Art Photography Department Program Planning Report 2012
I. Background, Evaluation & Analysis
A. Program Description
A strong image is instantly felt and understood, and in this way, is more powerful than text. Images
document life experience and historical events, offer notions of beauty and aesthetics, and are a vehicle
for examining and expanding our ideas about everything. Photographic images are not simply pretty
pictures on a wall - they have the power to influence social movements and change people’s feelings about
war, race, gender, and the environment. Cabrillo photography students learn to become discerning image
consumers and potent image creators through developing critical thinking, visual art aesthetics, and
photographic technical skills.
The Cabrillo Art Photography Department is recognized by four-year institutions as a premiere program
that provides an exceptionally strong foundation in traditional and digital photographic technologies. The
program bridges traditional black-and-white photography, digital photography, alternative processes,
lighting, video, history of photography, and contemporary trends. Art Photography classes emphasize
technical process, creative image making, and visual communication skills for transfer to four-year
institutions, to enter employment or to upgrade skills, and as a means of personal expression.
The new Art Photography A.A. covers all major areas in photography and includes approved electives
from Art History, Art Studio, Digital Media, and Journalism. Students may also complete a 9-unit Art
Photography option in the Art Studio A.A.
Art Photography offers 11 to 16 sections per semester from the 14 courses listed in the catalog, enrolling
an average of 303 students in the fall semester and 337 in the spring. Two full-time and 7 adjunct faculty
provide instruction. The labs are staffed by one full time Lab Tech and student volunteers. The Art
Photography program moved to its current facility in the Arts Education Complex (AEC) in 2008.
The goals for the Art Photography program are well aligned with the College mission:
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To prepare students to transfer to CSU, UC and other four year or private art schools
To promote and cultivate critical thinking and visual literacy
To engage students in a supportive instructional environment
To instruct students in safe photographic practice
To provide entry level and lifelong learning
To introduce students to vocational possibilities and to support professional growth
To promote appreciation of diversity and cultural understanding through the exploration of
photography in a social and cultural context
B. Relationships
Cabrillo College Degrees and Certificates – Overlaps with other Cabrillo College Programs:
The Art Photography program shares learning goals with the Art Studio, Art History, and Digital Media
programs. These goals include principles of art and design, visual communication, and the evolution of
visual art processes with technological and cultural developments. Art Photography currently shares its
Digital Lab facility with Art Studio and will begin sharing the Digital Lab with Digital Media in Fall
2013. Discussion is also in process for sharing the AP Digital Lighting Studio with Digital Media. Also,
some software purchases are shared with Art Studio. There is the potential for AP to share software
purchases through a campus wide Adobe Site License Program that is currently under consideration by
the College. For several years, Art Photography has collaborated with Digital Media to present a student
orientation at the start of each semester.
Current discussions regarding the possibility for further inter-programmatic collaborations include the
creation of a Computer Art course in conjunction with Art Studio and the creation of Arts
Entrepreneurship courses or a skills certificate as part of the VAPA Strategic Projects for
Interdisciplinary Creative Education (SPICE) initiative that could include AP with the Art Studio,
Digital Media, and Music programs. There is a potential for collaboration between students in DM 134C
Video Projects and AP 14 Introduction to Video Art.
Cross-curricular relationships include a number of beneficial supports:
• Library – AP maintains a substantial collection of Photography related books and DVDs as a
resource for AP students and faculty (research and lecture materials).
• VAPA’s Visual Resource Center – Supports instruction through a well maintained slide library
and video collection that augments the Library resources, and the Visual Resources Technician
provides support for use of ArtStor – an online digital database of images.
• Cabrillo Gallery – Provides a local viewing resource for students and faculty for a variety of arts
media by local and nationally renowned artists as well as providing a link between the college
and the community with student and faculty exhibitions.
The Art Photography A. A. Degree requires 6 to 7 units of approved electives in Art History, Art Studio,
Digital Media, and Journalism (see Table 1). The Art Studio A. A. Degree with the Art Photography
Option includes core courses in Art Studio and Art History. ART 50L Gallery Viewing Lab is a hybrid
requisite for all AP courses. ART 51L Gallery Viewing Lab, currently in the curriculum approval
process, will become a hybrid requisite for AP courses beyond the first semester.
TABLE 1: Art Photography A. A. Degree Approved Electives
Program Approved Electives – Course Information
AH
AH 20A, AH 20B, AH 53.
ART
ART 2A, ART 2B, ART 4, ART 27.
DM
DM 1, DM 3, DM 4, DM 12, DM 134A.
JOURN JOUR 20A
Art History, Art Studio, Digital Media, and Journalism programs include one or more Art Photography
courses as approved electives for A.A. and/or A.S. degrees. See Table 2 for approved classes per
program.
TABLE 2: Other Degree and Certificate Programs with Approved Electives in Art Photography
Program Approved Electives – Art Photography Course Information
AH
AP 45
As listed in Recommended from Related Disciplines for the Art History A.A. Degree.
ART
AP 9A, AP 9B, AP 15, AP 42, AP 46A, and AP 47
As listed in Art Photography Option for the Art Studio A.A. Degree
DM
AP 6, AP 9A, AP 14, AP 15, AP 45, AP 46A, and AP 46B
As listed in Digital Media Approved Electives for the Digital Publishing A.S. Degree
JOURN AP 9A
As listed in Approved Electives for the Journalism A.S. Degree, Certificate of
Achievement, and A.A. Degree.
While there are no direct course-to-course overlaps between AP and other programs, DM and JOURN
offer several courses that have related content, but with different Objectives and SLOs. DM 12 and DM
113 teach Adobe Photoshop as applied to graphic imaging whereas AP 6, AP 46A, and AP46B teach
Photoshop specifically for the production and manipulation of photographic imagery. The DM 134 A/B/C
video courses stress software nonlinear editing techniques geared for commercial video production,
whereas AP 14 explores video as an art form emerging from experimental film. JOURN 20A applies
photographic techniques specific to photojournalism, whereas AP courses address photographic image
making as self-expression.
