A. Madelon Umlauf



1. Madelon Umlauf

Drawing I, Art 1316

Synonym 05602, Section 003

Fall 2007

2. How to reach the instructor

Office Hours: Tuesday, 11:40am-12:40pm

Office Location & Number: LGL Studio 1

Phone: 708-9525 (leave messsage)

E-mail: madelon@austincc.edu

Web site : austincc.edu/umlauf/toppage.htm

Conferences: by appointment

3. Course Description

Drawing I: Fundamentals of drawing; consideration of line, space, form, and perspective in rendering from still life, landscape, or the human figure. Emphasis on composition and development of hand-eye coordination.

4. Required text:

Claudia Betti & Teel Sale, Drawing A Contemporary Approach, 5th edition, Harcourt, 2004 (IMPORTANT: to be brought to every class meeting)

Optional books on subject:

Joseph D’Amelio, Perspective Drawing Handbook (NC750.H15)

Lu Bro, Drawing, A Studio Guide (NC735.B69)

Bernard Chaet, The Art of Drawing, Holt, Rinehart & Winston (NC730.C44)

Henry Ranken Poore, Composition in Art, (Dover Publications)

Robert Beverly Hale, Drawing Lessons from the Great Masters (NC765.H15)

Materials: (students are required to bring the correct supplies for each class period as specified in the calendar section of the syllabus below)

spraycan of hairspray or fixative

soft vine charcoal, package of 3 sticks

2 square compressed charcoal sticks

1 graphite stick

1 piece of colored charcoal paper, 18” x 24”, for example Canson

kneaded gray eraser

Conté crayons, 2 white, 1 black, 1 brown

Nupastels, set of 6 colors

range of drawing pencils including 2B, 4B, 6B or EBONY

2 artists brushes: 1” flat sable or synthetic and #6 or #7 round sable or synthetic

2 bottles of India ink, 1 black, 1 color of your choice

small tool box or tackle box or similar to carry drawing tools in

1 sketchbook, at least 50 pages, 9” x 12”

18” x 24” Strathmore 400 multipurpose drawing pad, water tolerant paper or its

equivalent if Strathmore 400 is not available

newsprint pad, 18”x 24”, rough surface

portfolio case, larger than 18” x 24” (can be of cardboard and duct tape)

black razor-tip felt marker

2 hand mirrors

bamboo brush (optional)

chamois (optional)

5. SCANs Competencies: not applicable

6. Instructional Methodology: Primarily supervising and critiquing students' drawings. I will also give a 5 or 10 minute lecture/demonstration at the beginning of each class. Approximately every other class, slides of great artists’ drawings and past students’ work will be shown at the beginning of the class. Visits to exhibitions at local art galleries and museums may also be assigned.

7. Course Rationale: The purpose of Drawing I is to provide each student with specific drawing media experiences and to build basic perceptual skills in terms of drawing from studio set-ups. The student will also gain basic knowledge of the elements of art: line, value, shape/volume, texture and (some) color to lead to their deliberate manipulation for different types of spatial illusion, compositions, and expressive meaning.

8. Common Course Objectives:

Students will analyze visual information in terms of proportional relationships, spatial relationships and basic geometric shapes in order to accurately depict objects and groupings of objects.

• Students will use shading (continuous tones, cross contour, cross hatching and stippling) to create the illusion of volume, depth, and the natural way light describes form.

• Students will describe texture and organic rhythms drawing from still life objects and landscape.

• Students will execute one and two point perspective drawings.

• Students will use a variety of tools and techniques spontaneously to interpret subjects in particular expressive ways.

• Students will discuss drawing using a commonly understood terminology.

• Students will make drawings from the human figure to depict anatomical relationships.

• Students will present their completed work in a professional manner.

9. Grading system: Your grade will be based 40% on the drawings in your 9” x 12” sketchbook and 60% on the larger drawings in the portfolio. I will also be giving extra credit for your contributions to the class critiques of students’ work.

10. Course policies:

Student Attendance and Withdrawal: Regular and prompt attendance is required. Three (3) unexcused absences are allowed per term. Coming to class late twice or leaving early twice will be counted as one absence. Students will be responsible for withdrawing themselves from the course if necessary. Final day to request 70% refund of tuition is Sept. 17. Final day to request 25% refund of tuition is Sept. 24. Final day to withdraw is Nov. 26.

I do not give Incompletes. Students will be responsible for withdrawing themselves from the course, if necessary.

Scholastic Dishonesty: Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to tests, quizes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework. (Student Handbook 2002-2003, p. 32)

• Academic Freedom

Institutions of higher education are conducted for the common good. The common good depends upon a free search for truth and its free expression. Hence it is essential that faculty members at Austin Community College be free to pursue scholarly inquiry without unreasonable restriction and to voice and publish their conclusions without fear of institutional censorship or discipline. They must be free from the possibility that others of differing vision, either inside or outside the college community, may threaten their professional careers.

The concept of academic freedom in Austin Community College is accompanied by an equally demanding concept of responsibility, shared by the Board of Trustees, administration, and faculty members.

