2021-2022 Academic Catalog [ARCHIVED CATALOG]
Course Descriptions
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Definitions:
Prerequisites: A course that must be taken prior to a given course.
Co-requisites: A course that must be taken at the same time as a given course.
Course text books and materials lists are provided in the online catalog as a convenience to students and every effort is made to keep this information up to date, although changes and updates can happen just prior to the start of term or at any time. In general, if there is no required/recommended text listed, the acquisition of a text is not required and information will likely be contained within your course content in the LMS. Some requirements may vary based on course modality or instructor. Your unique course syllabus and course welcome letters will contain the most up to date information each term. If you have questions regarding requirements for your particular course and section, please contact your individual instructor(s).
For supplies or supply kits, please use this link to access the Spectrum store. https://spectrum-the-rmcad-store.shoplightspeed.com/
Students may access the Simple Syllabus course Syllabus Library for courses offered beginning in January 2020 at https://rmcad.simplesyllabus.com/. Use your RMCAD LMS credentials for login. You must have an active RMCAD email account to access the syllabus library.
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Art Education |
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Credits: 3 |
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Credits: 3 |
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AE 1160 - Printmaking for Educators Credits: 3
This introductory-level course provides basic skills and conceptual ideas of printmaking. Printmaking for Educators emphasizes the exploration of traditional and contemporary printmaking techniques with an emphasis on non-toxic methods that can be adapted to the K-12 classroom. Students learn core fundamental technical skills including but not limited to: linocuts, relief collagraphs, and various monotype techniques. Upon successful completion of this course, students will have gained knowledge in the techniques, materials, and proper use of printmaking equipment, which can be translated to a K-12 curriculum.
Prerequisites: FD 1020 - 2D Design: Elements + Principles
Course Learning Outcomes:
- Define basic printmaking skills and ideas that can be translated to a K-12 classroom.
- Illustrate conceptual ideas through printmaking processes.
- Recognize historical and contemporary processes, concepts and issues that inform the field of printmaking through project work.
- Identify safe handling, storage and responsible ecological and biological disposal of printmaking inks and chemicals.
AE 1160 Course Learning Outcome Rubric
Required Course Materials: 1 sheet – Unmounted Linoleum 5” x 7”, Item #: 40435-2500 $3.75
1 sheet (optional)- Unmounted Linoleum 3” x 4”, 40435-2500 (for testing gouge marks) $1.55
Any unmounted linoleum will work, do not exceed 6” x 8”.
1 set Speedball Linocut set, 40203-1009 - $9.90
Speedball Soft Rubber Brayer, 4”, 40104-1004 _ $12.54
3 sheets Thai Mulberry bleached paper, 25” x 37”, 12286-1010 – 3 @ $4.53 $13.59
This can be purchased in 9” x 12” packs from Amazon, in unbleached (off white)
or bleached (white). https://www.amazon.com/dp/B0090BGY8M/ref=dp_prsubs_1
3 sheets Rives Lightweight, 115-gsm paper, cream-white_$3.45 each, 10419-1011
2- 2” Binder Clips
Akua Starter set (ink), 47240-1009 $22.99
Magnesium Carbonate 45218-1002 $8.82
Akua Printmaking Plates (set of 3), 6” x 8”, 47179-1021 $8.53
Etching needle, 45212-0000
Acrylic Sheet for monotype registration, 18973-1012, 12” x 16”, 1/16” $11.12
Glass Plate for mixing ink, ¼” thick, minimum 11” x 14”
An extra acrylic sheet can be used for mixing ink
Stencil Brush, 5/8”, 05167-4058 $1.89
Carbon paper or graphite transfer paper
Tracing paper, 11” x 14” sheets or larger
Newsprint Pad, 12” x 18”, 10311-1046
Any newsprint that is at least 12” x 18” will work
1 sheet .003 mylar, 20” x 25” 55506-1301 $1.07
At least one, (2 or 3 are recommended) Palette Knife/Artist Work Knife 40223-5114 $3.29
Less expensive 1 ¼”-1 ½” models can be found at Home Depot or Harbor Freight
Blick Economy Baren, 42910-1004 $11.62
2- Drawer knobs to make a baren (you will use this more than the large baren), Here is an example of a knob, the diameter can range from 1.75” - 2”: https://www.homedepot.com/p/Amerock-Allison-Value-2-in-51-mm-Diameter-Unfinished-Cabinet-Knob-BP814WD/100630776
Metal soup spoon
Small bottle of Gloss medium (matte medium will not work), 4oz Liquitex, 00618-3184 $6.23
1 2B (or softer) pencil
Magic Rub eraser
Scraps of cardstock, various types of paper but no thicker than 2-ply bristol
Small bottle of either white craft glue or wood glue (Elmer’s glue is not strong enough)
Therm-O-Web Peel n Stick Double-Sided Adhesive Sheets, 24132-3155 (any brand will work) $3.68
Chip brush or any type of wide watercolor type brush for coating gloss medium
Spray or pour spout plastic bottle for soap and water cleaning solution
Nail brush for cleaning out linoleum, this may be substituted with any type of cleaning brush
Dish soap (a few drops)
2 yards of Tarlatan, https://shop.takachpress.com/Tarlatan-p/tarlatan.htm
Old t-shirts for rags
Pair of Latex dishwashing gloves, or several pair of latex or nitrile gloves
Sketchbook
X-Acto knife/ #11 blades or Olfa Silver knife
Ultra-Fine Point Sharpie marker
Artist’s tape (Artist’s tape is made for working with paper, it holds well but releases better than masking tape, it is worth the extra cost)
Phone book (Yellow Pages)
Q-Tips (any brand works, I use Target brand). I also like Japanese brands in conjunction with American earbuds. The Japanese brands don’t have as much cotton on the top and make a slightly cleaner line. Here’s what I have been using: https://www.amazon.com/Sanyo-Japanese-Cotton-180-Buds/dp/B00BES4RC4/ref=sr_1_3?dchild=1&keywords=japanese+cotton+Q-Tips&qid=1611942415&sr=8-3
Optional but very helpful Items:
Self-healing cutting mat, any size. If you are purchasing one, get one that has a ½” grid. Dahle makes a good cutting mat, 58983-4866
Brushes for Monotype, these can be old brushes
Bone Folder, 12964-0001
Rubber shelf mat or a bench hook
150 or 220 Sandpaper
White tissue paper (if you use the A La Poupee technique)
Baby wipes
Wax Paper
Scott Shop Towels
Apron
Sources for Printmaking Supplies
RMCAD Spectrum: https://spectrum-the-rmcad-store.shoplightspeed.com/
Dick Blick: General fine art supplies, https://www.dickblick.com/
McClain’s, Relief supplies: http://www.imcclains.com
Meininger’s: 499 Broadway, Denver, 303.698.3838, general fine art materials, http://meininger.com/
Black Ink Mulberry paper: https://www.amazon.com/dp/B0090BGY8M/ref=dp_prsubs_1 Credits: 3 |
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Credits: 3 |
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AE 2000 - Art Education Sophomore Portfolio Review Credits: 0
Students who have completed 45-60 credit hours participate in a sophomore-level portfolio review to ensure they are ready to proceed in the Art Education department. A professional portfolio of work from introductory art education courses is presented by the student in an online format. This review addresses total field experience hours, review of aptitudes necessary for teaching in a K-12 environment, and required second fingerprint-based background check. The Art Education Sophomore Portfolio Review is taken in addition to the Foundations Sophomore Portfolio Review.
