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Catalog Description Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to quick and long forms of drawing; different types of line drawing including gesture and contour; rendering of volumetric form showing light and shadow; description of forms in space along with perspective drawing; and basic principles of compositional arrangement or placement of elements on the page. Instruction in the use of black and white drawing media including pencil, charcoal, and ink. References to various historical and cultural styles, including non-eurocentric examples and techniques. (C-ID ARTS 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Critique artworks using relevant studio terminology. CSLO #2: Create renderings of three-dimensional objects and spaces on a two dimensional surface utilizing a variety of lines and mark making including gesture and contour line drawing.\\n CSLO #3: Create accurate renderings of the volumetric form of objects from life, showing light and shadow by utilizing shading, hatching, and traditional spatial techniques\\n CSLO #4: Create and develop original drawings utilizing appropriate black and white media including pencil, charcoal, and ink. \\n Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Evaluate and critique class projects using relevant terminology in oral or written formats; 2. Examine and describe historical and contemporary developments, trends, materials, and approaches in drawing; Laboratory Objectives: 1. Observe and accurately render three-dimensional objects on a two-dimensional surface; 2. Create drawings that demonstrate the basic principles of spatial illusion through the application of linear, atmospheric, and other perspective systems; 3. Utilize a variety of lines and mark making in drawing; 4. Organize spaces and objects within a drawing according to basic principles of design and composition; 5. Accurately describe forms and space through gradations of value; 6. Utilize and apply a wide range of drawing materials and techniques; 7. Develop expressive content through manipulation of line, form, value, and composition; 8. Safely handle and use studio drawing materials and equipment. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be evaluated on a combination of their participation in classroom discussions and formal critiques including verbal and written examples. For example: students will hang up their finished artwork for a class critique, either individually or as a group. Students will be asked to comment at least once, either written or verbally, on an artwork other than their own, about one aspect of the drawing's success--either process, composition, style, historical relationship, emotional response, etc. After several comments or written responses about the artworks's success, the instructor will ask for any comments from students about areas for improvement for the drawing, either formal (i.e. process, composition, style) or if anything is unclear (i.e. distracting or confusing). The instructor can identify through the observation of these written and verbal comments any points of confusion, and readdress gaps in understanding related to form, composition, tonal and value range, and other elements of visual literacy. After several comments and written responses, the original creator of the discussed artwork will have an opportunity to ask questions or clarify their approach/intent with their artwork and answer/respond to any previous student questions or comments. Objective Examinations Example: Objective exams may test students on basics of lab safety and protocol. Such as, a fill in the blank quiz where students must identify hazardous versus non-hazardous media and waste, along with handling, storage, and disposal procedures of various art lab materials. Example: Empty aerosol spray fixative cans should be placed in the ______. Projects Example: Projects can be used as a method to assess the student's working knowledge of the physical properties of drawing along with the perception and development of composition through elements of design and organization of form. For example, the instructor will demonstrate in class a still life drawing while pointing out a variety of characteristics that can be attributed to compelling or desirable passages in the drawing such as composition, form, lighting, value, tonal shifts, texture, proportion, entire use of picture plane, etc.