Art Photography has offered support to other programs needing publicity or student artwork photography
for Dance, Theater, and Ceramics, as well as technical support for the Cabrillo College Website, and
Wellness Center photo installations by AP student duo. AP faculty, staff and students are active at both
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the college and in the community levels serving on various committees, and as members of local
museums and art organizations including CabrilloArts Summer Workshops, the Pajaro Valley Arts
Council, and the Santa Cruz Museum of Art and History. Also, AP faculty, staff, and students regularly
exhibit their work at Cabrillo College venues and locally at the Santa Cruz Art League, Pajaro Valley Arts
Council Gallery, Santa Cruz Open Studios, and other public and private art display spaces – this includes
sales of photographic art.
Santa Cruz ranks 5th in the nation in artists per capita, after New York City, Los Angeles, San Francisco,
and Santa Fe, and skills gained in the Art Photography program position students for successful entry into
this area. Within the extensive photo community of Santa Cruz County, Cabrillo students are employed
by local photography retailers and labs, and with independent photographers. Many students create their
own businesses, providing commercial photography, portraiture, wedding photography, event
photography, and arts marketing. The aesthetic and technical skills gained in Art Photography classes,
particularly composition and design, lighting, and the use of visual language, help prepare students for
entering the video industry in Santa Cruz as well as desktop publishing, web design, and multimedia
firms.
Art Photography students and former students are, and have been, employed locally at Bay Photo Lab
(where students also constitute consistent purchasing power), Santa Cruz Sentinel and Good Times
papers, or they have opened their own businesses to provide commercial photography services for
portraiture, weddings, and events to list a few.
C. Transfer Programs
Our students transfer to UCSC, SJSU, California College of the Arts, and the San Francisco Art Institute
as well as other state, out-of-state, and private art colleges to continue their studies in photography and
visual art. Art Photography maintains Articulation Agreements with the California State University and
the University of California systems. All AP courses transfer to CSU for credit. AP 6, 9A, 9B, 14, 15, 43,
45 transfer to UC. AP 9A is articulated course-to-course at all but one CSU and at several UCs including
UCSC, which also articulates AP 9B. Six other AP courses articulate course-to-course to at least one
CSU. AP students most frequently transfer to UCSC, SJSU, California College of the Arts and the San
Francisco Art Institute. Cabrillo College Art Photography students are highly regarded and well prepared
to enter these institutions and many receive scholarships. Because of the high reputation and broad scope
of the department, it is not unusual for UCSC students to enroll in AP classes. Courses in AP meet the
following certifications and requirements:
Table 3: AP Course Certifications
Cabrillo Distribution Requirement Area C1
Cabrillo Multicultural Requirement
CSU GE Certification Courses Area C1
IGETC Area C1
CAN 18
AP 15
AP 15
AP 9A, 15
AP 15
AP 9A
As of this date there is yet to be a TMC Model Program for Photography. AP is working with Art Studio
as they build the Art Studio AAT, which includes a beginning photography course: ARTS 260. AP 9A
has been submitted for this C-ID and is currently in progress.
The table on the following page lists institutions in the vicinity that offer a Photography degree or
photography specializations with their Art degree programs.
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Table 4: Local Area Institutions Offering Similar Programs
CCCs with Photography AA or AS Degree
MPC, Foothill, De Anza, Chabot, CCSF, Laney
CCCs offering Photo Courses in the Art Dept.
Gavilan, College of San Mateo, San Jose City College
CSUs offering a Photo BA or BS
San Jose State (largest in CA), Sonoma State
CSUs offering Photo Courses in the Art Dept.
CSUMB, San Francisco State, CSUEB
UCs offering Photo in the Art Dept.
UC Santa Cruz, UC Berkeley
Private Institutions with Photo BA or BS
California College of the Arts, SFAI, Academy of Art,
California Institute of the Arts
Private Institutions offering Photo Courses in the Art Dept Mills College, Stanford
D. Cost
COMPARATIVE LOAD
700
WSCH/FTEF
600
500
400
300
200
100
0
AP
FA06 SP07 FA07 SP08 FA08 SP09 FA09 SP10 FA10 SP11
399.6 396.3 387.1 391.4 412.1 459.8 427.5 417.8 429.2 449.7
College 545.3 516.2 550.7 534.6 609.6 612.7 626.1 603.1 590.7 587.7
SEMESTER
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AP % of COLLEGE LOAD
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
FA06 SP07 FA07 SP08 FA08 SP09 FA09 SP10 FA10 SP11
AP % of
College 72.3
Load
76.8
70.3
73.2
67.6
75
68.3
SEMESTER
69.3
72.7
76.5
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AP Load is primarily influenced by the low (25 to 26) class caps needed for the intensive hands-on nature
of the material being taught in the curriculum and the limited number of stations in the labs. We expect
that the addition of the 59 cap AP 15 course to the program beginning in F12 will significantly increase
AP Load in future semesters. AP load is somewhat lower than the College Load but shows a gradual
rising trend. AP % of college load averages just over 72% of College Load and shows a gradually
increasing trend for the most recent four semesters. The student survey indicates an increase in the
number of students planning a career related to the field as well as those intending to take
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additional AP courses as compared to the 2006 survey. We speculate that these two factors, along
with student recognition of the quality and increased capabilities of our new facilities, may be
causing this rise. We will continue to track the trends in our comparative load.
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AP COST EFFECTIVENESS
1.5
1.4
1.3
1.2
1.1
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
2006/7
2007/08
2008/09
2010/11
1.025
0.941
0.893
0.892
0.985
AP % of College Expense
1.205
1.309
1.212
1.251
1.385
AP Income/Expense Ratio
0.85
0.72
0.74
0.71
0.71
FISCAL YEAR
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2009/10
AP % of College Income
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The data show that AP is a somewhat expensive program relative to the income produced. AP income is
primarily restricted by the small class size of our lab intensive courses. This is necessary because of
limitations in the number of stations in the labs and the capacity of the lighting studio, and is
consistent with the lab environments in departments such as Physics, Chemistry, and Biology. AP
enrollment caps are in line with the caps of photography courses at other colleges, which are typically 20
to 25 for traditional lab classes and 20 to 30 for digital classes depending on facilities (programs with 30
cap have 30 stations).