Prerequisites: Completion of 45+ credit hours
Notes: This course is Pass/Fail.
Course Learning Outcomes:
- Students exhibit their learning and development in the field of Art Education through the creation of an online portfolio. Portfolios reflect a growing knowledge of the content, central concepts and inquiry studied in their introductory Art Education courses.
- Students express professionalism and high standards for the field of Art Education through the presentation and review of their portfolio.
- Students are knowledgeable and reflective in their own artistic practice in order to instruct students in the process of art making.
AE 2000 Course Learning Outcome Rubric
Required Textbooks: Steal Like an Artist: 10 Things Nobody Told You About Being Creative, by Austin Kleon ISBN-10: 9780761169253
Credits: 0 |
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Credits: 3 |
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AE 2220 - Philosophy of Art + Education Credits: 3
Field experience hours: 10 hours in a public or private school setting. In this introductory art education course, students discuss and analyze philosophical questions to build knowledge of content, concepts, and inquiry in the field of art education. Through the study and evaluation of current developmental science and educational theories, students reflect on art and art education as it connects to students’ holistic learning process. Students will develop interdisciplinary unit lessons and reflect on their field experiences to begin constructing their own personal connection to art and learning. Upon successful completion of this course, students will have developed an individualized philosophy of art and education.
Prerequisites: AE 2215 - Introduction to Art Education ; must be an Art Education major
Notes: Yardsticks: Child and Adolescent Development Ages 4-14 also used in AE 3241 Critical Issues in Art Education
Course Learning Outcomes:
- Students build knowledge of content, concepts and inquiry through the examination of current issues and approaches in the field of K-12 Art Education.
- Students study and evaluate current K-12 developmental science and educational theories about the ways in which learning takes place - including levels of intellectual, physical, social, and emotional development of their students.
- Students engage with the field of K-12 Art Education through teaching observations and involvement in professional organizations. Students develop a personal teaching K- 12 Art Education philosophy.
- Students examine the dual role of Artist + Educator and how they connect to their own practice.
AE 2220 Course Learning Outcome Rubric
Required Textbooks: Experience and Education by John Dewey, ISBN-10:0684838281
Yardsticks: Child and Adolescent Development Ages 4-14 by Chip Wood ISBN-10 1892989891
Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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AE 3000 - Art Education Junior Portfolio Review Credits: 0
Students who have completed 75 - 80 credit hours participate in a portfolio review to ensure they are progressing adequately in the Art Education department. A professional portfolio of work from Sophomore and Junior Art Education courses is presented by the student in an online format. This review addresses total field experience hours, review of aptitudes necessary for teaching in a K-12 environment, required third fingerprint-based background check, and Student Teaching Placement options. This Junior Portfolio Review may be taken in addition to Emphasis Junior Portfolio Reviews.
Prerequisites: Completion of 75+ credit hours, or chair approval. Must be taken prior to AE 3263 - Methods of Art Education, K-12 Part I .
Notes: This course is Pass/Fail.
Course Learning Outcomes:
- Students exhibit their learning and development in the field of Art Education through the creation of an online portfolio. Portfolios reflect a growing knowledge of the content, central concepts and inquiry studied in their introductory Art Education courses.
- Students demonstrate professionalism and high standards for the field of art education through the presentation and review of their portfolio.
- Students are knowledgeable and reflective in their own artistic practice in order to instruct students in the process of art making.
AE 3000 Course Learning Outcome Rubric
Required Textbooks: Show Your Work! by Austin Kleon ISBN-10: 076117897X
Credits: 0 |
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AE 3221 - Equity in Learning Credits: 3
Field experience hours: 20 clock hours in a public or private school setting. In this critical issues course, students examine diversity and equity in current K-12 Education. Through readings, reflections, and conversations, students examine the roles that race and biases play in our art rooms and schools. Students will strengthen their instructional practice with strategies and approaches connected to major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity. Upon successful completion of this course, students will have developed a contemporary art unit plan focused on ELL (English Language Learners) instructional strategies.
Prerequisites: AE 2220 - Philosophy of Art + Education ; AE 2230 - Psychology of Creativity ; AE 2240 - Instructional Technology ; must be an Art Education major
Notes: (Formerly AE3220 Teaching in a Multicultural Environment)
Course Learning Outcomes:
- Students will examine diversity and equity through readings, reflections, and conversations on the roles that race and biases play in our art rooms and schools.
- Students apply new understandings to their instructional practice by adapting their teaching for the benefit of all students, including those with diverse needs and interests, ability levels and differences.
- Students develop a contemporary art unit of study about the history of art and cultures, with an emphasis on: (a) the contributions of the arts to the development of civilization and culture. (b) the relationship of the arts to the culture/society in which they originated. (c) the influence of the arts on subsequent and current culture(s). (d) how the arts are an academic discipline that can relate, connect and transfer to a multitude of life experiences, subjects and disciplines such as math, science; reading, writing and communicating; and social studies.
- Students utilize motivation and encouragement in students through instructional strategies used in the classroom.
- Students are knowledgeable in, understand, and able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for Culturally and/or Linguistically Diverse (CLD) student populations.
- Students apply understanding of culture, diversity and equity through classroom reflections and developed units.
