1 ART 123: COLOR & DESIGN FALL 2014 Instructor: Professor Jaime Treadwell, Contact information: -use as an additional resource. Office Hours (rm.1281): To be announced Room 3276 Three Credit Course / 4 contact hours per week Prerequisite: ART 122 Two-Dimensional Design Required Text: Design Basics, by David A. Lauer / Stephen Pentak *Suggested texts: Interaction of Color, Joseph Albers, and The elements of Color, Johannes Itten Course Description: This course will emphasize an in-depth study of the basic properties of color. Color-aid papers as well as pigment will serve as the basic media used in this course. Demonstration, discussion and formal critiques will augment studio work. LEARNING OUTCOMES/COMPETENCIES: Manipulate properties of hue, value and chroma. Understand the effects of light upon color within the context of warm and cool colors. Demonstrate knowledge and understanding of the 12-hue color wheel. Understand the psychological and expressive qualities of basic color relationships. Integrate critical thinking skills through completed artworks and formal critiques. Attendance: Attendance is mandatory. If you miss more than (2) four-hour classes your grade will be lowered one full letter grade from your final grade. If you miss more than (3) classes you risk failing the course. Please speak to me if personal issues affect your attendance. If you are absent for class you will miss critical information relative to passing the course. If you happen to be absent, you are responsible for missed assignments and class work. To obtain the missed information students must meet with me during office hours for a brief overview or contact a fellow student to obtain the information before returning to class. I respond best to s; however, do not expect me to you the contents of a four-hour class. Save the days that you are truly sick to miss class, and take full advantage of the limited class time. -Students who decide to withdraw from the course should do so officially through the proper channels of the college and also inform the instructor.
2 ATTENDANCE & WITHDRAWAL POLICY: Please be aware of recent changes to the College Attendance & Withdrawal Policy. Attendance is expected at all class meetings. Students who do not attend and/or log in to class during the first three weeks of class or who only attend the first day of class and/or log in once WILL BE ASSIGNED THE REGISTRATION CODE OF 'NS' (NO SHOW) as of the 4th week of classes. Instructors will NOT withdraw students for non-attendance. Students will be responsible for withdrawing themselves from their courses and may do so until the semester Student Withdrawal date (see your student handbook for information). Students who wish to be withdrawn from a class after the Student Withdrawal date will need to meet with the appropriate administrator. Please refer to the Student Handbook for more details on this policy. Please note: Professors may have attendance policies that impose academic penalties on students who do not attend class. Homework/Preparation: Homework is constant. Homework is preparation or a continuation of a current project. Each week students must be prepared with the proper materials accompanied with sketches and research. Learning to work an idea through the stages of the design/drawing process is an important aspect of design development; as a result, thumbnails, roughs drafts and/or preliminary sketches will be consistently assessed and graded. If you are unprepared (meaning that you did not prepare ideas, sketches, or research for the project) your final grade for the course will be lowered. We will have group critiques on each project; for this reason your work is due at the beginning of class on the due date or you will not receive full credit. A sketchbook or loose paper should be used to draw preliminary sketches for projects and to peruse ideas inside and outside of class. Presentation: Grading: Please note that I expect high craft and professional presentation. Attention will be given to proper use of professional grade artist's materials and clean/precise presentation. All projects should conform to the original assignment specifications in terms of size medium, and content. Students will be expected to present their projects verbally to the class. I take into account a student s growth, work ethic, attendance, preparation, and the ability to receive and use criticism. Grading of assignments reflect the students ability to demonstrate knowledge and execution of project specifics or competencies. In addition to assignment comprehension, I measure student participation, and overall professionalism as evidence for growth and success. The assignments will be viewed and submitted on the due date. If you choose to hand in the assignment late, you will be penalized one full letter grade each week the assignment is late. Students may re-work assignments to improve the grade with the instructors consent. When the assignment is returned, each student will receive an assessment sheet explaining the grade. I will conduct student / teacher meetings throughout the semester so students understand their current progress.
