The Art of Learning: A Comprehensive Syllabus for Introductory Art Courses

This syllabus serves as a foundational guide for introductory art courses, designed to foster a dynamic and engaging learning environment. It outlines expectations, policies, and learning objectives, ensuring a clear path for students to explore their creativity and develop artistic understanding. These frameworks are standards-aligned, providing clear expectations for student learning upon completion of the course of study. It is common for people to feel anxiety about expressing opinions that challenge others, or past teachings, or current discussion topics. You are encouraged to stay in touch with your responses and to express your perspectives freely. But be aware that everyone may not agree - these are moments from which some of our deepest learning can emanate.

Community and Compassion: Building a Supportive Learning Space

Engagement with learning requires space for honesty, making mistakes, and deep discussion. To facilitate our learning, we will abide by community rules: What happens in class, stays in class. Please maintain the confidentiality of our discussion, including our mistakes and any revealed personal information. The compassionate part: Using community rules does not make this a consequence-free zone. Adhering to Compassionate Community Rules requires a dedication on all our parts to ensure a safe class environment - to be compassionate to one another as we grow and to challenge each other constructively in that process. Making mistakes is part of life, as are accepting criticism and growing from those mistakes. If class becomes uncomfortable for you, speak up; you will be supported. If you cannot or do not want to speak up, please see me so we can determine whether and, if so, how we should address the issue(s). You don’t know what you don’t know. Strive for intellectual humility. Additionally, all knowledge is partial; therefore, we must all constantly ask questions and reflect. None of us know everything about anything. Everyone has opinions. Opinions are not the same as informed knowledge. Look beyond personal anecdotal evidence and look at broader societal patterns. Notice your own defensive reactions, and attempt to use these reactions as entry points for gaining deeper self-knowledge. Recognize how your perspective informs your reactions to your instructor and those whose work you study in the course.

Learning Objectives: Cultivating Artistic Understanding and Skills

Learning outcomes focus on the outcomes, not the specific activities. We will use action verbs from Bloom’s Taxonomy to document what students will learn. Upon successful completion of this course, students will be able to:

Define the elements of design and composition and identify their presence in artistic works.
Recall historically significant moments within various art forms.
Distinguish the difference between the many applications of artistic expression in our society, including but not limited to art, science, communication, advertising, social change, history, and technology.
Interpret how artistic images influence our desires, beliefs, values, and daily interactions.
Examine how images are used to communicate place, culture, belief, identity, and conflict.
Create artworks that communicate ideas, relate to a defined theme, and/or exemplify the elements of design and composition.

Course Structure and Content: An Introduction to Artistic Exploration

This syllabus represents a written contractual agreement between the instructor and students. Occasionally, it may be necessary to revise this syllabus to meet students’ needs. The instructor reserves the right to revise this syllabus if the need arises.

Art 1: A Foundation in Visual Arts

Art 1 is a beginner-level course that introduces students to the fundamental Elements of Art. We will explore 2 and 3-Dimensional art mediums, such as drawing mediums, oil and chalk pastels, painting mediums, crafts, origami, and sculpture. Art 1 is a basic introductory course open to all students. The objective of Art I is to give the student a general knowledge of the breadth of art and to increase his/her cultural awareness. In this class, we will discover the basic elements of Art, experiment in crafts, and get a little into Art History. All topics will last 1-2 weeks with various projects throughout to support learning.

Read also: Foundation for Future Learning

Specific Course Content Examples (may vary by discipline):

Visual Arts: This introductory visual arts course will focus on the fundamental elements of art and principles of design. Students will explore various mediums such as drawing, painting, sculpture, and mixed media. Emphasis will be placed on developing observational skills, understanding composition, and expressing personal ideas through visual language. Projects will include still life drawing, landscape painting, and introductory sculpture. Students will also learn about art history through thematic units and artist studies.
Photography: This course introduces students to the fundamental principles of photography as an art form and a tool for communication. Students will learn about camera operation, composition, lighting, and digital editing techniques. They will explore various photographic genres, including portraiture, landscape, and abstract photography. Projects will involve creating photographic series that explore specific themes and concepts. A key component will be understanding how photographic images influence our perceptions and societal narratives.
Drawing: This course is an introduction to the essential tools of art-making through an active exploration of drawing mediums and design concepts. The focus is on the development of conceptual ideas and technical skills used in studio practice. Students will create a series of complex drawings, developing value and color studies that focus on drawing and design concepts, and representationalism and the illusion of space. All work will be presented in a portfolio evaluation along with digital documentation. Students are required to defend their artwork through written and spoken presentation. Students will participate in critiques in which they articulate their understanding of the formal elements, materials, techniques, and concepts present in their work and the process. Students will explore various artists, movements, and genres to find kinship in contemporary and historical art. This is a beginning studio course focusing on the foundation drawing skills and concepts central to the creation of two-dimensional art. We will experiment with materials, methods, and ideas as we engage in a perceptual and observational studio practice. Students will learn a variety of techniques in wet and dry media. Students will learn how to use basic traditional drafting tools such as the t-square, triangle, and compass. Students will learn the fundamentals of observational drawing, including the accurate description of figure/ground relationships, linear perspective, line quality, foreshortening, texture, and the illusion of space. The student will deal with compositional concerns like balance, positive and negative space, and the elements of art and design.

