Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
DEPARTMENT: ART AND DESIGN
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2013-14
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Student Exhibition
Visiting lecturers/workshops
Number Served
2500 of which 1700
were students and
their families
100
Equipment Loan Program for students
Full schedule of open lab hours in computer, ceramics, photography and sculpture labs
100
500
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
NA
Date
Number Attending
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
INSTRUCTIONS:
For each activity, please indicate
1. whether department members organized the activities or gave presentations or both
2. the topic and type of activity and name of organizer/presenter, if applicable
3. the date (if not the exact date, indicate the month)
4. the number attending the event
B. COURSE CHANGES IN 2013-14
INSTRUCTIONS: For each course that changed, indicate:
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Year-end Report – Art and Design
Queensborough Community College
1.
2.
3.
4.
5.
Year: 2013- 2014
whether the course is new, revised, or deleted
the course number
the course title
the semester the change was approved at the Academic Senate
for revised courses, in the Comments section, describe the type of change(s)—i.e., course title, description, pre/co-requisites,
credits, hours, designation
New, revised, or
deleted
Revised
Course
number
ALL
Course title
Semester approved
Comments
See attached schedule of
changes - Appendix A
Spring 2014
Revised
See
Appendix
B
See attached schedule of
classes - Appendix B
Fall 2013
All course numbering changed to
reflect the contemporary trends in
course numbering
Studio art courses that were
previously 2 credits were revised
and changed to 3 credits
C. PROGRAM CHANGES IN 2013-14
Program
Program change*
Photography Certificate Program
(b)
Effective Date
(Semester and year)
6/2014
A.A.S. in Digital Art and Design
(d)
Fall 2013
A.S. in Visual and Performing Arts
(d)
Fall 2013
Comments
Closed based on recommendation of
Program Review
Modified to reflect changes in studio
course credits
Added: Art History Concentration
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
INSTRUCTIONS:
 Use the full title of the program, i.e. A.S. in Visual and Performing Arts.
 Indicate whether the program change is initiated, closed, renamed, or modified. (If a new program has been approved by
the CUNY Board (or is expected to be approved by June 2013), use fall 2013 as the effective date.)
 Describe the exact status (i.e., proposal submitted to CUNY Board; approved by CUNY Board; etc.) in the Comments.
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Year-end Report – Art and Design
Queensborough Community College
Year: 2013- 2014
D. DEPARTMENT CHANGES IN 2013-14
Type (see menu below)
Facilities
Equipment
Description of
Change
New Drawing
Studio and office
space
Reason for Change
Recommended by
consultant as a
requirement for
NASAD
accreditation
Various photo
Cyclical
equipment, enlargers replacement of
easels, tables, etc.
resources
Date/Semester
Evaluation of Change*
Scheduled for summer
2014
TBD
Fall 2012
N/A
*Please note that, if change has been too recent to evaluate, you may indicate NA.
Type of change
Personnel or organizational change
Facilities/space
Equipment
Other
MENU
Description
New hires, retirees, resignations, promotions, department name changes, etc.
Renovations or development of office space or new facilities (i.e., computer laboratories)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including interactions with other departments
E. DEPARTMENT ASSESSMENT IN 2013-14
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher
Education include: clearly articulated statements of expected student learning outcomes…at all levels (institution,
degree/program, course) and for all programs that aim to foster student learning and development; a documented, organized, and
sustained assessment process to evaluate and improve student learning; evidence that student learning assessment information is
shared and discussed with appropriate constituents and is used to improve teaching and learning.
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve
teaching and learning. In your description, please explain how the department fulfills each of the Middle States
fundamental elements above.
Four faculty members are currently overseeing assessment in the four areas of the department: Digital, Photography Studio and
Art History. They have each completed the Assessment Institute. As part of their assessment procedures they continue to
develop clearly articulated statements of expected student learning outcomes. Subsequent to developing their protocols and
continuing to assess classes using this structure, they prepared a report of the results as well as offering their conclusions and
recommendations.
The four have met regularly with Dean Corradetti and are working closely with him. They have reported on their work at every
department meeting keeping the department apprised of their efforts and sharing with the department the tools and results they
have developed.
Prof. Pete Mauro will participate as the departmental representative in the General Education Assessment task force.
Four other faculty members were engaged in preparing program reviews in the four major areas of the department: Visual and
Preforming Arts, Digital Art and Design, Gallery and Museum Studies, and the Photography Certificate Program.
2a.
Departmental participation in self-study/program review during 2013-2014, if applicable
Program(s) reviewed: A.A.S. Degree Program in Digital Art and Design (DA2)
External Agency or Reviewers: Jillian McDonald, Associate Professor, Pace University.
Date of site visit: May 7-8, 2014
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Major conclusions of self-study
The strength of the program at QCC lies in the success and depth of the studio program as a whole, where the digital portion of
the department is integrated and built upon classes in the traditional studio arts. The faculty teaching in the program all have
experience in the digital industry as well as training in studio art. Our students have demonstrated strong transfer interest and
success from the A.A.S. program, as well as above average retention and graduation rates when compared to the college as a
whole.
Despite these successes, there are areas that could show improvement. The classroom lab space, while adequate now, could
quickly become strained or insufficient if we continue to see the enrollment gains we have witnessed over the past decade. The
department as a whole is in need of additional space although it is anticipated that this will be addressed during the coming
summer as we seek to receive NASAD accreditation. This addition of classroom space is critical to further program development
as it will offer students more adequate studio space for drawing and painting and a digitally enabled workroom for photography.
As detailed previously, many of our classes are 2 credit/4 hour courses despite content that has increased to keep pace with the
technology over the past decade. This fact is holding our graduates back in their transfer progress. This becomes a weakness,
even in an A.A.S program, as the majority of our graduates currently transfer to a 4-year degree program. If students do not
believe that the classes they are taking will count towards their major once they transfer, they may transfer early or drop out of
the program altogether.
The pace of change in both the software we teach and the industry that we are preparing students for continues to increase at an
astonishing pace. The school technology fee covers the update of hardware every two years, but no plan or funding is in place to
assist the faculty in keeping up-to date. Funding to attend classes or seminars might help to mitigate the difficulty of balancing a
heavy teaching workload, increasing assessment demands, and artistic careers.
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Major conclusions of external reviewers
The faculty are eager to make changes and develop. Students are hard working and career focused. In my visit to a design class, I
saw evidence of engaged student learning, both through the semester’s clear arc of project progression and the students’ comfort
with software and communicating their concepts.
Program/Area Strengths
The program’s strengths are the students and faculty. The 2D digital design courses are strong, well considered, and focused. Art
History is linked to and building a great foundation for the students’ studio learning. Students are ambitious and hard working,
the projects I observed were technically and conceptually good. The existing computer labs are of sufficient size and receive
natural light, which is important.
Program/Area Weaknesses
Students and faculty have identified a need for better advisement. Students and faculty see the need for additional computer lab
hours this is crucial not only in offering students more time to complete homework and succeed, but also in fostering
community. QCC professors and students are challenged in getting students to experience artwork outside the institution’s walls
and use the tremendous resources of New York City’s art worlds, however this is an extremely effective way to connect
pedagogy to the real world and should be addressed. There are some gaps in the curriculum such as contemporary new media
production and history, and design-focused web design. Some courses could be redesigned, and some added. Web Design course
could be taught in the Art Department. Motion graphics courses seem weak, in terms of curriculum, although I did not have the
opportunity to see the student work in this area, nor talk to the students. QCC has a diverse student body, but that diversity is not
reflected in the faculty.
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Resulting action plan
The department has already begun the process of addressing the most important of these issues, transferability of classes.
Curricular and course changes to adjust all classes to the 3 credit level are currently before the curriculum committee. Approval
of these changes is critical to the continued success of this program. The data clearly points to the desire of our students for
further instruction beyond the A.A.S degree, and the more we can do to foster this goal, the stronger and more desirable our
program will become. Beyond the credit changes, we have initiated an articulation agreement with Queens College for transfer
into the BFA program in Graphic Design. In the spring of 2014, we will begin research into changes to the degree itself from an
A.A.S program to an A.S. transfer degree to further facilitate career and educational success for our students. With these changes
also comes the opportunity to increase advisement through our portfolio class. Encouraging student enrollment in this capstone
class will likely increase their confidence and success in transfer and job readiness. Other actions will be developed in response
to this Program Review.
Program(s) reviewed: A.S. Degree Program in Gallery and Museum Studies
External Agency or Reviewers: Gary Wood, Gary Alan Wood, Director
Regina A. Quick Center for the Arts, Fairfield University
Date of site visit: May 6-7, 2014
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Major conclusions of self-study
The Gallery and Museum Studies Program at QCC is a unique program within the City University of New York since no other
CUNY community colleges offer such a program. It is both enhanced and supported by the strong Studio Art and Art History
curricula in the Art and Design Department. Moreover, the small class sizes enable individual guidance and advisement to
students.
Although the program has various strengths, enrollment has been decreasing. This is due to a number of different reasons, but it