 The students will then be asked to set up, and draw a still life with objects collected from the prop-room for the entire class to observe and render. This will ensure that students are not only responsible for rendering the objects in front of them, but also responsible and thoughtful in the selection, placement, and lighting of the composition Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Optical gray drawing using a Sharpie ink pen method of layering small marks or hatching to develop a full range of values and complexity. Concepts of using an optical gray value scale and preliminary sketches in pencil are discussed and demonstrated by instructor to help students build a better understanding of the approach and process. Completed projects are discussed as a group and critiqued on these processes and degree of overall success. Active and relevant participation by students will include verbal impact and written examples. Lecture: Visually oriented lecture and demonstration about safely handling, using, and disposing of materials, along with the safe use of equipment in the lab. For example, a safety video specific to our labs will be shown both in class and available on-line, along with an instructor-led lab walk-through and tutorial. A safety quiz that corresponds with the video will be administered in class or on-line. All students must take and pass the safety quiz before being allowed to proceed with laboratory activities. Distance Learning Visually oriented lecture and video demonstration of optical gray drawing using a Sharpie ink pen method of layering small marks or hatching to develop a full range of values and complexity. Video demonstration shows concepts of using an optical gray value scale and doing preliminary sketches in pencil. Students submit progress drawings to the instructor for feedback. Completed projects are posted to the discussion board and critiqued through written format on the processes and degree of overall success. Active and relevant participation includes students responding to each others’ comments in the discussion board. Typical Out of Class Assignments Reading Assignments 1. Read instructor assigned reviews of gallery/museum show from a periodical or website. In a one-two page typed paper, analyze and describe the reviewer's effectiveness in describing visual work with the written word. Differentiate the use of descriptive and vague interpretations in the review. 2. Read about a well documented artist and give an oral presentation about their work in class, describing style, technique, and historical context of their significant work. Writing, Problem Solving or Performance 1. Write a critique on a museum or gallery show you have visited during the semester. In a one page typed paper evaluate the aesthetic strength and weakness of the show, using relevant terminology. 2. Prepare and submit for evaluation a portfolio of artwork completed during the semester. Include a written critique of the work using appropriate terminology to describe its technical and aesthetic strengths, while also addressing areas in need of development. Other (Term projects, research papers, portfolios, etc.) 1. Develop a sketchbook, drawing every week, outside of class, that further investigates approaches and techniques learned in class. The completion of pages in the sketchbook will be followed by in-class check-ins through the semester including at the midpoint and end of the semester, examining the page quantity while discussing opportunities and strategies towards displayed development and areas of interest. Required Materials Drawing Projects Author: Malsen, Mick & Southern, Jack Publisher: Black Dog Publishing Publication Date: 2011 Text Edition: Classic Textbook?: OER Link: OER: Drawing on the Right Side of the Brain Author: Edwards, Betty Publisher: Jeremy P. Tarcher, Inc. Publication Date: 1989 Text Edition: Classic Textbook?: OER Link: OER: Drawing Structure and Vision Author: Drury, Fritz; Stryker, Joanne Publisher: Pearson Prentice Hall Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: Drawing to See Author: Goldstein, Nathan and Fishman, Harriet Publisher: Prentice-Hall Publication Date: 2005 Text Edition: Classic Textbook?: OER Link: OER: Drawing Essentials: A Complete Guide to Drawing from Observation Author: Rockman, Deborah Publisher: Oxford University Press Publication Date: 2020 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Pencils, charcoal, brush, pens, nibs, erasers, paper, portfolio or carrier.

Applied Art and Design is an academic discipline which focuses on the principles and practical applications of art, design, photography, computer graphics, imaging and animation. Study of the foundations of design, creative problem solving, portfolio development and internship experiences, all prepare students for transfer programs and career opportunities. Within the AA/AS degree or certificate options, students may concentrate in Graphic Design, Illustration, or Multimedia. Students who successfully complete the Applied Art and Design major can expect to find entry level employment in such areas as digital illustration, graphic design for print and internet, multimedia, animation, photographic retouching and pre-press operation.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Survey of the development of western culture from its beginning to 1715; exploration of the scope and definition of western culture and civilization interrelating political and social events with art, literature, and philosophy; covering the ancient Middle East, Greece, Rome, Late Antiquity, the Medieval era, and early Modern Europe. (C-ID HIST 170) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, differentiate, evaluate and analyze credible primary and secondary sources and describe how each are used to make historical claims. CSLO #2: Evaluate the role of European geography in major political, economic and social changes and its place in a global context. CSLO #3: Compose coherent, persuasive historical arguments. CSLO #4: Investigate major political, economic and social changes with emphasis on culture, race, class, gender, sexuality and ethnicity. CSLO #5: Use academic citation methods. CSLO #6: Compare historical events, ideas and social structures with contemporary global issues and their own society to analyze continuity, change, and relevance over time. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Demonstrate the ability to interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support. 2. Analyze the concept of the West. 3. Analyze changes in political, social, and economic organization in the western world and explain their historical significance. 4. Explain the historical significance of major discoveries, inventions, and scientific achievements. 5. Identify and locate the major cities, countries, empires, and geographical features of The West, and analyze the influence of geography and climate on Western culture, economy, and history. 6. Explain the historical significance of cultural developments such as art, music, architecture, literature, and religion. 7. Identify the most significant cultural, religious, and literary persons of Western history and culture, and analyze their individual contributions and their historical context. 8. Analyze the social, ideological, economic, and political causes and the economic, cultural, and social effects of all major wars and revolutions. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language AA/AS - Social Sciences AA/AS - Social and Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities CSUGE - D6 History CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Using information from assigned readings and class lectures/activities, write an in-class essay on a topic related to the course, which was listed on a study sheet for the exam. Sample topics include: Influence of the Byzantine Empire on Western Europe; Long-term effects of the Vikings on the culture and politics of Britain; Compare and contrast levels of 'freedoms' of specific types in specific ancient empires. Objective Examinations Example: Using information from the assigned readings and class lectures/activities, answer 20 multiple-choice and 10 fill-in-the-blank questions regarding the history and culture of ancient Mesopotamia and Egypt. Projects Example: Using guidelines provided by the instructor, locate appropriate research materials and create a visual and/or oral presentation on an approved topic related to the course. Reports Example: Read the assigned documents (including excerpts from primary sources such as "Letters" by Pliny the Younger, "Meditations" by Marcus Aurelius, and "The City of God" by St. Augustine; AND secondary sources such as "Pagan and Christian: The Appeal of Christianity" by E.R. Dodds, and "The Roman Empire: The Place of Augustus" by Chester G. Starr), and interpret the assigned visual sources (such as photographs of Roman tomb decorations and carved gemstones). Then discuss and analyze the aspects of Roman culture which were conducive to the growth of Christianity, as well as the ways in which Christianity was nevertheless contradictory to Roman civilization. Write your answer in essay or chart format. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents a lecture analyzing the influence of Charlemagne’s reign on the culture, religion, and society of the Early Middle Ages. Mid-lecture, students discuss and critically evaluate how changes to governmental structure and education caused specific changes to the Catholic Church and to French culture and social structure. Instructor prepares primary and secondary sources about the experiences of Spain, France, Italy, and England during and after the fall of the Roman Empire, and assigns students to small groups. Those groups then analyzes how the ethnicity and Roman-era experiences of each region cause differing levels of adherence to Roman traditions, politics, and social structures in each region, and present their findings to the class. Distance Learning Instructor creates a Discussion assignment in which students locate, critically analyze, and present information from websites about a European tribe, and then use each others' posts to create a comparison/contrast of the locations, culture and influence of the tribes. Typical Out of Class Assignments Reading Assignments 1. Complete assigned readings on Al-Andalus and Muslim influence on Europe, and be prepared to discuss the material in class and as part of written examinations. 2. Complete reading in assigned course reader and be prepared to summarize and analyze "The Iliad" both orally and in a carefully written paragraph. Writing, Problem Solving or Performance 1. Based upon reading and class discussions, write a 500-word essay contrasting the cultures of ancient Egypt and Classical Greece. 2. Make a text-based chart that contrasts the political developments in Spain, France, and Britain during the Late Antiquity Era. Other (Term projects, research papers, portfolios, etc.) 1. Using maps, online documents, and written sources, create a visual presentation (using Powerpoint or Prezi or a physical poster) that illustrates the effects of geography and climate on the culture and major events of the Roman Empire. 2. Choose a research topic related to the course and locate appropriate primary and secondary sources. Based on those sources, write a 10-page research paper analyzing the topic. Include properly-formatted quotes, citations, and bibliography. Required Materials Western Civilizations Author: Joshua Cole and Carol Symes Publisher: W.W. Norton & Company Publication Date: 2023 Text Edition: 6th Classic Textbook?: OER Link: OER: Dogs of God: Columbus, the Inquisition, and the Defeat of the Moors Author: James Reston, Jr. Publisher: Anchor Books Publication Date: 2005 Text Edition: 1st Classic Textbook?: Yes OER Link: OER: The Iliad Author: Homer Publisher: Penguin Classics Publication Date: 1998 Text Edition: Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.