On the expense side, we manage a large and complex facility with multiple separate rooms including a
25-station computer lab, a lighting studio, two traditional labs for chemical based photo processing and
printing and an equipment checkout room. AP is an equipment intensive department with ongoing needs
for equipment replacement and repairs due to wear & tear as well as computer and software upgrades.
The labs and lighting studio have safety considerations in addition to the large amount of equipment. The
facilities and equipment require the oversight and maintenance provided by LIA lab staff. We use our
resources effectively, and take pride in having a one of the best run and best-equipped facilities of any
community college photography program. The quality of our facilities helps our department provide
students superior preparation for transfer or entering photography or arts-related employment.
Up until F12, the department had one 100%, 9-month LIA and one 75%, 9-month LIA. It became
necessary to eliminate the 75% LIA position as a cost saving measure in response to the recent budget
crisis.
The AP Income/expense ratio drops in 2007/08 then remains stable, averaging 0.72 between FA07 and
SP11. The data show that in the last three years the changes in AP % of College Expenses were parallel
to the changes in AP % of College Income. In recent times both AP Income and Expenses and College
Income and Expenses have been declining at approximately equal rates as the College and department
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shrink. Two likely contributions to the increase in AP expenses from 2006/07 to 2007/08 were costs
incurred while preparing to move into the new facility (other VAPA departments show a similar spike in
expenses during this period) and backfill for a FT faculty member on sabbatical leave. It should be noted
that the College also shows a spike in expenses during this period. There was a nearly $32K (~10%)
increase in 2010/11 expenses caused by sick leave for a FT instructor. Expenses declined to $335,231 In
2011/12, which is 7% below 2009/10 levels ($337,675), however College expenses also declined.
Art Photography
Academic Year AP Base Expenditures
College Base Expenditures
Office of
Instruction
Amount PRO Amount
$26,778,795
2010/11
$369,573
$26,689,764
$27,072,480
2009/10
$337,675
$26,987,796
$28,658,982
2008/09
$346,465
$28,576,256
$29,023,043
2007/08
$378,968
$28,942,536
$26,934,725
2006/07
$323,036
$26,804,852
Source: Office of Instruction, PRO, Accounts 4930, 4935
Note: The amounts for College Base Expenditures listed in the Fiscal Data charts provided by PRO are lower than
the amounts in from the Office of Instruction provided in the table included in the program planning binder.
Recent Steps to Increase Cost Effectiveness:
2009
• Created AP 9C, Advance Black and White Photography, a third semester B&W course. This course
is taught concurrently with AP 9B to consolidate enrollments.
2011
• Raised the caps in AP 9A and 9B from 25 to 26 and raised the AP 45 cap from 25 to 35.
2012
• Eliminated one 0.56 FTE lab tech beginning F12, reducing expenses by $43,023 ($27,650 salary +
$15,373 benefits). Source: 2012-13 Services and Program Reduction Plan.
• Began work on implementing Cabrillo library barcode checkout system for department equipment
available for checkout to improve tracking efficiency, ETA FA13.
• Launched the AP A.A. degree, providing a clear track through the program.
• Adjusted the number of AP 9A and AP 9B sections to consolidate enrollments.
• Installed a surplus iMac in the Digital Lab to provide an additional workstation.
• Began offering AP15 History of Photography, a 59 cap lecture course. This course satisfies
Humanities Area C and Multicultural Studies requirements.
• Leveled AP 42 by creating AP 42A/B, to be taught concurrently to consolidate enrollments.
• Adjusted lecture and lab hours of traditional lab course to bring them into compliance with Title V
guidelines. Traditional lab courses have been equal lecture/lab hours as far back as the records have
been kept. Full term traditional lab courses have been 3 hours lec/3 hours lab and offered for 3 SU.
This was a proven formula pedagogically and had been in state since at least 1985 and possibly
before. In F12 it was discovered that these courses were out of compliance with Title V guidelines.
They actually needed to be offered for 4 SU. The department took action to adjust these courses to 2
hours lec/4 hours lab so they could continue to be offered for 3 SU. Traditional lab short courses
were also modified to this 1:2 lecture/lab ratio. This change removed 0.25 TU for all full term
traditional lab classes. This will result in a total reduction of 1 to 1.5 TU per semester, which will
increase the department’s efficiency.
Although our classes consistently fill to cap with full or nearly full waitlists, there are a significant
number of no-shows during the first week and very few waitlisted students show up to add. Instructors
already follow a protocol of contacting no-show and waitlisted students during first week of classes.
Beginning in SP13 we began emailing waitlisted students two weeks before the beginning of the term to
encourage attendance during the first week of the semester. We noticed that many students dropped
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during the first week because they did not have cameras and lighting equipment and were concerned that
they could not afford to purchase their own to complete class assignments. Both to help avert these drops
and to promote student success, we purchased additional cameras for student checkout and lighting studio
equipment with Crocker/ASCC/Faculty Senate Grant funds, supplemented with instructional supply
funds, to support students with limited financial resources.
We have taken steps to increase the visibility of our department within Cabrillo as well as in the general
community though the establishment of a student club, writing an article for the CCFT newsletter, and
hosting the Society of Photographic Educators Symposium in Nov 2011. We had a student exhibit, Lens
Flair at Mill Gallery in April 2008, and participated in Santa Cruz First Friday. The “Shutterbugs”
student photo club held a successful Holiday Portrait Fundraiser in November 2012 that grossed nearly
$2500.
