A. Madelon Umlauf



1. Madelon Umlauf

Drawing I, Art 1316

Synonym 25175, Section 017

Fall 2008

2. How to reach the instructor

Office Hours: Mon. & Wed., 12:20pm-12:50pm

Office Location & Number: RGC 012

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:

Mendelowitz, Faber & Wakeham, A Guide to Drawing, 7th edition Thomson Wadsworth, 2007 (IMPORTANT: textbook 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)

Claudia Betti & Teel Sale, Drawing A Contemporary Approach

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

spray can of hairspray or fixative

soft vine charcoal, package of 3 sticks

2 square compressed charcoal sticks

1 graphite stick

2 pieces of colored paper, 18” x 24”, for example Canson (your choice of colors)

kneaded gray eraser

white plastic eraser

Conté crayons, 1 black & 1 brown

Nupastels, set of 6 colors

range of drawing pencils including 4H, 2B, 4B and ebony

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

1 bottle of India ink, black

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” sketchbook of water tolerant paper, for example Strathmore 400

18” x 24” newsprint pad, rough surface

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

black razor-tip felt marker

2 hand mirrors, self-supporting or clamp-on

tube of black acrylic paint

mat knife, Exacto knife or scissors

12" ruler

roll of 3/4" masking tape

glue stick

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 Oct. 7. Final day to request 25% refund of tuition is Oct. 10. Final day to withdraw is Nov. 24.

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 in the Criteria For Accreditation, adopted by the Southern Association of Colleges and Schools, as updated and revised.

In the classroom or 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, there 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!

Sept. 22: Class will be doing a 2 hour unsupervised drawing of the still life. Syllabus will be distributed and explained by me as you read along. Taking into account what the syllabus says about the assigned drawing problems is crucial for your success or failure in this class. Finally, you will be filling in a questionaire to give me. This will be very useful for me in shaping the class.

Sept. 24: Textbook reading assignments for this class: Read chapters 1, 2 and 3. I will review these chapters with you in class. Be prepared to ask and answer questions. Class will do Project 3.2 on page 44. Bring your 9" x 12" sketchbook and a 2B pencil. See example 3-5 (p. 44) as you will be drawing a branch with 3 or 4 leaves on it which I will supply.

Sept. 29: Review in chapter 3 Mechanical Aids to Perception, pp. 45-52. Students will draw a classmate using a pencil as a measuring device to determine proportional relationships. I will explain this technique in class. Bring to class your 9” x 12” sketchbook and a 2B pencil.

Oct. 1: Class will do Projects 3.5 (p. 50) and 3.6 (p. 51). Bring to class your Strathmore 400 sketchpad, mat knife, 12" ruler, masking tape, chamois cloth, compressed charcoal and white plastic eraser. I will supply the 9" x 12" cover sheet for making the viewfinder.

Oct. 6 & 8: Bring to class Strathmore 400 sketchbook and a razor-tipped black felt marker. I will distribute a handout on negative contour drawing, discuss it and show slides of previous students' treatments of the assignment. Students will do negative contour drawings during these 2 class meetings.

Oct. 13 & 15: Textbook reading assignment is Chapter 12, Still Life and Composition, pp. 229-244. Bring to class Strathmore 400 sketchbook, 4H pencil, #6 or #7 round sable or synthetic brush and tube of acrylic black paint (paint preferable but black India ink may be substituted). Class will do a value reduction to two values of a still life. I will distribute a handout on this problem. See textbook example 3-12 (p. 52).

Oct. 20: Textbook assignment for this class is Chapter 5, Line and its Expression, pp. 73-95. Bring to class Strathmore 400 sketchbook, and 2B and 8B or Ebony pencils. Class will do cross contour drawings from a still life. See example 12-5 (p. 232) for an example of diagonal cross contour lines. I will distribute a handout on this assignment.

Oct. 22: Class will do contour hatched drawings of trees outdoors. Bring to class razor tip felt marker, 2B pencil and 9" x 12" sketchbook. See examples 5-16 (p. 88) and 5-23 (p. 94).

Oct. 27: Textbook reading assignment for this class is Chapter 14, The Human Figure, pp. 263-290. Bring to class the 18" x 24" newsprint pad, compressed charcoal, black India ink and a small wide-mouthed jar in which to decant the ink and bamboo brush (I will supply brush if you don't have one). Class will be doing black and white gesture drawings of the model.