3 A = , B = 80-89, C = 70-79, D = 60-69, F = 59-or below 70% Assignments: Assignments must be submitted on the due date (at the beginning of class) to receive full credit. Each week the assignment is late your project will be lowered one full letter grade. For example, if you submit work after the assignment is due (after the start of class), and you earn a C, you will receive a D for that project. If you hand in that project two weeks later you will receive 2 letter grades below what you earned. 20% Preparation: Each week students are expected to arrive to class well prepared. Preparation includes sketches (various visual ideas), possible materials to be used in a project, and research. Research methods will be demonstrated in class. I will evaluate your preparation each week. 10% class participation: during group critiques, students are expected to contribute through analytical and critical review of student work. Students with Disabilities: Students with learning, physical or psychological disabilities who require accommodations for this course must contact Ann Binder, Director of Special Needs Services, in room 320 in the Career and Counseling Center or call Please meet with me to discuss your accommodation letter. CLASSROOM ETTIQUITE AND SUCCESS Cell phones: Your ringer must be turned off during class. There are several breaks in class to check calls and text; however, you may use a smart phone for class related research when allowed. Texting in class is not tolerated. BE PUNCTUAL, It is very distracting for both teachers and students when students arrive late. -Solution? Arrive 15 minutes early Curb inappropriate behavior: Do not participate in any behavior that may distract or disrupt the learning environment. In other words, respect your classmate s education and future. If inappropriate behavior escalates where other students are distracted from learning, I will begin the procedure to withdraw you from the course. Practice professional behavior: DCCC is preparing you for the professional world; now is the time to practice professionalism. -Be Punctual -be prepared or prepare to fail -Attend Class -Be Helpful and respectful to your peers -Participate in a healthy learning experience Workload and time dedication: Some weeks may vary; however, be prepared to double and triple a four hour class. Manage your time and design a routine: One semester is lasts roughly 3 ½ months, which is not very long. In order to accomplish the tasks at hand in a short period of time you need to design and follow a work schedule. Write down your schedule on a piece of paper and designate time slots to work outside of class.
4 Program requirements You must attend 1 artwork-documenting workshop for the AFA program. (2 sessions are offered each semester) Time: TBA Every artwork you make should be documented (photographed) for transfer school applications, starting with your first class on through to your last class. AFA students must attend four (4) art related events during the two year program. For example, gallery exhibits, artist lectures, etc. Events will be announced in advance and posted on bulletin boards outside the classrooms. Below is a list of questions that will generate success in your field? List three habits that generate success? How many hours are you expected to spend working outside of class? Do you have a pre-determined weekly work schedule? Strategize and manage your time well. What is your definition of a strong work ethic? How can you improve on your weaknesses and sharpen your strengths? Know where you have been, where you are, and where you are going Jim Valvano, NC State University Basketball coach. Based on the quote above, the questions below are imperative for your success during and after college. Important deadlines: Name three academic goals? List three short-term goals to reach each academic goal. List the habits needed to achieve your short term goals. You can Drop / Add courses during the first three days of school. Last day for withdraw is located on the DCCC website under the quick links drop down menu Academic Calender Financial aid deadlines are also posted on the Academic Calendar (located on the DCCC website).
5 Material List (the web address below will show you visuals and specs. of each material listed below) - Color-aid, 220 Color Set (4 1/2" X 6") -Graph paper pad (no smaller than 81/2 x 11 inch pad) -Sketchbook, 9 x 12 inch, spiral - 2B graphite pencil -H4 graphite pencil -White eraser (small rectangular) -Tuff stuff eraser pencil (great tool for any art course), make sure to purchase refillable erasers. RULERS: -30 or 24 inch metal ruler (preferably one with a high side for safety when cutting, Duroedge or Alumicutter are good brands) -2 x 12 inch graph ruler -1 x 6 inch graph ruler -6 inch straight edge metal ruler. (does not have to have a rubber backing) - 45, 90 degree,12 inch transprent triangle - 30, 60, 90 degree 12 inch tranparent triangle - Razor knife (light or medium duty knife) with replacement blades. X-acto or Excel are both fine brands. -Utility Knife (purchase at home depot or a hardware store), basic metal one preferred. -pencil sharpener -Ultra-fine Sharpie marker -Illustration board, cold press or hot press. Make sure that the surface is not shiny. purchase size 15 x 20 inches: (7 pieces) Bainbrigde is a good brand, 1 or 2 ply. Using the utility knife, you will cut this down to specific sizes depending on the assignment. Store your illustration board in a flat / clean area. TAPE: Yellow FROG TAPE, delicate surface: (highly recommended) sold at Walmart (purchase a matt cutter while you're there) You can also use: Blue painter's tape "delicate surface" The items below will not be used until the latter portion of the course -Acrylic Paint -Titanium White -Ivory Black or Paynes Gray -Phthalo or Cerulean Blue -Ultramarine Blue -Cadmium Yellow Med. or Light. -Cadmium Red Med. -Additional paint colors for consideration -Viridian Green (intense green, broad tinting base) -Alizarin Crimson (intense cool pink, broad tinting base) Brushes: -Watercolor brushes -3 or 4 brushes of flat heads ranging in width from 1/10 inch to 1/2 inch. -Wal-Mart sells a variety set that also works. *I have arranged through our school store all the materials above. Please note that you can apply your student aid to pay for materials through the school store.
