Foundations

School of Art Foundations: The first-year experience for Studio Art, Art Education, and Graphic Design majors

 

Overview

During their Foundations year, students build strong connections with their peers, develop effective work habits, and learn to ask complex questions—in addition to being exposed to the full range of formal art and design principles.

Art Studio Foundations exposes students to a multitude of new experiences and techniques intended to set them down the path towards success as a major in visual art, art education, visual design, or art history. More than simply a set of core competencies, the Foundations program has been designed to bring each incoming art student into the social fabric of the school. 

The Foundations program borrows from intensive, art school Foundations formats, while leaving room for students to pursue general core requirements. Students attend class four days a week (Monday through Thursday), and on Thursday evenings attend lectures sponsored by the School of Art Visiting Lecturer series, as well as other activities.

The Foundations program values the diversity of experiences and backgrounds of its student body, faculty, and administrative personnel, and strives to represent this diversity in its programming, and to create learning environments that prioritize empathy, equity, and inclusion.

 

Curriculum and Course Structure

Each semester of Foundations is nine credit hours, divided into three curricular units. ARTS 1919C presents the units Creative Thinking & Visual Practice, Observation & Visualization, and Form & Space, while ARTS 1929C presents the units Image & Design, Time & Motion, and Color & Context. Foundations students also enroll in ARTS 1919/1929C-D001, which reflects their Thursday evening commitment. The School of Art Visiting Lecturer series brings artists, designers, and historians of national and international renown to campus to speak about their work. These lectures often provide content for assignments.

Below is a list of the objectives and core skills and concepts addressed in the Foundations program. Each section is given its own list, and each section represents 20% of the final grade assigned to each course.

First eight weeks: ARTS 1919 - Art Studio Foundations I
  1. Creative Thinking & Visual Practice
  2. Observation & Visualization
  3. Form & Space
Second eight weeks: ARTS 1929 - Art Studio Foundations II
  1. Color & Context
  2. Image & Design
  3. Time & Motion

Below is a list of the objectives and core skills and concepts addressed in the Foundations program. Each section is given its own list, and each section represents 20% of the final grade assigned to each course.

 

ARTS 1919 - Art Studio Foundations I

1. Creative Thinking & Visual Practice

Focuses on the development of strategies for idea generation, project planning, and communication of ideas, as well as introducing students to the tools of critical assessment in contemporary art.

All Foundations students attend events on Thursdays between 5:30-7:00pm. Many of these events are lectures sponsored by the School of Art Visiting Lecturer series. Assignments in Creative Thinking frequently respond to the content of the lecture series.

In this section, students will be introduced to:

  • Strategies for the production and selection of creative ideas
  • Methods for conducting art related research and critically assessing research discoveries
  • Multiple methods of documenting and communicating ideas
  • Strategies for working beyond one’s place of comfort or beyond pre-formed habits/biases
  • The world(s) of contemporary art and common art dialogues
  • Strategies for the critical analysis of difficult and/or unconventional artworks
  • Basic methods for composing written analyses of artworks
  • Techniques for fostering heightened intellectual and sensory investigations
  • Tools for flourishing in an experimental and improvisational classroom environment
  • Exposure to contemporary artists, designers, art historians, educators, with some introduction to their working methods
  • Exposure to art of current and previous generations
  • Introduction to Registered Student Organizations (RSOs)
  • Awareness of regional opportunities and art exhibition sites (museums, galleries, etc)
  • Introduction to the media areas in the Department of Art, and to available degree plans
  • Instruction in practical procedures of studio art & design practice
  • Building student community/camaraderie, among the Foundations class and between Foundations students and other student

At the end of this unit, students should be:

  • Able to generate ideas with ease and rapidity in response to varied prompts and conditions
  • Comfortable working through ideas with a pencil continuously in-hand
  • Able to approach the analysis of artworks with nuance, complexity, and open-mindedness
  • Able to think critically about the development of their work and the work of their peers
  • Comfortable expressing thoughts, in written, verbal, and illustrative/diagrammatic forms
  • Aware of major trends in contemporary art and art discourse
  • Able to demonstrate resourcefulness in the development of creative ideas
  • In possession of good, universally applicable creative habits
  • Skeptical of conventions in media and "traditional" standards of art appreciation