largely reflects the current situation of the field of museum studies and museum practices. A majority of museums and galleries
across the nation have been downsizing, while few prominent museums and commercial galleries have been expanding and
hiring. These museums and galleries require a B.A. or B.F.A. degree, and more often, an M.A. degree in Art History or Arts
Administration for entry-level positions. Our program is a rare A.S. degree in Gallery and Museum Studies; students who wish
to pursue the field have the advantage gaining hands-on experience early on in New York City, the “global center” of the art
world, facilitating a move to a four-year program with this advantage. Furthermore, QCC provides major academic services
including the Campus Writing Center, which provides invaluable support especially for those new to the discipline of art and art
history.
To increase enrollment, these aspects of the program should be promoted and informed to prospective students. While students
who wish to major art administration and museum studies are likely to also look into four-year college programs, our program
provides the advantage of comparatively low tuition and smooth transfer to Queens College as long as the student maintains a
grade point average of 3.0. This could be advertised to potential students at college open houses and in CUNY catalogues.
Student advisement could also help increase enrollment as seen in the sharp increase of enrollment in Fall 2009 when the
Academy was first implemented and students received their first academic advisement from the Academy.
While the current curriculum consisting of one-hour 800-level courses has allowed a single faculty member to manage all three
courses, the instructor was able to bring more in-depth course materials and incorporate various exercises and student-led
discussions into a lecture-based course. This also allowed students to bring more questions and comments to class while
enhancing their learning experience. This curricula change to include an online class may also make it possible to attract
experienced part-time faculty members in the field.
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Major conclusions of external reviewers
The program is replete with upside possibilities; a point-of-view built on the existence of several critically important and
already-existing components:
1. Faculty
The arts faculty in general—and the current faculty member heading this program—offer students the crucial and
contemporary information of an exciting, evolving field of study in a highly-informative, well-organized and supportive
learning environment. Attention to the individual learner and their unique needs is present; thus, each student is poised to
find the strength of confidence to continue their training, as well as their own, unique arts management voice.
2. Facilities
The classroom facilities and on-campus galleries, museum and arts center provide strong, hands-on learning
opportunities. While Queens in the immediate area—as well as Brooklyn and Manhattan—provide exceptional learning
opportunities in the field, it is a significant selling point for potential students to understand that skill building and
resume-enhancing opportunities are at their doorstep.
3. Location and regional opportunities
Queens has its own historic reputation for distinctive and exhilarating arts activity, with numerous individuals and
organizations of national and international distinction. Affiliation of the A.S. degree program with such notable entities is
invaluable to growing its own reputation and capacities.
The program has a work-to-career character; that is, the study of core principles is interesting, yet has little benefit
without their creative and firsthand application. But as a selling point, it is true that the program as it is structured—and
as it will surely continue to evolve—is very much classroom to career oriented, both practical and purposeful by its very
nature (that may not be apparent in its current title).
Program Challenges
1. Program name
While the program’s current name is industry appropriate, it does not convey the inventive, hands-on,
management/leadership, and contemporary flair characteristic of the profession today. A process of name change will
create substantial opportunity to entice greater enrollment and re-brand it within the industry as a fresh and innovative
training program.
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
The process itself—if it involves a number of diverse stakeholders—can serve to strengthen the program by way of a
deep examination of the programs existing strengths and its potentialities.
2. Advising
There appears to be a gap in knowledge about the program and all that it has to offer amongst the advising program. The
title notwithstanding, the advisors need to be fully informed and equipped with the knowledge, incentives and materials
to comprehensively and effectively convey the program’s benefits and its inherent creative, fulfilling nature. Periodic
discussions and training with the program’s faculty—and tips from students within the program—is advised.
3. Low enrollment
Low enrollment denies students within the program to interact with others to test their ideas, share experiences and work
in teams. Given the exceptional diversity of the student population and the cultural heritages thereof, the program and its
learners are denied the richness of learning the program is poised to offer.
4. College support
It is imperative that the financial and management resources are made available to launch and sustain a strategic and
marketing initiative designed to raise attention to the program’s uniqueness and increase enrollment. A well-designed
strategic and executable plan with stretch, yet achievable outcomes will help formulate a required budget and nudge
everyone to success.
Resulting action plan
An on-line section of AR-804 will be developed over the summer and offered in Spring 2015. Other actions will be developed in
response to this Program Review.
Program(s) reviewed: Certificate Program in Photography
External Agency or Reviewers: No external review or site visit
Date of site visit: No external review or site visit
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
Major conclusions of self-study
The AP program in photography is pedagogically solid with an exemplary faculty. While student enrollment numbers are currently too small to reveal
statistically significant results in terms of the program’s Data Packet, it is clear that the commercial photography world is rapidly changing due to quickly
evolving technology. The program once served a student cohort bent on attaining full-time employment in the field, but more recently the emphasis has
switched to technical and aesthetic training as opposed to job-specific skills. It is recommended that the Certificate program therefore be discontinued and
that the photography program should take its place within the new Pathways curriculum as an AAS degree and transfer program.
Major conclusions of external reviewers
No external review
Resulting action plan
Program eliminated
2b.
Program review follow-up (from 2012-13 to 2013-14)
Action item from program review
Timeline for completion
Accomplishments during current year
NA
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
3a.
Course assessment follow-up (from 2012-13 to 2013-14)
Courses assessed from previous
year
AR 310
Action plan from previous year
Evaluation of results
Follow-up
Currently, students are prepared for the term
paper assignment by “scaffolding,” a writing
training technique that entails giving shorter,
lower stakes writing assignments and/or rough
drafts earlier in the semester in an effort to
accustom them to writing art historically. At
the discretion of individual professors, classes
are taken to the QCC library at the beginning
of each semester for an Information Literacy
session with a reference librarian. Most
professors hand out detailed instructions for
writing assignments that also serve as a
template for students in terms of crafting both
the form and content of their papers. These
instructions also contain a section on
plagiarism and its consequences.
1. Term paper assignment: Students doing the term
paper assignment for AR 310, as for other art
history classes, must utilize skills necessary to meet
several of the above listed QCC Educational
Objectives as well as the above listed Curricular
Objectives. In our departmental Learning
Outcomes, we break these skills down into two
main categories: form and content. “Form” refers to
the primarily formal aspects of putting together a
college-level research paper. Thus, students must
exhibit mastery of relevant skills as measured in the
four following sets of rubrics in order to get a high
grade on the assignment:
In regards to student performance in the
selected subcategories of the Student Learning
Outcomes, students need extra support in the
areas of research in general. These
specifically include identifying scholarly
sources, critically evaluating and synthesizing
information, and using the research to support
a thesis. Students at Queensborough are of the
Internet age where all information is literally
available at their fingertips, and therefore
students need more direction in understanding
the importance of proper academic research,
citation, and bibliographic reference. Faculty
teaching Art History courses in the
Department of Art and Design will be meeting
in January to discuss these results further and
to devise a plan to help students improve in
these areas. For example, faculty could
scaffold an additional research and citation
assignment before the main research paper, or
include examples of proper citation format
Students are prepared for all exams through
rigorous in class lectures and classroom
discussion of both course readings and
PowerPoint presentations. Students are
1.
2.
3.
4.
Proper use of grammar, spelling, and
syntax
Proper formatting and use of illustration
Proper citation and bibliographic
reference
Logical compositional structure (intro,
body, conclusion, etc.)
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Queensborough Community College
Year-end Report – Art and Design
strongly encourages to participate in
classroom discussion in an effort to develop
their oral and verbal argumentation skills.
Some professors also post study guides for all
exams on course Blackboard sites, as well as
posting all Powerpoint presentations given
during the semester, so that students may
begin studying weeks prior to an exam.
Professors in the department are regularly
enhancing their pedagogy with the use of
ePortfolio, museum visits, oral presentations
in class, and peer evaluation of writing
assignments between student cohorts. Some
also include High Impact practices such as
SWIG, the Common Read, Learning
Communities, and Writing Intensive sections.
These actions have proven successful in
improving areas of weakness, most notably
those mentioned above: citation of sources,
critical use of sources, and the memorization
of dates on slides. While the current set of
rubrics does cover all basic areas of
competence in the field of art history, the
department is involved with the QCC
Assessment Institute to refine the writing
assessment instrument and to better explicate
expectations of writing assignments by
sharing rubrics with students prior to
assignment due dates. The current
examination rubric will continue to be used as
faculty continue to emphasize the value of
factual historical knowledge as well as critical
interpretive tools in understanding the
meaning of works of art.
The majority of students in the AR 310 classes for
the Spring 2013 semester scored either “Excellent”
or “Good” in all four formal categories.
Specifically, the breakdown is as follows:
Category
spelling)




