Salt Lake Community College Course Syllabus For Art 1010

Salt Lake Community Collegecourse Syllabus For Art 1010 Exploring Art

Salt Lake Community College Course Syllabus for Art 1010: Exploring Art ePortfolio Requirements for Art 1010

Each student in General Education courses at SLCC will maintain a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience.

For detailed information including a Student ePortfolio Handbook, video tutorials for each ePortfolio platform, classes, locations and times of free workshops and other in-person help, visit . ePortfolio for Art 1010 The SLCC ePortfolio requirement for Art 1010 is designed to fulfill two objectives: 1. Create an opportunity for students to reflect on artwork they learn about in class and to connect that learning to experiences outside of the classroom. 2. To be a location to preserve assignments from their Art 1010 class. 3.

To develop aesthetic literacy for communicating ideas through online media Reflective Responses Students will write a response to readings as wells as one stimulus question. Students must create a response entry for each week, beginning on the second week of class (the prior period is devoted to creating their ePortfolio / Art 1010 page). Stimulus questions are listed below required Stimulus Questions are in BOLD . 1. Create a title for your entry 2.

Introduce your topic 3. Share your ideas 4. Provide supporting information or documentation, as applicable 5. Create a list of five things you learned or were interested in from the assigned readings 6. Additionally, respond to one stimulus question (must be at least 250 words) 7.

Provide a visual for each entry. Visual can come from art assignments, sketches or your own photo documentation (prior to photographing art work, be sure to get permission from the artist) ePortfolio Stimulus Questions: 1. What role does art making or art viewing have in your life? What is your experience with art? 2.

What was the very first artwork you remember doing? How did you feel about it when you made it? 3. Select a work of art from the assigned reading. Describe the formal elements of the artwork in such a way that someone who has not seen the artwork would recognize it.

4. Select a work of art from the assigned reading that you like. Describe it and explain what you like about it. Be sure to use formal elements and psychological responses. 5.

Select a work of art from the assigned reading that you don’t like. Describe it and explain what you don’t like about it. Be sure to use formal elements and psychological responses. 6. Select an artist from the assigned reading.

Identify one or two major influences on that artist and how those influences manifest in the artist’s work. (You may need to look up additional material about the artist) 7. Notice a billboard, a poster, a sign, or an advertisement. Describe it using formal elements. Consider any memory, emotion, or psychological response you may have to seeing it. Consider why it looks the way it does and reflect on whether it is effective in its intended purpose, or what would make it more effective.

8. Describe your current art assignment for class. Have you done this kind of assignment before or is it new to you? What was it like to work on it? 9.

Create your own stimulus question reflection. Art 1010 Web page appearance: Overall appearance should be considered when finalizing your ePortfolio web page. Students will want to take time to organize the page in a thoughtful, professional manner. Items should be easy to find, access, and read, and should be eye-catching and visually interesting. ePortfolio Grading Reflective Responses (10 submissions during semester) 80 points Finalized ePortfolio 20 points Overall Appearance (15 points) Ease of Navigation (5 points) Total 100 points 1

Paper For Above instruction

Exploring Art ePortfolio Reflection and Analysis

Art education at Salt Lake Community College emphasizes not only the acquisition of technical skills but also the development of aesthetic literacy and reflective thinking. The Art 1010 course, "Exploring Art," integrates the creation of an ePortfolio as a central component of student learning. This digital portfolio serves as a dynamic space where students can connect theoretical knowledge with personal experiences while demonstrating their artistic insights through reflective writing and visual documentation. The assignment encourages students to critically engage with the artworks studied, articulate their personal responses, and develop a deeper understanding of artistic processes and contexts.

Introduction to the ePortfolio Requirements

The ePortfolio serves multiple pedagogical purposes: fostering reflection on art in personal and societal contexts, preserving student work, and enhancing communication skills through online media. It requires students to submit weekly reflections responding to assigned readings and stimulus questions, which are designed to provoke critical thinking and personal engagement with art. Each entry must include a title, an introduction, a discussion of ideas, explanatory documentation, a list of key learning points, and a visual component derived from artwork, sketches, or photographs.

Structure and Content of Reflective Responses

The reflective writing component is structured around weekly entries, starting from the second week of class, with the first week dedicated to setting up the ePortfolio. In each reflection, students select and respond to at least one stimulus question, which cover various aspects of art perception, personal experience, formal analysis, and artwork critique. For instance, students might analyze an artwork's formal elements—such as line, shape, color, and composition—or reflect on their emotional or psychological responses to particular pieces.

The stimulus questions include prompts such as: "What role does art making or viewing have in your life?" and "Describe the formal elements of a chosen artwork." Other questions challenge students to consider influences on artists, observations of advertisements or public art, and reflections on current assignments. These activities aim to deepen students’ aesthetic literacy and encourage them to relate art to broader societal and personal contexts.

Visual Documentation and Ethical Considerations

Every journal entry must include a visual element. This can be derived from course assignments, personal sketches, or photographs taken with permission from the artist. Visual documentation complements the written reflection by providing tangible evidence of students’ engagement with art and their development of visual literacy.

Evaluation and Grading Criteria

The ePortfolio will be assessed based on the quality and consistency of response submissions—ten reflective entries throughout the semester—totaling 80 points. An additional 20 points are allocated for the final curated ePortfolio presentation, judged on overall appearance (15 points), ease of navigation (5 points), and professionalism. Students should organize their web pages thoughtfully, making sure items are accessible, visually appealing, and clearly labeled.

Conclusion

The ePortfolio project in Art 1010 offers an integrated approach to art education, combining critical reflection, personal expression, and digital literacy. This assignment not only enhances students’ understanding of art but also equips them with skills in online communication and self-assessment, essential for contemporary artistic and academic pursuits.

References

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