E. SLOs
Strengths:
The Art Photography Department has assessed all Core Four Competencies and all course SLOs in every
course listed in the catalog with the exception of the AP 40A-Z special topics umbrella course. This
process was beneficial to the program because it formalized the review process and included all faculty
members in the discussion process. Both positive trends and areas that need improvement emerged from
the assessments and discussions.
The assessments revealed that most AP students performed well on assignments. The students were able
to produce projects with strong content, using good aesthetics and creativity to produce well-printed
images. They demonstrated a good understanding of photographic art making concepts and successfully
integrated these concepts into work produced.
Challenges:
The most prominent areas for some students were time management skills related to development of
project ideas, completeness of submissions, and meeting project deadlines. The need for greater practice
with writing about and verbally discussing work emerged as minor areas for improvement.
Limitations with equipment and the need for additional open lab and lighting studio time also emerged as
priority areas that are directly related to student success. Having properly functioning equipment and
sufficient access to the lab and lighting studio with faculty or lab staff supervision is essential for the
completion of assignments and student success. The most obvious equipment needs are for a greater
quantity of properly functioning cameras as well as lab and studio equipment. Less obvious but also
highly important is the need for proper water filtration and temperature control to ensure proper film
processing.
Strategies to Address Challenges:
To address areas where improvement is needed, the AP faculty members have shared successful
strategies, continued to clarify assignment goals and assessment rubrics, provided more examples,
included more check-ins and work-in-progress feedbacks, and utilized more in-class small and large
group discussion activities and writing exercises that address critical analysis of photographic imagery.
To improve our students’ organizational skills, we have created detailed rubrics for grading homework
assignments and lab reports. These rubrics are given to students for self-evaluation, so they know the
expected format and exactly how they will be graded. We expect that addition of AP 15 History of
Photography to the program in F12 will greatly enhance student’s critical analysis skills. Additionally,
the expansion of the photography book collection in the Library gives students a much greater resource
for accessing critical writings about photography and researching imagery.
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Although there is a demonstrated need for greater open lab and studio time, AP is unable to address this
priority at this time. Due to the current budget situation AP cut one lab position and has reduced lab
hours. There is a clear need to restore lab staff and lab hours when the budget allows.
To help solve the equipment issues, AP has applied for various Cabrillo College grants to purchase new
and high quality used equipment. We also accept donations of working equipment that matches our
current inventory, and address maintenance and equipment replacement needs as our budget permits.
Not assessed: AP 40A-Z and a few AP 40 special topics courses.
The Department converted a number of short courses into full term courses as the program changed and
grew. AP 40ID became AP 6; AP 40MLF became AP 28, AP 40 CP became 32, and the material in AP
40BW was incorporated into AP 9C. These new full term courses are no longer under the AP 40A-Z
umbrella and all have been assessed. The few remaining AP 40 special topics courses were scheduled for
Winterssesion, summer session, or as part of Cabrillo SummerArts before it moved into Extension. None
have been offered since summer 2008. All but AP 40BW were offered one time. AP 40LM was
scheduled but cancelled. Additionally, AP began assessing course SLOs in fall of 2011 but only one of
the instructors from that time was still in the department. The department plans to deactivate short
courses that have not been offered.
Course
AP 40BN
AP 40BW
AP 40 DP
AP 40LM
AP 40 SP
Semester(s) offered
Wintersession 2006
Wintersession 2007
Wintersession 2008
Summer 2008
Scheduled for Cabrillo SummerArts
2007, cancelled
Cabrillo Summer Arts 2007
Last Semester instructor taught in program
Current
Wintersession 2007
Spring 2008
Summer 2008
N/A
Summer 2008
F. Student Success
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STUDENT SUCCESS
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
AP % Success
FA06 SP07 FA07 SP08 FA08 SP09 FA09 SP10 FA10 SP11
63.0
65.5
58.0
61.1
70.4
61.5
67.3
71.8
71.5
68.6
College % Success 66.7
66.6
67.3
67.8
68.5
68.9
69.7
70.6
71.0
71.9
SEMESTER
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COURSE COMPLETION
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
AP % Completion
FA06 SP07 FA07 SP08 FA08 SP09 FA09 SP10 FA10 SP11
72.3 81.3 72.0 81.0 85.2 78.7 82.2 82.8 83.1 82.0
College % Completion 80.6 80.3 80.6 80.2 85.7 84.6 85.3 84.7 85.8 86.3
SEMESTER
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Success and Completion Analysis
Success and completion remain stable and are comparable with the period measured in the previous
program plan, with a gradual upward trend tracking with the College average. They take a slight dip in
2007/08 during the Sabbatical Leave of one FT instructor and as the department prepared to move to the
new facility, but rebound to levels close to the College average.
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STUDENT ENROLLMENTS
400
350
300
250
200
150
100
50
0
2006/07
2007/08
2008/09
2009/10
2010/11
Fall
295
293
316
309
302
Spring
313
334
370
324
346
SEMESTER
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Enrollments are very stable across the measured period. Steps that the department has taken to increase
enrollments are described in the two paragraphs following the Recent Steps to Increase Cost Effectiveness
Summary in the Costs section above.
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"#!Results of Student Survey
# of Student Surveys
Received
59
Declared AP Major?
Yes
No
N/A
<6
6-8
9-11
12-15
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AM
Aft
# of units at Cabrillo
When taking classes at
Cabrillo
Facilities and
Instructional
equipment
22%
61%
16.9%
25.9%
12.1%
20.7%
36.2%
5.2%
38%
37.5%
Eve
Career plans in field?
Plan to enroll in more
AP classes?
Note error in data
published in survey.
Pie chart is correct.
Recommend AP
classes?
96.6 %
24.1%
Highest Level of
Education
HS diploma
AA
BA/BS
62.7 %
11.9%
16.9%
Gender
Preferred class format
In Person
Online 1.7%
94.9%
Age
Current # AP Courses
enrolled
1
62.1 %
2
31%
!3
6.9%
Dept. Reputation 30.5%
Skills for job 28.8%
Other 55.9%
Why enrolled in AP
courses
77+% satisfactory or
better in all categories.
