LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Discipline/Program: Art Division: Humanities
Course Number and Name: ART 501 Beginning Two Dimensional Design
Program Contact Person: _Victoria _Loschuk__________________________________ Phone: _3237313094
Reviewed by: Elena Reigadas, SLO Assessment Coordinator Date: 12/30/2013
Institutional Mission
& Goals
Course Intended Outcomes Means of Assessment
(1) Students will be able to design and create a composition that utilizes an element of art,
“line”, while employing a principle of design, “Unity &
Variety”.
(2) Students will be able to design and create compositions that employ an element of art,
“shape” while employing a principle of design, “Balance”.
(3) Students will develop painting skills using gouache to create a range of values. and Criteria for Success
Students will create ink drawings that explore
“line qualities” and are re-organized to display
“Unity & Variety”.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will create cut paper compositions that explore different kinds of balance.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will paint a tenpart gray scale.
Criteria: 80% of students
Summary of Data
Collected
Fall 2013
One section
28 active students
96% A – C range
Fall 2013
27 active students
81% A – C range
Fall 2013
One section
Use of Results
Incorporated balance & movement concepts into these as well.
A great beginning project for building confidence and understanding of concepts in this course.
Re introduced this project very early in the class.This worked well. Spread out the
3 compositions but next time will not spread out as far.
Good feedback and responses.
Since this is “homework” there are issues in terms of having working space at

will produce satisfactory projects based upon a rubric.
28 active students
93% A – C range
(4) Students will develop skills in describing chiaroscuro, light logic and the role of values in representational art.
(5)Students will be able to create a composition that displays the importance of both positive shapes and negative space.
Students will create two versions of a representational image employing both limited values and a range of values.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a repeat pattern composition.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2013
One section
28 active students
96% A – C range
Fall 2013
One section
27 active students
81% A – C range
(6) Students will develop skills with the medium of paper collage.
Each student will create a cut-paper collage version of their repeat pattern.
Fall 2013
One section
27 active students home, and the ability to keep one's art work separate from the home situation.
An “open studio” space at the college would really help some students.
Brushwork exercises really helped and extra help with some students also.
Successful project and one that really builds confidence.
The concepts/exercise will really help the students in future art.
As part of the reorganizing of projects, this one was one of the last. Some of the special students cannot grasp the overall concept but given step by step help, they can complete some version of the concept.
Good project for returning to pure design at end of the course. Painting skills are much improved as well.
Decreased the size of the finished project to save time.
The process is the most significant part.
Last project of the course and some students were just too swamped to complete this.

7.Students will be able to identify and create color mixtures according to color theory. This includes primary, secondary and intermediate colors, tints, shades, and neutrals.
(8) Students will be able to apply a specific color relationship to a representational image.
(9) Students will be able to recognize the elements of art and the media used in a variety of two dimensional art forms.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will paint a color wheel/star.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a face employing the primary or secondary triad of color.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will participate in a museum field trip, and complete a questionnaire.
Criteria: 80% of students will score 70% or more
(satisfactory) on the quiz.
74% A – C range
Fall 2013
One section
27 active students
89% A – C range
Fall 2013
One section
28 active students
96% A – C range
Fall 2013
One section
28 active students
70% A – C range
Results are surprising and they update the classic exercise (above) in a trendy way.
This extensive exercise is turning out much better by using one class period to begin it with students. They leave the class feeling less overwhelmed by it.
Encouraged a creative response to the “shape” of the color star and this brought engaging responses.
I changed the materials to oil pastel (quicker to work with) and got some great projects and feedback. Quickening the project and using a different medium allowed more time for pure design projects later in the class.
The Museum of Latin
American Art works so well for this assignment. Students pick one work of art to write about and afterwards we share as many of these as we have time for. Students become more comfortable

(10) Students will be able to verbally present their art work, to use the language of art, and to describe the decisions made in the process of creating it.
Students will present three of their projects to the class for review/critique.
Criteria: 80% of students will produce satisfactory presentations based upon a rubric.
Fall 2013
One section
27 active students
93% A – C range sharing in front of the class.
Lower % turned in the assignment even tho they had started it and participated well in the museum. Perhaps doing the trip earlier in the semester would help.
A good way to “sum up” the semester. The downside is that many students are tired and don't provide the feedback as much as they could. Provide more written ideas, checklist?? I need to address this and yet leave this open enough to take discussion in a spontaneous direction that encourages individual responses.