6 Weekly Schedule (subject to change) Week 1: Week 2: Week 3: Week 4: Week 5-7: Week 7-9: Introduction to the course syllabus. Introduction to the Color Wheel, and its relevance to identify color relationships. Separate warm and cools of each hue (use the middle temperature for color wheel project). Homework: Color Wheel Project: Intro: Contrast of Hue, Value, and Intensity Project: After image / Simultaneous contrast. Homework: Read pages (Design Basics). Read pages 6-17 (Albers). Due next class Intro: Reversed Grounds / Subtraction of Color Project (p , Albers) Transparency Project, single cell unit form (p , Albers) Create a non-objective design using small shapes based on movement. (read pages 32-58, Itten) Gradient Project. Exhibit gradients (smooth transitions) of hue value and intensity using a topographic map as a design resource. Structural Constellation Vibration Project, based on the drawings (constellations) of Josef Albers (complementary hues): Week 9-13: Cumulative Project. Concentric Design. Color Mixtures using Acrylic paint. Week 14-16: Collage Project: Series of collages demonstrating exploration, risk, and an evolution of process / intent.
7 Writing Across the Curriculum: Writing # 1 and #2: Description. Describe an abstract and representational painting using vocabulary from the principles and elements of design emphasizing color. In your description of the representational painting, do not describe the subject matter in the painting (only describe the formal aspects). This exercise prepares students to verbalize ideas and employ abstract descriptions prevalent within standard Art discourse. Writing # 2: Self assessment and Peer assessment. You are an art critic. Write about (assess) the work of another student using the post-it comments used during the group critique as a source of insight. Writing # 3: Compare/contrast. Select two paintings, one by an established contemporary artist and one from the renaissance period. Compare and contrast the two pieces based on learned color theory and application. Compare and contrast two paintings from a DCCC gallery exhibit. Color QUIZ (study the content below) Each student will take the same quiz at the beginning of the course and at the end of the course to assess knowledge of course content. Color Theory Basics Primary Colors - red, yellow, blue Secondary Colors - orange, green, violet primary + primary = secondary Primary +Secondary = Tertiary Tertiary Colors - red-orange, yellow-orange, yellow-green, blue-green, blue-violet, red-violet Color characteristics (AKA properties) Hue the name of the color on the 12 step color wheel: Example: red-yellow or blue-green Intensity- Brightness of dullness of a color. The opposite of intensity is neutral gray. Values - the lights and darks of a hue (AKA: tints and shades) tint lightened color; white + color shade darkened color; color + black Color Schemes a system of using the color wheel to place colors together monochromatic one color and its values; mono means one and chroma mean color complementary colors opposite on the color wheel: example blue and orange or purple and yellow analogous 3 to 5 colors next to each other on the color wheel: example red, red-orange, orange, yellow-orange, yellow (and their values) warm colors colors associated with sun and fire, on the right side of the color wheel: example reds, orange and yellows (please that you can have a cool red, orange or yellow compared to a warm red orange or yellow) cool colors colors associated with snow and ice, on the left side of the color wheel. example green blues and violets (Please note that you can have a warm green, blue or violet compared to a cool green, blue or violet).
8 Color Design Vocabulary: Achromatic: Literally, without color. In art, a composition in shades of black, white, or gray. Additive: Colors made by light, the additive primaries are red, green, and yellow After-image: The illusion of a visual complementary color image that occurs after staring at a hue, then shifting the gaze to a plain white surface. Analogous hues: Colors that lie next to each other on the color wheel. Attributes of Color: The three main description or properties of colors, namely, hue, value, and intensity. Balanced Color: Colors that are balanced by their complements and carried across theory values and intensities. Binocular Vision: Two retinal images, one from each eye, melded by the brain s visual system into a single image that appears three-dimensional. Chroma: The degree of purity or brilliance of a color. Chromaticity: A term interchangeable with chroma, saturation, and intensity. Color constancy: The psychological tendency to see colors we expect to see even when the actual colors are different. Color harmony: The pleasing result of balanced color relationships. Color scheme: A set of colors chosen to combine within a composition. Color wheel: A two-dimensional circular arrangement of colors that reveals color relationships of spectral hues. Complement, complementary: Colors that lie opposite each other on the color wheel. Placing them side enhances the brilliance of both; Composition: The arrangement of shapes, spaces, lights, darks, and colors within the format of an artwork. Cool colors: Colors that connote the coolness of water, dusk and vegetation: usually violets, blues, and greens. Crosshatching: A method of shading by using short parallel lines, often in superimposed sets of lines crossed at various angles to darken an area. Double complementary: A color combination of four hues: two sets of complements such as red/green and blue/violet/yellow-orange. Dyad: A color scheme based on two colors Glaze: A transparent film of color painted over another color. Grisaille: A method of painting that uses shades of gray in an underpainting to establish the value structure of a composition. Hue: The name of a color. Intensity: The brightness or dullness of a color; also called chroma, chromaticity, and saturation. Line: A narrow mark that defines the edges of spaces and shapes in a composition. Line can also be used for shading, as in crosshatching. Local color: The actual color seen on objects or persons. Luminosity: In painting, the illusion of radiance or glow. Monochromatic: In painting, a work based on variations of one color Monocular vision: By closing or covering one eye, the brain receives a single image, which appears to be flat like a photograph. Negative spaces: In art, the shapes that surround the objects; sometimes considered background shapes. Palette: A surface for holding pigments and providing space for mixing paints.
