Chabot College
Fall 2009
Removed Fall 2012
Course Outline for Art 10
DESIGN AND MATERIALS
Catalog Description:
10 – Design and Materials
3 units
Introduction to the use of basic elements and principles of two-dimensional and three-dimensional design,
awareness of the creative process both for viewer and designer. Analysis of student and master works
through oral and written critiques. Study design in historical, social, and multicultural contexts. 2 hours
lecture, 4 hours laboratory.
[Typical contact hours: lecture 35, laboratory 70]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course students should be able to:
1. Compare and contrast the designs of other artists as well as their own in historical, social, and
multi-cultural contexts, including various fields of design: architecture, commercial art, graphics,
interior design, industrial design, etc.
2. Analyze master works and student works in oral and written critiques.
3. Use awareness of the creative process to plan and solve technical problems.
4. Design unique compositions, using the following elements;
a. Line:
1) Functions of line
2) Types of line
b. Shape and mass (their function in two and three-dimensional design)
c. Light, contrast and value;
d. Texture:
1) Actual
2) Visual
3) Pattern
e. Space:
1) Two-dimensional
2) Three-dimensional
3) Shape/mass/volume
f. Time and motion.
Chabot College
Course Outline for Art 10, Page 2
Fall 2009
5. Incorporate visual elements into the following principles of design:
a. Unity and variety
b. Balance
1) Symmetrical
2) Asymmetrical
3) Radial balance
c. Emphasis and focal point
d. Scale and proportion
e. Rhythm
Course Content:
1. Elements and principles of design are identified in a slide presentation of masterpieces from art
history as well as examples of design in industry and from the natural world.
a. Line
1) Identifying the function that actual line serves in composition
2) Identifying the function that implied line serves in composition
3) Identifying expressive attributes of line
2. Recognition and development of figure/ground relationships in composition through the use of:
a. Negative and positive shapes
b. Illusion of mass and volume in two-dimensional design
c. Use of actual mass and volume in three-dimensional design.
3. Use of light to create dramatic contrast and emphasis using a nine-step
value scale.
4. Series of studies exploring various solutions that unify design, using texture, repetition, pattern
and rhythm.
5. Composition of flat shapes that create the illusion of space using vertical
placement and overlapping.
6. Linear perspective problem showing the illusion of mass and volume.
7. Use of actual geometric forms (cylinders, cones, spheres, cubes, and volumes) in a threedimensional design problem.
8. Design problems that incorporate time and motion as the central element.
9. The creative process
a. Inspiration based on awareness of physical limitations of materials
b. Planning form before content
c. Repeating a theme in a sequence to refine and clarify forms and ideas
d. Analyzing successful examples from masterworks to inspire solutions
Chabot College
Course Outline for Art 10, Page 3
Fall 2009
10. Analysis of master and student projects
a. Written self-critique using the methods of analysis developed earlier: similarities of
compositional devices, balancing devices, color schemes, and painting techniques
b. Recognition of the student's own style: comparing and contrasting students' work to that of
master and contemporary artists.
c. Incorporation of oral and written critique of classmates and the instructor: using their own
unique sensibilities and style as a basis upon which to evaluate the feedback of others.
Methods of Presentation:
1.
2.
3.
4.
Formal lectures with slides and related visual aids.
Analyze master and student works in oral and written critiques.
One-on-one instruction with demonstrations related to hands-on assignments.
Field trips to current exhibitions, gallery shows, speakers, and films relevant to the project viewed
and discussed in class.
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Use contour drawings to learn about:
1) Function actual and implied lines serve in a composition.
2) The expressive attributes of line.
b. Compose a two-dimensional design that uses negative and positive shapes to create the
illusion of mass and volume.
c. Design a nine-step value scale from light to dark.
d. Write a formal analysis of a selected work from a museum field trip.
e. Design a wearable mask to solve three-dimensional design problems.
f. Build an autobiography box that repeats a life narrative, incorporating the idea of planning the
content before the formal composition, using ready-made objects as symbols to tell a story.
2. Methods of Evaluating Student Progress
1. Class participation in oral and written critiques based on instructor's observation of the extent
to which students apply the techniques of analysis.
2 Development of a design portfolio, which reflects the goals of each activity.
3. Written essay comparing and contrasting thematic and contextual elements including
historical, cultural, and social and analysis of elements and principles of design.
4. Objective exams on the terminology.
5. Final critique of student work.
Textbook(s) (Typical):
Design Basics David A. Lauer/ Stephen Pentak, Thomson/ Wadsworth, 2008
Special Student Materials:
As prescribed by instructor