Date: 12/18/2012
Institutional Mission
& Goals
Course Intended Outcomes Means of Assessment and Criteria for Success
(1) Students will be able to design and create a composition
Students will create ink that utilizes an element of art,
“line”, while employing a principle of design, “Unity &
Variety”. drawings that explore
“line qualities” and are re-organized to display
“Unity & Variety”.
Criteria: 80% of students
(2) Students will be able to design and create compositions that employ an element of art,
“shape” while employing a principle of design, “Balance”. will produce satisfactory projects based upon a rubric.
Students will create cut paper compositions that explore different kinds of balance.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
(3) Students will develop painting skills using gouache to create a range of values.
Students will paint a tenpart gray scale.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Summary of Data
Collected
Fall 2012
One section
30 active students
100% A – C range
Fall 2012
30 active students
Fall 2012
One section
28 active students
96% A – C range
(4) Students will develop skills in describing chiaroscuro, light logic and the role of values in representational art.
Students will create two versions of a representational image employing both limited values and a range of
Fall 2012
One section
28 active students
96% A – C range
Use of Results
Incorporated balance & movement concepts into these as well.
A great beginning project for building confidence and understanding of concepts in this course.
Did not use this project as part of a re-organizing of projects this semester. May bring this back in a different way.
Since this is “homework” there are issues in terms of having working space at home, and the ability to keep one's art work separate from the home sit.
An “open studio” space at the college would really help some students.
Brushwork exercises really helped and extra help with some students also.
Successful project and one

(5)Students will be able to create a composition that displays the importance of both positive shapes and negative space. values.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a repeat pattern composition.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2012
One section
24 active students
83% A – C range
(6) Students will develop skills with the medium of paper collage.
7.Students will be able to identify and create color mixtures according to color theory. This includes primary, secondary and intermediate colors, tints, shades, and neutrals.
(8) Students will be able to apply a specific color relationship to a representational image.
Each student will create a cut-paper collage version of their repeat pattern.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will paint a color wheel/star.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a face employing the primary or secondary triad of color.
Criteria: 80% of students
Fall 2012
One section
24 active students
74% A – C range
Fall 2012
One section
24 active students
88% A – C range
Fall 2012
One section
24 active students
96% A – C range that really builds confidence and the concepts will really help the students in future art.
As part of the reorganizing of projects, this one was one of the last., hence, the number of active students.
Good project for returning to pure design at end of the course. Painting skills are much improved as well.
Last project of the course and some students were just too swamped to complete this.
Results are surprising and they update the classic exercise (above) in a trendy way.
This extensive exercise is turning out much better by using one class period to begin it with students. They leave the class feeling less overwhelmed by it.
As part of the re-organizing of projects, I changed the materials to oil pastel
(quicker to work with) and still got some great projects

(9) Students will be able to recognize the elements of art and the media used in a variety of two dimensional art forms.
(10) Students will be able to verbally present their art work, to use the language of art, and to describe the decisions made in the process of creating it. will produce satisfactory projects based upon a rubric.
Students will participate in a museum field trip, and complete a questionnaire.
Criteria: 80% of students will score 70% or more
(satisfactory) on the quiz.
Students will present three of their projects to the class for review/critique.
Criteria: 80% of students will produce satisfactory presentations based upon a rubric.
Fall 2012
One section
24 active students
88% A – C range
Fall 2012
One section
24 active students
92% A – C range and feedback. I will certainly do this again. Quickening the project and using a different medium allowed more time for pure design projects afterwards.
The Museum of Latin
American Art works so well for this assignment. Students pick one work of art to write about and afterwards we share as many of these as we have time for. Students become more comfortable sharing in front of the class.
A good way to “sum up” the semester. The downside is that many students are tired and don't provide the feedback as much as they could. Provide more written ideas, checklist?? and record responses.??