1 (Proper use of grammar, syntax, and
Year: 2013- 2014
specific to art historical sources as part of
course assignments (students do receive a
guide on citations from the library). Art
History faculty will also be discussing the
effectiveness of the new Student Learning
Outcome rubric in efforts to further refine our
assessment instrument.
Excellent: 41
Good: 91
Fair: 50
Poor: 12
Category 2 (Proper formatting and use of
illustrations)

Excellent: 56

Good: 90

Fair: 35

Poor: 15
Category 3 (Proper citation and bibliographic
reference)

Excellent: 37

Good: 41

Fair: 24

Poor: 19
Category 4 (Logical compositional structure: intro,
body, conclusion, etc.)

Excellent: 49

Good: 95

Fair: 40

Poor: 7
Overall, students performed well on the “formal”
aspects of the term paper assignment. Category 3,
as compared to Categories 1,2, and 4, regularly
proves to be the most challenging for QCC students
writing term papers. That said, significant
improvement has been noted in this skill over the
past several semesters, due in part to the
incorporation of information resource educational
supplements as part of the course curriculum.
The second main area evaluated for art history term
paper assignments is “Content.” This refers to the
actual written prose in the paper, as opposed to the
formal aspects of putting a paper together. The
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
rubrics used to measure such skills are as follows:
1.
2.
3.
4.
Proper use of art historical terminology
Critical use of research sources
Conduct a descriptive analysis of the
visual aspects of an artwork
Conduct analysis and evaluation of
stylistic and historical contexts of a work
of art
Students tended to do very well on numbers 1, 3,
and 4 with almost all falling into one of the top two
categories of evaluation. Number 2 proved to be
more challenging, as is often the case with QCC
students writing term papers, although most
students still scored in the top two categories of
evaluation. The breakdown is as follows:
Category 1 (Proper use of art historical
terminology)
 Excellent: 43
 Good: 88
 Fair: 51
 Poor: 12
Category 2 (Critical use of research sources)

Excellent: 35

Good: 76

Fair: 41

Poor: 15
Category 3 (Conduct a descriptive analysis of the
visual aspects of an art object)