 

2. Observation & Visualization

Problems dealing with materials and techniques of drawing, including basic concepts of line, perspective, and value; approaches to abstract drawing, with emphasis on the elements and principles of design

  • Learn fundamental skills of observational drawing (that is, drawing from life, rather than from photographs); the observation-focused course content will focus primarily on still life, but self-portrait and landscape may be introduced
  • Understand and apply basic perspective, sighting/measuring, value contrast, contour line, cross contour, line weight, positive/ negative shape, figure/ ground, space, gesture, composition; develop students’ understanding and successful application of two dimensional composition: Gestalt principles (grouping, closure, proximity, and continuity), elements of art (line, shape, value, texture) and principles of design (balance, variety, repetition, rhythm, proportion, emphasis, space, unity, economy)
  • Become familiar with drawing materials
  • Develop students’ aptitude for non-objective and partially mimetic forms of visual expression
  • Expand students’ understanding of the concept of drawing to a fuller capacity, including forays into 3-D, concept-driven, and time-based approaches
  • Introduce students to documentation of work
  • Introduce students to writing about their own work
  • Challenge the generally received notions of “finish,” and “drawing”
  • Foster meaningful connections between verbal/conceptual motives and visual expression
  • Learn to document work
  • Learn to write about work

Upon successful completion of this unity, students will be able to:

  • Use and apply basic drawing concepts in the construction and development of a drawing
  • Apply visual measurement to accurately draw the visible world using line and value
  • Select from the visual field to compose on the paper format
  • Recognize and manipulate negative/positive shapes and space
  • Perceive and utilize relative values for describing form, space and structure
  • Vary line quality to represent depth and space
  • Understand and utilize basic principles of Renaissance linear perspective
  • Compose effectively in a drawing
  • Participate in the evaluation of work using art vocabulary introduced throughout course
  • Rework drawings when necessary
  • Recognize and apply art elements and design principles
  • Recognize and apply a variety of motives for expression
  • Prepare and develop ideas in stages (iteration)
  • Evaluate work of peers using relevant terminology in critique and other interactions
  • Constructively and respectfully participate in course activities, including critiques
  • Effectively communicate verbally and in writing
  • Document and present work
  • Critique the work of peers in a constructive and useful manner using art vocabulary
 

 

3. Form & Space

Focuses on studio-based problems involving 1) elements and principles common to three-dimensional art and design, 2) practical and philosophical considerations in the construction of art and design objects, and 3) investigations of the body’s relationship to the built environment. 

In this section, students will be introduced to:

  • The elements and principles of three-dimensional design
  • Further practice of perspectival drawing techniques first introduced in Observation and Visualization
  • Methods for working between two-dimensional representations and actual space
  • Tools for analyzing objects through the lenses of art and design
  • Physical investigations of the body’s relationship within the built environment
  • Practical construction methods and tools for working with dimensional materials
  • Basic structural considerations when constructing in three dimensions
  • Common materials employed when designing in three dimensions
  • An introduction to contemporary and historical artists and designers who have demonstrated effective use of spatial concepts
  • Techniques, tools, and setup for proper documentation of three-dimensional objects
  • Exposure to contemporary and historical art, particularly nontraditional approaches/media
  • Experience with working in groups, collaboratively

Upon successful completion of this unit, students will be:

  • Able to articulate an understanding of 3-D design elements (Line, Plane, Volume, Mass, Space, Texture, Color, Light) and principles (Balance, Scale and Proportion, Proximity, Contrast, Repetition, Composition, Construction)
  • Comfortable navigating the interplay between two-dimensional representations and three-dimensional constructions
  • Fluent in the creative and aesthetic uses of space, volume, mass, etc.
  • Able to assess and analyze three-dimensional objects via art or design standards
  • Keenly aware of the body’s relationship to the built environment and ways of modifying it for specific ends
  • Able to articulate in verbal and written forms the intentions and interpretations of their work and the work of others
  • Skillful and safe in the manipulation of materials, tools, and related equipment
  • Able to confidently document three-dimensional work
  • Able to work in stages and revise as needed
  • Able to work collaboratively with others

 

 

ART STUDIO FOUNDATIONS II

1. Color & Context

Investigation of visual phenomena and their application in art making, complemented by challenges in critical thinking and analysis.

All Foundations students attend events on Thursdays between 5:30-7:00pm. Many of these events are lectures sponsored by the School of Art Visiting Lecturer series. Assignments in Color & Context frequently respond to the content of the lecture series.

  • Enhance students’ understanding of visual experience and ability to translate those experiences into visual expressions
  • Thoroughly introduce students to the properties of color and color interaction
  • Challenge students to both broaden and deepen the intellectual content of their verbal and visual expressions
  • Recognition and successful use of the properties of color (hue, value, saturation) and of color interaction (including simultaneous contrast, after image) for image making / composition, including retinal studies (observation-based, perceptual color)
  • Critical thinking, particularly the consideration of the relationship of context to meaning, in formal and conceptual applications
  • Clear articulation (written/verbal) of ideas
  • Exposure to contemporary artists, designers, art historians, educators, with some introduction to their working methods
  • Exposure to art of current and previous generations, including regional opportunities and art exhibition sites (museums, galleries, etc.)
  • Introduction to the media areas in the Department of Art, and to available degree plans
  • Instruction in practical procedures of studio art & design practice

 

2. Image & Design

Focuses on the exploration of image, offering students an introduction to many contexts of visual communication as well as an introduction to computer software that is frequently used for art and design, with emphasis on tools/techniques applicable to graphic design.

This section will:

  • Introduce students to 20th- and 21st-century approaches to art making
  • Introduce students to theoretical & structural underpinnings of visual art, including traditional design techniques and the elements and principles of art and design
  • Develop students’ skill in computer software and electronic hardware (cameras, scanners), particularly Adobe Creative Cloud 

At the successful conclusion of this unit, students will be able to:

  • Gestalt principles (grouping, closure, proximity, and continuity), elements of art (line, shape, value, texture) and principles of design (balance, variety, repetition, rhythm, proportion, emphasis, space, unity, economy)
  • Recognize image types (popular, art, advertisement, entertainment, documentary, etc.)
  • Skillfully employ elements and principles of art and design to successfully arrange compositions in a variety of formats (digital/analog)
  • Employ, appropriate, and/or blend image types for expressive/communicative effect
  • Demonstrate a working knowledge of relevant software
  • Recognize artists/designers who pioneered and developed modern/postmodern approaches to the image, and understand the role of image in pre-photographic eras of artmaking
  • Engage in critical thinking and analysis

 

3. Time & Motion

Focuses on intermediate-level studio problems in digital-format media for 2D, 3D, and 4D work, with applications to both fine art and visual design and with an emphasis on 4D. 

Students experience the process of conceptualizing, researching, executing, analyzing, and re-working a piece of art; work collaboratively to both observe and engage in the artmaking process; work on projects addressing the public, both in its visibility and in direct engagement

In this section, students will learn about:

  • Software usage (Adobe Creative Cloud)
  • The elements and principles of 4-D media, including time (tempo, duration, repetition, time types), space/environment (architecture, spatial relationships, topography), movement (shape, gesture/isolations, levels (high/middle/low & far/middle/near), balance, intensity, gravity)
  • Sound (musicality (pitch/timbre/harmonics/loudness/rhythm/speed), dialogue, isolated sounds (sound effects – attack/sustain/decay), soundtrack, associative music, incidental/atmospheric sound, contrapuntal sound)
  • Ordering structures (series/sequence, narrative, lyricism, point of view, context, sampling/appropriation, juxtaposition)
  • Skills necessary for independent creative action and critical analysis
  • Contemporary & historical art, particularly nontraditional approaches/media
  • Making art that directly engages the public
  • Working in groups, collaboratively