Date: 29 Dec. 11
Attach additional pages as necessary.
Institutional Learning
Outcomes
5
5
Course Intended Outcomes
(1) Students will be able to design and create a composition that utilizes an element of art, “line”, while employing a principle of design, “Unity & Variety”.
(2) Students will be able to design and create compositions that employ an element of art, “shape” while employing a principle of design, “Balance”.
Means of Assessment and Criteria for
Success
Students will create ink drawings that explore
“line qualities” and are re-organized to display
“Unity & Variety”.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will create cut paper compositions that explore different kinds of balance.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Summary of Data
Collected
Fall 2011
One section
33 active students
100% A – C range
Fall 2011
One section
28 active students
82% A – C range
2
5
5
(3) Students will develop painting skills using gouache to create a range of values.
(4) Students will develop skills in describing chiaroscuro, light logic and the role of values in representational art.
Students will create two versions of a representational image employing both limited values and a range of values.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
(5)Students will be able to create a composition that displays the importance of both positive shapes and
Students will paint a ten-part gray scale.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a repeat pattern composition.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2011
One section
29 active students
97% A – C range
Fall 2011
One section
28 active students
93% A – C range
Fall 2011
One section
28 students
Use of Results
A great beginning project for building confidence in the artistic process, and in understanding the concepts.
Idea: Incorporate these finished projects into discussion of other principles of design; balance & movement.
Asymmetrical balance remains the most difficult for beginners to create. Reviewing past students’ solutions helps everyone.
Ideas: Limiting the project to just 3 compositions keeps the students’ focus and enthusiam.
Explored a color collage version; with tweaking this will be a good addition to this project.
This is the first homework assignment & painting assignment. After lengthy demonstration, many are still shocked at the difficulty of the task.
Worked in class as well, this left less time for
#5. Homework projects seem to be problematic for students; many don’t have a place to work at home. An open “studio” space at the college available for students might really help in this regard.
Brushwork skills vary greatly in the class; a few need a lot of extra practice with this.
Idea: Assign specific brush exercises to these students.
Students often struggle through this “classic” design exercise. A lot of manipulation of the design is necessary to achieve good results.
Idea: Encourage this by requiring sketches &

5
2
5
1
1 negative space.
(6) Students will develop skills with the medium of paper collage.
(7) Students will be able to identify and create color mixtures according to color theory. This includes primary, secondary and intermediate colors, tints, shades, and neutrals.
Each student will create a cut-paper collage version of their repeat pattern.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will paint a color wheel/star.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2011
One section
28 students
Fall 2011
One section
28 students
90% A – C range
(8) Students will be able to apply a specific color relationship to a representational image.
(9) Students will be able to recognize the elements of art and the media used in a variety of two dimensional art forms.
(10) Students will be able to verbally present their art work, to use the language of art, and to describe the decisions made in the process of creating it.
Each student will design and paint a postage stamp employing the primary or secondary triad of color.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will participate in a museum field trip, and complete a questionnaire.
Criteria: 80% of students will score 70% or more (satisfactory) on the quiz.
Students will present three of their projects to the class for review/critique.
Criteria: 80% of students will produce satisfactory presentations based upon a rubric.
Fall 2011
One section
28 students
82% A – C range,
Fall 2011
One section
28 students
82% A – C range
Fall 2011
One section
28 students
86% A – C range versions in the grading of the project.
More time given to Color Star, so not enough time for this project. Eliminate or??
Directly linked to #5. Idea: Use this project to have students recognize other elements of art; color relationships, role of values & texture.
This is the “term paper” homework assignment in this art class.
Used some class time for this “homework” project. This really helped the projects, but used up time for the Repeat Pattern.
Some students don’t have a place to work at home. An open “studio” space at the college available for students may help in this regard.
All students attending class regularly get the opportunity to experiment & create a rough draft for this; a necessary part of this complex project.
An art museum is the perfect place for this assignment.
Ideas: Take more time to have students share their responses to the work/quiz questions.
This gets them more comfortable speaking to/with the group.
The atmosphere is supportive & inquisitive; this allows the students to feel comfortable addressing aspects of their work and to use the language we have covered.
Provided a checklist of terms & “concepts to address”, ahead of time, to help students address their work, concepts & processes.

Date: 26 Jan. 11
Institutional
Learning Outcomes
5
Course Intended Outcomes Means of Assessment and Criteria for Success
(1) Students will be able to design and create a composition
Students will create ink that utilizes an element of art,
“line”, while employing a principle of design, “Unity &
Variety”. drawings that explore
“line qualities” and are re-organized to display
“Unity & Variety”.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Summary of Data Collected
Fall 2010
One section
31 students
100% A – C range
5
2
(2) Students will be able to design and create compositions that employ an element of art,
“shape” while employing a principle of design, “Balance”.
(3) Students will develop painting skills using gouache to create a range of values.
Students will create cut paper compositions that explore different kinds of balance.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will paint a tenpart gray scale.
Criteria: 80% of students
Fall 2010
One section
29 students
90% A – C range
Fall 2010
One section
31 students
Use of Results
A great beginning project for building confidence in the artistic process, and in understanding the concepts.
Idea: Incorporate these finished projects into discussion of other principles of design; balance & movement.
Asymmetrical balance remains the most difficult for beginners to create. Reviewing past students’ solutions helps everyone.
Ideas: Limiting the project to just 3 compositions keeps the students’ focus and enthusiam.
If there was more time, color versions would be a natural extension of this project, focusing on color relationships.
This is the first homework assignment
& painting assignment.