Excellent: 46

Good: 98

Fair: 44

Poor: 8
Category 4 (Conduct analysis and evaluation of
stylistic and historical contexts of a work of art)

Excellent: 38

Good: 84

Fair: 60

Poor: 13
Students have shown steady improvement in all
four “Content” categories in recent semesters;
especially in Categories 1,3, and 4. Category 2 has
traditionally been a sticking point in relation to the
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
other Categories, although extensive departmental
use of information literacy programs on campus
have produced improvements. Recommendations
will be discussed below.
In addition to satisfying all relevant Curricular
Objectives, the skills required in our term paper
assignment Learning Outcomes also satisfy QCC
General Educational Objectives 1, 2, 4, 5, 6, 8, and
10.
2. Exams: exams challenge students from multiple
perspectives. Art history exams commonly require
students to answer slide identification, multiplechoice, and short essay questions. In the
departmental Learning Outcomes, we break
necessary skills down into three main categories for
exam assessment evaluation:
1. Demonstrates command of factual
historical knowledge pertinent to the
meaning and execution of works of art
2. Demonstrates recognition of art
historical terms and concepts and their
respective meanings
3. Demonstrates analytical thinking
through the written expression of
historical facts and art historical
concepts in order to derive meaning in
works of art
In this semester’s AR 310 classes, the breakdown is
as follows:
Category 1 (Demonstrates command of factual
historical knowledge pertinent to the meaning and
execution of works of art)

Excellent: 54

Good: 77

Fair: 73

Poor: 43
Category 2 (Demonstrates recognition of art
historical terms and concepts and their respective
meanings)

Excellent: 56

Good: 86

Fair: 66

Poor: 38
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Year-end Report – Art and Design
Queensborough Community College
Year: 2013- 2014
Category 3 (Demonstrates analytical thinking
through the written expression of historical facts
and art historical concepts in order to derive
meaning in works of art)

