ART 0012B. Sculpture II
Units: 3
Prerequisite: Completion of ART 12A with grade of "C" or better
Hours: 90 (36 lecture, 54 laboratory)
In-depth exploration of sculpture philosophy and materials with a focused emphasis toward development of personal direction and individual style. Students work with a variety of materials to create works of art. (CSU, UC)
ART 0012B - Sculpture II
http://catalog.sierracollege.edu/course-outlines/art-0012b/
Catalog Description Prerequisite: Completion of ART 12A with grade of "C" or better Hours: 90 (36 lecture, 54 laboratory) Description: In-depth exploration of sculpture philosophy and materials with a focused emphasis toward development of personal direction and individual style. Students work with a variety of materials to create works of art. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze and orally compare the formal three dimensional design principles (such as mass, volume, size, density, surface texture, linear movement, and color) during project planning and critiques. CSLO #2: Assemble a sculptural vocabulary/visual literacy which incorporates a wide range of historical/contemporary perspectives in art. CSLO #3: Develop skills in the application of processes, technologies and materials relevant to the practice of sculpture learned in Art 12A. CSLO #4: Explore and manipulate the relationship of sculptural forms to their environment and cultural context, learning to re-contextualize and re-invent meaning. CSLO #5: Demonstrate proper shop practices and effective use of hand and power tools associated with a variety of traditional sculptural materials and processes. 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. Discuss and select skills, processes, technologies and materials relevant to the practice of sculpture; 2. Identify and refine strategies for integrating formal, technical, and conceptual problem solving approaches within each assignment; 3. Critique and discuss sculptural works of art with the use of appropriate vocabulary and reference to historical/contemporary perspectives; 4. Examine visually and orally discuss the formal three- dimensional design principles (such as mass volume, size, density, surface texture, linear movement, and color) during project planning and critiques; 5. Manipulate the relationship of three-dimensional forms to their environment and cultural context in order to re-contextualize and re-invent meaning; 6. Discuss an artwork's content and context, how materials can contain meaning, and the ways in which sculpture interacts with the human body, site, and audience. Laboratory Objectives: 1. Apply proper shop practices and effective use of hand and power tools associated with a variety of traditional sculpture materials and processes; 2. Employ occupational health and safety standards; 3. Utilize innovative and multi-media based approaches to sculpture, including sustainable or recycled use of materials, time-based performative video art and installation format; 4. Utilize and experiment with various methods of fabrication, modeling, and constructing that are most appropriate for a given sculptural material; 5. Evaluate and critique artworks based on the elements and principles of design, knowledge of materials and processes used. 6. Demonstrate understanding of developmental steps for a specific sculpture project; 7. Examine and discuss the historical aspects of the philosophy, design and fabrication techniques of sculpture; 8. Outline the developmental methods of sculptural processes. 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: Students will express and communicate their ideas and intent with clarity; they will also present an understanding (in written individual project evaluations and during formal critiques) of sample questions such as the following: Example a: Does the student's individual use of found objects reflect a knowledge of the history of Assemblage as well as demonstrate more modern uses of recycled objects? Example b: Does a student's finished art piece integrate conceptual, design and technical skills? Objective Examinations Example: A safety test will be given before students are allowed to use the mig welders. A question on the safety test would ask: Write in detail the proper set up and tools needed for use with the mig welder. What are the amps and wire speed set up for the gauge steel you are currently working with? Projects Example: Students will create a proposal of their body of work for the semester. Students will apply the use of flexible molds to create multiple castings which then will be compiled in an installation of their work. Reports Example: Students will write one artist’s statement based on their body of work and the inspiration and concepts their work is based on. Skill Demonstrations Example: Students will select and utilize materials, proper use of tools, demonstrate effective use of material process and technical skills of a given medium. Students will be evaluated base on their ability to properly and safely use materials. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The instructor will demonstrate the technical process of mold making. Discuss the purpose of multiples in installation work and help students problem solve and create a series of molds from found objects and handmade objects. Demonstrate how to cast in various materials such as liquid clay – slip, wax, paper, concrete and silicone, depending on their kind of mold. Once multiples have been cast the student will problem solve the location of their installation and instructor will guide with installation process. Lecture: The instructor will show a slide presentation in which various artists address a given theme. Lead a discussion with students on how the artists' choice of material helps to convey a particular feeling or message. Present more information with related design vocabulary and sculptural processes. Students will further their connections and knowledge between historical references, material choice and sculptural elements. Instructor will assist students as they develop ideas into individual works belonging to a greater and cohesive body of work. Distance Learning Visually oriented Power Point lecture demonstrating the creation of a pattern making and the reproduction of an object via the creation of a pattern. Video examples of contemporary artists using pattern making in their artworks. Students will then be guided through a step by step process of creating the pattern for specific objects, they will use a variety of methods for recreating abstract forms. Students submit progress to the instructor for feedback. Completed projects are posted to the discussion board and critiqued through written format using appropriate vocabulary and terminology pertaining to the basic elements and organizing principles of three-dimensional art. Active and relevant participation includes students responding to each other's comments in the discussion board. Typical Out of Class Assignments Reading Assignments Reading from various prepared class handouts on sculpture fabrication and construction methodologies. Example: Use online sources and library research to analyze contemporary movements in sculpture. Writing, Problem Solving or Performance 1. Write a review of a gallery or museum show and be prepared to discuss the exhibit in class. Example 1: Attend an art opening and report on the exhibit. 2. write about a documented artist and give an oral presentation about their work in class. Example 2: Research and present a paper and oral presentation about a sculptor who combines the use of performance with a constructed object or installation. Other (Term projects, research papers, portfolios, etc.) Participate in three class critiques. Critique example: The critique process involves the student presenting a finished art piece, class response, and instructor input: a) The student presents a finished piece of artwork. They should describe their piece using formal design concepts and three-dimensional vocabulary terms; b) Students should address any technical issues important in the constructing of their piece; c) Students should address how their piece fits the conceptual criteria of the assignment; d) Class and instructor should give feedback and elaborate their own responses to this information. Required Materials Launching the Imagination Author: Mary Stewart Publisher: McGraw-Hill Higher Ed. Publication Date: 2019 Text Edition: 6th Classic Textbook?: No OER Link: OER: Sculpture Since 1945 Author: Andrew Causey Publisher: Oxford University Press Publication Date: 1998 Text Edition: 1st Classic Textbook?: OER Link: OER: Artists Reclaim the Commons Author: Glen Harper, Twylene Moyer, Karen Wilkin Publisher: ISC Press Publication Date: 2013 Text Edition: 1st Classic Textbook?: OER Link: OER: Vitamin 3-D: New Perspectives in Sculpture and Installation Author: Editors at Phaidon Press Publisher: Phaidon Publication Date: 2009 Text Edition: 1st Classic Textbook?: OER Link: OER: Unmade: Making and Unmaking in Contemporary Sculpture Author: Lisa Le Feuvre, Stephen Feeke, Sophie Raikes Publisher: Henry Moore Institute Publication Date: 2010 Text Edition: 1st Classic Textbook?: OER Link: OER: The Language of Mixed-Media Sculpture Author: Jac Scott Publisher: er The Crowood Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: No OER Link: OER: An A To Z Guidebook On Metal Sculpture: Safety Practices And Technique About Sculpture Author: Walter Livernois Publisher: Independently published Publication Date: 12/22/21 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Closed-toed shoes, sketchbook, pens, metal ruler, box cutter
MUS 0012B - Survey of Music History and Literature from 1750 to Present
http://catalog.sierracollege.edu/course-outlines/mus-0012b/
Catalog Description Hours: 54 lecture Description: Study of the history of Western art music from the end of the Baroque era to the present, including contributions of other cultures with selected readings and recordings. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, analyze and critique musical forms used by composers during the Classical Era, c. 1740s-1820s. CSLO #2: Compare and contrast the operas of Mozart with the Music Dramas of Wagner and the grand operas of Verdi. CSLO #3: Compare and contrast the early 20th century music of Copland, Elgar, and Satie with their contemporary Modernist composers Stravinsky, Berg and Schoenberg. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify influences of The Enlightenment in the musical life of European artists and audiences. 2. Compare and contrast Baroque to Classical opera and "opera buffa" to "comic opera." 3. Identify and describe the musical forms used by Mozart and Haydn. 4. Outline the form of a minuet. 5. Compare and contrast a symphony and concerto. 6. Describe the major contributions Beethoven made to the development of 19th century music. 7. Compare and contrast "programmatic music" to "pure music." 