5
5
(4) Students will develop skills in describing chiaroscuro, light logic and the role of values in representational art.
(5)Students will be able to create a composition that displays the importance of both positive shapes and negative space. will produce satisfactory projects based upon a rubric.
84% A – C range
Students will create two versions of a representational image employing both limited values and a range of values.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a repeat pattern composition.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2010
One section
29 students
96% A – C range
Fall 2010
One section
29 students
After lengthy demonstration, many are still shocked at the difficulty of the task.
Worked in class as well, this left less time for #5. Homework projects seem to be problematic for students; many don’t have a place to work at home. An open
“studio” space at the college available for students might really help in this regard.
Brushwork skills vary greatly in the class; a few need a lot of extra practice with this.
Idea: Assign specific brush exercises to these students.
Students often struggle through this “classic” design exercise. A lot of manipulation of the design is necessary to achieve good results.
Idea: Encourage this by requiring sketches & versions in the grading

5
2
(6) Students will develop skills with the medium of paper collage.
(7) Students will be able to identify and create color mixtures according to color theory. This includes primary, secondary and intermediate colors, tints, shades, and neutrals.
Each student will create a cut-paper collage version of their repeat pattern.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2010
One section
29 students
Each student will paint a color wheel/star.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2010
One section
29 students
83% A – C range
5 (8) Students will be able to Each student will design Fall 2010 of the project.
More time given to
Color Star, so not enough time for this project. Change to homework (start in class) & do earlier in the semester.
Directly linked to #5.
Idea: Use this project to have students recognize other elements of art; color relationships, role of values & texture.
This is the “term paper” homework assignment in this art class.
Used one class period for this “homework” project. This really helped the projects, but used up time for the
Repeat Pattern.
Some students don’t have a place to work at home. An open
“studio” space at the college available for students may help in this regard.
All students attending

1
1 apply a specific color relationship to a representational image.
(9) Students will be able to recognize the elements of art and the media used in a variety of two dimensional art forms.
(10) Students will be able to verbally present their art work, to use the language of art, and to describe the decisions made in the process of creating it. and paint a postage stamp employing the primary or secondary triad of color.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will participate in a museum field trip, and complete a questionnaire.
Criteria: 80% of students will score 70% or more
(satisfactory) on the quiz.
One section
29 students
100% A – C range,
Fall 2010
One section
29 students
73% A – C range
Students will present three of their projects to the class for review/critique.
Criteria: 80% of students will produce satisfactory presentations based upon a rubric.
Fall 2010
One section
29 students
83% A – C range class regularly get the opportunity to experiment & create a rough draft for this; a necessary part of this complex project.
An art museum is the perfect place for this assignment.
Ideas: Take more time to have students share their responses to the work/quiz questions.
This gets them more comfortable speaking to/with the group.
The atmosphere is supportive & inquisitive; this allows the students to feel comfortable addressing aspects of their work and to use the language we have covered.
Provided a checklist of terms & “concepts to address”, ahead of time, to help students address their work, concepts & processes.

Date: 6 Jun. 2010
Institutional
Learning Outcomes
5
5
2
Course Intended Outcomes Means of Assessment and Criteria for Success
(1) Students will be able to design and create a composition
Students will create ink that utilizes an element of art,
“line”, while employing a principle of design, “Unity &
Variety”. drawings that explore
“line qualities” and are re-organized to display
“Unity & Variety”.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Summary of Data Collected
Fall 2009
One section
36 students
34 projects A – B range, 94%
2 projects not handed in, students not attending class.
(2) Students will be able to design and create compositions that employ an element of art,
“shape” while employing a principle of design, “Balance”.
(3) Students will develop painting skills using gouache to create a range of values.
Students will create cut paper compositions that explore different kinds of balance.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Students will paint a tenpart gray scale.
Criteria: 80% of students
Fall 2009
One section
36 students
29 projects A – C range, 80%
7 projects not handed in, students not attending class.
Fall 2009
One section
36 students
Use of Results
A great beginning project for building confidence in the artistic process, and in understanding the concepts.
Idea: Incorporate these finished projects into discussion of other principles of design; balance & movement.
Asymmetrical balance remains the most difficult for beginners to create. Reviewing past students’ solutions helps everyone.
Ideas: Limiting the project to just 3 compositions keeps the students’ focus and enthusiam.
If there was more time, color versions would be a natural extension of this project, focusing on color relationships.
This is the first homework assignment
& painting assignment.