Excellent: 57

Good: 82

Fair: 66

Poor: 40
A majority of students generally recognize terms
and concepts and can sufficiently express this
understanding more fully in the longer essay
questions. However, results from this semester’s
310 classes indicate a large minority who have
trouble mastering these basic skills. One area of
special difficulty for many students, and this is
characteristic in many art history classes at QCC, is
that students often have trouble memorizing titles,
names, and dates for the slide identification portion
of the exam, skills embodied in Category 1.
However, there have been some improvements in
this area over the past few semesters. Actions and
recommendations are discussed below.
Course(s) assessed from
previous year
Action plan from previous year
Evaluation of Results
Follow-up
NA
3b.
Course assessment: current year
Course(s) assessed
(list individually)
Relevant General Educational
Outcomes
Relevant Curricular Outcomes
AR461
1. Communicate effectively
through reading, writing,
listening and speaking.
Student will be able to demonstrate the
ability to produce a roll of film that has
been properly exposed and developed.
2. Use analytical reasoning to
identify issues or problems and
evaluate evidence in order to
make informed decisions.
Student is able to consistently produce an
8x10 photographic print with a full tonal
range between shadow and highlights with
proper contrast and focus.
Evaluation of Assessment Results
Action plan
Weighted score: 302. The students performed
very well on the technical aspects of operating a
35mm camera. 70% of the students scored either
excellent or good which means a large majority
of them have mastered the skill set.
Weighted score: 283. For the second learning
outcome there was a noticeable drop in the
students achieving a score of excellent.
Additionally, there was a marked increase in
students performing fair or poor. This may be
indicative of many students having difficulty
working in the darkroom environment for the
One area the students struggled
technically was working in the
darkroom using photographic
enlargers. Specifically, they
struggled with the contrast of a
print often times producing work
that was either too gray lacking
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Queensborough Community College
Year-end Report – Art and Design
first time. The student performance for the first
learning outcome demonstrates they know the
basic technical information of aperture, shutter
speed and focus. However when they are placed
in an environment where they have limited
visual references it may be difficult for them to
make the transition.
Year: 2013- 2014
true blacks and whites, or
produced too much contrast
lacking a full tonal range. In order
to achieve the correct contrast
students must use filters, which are
not supplied and can be cost
prohibitive for some. Currently the
Art & Design Department is in the
process of upgrading the black and
white enlargers so that they will
have a built-in filter system. There
are 11 enlargers and only 2 have
the filter system, but as annual
upgrades continue the new
enlargers should allow the students
to have more technical control over
their photographic prints without
the financial burden of purchasing
a filter pack.
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Queensborough Community College
Year-end Report – Art and Design
5. Integrate knowledge and skills
in their program of study.
Student is comfortable using appropriate
terminology to describe technical,
aesthetic, and conceptual elements of a
photographic print.
Weighted score: 273. One area of
difficulty for many students is being
able to articulate the conceptual ideas
that are portrayed in their own
photography or the photography of
their peers. Of the four learning
outcomes students scored lowest on
the third learning outcome based on
their ability to describe basic technical,
aesthetic, and conceptual ideas
portrayed in a photographic print.
They know the who, the what, the
where—but when it comes to the why
they struggle. In addition, when it
comes to complex photographic
terminology such as ‘depth of field’
students know what it means
technically when they are using the
camera, but struggle to articulate those
same ideas when speaking about work
in a critique setting.
10. Apply aesthetic and
intellectual criteria in the
evaluation or creation of works in
the humanities or the arts.
Student is able to consistently express
their own artistic vision through
technically proficient photographic
prints that utilize symbolism and
metaphor to express conceptual ideas
through multiple layers of meaning.
Weighted Score: 309. More students
scored excellent on the fourth learning
outcome than any other category with
the highest weighted score of all
learning outcomes. Although a
significant percentage (39.8% based
on the second learning outcome) of
students struggle with the technical
work in the darkroom, the fourth
learning outcome demonstrates that
they are successful when it comes to
imbedding conceptual meaning into
their photographic images. Overall the
fourth outcome should be considered
an area of strength for the AR461
course.
Year: 2013- 2014
Although students excelled at
using complex conceptual
elements in their photographic
images, they often had trouble
identifying and articulating those
concepts in the critique setting.
Students inherently understood
what they wanted to achieve
conceptually while photographing,
and had the technical skills with
the 35mm camera to achieve those
goals. However what they lack is
the appropriate vocabulary and
terminology to articulate those
concepts when speaking about
work. A greater emphasis should
be placed equipping students with
vocabulary they need to speak
articulately about their work.
Providing course study guides
focusing on photographic
terminology, assigning low stakes
writing assignments to augment
the photographic work, and
stressing appropriate concepts and
terms in a lecture setting will
enhance the students knowledge
and understanding.
Additionally, prioritizing in-class
discussions and critiques will
allow students to feel more
comfortable speaking about their
work in front of an audience.
While the current set of rubrics
was successful in identifying areas
of competence for those enrolled
in the AR461 course, further
refinement will be necessary in
future assessment. Currently there
were four student learning
objectives associated with the
rubric, two focused on technical
knowledge and two focused on
conceptual ideas. Future
assessment instruments should be
refined and broaden these two
categories to include additional
student learning objectives in order
to better evaluate student work.
17
Queensborough Community College
Courses
assessed
AR311
History of Art
I
AR315
History of
Modern Art
AR316
History of
American Art
AR317
History of
Photography
AR325
History of
Graphic
Design
AR326 Asian
Art
Relevant Gen Ed
Outcomes
 Communicate effectively
through reading, writing,
listening, and speaking
 Use analytical reasoning
to identify issues or
problems and evaluate
evidence in order to make
informed decisions
 Use information
management and
technology skills
effectively for academic
research and lifelong
learning
 Use historical or social
sciences perspectives to
examine formation of
ideas, human behavior,
social institutions, or
social processes
 Apply
aesthetic and
intellectual
criteria in the
evaluation or
creation of
works in the
humanities or
the arts
Year-end Report – Art and Design
Year: 2013- 2014
Relevant curricular outcomes
Evaluation of assessment results
Action plan
In written work, discussion, and
creation of art, students will
appropriately utilize the vocabulary
of their respective discipline
The first Student Learning Outcome: “Students
will be able to conduct and write a formal
analysis and evaluation of stylistic and
historical contexts of works of art using art
historical terminology” was subdivided into
four distinct categories: conducts a descriptive
formal analysis of the visual aspects of an art
object, proper use of art historical terminology,
describes the stylistic elements of works of art,
and describes the historical and cultural
contexts of works of art. Under all of these
subcategories, most students scored in the
Excellent and Good categories illustrating that
most students learned to complete a formal
visual analysis while using proper art historical
terminology and could define stylistic elements
as well as the historical and cultural contexts of
works of art. Future improvements could focus
on guiding students to describe the stylistic
elements of works of art. Under the second
Student Learning Outcome: “Students will
demonstrate a critical use of sources by
evaluating and synthesizing research to support
their thesis and analysis,” students performed
less well in each of the three subcategories:
