LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities__________________________
Discipline/Program:
Art_______100___________________
Course Number and Name: ART 100 INTRODUCTION TO STUDIO ART FOR NON-ART MAJORS
Program Contact Person: _Lynda Greenberg__ _____________________________
Reviewed by: Elena Reigadas, SLO Assessment Coordinator
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
1. Define various art terms and
1
demonstrate how they are used
to describe Aesthetics and art
criticism, and awareness of
major art movements
2. Demonstrate through
5
drawing, students will draw
realistic images, as opposed to
symbolic images.
Phone: 562-433-1359
Date:
12-29-2013
Means of Assessment
and Criteria for Success
Students wrote a three to
four page essay,
comparing two works of
art, based on the Museum
field trip.
Students created a set of
“pre-instruction”
drawings of their hand,
face, and room corner,
against which “postinstruction drawings”
were later compared.
Summary of Data
Collected
6 out of 13 Completed a
three- page essay, based
on the Museum field trip,
comparing two works of
art.
16 out of 19 students,
who executed the
drawing assignments
showed improvement
over symbolic drawing.
Students learned through
experience and
discussion, how the
dominant, language
based left side of the
brain interferes with
information processing of
the non-dominant right
side of the brain.
13 out of 13 students
demonstrated through the
successfulness, or lack
thereof, that if there was
talking during the work,
the work suffered.
Use of Results
Students need more help in
organizing, planning, and
writing a paper.
The students could see not
only their own progress, but
the progress of all of their
classmates as well.
LAB
5
3. Evaluate how nontraditional
drawing assists in accurate
perception
It is always best when
students ask other students to
be quiet, or still. The
students could then make the
mental shift into the nonverbal, spatially aware, right
side of the brain.
1
4. Present work in a
professional manner
Students were required to
have two portfolio
reviews.
11 out of 13 did a pretty
good job of presenting
their work.
Date:
1 Feb. 2011
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
1. Define various art terms and
1
demonstrate how they are used
to describe Aesthetics and art
criticism, and awareness of
major art movements
2. Demonstrate through
5
drawing, students will draw
realistic images, as opposed to
symbolic images.
Means of Assessment
and Criteria for Success
Students took a field trip
to LACMA, selected two
works to write about in a
4-5 page comparative
essay.
Students created two
“remembered” drawings
from childhood, and
adolescence. We
analyzed how these
drawings possessed
“stereo-typical” images
such as; the house, tree,
cat, etc. Students were
introduced to the skill of
sighting, the perception
of relationships and
proportions. They drew
from our classroom, and
patio, and also a “kitchen
corner” from home.
Summary of Data
Collected
Only 6 out of the 19
students submitted the
essay. All received a C
or better.
Students learned through
experience and
discussion, how the
dominant, language
based left side of the
brain interferes with
information processing of
the non-dominant right
19 out of 19 students
demonstrated through the
successfulness, or lack
thereof, that if there was
talking during the work,
the work suffered.
16 out of 19 students
demonstrated good
understanding of the skill
of sighting, and were
able to draw an accurate
representation of an
architectural setting, with
a C or better.
Use of Results
Next semester, students will
be required to complete this
assignment, in order to
receive a C or better in the
class.
This is one of the more
difficult assignments. The
students succeeded, but took
quite a long time to do so
because of sketchy
attendance. It will take
another semester for me to
see if the pace for this class
is correct, and meanwhile,
staying flexible and waiting
to see a pattern in terms of
time allotment for each
assignment is necessary.
LAB
5
3. Evaluate how nontraditional
drawing assists in accurate
perception
It is always best when
students ask other students to
be quiet, or still. The
students could then make the
mental shift into the nonverbal, spatially aware, right
side of the brain.
1
4. Present work in a
professional manner
side of the brain.
Students were required to
have two portfolio
reviews, with work
organized by date, and in
good condition.
16 out of 19 students
presented their work in a
satisfactory state.
This is an area that needs
improvement. I may allow
in-class time for this, at midterm. Or, create a portfolio
example in advance.
Date: 1 Feb. 2011
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
1. Recognize various aesthetic
1
elements of art and their
historical significance
2. Define various art terms and
1
demonstrate how they are used
to describe Aesthetics and art
criticism, and awareness of
major art movements
3. Describe what they see and
1
how it is linked conceptually to
perception
4. Demonstrate through
5
drawing, students will draw
realistic images, as opposed to
symbolic images.
5. Demonstrate an
1
understanding of what elements
define various categories of art.
6. Describe what they see in
5
terms of themes and social
issues
LAB
7. Analyze drawing ability and
5
style
8. Evaluate how nontraditional
5
drawing assists in accurate
perception
9. Employ contour line to
5
define shapes
10. Employ negative spaces to
5
capture the foreshortened view
of the “knee-foot and calf”
Means of Assessment
and Criteria for Success
Summary of Data
Collected
Use of Results
5
5
5
5
5
5
5
5
1
11. Accurately perceive and
draw a composed still-life using
the skills of negative space and
sighting
12. Sight angles and
proportions
13. Accurately copy a profile
view from a master
reproduction, using the
surrounding negative spaces
14. Create a realistic
representation of a person from
a live model
15. Execute a representation
portrait from a model in ¾
view, using a monochromatic
color harmony
16. Compose an expressive
drawing using art elements and
design principles in the
composition
17. Select a complimentary
color harmony for a ¾ view
portrait
18. Demonstrate mastery and
understanding of how lights
and shadows reveal form
19. Present work in a
professional manner