AE 3221 Course Learning Outcome Rubric
Required Textbooks: For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy) by Christopher Emdin ISBN: 13: 978-0807028025
Credits: 3 |
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Credits: 3 |
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AE 3263 - Methods of Art Education, K-12 Part I Credits: 3
Field experience hours: 66 clock hours in a public or private school setting. This course provides students the opportunity to synthesize their learning before going into the field as a student teacher. This methods class puts theory and planning into practice. Students will participate in a fieldwork practicum in this course and author and instruct standards-based units that effectively combine their practice as artists, their knowledge as educators, and their Liberal Arts courses. Students will apply the elements of curriculum design, lesson/unit plans, accommodations, modifications, and assessment strategies as part of their own action research in the field. Students model and demonstrate the skills intrinsic to the lesson, participate in the process, and create the art product resulting from the lesson objectives. Students will understand what it means to be part of a professional learning environment, based on common inquiry, personal reflections, and peer feedback. Research and investigations of student diversity, multicultural objectives, learning styles, and exceptionality are incorporated into practical applications. Upon successful completion of this course, students will develop a professional portfolio that demonstrates findings of their research as it relates to their teaching philosophy, methods, and strategies for developing art programs for the K-12 student, instructional objectives, lesson, and unit plans using a variety of media, and personal reflection based on classroom practice.
Prerequisites: AE 3221 - Equity in Learning ; AE 3241 - Critical Issues in Art Education ; AE 3000 - Art Education Junior Portfolio Review ; must be an Art Education major.
Notes: This course is taken the term directly prior to Student Teaching.
(Formerly AE 3261 Methods of Art Education, K-12 Part I; 2 credits each)
Course Learning Outcomes:
- Students evaluate the interconnection of instruction and lessons that align with the Colorado Academic Standards. Students examine districts expectations for organized plan of instruction. Students reflect on the inclusion of Literacy and Math in an art classroom.
- Students compare formal and informal methods to assess K- 12 student learning and how to use that assessment to provide developmentally appropriate feedback. Students use assessment to inform planning and instruction.
- Students demonstrate professionalism in their Field Experience. Students reflect on ethical conduct in a K-12 school environment. Students integrate reflection as a leadership tool.
- Students create art lessons that guide K-12 students to: (a) find historical meaning in works of art, (b) recognizing personal connections in works of art, and (c) engage in critical thinking in works of art. Students create art lessons that include but are not limited to language used to examine the processes in works of art and problem solving techniques.
- Students create art lessons that address the preparation, research, safety, interrelationships, processes and materials applicable to areas of specialization in Visual Arts. Students create lessons that are developmentally age/grade appropriate.
- Students create art lessons that include contemporary/historical art history, relationships between art and culture, and demonstrate hard and soft skills across curriculums.
- Students create lessons that demonstrate knowledge of Culturally and/or Linguistically Diverse (CLD) standards.
- Students assess Culturally and/or Linguistically Diverse (CLD) standards used in K-12 classrooms through a case study.
AE 3263 Course Learning Outcome Rubric
Credits: 3 |
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AE 3264 - Methods of Art Education, K-12 Part II Credits: 3
Field experience hours: 66 clock hours in a public or private school setting. This course provides students the opportunity to synthesize their learning before going into the field as a student teacher. This methods class puts theory and planning into practice. Students will participate in a fieldwork practicum in this course and author and instruct standards-based units that effectively combine their practice as artists, their knowledge as educators, and their Liberal Arts courses. Students will apply the elements of curriculum design, lesson/unit plans, accommodations, modifications, and assessment strategies as part of their own action research in the field. Students model and demonstrate the skills intrinsic to the lesson, participate in the process, and create the art product resulting from the lesson objectives. Students will understand what it means to be part of a professional learning environment, based on common inquiry, personal reflections, and peer feedback. Research and investigations of student diversity, multicultural objectives, learning styles, and exceptionality are incorporated into practical applications. Upon successful completion of this course, students will develop a professional portfolio that demonstrates findings of their research as it relates to their teaching philosophy, methods, and strategies for developing art programs for the K-12 student, instructional objectives, lesson, and unit plans using a variety of media, and personal reflection based on classroom practice.
Prerequisites: AE 3221 - Equity in Learning ; AE 3241 - Critical Issues in Art Education ; AE 3000 - Art Education Junior Portfolio Review ; must be an Art Education major.
Notes: This course is taken the term directly prior to Student Teaching.
(Formerly AE 3262 Methods of Art Education, K-12 Part II; 2 credits each)
-This course uses the same textbooks from AE 3263.
Course Learning Outcomes:
- Students evaluate the interconnection of instruction and lessons that align with the Colorado Academic Standards. Students examine districts expectations for organized plan of instruction. Students reflect on the inclusion of Literacy and Math in an art classroom.
- Students compare formal and informal methods to assess K-12 student learning and how to use that assessment to provide developmentally appropriate feedback. Students use assessment to inform planning and instruction.
- Students demonstrate professionalism in their Field Experience. Students reflect on ethical conduct in a K-12 school environment. Students integrate reflection as a leadership tool.
- Students create art lessons that guide K-12 students to: (a) find historical meaning in works of art, (b) recognizing personal connections in works of art, and (c) engage in critical thinking in works of art. Students create art lessons that include but are not limited to language used to examine the processes in works of art and problem solving techniques.
- Students create art lessons that address the preparation, research, safety, interrelationships, processes and materials applicable to areas of specialization in Visual Arts. Students create lessons that are developmentally age/grade appropriate.
- Students create art lessons that include contemporary/historical art history, relationships between art and culture, and demonstrate hard and soft skills across curriculums.
- Students create lessons that demonstrate knowledge of Culturally and/or Linguistically Diverse (CLD) standards.
- Students assess Culturally and/or Linguistically Diverse (CLD) standards used in K-12 classrooms through a case study.
AE 3264 Course Learning Outcome Rubric
Required Textbooks: Rethinking Curriculum in Art - ISBN: 9780871926920
Teaching Meaning in Artmaking - ISBN: 9780871925831
Credits: 3 |
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AE 3281 - Assessing Learning + Teaching Credits: 3
The course introduces a wide variety of approaches to assessment, both traditional and alternative. Study includes quantitative and qualitative methods for assessing student performance in art and design, as well as course and program effectiveness. Basic statistical principles are introduced and applied within the assessment process. Proficiencies are determined by measuring the student’s ability to organize data; plan teaching effectiveness; devise and demonstrate assessment; and evaluate instruments and methodologies. Upon successful completion of this course, students will have learned basic statistical methods for data collection and analysis for the purpose of assessing teaching and learning in K-12 schools. Students will also become familiar with how to assess their own teaching skills and to recognize the importance and methods of assessing student learning in the classroom.
Prerequisites: AE 3221 - Equity in Learning ; must be an Art Education major.
Notes: (Formerly AE3280 Statistics: Assessing Learning + Teaching)
Course Learning Outcomes:
- Students build a conceptual understanding of the Colorado Visual Arts Standards and are able to successfully incorporate them into their developed units, objectives and assessments.
- Students develop formal and informal methods to assess learning and provide feedback in order to improve their planning and instruction to support the development of critical-thinking and problem- solving skills.
- Students express high standards for professional conduct through the development and incorporation of educational research design in the field of art education.
