ART 0008B. Watercolor Painting II
Units: 3
Prerequisite: Completion of ART 8A with grade of "C" or better
Hours: 90 (36 lecture, 54 laboratory)
Advanced, in-depth study of the techniques and processes of painting in transparent watercolor. Continued exploration of design and composition with emphasis on the subjective and expressive use of color, including abstract and non-objective approaches. Students practice subjective uses of watercolor to develop personal style. Watercolor painting studied in relation to global and cultural contexts. (CSU, UC)
ART 0008B - Watercolor Painting II
https://catalog.sierracollege.edu/course-outlines/art-0008b/
Catalog Description Prerequisite: Completion of ART 8A with grade of "C" or better Hours: 90 (36 lecture, 54 laboratory) Description: Advanced, in-depth study of the techniques and processes of painting in transparent watercolor. Continued exploration of design and composition with emphasis on the subjective and expressive use of color, including abstract and non-objective approaches. Students practice subjective uses of watercolor to develop personal style. Watercolor painting studied in relation to global and cultural contexts. (CSU, UC) Course Student Learning Outcomes CSLO #1: Critique artworks using correct studio terminology. CSLO #2: Apply proper material handling and disposal safety standards. CSLO #3: Create paintings that demonstrate an expressive, subjective use of the physical properties of watercolors. CSLO #4: Apply the formal elements and principles of design in watercolor paintings. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives At the conclusion of this course, the student should be able to: Lecture Objectives: 1. Examine, describe and evaluate historical and contemporary developments, trends, materials, and approaches in relation to abstract and non-objective watercolor painting; 2. Assess and critique paintings in group, individual, and written contexts using relevant critique formats, concepts and terminology; 3. In oral or written formats, analyze and evaluate watercolors in non-Western historical traditions in terms of their techniques; 4. Examine and describe non-Western historical and contemporary developments, trends, materials, and approaches in watercolor painting; 5. Criticize and evaluate, verbally or in written form, one's own art work, the work of other students, and of professional artists in terms of artistic voice, non-traditional techniques, and experimental success; 6. Using correct terminology, evaluate, verbally or in written form, one's own art work, the work of other students, and the work of professional artists in terms of the elements of a. expressive composition and design, b. hue, value, chroma, and temperature of colors, and c. historical and cultural references. Laboratory Objectives: 1. Create paintings that demonstrate an expressive, subjective use of the physical properties of watercolors; 2. Organize and apply the basic formal elements and principles of global design in painting watercolors; 3. Apply the principles of color theory to painting projects; 4. Construct and prepare painting surfaces and supports in relation to a personal vision; 5. Safely store, handle, use, and dispose/recycle studio painting materials. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) 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: 1. In periodic class discussions and critiques, students are evaluated according to how perceptively and articulately they analyze, discuss and evaluate their own watercolor paintings and those of their classmates and 2. how perceptively and articulately they analyze, discuss and evaluate the works of historical and contemporary watercolorists. Projects Example: 1. Students are required to keep a portfolio of all the paintings they create during the semester. The instructor reviews the portfolio at least twice-- once at midterm and again at the end of the semester, evaluating the work according to the above criteria. 2. Students are also evaluated by the on-going work they produce in their sketchbooks, which are reviewed by the instructor on a weekly or bi-weekly basis. Skill Demonstrations Example: Students are evaluated by the watercolor paintings they produce in their sketchbooks and in class. Their works must demonstrate skill in the use of watercolors to produce a. expressive, subjective interpretations of various subjects, such as still lifes, landscapes and figures and b. experimental abstract and non-objective subjects. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor demonstrates painting techniques of: graded washes or paper stretching Students use both techniques in class sessions. The resulting paintings are then analyzed, discussed and evaluated by the students and the instructor in class critiques. Lecture: Instructor creates class discussions and critiques. Students analyze and evaluate their own artwork and the artwork of their fellow students. Course objective Lecture Through handouts, online sources, and visual presentations, instructor introduces students to historical and contemporary trends and developments in watercolor paintings which students analyze and evaluate in class discussions. Distance Learning Visually oriented lecture examining, describing, and evaluating historical and contemporary developments, trends, materials, and approaches in relation to abstract and non-objective watercolor painting. Video demonstration of expressive, subjective uses of the physical properties of watercolors. Students submit progress paintings to the instructor for feedback. Completed paintings are posted to the discussion board and critiqued through written format in terms of artistic voice, non-traditional techniques, and experimental 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 reviews of gallery or museum exhibitions devoted to watercolor. Analyze and evaluate the readings and discuss them in class. 2. Read a biography or biographical article about a watercolor artist and discuss it in class. Writing, Problem Solving or Performance 1. Write a review/critique of a gallery or museum show devoted to watercolors that you have visited. 2. On a full sheet of watercolor paper complete a still-life painting that includes at least two toys and one musical instrument. Other (Term projects, research papers, portfolios, etc.) 1. Create and complete a series of four half-sheet watercolors interpreting either still life, landscape, or portrait subject matter. 2. Prepare and submit for evaluation a portfolio of watercolors completed during the semester, including a written self-evaluation of the work. Required Materials The Art of Watercolor Author: Charles LeClair Publisher: Watson-Guptill Publication Date: 1999 Text Edition: Classic Textbook?: OER Link: OER: The Artist's Guide to Selecting Colour Author: Michael Wilcox Publisher: North Light Books Publication Date: 1997 Text Edition: Classic Textbook?: OER Link: OER: Mastering Watercolors Author: Joe Cartwright Publisher: Create Space Publishing Platform Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Art Revolution Author: Cyr, Lisa L. Publisher: North Light Books Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: Splash 11 - New Directions: The Best of Watercolor Author: Rachel Rubin Wolf, editor Publisher: North Light Books Publication Date: 2010 Text Edition: Classic Textbook?: OER Link: OER: Mastering the Art of Watercolour: A Complete Step-by-step Course in Painting Techniques Author: Wendy Jelbert and Ian Sidaway Publisher: Lorenz Books Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Paints, brushes, supports, mediums, sketchbook.
