California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 2/4/13
Department of Art and Design
A.

Protocol
Course Name:
Design 2D
Course Number:
ART 119
Credits:
3
Prerequisites:
None
Maximum Class Size (face-to-face): 22
Maximum Class Size (online):
(Choose which one is appropriate or both if applicable)

B.

Objectives of the Course:
Students will:
1. Demonstrate an overall confidence in understanding and manipulating the
basic elements and principles of design (creatively see, think, make and talk
in shared 2-D visual languages);
2. Demonstrate fundamental safe, clean, professional studio practices in each
class meeting;
3. Demonstrate refinement of critical thinking abilities in problem and solving,
and appropriate professional presentation;
4. Demonstrate evidence of thoughtfully organized words, sketches, homework,
etc., throughout the course in a 2-D-Design-only journal/note/sketch-book;
5. Demonstrate abilities to identify and interconnect 2-D ideas, products and
events in history, and to use them today to help solve current problems in 2D design;
6. Demonstrate abilities to imaginatively plan, sketch, create, and present
appropriate, well-crafted 2-D assignments, in outside of class, ON TIME.

C.

Catalog Description:
This is an introduction to the creative and practical foundations of seeing,
thinking, making, and communicating via 2-D space. Students become more
aware of the design—the organization and application of visual language.
Design awareness is structured by focusing learning on the identification and
thoughtful manipulation of the specific basic elements and principles of visual

language. Students learn by solving, and professionally presenting, many minor
and several major visual problems in 2-D design.
D.

Outline of the Course:
A.
Introduction to basic variety of 2-D mark-making media, surfaces, and sketchbooks.
B.
Introduction to the fundamental elements and principles of Euro-American visual
language.
C.
Focused exploration of each individual visual element (line, shape, form, value/color,
texture, space, and time) with applications of compositions based on varying the
principles of visual design. Explored in conjunction with a required text:
Zelanski, Paul & Fisher, Mary Pat (1996,1984). Design: principles and problems, 2nd
Edition. Fort Worth, TX: Harcourt Brace College Publishers.
D.
Solving several different problems in and outside of class involving each of the
individual visual elements of design.
E.
Taking the formal explorations within the visual elements beyond formal exercise to
communicate meaning.
F.
Finding or demonstrating the historical and multi-cultural context in each of the visual
elements, principles, and 2-D media.
G.
Professional presentation of 2-D work.
H.
Time permitting, special topics such as but not limited to: bookmaking, animation,
kites, creative package design, 3-D optical imaging, light art, concrete poetry, etc.

E.

Teaching Methodology:
Traditional Classroom Methodology
This is a student-centered, hands-on, class-participation-based methodology for
learning. Students learn from: instructor presentation and guidance, individual
hands-on learning, class participation in a studio learning environment, and
independent research and art-making/critical/aesthetic activities. Support
materials are drawn from potentials on visual publications, varieties of
appropriate visual aids, and when possible, actual art work and visits to sites of
art or art making.

F.

Text
No formal class text—assigned readings throughout the course will better serve
this course at this time.

G.

Assessment Activities:
Students are assessed on their learning of the objectives above as demonstrated equally by performance
both in the classroom and outside of the classroom.
A. In-class performance involves observing the student’s individual participatory role in learning how
to maintain and work in a clean, positive, professional, and cooperative group format – one which is
appropriate for a professional studio. This includes attending class on time, prepared with complete,

professionally presentable assignments, and degree of constructive participation during the entire
class time.
B. Out-of-Class performance is assessed from:
1.) On-time successful completion of presentable class assignments (homework);
2.) On-time successful completion and professional presentation of the six major course projects
(detailed in advance of each project & assessed according to specific, written criteria);
3.) The habit of regularly entered, well-organized, useful, thoughtful and pertinent information, into
the journal/sketchbook, which will be assessed: a.) each class meeting, b.) at the mid-term, & c
during final critique;
NOTE: Homework, major projects, and sketchbook entries are always dated, labeled, & presented
chronologically. All three will be assessed together at the mid-term and final critique as a complete 2-D
Design Portfolio.
C. If necessary, assessment will also occur in several short quizzes, a verbal/visual mid-term exam, and
a verbal/visual final exam.

H.

Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities

Students with disabilities:
• Reserve the right to decide when to self-identify and when to request
accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to
receive accommodations.
• Might be required to communicate with faculty for accommodations, which
specifically involve the faculty.
• Will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for
Students with Disabilities (OSD). Approved accommodations will be recorded on the
OSD Accommodation Approval notice and provided to the student. Students are expected
to adhere to OSD procedures for self-identifying, providing documentation and requesting
accommodations in a timely manner.
Contact Information:
• Location:
• Phone:
• Fax:
• Email:

Azorsky Hall – Room 105
(724) 938-5781
(724) 938-4599
osdmail@calu.edu

•

I.