- Students develop appropriate critique processes to utilize in their classrooms.
- Students construct formative and summative assessments in order to best inform their instructional practice.
- Students apply basic statistical analysis methods to describe trends in student assessment results.
AE3281 Course Learning Outcome Rubric
Required Textbooks: Assessment in Art Education (Art Education in Practice) by Donna Kay Beattie ISBN: 0871923637
Understanding by Design, Wiggins & McTighe (available as an ebook in our library databases)
Classroom Assessment & Grading That Work, Robert Marzano (available as an ebook in our library databases)
Credits: 3 |
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Credits: 3 |
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Credits: 6 |
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Credits: 6 |
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Credits: 1 |
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Credits: 1 |
Art History |
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Credits: 3 |
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AH 1110 - Art Historical Methods + History Credits: 3
In the first of the sequence of three required courses in the history of art, students will be introduced to the history and methodologies specific to the discipline. Students will explore, discuss and knowledgeably write about a variety of different methodological approaches to the interpretation of art and visual culture through critical examination of scholarly texts, both historical and contemporary. Upon successful completion of this course, students will recognize and apply various art historical methodologies through weekly readings, writing assignments, class discussions, and presentations.
Prerequisites: EN 1110 - Composition I
Course Learning Outcomes:
- Apply critical thinking skills through discussions and assignments that challenge assumptions, contextualize information, identify problems, conceptualize responses to topics within the history of the discipline of art history.
- Analyze the thesis, methodology, supporting evidence, and conclusions of various scholarly articles.
- Recognize and successfully apply different art historical methodologies.
- Compose clear and organized written assignments that include a thesis statement, supporting evidence, applied methodologies and conclusion.
- Writing demonstrates clarity, organization, and correct grammar, syntax, spelling, and applied Chicago Manual of Style.
AH 1110 Course Learning Outcome Rubric
Required Textbooks: Methods & Theories of Art History, Anne D’Avella, 2005, ISBN 978-1-85669-417-9
OR online pdf: http://www.khist.uzh.ch/chairs/bildende/lehre/DAlleva_Theory.pdf
Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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AH 2050 - History of Graphic Design Credits: 3
This seminar and research course addresses important historical and contemporary developments in visual communication. Beginning with the roots of pictorial and written languages, the content moves to key 19th and 20th century periods (including the emergence of the Bauhaus and typographic history), then culminates with the contemporary scene. Upon successful completion of this course, students will have engaged in reading, writing, and verbal critical thinking skills—both as individuals and in teams. Students will understand the embedded relationships between graphic design, culture, technology, and society.
Prerequisites:
AH 1110 - Art Historical Methods + History
Notes: Offered online only.
Course Learning Outcomes:
- Students demonstrate critical thinking skills, defined as the capacity to challenge assumptions, contextualize information, identify problems, conceptualize responses.
- Students demonstrate writing skills, which encompasses thesis statement, organization, conclusion, grammar, syntax, and spelling.
- Students practice formal analysis and the identification, definition, and application of the elements and principles of design as well as the various types of media found within Graphic Design.
- Students recognize formal art historical divisions of Graphic Design.
- Students recognize some of the tenets of art criticism, theory, and methodologies.
- Describe the progression of written languages.
- Analyze the work of designers and typographers.
- Identify and differentiate key design movements and the cultural influences and technological advancements on various aspects of design history.
- Analyze reading assignments through discussions and written responses.
- Students demonstrate competence in discipline-specific citation styles.
AH 2050 Course Learning Outcome Rubric
Required Textbooks: ON-CAMPUS: EBOOK: Megg’s History of Graphic Design, , 5th Edition - ISBN: 978-0470168738
ONLINE: Graphic Design History: A Critical Guide, 2nd Edition - ISBN: 978-0205219469
Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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AH 3070 - History of Architecture, Interiors, + Furnishings I Credits: 3
This survey course provides a history of the built environment based on architecture, interiors, and furnishings from antiquity through Historicism of the early 19th century. Students investigate and document period design within the context of the cultural, sociological, and technological issues of each era—including interior and exterior architectural elements, furniture, design motifs, and ornamentation. Upon successful completion of the course, students will have the ability to identify and evaluate the elements of architecture and interiors for each period studied and apply those skills to period renovation, restoration, or to reinterpret historical elements for current use.
Prerequisites: AH 1110 - Art Historical Methods + History
Notes: Offered online only. (Formerly AH 2070 History of Architecture + Interiors)
-The required textbook for this course is also used in AH3071.
Course Learning Outcomes:
- Apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context from the antiquity through Post-Modernism based on learning exercises, assignments and charrettes, instructor guidance and in accordance with the CIDA indicators aligned with this course.
- Demonstrate understanding of the social, political, and physical influences affecting historical changes in design of the built environment from antiquity through the 20th century.
- Identify and describe movements and periods in interior design and furniture from the antiquity through the 20th century.
- Identify and describe movements and traditions in architecture from antiquity through the 20th century.
- Identify and describe stylistic movements and periods of art from antiquity through the 20th century.
- Students demonstrate critical thinking skills, defined as the capacity to challenge assumptions, contextualize information, identify problems, conceptualize responses.
- Students demonstrate writing skills, which encompasses thesis statement, organization, conclusion, grammar, syntax, and spelling.
- Students demonstrate scholarly research skills.
- Students demonstrate critical engagement in theory through discussion and writing.
- Students practice formal analysis and the identification, definition, and application of the elements and principles of design as well as the various types of media found within Contemporary Art.
- Students demonstrate competence in discipline-specific citation styles.
AH 3070 Course Learning Outcome Rubric
Required Textbooks: Architecture + Interior Design: An Integrated History to Present - ISBN: 9780135093573
Credits: 3 |
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AH 3071 - History of Architecture, Interiors, + Furnishings II Credits: 3
This survey course provides a history of the built environment based on architecture, interiors, and furnishings from the Reform movements of the 19th century through the contemporary era. Students investigate and document period design within the context of the cultural, sociological, and technological issues of each era including interior and exterior architectural elements, furniture, design motifs, and ornamentation. Upon successful completion of the course, students will have the ability to identify and evaluate the elements of architecture and interiors for each period studied and apply those skills to period renovation, restoration, or to reinterpret historical elements for current use.
Prerequisites: AH 3070 - History of Architecture, Interiors, + Furnishings I OR AH 1120 - Global Art History I: Prehistory to c.1300 and permission from Interior Design Chair.
Notes: Offered online only. (Formerly AH 2070 History of Architecture + Interiors)
-The required textbook for this course is also used in AH3070.