Upon successful completion of this unit, students will be able to:

  • Demonstrate understanding of 4-D elements and principles
  • Demonstrate familiarity with web-based presentation
  • Engage in intermediate-level critical thinking and analysis
  • Write about their own work and others’
  • Ability to work in stages and to re-work a piece as needed
  • Ability to work in collaboration with others
  • Intermediate-level critical thinking / analysis
  • Installation techniques (altering spaces for display, i.e. wall-mounts)
  • Knowledge of procedures for nontraditional exhibition
  • Knowledge and application of methods for publicizing exhibitions, performances, and other artistic activities
  • Experience in engaging the public for arts purposes
  • Clear, concise articulation of ideas in verbal/written expression
 
 

Coursework required of the Foundations student is wide-ranging and covers both the elements and principles of visual design, as well as introduces students to dialogues that are conceptually and theoretically driven. At the end of a Foundations student’s 18 hours, it is expected that they will be able to assemble works confidently and with clearly articulated objectives. Ensuring that successful results are being achieved from students throughout the process, faculty in the Foundations area use a number of mechanisms to observe student development over time. Our results are ensured by the following mechanisms:

Demonstration of Technical Proficiencies — Students enrolled in the Foundations program are introduced to a wide variety of techniques. At all stages, these technical proficiencies are incorporated into class assignments, which can be assessed by the faculty at the conclusion of each assignment. Students receive direct feedback on their technical development, an integral part in the tabulation of their course grades.

Formal Critiques — The students in the Foundations program are introduced to the critique process in their courses as they present work for peer and faculty review. The assignments produced for classes are evaluated for formal and conceptual proficiency, a large component of each section grade. Where individual deficiencies are found, the critiquing body immediately addresses them as needed. Assessments made by the faculty are calculated into course grades.

Writing on Art, Design, and Scholarship — As an integral component of the Foundations course, every student writes essays based on notes from Thursday evening programming, personal responses to what they have seen (i.e. exhibitions), and other assignments which further formalize their thinking in written form.

Class Discussions — Active participation in discussions is a required component of the grade for most Foundations courses. Class discussions often center on required readings or other required information digested outside of class. Discussions are often calculated into the “participation” component of each course grade (it is the prerogative of each instructor to make this determination).

Documentation of Work — Students are required in every level of Foundations to properly document their works. Each instructor spends time demonstrating proper documentation techniques commonly used for the media relevant to course content, and students must present their results for assessment. These images are often used within the school for applying for awards and exhibitions.

Foundations Faculty Meetings — At regular intervals during each semester, faculty meet to keep in touch about the progress of individual students, the success of individual assignments, and approaches that are being explored by faculty. These meetings happen monthly and allow all faculty members and TA’s to keep abreast of developments in the program.

Foundations Assignment Reviews — As students document their work and faculty members collect it, the results of assignments are easily shared with all members of the Foundations faculty. Typically, in the last meeting of the semester, faculty members are asked to present examples from the assignments they have been teaching to all faculty and TAs. This encourages input, accountability, and innovation in the program.

BFA Reviews — Students may apply for the BFA program shortly after completing Foundations, and work produced during Foundations is labeled as such in their BFA applications. In this way, faculty members from all areas of the school are exposed to the results of the Foundations curriculum. 

Student Surveys — In addition to the standard course evaluations students are asked to complete for each instructor, the Foundations program sometimes invites students to fill out an additional survey/response regarding their time in the Foundations program. This added step helps to improve the quality of student experience and teaching effectiveness.

Input from Represented Programs (Art Education, Studio Art, and Graphic Design) — Faculty members from all programs and areas of the school are encouraged to contribute to the ongoing development and refinement of objectives for Foundations.