Oct. 29: Bring to class black India ink, bamboo brush, sanguine and black Conté crayons, and 18" x 24" newsprint pad. Class will do spiral gestures with India ink and brush. I will distribute a handout on cross-section contour drawings. There will be an extended pose by the model and students will do one or more cross-section contour drawings. Homework to bring to class on Nov. 5: Draw your arm and hand foreshortened in at least 5 positions on one page of the 18" x 24" Strathmore 400 sketchbook. You may prefer to do preliminary sketches of the foreshortened hand and arm positions on one or more pages of your 9" x 12" sketchpad beforehand. See examples 5-14 (p. 87), 11-8 (p. 214), 11-11 (p. 216), 14-12 (p. 271) and 14-17 (p. 273) in textbook.

Nov. 3: Bring to class 18" x 24" newsprint pad and black Conté crayon. Class will draw the model foreshortened with a light contour line. See example 3-6, p. 45. On the same drawing, class will add plane hatched modeling which I will explain. Homework to bring to class Nov. 10: draw your leg and foot foreshortened. You may use a mirror for this. See examples 4-3 (p. 60), 14-17 (p. 273) & 14-19 (p. 275).

Nov. 5: Textbook reading assignment for this class: Chapter 9, Perspective, pp. 161-183. Bring to class 9" x 12" sketchbook and 2B pencil. I will distribute handout on drawing circles, columns and shadows in perspective which the class will practice doing.

Nov. 10: Class will meet at the front door of the Capitol building on the Capitol grounds. Bring your Strathmore 400 sketchpad and 2B pencil. Students will be doing 2- and 3-point perspective drawings inside and outside of the Capitol.

Nov. 12: Bring to class a concave or convex reflecting surface like the lid of a stainless cooking pot, your Strathmore 400 sketchpad, and 2B and ebony pencils. Students will draw a distorted self-portrait.

Nov. 17: Textbook reading assigment for this class: Chapter 7, Texture and its Expression, pp. 122-137. Bring to class your Strathmore 400 sketchpad, graphite stick and several different textural surfaces such as sandpaper, lace, etc. Class will do a frottage as in Project 7.1, p. 125.

Nov. 19: Textbook reading assigment for this class: Chapter 8, Composition, pp. 138-160. Bring to class the frottage from previous class meeting and 1 piece of 18" x 24" colored paper. Students will make a collage from the frottage. This will consist of cutting out geometric or amorphic shapes of the frottage and arranging them on the sheet of colored paper. Experiment with the illusion of movement and depth of the overlapping and/or isolated shapes before pasting them on the colored paper.

Nov. 24: Textbook reading assigment for this class: Chapter 15, The Portrait, pp. 291-309. Bring to class your 9" x 12" sketchbook, 2B pencil and self-supporting hand mirror. Class will do a self-portrait as in Project 15-1, p. 295. See examples 10-7 and 10-8 (p. 192) and examples 10-9 and 10-10 (p. 193).

Nov. 26: Bring to class set of Nupastel crayons, 1 piece of 18" x 24" colored paper, and 2 self-supporting or clamp-on hand mirrors. Students will draw a profile self-portrait with contour hatching. See examples 15-6 and 15-7 on p. 294.

Dec. 1: Textbook reading assignment for this class: Chapter 6, Value and Color, pp. 96-121. Bring to class 18" x 24" newsprint pad and set of Nupastel crayons. Students will do the following color schemes from the model's gesture poses: monochromatic, analogous, complementary and split-complementary (terms explained in Chapter 6).

Dec. 3: This class will be devoted to finishing or making-up missed assignments.

Dec. 8: Students will turn in 10 drawings in portfolio you've made or bought: unsupervised still life, negative contour, value reduction to 2 tones, cross contour (horizontal, vertical or diagonal hatching), perspective drawing of the Capitol, gesture study, full figure (cross section contour, foreshortened, or gesture), distorted self-portrait, frottage/collage, profile self-portrait. Class will participate with teacher in critique of work.

Dec. 10: Return of portfolios except for those drawings which are to be scanned for inclusion in my Student Work archive on my Web site.

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 Students Work.

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