Course Learning Outcomes:
- Apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context from the19th century through the contemporary era based on learning exercises, assignments and charrettes, instructor guidance and in accordance with the CIDA indicators aligned with this course.
- Demonstrate understanding of the social, political, and physical influences affecting historical changes in design of the built environment from the Reform movements of the 19th century through the contemporary era.
- Identify and describe movements and periods in interior design and furniture from the Reform movements of the 19th century through the contemporary era.
- Identify and describe movements and traditions in architecture from the Reform movements of the 19th century through the contemporary era.
- Identify and describe stylistic movements and periods of art from the Reform movements of the 19th century through the contemporary era.
- Students demonstrate critical thinking skills, defined as the capacity to challenge assumptions, contextualize information, identify problems, conceptualize responses.
- Students demonstrate writing skills, which encompasses thesis statement, organization, conclusion, grammar, syntax, and spelling.
- Students demonstrate scholarly research skills.
- Students demonstrate critical engagement in theory through discussion and writing.
- Students practice formal analysis and the identification, definition, and application of the elements and principles of design as well as the various types of media found within Contemporary Art.
- Students demonstrate competence in discipline-specific citation styles.
AH 3071 Course Learning Outcome Rubric
Required Textbooks: Architecture + Interior Design: An Integrated History to Present - ISBN: 9780135093573
Credits: 3 |
Animation |
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AG 3131 - Business Ethics + Copyright Credits: 3
In this junior-level course, students learn about business practices in the animation and game industry, including business organization and operation as employer or employee, studio specialist, or freelance generalist. Current and historic developments in copyright law are studied, as well as issues of ethics. Upon successful completion of this course, students perform a self-evaluation of their skills through the lens of the reality of the business world and assess their expectations for a career in their chosen discipline. Students demonstrate the realities of the budgeting process, the procedures for legal use and protection of copyright, and an understanding of the ethical uses of this art form.
Prerequisites: Completion of 90+ credit hours.
Notes: (Formerly AN 4130)
Course Learning Outcomes:
- Complete the required IRS forms for freelance and contract work.
- Create a complete, concise resume consisting of objective, education, skills and achievements or awards.
- Create a cover letter demonstrating career goals and objectives, including a statement of business ethics, using clear and concise grammar and industry verbiage.
- Complete Personal Annual Budget based on a possible entry-level job after graduation.
AG3131 Course Learning Outcomes Rubric
Required Textbooks: Your Career in Animation: How to Survive + Thrive - ISBN: 9781581154450
Producing Animation, 2nd Edition - ISBN: 9780240815350
Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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AN 1110 - Introduction to Animated Storytelling Credits: 3
In this freshman-level studio class, students will receive an overview of how their animation and game art studies relate to current industry practices, emphasizing how story supports every phase of the creative process. Students will learn to analyze animated films and games, from shorts and cut scenes, to feature length movies to understand how narrative content is delivered in different contexts. Upon successful completion of this course, students will have completed assignments analyzing the visual and narrative form of a variety of films and games, as well as completed projects demonstrating their ability to recognize and apply the basic components of visual storytelling in their own work.
Prerequisites: FD 1020 - 2D Design: Elements + Principles .
Notes: May be waived for Dual Enrollment students with chair approval.
Course Learning Outcomes:
- Identify the principles of narrative structure.
- Distinguish the key differences between developing story for film and developing story for games.
- Recognize and apply visual storytelling elements.
- Memorize and use industry standard vocabulary for storytelling and filmmaking.
AN 1110 Course Learning Outcome Rubric
Required Textbooks: The Visual Story: Creating the Visual Structure of Film, TV + Digital Media - ISBN: 9780240807799
Ideas for the Animated Short: Finding + Building Stories, 2nd Edition - ISBN: 9780240818726 Required Course Materials:
**Materials may vary depending on the instructor, make sure to check with your professor before purchasing. Credits: 3 |
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Credits: 3 |
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AN 2270 - Digital Painting for Film + Games Credits: 3
This studio-based course will explore the foundations of digital painting and how it applies to every level of the production process. Students will learn the fundamentals of color, composition, blending modes, custom brush creation/utilization, and working resolutions. Upon successful completion of this course, students will have applied these skills to a variety of projects—from speed painting to matte painting and paint-overs.
Prerequisites: FD 1020 - 2D Design: Elements + Principles . All BFA AN/GA students are required to adhere to the prerequisite.
Course Learning Outcomes:
- Recognize the applications of Digital Painting in a studio production pipeline.
- Create and use custom brushes from a variety of photographic and hand-drawn images.
- Demonstrate techniques for rapid concept visualization.
- Apply traditional art techniques such as: composition, tone, color, shape, texture, value and contrast within digital environments.
AN2270 Course Learning Outcomes Rubric
Required Course Materials:
- Sketchbook
- pencils
- Photoshop
- Tablet
**Materials may vary depending on the instructor, make sure to check with your professor before purchasing. Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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AN 2335 - Worldbuilding Credits: 3
This sophomore-level pre-production course investigates the use of ancient myth and folklore in the creation of new myths for animated films and games. It challenges students to create their own worlds using narrative structures and visual designs relevant to modern audiences. The use of folklore in film, as well as the efficiency of archetype and symbol, will be introduced and applied as students work on the layered development of their own mythopoeic worlds. The final product will be a collection of narrative and visual materials that describe a world in which film goers and game players are drawn into a memorable, immersive experience.
Prerequisites: AN 1110 - Introduction to Animated Storytelling and FD 1235 - Observational Drawing
Course Learning Outcomes:
- Apply critical film and narrative theories to the building of mythopoeias and worlds for animation.
- Develop relevant narrative and visual storytelling components that reflect an understanding of how universal themes can be expressed with efficacy.
- Analyze ethical and social issues involved in developing stories for modern viewing audiences.
- Create a conceptual world that invites viewers into an immersive story experience.
Credits: 3 |
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Credits: 3 |
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Credits: 0 |
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AN 3601 - Animation Internship Part I Credits: 1.5
The AN Elective Internship program enables students to work with established art and design professionals specifically related to their academic and career interests. Under the direction of the Department Chair, Department Internship Coordinator, and the Office of Career + Alumni Services, students are carefully evaluated to facilitate the best possible student/sponsor connection, and a planned program of activities is then coordinated with the professional internship sponsor. Upon successful completion of the internship program, students will have real-world work experience, preparing them for a career in art and design.
Prerequisites: Approval of Department Chair or Department Internship Coordinator
Notes: This course is Pass/Fail.
Course Learning Outcomes:
- Develop a learning experience that provides application of coursework concepts in a real world context.
- Practice applying relevant skills in your chosen field.
- Discuss your internship experience with an instructor.