HIST 0008B - Asian American History: Early 20th Century to 21st Century
https://catalog.sierracollege.edu/course-outlines/hist-0008b/
Catalog Description Hours: 54 lecture Description: A historical survey of Asian Americans from early 20th century to the present. Major topics will include war, refugees, immigration and settlement patterns, laws, labor and socioeconomic class, social movements, education, discrimination, gender, sexuality, and social identity. The course will interrogate the term “Asian American” and apply comparative analysis among diverse groups including Chinese, Japanese, Filipino, Korean, South Asian, and Southeast Asian. This course includes analysis of the U. S. Constitution, Supreme Court Rulings, and California State and local government issues related to the rights of Asian Americans. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the role of geography in the economic and political development of Asian Americans and its place in a global context.\\n CSLO #2: Compose coherent, persuasive historical arguments using correct academic citation methods. CSLO #3: Differentiate primary and secondary sources and how each is used to make historical claims. CSLO #4: Investigate major political, economic and social changes in the United States with emphasis on the roles of Asian Americans. \\n CSLO #5: Investigate major political, economic and social change in the United States with emphasis on the role of racial and/or ethnic minority groups, with an emphasis on Asian Americans.\\n Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Interpret primary and secondary sources and to compose an argument which uses them, as appropriate, for support. 2. Analyze U.S. History through multiple analytical categories such as race, class, gender and ethnicity, with an emphasis on the Asian American experience. 3. Evaluate America's growth in a global context and the contributions of Asian Americans. 4. Explain the major economic, technological and scientific developments and their historical significance. 5. Analyze major political trends, attitudes, conflicts and events, including both mainstream and reform efforts, and explain their historical significance. 6. Explain the major social and cultural developments, their causes and effects, and their historical significance. 7. Evaluate California state government within a broad, national context. 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) Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Hmong women who immigrated to America in the 1970s were considered a. Equal to men b. Superior to men c. Property of men d. Independent women Write 2-3 sentences explaining your response. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will assign primary source materials on the Asian American experience in California for students to read prior to class. In lecture/discussion format, the instructor will use these materials as a starting point to compare and contrast historical points of view in either classroom/web-based discussions or in writing assignments. The instructor will provide material in lecture format (either oral or written) on Supreme Court rulings. The instructor will divide students into groups (either in web-based discussions or in classrooms) and have students summarize and analyze the material. Instructor will monitor and support group discussions as necessary. The instructor will divide students into small groups and have them compare their summary of assigned reading and their reactions to Immigration and Nationality Act of 196 While the students work in small groups, the instructor will walk from group to group and provide guidance, clarification, and support to their questions. Distance Learning The instructor will make a video lecture with a PowerPoint that provides historical content and connections to the greater scope of the course. The instructor will assign a Discussion Board assignment in the online course, which requires the students to compare and contrast Vietnamese and Hmong immigration in the 1970s in a post. The students must then respond to two students in the discussion board. Typical Out of Class Assignments Reading Assignments 1. Based upon reading assignments reflected in the course syllabus, complete the reading "Asian American History: An introduction” by Cathy J. Schlund-Vials and be prepared to discuss the material in class and as part of written examinations. 2. Complete reading in assigned course reader “Contemporary Asian America (third edition): A Multidisciplinary Reader” by Min Zhou (Editor), Anthony Christian Ocampo (Editor), 2016. and be prepared to summarize 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 lives of first and second generation Hmong women in Minnesota. 2. Make a timeline of Asian immigration to the United States and the local, state, and federal laws that allowed or prohibited their rights in both California and the United States. Other (Term projects, research papers, portfolios, etc.) In ten pages (typewritten) answer the following prompts based on your reading in Students will read Still Life With Rice by Helie Lee. Prompt: Describe Lee’s grandmother’s experience in Korea under Japanese rule. Give four examples of profound life events, two from her youth and two from adulthood, that shaped who she became as a woman. Evaluate the author’s personal conflicts between her Korean heritage and life and identity in the United States. Required Materials The First Asians in the Americas: A Transpacific History Author: Diego Javier Luis Publisher: Harvard University Press Publication Date: 2024 Text Edition: 1st Classic Textbook?: No OER Link: OER: Asian American History Author: Huping Ling Publisher: Rutgers University Press Publication Date: 2023 Text Edition: 1st Classic Textbook?: No OER Link: OER: Asian American Histories of the United States Author: Catherine Ceniza Choy Publisher: Beacon Press Publication Date: 2022 Text Edition: 1st Classic Textbook?: No OER Link: OER: Desert Exile: The Uprooting of a Japanese American Family (Classics of Asian American Literature) Author: Yoshiko Uchida Publisher: University of Washington Press Publication Date: 2015 Text Edition: 1st Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