student has identified scholarly resources,
student critically evaluated and synthesized the
research information into the text, and research
supports thesis and analysis. Despite regular
training on matters of research in these Art
History courses, students still struggle in this
area.
Students in all sections of these art history
courses performed reasonably well on the next
Student Learning Outcome: “Students will
demonstrate analytical thinking through the
written expression of historical facts and art
historical concepts in order to derive meaning
in works of art” which was divided into the
categories: historical facts and art history
concepts are used to present meaning in works
of art, and analytical thinking is identifiable in
the presentation of art historical facts and
concepts. In demonstrating a command of
factual knowledge, students at Queensborough
have generally needed support in this area. In
the final Outcome: “Students will demonstrate
proper use of grammar, syntax, and spelling;
In regards to student performance in the selected
subcategories of the Student Learning Outcomes,
students need extra support in the areas of research
in general. These specifically include identifying
scholarly sources, critically evaluating and
synthesizing information, and using the research to
support a thesis. Students at Queensborough are of
the Internet age where all information is literally
available at their fingertips, and therefore students
need more direction in understanding the
importance of proper academic research, citation,
and bibliographic reference. Faculty teaching Art
History courses in the Department of Art and
Design will be meeting in January to discuss these
results further and to devise a plan to help students
improve in these areas. For example, faculty could
scaffold an additional research and citation
assignment before the main research paper, or
include examples of proper citation format specific
to art historical sources as part of course
assignments (students do receive a guide on
citations from the library). Art History faculty will
also be discussing the effectiveness of the new
Student Learning Outcome rubric in efforts to
further refine our assessment instrument.
Students will form and defend
fundamental value judgments about
works of art within their major area
of concentration
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Queensborough Community College
Year-end Report – Art and Design
Year: 2013- 2014
logical compositional structure (intro body
conclusion); and proper use of citations and
bibliographic reference” students show a
weakness in the area of proper citation and
bibliographic reference while doing well in the
two other areas of logical compositional
structure and proper use of grammar, syntax,
and spelling. The use of illustrations in research
papers was not required across all courses.
 In written work, discussion, and
creation of art, students will
appropriately utilize the
vocabulary of their respective
discipline
 Students will be able to place
works of art in historical and
stylistic contexts and demonstrate
appreciation of the cultural milieu
in which they were created
 Examine different manifestations
of cultural symbolism within a
work of art in relation to
geographic, historical and
cultural contexts
 Recognize and discuss social,
psychological, emotional, and
aesthetic implications of works of
art in our culture, as well as other
cultures or times
 Students will be able to place
works of art in historical and
stylistic contexts and demonstrate
appreciation of the cultural milieu
in which they were created
 Students will form and defend
fundamental value judgments
about works of art within their
major area of concentration
 Use design principles, theories
and practice, and art historical
analysis to approach and
apprehend the diversity of human
culture and expression in theory
and life
3a.
Course assessment follow-up (from 2012-13 to 2013-14)
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Queensborough Community College
Course(s) assessed from
previous year
ART 253 Drawing 3
Illustration
Year-end Report – Art and Design
Action plan from previous year
Action Plan
• Failure of some students to hand in work on time is an ongoing
problem
More emphasis on importance of deadlines in school and in the
industry.
More severe grading penalties for late work
• Students have an ongoing problems planning work in stages.
More emphasis conceptualizing and planning
through
thumbnails
, small preparatory sketches
Grading the planning stages will be instituted.
Evaluation of Results
Year: 2013- 2014
Follow-up
Note
This course comprises only one class each
semester. The instructor has changed and the may
change some of the action plan.
• More emphasis on the importance of doing many
thumbnails for optimum design solution
• Students have a persistent problem explaining their work.
Grading class participation is also helpful.
• More emphasis on thinking about overall composition
Lectures showing the work of famous illustrators with
explanations of why their compositions are successful.
• More emphasis on the relevancy of assignment to client demands
This will be instituted through actual cases of client artist interaction
20
Queensborough Community College
Art 148 Color Theory
Year-end Report – Art and Design
5. Action Plan
We will institute the following:
• Students will be quizzed regularly on use of terminology
• Students will be shown more design by famous artists and designers.
Using specific color combinations by well know artists in an
assignment is a possibility,
• Students will be given low intensity papers to write in class during
critiques to help the
entire class participate is discussions. This will allow us to get
feedback from everyone
and provide opportunities for students to use color theory/art
related vocabulary
• Students will be quizzed regularly on the history, physiology,
concepts, models and
systems as they relate specifically to color theory.
• Students will be given more complex prompts during critiques.
Year: 2013- 2014
Only one section of this course will be offered
each semester and the teaching of theories of color
will be incorporated into ARTS 121 and Advanced
studio courses where appropriate
We are giving some thought to giving out standard responses using
propr terminology. Students will fill in the blanks to describe what
they see. In this way, proper terms are used to describe the visual
content.
• Students will be shown how to organize their workplace, materials,
glue, brushes etc.
Instructions will be given on working methodically step by step.
Current course assessment for this year follow below:
Course(s) assessed (list
individually)
ART 121
Two dimensional
design
Relevant General Educational
Outcomes
Relevant Curricular Outcomes
a. Integrate knowledge and skills
in their program of study
1.Students will demonstrate
progressive development and
competency in the
technical skills requisite for artistic
self expression in at least one major
area.
2. Students will demonstrate a
progressive understanding of the
various
elements and basic interrelated
processes of creation, interpretation,
and
execution within their discipline.
3. Students will integrate personal
observation and objective
b. Apply aesthetic and intellectual
criteria in the evaluation or
creation of works in the
humanities or the arts
c. Differentiate and make
informed decisions about issues
based on multiple value
systems
Evaluation of Assessment
Results
Action plan
Action Plan
We will institute the following:
• Students will be given low
intensity
papers to write in class during
critiques.
This will allow us to get feedback
from everyone.
• Students will be quizzed
regularly on use of terminology
• Students will be given short
low intensity quizzes
using rulers and right angles.
• Students will be shown more
design by famous artists and
21
Queensborough Community College
Year-end Report – Art and Design
criticism in the evolution of their
artistic work.
4. Students will demonstrate ability
to write about their artwork.
ART 122
Three dimensional design intro to
sculpture
Integrate knowledge and skills
in their program of study
a.
Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or the
arts
b.
Differentiate and make
informed decisions about
issues
based on multiple value
systems
ART 230
Sculpture 2
a. Integrate knowledge and skills
in their program of study
b. Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or the
arts
c. Differentiate and make
informed decisions about
issues
based on multiple value
1.Students will demonstrate
progressive development and
competency in the
technical skills requisite for artistic
self expression in at least one major
area.
2. Students will demonstrate a
progressive understanding of the
various
elements and basic interrelated
processes of creation, interpretation,
and
execution within their discipline.