The essential responsibilities of the Board of Trustees and administrators regarding academic freedom are set forth n the Criteria For Accreditation, adopted by the Southern Association of Colleges and Schools, as updated and revised.

In the classroom on in College-produced telecommunications, faculty members should strive to be accurate, to exercise appropriate restraint, and to show respect for the opinions of others. In addition, instructors should be judicious in the use of material and should introduce only material that has a clear relationship to the subject field.

• Student Discipline

Students at the College have the rights accorded to all persons under the Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility for each individual to accord the same rights to others in the College community and not to interfere with or disrupt the educational process. As willing partners in learning, it is expected that students will comply with College rules and procedures. ACC students are recognized as responsible persons who neither lose the rights nor escape the responsibilities of citizenship. Enrollment in the College indicates acceptance of the rules set forth in this policy, administered through the office of the Campus Dean of Student Services. Due process, through an investigation and appeal process, is assured to any student involved in disciplinary action.

• General Provisions

The purpose of this policy is to identify for the ACC community the rights and responsibilities of its students, to specify acts prohibited and standards of conduct required, and to set a range of appropriate penalties in cases of rule violations.

• Due Process

In cases of violations of this policy, the following procedures recognize and afford the federal and state due process rights of students as citizens.

• Emergency Action

Provisions are included herein to protect the College and members of the College community in cases of emergencies and other instances requiring immediate action. Nevertheless, even in such instances, the student is afforded federal and state due process rights by these procedures.

• Administration of Discipline

The Campus Dean of Student Services or the appropriate facility administrator shall have primary authority and responsibility for the administration of student discipline. The Campus Dean of Student Services works cooperatively with faculty members in the disposition of scholastic violations.

• Offenses: Prohibited Acts

Prohibited acts include, but are not limited to, the commission of any act punishable by fine, incarceration, or both, under any law of the United States, or of the State of Texas, or under any local governmental ordinance, all as amended from time to time. A student may be punished for acts occurring on ACC-operated property on in connection with ACC-sponsored activities and for acts occurring off ACC-operated property when such acts interfere with the educational process and goals of ACC.

Other prohibited acts that constitute offenses for which discipline may be administered are listed in the Student Handbook.

• Freedom of Expression

Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, thee are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions.

• Office of Students with Disabilities

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.

11. Course Calendar: The following schedule is subject to change depending on class progress, the availability of models and possible visits to exhibitions.

Please bring your textbook to every class meeting!

Aug. 28: Syllabus will be distributed and explained by me as you read along. Taking into account what the syllabus says about the 15 assigned drawing problems is crucial for your success or failure in this class. Finally, you will be filling in a questionaire which will be very useful for me in shaping the class.

Aug. 30: Textbook reading assignments for this class: Materials, pages 349-355, and Keeping a Sketchbook, pages 357-366. Bring to class your range of pencils and your 9” x 12” sketchbook. In class you will be drawing a still-life in pencil. Please do not hestitate to ask questions in class, if you have any, about what you have read.

Sept. 4: Textbook reading assignment for this class: Gesture, pages 38-56. Bring to class a 9” x 12” sketchbook and a 2B pencil. Students will do blind contour line drawings. Your homework assignment is to do Sketchbook Project 1: Gesture Drawing (page 68) in your 9”x12” sketchbook.

Sept. 6: Bring to class 18” x 24” multipurpose pad and compressed charcoal. Students will do an organizational line drawing of the still-life. This type of drawing is explained on pages 61-63 of the textbook. I will be explaining various compositional devices, for example the golden mean and the rule of thirds. Homework assignment to be done in your 9”x12” sketchbook: Sketchbook Project 2 Continuous-line and Organizational-line Drawings (page 69).

Sept. 11: Textbook reading assignment for this day of class is Chapter Three, Shape/Plane and Volume, pages 99-126. Bring to class your 18” x 24” multipurpose drawing pad, a razor-tipped black felt marker and white-out or liquid paper. I will distribute and discuss a handout on negative contour drawings. Students will do negative contour drawings. Sketchbook assignment to be done at home in your 18”x24” Strathmore 400 drawing pad with brush and black India ink: Problem 3.2, Interchangable Positive and Negative Shapes, page 111.

Sept. 13: Bring to class your newsprint pad, black Conté crayon and compressed charcoal. Students will be doing Problem 3.9, Rubbed Planar Drawing, page 122.

Sept. 18: Textbook reading assignment for this day of class: Chapter 4, Value, pages 129-156. Bring 9” x 12” sketchbook. Class will be doing Problem 4.3, Using Value to Describe Planes, page 142-144. This problem consists of plane hatching in pencil in your Stratmore 400 pad.

Sept. 20: Bring to class 2 hand mirrors, clamp-on light and your 18” x 24” Strathmore 400 pad. I will supply the black acrylic paint for this project which is Problem 4.4, the third drawing, page 145 of textbook. See fingerprint drawing by Chuck Close on page 21 of the textbook.

