Art Meeting Minutes - October 10, 2003

Minnesota State Colleges and Universities
Draft: Art Department/Discipline Meeting Notes
October 10, 2003

1. Transfer Issue One: Foundations Courses for the Art Major

The group developed lists of common outcomes and content and discussed recommendations for credits, contact hours, class size and any differences between foundation courses and general education. Specific course titles and designators could vary.

Drawing I and II (6 credits)
Drawing I Outcomes/Content:

Explorations of materials, media and technique
Evidence of creative problem solving
Understanding of history of the discipline
Composition
Perspective
Sighting proportions
Interpretation, personal expression and content
Critical analysis
Written component possible to listed outcomes (handout)
Focus on value (black and white media)
Observational
The articulation of form and space

Drawing II Outcomes/Content:

Introduction to color (variety of media)
Expand the notions of drawing as a median of expression
Further study of main outcomes from Drawing I
Emphasis on working from observation (final goal not necessarily “realistic”)

Credits and Content Hours: Ideal = 3 credits = 6 contact hours/week;
Present Range: 3cr./3hrs, 4 cr/6hrs, 4cr/5hrs, 3 cr/5 hrs

Class size: Ideal= 20;
Present Range: 20- 30

General Education: Drawing I and II are considered general education and meet MN Transfer Curriculum requirements in most colleges and in some universities.

2-D Design (3 credits)

Outcomes/Content

2-D elements and principles of design

            line                                           unity/variety
            shape                                       rhythm/movement
            value                                        balance
            texture                                      scale and proportion
            space                                       emphasis/focal point
            color                                        contrast

Color:

additive – subtractive systems
Color attributes
Interaction of color

Introduction to materials and techniques
Critical analysis
Develop vocabulary of art as it relates to self and culture
Creative problem solving

Credits and Contact Hours: Need to collect information on contact hours and discuss further

Class size:15-25 students

3-D Design (3 credits)

Outcomes/Content

Begins with line, plane, volume, mass, space, application of processes
- additive
- subtractive

Manipulation of form and space

Applying basic design elements
Organizing space principles

Materials may vary with facilities/tools
Students articulate
Critical analysis

Credits and Contact Hours: Ideal: 3 credits , 6 hours; Range: 3 credits , 4-6 contact hours

Art History I & II (6-8 credits)

Credentials: Significant number of Graduate credits in Art History
Textbooks: Survey textbook distinct from art appreciation text – i.e. Gardner, Stokstad
Outcomes/Content:

Social/cultural content
Critical analysis
Visual/Style
Cultural
Technological
Methodology
Execution – Significant writing component
Demonstrate critical reasoning
Analytical
Basic chronology/historical periods
Geography

Credits and Contact Hours: Full Year of Art Survey (3-4 credits per semester for 2 semesters; 1 credit – 1 hour/week for semester; no issue with credits/contact hours
Class size: max 35-40 with writing component

General Education and Foundation Courses:

Art Appreciation and Art History (or Art Survey) may be considered by the institution as general education and meeting MN Transfer Curriculum requirements.
Art Appreciation (a 100 level course) should not transfer as a foundation course in Art History (200 level sophomore survey courses).

Computer Art (3 credits)

Outcomes/content/Components of Foundations

Image Editing – BIT Map
- Web
- Vector Drawing
- Page Layout
Computer literacy
Theoretical
Historical
Cultural - context
Personal voice
Text and image
Image – creativity, editing, development
Ethics
Drawing Skills
Composition

Credits and Contact Hours: 3 credits = 5 hours, 3 credits = 6 hours
Class size: 28 per class; 1 computer workstation / student

2. Transfer Issue Two: Use of the Portfolio

Different purposes for which portfolios are used:

Determine transfer of credits for individual courses
Determine placement of transfer students in appropriate courses
Assess student outcomes for a specific course
Assess student outcomes for program or major e.g. sophomore, junior, senior, end of the program
Requirements for admission to a fine arts major
Requirements for graduation with fine arts major

Models of Portfolio Review: components, process and evaluation criteria:

Bemidji State University faculty presented a model of portfolio review to determine transfer of credits; St. Cloud State University faculty, a model of portfolio review to assess outcomes in a major and Minnesota State University Moorhead faculty, criteria for evaluation of portfolios and samples of student work submitted from art courses.

Suggestions for portfolios:

Continue to share models of Art Portfolios: purposes, components, processes and evaluation criteria.
The Art discipline/department at each institution should share information about Art Portfolios on their website: purposes, components, requirements and evaluation criteria for the current and prospective students (transfer and internal), faculty, counselors and transfer specialists.
Share examples from portfolios that meet the criteria.

3. Transfer Issue Three: Provide Consistent Advising to Students Who Wish to Transfer

Advice to students:
- Take Foundation Courses for the Art major as listed (see Transfer Issue One)
- Keep examples of work for portfolios
- Research transfer requirements at Baccalaureate institutions

Prepare standard set of directions to students on how to do the research
Prepare information sheet on advising students interested in an Art major to hand to counseling, transfer specialists
Designated counselor to work with art students wishing to major in art
Articulation agreements – post on website
Advise students regarding transfer in the classroom at the beginning of each semester
Survey students in art courses regarding interest in art major
Encourage students to attend CC – Fine Art festival on SU campus

SU faculty available to share expectations for transfer with students

4. Transfer Issue Four: Proposed Associate in Fine Arts degree

Proposed Model for Associate in Fine Arts degree in Art

Must have articulation with one or more specific 4-year institution; written agreement between college and baccalaureate institution
Curricular components:
- Minnesota Transfer Curriculum
  - min. 22 credits of MnTC needed
  - Jr. students cannot take all art courses
  - May include entire MnTC at some universities (not at MSU-Moorhead); should be stipulated in articulation agreement
- Focus on art
  - At least 30 credits in art
  - Include foundation courses/computer competencies (see Transfer Issue One) An example:
    - Drawing I & II 6cr.
    - 2D Design 3 cr
    - 3D Design 3 cr
    - Art History I & II 6 cr
    - Computer Art 3 cr
    - Art Portfolio 1 cr.
    - 65% of credits must be in art to meet NASAD accreditation requirements for Associate in Fine Arts (65% of 64 credits=42 credits)
- 6-9 credits of art foundation courses may also count towards the MN Transfer Curriculum
- total credits: 60-64 with exceptions for more than 64 credits to be approved by Office of the Chancellor (may be needed for articulation agreements or accreditation purposes).
Be clear as to whether the degree meets national accreditation standards
Follow best practices in naming and publicizing major
Require Portfolio to determine practicum

Purpose for an AFA in Art:

Transfer and/or other purposes
Final degree includes foundation courses
Sequence courses appropriately
Pre-requisites are identified
Concentration in art
Start on proficiency in the first two years – balance art courses and general education in the first two years and in the third and four years

Rational for AFA

Transfer, pre-professional, preparatory
More seamless transfer
Most would support
Concern about resources e.g. faculty; not all colleges would be able to or wish to offer an AFA
Use AFA as a map
Students at colleges are interested
Bring new students in 4 years SU
Help CC to have more structured environments to grow and develop in art
No mandate for all SU to accept AFA

Charge for a policy change:

The group did not come to consensus. Most were in favor of requesting of a policy change to include an Associate in Fine Arts listing the requirements (see proposed model). One individual stated he could not support it if policy stated that the purpose included transfer.

5. Next Steps