Credits: 1.5 |
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AN 3602 - Animation Internship Part II Credits: 1.5
The AN Elective Internship program enables students to work with established art and design professionals specifically related to their academic and career interests. Under the direction of the Department Chair, Department Internship Coordinator, and the Office of Career + Alumni Services, students are carefully evaluated to facilitate the best possible student/sponsor connection, and a planned program of activities is then coordinated with the professional internship sponsor. Upon successful completion of the internship program, students will have real-world work experience, preparing them for a career in art and design.
Prerequisites: Approval of Department Chair or Department Internship Coordinator
Notes: This course is Pass/Fail.
Course Learning Outcomes:
- Develop a learning experience that provides application of coursework concepts in a real world context.
- Practice applying relevant skills in your chosen field.
- Discuss your internship experience with an instructor.
Credits: 1.5 |
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Credits: 3 |
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AN 3770 - Animation Sound Design + Video Editing Credits: 3
In this junior-level studio course students are introduced to video editing and sound production. Students will shoot live action footage, record dialog and create custom foley to be used in the editing process. Students will use these skills to complete a variety of projects that emphasize visual storytelling.
Prerequisites: AN 2310 - Creative Visualization
Notes: (Formerly AN 2420 Animation Sound Design + Video Production)
Course Learning Outcomes:
- Apply industry standard methodologies for sound design in post-production processes.
- Implement industry-standard techniques for continuity editing.
- Demonstrate an understanding of visual flow in editing.
AN3770 Course Learning Outcomes Rubric
Required Textbooks: In The Blink of An Eye, Walter Murch ISBN 978-1879505629
Film Directing Shot By Shot, Steven Katz ISBN 978-1615932979
Credits: 3 |
Animation: 2D |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
Animation: 3D |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
Fine Arts |
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Credits: 3 |
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Credits: 3 |
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ART 1160 - Printmaking I Credits: 3
In this introductory-level course, students develop knowledge and skills of traditional and contemporary printmaking techniques in the relief, intaglio, and monotype processes. Through a series of projects, students will employ research, problem-solving, medium experimentation, technical skills, and criticism. Student conceptual development will expand through lectures, readings, and discussions, with a focus on how printmaking relates to contemporary concepts and individual art practice.
Prerequisites: FD 1020 - 2D Design: Elements + Principles
Course Learning Outcomes:
- Compose designs that examine and apply the elements and principles of design.
- Create visual designs that adapt to the relief, intaglio, monotype, and screen-printing printmaking processes.
- Apply color theory to create depth, dimension, and volume to a 2D space.
- Interpret contemporary art issues through research, ideation, problem-solving, and creativity.
ART 1160 Course Learning Outcome Rubric
Required Course Materials: 5 x 7” Linoleum Block
1 set Speedball Linocut blades
2 sheet Mulberry paper, 25” x 37”
Bleached BLK-TN-2750 or Unbleached BLK-TN-2751 3 sheets Rives BFK
2B pencil
Old t-shirts for rags
Pair of Latex dish washing gloves or a box of latex or nitrile gloves
Apron
Skectch Book
X-Acto knife/ #11 blades or Olfa Silver knife
Ultrafine point Sharpie marker
Masking or artist’s tape
Opaque mark making implements such as: Opaque acrylic markers such as Montana markers, black acrylic, black gouache, Stabilo-All pencils, Faber-Castell PITT pens, china markers, litho crayons Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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ART 2240 - Painting II Credits: 3
This sophomore-level course provides an overview of more advanced skills and concepts in painting. The course includes an exploration of varying subject matter as they study the relationship between figure and ground. As students begin to define their individual directions, creative integration of concept, drawing, painting, color, and composition become important concerns. Upon successful completion of this course, students are expected to demonstrate knowledge of research skills and its application to individual process and begin to apply this to their practice.
Prerequisites: ART 1140 - Painting I
Course Learning Outcomes:
- Students execute individual studio projects, a variety of painting techniques and the appropriate materials associated with each technique.
- Students present individual creative process strategies through critiques and discussions and strategize their process and product with historical and/or contemporary issues/ theories and in its relationship to culture/society.
- Student recognizes and demonstrates understanding of a diptych, Triptych and a series of paintings. Students arrange work according to the elements of art and principles of design.
ART 2240 Course Learning Outcome Rubric
Required Course Materials:
8” x 10” or larger sketchbook, Bristol board or canvas pad.
Pencil, HB
Color pencils, set of 12
xacto knife with blade replacments
Oil or Acrylic Paint, please email instructor
Round #1 and #2 , round #7 flat #6 recommended brand Da Vinci Russian Red Sable Brush
Gesso
cheap large flat wide brushes
Palette (approx. 14” x 18 “) can use plexiglass
Quarter inch tape
Clip on lamp
Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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ART 3001 - Junior Portfolio Review Credits: 0
All students are required to participate in their departmental Junior Portfolio Review, which occurs at the completion of the junior year. This review enables the department to redirect students toward certain remedial tasks and help them to focus on their professional objectives. Upon successful completion of this review, students and faculty have identified and discussed strengths and weaknesses in the student portfolio so that the students may address both in their upcoming major coursework.
Prerequisites: Completion of 60 + credits
Corequisites: ART 4600 - Professional Practice
Notes: (Formerly ART 3000 Fine Arts Junior Portfolio Review)
This course is Pass/Fail.
Course Learning Outcomes:
- Assemble a portfolio of in-process or completed artwork that best demonstrates the student’s achievement in chosen major.
- Explain their design process and creative approaches to problem solving.
- Discuss path for future growth and development as a professional artist.
ART 3001 Course Learning Outcome Rubric
Credits: 0 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 1.5 |
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Credits: 1.5 |
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ART 4600 - Professional Practice Credits: 3
This senior-level course aligns with Fine Art industry standards and professional experience to prepare students with essential knowledge and practical strategies necessary to effectively seek out venues for their own art. This includes gallery representation, co-operative and alternate spaces, commissions, government grants, competitions, residencies and graduate schools. The class visits area artists’ studios, galleries, art centers, and museums. Students are exposed to working professionals such as artists, art administrators, gallery directors, and museum curators. Students will also learn how to properly display, store, and ship art using sound archive methods. Upon successful completion of the course, students will have created professional-grade portfolio materials and an online presence, which includes an artist statement, resume, and documentation of artwork. Students use their portfolios to submit applications to exhibitions, residency programs, grants, and graduate schools.
Prerequisites: Completion of 60+ credits
Corequisites: ART 3001 - Junior Portfolio Review
Course Learning Outcomes:
- Create professional portfolio materials reflecting fine art career goals.
- Examine a variety of art institutions and professional opportunities.
