SLO for Art 120
Author: Eileen Doktorski-Marzullo
Draft Date: August 19, 2011
Courses: ART 120, 2D Design
Institutional Learning Outcomes
Communication: The student will communicate effectively, expressing thoughts, goals and needs
through use of appropriate modes and technologies.
Aesthetic Awareness: The student will possess aesthetic awareness.
Social Awareness: The student will demonstrate societal awareness.
Responsibility: The student will display personal and civic responsibility.
Scientific Awareness: The student will possess an awareness of the physical and biological
principles related to science.
Department Learning Outcomes
1) Students will demonstrate problem solving skills in the process of producing art.
2) Students will demonstrate a general awareness of artistic cultures and styles.
3) Students will demonstrate the use of appropriate terminology in evaluating art and design.
4) Students will develop a collection of works that demonstrate their creative style, technical
skill, and personal approach to subject and media.
Course Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Explain and use design terminology
Develop a critical knowledge of design processes and creative thinking
Compare and contrast sample projects
Create designs using principles of design
Create a value scale as a reference tool
Analyze and apply principles of color theory
Practice the use of design editing and orally articulate the benefit of your decisions
Evaluate the design qualities of projects done by others
Methods of Instruction
1 Lecture on technique, design terminology and stylistic approach
2 Demonstration on the principles of design
3 Guided exercises in design development and editing
4 Presentation of contemporary and historic design examples
5 Critical Analysis of completed works and works in progress
6 Group learning activities, peer review and evaluation
Methods of Evaluating SLO’s
* numbers in parentheses identify course objectives referenced
A written exam is used to evaluate students’ ability to explain and use appropriate design
terminology (1)
In-class exercises are used to evaluate students’ ability to think creatively and use design
processes (2), create a value scale as a reference tool to enrich design work (5) and analyze and
apply principles of color theory (6)
A visual and oral presentation is used to evaluate students’ ability to compare various design
styles and discern quality (3) and evaluate the design qualities of projects done by others (8)
Portfolio review is used to evaluate students’ ability to create designs that employ standard 2-D
compositional principles and demonstrate a knowledge of the elements of art (4)
Homework assignments and in-class critique sessions are used to evaluate students’ ability to
practice the use of design editing and orally articulate the benefit of design decisions (7)
Critique sessions and peer-coaching exercises are used to evaluate students’ ability to evaluate
the design qualities of projects done by others (8)
CLO’s or (SLO’s) are based upon objectives 1, 4 and 6 of Course Outline of record:
CLO Scale Components
(1) Apply Design Terminology (oral presentation, critique sessions and final exam)
Excellent: Correctly defines terminology, provides specific in-depth discussion of twodimensional design using proper terminology.
Satisfactory: Correct, as above, but may lack full definitions, range of vocabulary or depth of
discussion.
Poor: Design Terminology is not identified or defined adequately. Terms are used or identified
incorrectly or are absent from verbal presentations. Depth of discussion and appropriate
terminology are lacking.
(2) Apply principles of color theory (Portfolio collection of assigned projects)
Excellent: Examples demonstrate deliberate juxtapositions of complimentary colors. Projects
create visible spatial depth through specific placement of warm and cool colors. Varying levels
of color saturation are used to create contrast within a design. A color chart is completed
demonstrating accurate use of hue, saturation and value.
Satisfactory: Examples demonstrate the use of complimentary colors. Projects create some
spatial depth through positioning of warm and cool colors. Color saturation is used to create
variation within a design. A color chart is completed demonstrating adequate knowledge of hue,
saturation and value.
Poor: Examples have insuffiscient use of complimentary colors. Projects create minimal or no
spatial depth through positioning of warm and cool colors. Color saturation is not varied within
designs. Color chart is incomplete or demonstrates minimal understanding of hue, saturation and
value.
(3) Create projects that employ principles of two-dimensional design (Assigned projects)
Excellent: Multiple examples demonstrate a clear understanding of the basic principles of design.
Projects demonstrate a clear and distinct separation of Positive/Negative space. Projects show
the use of compositional principles such as; asymmetrical balance, focal point and rhythm.
Projects attract attention at a distance as a result of strong visual contrast. Projects include
excellent variation and complexity to sustain viewer interest.
Satisfactory: Examples demonstrate adequate understanding of the basic principles of design.
Projects demonstrate sparation of Positive/Negative space. Projects show the use of
compositional principles such as; asymmetrical balance, focal point and rhythm. Projects attract
some attention at a distance through visual contrast. Projects include adequate variation and
complexity to encourge a closer look.
Poor: Examples demonstrate little understanding of the basic principles of design. Separation of
positve and negative space is unclear or absent. Compositional principles such as; asymmetrical
balance, focal point and rhythm are lacking or used inadequatley. Projects are not attention
getting. Projects lack adequate complexity and visual variation.