8. Compare and contrast the Romantic virtuoso performers with the Classic soloists. 9. Compare and contrast the operas of Mozart with the "Music Dramas" of Wagner and the grand operas of Verdi. 10. Describe the changes and influences of vernacular music to fine art music of the twentieth century. 11. analyze the "Impressionistic" traits and influences of the music of Debussy; 12. compare and contrast music of Copland, Elgar, and Satie of the first half of the 20th century with their contemporary modernist composers Stravinsky, Schoenber and Berg; 13. Analyze the impact and influence of a global culture with technology on musicians and audiences. 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) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: 1. Instructor will design a listening examination covering compositions from the 19th Century Romantic Era asking students to identify specific compositions’ name of the piece, composer, genre, style features. For example: Erlkoenig—Schubert—Lied/Art Song—piano accompaniment imitating horse’s galloping hooves as part of word painting. Instructor will assess the accuracy of answers. 2. An exam consisting of multiple choice, true or false, matching and short answer covering material for a specific era' music, history, composers and performance practice. For example: Multiple Choice: The first 18th century repertoire to be absorbed into a permanent canon of admired works in the 19th century was: a. Chamber music of Corelli b. Keyboard music of Couperin and Rameau c. Keyboard music of J.S. Bach d. Oratorios of Handel and Haydn e. Operas of Vivaldi and Scarlatti Short Answer: Beethoven’s resolve to persevere in 1802 as a composer despite his deafness was affirmed in a document now known as_______________. (The Heiligenstadt Testament) Projects Example: 1.Students will form groups of three and present as a group a project assigned by the instructor. The project will be a specific opera from either the 19th or 20th century (Puccini’s La Bohème or Adam’s Dr. Atomic for example). Plot, historical circumstances of the opera, contributions to the genre should be included. Instructor will create a grading rubric for evaluating accuracy of content, use of technology in presentation and thoroughness in presenting specific details of the opera and composer. 2. Class presentation on various composers' approach to the 19th Century art song. Instructor will create a rubric for evaluating accuracy of content, use of technology in presentation and thoroughness in presenting specific details, for example: evaluating the different approaches to piano accompaniment between Schubert and Schumann and the impact on the song text. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a recording of a piano concerto by Brahms and guide the class through an examination of the characteristics of a 19th century concerto. Instructor will then ask questions about the difference between the 18th and 19th century concerto to reveal student understanding of stylistic and formal differences. After presenting a lecture on the 20th Century opera Wozzeck of Alban Berg, instructor will have the class form small groups, assign specific operas from the 19th and 20th century for each group to compare, contrast and prepare a presentation to the class on their findings. Distance Learning The same lesson will take place via video lecture, and students will discuss the differences in 18th and 19th centuries concerto in a quiz/short answer format. The same lesson will take place via video lecture, and students will be split into small groups to participate in a discussion forum to compare and contrast specific operas. Typical Out of Class Assignments Reading Assignments 1. Read the Chapter on Romantic Era: Song and Piano Music and discuss the impact on musicians and composers of the decline of aristocratic patronage. 2. Research a selected topic studied (for example: minimalism in the music of Philip Glass and John Adams) and include findings for discussion in class. Writing, Problem Solving or Performance 1. Write a comparison of the social influences in the Classical period and the Romantic Period with regards to the function and characteristics of each musical era. 2. Write an essay showing how the expansion of the size of the orchestra reflected or influenced the evolution of art music in the 19th century. Other (Term projects, research papers, portfolios, etc.) 1. Prepare a research paper of at least five pages (typed, double spaced) which compares a type of composition, such as a concerto or art song, written in different eras. Required Materials A History of Western Music Author: Burkholder, Grout and Palisca Publisher: W. W. Norton Publication Date: 2014 Text Edition: 9th Classic Textbook?: No OER Link: OER: A History of Music in Western Culture Author: Bond, Mark Evans Publisher: Pearson Publication Date: 2013 Text Edition: 4th Classic Textbook?: No OER Link: OER: Absolute Music: The History of an Idea Author: Bonds, Mark Evan Publisher: Oxford University Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: No OER Link: OER: Norton Anthology of Western Music, Volumes 1, 2 and 3 Author: J. Peter Burkholder and Claude Palisca Publisher: W. W. Norton Publication Date: 2014 Text Edition: 7th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0140 ARTS 100 ART 0002 ARTS 101 ART...CHEM 0012A and CHEM 0012B COMM 110 COMM...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...in Art ARHI 0150 History of Asian Art...Literature to 1750 MUS 0012B Survey of Music...