Sept. 25, 27 & Oct. 2: Bring to class both black and colored India ink, brushes, and 18” x 24” Strathmore 400 pad. Optional: you may use watercolor paper if you wish. Students will do a three-tone pattern in contour (read handout distributed on Sept. 25). Homework assignment to be done in your 9”x12” sketchbook: Project 2: Applying Thumbnail Sketches to Actual Subject Matter (page 157).

Oct. 4, 9 & 11: Textbook reading assignment for this class: Chapter 5, Line, pages 162-189. Bring ebony or 6B pencil and 18” x 24” Strathmore 400 pad to class. I will distribute and discuss a handout on cross-contour drawing. Students will do 3 cross-contour drawings of a still life using horizontal, vertical and diagonal lines.

Oct. 16: Bring to class 2B pencil and 18” x 24” Strathmore 400 pad. Students will draw a still life using IMPLIED line, Problem 5.11 (page 184). See Cézanne water color on page 14.

Oct. 18: Textbook reading assignment: Chapter 6, Texture, pages 193-221. Bring a graphite stick, 18” x 24” Strathmore 400 pad, and several different textural surfaces such as sandpaper, lace or the like. Students will do a frottage as in Problem 6.8 (page 218). See Spatial Characteristics of Texture on page 220. For extra credit, you can do Problem 6.9: Transfer from a Printed Surface (pages 218-219 )in your Strathmore 400 pad.

Oct. 23, 25 & 30: Textbook reading assignment: Chapter 7, Color, pages 223-239, with special attention to the explanation of Fauvism and the work of Wassily Kandinsky and Hans Hoffman. Bring to class Nupastels, 9” x 12” sketchbook and spraycan of fixative. Students will do Project 1, Using Color for Quick Landscape Sketches, page 238. As you will be doing several quick landscape sketches, it is important to stay with the same subject in doing them in order to free yourself to use different and non-realistic colors.

Nov. 1: Mid-term critique. Bring to class 9” x 12” sketchbook and all your finished drawings. Homework assignment: Project 1, Invented Spatially Illusionistic Forms, page 268. This homework assignment will be graded when you hand it in at the end of term in your sketchbook. Try to make these forms volumetric and have them cast shadows.

Nov. 6: Read Chapter 8, Antiperspctive: The Triumph of the Picture Plane, pages 241-270. Bring to class 2B pencil and 9” x 12” sketchbook. I will be lecturing on perspective. Class will do perspective exercises.

Nov. 8 & 13: Bring variety of pencils and 18” x 24” Strathmore 400 pad to class. Class will do Problem 8.7, Using Multiple Perspective, page 261. Please incorporate some architectural detail of the Laguna Gloria mansion. I will be showing slides of Giorgio de Chirico’s paintings.

Nov. 15: Bring ebony or 6B pencil and 18” x 24” Strathmore 400 pad to class. Observing your classmates, combine 4 or 5 views of arms and legs (include hands and shoes) in a single drawing. In most if not all views, employ foreshortening which is explained in the textbook, pages 265-266. See especially the painting by George Rohner on page 266. Your drawing should have illusionistic deep space.

Nov. 20: Bring to class black India ink, brush and 18” x 24” Strathmore 400 pad. Class will do spiraling gesture drawings from a model. You will be using approximately 20 sheets of paper for this.

Nov. 22: Thanksgiving holiday

Nov. 27: Bring to class newsprint pad and Nupastels. Class will do gesture drawings in color. Class will also do proportional studies of the model standing, seated and reclining.

Nov. 29: Bring to class 18” x 24” Strathmore 400 pad, stick charcoal, compressed charcoal, pink or white eraser and gray kneaded eraser, and chamois if you have one. Class will do value studies of the model by erasing areas of a blackened page. Students will smear newsprint with stick charcoal to obtain an even gray tone all over the paper. Then they will smear compressed charcoal on top to make entire surface of paper black. Finally, they will use a kneaded eraser to create highlights and areas of reflected light. More charcoal may have to be applied for the core tones and shadows. There are no lines in this drawing.

Dec. 4: Bring to class newsprint pad and black and brown Conté crayon. Students will do gesture drawings and then a cross-section contour drawing with the Conté crayons. I will distribute and discuss a handout on cross-section contour.

Dec. 6 & 11: At the beginning of class I will be showing slides of distorted self-portraits. Bring to class a concave or convex reflecting surface, the 18” x 24” Strathmore 400 pad, and 2B and 6B or ebony pencils. Students will do a distorted self-portrait over 2 class periods. I will distribute a handout on distorted self-portraits.

Dec. 13: Bring to class the 9” x 12” sketchbook and your selection of 10 finished drawings which you will have removed from the 18” x 24” Strathmore 400 pad and the newsprint pad and placed in your portfolio. Class critique of students’ drawings. Turn in your portfolio and make arrangements with me to pick it up after I grade it.

Note: To give you an idea of what kind of work is expected, please check out the examples of former students' work reproduced on my Web site. Go to austincc.edu/umlauf/toppage.htm and click on Student Work.

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