Lowest category is
availability of equipment
at 77.9%
Yes
52.5%
Undecided
39%
No
8.5%
Yes
83%
Undecided
11.9%
No
5.1%
Student workload in
Dept?
Hrs/Wk of Study?
M
F
<21
32.2%
21-25 25.4%
26-30 10.2%
31-40 8.5%
>40
23.7%
Appropriate
Excessive
0-3
4-6
7-7
!10
42.4%
57.6%
88.1%
10.2%
28.8
52.5%
11.9%
6.8%
The survey shows that AP students have a high regard for our program, facilities and instructors.
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•
•
•
•
•
•
•
•
•
Age: 32% of students are under 21, 36% are between 21 and 30, and 24% are over 40. In 2006, 52% were
under 21, 31% were between 21, and 30, and 13% were over 40. The shift towards a somewhat older
population may be in part because students are switching careers, seeking re-employment, or building
skills for current employment.
Gender: The ratio of F to M is currently 58% F/42%M compared with 51%F/49%M in 2006.
Students overwhelmingly prefer an in-person format.
Scheduling of courses is in line with student’s Preference for AM and afternoon classes.
Less than " are declared photography majors. This is likely to increase significantly with new photo
major & clarified Photo Option in place as well as new Student Success requirements for having an ed
plan in place and declaring a major.
The Vast majority of students feel workload is appropriate. Workload is in line with Title V guidelines.
More that 52% have career plans in the field as compared to 35% in 2006. Nearly 30% stated they were
taking photo classes to gain skills needed for their job. This clearly shows the value of having
photography skills for employment and may reflect the needs of a somewhat older population with more
clearly defined career goals.
97% would recommend AP classes to others (unchanged from 2006).
83 % plan to take additional AP classes as compared to 67% in the 2006 survey.
77% rate facilities and equipment satisfactory or above which is good, but also indicates room for
improvement with traditional lab, studio, and camera equipment available to students. In comparison, the
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range of students rating facilities, quality and availability of equipment satisfactory or excellent was 83%
to 88% in the 2006 survey. Some of this is because students are relying much more heavily on the
department’s camera equipment, but it also reflects issues in the new facility that require remediation.
Student Survey Open-Ended Comments Summary:
Students praised the quality of instruction and the knowledge and dedication of faculty and the lab staff.
There were many requests for additional open lab hours, more class offerings, having more equipment
available for in-class labs and checkout, and having more equipment in good repair. Large class size and
crowded studios were also cited as an issue.
H. Curriculum Review
All courses were reviewed and updated during the Instructional Planning cycle. Course descriptions and
SLOs were revised to more closely reflect actual activities. We looked at the sequence of skills being
built in the progression of courses of the program, especially in the digital courses, and also indentified
courses where leveling would be appropriate.
AP Curriculum Activity completed since the 2007 AP Program Plan:
• The AP A.A. Degree was created, approved and implemented.
• The Catalog model program was updated based on the new A.A.
• Course revisions included clarification of Course Descriptions, SLOs and Objectives and
Textbook updates.
• Course content was updated to reflect current practices and changes in the field.
• Course prerequisites were updated and ART 50L was added as a hybrid requisite for all AP
courses.
• We revised the Art Photography Option in the Art Studio A.A.
• The AP 15 History of Photography was course developed, approved and implemented.
• We began the process of leveling courses by creating Alternative Photography Process: AP
42A/B. Future Leveling plans include creating Studio Lighting: AP 47A/B, and a digital
photography sequence: AP 46A/B/C.
• We deactivated AP 43 Beginning Color Photography to reduce cost of program.
• Lecture and lab hours were adjusted in all traditional lab courses to bring them into compliance
with Title V guidelines.
II. New Directions
As stated in the previous Program Plan, photography continues to be in a time of rapid evolution. Digital
technologies, cell phone cameras, and the Internet are providing a great expansion of photographic
possibilities. At the same time, interest in traditional black and white processes continues to be strong,
and historical photographic processes such as carbon printing, tin-type, Daguerreotype, and others are
flourishing. Historical processes are being combined with digital techniques in innovative ways that
synergize the creative possibilities of both approaches to image creation. Photography has grown to
include digital video, 2-D and 3-D media, and performance. In light of these developments the mission
of the department remains essentially the same as that stated in the previous program plan: Provide
students with a strong foundation in photography fundamentals that include both traditional and historical
processes, training in contemporary digital imaging techniques, and an understanding of photography
within the greater scope of contemporary art.
The department was able to partially meet three of the top five goals from the 2007 program plan.
Additional computers and software were purchased to equip the new and much larger digital lab, however
no funding for long-term ,-./0-.1!.123-415167892:.-/1;!<.!;<=70-.1!-6/!<21.-7>6:!;?;715!
92:.-/1; has been established. The department has written numerous successful ASCC, Faculty Senate,
and Crocker Grants to fund the purchase of lighting equipment for the new Lighting Studio and provide
!
**!
more camera equipment for student checkout, but is still in need of additional equipment and funding for
regular maintenance and repair of existing equipment. Lab staffing remains an area of critical concern.
Previous program plan goals consistently called for increases in lab staffing both to improve student
success though increased open lab time and instructional support well as to improve maintenance of the
facilities and equipment. However, budget constraints in recent years necessitated the elimination of one
of the department’s two lab techs in spring 2012. This cut resulted in a 20% reduction in open lab time a
significant decrease in contact time between students and the remaining lab tech.
Adjustments to Pedagogical Approach and methodologies revealed by SLO Assessment Analysis
• Increase the use of existing smart classroom resources and web based materials to provide improved
student access and cost savings from reduced paper handouts.
• Increase group exercises to help increase collaboration skills and personal responsibility.
• Increase feedback to students about progress on assignments to help improve success and retention.
• Refine and clarify course SLOs and assignment objectives.
• Place a larger emphasis on reinforcing time management and general “studentship” skills.
