn and achieve the course goals and outcomes. The
instructor may change aspects of the course to effectively challenge students and encourage learning.
Outside of Class
Students will be expected to work outside of class to work on and complete projects. With that
comes an expectation that students will work outside of class each week. Please plan and make
arrangements in your schedule to make such a commitment.
Academic Honesty
Any work that is not properly cited or the product of the student’s owns effort is considered
dishonest. Please refer to the Student Handbook for additional information regarding the policy
on Academic Honesty. Plagiarism will not be tolerated in this course.
Course Plan
At the beginning of the semester students will complete a course plan that describes their learning
needs and how they will accomplish the course goals and outcomes. The instructor will meet with
students individually a few times during the semester to review scores and plans. Questions and
concerns can be voiced through these meetings (or at anytime). Adjustments to the course plan and
certain projects (within the limits of the outcomes) can be made to reach identified learning needs.
At the end of the semester students will fill out an evaluation that looks at their course plan
describing how well we were able to fulfill their needs and the course goals and outcomes.
3 Assignments and Assessments
Project Evaluations
At the end of each project a teacher evaluation on the designated work will be preformed. Student
projects will be evaluated/graded based on a rubric listed below. Once the project has been given a
score students are allowed to rework and resubmit improved projects for an improved grade up and
until the last day of class (these efforts to improve projects take place outside of class time).
Grading Rubric for Projects and Final Portfolio:
Each criterion listed below is worth 2pts for a total of 10pts.
1) Work ethic
2) Clear understanding of idea and concept.
3) Evidence of employed strategies for indicating principal taught.
4) Craftsmanship and shows improvement or innovation for your abilities.
5) Turned in work on time and the correct number
Points will be awarded per criterion as follows:
Definitely Apparent/Mostly - Some what Apparent - Not Apparent
Full points
1/2 points
No points
Research Workbooks
Students are required to develop research practices in the format of an Active Research
Workbook. Each week students will be given a topic and/or an artist (from the research
list) to research. That research will include writing thoughts both directed and
undirected along with collecting/making/documenting visual references. A key function
of the workbook is to build and document projects. At the beginning of each week the
instructor review the research workbook looking for three things.
Research Workbook Rubric:
1) Explanation of the artist, topic, or idea
2) Examples demonstrating the work as a concept and as a final result
3) A personal analysis that focuses on how this work relates to our course/the student.
All Three parts – Two Parts – One Part
5pts
3pts
2pts
Research Project
Another component of the research workbook is the Research Project, which is the final project.
With two parts the research project starts with students preparing a plan that outlines the materials,
process, presentation, and context of their project using examples from their research workbook. The
second part is documentation of the completed project. Students provide images of their work and a
written artist statement explaining the materials, process, presentation, and context of their work.
Research Project Rubric:
Each criterion is each worth 5pts for a total of 20pts.
1) Work ethic and Craftsmanship
2) Clear understanding of idea and concepts of the project.
3) Materials, process, presentation, and context explained with examples from the Research Journal.
4) Plan and artist statement are written clearly and concisely.
5) Images of work are well lit, in focus, and are labeled
Points will be awarded per criterion as follows:
Definitely Apparent/Mostly - Some what Apparent - Not Apparent
Full points
1/2 points
No points
4 FINAL – Digital Portfolio
The final for this course is a digital portfolio of work created from the course that represents and
indicates the course outcomes. Students will submit 6 ore more labeled pieces for review, include
an artist statement, and an information sheet listing their name, title, medium, size, and date.
Images should be captured at a resolution no smaller then 150 DPI. I use the same rubric that I use
in the project reviews only each criterion is worth 10pts for a total of 50pts.
Research Journal – 25pts (5pts per week)
Studies – 90pts (10pts per week)
Attendance – 11pts (2pts per week)
Participation – 11pts (2pts per week)
Preparation - 11pts (2pts per week)
Portfolio – 50pts
Total = 198pts possible
Grading Scale
A
93%
A90%
B+
87%
B
83%
B80%
C+
77%
C
73%
C70%
D+
67%
D
63%
D60%
E
0%
Color – Schedule
Please note that unless indicated otherwise projects will use acrylic paints, acrylic mediums, acrylic
paint brushes, watercolor paper, pencils, and Painters tape. Research topics listed below will be
started on the week indicated and will be due the following week. All projects are due for review the
day a new project is started.
Jan 21 Week 1: Introduction to the class – Syllabus/Intro Color Presentation
Jan 26-28 Week 2: M) Color wheel/color chart W) Gray scale chart
(Due for review one color wheel study, 1 color chart study, and1 gray scale chart)
Feb 2-4 Week 3: Value/Monochromatic Study (Due for review, 1 monochromatic light study)
Feb 9-11 Week 4: Color schemes and Color Contrasts (isometric grids) – Students will create
seven different compositions using an isometric pattern/grid (the grid will be explained in
class). Students will pair a color scheme with a color contrast for each composition (each
composition should feature a different pair) and fill in the isometric grids. (Due for review 7
different color scheme/color contrast studies)
Seven color schemes: Monochromatic, Analogous, Complimentary, Split-Complimentary,
Triadic (triangle), Tetrad (rectangle), and Quadratic (square).
