Strategies for Success COURSE GUIDE - Middlesex ... 101 Art...MIDDLESEX COMMUNITY COLLEGE BEDFORD...

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Transcript of Strategies for Success COURSE GUIDE - Middlesex ... 101 Art...MIDDLESEX COMMUNITY COLLEGE BEDFORD...

  • MIDDLESEXCOMMUNITY COLLEGE

    BEDFORD MASSACHUSETTS LOWELL

    Art Appreciation (ART 101)

    Strategies for SuccessCOURSE GUIDE

    Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.

  • TitleIIIStrengtheningInstitutionsProjectStrategiesforSuccess:IncreasingAchievement,

    Persistence,RetentionandEngagementTheStrategiesforSuccessTitleIIIinitiativeisamajor,fiveyearproject(20092013)fundedbyatwomilliondollargrantfromtheU.S.DepartmentofEducation.ThisinitiativeisintendedtotransformMiddlesexCommunityCollegebyimprovingtheacademicachievement,persistence,retention,andengagementofitsstudents.Theproject focuseson reformedcurriculaandcomprehensiveadvising.ReformedCurriculuminvolvesthedesignofdevelopmentalandcollegeGatewaycoursesand learningcommunitiesembedded with Core Student Success Skills related to critical thinking, communication,collaboration,organization,andselfassessment.Overall,45courseswillbeimpactedoverthefive years of the project. ComprehensiveAdvising involves the design of integrated advisingservicestoincludeidentificationofacademicandcareergoals,creationofrealisticeducationalplans,andcontinuoustrackingandinterventionwithanemphasisontheCoreStudentSuccessSkills.ComprehensiveAdvisingServiceswillbespecificallytailoredtoeachprogramofstudy.Crossdivision curriculum and advising design teams composed of faculty and staff aredesigning,piloting,andassessingthecurriculumandadvisinginitiatives.TheTitle IIIgrantprovides resources to support facultyprofessionaldevelopment related todesigning and piloting new curriculum and advising students. The grant also supports thepurchaseofadvisingsoftwareprogramsandthehiringofaPedagogicalInstructionalDesigner,Learning Engagement Specialist, Advising Coordinator, and two academic advisors. Theresources provided by the grant offer an exciting opportunity for the college community toworktogethertodevelopthestrongprogramsandservicesthatwillincreasestudentsuccess.

  • 1

    ContentsIntroduction........................................................................................................................2

    LessonPlan:SelectivePerception......................................................................................4

    LessonPlan:TheVisualElementsLineandValue............................................................6

    LessonPlan:SpaceandTimeRepresentedonthePicturePlane.....................................10

    LessonPlan:IntroductiontoPhotography.......................................................................12

    LessonPlan:ArchitectureForm,Function,andExpression.............................................14

    LessonPlan:ComparisonofStyleClassicvs.Romantic..................................................16

    LessonAddendumMaterial..........................................................................................17

    LessonPlan:GroupPresentationAssignmentTheIsmsinLate19thand20thCenturyWesternArt.........................................................................................................18

    LessonAddendumMaterial..........................................................................................20

    LessonPlan:ArtandCultureLocalImpact.......................................................................23

    LessonAddendumMaterial..........................................................................................25

    LessonPlan:PublicArtControversy.................................................................................26

    LessonAddendumMaterial..........................................................................................28

    Handout:DiscussionQuestions....................................................................................29

    LessonPlan:RenaissanceInnovationsActivity.................................................................31

    LessonPlan:VisualElementsDesigndecisionsartistsmake...........................................34

    LessonAddendumMaterial..........................................................................................36

    Handout:TipsandExamplesforwritingtheessay(s)...................................................38

    LessonPlan:TeamMultimediaPresentation...................................................................39

    LessonAddendumMaterial..........................................................................................41

    SampleSyllabus:InstructorMargaretSwan.....................................................................47

    SampleSyllabus:InstructorMargaretRack......................................................................53

  • 2

    IntroductionART101ArtAppreciationisacollegelevelcoursethatfocusesondevelopingstudentsvisualacumen,aestheticinsight,andknowledgeoftheformsandroleofartacrosstimeandcultures.AsaresultofaTitleIIIgrant,StrategiesforSuccess:IncreasingAchievement,Persistence,RetentionandEngagement,thiscoursehasbeendesignedtoincorporatethefollowingStudentSuccessSkills(CSSS):CriticalThinking,Communication,Collaboration,OrganizationandSelfAssessment.Theconceptistoleadstudentstoapplytheseskillsasamethodforlearningcoursecontent.Theexpectationisthatbypracticingtheseskillsinthiscourse,theywilldevelopintomoresuccessfulcollegestudentsoverall,andasaresult,persistintheircollegestudies.Wehaveexpandedthecommondefinitionoftheseskillstoreflectthediscipleofvisualartasnotedintheunderlinedphrases:

    CriticalThinkingincludestheabilitytouseandanalyzeinformationgatheredfrommultiplesourcesandformconclusionsbasedonevidenceratherthanassumption.