Program Needs Revealed by Current SLO Analysis
• Increase the amount of open lab time and support provided by lab.
• Increase the amount of cameras and equipment for student checkout.
• Revise the progression of digital courses in the program to provide a more comprehensive
progression of skills as well as the potential of increased articulation with 4-year schools.
• Create a leveled family of leveling lighting course to provide more in-depth training in this area.
New Directions indicated by External Research
• Develop a Computer Art class in conjunction with Art Studio.
• Devise new skills certificates in digital and traditional photography.
• Continue to respond to current and developing trends in the field, including the blending of 19th
century processes with 21st century technologies.
• Obtain C-ID # TMC 260 qualification for AP 9A and AP 46A so these courses may be incorporated
into the Art Studio AAT.
III. Goals and Recommendations
Facilities and equipment:
Goal 1. Maximize student success and retention by providing access to optimally functioning facilities
and a sufficient stock of properly functioning camera, traditional lab, and lighting equipment for
student use @ABC!D;;1;;5167!D6-3?;>;E!F->6716-641!<=!G.<:.-5H.
a) Purchase and maintain additional camera outfits for student checkout.
• Cost: $4,100 for 6 to 12 35mm, 3 to 5 medium format, and 3 to 5 4X5 large format cameras
including tax and shipping.
b) Replace broken enlargers in the traditional lab.
• Cost: $1,200 including tax and shipping.
c) Develop budget for regular periodic major reconditioning of cameras, alignment overhaul of
enlargers, and repair/replacement of studio lighting equipment.
• Cost: $1,500/year (estimate).
e) Correct water filtration and temperature control issues in darkroom processing sinks.
• Cost: $2,000 for filter housing/water filters and estimated labor charges for plumbing.
!
*"!
f) Provide proper illumination in print viewing area in the traditional lab by purchasing
additional fixtures for existing lighting track or installing a new track with appropriate
fixtures.
• Cost: $1,000 for fixtures and estimated labor charges.
Total Cost:
One time $8,300
Ongoing $1,500/year
Staffing:
Goal 2. F-I>5>J1!$%&'()%$*!-K>3>7?!7<!4<523171!-;;>:65167;!;9441;;=933?!K?!2.<L>/>6:!$%+,,!,-.!
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a) Extend current 100% photo lab LIA tech position from 9 months to 10 months
Rationale: Allows lab prep, equipment maintenance and vacation hours to be taken outside
the academic terms, to avoid having to reduce already impacted lab hours.
•
Cost of increase: O'E&++8?1-.!>6439/>6:!K161=>7;N!
!
b) Restore student Temp. Hourly to 20 hours/week at $10.75/hr.
• Cost: $4,430/year including benefits.
c) Restore the 75%, 9-month photo lab LIA tech position eliminated in the 2012 reductions
when funds become available.
Rationale: Provides students with additional support from lab staff and increased open lab
time, and improves lab and equipment maintenance. Supported by both the SLO analysis and
the student surveys.
• Cost: $55,030/year including benefits.
Total Cost:
$67,060/year
Digital lab
Goal 3. Maximize student success and retention in courses utilizing digital imaging technology by
providing up-to-date and properly functioning hardware and current software in the digital lab
(ABC!D;;1;;5167!D6-3?;>;E!Maintenance of Program).
a) Purchase replacement flatbed scanner
•
Cost: $1025 including tax and shipping
b) Provide an additional iMac workstation for the digital lab.
• Cost: $1475 including 3-year AppleCare plan, tax and shipping
c) Provide access to software in CTC. This will be solved when the college adopts a campuswide Adobe site license.
• Cost: None, included in college-wide site license.
Total Cost:
$2,500
Curriculum:
Goal 4. Optimize the progression of skills training in the program and align the program with current
developments in the field @ABC!D;;1;;5167!D6-3?;>;E!F->6716-641!<=!G.<:.-5H.
a) Write course outlines to create a leveled family of classes in studio lighting to provide
additional training in lighting techniques.
!
*#!
•
Cost: None, will utilize existing units.
b) Increase the effectiveness of training in digital photography by developing new courses and
revising the existing courses in the digital photography curriculum.
• Cost: None, will utilize existing units to offer courses on a rotational basis.
c) Develop new courses with content that reflect current and projected developments in the
field.
• Cost: $5,200 to $8,700/year for 3 to 5 Adjunct TU
Total Cost:
$5,200 to $8,700/year
No-Cost activities to Increase Enrollment and Improve Success, Retention and Transfer.
Goal 5. Improve student knowledge about the program and increase enrollment, retention and success,
and transfer.
a) Actively promote the Art Photography A.A. Degree program.
b) Create skills certificates in traditional and digital photography. Skills certificates will be
created utilizing existing courses.
c) Obtain C-ID ARTS 260 qualification for AP 9A & AP 46A in the Art Studio AAT.
d) To help achieve higher course enrollments at Census, email waitlisted students 2 weeks prior
to start of the semester to encourage them to attend the first week of classes.
e) Offer orientations in “general studentship skills”, time management or refer to other campus
resources to improve student performance on course assignments.
f) Share successful strategies amongst faculty.
g) Increase cross-curricular connections between Art History and AP and also DM and AP.
h) Request that AP 15 be added into the AH model program as an approved elective.
Total Cost:
No Cost
IV. Attachments
Planning Grid
Department SLO Assessments Analysis Forms
Catalog Pages
!
*$!
April 12, 2013
AP Program Planning
Goals and Recommendations
1.
2.
3.
4.
5.
Description:
Cost
Maximize student success and retention by providing access to optimally
One time $8,300
functioning facilities and a sufficient stock of properly functioning camera,
Ongoing $1,500/year
traditional lab, and lighting equipment for student use.
Maximize student’s ability to complete assignments successfully by providing staff $67,060/year
for additional open lab hours in the digital lab, traditional labs and lighting studio,
and to improve lab and equipment maintenance.