ART 4600 Course Learning Outcome Rubric
Required Textbooks: ART/WORK: Everything You Need to Know (+ Do) As You Pursue Your Art Career - ISBN: 9781416572336 Required Course Materials: Studio project materials based on individual needs. Please plan for $150 in supplies. Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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Credits: 3 |
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ART 4803 - Senior Studio I Credits: 3
This senior-level course focuses on preparing conceptual ideas for final departmental experiences such as the senior graduation exhibition. The course focuses on the critical interpretation of art. Emphasis is placed on incorporating design elements, material handling, technique, concept development and expression, and in the work’s meaning. In-depth individual and group critique analysis is expected. Upon successful completion of this course, students complete a formal presentation of the conceptual idea for their senior graduation exhibition.
Prerequisites: Must be a senior in their second to last term
Course Learning Outcomes:
- Explore personal aesthetic and conceptual ideas/ interpretations through the completion of professional artworks
- Demonstrate mastery of skills in a chosen media while utilizing the principles of design and composition
- Create a formal proposal detailing concepts and plans for the senior exhibition.
- Produce a professional portfolio with high quality documentation.
ART 4803 Course Learning Outcome Rubric
Required Course Materials: Studio project materials based on individual needs. Please plan for $150 in supplies. Credits: 3 |
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ART 4804 - Senior Studio II Credits: 3
This senior-level course provides focused studio time and faculty guidance for the production of students’ artwork for the senior graduation exhibition. Students must enter the class with a clear plan for their exhibition artwork as developed in Senior Studio I. This class will culminate with a professional artist talk, a senior portfolio review, and a formal graduation exhibition critique.
Prerequisites: ART 4803 - Senior Studio I . Must be a senior in their last term
Course Learning Outcomes:
- Develop artworks through self-directed research and reflective analysis (art works and research). Discuss current body of work through critique and presentation.
- Demonstrate mastery of skills in a chosen media.
- Assemble a portfolio of in-process and completed artwork that best demonstrates the student’s achievement in Fine Arts.
ART4804 Course Learning Outcome Rubric
Required Course Materials: Studio project materials based on individual needs. Please plan for $150 in supplies. Credits: 3 |
Communication + Critical Thought |
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Credits: 3 |
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CCT 2100 - Interpersonal Communication Credits: 3
In this sophomore-level course, students explore human interaction and processes by which emotions, information, and meaning are exchanged through both verbal and nonverbal communication through various interpersonal relationships, problems, and situations. Lectures, presentations, readings, discussions, exercises, and written essays analyze the theoretical issues of self-concept and perception as they are affected by verbal and nonverbal communication. Upon successful completion of this course, students will demonstrate an understanding of the basic theory, ethics, principles, practices, and skills of interpersonal communication. Furthermore, they will comprehend the role human communication plays in the development and maintenance of social structures.
Prerequisites: EN 1110 - Composition I
Course Learning Outcomes:
- Understand the basic theories, ethics, principles, practices, and skills of interpersonal communication.
- Understand the role human communication plays in the development and maintenance of social structures.
CCT 2100 Course Learning Outcome Rubric
Required Textbooks: Interpersonal Communication and You, ISBN: 9781457662539
Credits: 3 |
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CCT 2200 - Sound Studies Credits: 3
In this sophomore-level critical studies course, students explore ideas central to the emerging field of Sound Studies— a range of histories, archaeologies, and ethnographies of sound making and listening that intersects with topics in media studies, science and technology, political economy, composition, deaf studies, and musicology. As sound (re)production technologies continue to change, the cultural dimensions of sonic experience change too and reflexively impact our aural sensitivities, media communications, and development of those very same technologies. How do we listen differently to the phonautograph, the piano, the vinyl record, the mp3, the EDM concert, an immersive IMAX or VR experience? How have these differences shaped our experience of nature or the imagined soundscapes of distant planets? By drawing connections between historical, biological, technological, ethnographic, and phenomenological methods of inquiry, students learn to reevaluate and interpret how political, commercial, and social forces shape, and are shaped by, what we listen to and how. Ultimately, the course asks foundational questions about the reproduction, circulation, and experience of sound and equips students to think critically about how sound, technology, culture, and environment interact.
Prerequisites: HU 1110 - Humanities I: World Thought I
Course Learning Outcomes:
- Explain using historical evidence how our experience of sound changes in relation to technological reproduction, cultural context, and physical environment.
- Produce written arguments about how audio and media technologies affect how we listen and communicate using sound.
Credits: 3 |
Creative Writing |
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Credits: 3 |
Education Media Design + Technology |
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Credits: 3 |
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Credits: 3 |
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EMDT 5030 - Presentation Design + Delivery Credits: 3
In this course students examine education methodologies and media design techniques used in lecturing, training, and classroom facilitation, both in face-to-face and virtual settings. Students explore best practices for presentation design and evaluate their unique delivery style and the impact it has on their audience. Students engage in project-based learning activities to produce content and assets for their educational portfolio, which serves as an applied demonstration of their knowledge and skill in delivery and audience presentation methodologies. Upon successful completion of this course, students will have applied their knowledge of presentation design and delivery for a deeper understanding of audience engagement.
Course Learning Outcomes:
- Create impactful content in a variety of presentation formats.
- Analyze and evaluate content delivery style.
- Apply audience engagement tactics.
- Evaluate audience follow-up and assessment measures.
EMDT 5030 Course Learning Outcome Rubric
Required Textbooks:
- Reynolds, G. (2019). Presentation Zen: Simple ideas for presentation design and delivery (3rd ed.). Berkeley, CA: New Riders. ISBN-13: 978-0135800911
- Durate, N. (2010). Resonate - Present visual stories that transform audiences. Hoboken, NJ: John Wiley & Sons. (also used in 5110) ISBN-13: 978-0470632017
Note: A free multimedia copy of Resonate can be found at https://www.duarte.com/presentation-skills-resources/free-multimedia-version-of-resonate/ but you must register on the Duarte site to access. This free copy will work for the course.
Credits: 3 |
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Credits: 3 |
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EMDT 5050 - Instructional Media Design Credits: 3
In this course students examine digital media and how it can be leveraged in educational applications. Along with understanding the mechanisms of digital content, students explore various software and technologies used to create instructional media and how to support their designs with established academic theories. Students engage in project-based learning activities to produce content and assets for their educational portfolio, which serves as an applied demonstration of their knowledge and skill in understanding media design as it relates to instruction. Upon successful completion of this course, students will produce content that showcase sound instructional design practices to enhance overall instruction
Prerequisites: EMDT 5020 - Multiple Learning Theories and EMDT 5040 - Education Design + Evaluation
Course Learning Outcomes:
- Understand the cognitive process involved in sensory encoding.