    Communicationskillscanincludetheabilitytowrite,speak,designandpresentvisualmaterial(makingartaswellasmakingmultimediapresentations)andusetechnologyeffectively.

    Collaborationincludesparticipatingasamemberofacommunity,eitheraspartofagroupofstudentsintheclass,and/oragroupofpeopleoutsideoftheclassroom.

    Organizationskillsrelatedtoorganizingahierarchyofinformationvisualaswellaswrittenandtotimemanagement,notetaking,testtaking,andstudyingareimportantforsuccessincollege.

    SelfAssessmentskillsincludesettingacademicandcareergoals,developingandfollowingaplantoachievethosegoalsandutilizingcollegeresourcestohelpstudentsachievetheirgoals.MajorsinStudioArt,GraphicDesignandEarlyChildhoodTransferarerequiredtotakeArtAppreciation.Studentsvarywidelyintheirinterests,knowledgeandabilitiesinapproachingthecoursecontentaswellastheirsuccessskills.Thisguidewasdesignedtoprovideavarietyoflessonplansthatadvancesubjectknowledge,developstudentsabilitytothinkcritically,andleadstudentstoapplysuccessskillswhilemeetingrigorouscollegelevelstandards.Itisbasedona16weeksemester,withclassesmeetingtwiceperweekfor75minutes.Lessonplansareorganizedinunitsthatprovideproceduresforasingleclass,andmaylinkseveralclassestoaccomplishthelearningobjectives.

  • 3

    Samplehandoutsandassignmentsareincludedaswellascopiesofsyllabifortheredesignedfall2011course.Wehopetheguideprovesusefultobothnewandexperiencedinstructorslookingforideasandapproachestodevelopstudentsuccessskillswithintheirowncourses.Ourintentionwastoprovideasufficientrangeofexamplestoenablethereadertogetanunderstandingofourapproachesinbothpracticalandtheoreticalterms.WeacceptthattherearemanywaystoapproachteachingArtAppreciation,andeachfacultywilldesignwhatissuitablefortheircircumstances.Aselectionoflessonspresented,forexample,takeadvantageofthemuseums,galleries,artstudiosandpublicartwithinwalkingdistanceoftheLowellcampus.Instructorsarewelcometousetheselessonsortodesigntheirowninresponse.Weinviteyourfeedback,questions,andcomments;contacteitherMargeRackatrackm@middlesex.mass.eduorMargieSwanatswanm@middlesex.mass.edu

  • 4

    LessonPlan:SelectivePerceptionAuthor:MargaretSwanSuggestedTimeFrame:30minutesintroductionandsmallgroupanalysis12hourscreationofvanitascollageforhomework40minutespresentationofcollagesLearningObjectives:Aftersuccessfullycompletingthisactivity,studentswillbeableto::

    Investigatetheprocessoflookingitselftonoticedetailsandvisualrelationships.

    Explainthesubjectivenatureofperception. Analyzevisualrelationshipsinartasawaytounderstandmeaningand

    expression.CoreStudentSuccessSkillsAddressed:Communication,Collaboration,CriticalThinking,OrganizationMaterials:Large,highqualityprojectedimageofthispainting:

    Figure 1: Audrey Flack, Wheel of Fortune, 1977, oil on canvas, 8x8

    ContextwithinCourse:Thismultipartprojectispresentedearlyinthecoursetohelpstudentsbecomeacquaintedwitheachotherandtheirsubjectiveresponsestoart.

  • 5

    Instructions:

    1. Havingassignedrelatedreadingfromthetext,explaintherelationshipsofperceptiontoculture,pastexperience,knowledge,etc.

    2. Tofullyexperienceselectiveperception,askstudentstostudythedetailsofAudreyFlackspaintingfor30secondsorso.Removetheimageandhavethemmakealistofalloftheobjectstheysaw.

    3. Workingingroupsofthree,studentscomparetheirlistsofobjects.Havethemdiscussandnotefactorsthatmadesomeobjectsmorememorablelikecolor,lighting,size,orpositioninthepainting.Thenaskstudentstoconsiderwhethercertainobjectswererecalled,becausetheyweremorefamiliarormorepartoftheirenvironment.

    4. Projectimageagainandthenexplainthethemeofvanitasinart.Haveeachgroupcompilealistoftheobjectsthatrefertolife,time,chance,personalvanity,anddeath.Aftercompletingtheirlist,haveonestudentwritedownthegroupsinterpretationofthepainting.Anotherstudentpresentsthegroupsthoughtstotheclass.Allnotesandreflectionsarecollectedforassessment.

    5. Explainhomeworkproject:Createavanitascollage,drawing,painting,photomontage,orassemblagethatpresentssimilarideasorquestionsaboutlife,time,anddeathastheworkofFlack.

    6. Exhibitthevanitasworksinthebeginningofthenextclassanddiscusstheideasandviewpointsthattheycommunicate.Eachs