9 Perceptual color: The actual colors of objects and persons. Pigment: Dry color ground to a fine powder and mixed with a liquid for use as a painting medium. Primary colors: Colors that cannot be mixed from any other colors for example, red, yellow, and blue. Reflected color: Color reflected from one surface to another. R-mode: The visual mode of the brain usually located in the brain s right hemisphere and characterized as a visual, perceptual, and global mode of thought. Saturation: A term signifying the brightness or dullness of a color: used interchangeably with intensity, chroma, and chromaticity. Secondary Colors: Colors that are mixtures of two primaries for example, mixing yellow and red (the oretically) makes orange. Shade, shading: In Ostwald s model, color changes made by adding black, thus decreasing the proportion of the original color. Simultaneous contrast: The effect of one color on an adjacent color. Spectrum, spectral hues: The sequence of colors seen in a rainbow or in the colors created by passing light through a prism. Style: An artist s personal, usually recognizable, manner of working with images and art materials. Subtractive color: Pigments and pigment mixtures used in painting that absorb all wavelengths except those of the color or colors apparent to the eye. Successive contrast: Interchangeable with after-image. Tertiary colors: Colors made by mixing a primary and its adjacent secondary for example, the tertiary yellow-orange results from mixing the primary yellow and the secondary orange. Tetrad: A color scheme based on four hues equidistant on the color wheel for example, green, yellow-orange, red, and blue-violet. Tint: A light value of the color Triad: A color scheme based on three colors equally spaced from each other on the color wheel for example, yellow, red, and blue. Unity: The ruling principle of art and design, which all parts of an artwork contribute to the harmonious unity of the whole. Value: The degree of lightness or darkness of a color. Warm colors: Colors associated with heat or fire, such as red, orange, and yellow.
10 Grading Definitions A- Superior, B- Above Average, C- Average, D- Below Average, F- Failure A. Superior work of the highest quality. The "A" level student goes beyond what is expected or required. The work demonstrates consistent creative and original design solutions with the highest technical ability showing mastery of the tools and techniques. The work demonstrates a sense of confidence. The "A" level student understands artistic/historical strategies and concepts used in graphic design/digital processes and can articulate those ideas in their work and class discussion. The work of the "A" level student shows obvious evidence of thinking; it conveys a sense that it is about something and involves risk-taking and informed decision making. B. Confident, above-average work. The "B" student demonstrates professionalism in both attitude and approach to assignments with a sound level of technical ability that demonstrates evidence of critical-thinking skills. The "B" student contributes to class discussion and understands artistic strategies associated with graphic design and/or digital processes. Assignments are completed on time. Scores on written and practical examinations are consistent with the grade of B. Inconsistencies in concept, composition, and technique cannot warrant a higher grade. C. Average effort and quality. The "C" student demonstrates a basic understanding of technical control and artistic ability with a sense of real effort, but problems are not successfully resolved. Erratic technical skills with little or no sense of challenge becomes obvious. Contributes to class discussions and understands concepts used in design/digital environments. Assignments are usually completed on time. Scores on written and practical examinations are consistent with the grade of C. D. Below Average. The "D" student meets the minimum course requirements. Concepts are weak, lacking critical-thinking skills and technical skills are poor requiring remedial work. Assignments are below average and/or not completed in a timely manner. Contributions to class discussions are minimal. Scores on written and practical examinations are consistent with the grade of D. D is a passing grade, not a failure. F. The "F" level student either does not meet all course requirements, and or performs inadequately. F is a failing grade.