Here are the handouts for the team teaching assignment. Download the correct handout for your class and review it before Monday.

Class 1 (04378-01), 2pm to 4pm handouts-04378-01 and texture

Class 2 (04378-02), 4pm to 6pm handouts-04378-02

here is the handout from the final class.

Please send me an email in which you answer the following questions:

1. • Which topic was the most interesting for you? Why?
2. • Which topic was the most difficult? Why?
3. • Is there any topic you don’t understand clearly?
4. • What did you think of the “team-teaching” method?

Please send this email by Friday, March 20th.

Welcome to the course. I’m sure we are going to have an enjoyable time together learning about art and art history.  After each class I will post the powerpoint slides (in pdf format) and any other materials or notes which may be of importance to you.

Week 1 Resources:

You can download the slides from the lecture here: Week 1 Lecture Slides

Also, the digital version of the handouts is in the previous posting.

Read the section which you have been assigned to research

Group 1:

Team Teaching Reading: Thinking, Getting Started,
Pages 8 and 9

Read the article and make a note of the key points:

Answer these questions with your group:

1. What do you think of George Braque’s comment “one must not think up a picture?” What does this mean to you? Why would “thinking up a picture” be considered a negative thing?
   
2. In what ways do artists “think” when they create art?
   
3. According to the article, how does an artist begin to understand a problem?
   
4. What are examples of symbols which represent the ideas of art and design?
   

Research Task:

Georges Braque:

• Research basic information about this artist
  
• Select 3 works of art by this artist which you consider to be important
  
• Biography: http://www.britannica.com/EBchecked/topic/77818/Georges-Braque
  
• MoMA: http://www.moma.org/collection/details.php?artist_id=744
  

Claes Oldenburg:

• Research basic information about this artist
  
• Select 3 works of art by this artist which you consider to be important
  
• Claes Oldenburg and Coosje Van Bruggen: http://www.oldenburgvanbruggen.com/
  
• Biography: http://en.wikipedia.org/wiki/Claes_Oldenburg
  

Group 2:

Team Teaching Reading: Thinking, Form and Content,
Pages 10 and 11

Read the article and make a note of the key points:

Answer these questions with your group:

1. How does Raymond Loewy’s re-design of the logo change what is being communicated?
   
2. Why would an artist make an artwork which criticizes De Beers? (you will need to find out what kind of company De Beers is and why activists may be upset with it)
   
3. Why would an artist / activist use the image of the Bushmen? What do they mean by the phrases “The bushmen aren’t forever?”
   

Research Task:

• Look for information about the graffiti artist Bansky; choose 4 images which you think are important and bring them to class; What do you think the social message is in some of his artworks?
  
• Find an example of an artwork which has a strong social message and bring it to your group.
  
• What is the message they are trying to communicate? Do you think it is effective? Why or why not?
  
• How does are form and the content related to each other.
  

Resources:

Banksy

http://www.banksy.co.uk/menu.html

Art Attack

http://www.wired.com/wired/archive/13.08/bansky.html

Group 3:

Team Teaching Reading: Thinking, Form and Function,
Pages 12 and 13

Read the article and make a note of the key points:

Answer these questions with your group:

1. What do the following terms mean in an art context?: form, function, utility, utilitarian design
   
2. What does the phrase “form follows function” mean? Provide some examples.
   
3. Why do people consider it important that form follows function?
   
4. How would the idea of form follows function apply to a painting or a sculpture? Can it?
   

Research Task:

• Research the Shaker movement: find 3 examples which you thinking best represent the movement.
  
• What is the time period of this movement? How has it influenced today’s designers?
  
• Find a Korean or Asian example of furniture where form follows function.
  

Resources:

The Art Complex Museum: Shaker Furniture

http://www.artcomplex.org/shaker.html

http://www.artcomplex.org/shakertext.html

The Bard Graduate Center for Studies in the Decorative Arts, Design, and Culture

Out of this World: Shaker Design Past, Present, and Future

http://www.bgc.bard.edu/exhibit/exhibits/Shaker/index.html

BBC Homes: Design

http://www.bbc.co.uk/homes/design/period_shaker.shtml

Group 4:

Team Teaching Reading: Looking, Sources from Nature,
Pages 14 and 15

Read the article and make a note of the key points:

Answer these questions with your group:

1. Why do you think artists are inspired by nature?
   
2. How can nature be a valuable source of inspiration to an artist?
   
3. In your own words what is the difference between source and subject?
   

Research Task:

• Find one example of an artist or artwork who has been influenced by nature. Bring it to the next class.
  
• Henry Moore:
  
  • Research basic information about this artist
    
  • Select 3 works of art by this artist which you consider to be important
    
  • Why do you think Moore used natural forms such as bones and shells as inspiration for his figurative work?
    
• Barbara Hepworth:
  
  • Research basic information about this artist
    
  • Select 3 works of art by this artist which you consider to be important
    
  • How are her works and those of Henry Moore similar or different?
    