Maximize student success and retention in courses utilizing digital imaging
$2,500
technology by providing up-to-date and properly functioning hardware and current
software in the digital lab.
Optimize the progression of skills training in the program and align the program
$5,200 to $8,700/year
with current developments in the field.
Improve student knowledge about the program and increase enrollment, retention No Cost
and success and transfer.
.
.
.
.
.
.
.
Cabrillo College
4/12/13 12:52 PM
Transfer and Basic Skills
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Next Step in the Classroom
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How might student performance
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Check all the items faculty/staff
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When filling out this form
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Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form on
a computer, please indicate
selections by deleting
unselected items.
Priorities to Improve Student
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(List the top 3-6 things
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Implementation
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How might student performance
be improved?
Check all the items faculty/staff
felt would help them address the
needs and issues that were
revealed by the assessment.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form on
a computer, please indicate
selections by deleting
unselected items.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
!
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Timeline for Implementation
(Make a timeline for
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!
Department
5.%!89-%-:.+196!
Meeting Date
;<=P<K?!
!!7ABBCDEF!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!53GAHIC!!!!!!!!!!!!!!!!!!!
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
!
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!
!
!
!
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
!
"*!
Next Step in the Classroom
to Improve Student Learning
How might student performance
be improved?
Check all the items faculty/staff
felt would help them address the
needs and issues that were
revealed by the assessment.
When filling out this form
on a computer, please
indicate selections by
deleting unselected items.
Next Step in the Department
to Improve Student Learning
Check all that the department
felt would help them improve
student learning.
When filling out this form on
a computer, please indicate
selections by deleting
unselected items.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
!
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Timeline for Implementation
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!
Department
5.%!89-%-:.+196!
Meeting Date
=<Q<KK!
!!7ABBCDEF!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!53GAHIC!!!!!!!!!!!!!!!!!!!
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
!
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(check all the items faculty/staff
felt would help them address
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How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
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Priorities to Improve Student
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(List the top 3-6 things
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Implementation
(List the departmental plans to
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(Make a timeline for
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Department
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Meeting Date
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!!7ABBCDEF!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!53GAHIC!!!!!!!!!!!!!!!!!!!
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
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Assessment Tools
(Give examples of major
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competency or course SLOs)
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Assessment Results
(Summarize the overall results
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What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
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Priorities to Improve Student
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(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
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(Make a timeline for
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Meeting Date
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!!7ABBCDEF!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!53GAHIC!!!!!!!!!!!!!!!!!!!
Number of Faculty/Staff
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Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
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(Give examples of major
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58!PS!!
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Assessment Results
(Summarize the overall results
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What student needs and issues
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7>51N!
!
#*!
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
!
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o
#"!
(check all that the department
felt would help them improve
student learning)
o
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Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
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!
!
##!
Implementation
(List the departmental plans to
implement these priorities)
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Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
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Department
5.%!89-%-:.+196
Meeting Date
;<=><K=
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Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
!
!
!
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Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
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Assessment Results
(Summarize the overall results
of your department
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What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
!
#&!
Any areas where it can be
improved?
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Next Step in the Classroom
to Improve Student Learning
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(check all the items faculty/staff
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Next Step in the Department
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(check all that the department
felt would help them improve
student learning)!
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Priorities to Improve Student
Learning
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(List the top 3-6 things
faculty/staff felt would most
improve student learning)
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Implementation
(List the departmental plans to
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Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
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Department
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Meeting Date
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!!7ABBCDEF!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!53GAHIC!!!!!!!!!!!!!!!!!!!
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
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Assessment Tools
(Give examples of major
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used to measure the
competency or course SLOs)
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What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?!
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(check all that the department
felt would help them improve
student learning)!
Priorities to Improve Student
Learning
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(List the top 3-6 things
faculty/staff felt would most
improve student learning)
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Implementation
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(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
!
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implementation of your top
priorities)
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(check all the items faculty/staff
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Cabrillo College Catalog–2012-2013
ART PHOTOGRAPHY
Visual, Applied and Performing Arts Division
John Graulty, Division Dean
Division Office, Room VAPA1007
Gordon Hammer, Program Chair, (831) 479-6188
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6464 for more information
http://www.cabrillo.edu/programs
Art Photography A.A. Degree
Program Description:
The Art Photography program provides students with a strong foundation in the use of traditional and digital photographic
technologies. The course of study bridges traditional black-and-white photography, digital photography, alternative processes,
lighting, video, history of photography and contemporary trends. Classes emphasize the technical, creative image making, critical
analysis, and visual communication skills needed to prepare for transfer to four-year institutions or employment in the field. All
Art Photography classes transfer to either the UC or CSU systems.
Model Program for Art Photography
The following Model Program fulfills requirements for the A.A. Degree in Art Photography at Cabrillo College. Specific lower
division major preparation at four-year public institutions in California can be found at
www.assist.org. Please see a counselor for advisement for transfer to any four-year institution.
A.A. General Education 30 Units
Core (15 units)
AP 9A Beginning Photography
AP 15 History of Photography
AP 42 Alternative Photographic Processes
AP 46A Digital Photography
AP 47 Lighting for Traditional and Digital Photography
3
3
3
3
3
Electives (6 units)
AP 9B Intermediate Photography
AP 9C Advanced Photography
AP 14 Introduction to Video Art
AP 28 Medium and Large Format Photography
AP 45 Contemporary Trends in Photography
AP 46B Digital Photography
3
3
1–3
1–3
3
3
Approved Electives (6-7 units)
AH 20A Survey of Art from Prehistoric Through Medieval Periods
AH 20B Survey of Art from the Renaissance to the Present
AH 53 Contemporary Art and Visual Culture
ART 2A Drawing and Composition
ART 2B Drawing and Composition
ART 4 Beginning Design: Design and Color
ART 27 Graphic Design
DM 1 Introduction to Digital Media
DM 3 Design in Society
DM 4 Digital Graphics
DM 12 Photoshop Techniques I
DM 134A Introduction to Video Production using Final Cut Pro
JOURN 20A Introduction to Photojournalism
Electives: (2-3 units)
(Any Course Numbered 1-99)
3
3
3
3
3
3
3
4
3
3
3
3
3
2–3
Total Units 60
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Art Photography Courses
AP 6
Introduction to Digital Photography
0.5 - 3 units; 0.5 hour Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Introduces basic digital photography skills: camera operation and exposure controls; Macintosh computer basics; elementary
software image quality adjustment techniques; printing and digital output; composition; visual communication. Course work
includes lecture, demonstration, critique, and computer laboratory work. May be offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC.