- Identify media formats that support learning objectives.
- Design effective visuals to enhance instruction.
- Combine media elements to maximize message.
EMDT 5050 Course Learning Outcome Rubric
Required Textbooks: Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Hoboken, NJ: John Wiley & Sons. ISBN-13: 978-1119158660
Credits: 3 |
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EMDT 5060 - UX for Educators Credits: 3
In this course students will explore basic user experience (UX) design principles and how to apply them in the creation of digital instructional materials. This course poses the question - What if teachers began to look at their learners as users or consumers of educational content? Course topics include when and how to use static content versus interactive media and the importance of understanding how a user navigates, searches, and consumes digital content. Students engage in project-based learning activities to produce content and assets for their educational portfolio, which serves as an applied demonstration of their knowledge and skill of user experience and instructional media. Upon successful completion of this course, students will have an expanded awareness of the UX design principles and how they apply to their current practice. Students will utilize UX best practices to enhance instructional materials.
Prerequisites: None
Course Learning Outcomes:
- Analyze target audience of learners.
- Understand user (student) behavior in online environments.
- Identify usability considerations with digital content.
- Employ fundamental UX principles in the design of instructional media.
EMDT 5060 Course Learning Outcome Rubric
Required Textbooks: No required textbook.
However, there is a choice reading assignment on a UX book. All other readings are provided in the Learning Management System.
Options (pick one):
UX Basics: These books explain the basics of UX thinking
- The Design of Everyday Things by Don Norman, ISBN-13: 978-0465050659
- UX for Beginners: A Crash Course in 100 Short Lessons by Joel Marsh, ISBN-13: 978-1491912683
Web Design: Creating websites that are easy to navigate for learners
- Don’t Make Me Think: A Common Sense Approach to Web Accessibility by Steve Krug, ISBN-13: 978-0321965516
Universal Design for Learning (UDL) & Accessibility: Creating instructional products that meet the needs of a variety of learners through thoughtful design that applies UDL principles
- Design and Deliver: Planning and Teaching Using Universal Design for Learning by Loui Lord Nelson, ISBN-13: 978-1598573503
- UDL Now!: A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms by Katie Novak, ISBN-13: 978-1930583665
- Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas Tobin and Kirsten Behling, ISBN-13: 978-1946684608
Design Thinking: Learning how to think like a designer and use the design process to solve problems
- Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown, ISBN-13: 978-0062856623
- Design Thinking: Understanding How Designers Think and Work by Nigel Cross, ISBN-13: 978-1350092662
User Testing: Applying a formal process to having users test your products and learning from their experiences.
- Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems by Steve Krug, ISBN-13: 978-0321657299
Credits: 3 |
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EMDT 5100 - Portfolio Project Planning Credits: 2
In this course, students identify an issue in their personal practice or workplace to examine and solve through Action Research. Students reflect on their professional environment and identify an area to make a positive impact. Students explore their chosen topic, conduct a literature review, formulate research questions and strategize a plan to focus their efforts on actionable change. Students execute their plan over several months and present it in the final course of the program. Upon successful completion of this course, students will create a literature review, research questions and plan for the Action Research project and portfolio capstone project.
Prerequisites: EMDT 5040 - Education Design + Evaluation
Notes: Required textbook from this course also used in EMDT 5200.
Course Learning Outcomes:
- Conduct topic-driven research.
- Compile a literature review to inform their project.
- Formulate research questions.
- Create a multimedia research proposal.
EMDT 5100 Course Learning Outcome Rubric
Required Textbooks: Putman, S. M., & Rock, T. (2017). Action research: Using strategic inquiry to improve teaching and learning. Thousand Oaks, CA: Sage Publications. ISBN-13: 978-1506307985*
*Also used in EMDT 5200
Credits: 2 |
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EMDT 5110 - Digital Storytelling Credits: 3
This course explores the elements of digital storytelling and the concept of visual literacy. Students are introduced to a variety of content creation techniques that enhance the meaning and message of instructional materials. In addition to basic production considerations, students focus on crafting a compelling narrative, with a strong, consistent visual aesthetic and auditory experience. Students will also focus on best practices for engaging learners in digital storytelling to demonstrate their understanding of content. Students engage in project-based learning activities to produce content and assets for their educational portfolio, which serves as an applied demonstration of their knowledge and skill in visual storytelling and the storytelling process. Upon successful completion of this course, students will demonstrate expertise in creating digital stories and using digital storytelling with learners.
Prerequisites: None
Course Learning Outcomes:
- Identify key elements in a film or visual story.
- Utilize pre-production writing tools and planning resources.
- Employ proper production and editing techniques.
- Create a compelling digital story with rich visuals and sound.
- Apply strategies for creating digital stories with learners.
EMDT 5110 Course Learning Outcome Rubric
Required Textbooks: Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Thousand Oaks, CA: Corwin. ISBN-13: 978-1452268255
Required Course Materials: Note: This course requires producing a digital story. A digital camera with video capabilities (or a smartphone) and a headset microphone will be helpful. You will also need access to video editing software such as iMovie, MovieMaker, or Adobe Premier (included with your RMCAD Creative Cloud access). Credits: 3 |
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EMDT 5120 - Game Strategies + Motivation Credits: 3
In this course students are introduced to game-theory techniques and strategies that motivate learners. Students examine a variety of gaming models and methods, along with the academic theories and psychological methods that support the game design process. Students design their own games to increase learner engagement and explore how such games can be evaluated for assessment goals. Students also explore best practices in having learners create their own games as part of the learning process. Students engage in project-based learning activities to produce content and assets for their educational portfolio, which serves as an applied demonstration of their knowledge and skill in using games in learning and evaluation within various learning environments. Upon successful completion of this course, students will have a deeper understanding of game theory, creating educational games, and developing games with learners.
Prerequisites: EMDT 5020 - Multiple Learning Theories and EMDT 5040 - Education Design + Evaluation
Course Learning Outcomes:
- Examine the relationship between education, gaming, and entertainment.
- Create a game to be utilized in their educational environment.
- Evaluate the proper application of their game for assessment in a learning environment.
- Apply strategies for having learners create games
EMDT 5120 Course Learning Outcome Rubric
Required Textbooks: Boller, S., & Kapp, K. (2017). Play to learn: Everything you need to know about designing effective learning games. Alexandria, VA: Association for Talent Development. ISBN-13: 978-1562865771
Required Course Materials: Access to one of these strategy board games: Settlers of Catan, Ticket to Ride, New York 1901, Forbidden Island, Pandemic, or another board game that is strategy-focused. Credits: 3 |
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Credits: 3 |
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