Sample Projects within a Drawing Course:

Still Life Composition: Find three objects of sentimental value to draw as a still life object. Create a viewfinder by cutting up a 4”x6” viewfinder, which in turn will be used to correctly center the composition in the picture plane. Draw contour lines (outlines), as well as the perceived shadows, reflections of light, and details of the object.
Perspective Room Study: Take a photograph of a room that you either spend a lot of time in, or has sentimental value. Print the photograph in black and white and utilizing perspective techniques, create an accurate depiction of the room.
Vehicle Portrait: Do you have a vehicle that you always dreamed of but couldn’t have? Do you have a vehicle that you spent a lot of memorable time in with family or friends that you always will cherish? Is it a bicycle? A boat? An airplane or a car? Find a photograph or locate an image of that transportation vehicle and print it in black and white on a full letter-sized paper. Make sure the image fills out the entirety of the paper. Transfer the image utilizing a graphite transfer technique and complete the drawing by applying textures and value scales to the drawing.
Self-Portrait with Charcoal: Photograph yourself or someone close to you and print it on a full letter-sized black and white piece of paper. Draw a ½” grid on the printout and create a 1” grid on your 18”x24” drawing paper. Leave 2” borders on top and bottom and 1” borders on the left and write and draw within the center of the paper, leaving a 16”x20” grid drawing area. Reference your photograph and draw one square at a time until you produce an accurate drawing of you or the person you selected. Shade the drawing with charcoal to create a dramatic, moody, high contrast image.
Landscape Ink Wash Painting: Produce a landscape ink wash painting using sumi-e or India ink. The landscape must clearly display your knowledge of foreground, middle ground, and background elements, along with atmospheric perspective to illustrate depth. Start the drawing from observation, then complete the landscape from the reference photo printed in high resolution.
Narrative Composition: Combine various elements learned in the previous assignments; scenery, machinery, portraiture, and narrative. Your image will be based on personal history or fictional tale. Use gray-toned paper for this project, your drawing media will be charcoal and conté crayon. The paper will be your mid-tones, while contrast will be developed with your media.

Course Policies and Expectations: Ensuring a Productive Environment

Attendance and Punctuality:

This is a face-to-face class.
Arriving more than 30 minutes late will be marked as an absence.
If you are absent, please check with a classmate to discuss what you missed. Visit Canvas for all assignments and materials due.
Missing class does not result in extensions on assignments or due dates.
A student may request a University Excused Absence (UEA) through the Dean of Students. A UEA is exempt from penalty, but it does not relieve the student from their coursework and responsibilities. The university recognizes legitimate circumstances result in a student being absent from class.

Assignments and Deadlines:

Projects are due at 8 am on the date specified unless otherwise noted.
Late projects will be accepted but cannot earn full credit unless there is an approved (e.g., medical, etc.) reason.
After projects have been graded, students may request to resubmit the project.
It is better to turn in an incomplete project than not to submit a project at all. Illnesses, death in the family, or other traumatic events unfortunately are part of life.

Studio Etiquette and Participation:

It is important to maintain a productive and cooperative studio atmosphere. Each student is expected to be a responsible citizen of the studio.
Please return supplies, tools, and equipment to their proper place and clean the area when you are finished working.
You are expected to participate actively in critiques and be prepared and professional for all presentations. A crit is a class discussion about work. Crits could include a monologue by the professor, class comments (led by the professor or a designated student), or response to questions posed by the maker of the work being discussed. Failure to actively participate in crits will impact your grade. Do not expect anyone to take you or your work seriously if you do not.
Work must be prepared for viewing or it cannot be posted for critique, will not be discussed, and you will be given a zero for the day. Being prepared means having your work printed before the start of class. If you are printing your work as crit starts, you will not be allowed to display it for crit, nor will we discuss it with you individually unless you schedule an appointment. A lack of preparation will not hold the rest of the class back. Do not think that “your work” means just finished design work. Process work and class participation are part of the class and your grade.