References:

Moore at Kew

http://www.kew.org/henry-moore/index.shtml

The Henry Moore Foundation

http://www.henry-moore-fdn.co.uk/

Henry Moore Biography

http://en.wikipedia.org/wiki/Henry_Moore

Barbara Hepworth Museum and Garden

http://www.tate.org.uk/stives/hepworth/

Tate Collection: Dame Barbara Hepworth

http://www.tate.org.uk/servlet/ArtistWorks?cgroupid=999999961&artistid=1274&page=1

Barbara Hepworth Biography

http://artchive.com/artchive/H/hepworth.html

Group 5:

Team Teaching Reading: Looking, History and Culture,
Pages 16 and 17

Read the article and make a note of the key points:

Answer these questions with your group:

1. Why would an artist look at art from various periods? What would the advantages be?
   
2. What does this phrase mean: “an awareness of the power of familiar images is fundamental to understanding visual communication.”
   

Research Task:

• Find the painting Washington Crossing the Delaware by Emanuel Leutze. Compare it to George Washington Carver Crossing the Delaware by Robert Colescott. Why would Colescott choose this particular painting as a source?
  
• Artist: Andy Warhol
  
  • Research basic information about this artist
    
  • Select 3 works of art by this artist which you consider to be important
    
  • Why did this artist use familiar images in his work? What is your impression?
    

Resources

American Masters: Andy Warhol

http://www.pbs.org/wnet/americanmasters/episodes/andy-warhol/a-documentary-film/44/

The Andy Warhol Foundation

http://www.warholfoundation.org/

Group 6:

Team Teaching Reading: Doing, Thinking with Materials,
Pages 18 and 19

Read the article and make a note of the key points:

Answer these questions with your group:

1. What do these two phrases mean to you?:
   
   1. Materials are lifeless until given shape by a creator.
      
   2. Materials by their own potential created their end.
      
2. According to the article, why is thinking with materials valuable? How is it part of the problem-solving process?
   
3. In what other ways might a designer think with materials?
   

Research Task:

• Artist: David Smith
  
  • Research basic information about this artist
    
  • Select 3 works of art by this artist which you consider to be important
    
  • How does Smith think with materials? How can we see his process in his artworks?
    
  • Select a work by another artist that you think shows thinking with materials.
    

Resources:

David Smith Biography

http://en.wikipedia.org/wiki/David_Smith_(sculptor)

Liberating American Sculpture

http://www.aworldtowin.net/reviews/DavidSmith.html

David Smith Estate

http://www.davidsmithestate.org/index.html

Undergraduate Seminar: Elements and Principles of Design

Instructors: Aidan Hammond Jeon Ji Hyon

Course Description

This introductory course will expose students to the elements and principles of design and how these concepts are used by artists and craftspersons in their art-making practices. This course explores the issues of artists around the world and how those works can be understood in relation to the development of the modern art world. By investigating primary texts, students will gain an appreciation of the aesthetic values of the art and understanding of historical contexts for the creation of arts.

This is an English based lecture about craft arts. Lectures, discussion and student presentations will be the main components of this course.

Course Objective

Students will gain an understanding of how their own art making experience is informed and influenced by these elements and principles. Students will also learn how contemporary craft arts can be understood in relation to the development of the contemporary art world and changing conceptions of what the experience of Art should be.

Course Resources and References

• Artforms, Duane Preble and Saran Preble, 7^th Ed., Prentice Hall, 2002
• Design Basics, David A Lauer and Stephen Pentak, 6^th Ed., Thomson 2005
• Design through discovery – An Introduction to Art and Design, Marjorie Elliott Bevlin

A course-pack with selected chapters will be available for purchase.

There is website where information related to this course is also available:

http://designprinciples.wordpress.com/

Evaluation

Attendance: 10%

Participation 20%

Assignments: 70%

1. Team teaching (Elements) = 20%

2. Team teaching (Principles) = 20%

3. Self-introduction presentation = 10%

4. Artwork in Response (produce an artwork and short written assignment) =20%

Weekly Syllabus

Week	Topic	Homework
1	· Introduction and orientation to class · Lecture: Design Defined · Introduction of team-teaching assignment (Thinking, Looking, Doing)	Assignment of readings; Complete readings and tasks for next class.
2	· Lecture: Design defined · In-Class work: SS review their research with their group members; check for meaning and understanding;	Plan and clarify information; prepare to team teach each-other in the next class
3	· Team teaching: Design Process · Lecture: Constructive criticism	Study for quiz
4	· Quiz · Review of the work and in-class presentations · Lecture: Introduction to the principles and elements of design. · Introduction of Elements of Design team teaching assignment.	Assignment of readings; complete reading tasks for next class.
5	· Lecture: organizing information; · Consultation work period	Ss prepare their information, handouts, teaching materials
6	· Team teaching Class I: 3 groups
7	· Team teaching Class II; 3 groups
8	· Quiz · Summary Lecture: Elements of Design
9	· Lecture: Introduction of first principle – unity. · Introduce Principles of Design team teaching assignment.	Assignment of readings; complete reading tasks for next class. Ss prepare their handouts, teaching materials, information, etc.
10	· Lecture: organizing information; · Consultation work period
11	· Team teaching Class; 3 groups
12	· Team teaching Class; 3 groups · Introduction of final assignment: Art work in response to one of the principles or elements of design.
13	· Quiz · Summary lecture; “fill in the blanks” about the elements	Ss select an artwork to critique; bring a color copy of it to class.
14	· Lecture: Constructive criticism; SS bring an artwork to class and discuss it using the principles and elements · Lecture: Craft and Art	Ss prepare their artwork for the final class Ss prepare their “report” about their artwork.
15	· Class wrap-up, exhibition and quiz · Closing survey and discussion.