Web Site:
http://www.calu.edu/current-students/studentservices/disability/index.htm

Supportive Instructional Materials, e.g. library materials, web sites, etc.
Martinez, B., & Block, J., Visual Forces, Englewood Cliffs, NJ, 1988.
Lauer, D. A., Design Basics, New York, Reinhold Publishing Corporation,
1988.
Kranz & Roberts, The Design Continuum, New York, Reinhold Publishing
Corporation, 1966.
Ocvirk, Bone, et. al., Art Fundamentals, Dubuque, IO, William. C. Brown
Company, 1985.
Additional Information for Course Proposals

J.

Proposed Instructors:
Any qualified Art and Design faculty member

K.

Rationale for the Course:
The world is increasingly a more global and visual arena of communication.
This is a key visual foundation course. It is an introduction to creative and
practical methods of seeing, thinking, making and communicating via 2-D verbal
and visual modes from hands-on-materials media through digital media.
Participants become more aware of 2-D design—the planning and organization
of 2-D VISUAL product and meanings. Additionally, participants learn to
present work in a professional manner, ON TIME, and critique their work and
the work of others in a positive, constructive manner.

L.

Specialized Equipment or Supplies Needed:

M.

Access to reliable computer(s) and printer(s) at all times; Digital camera with optical zoom and
removable storage card; spiral-bound 2-D-only sketchbook no smaller than 11”x14” nor larger
than 14”x18”; clear-faced single-point-source lamp (halogen); Design 2-D only portfolio no
smaller than 18”x24” (no acrylic sleeves); fine cutters such as an x-acto knife; box cutter with
breakable replenishing blade; scissors: decent clean-cut small scissors; UHU Glue stick (they
are archival!); 2-H, 2B and EBONY pencils; tracing paper; grid paper with light blue grid with
¼” squares only (8.5”x11”); plastic eraser: white, ‘no-mark’ erasers. (avoid the art gum eraser
and never use a kneaded eraser to erase – they are
used in drawing as ‘shapeable valuelifters’ only – a kneaded eraser is NOT used – NEVER – as an eraser!!!); hyper-fine rollerball
pen; Sharpie Regular size – not EF or chiseled fat ones; $1.compass used to make circles; 4-ply

mat board: for the mat window: min.: 1-2 sheets of 32” x 40” white or off-white ONLY – no
color - never black; 2-Ply ‘rag’ mat board: for mat back ONLY!!! 1-2 sheets of 32”x40” – both
2&4 ply mat board; small set of acrylic paint: red, magenta, blue, yellow, white and black;
inexpensive set of acrylic brushes including at least a ¼” white bristle brush (flat, filbert, or
rounds ok); paint-mixing instrument – such as popsicle sticks or cheap plastic paint mixing
knife; water resistant mixing tray; water jars tip-resistant, low-gravity, water jars; 18” to 36”
cork-backed steel ruler; colored pencils; graphite stix. Other materials may be necessary.
N.

Answer the following questions using complete sentences:
1.
2.

3.

3.
4.
5.

Does the course require additional human resources? (Please explain)
This course does not require additional human resources.
Does the course require additional physical resources? (Please explain)
This course does require physical resources of: large, smooth, flat tables
to be used for mixed media; access to electrical outlets and water for
clean-up of all manner of art materials; mat cutters; access to computers
and printers; floors that can easily be cleaned from spills of art media;
cutting boards; places for display of 2-D art for critique—a basic/essential
2-D art room set-up.
Does the course change the requirements in any particular major?
(Please explain)
This course is an essential foundation course of any degree program in the
Department of Art and Design. It is required by the National Association
of Schools of Art and Design as a key foundation visual literacy course.
Does the course replace an existing course in your program? (If so, list the
course)
This course does not replace an existing course.
How often will the course be taught?
This course is taught every semester.
Does the course duplicate an existing course in another Department or
College? (If the possibility exists, indicate course discipline, number, and
name)
This course is not duplicated in another Department or College.

N.

If the proposed course includes substantial material that is traditionally taught
in another discipline, you must request a statement of support from the
department chair that houses that discipline.

O.

Please identify if you are proposing to have this course considered as a menu
course for General Education. If yes, justify and demonstrate the reasons
based on the categories for General Education. The General Education

Committee must consider and approve the course proposal before
consideration by the UCC.
FINE ARTS--This course provides foundation education in how to read and
create visual content in the Fine Art area. It educates in basic history of visual
art, aesthetic appreciation of visual art and design, and supports critical
learning and communication in visual art and design. It is a basic foundation
course that often includes non-majors who benefit by learning how to read and
create visual meaning and appreciation by learning the vocabulary and
grammar of visual language as it applies to visual FINE ART and design.