Academic Integrity:

East Carolina University is committed to fostering a vibrant community of scholars. Academic integrity is a fundamental component of achieving this goal. All ECU students are expected to complete their academic work honestly. This includes avoiding plagiarism, falsification, multiple submissions, attempting or assisting with an academic integrity violation. If I become aware of a potential academic integrity violation, I will meet with you following the procedures outlined in the Academic Integrity policy.

Disruptive Behavior:

Disruptive academic behavior is any behavior likely to substantially or repeatedly interfere with the normal conduct of instructional activities, including meetings with instructors outside of class. Examples of such behavior include, but are not limited to, making loud or distracting noises; using cell phones and other electronic devices without prior approval; repeatedly speaking without being recognized; frequently arriving late or leaving early from class; and making threats or personal insults. A student who does not follow reasonable standards of academic decorum will first receive a private verbal warning from the instructor. The instructor will describe the behavior of concern to the student, explain that it is inappropriate, and ask the student to stop the behavior. If the behavior continues, the instructor will give the student a written warning indicating that the student will be removed from the course if the behavior does not cease. If the behavior persists, the instructor will discuss the situation with his/her department chair. If it is decided to remove the student from the course, then the instructor will schedule a meeting with his/her department chair and the student to inform the student that s/he is being removed from the course. This decision will be communicated in writing to the student with a copy promptly forwarded to the Office of Student Rights and Responsibilities. The department chair will promptly communicate the decision in writing to the Office of the Registrar so that the student’s schedule will be adjusted accordingly. Instructors must keep written documentation of all actions taken during this process.

Use of Chemicals (if applicable, e.g., in Printmaking or Sculpture):

The chemicals used in the lab should not cause any problems if they are handled carefully. Please let me know if you experience any sensitivity to the chemicals; extra precautions can be taken.

Studio Access and Safety:

Jenkins Fine Arts Center is accessible 24-hours a day via OneCard for enrolled students. No student should work in the building alone after hours! Use the buddy system! Should you be approached by a stranger or see suspicious activity, call campus security. Never leave exterior doors propped open; this enables anyone from the street to enter the building.

Technology Requirements (for online or hybrid components):

Since this may be an online or hybrid course, you will need access to a computer with sound and video capability. Your computer will need a camera for participation in class. You will also need regular access to the internet that can handle streaming videos, online meetings/conferencing, and searching for digital content. You will also need access to a printer for printing out documents for projects as well as a camera for documenting your work. A cell phone camera is sufficient. A scanner will also work in place of a camera. If you do not have access to a printer, Office Depot or Staples will allow you to upload documents to print. We will use Canvas for grading and project submissions. We will use Microsoft Teams for meetings, sharing files, and for class chats. Be sure to download Teams to your computer-it is free for students.

Grading Scale: Understanding Performance Evaluation

A Exceptional, outstanding. Takes problem beyond assignment to a personal solution, in the form of ambition, creativity, and complexity. Critical and creative thinking combined with excellent technical skill.
B+ to A- Extremely good, commendable. Work shows above-average proficiency. Additional energy and attention paid to enhancing technical, aesthetic, and/or conceptual aspects of the project.
B- to B Good. All aspects of the project completed with strengths in some areas evident, including technical competency or creativity. Strong effort. Presentation shows care and respect for your work.
C- to C+ Adequate, average. Work is complete and directions were followed. Work demonstrates basic effort with areas for improvement in more than one dimension of assessment.
D to D+ Needs significant improvement. Work is incomplete, directions were not followed. Needs improvement in all areas assessed. Demonstrates a lack of understanding of the assignment.
F Serious improvement needed. Directions were not followed, work was sloppy, and much of the project/assignment was missing.

Important Information and Resources

Emergency Notification System:

The University has established an Emergency Notification System called ECU Alert. In the event of a campus emergency that disrupts academic activities, course requirements, deadlines, and grading percentages are subject to change. If we are not able to meet face-to-face, students should log onto Canvas and read any announcements and/or access alternative assignments.

Disability Support Services:

East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Reasonable accommodations will be made for students with verifiable disabilities. To take advantage of available accommodations, students must be registered with the Department for Disability Support Services located in Mendenhall 109, 252-737-1016. Provide this link for students to file with the Department for Disability Support Services.

Technical Support:

If you have any questions about Canvas, contact Canvas 24/7 support using Live Chat Help with Canvas Support or by calling 252.347.0015. The IT help desk offers phone and online support.

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