Beginning Drawing

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Introduction to Printmaking

-Exposures for solar plates seem to vary semester by semester. This is largely a trial and error process. Although Ron Medina has taken extensive notes for previous classes, his classes have had to find the appropriate exposure for both the aquatint (first exposure) and the image (second exposure) each time. The aquatint provides texture all over the plate and the image establishes value / textures in specific areas of the plate.

2D Foundations

-In the “Not Another Color Wheel” project, students have been interested in directly painting their forms on paper (as opposed to painting separate swatches, cutting out forms, and collaging them down). I am skeptical (I fear this will limit their ability to mix appropriate color, which is the primary thrust of the project). Let’s see how it turns out.

General Art History

-There were two issues with D2L this week. One pertains to Sketchbook #8, and the second pertains to Test #2. After seven successful weeks creating dropboxes and discussion threads, I created a dropbox for Sketchbook #8 only to find that 2 (of 25 students) submitted work. Although I found it odd, I graded accordingly and waited for student feedback. Based on the emails I received, it seems as though some students saw 2 dropboxes for Sketchbook #8. I’m not sure if there was an issue linking the dropbox to a grade item, if I inadvertently created 2 different dropboxes (when I logged in as a student, I only saw 1), if it’s student error, or if there was a technical error with D2L. All I know is that it was incredibly frustrating, and I haven’t seen such confusion in the class all semester. The second issue was isolated to a single student. In the set of 10 random questions the student received for the test, the student indicated she felt there should have been an image associated with the question that wasn’t there. I’m working with Tammarra Holmes to resolve this issue. Let’s hope next week goes smoother.

General Art

-As expected, “Logo Mojo” seems to be a challenging project for students in regard to the concept / idea. The class brainstorm session is useful. Let’s see how they perform before making any modifications to simplify.

Beginning Drawing

-Students are really into reductive drawing. It really opens up some possibilities in terms of value, texture, and mark-making. I wouldn’t mind introducing it earlier, but students really do need to have a lot of support experience before that happens.  

Introduction to Printmaking

-Find other means to attach collograph materials to plate besides gloss varnish.

-Continue to develop ways for students to work outside of class (as they don’t have access to the press outside of class). The loan system with tools works well. The outside drawing / writing assignments also work well. For the collograph project specifically, I may need to require they purchase gloss varnish so they can create plates outside of class (and print them during class). I could also set up some loan system for the varnish, but I’d need multiple smaller bottles of varnish to make this happen (as opposed to one big bottle). This wouldn’t be as economical. I could find some re-sealable generic bottles to hold the varnish, number them, and loan them out.

2D Foundations

-Introducing color in project #4 is a good move (ie – introducing fall 2012’s project #6 as fall 2013’s project #4). It breaks up (what can be) the monotony of black and white design and allows students to use the color theory knowledge introduced in project #4 in the other color project (project #5).

General Art History

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General Art

-Reiterate the attendance policy and “late” work policy EVERY class. Because this class only meets once per week, students tend to forget this

-Create a dropbox where students submit their “late pass” (they get one each semester). This allows them to turn their project in up to one week late without penalty. I don’t accept late work outside of this. Integrate this policy into the syllabus.

Spring 2014

-I need to find a way to advocate for both my illustration and watercolor classes (so they make minimum enrollment). Some ideas include: setting up a booth in the student center, open house, demo in art gallery, flyers, visiting with students in other classes, and advertising in my own classes.

In an attempt to get up to speed with the semester thus far, I am going to list various challenges I’ve come across, changes I have made this semester (or plan on implementing in future semesters), and other thoughts. I will look at each class I am teaching individually.

Beginning Drawing

-Introducing the “analytical” and “intuitive” way of approaching observational drawing (as well as a mix of both) seems to help students really learn the material. You have done this in the past, but you should really stress these terms.

-Create a cardboard viewfinder with students in class: http://donnayoung.org/art/sighting.htm

-In the “cross contour” line drawing exercise, don’t require that students draw “around” objects. Simply draw cross contour lines on the surface they see.

-Use the more expensive Canson paper for the drawings with black and white materials on a neutral value (gray) sheet of paper. The cheaper posterboard does receive drawing materials well enough (you get what you pay for).

-Decreasing the number of assignments has worked well, however, be sure to communicate that the weekly vocabulary / drawing needs to have more investment.

Introduction to Printmaking

-Introduce monoprinting first (before drypoint / etching). This is a process more similar to painting (a medium more students are familiar with, even if they have no printmaking experience). This will get them comfortable with studio procedures and equipment in a more

-Integrate more specifics into the project requirements in the first half of the semester (even though the first half is largely technical exploration). Each technique will be couple with a general theme. Students will be required (this is more closely aligned with what I expect in my other classes will make expectations more concrete). (I AM DOING THIS)

-Student fees cover supplies in the cabinets as well as Rives BFK printmaking paper.

-For the second half of the semester, introduce an exchange portfolio (on top of the long-term project).

-Encourage exploration OUTSIDE of the theme as well (for technical sake).

-Show lots of REAL prints.

-Require students to make one presentation using artists / projects they research on printeresting.org.

2D Foundations

-Breaking the longer “Composition” presentation into shorter chunks (relevant to specific project objectives) and presenting more frequently has worked better than introducing the entire presentation at the beginning of the semester (and attempting to reference it throughout).

-“Donald in Mathmagic Land” is terribly useful for explaining the Golden Ratio.

General Art History

-Ensure the sketchbook assignments and discussion threads align with the material covered each week.

-My organization seems to have worked very well (this is my first online class). I haven’t received “I’m confused about…” emails since the first week. The weekly emails / announcements have been useful.

General Art

-The 2 presentations for the “Line Wars” projects take too long. Present “Focal Point and Dynamics” and require students look at the “Line” presentation on their own outside of class.

-You don’t have time to teach observational drawing AND linear perspective in one day (I’m not sure why I thought this was even possible). Either add another day for linear perspective, or toss it out altogether.

-Students need an unbelievable amount of precautionary warnings regarding the dangers of XActo Blades. WAY more than you would think.

-Reiterate early and often the attendance policy and the fact that no late work is accepted (students need to make arrangements to turn in work before the due date if they anticipate missing class).