Itten seven color contrasts: Saturation, Light and Dark, Proportion (extension), Warm and
Cool, Hue, Complements, and Simultaneous.
5 Feb 16-18 Week 5: Subtle Color Shifts – Students will look at simple objects study the influence of
color and light. In addition students will paint the background with subtle color shifts/influences
based on the main color scheme selected. (Due for review 4 composition/studies)
Feb 23-25 Week 6: M) Simultaneous Contrast – Part A) Students must make two small squares that
are the same color look different by changing the background color behind them. Part B) Students
must make two small squares of color that are different look the same by changing the background
colors behind them. (Due for review part A and B of the simultaneous study)
W) Bezold Effect, Color advancing and receding – Students will create two compositions that
are the same except in color. Part A) Students will select 4 different colors that alternate. Part
B) Students will replace on of the four colors used in the previous composition with another
color in the second composition (the color should be the opposite of the replaced color in
temperature). (Due for review Part A and B of bezold study)
March 2-4 Week 7: Optical Mixing – Students will create a composition that is created from
optical mixtures looking at examples from pointillism. (Due for review one pointillism
composition)
March 9-11 Week 8: Reinterpretation of a Master Work - Students will select a Master artists
work that they will copy except they will reallocate the dominant, subdominant, and accent colors
around (for example if the major dominant color was blue and the accent was red in the copy
those two would be switched.) (Due for review one Reallocated master copy study)
March 16-18 No Class Spring Break
March 23, 25, 30, April 1 Week 9 - 10: Extension of Artists Work (double the area) – Students will
be given an image of another artist work. They will then need to double and continue the piece to
twice is area/size making the extension look like belonged with the original. (Due for review one
Extension composition)
April 6, 8, 13, 15, 20, 22 Week 11-12-13: Research Project – First, Students will find an existing
color system/palette from a non-fine art source that they will use for their color palette. Second,
students will research an artist(s) from the research list that they will use to appropriate a
technique/process from. And Third, Students will create their own composition and combine the
found color palette and appropriated artists process. Students will document their research in their
workbooks that includes the final results of the project with an explanation for why and how the
work was created.
April 27 Week 14: Presentations of the Final Project / Prepare final Portfolio
April 29 Week 14: FINAL, Last Day of Class
6 Materials
The Knight Campus Bookstore has a limited amount of Kits that have all the materials required
for this course.
Brushes: Bright 16, Filbert 12, Round 8
Paint (Acrylic only): Warm Yellow, Cool Yellow, Warm Blue, Cool Blue, Warm Red, Cool Red,
Ivory Black, White, (optional violet/purple, green, orange, burnt or sienna brown, yellow ocre)
Acceptable brands: Golden, Chroma A2, Windser Newton, Grumbacher, Holbien, Utrecht or Dick
Blick, (other brands maybe considered though they must be approved before use).
Acrylic Medium: Matt 4oz, Glazing 4oz
Covered Palette, 1 Palette Knife, Cup for holding water
Paper: Hot pressed watercolor paper 100-140lb pressed (50 sheets)
Sketchbook (for the workbook, nothing too small)
Painters Tape, Ruler, Drawing pencils, pencil sharpener, eraser
Scissors, Color Pencils, Glue Stick
Grading Portfolio (to turn in projects for grading)
Research List
Josef Albers
Albert Munsell
Johannes Itten
Ewald Hering
Michel-Eugène Chevreul, Chevreul Effect
Paul Klee
Wassily Kandinsky
Mark Rothko
David Hockney
Johannes Vermeer
Claude Monet
Gauguin
Vincent Van Gogh
Morris Louis
Jackson Pollock
Mary Cassatt
Frida Khalo
Edgar Degas
Émile Bernard
Eve Aschheim
Graffiti Artist - KR
George Condo
Wilhelm von Bezold, Bezold Effect
Issac Newton, focus on his color studies
Johann Wolfgang von Goethe, Goethe Triangle
Lawrence Herbert, Pantone
Georges Seurat
David Choe
Curtis Kulig
Barry McGee
Geoff McFetridge
Kenneth Goldsmith
Yayoi Kusama
Gabriel Orozco
Mike Kelly
Cory Archangel
Os Gemeos
Saul Bass
Massimo Vignelli
Alvin Lustig
Paul Rand
Aleksandr Rodchenko
Dieter Rams
Herb Lubalin
David Carson
Peter Saville
Paula Scher
Stefan Sagmeister
Lou Dorfsman
Walter Landor
Seymour Chwast
Jan Tchichold
Ivan Chermayeff
Susan Kare
Ronny Edry
Max Miedinger
Milton Glaser
David Carson
Mark Bradford
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