3. Students will integrate personal
observation and objective
criticism in the evolution of their
artistic work.
4. Students will demonstrate ability
to write about their artwork.
1.Students will demonstrate
progressive development and
competency in the
technical skills requisite for artistic
self expression in at least one major
area.
2. Students will demonstrate a
progressive understanding of the
various
elements and basic interrelated
processes of creation, interpretation,
and
execution within their discipline.
3. Students will integrate personal
Year: 2013- 2014
designers.
Action Plan
We will institute the following:
• Students will be given low intensity
papers
to write in class during critiques.
This will allow us to get feedback
from everyone.
• Students will be quizzed regularly on
use of
terminology.
• Give students more complex prompts
during
critique
• Students will be given short low
intensity quizzes using rulers.
• Students will be given short low
intensity quizzes where students must
draw right angles according to
specifications.
• Students will be use only a few
materials
during the semester
instead of using three or four different
materials.
In this way, students gain a thorough
experience using the materials.
• A checklist of design principles has
been prepared.
The instructor will check off to see if
these design
principles have been used.
Action Plan
Additional emphasis needs to be placed on
the nature of the structure of the head and
it's planar development. Students must
understand the architecture of the form
and develop that architecture before they
begin building individual shapes.
Additional emphasis needs to be placed
on the techniques of clay modeling and
surface development.
Most students are lacking in their capacity
to
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Queensborough Community College
Year-end Report – Art and Design
systems
Year: 2013- 2014
observation and objective
criticism in the evolution of their
artistic work.
4. Students will demonstrate ability
to write about their artwork.
verbally describe what it is they have
done and wish to do. Students should have
some modest capacity to do so. Additional
focus will be placed in this area;
concentration on terminology and the
capacity to express aesthetic experiences.
Course assessment: current year
Course(s) assessed (list
individually)
ART 148
Color theory
Relevant General Educational Outcomes
c. Integrate knowledge and skills in their
program of study
d. Apply aesthetic and intellectual criteria
in the evaluation or creation of works in
the humanities or the arts
e. Differentiate and make informed
decisions about issues
based on multiple value systems
Relevant Curricular Outcomes
1.Students will demonstrate progressive
development and competency in the
technical skills requisite for artistic self
expression in at least one major area.
2. Students will demonstrate a progressive
understanding of the various
elements and basic interrelated processes
of creation, interpretation, and
execution within their discipline.
3. Students will integrate personal
observation and objective
criticism in the evolution of their artistic
work.
4. I Students will demonstrate ability to
describe their artwork in written work
Evaluation of
Assessment Results
Action plan
We will institute the following:
• Students will be quizzed
regularly on use of terminology
• Students will be shown
more design by famous artists
and designers.
Using specific color
combinations by well know
artists in an assignment is a
possibility,
• Students will be given low
intensity papers to write in
class during critiques to help the
entire class participate is discussions. This
will allow us to get feedback from
everyone
and provide opportunities
for students to use color theory/art related
vocabulary
• Students will be quizzed
regularly on the history, physiology,
concepts, models and
systems as they relate specifically to color
theory.
• Students will be given
more complex prompts during critiques.
We are giving some thought to giving out
standard responses using propr
terminology.
Students will fill in the blanks to describe
what they see. In this way, proper terms
23
Queensborough Community College
ART 253
Drawing 3 Illustration
Year-end Report – Art and Design
a. Integrate knowledge and skills in their
program of study
b. Apply aesthetic and intellectual criteria
in the evaluation or creation of works in
the humanities or the arts
c. Differentiate and make informed
decisions about issues
based on multiple value systems
.Students will demonstrate progressive
development and competency in the
technical skills requisite for artistic self
expression in at least one major area.
2. Students will demonstrate a progressive
understanding of the various
elements and basic interrelated processes
of creation, interpretation, and
execution within their discipline.
3. Students will integrate personal
observation and objective
criticism in the evolution of their artistic
work.
4. I Students will demonstrate ability to
describe their artwork in written work
.
4.
Year: 2013- 2014
are used to describe the visual content.
• Students will be shown how to organize
their workplace, materials, glue, brushes
etc.
Instructions will be given on working
methodically step by step.
Action Plan
• Failure of some students to hand in
work on time is an ongoing problem
More emphasis on importance of
deadlines in school and in the industry.
More severe grading penalties for late
work
• Students have an ongoing problems
planning work in stages.
More emphasis conceptualizing and
planning
through
thumbnails
, small preparatory sketches
Grading the planning stages will be
instituted.
• More emphasis on the importance of
doing many
thumbnails for optimum design
solution
• Students have a persistent problem
explaining their work.
Grading class participation is also
helpful.
• More emphasis on thinking about overall
composition
Lectures showing the work of famous
illustrators with
explanations of why their compositions
are successful.
• More emphasis on the relevancy of
assignment to client demands
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below)
24
Year-end Report – Art and Design
Queensborough Community College
Data Source
Results
Year: 2013- 2014
Action plan
Certification exams
Employer/alumni surveys, including
graduation and placement survey
Student surveys (current students)
Advisory Board recommendations
5.
Other assessment activity (if applicable)
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2013-2014
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2013-2014.)
Departmental goals/objectives 2013/2014
Seek Possible Accreditation with
NASAD
Continue Departmental-level Course
Assessment
Hire new, full-time Art History
Professor
Develop a World Art History Course to
complement AR-310 Introductory
Survey of Art
Strategic
Plan Y/N
Y
Evaluation of achievement
Resulting action plan
Ongoing
Y
Ongoing
Y
Ongoing
Await completion of
recommended studio
renovations and approval
from administration to
proceed with formal
application process
More assessment focused
on Gen Ed learning
Hired
Y
Under continued discussion
Continue conversation
25
Queensborough Community College
2.
Year-end Report – Art and Design
Year: 2013- 2014
Goals/objectives for 2014-2015
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2014-2015)
Departmental goals/objectives 2014-2015
Continue to seek possible NASAD accreditation
Mission/Strategic Plan
Y
Planned method of evaluation
N/A
Continue to seek facilities modification
recommended by NASAD consultant
Y
N/A
APPENDIX A- Schedule of Course Numbering Changes
FROM:
TO:
[AR-121] Two-Dimensional Design
ARTS-121 Two-Dimensional Design
[AR-122] Three Dimensional Design:
Introduction to Sculpture
ARTS-122 Three Dimensional Design:
Introduction to Sculpture
[AR-148] Color Theory
ARTS-221 Color Theory
[AR-230] Sculpture
ARTS-182 Sculpture
[AR-231] Ceramics I
ARTS-186 Ceramics I
[AR-232] Ceramics II
ARTS-286 Ceramics II
[AR-251] Drawing I
ARTS-151 Drawing I
[AR-252] Drawing II
ARTS-252 Drawing II
[AR-253] Illustration
ARTS-253 Illustration
[AR-261] Painting I
ARTS-161 Painting I
[AR-262] Painting II
ARTS-262 Painting II
[AR-263] Painting III
ARTS-263 Painting III
[AR-271, 272] Art for Teachers of Children
[AR-280] Introduction to Art Therapy
ARTS-130, ARTS 131 Art for Teachers of
Children
ARTS-132 Introduction to Art Therapy
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Queensborough Community College
Year-end Report – Art and Design
[AR-310] Introductory Survey of Art
[AR-311] History of Art I
[AR-312] History of Art II
[AR-315] Modern Art
[AR-316] American Art
[AR-317] History of Photography
[AR-320] Contemporary Art
[AR-325] History of Graphic Design
[AR-326] History of Asian Art
[AR-328] History of African Art
[AR-461] Introduction to
Photography
[AR-462] Advanced Photographic
Skills
[AR-463] Large Format and Studio