AP 9A
Beginning Photography
3 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces the basic principles, practice and aesthetics of black and white photography including camera operation, film
processing and darkroom based printing, print presentation, composition and visual communication. Course includes lecture,
demonstration, critique, darkroom laboratory work and field studies.
Transfer Credit: Transfers to CSU, UC.
AP 9B
Intermediate Photography
3 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: AP 9A or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Continues the application of the principles and practices of black and white photography from AP 9A with a focus on fiber base
paper printing techniques, Zone System practices and thematic projects. Activities include lecture, demonstration, critique,
darkroom laboratory work and field studies.
Transfer Credit: Transfers to CSU, UC.
AP 9C
Advanced Photography
3 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: AP 9B or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Continues the application of the principles and practices of black and white photography from AP 9B with a focus on refining
printing techniques and Zone System practices, thematic projects, and portfolio development. Activities include lecture,
demonstration, critique, darkroom laboratory work and field studies.
Transfer Credit: Transfers to CSU.
AP 14
Introduction to Video Art
1 - 3 units; 1 hour Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Introduces video art through hands-on production, analysis of video art work, and exploration of the evolution of video as an art
form. Provides introductory training in digital video and audio production and digital post-production techniques while
examining formal, conceptual, and structural strategies of video art practice. Taught on Macintosh computers using Final Cut
Studio. May be offered in a Distance-Learning format.
Transfer Credit: Transfers to CSU, UC.
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AP 15
History of Photography
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Surveys the history of photography from its origins to the advent of the digital age in the 20th Century. Examines the practice of
photography as an art form and as a form of visual communication in historical, sociopolitical and cultural contexts. May be
offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC.
AP 28
Medium and Large Format Photography
1 - 3 units; 1 hour Lecture, 1 hour Laboratory
Prerequisite: AP 9A or AP 46A or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Introduces techniques and aesthetics of medium and large format photography through hands-on training in the use of medium
format camera systems and 4X5 view cameras. Includes specialized exposure, processing and printing techniques for B&W
sheet and roll films. Introduces color negative and transparency materials and digital imaging methods.
Transfer Credit: Transfers to CSU.
AP 32
Combined Processes
1 - 3 units; 1 hour Lecture, 1 hour Laboratory
Prerequisite: AP 9A or AP 6 or ART 4 or DM 1 or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Explores the use of traditional and digital imaging techniques with traditional, digital and alternative media. Includes traditional
and digital techniques for creating enlarged negatives for contact printing, as well as methods for combining photographic
imagery with other art media and non-traditional materials.
Transfer Credit: Transfers to CSU.
AP 40A-Z
Studies in Photography
1 - 3 units; 0.67 hour Lecture, 1.33 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Investigates special areas of interest in Photography. The special area (i.e. field studies, workshops in specific photographic
techniques, etc.) will be announced and described in the Schedule of Classes.
Transfer Credit: Transfers to CSU.
AP 42
Alternative Photographic Processes
3 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: AP 9B or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Investigates creative photographic image making utilizing historical, contemporary, and non-traditional applications of silverbased and nonsilver photographic processes, mixed media combinations and digital imaging techniques. Activities include
lecture, demonstration, critique, laboratory work and field studies.
Transfer Credit: Transfers to CSU.
AP 43
Basic Color Photography
3 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: AP 9B or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Introduces exposure and processing of color negative and transparency film, traditional lab printing techniques, print finishing
and presentation, correlations between traditional and digital materials and processes, and the expressive use of color. Activities
include lecture, demonstration, critique, lab work and field studies.
Transfer Credit: Transfers to CSU, UC.
!
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AP 45
Contemporary Trends in Photography
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Examines the images of contemporary photographers worldwide to illustrate the major themes and concepts in photography from
1945 to the present. Includes visual presentations of images, discussions and gallery field trips designed to enhance the student's
personal vision and promote creative visual thinking. No lab time required. May be offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC.
AP 46A
Digital Photography
3 units; 2 hours Lecture, 4 hours Laboratory
Prerequisite: AP 9A or AP 6 or equivalent skills and CS 1L or DM 1 or equivalent
skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Teaches tools and techniques for creating expressive photographic images with Adobe Photoshop including scanning, importing,
manipulating, printing and digital output. Covers menus and tools, selection controls, retouching, global and selective image
adjustments, filters & effects, compositing, and combining text and imagery. Taught on Macintosh. Adaptable to Windows.
Students may use either film or digital cameras.
Transfer Credit: Transfers to CSU.
AP 46B
Digital Photography
3 units; 2 hours Lecture, 4 hours Laboratory
Prerequisite: AP 46A or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Continues the study of digital photography from AP 46A with a focus on integrating aesthetic and design principles with imaging
software possibilities to expand creative expression. Taught on Macintosh. Adaptable to Windows. Students may use either film
or digital cameras.
Transfer Credit: Transfers to CSU.
AP 47
Lighting for Traditional and Digital
Photography
3 units; 3 hours Lecture, 3 hours Laboratory
Prerequisite: AP 9B or equivalent skills.
Recommended Preparation: AP 28; Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Introduces fine art and commercial applications of studio lighting equipment and techniques applicable to film based and digital
photographic practices, including portraiture, tabletop photography, and medium and large format cameras. Activities include
lecture, demonstration, critique, lab work and field studies.
Transfer Credit: Transfers to CSU.
!
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