5
5 will produce satisfactory projects based upon a rubric.
28 projects A – C range, 77%
95% attending students
8 projects not handed in, students not attending class
(4) Students will develop skills in describing chiaroscuro, light logic and the role of values in representational art.
(5)Students will be able to create a composition that displays the importance of both positive shapes and negative space.
Students will create two versions of a representational image employing both limited values and a range of values.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Each student will design and paint a repeat pattern composition.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2009
One section
36 students
29 projects A – C range, 80%
7 projects not handed in, not attending class
Fall 2009
One section
36 students
29 A – C range, 80%
7 projects not handed in, not attending class
After lengthy demonstration, many are still shocked at the difficulty of the task.
Idea: Start the project in class with them??
Homework projects seem to be more problematic for students; many don’t have a place to work at home. An open
“studio” space at the college available for students might really help in this regard.
Brushwork skills vary greatly in the class; a few need a lot of extra practise with this.
Idea: Assign specific brush exercises to these students.
Students often struggle through this “classic” design exercise. A lot of manipulation of the design is necessary to achieve good results.
Idea: Encourage this by requiring

5
2
(6) Students will develop skills with the medium of paper collage.
(7) Students will be able to identify and create color mixtures according to color theory. This includes primary, secondary and intermediate colors, tints, shades, and neutrals.
Each student will create a cut-paper collage version of their repeat pattern.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2009
One section
36 students
29 A – C range, 80%
7 projects not handed in, not attending class
Each student will paint a color wheel/star.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2009
One section
36 students
27 A – C range, 75%
100% attending students
9 projects not handed in, not attending class sketches/versions in the grading of the project.
Idea: Use this project to have students recognize other elements of art; color relationships, role of values & texture.
This is the “term paper” homework assignment in this art class.
Ideas: Starting the homework in class may help to “kick start” the project for everyone, and help to boost confidence in the project. It may also address students’ time management issues.
Moving the due date as early as possible in the semester may help also, as leaving this big project to the end of the semester doesn’t work; students’ energy is too low at the end of the semester.
Some students don’t have a place to work at home. An open

5
1
1
(8) Students will be able to apply a specific color relationship to a representational image.
(9) Students will be able to recognize the elements of art and the media used in a variety of two dimensional art forms.
(10) Students will be able to verbally present their art work, to use the language of art, and to describe the decisions made
Each student will design and paint a postage stamp employing the primary or secondary triad of color.
Criteria: 80% of students will produce satisfactory projects based upon a rubric.
Fall 2009
One section
36 students
28 A – C range, 77%
83% of attending students
8 projects not handed in, not attending class/dropped
Students will participate in a museum field trip, and complete a questionnaire.
Criteria: 80% of students will score 70% or more
(satisfactory) on the quiz.
Students will present three of their projects to the class for review/critique.
Fall 2009
One section
36 students
28 A – B range, 77%
90% of attending students
8 students not attending
/dropped
Fall 2009
One section
36 students
27 A – B range, 75%
“studio” space at the college available for students may help in this regard.
All students attending class regularly get the opportunity to experiment & create a rough draft for this; a necessary part of this complex project.
One of the last studio projects in the class.
Students’ overall energy is low at the end of the semester.
Idea: Somehow start/complete this project earlier in the semester.
An art museum is the perfect place for this assignment.
Ideas: Take more time to have students share their responses to the work/quiz questions.
This gets them more comfortable speaking to/with the group.
This usually occurs at the end of the semester.
The atmosphere is supportive &

in the process of creating it. Criteria: 80% of students will produce satisfactory presentations based upon a rubric.
95% of attending students
9 students not attending/dropped inquisitive; this allows the students to feel comfortable addressing aspects of their work and to use the language we have covered.
Idea: Provide a checklist of terms &
“concepts to address”, ahead of time, to help students address their work, concepts & processes.