Photography
[AR-464] Photography as Fine Art
[AR-465] Creating the Documentary
Image
[AR-466] Color Photography
[AR-468] Photographing People
[AR-469] Illustration and Fashion
Photography
[AR-473] Electronic Imaging
[AR-474] Digital Photography
[AR-480/481] Special Problems in Studio
Art
[AR-510] Printmaking: Relief and Stencil
Year: 2013- 2014
ARTH-100 Introductory Survey of Art
ARTH-101 History of Art I
ARTH-202 History of Art II
ARTH-115 Modern Art
ARTH-116 American Art
ARTH-117 History of Photography
ARTH-120 Contemporary Art
ARTH-225 History of Graphic Design
ARTH-126 History of Asian Art
ARTH-128 History of African Art
ARTS-141 Introduction to Photography
ARTS-242 Advanced Photographic Skills
ARTS-343 Large Format and Studio
Photography
ARTS-344 Photography as Fine Art
ARTS-345 Creating the Documentary
Image
ARTS-346 Color Photography
ARTS-348 Photographing People
ARTS-349 Illustration and Fashion
Photography
ARTS-291 Electronic Imaging
ARTS-243 Digital Photography
ARTS-381, ARTS-382 Special Problems in
Studio Art
ARTS-270 Printmaking: Relief and Stencil
[AR-511] Printmaking: Intaglio
ARTS-271 Printmaking: Intaglio
[AR-512] Printmaking II
ARTS-272 Printmaking II
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Queensborough Community College
Year-end Report – Art and Design
[AR-541] Advertising Design and Layout
ARTS-290 Advertising Design and Layout
[AR-543] Design for Desktop Publishing
ARTS-292 Design for Desktop Publishing
[AR-544] Design for Motion Graphics
ARTS-293 Design for Motion Graphics
[AR-641] Introduction to Video Art
ARTS-191 Introduction to Video Art
[AR-642] Web-Animation
ARTS-192 Web-Animation
[AR-801] Art Administration
ARTH-150 Art Administration
[AR-803] Art Curating
ARTH-251 Art Curating
[AR-804] Art Institutions and the Business
of Art
[AR-901] Gallery Internship I
[AR-902] Gallery Internship II
[AR-903] Artist Apprentice Internship I
[AR-904] Artist Apprentice Internship II
[AR-483] Portfolio Project in Studio Art
Year: 2013- 2014
ARTH-252 Art Institutions and the Business
of Art
ARTH-380 Gallery Internship I
ARTH-381 Gallery Internship II
ARTS-380 Artist Apprentice Internship I
ARTS-381 Artist Apprentice Internship II
ARTS-390 Portfolio Project in Studio Art
APPENDIX B - Schedule of Course Credit Changes
From: AR-230 Sculpture
4 studio hours [2] credits Prerequisite: AR-122
TO: AR-230 Sculpture
4 studio hours 3 credits Prerequisite: AR-122
(additional material included in the syllabus)
AR-231 Ceramics II
4 studio hours [2] credits
AR-231 Ceramics II
4 studio hours 3 credits
(additional material included in the syllabus)
AR-232 Ceramics II2
4 studio hours [2] credits Prerequisite: AR-231
AR-232 Ceramics II2
4 studio hours 3 credits Prerequisite: AR-231
(additional material included in the syllabus)
AR-253 Illustration
4 studio hours [2] credits Offered as needed
Prerequisite: AR-251.
AR-253 Illustration
4 studio hours 3 credits Offered as needed
Prerequisite: AR-251.
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Year-end Report – Art and Design
Year: 2013- 2014
(additional material included in the syllabus)
AR-252 Drawing II
4 studio hours [2] credits Offered as needed
Prerequisite: AR-251, or permission of the
Department
AR-252 Drawing II
4 studio hours 3 credits Offered as needed
Prerequisite: AR-251, or permission of the
Department
(additional material included in the syllabus)
AR-261 Painting I
4 studio hours [2] credits
AR-261 Painting I
4 studio hours 3 credits
(additional material included in the syllabus)
AR-262 Painting II
4 studio hours [2] credits Prerequisite: AR-121
and AR-261
AR-262 Painting II
4 studio hours 3 credits Prerequisite: AR-121 and
AR-261
( additional material included in the syllabus)
AR-263 Painting III
4 studio hours [2] credits Prerequisite: AR-262,
AR-263 Painting III
4 studio hours 3 credits Prerequisite: AR-262
(additional material included in the syllabus)
AR-271, 272 Art for Teachers of Children
4 studio hours [2] credits
AR-271, 272 Art for Teachers of Children
4 studio hours 3 credits
(additional material included in the syllabus)
AR-280 Introduction to Art Therapy
1 class hour 2 studio hours [2] credits Offered in
Spring
Prerequisite: BE-112 (or BE-205) and BE-122 (or
BE-226), or satisfactory score on the CUNY/ACT
Assessment Test.
AR-461 Introduction to Photography
4 studio hours [2] credits
AR-462 Advanced Photographic Skills
4 studio hours [2] credits
Prerequisite: AR-461, or permission of the Dept.
AR-280 Introduction to Art Therapy
1 class hour 2 studio hours 3 credits Offered in
Spring
Prerequisite: BE-112 (or BE-205) and BE-122 (or
BE-226), or satisfactory score on the CUNY/ACT
Assessment Test.
(additional material included in the syllabus)
AR-461 Introduction to Photography
4 studio hours 3 credits
(additional material included in the syllabus)
AR-462 Advanced Photographic Skills
4 studio hours 3 credits
Prerequisite: AR-461, or permission of the Dept. on
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Year-end Report – Art and Design
on review of portfolio
review of portfolio
AR-463 Large Format and Studio
Photography
4 studio hours [2] credits Offered as needed.
Prerequisite: [AR-121, and 462 or 474]
(additional material included in the syllabus)
AR-463 Large Format and Studio
Photography
4 studio hours 3 credits Offered as needed.
Prerequisite: AR-121 and 462
Year: 2013- 2014
(additional material included in the syllabus)
AR-464 Photography as Fine Art
4 studio hours [2] credits Offered as needed.
Prerequisite: [AR-121, and 462 or 474]
AR-464 Photography as Fine Art
4 studio hours 3 credits Offered as needed.
Prerequisite: AR-121 and 462
(additional material included in the syllabus)
AR-465 Creating the Documentary
Image
4 studio hours [2] credits Offered as needed.
Prerequisite: [AR-121, and 462 or 474]
AR-465 Creating the Documentary
Image
4 studio hours 3 credits Offered as needed.
Prerequisite: AR-121 and 462
AR-466 Color Photography
4 studio hours [2] credits Offered as needed.
Prerequisite: [AR-121, and 462 or 474]
(additional material included in the syllabus)
AR-466 Color Photography
4 studio hours 3 credits Offered as needed.
Prerequisite: AR-121 and 462
AR-468 Photographing People
4 studio hours [2] credits Offered as needed.
Prerequisite: AR-462 [or 474].
(additional material included in the syllabus)
AR-468 Photographing People
4 studio hours 3 credits Offered as needed.
Prerequisite: AR-462
(additional material included in the syllabus)
AR-473 Electronic Imaging
4 studio hours [2] credits Prerequisite or
corequisite: AR-121
AR-474 Digital Photography
4 studio hours [2] credits.
AR-473 Electronic Imaging
4 studio hours 3 credits Prerequisite or
corequisite: AR-121
(additional material included in the syllabus)
AR-474 Digital Photography
4 studio hours 3 credits.
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Queensborough Community College
Year-end Report – Art and Design
Prerequisite: AR-473.
Year: 2013- 2014
Prerequisite: AR-461.
(additional material included in the syllabus)
AR-480/481 Special Problems in Studio Art
4 studio hours [2] credits Offered as needed
Prerequisite: 6 credits in elected art discipline
and approval of the Department
AR-480/481 Special Problems in Studio Art
4 studio hours 3 credits Offered as needed
Prerequisite: 6 credits in elected art discipline and
approval of the Department
(additional material included in the syllabus)
AR-510 Printmaking: Relief and Stencil
4 studio hours 2 credits Prerequisite or
corequisite: AR-121, or AR-251, or AR-261
AR-510 Printmaking: Relief and Stencil
4 studio hours 3 credits Prerequisite or corequisite:
AR-121, or AR-251, or AR-261
(additional material included in the syllabus)
AR-511 Printmaking: Intaglio
4 studio hours [2] credits Prerequisite or
corequisite: AR-121, or AR-251, or AR-261
AR-511 Printmaking: Intaglio
4 studio hours 3 credits Prerequisite or corequisite:
AR-121, or AR-251, or AR-261
(additional material included in the syllabus)
AR-512 Printmaking II
4 studio hours [2] credits Prerequisite AR-510
AR-512 Printmaking II
4 studio hours 3 credits Prerequisite AR-510
(additional material included in the syllabus)
AR-541 Advertising Design and Layout
4 studio hours [2] credits Prerequisite or
corequisite: AR-121
AR-541 Advertising Design and Layout
4 studio hours 3 credits Prerequisite or corequisite:
AR-121
(additional material included in the syllabus)
AR-543 Design for Desktop Publishing
4 studio hours [2] credits Prerequisite: AR-541
Offered as needed
AR-543 Design for Desktop Publishing
4 studio hours 3 credits Prerequisite: AR-541
Offered as needed
(additional material included in the syllabus)
AR-544 Design for Motion Graphics
4 studio hours [2] credits Prerequisite: AR-541
Offered as needed
AR-544 Design for Motion Graphics
4 studio hours 3 credits Prerequisite: AR-541
Offered as needed
(additional material included in the syllabus)
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