Hello! Welcome to the website for my 2D Design (Artd 110) course at CCBC Essex.
Fundamentals of 2-D Design is an introductory study of the formal elements of art – line, value, texture, shape, form, space, color and composition – as they relate to visual organization on the two-dimensional plane (& all graphic art forms). Course work includes lecture, demonstration, studio work and critique for both art majors and non-art majors.
During the Fall 2013 semester, I will be teaching 2D Design on Mondays and Wednesdays from 11:45 am – 2:15 p.m. in room AHUM230
Class Projects and assignment sheets
2D Design – Fall 2013 – Professor Jessica Walton – Tentative Class Schedule
Week One – Line
8/26 – Introductions. Review syllabus, materials list, sketchbook info
Homework: Bring supplies to next class! For homework, you will find three images or objects to bring in and write about in your sketchbooks. Write a paragraph for each describing why you chose the image/object.
1) Something that you feel is well designed 2) Something you feel is poorly designed
3) Something that is interestingly designed but the function is not easily apparent
8/28 – Share objects in class. Discuss Line. Introduce 200 lines project and thumbnail sketches
Homework: Work on 200 lines project. Do two sketchbook project entries. Please relate these images to the concepts of line discussed this week in class.
Week Two – Labor Day and Line
9/2 –Labor Day – School Closed.
9/4 – Some work time in class on 200 lines project. In-progress critiques with Professor. Discuss composition, harmony, and Gestalt.
Homework: Finish 200 lines project.
Week Three – Composition, Harmony, Gestalt
9/9 – 200 lines projects due. In-class critique. In class exercises – texture and value. Begin two value scales in your sketchbook. One should use textures to create value. The other should use pattern. Introduce Textural Gestalt Inspired by Art Historical Composition project.
Homework: Finish two value scales in your sketchbook. One should use textures to create value. The other should use pattern. Work on Textural Gestalt project.
9/11 – Work day on Textural Gestalt Projects in class.
Homework: Work on Textural Gestalt projects. Do two sketchbook project entries. Please relate these images to the concepts of gestalt theory discussed this week in class.
Week Four – Shapes and Space – Negative/Positive, Organic/Geometric
9/16 – Work day on Textural Gestalt Projects in class.
Homework: Finish Textural Gestalt projects.
9/18 – Textural Gestalt Project due. In-class critique. Discuss shapes and space. Do Positive/Negative space exercises in class.
Homework: Do two sketchbook project entries. Please relate these images to the concepts of Shapes and Space discussed this week in class.
Week Five – Figural Silhouettes (Group and Individual projects)
9/23 – Do group project of silhouetted figures in class (in lighting studio and classroom). Introduce Independent Figural Silhouettes project.
Homework: Work on finding images and doing thumbnail sketches for figural silhouette project.
9/25 – Work day on Figural Silhouettes projects (Group and Individual).
Homework: Work on individual figural silhouette project.
Week Six – Figural Silhouettes (Individual Projects)
9/30 – Work day on Figural Silhouettes projects. Introduce Balance and Imbalance. Introduce Symmetry/Asymmetry projects on computer.
Homework: Finish Figural Silhouettes project. Bring in images to work on Symmetrical digital collage project for next class. Do two sketchbook project entries. Please relate these images to the concepts of Balance and Imbalance discussed this week in class.
10/2 – Figural Silhouettes Project due. In-class critique. Turn in sketchbooks for grade. Work-day on symmetrical digital collage projects.
Homework: Work on digital collage projects. Bring in images and physical textures to work on asymmetrical digital collage projects for next class.
Week Seven – (im)Balance and (a)Symmetry
10/7 – Scan textures in class. Workday on asymmetrical digital collage projects in class. Introduce color and design.
Homework: Do two sketchbook project entries. Please relate these images to the concepts of Color and Design discussed this week in class
10/9 – Work on digital collage projects (symmetrical and asymmetrical) in class.
Homework: Finish digital collage projects for next class.
Week Eight – Visual Storytelling
10/14 – Symmetrical and Asymmetrical digital collages due. In-class critique. Introduce concepts of Movement and visual storytelling. Introduce Visual Storytelling projects.
Homework: Find the myth you would like to use for your Visual Storytelling project. Do two sketchbook project entries. Please relate these images to the concepts of Visual Storytelling discussed this week in class.
10/16 – Workday in class on storyboarding, thumbnail sketches for Visual Storytelling projects.
Homework: Work on Visual Storytelling projects – character development and design.
Week Nine – Visual Storytelling (cont.)
10/21 –Work day in class on Visual Storytelling Projects – character development and design.
Homework: Work on Visual Storytelling Projects.
10/23 – Visual Storytelling Projects In progress critiques. Workday.
Homework: Finish Visual Storytelling projects.
Week Ten – Design, Process, and Chance
10/28 – Visual Storytelling Projects due. In class final critiques. Discuss Design, Process, and Chance. Do Surrealist exercises in class that involve these design ideas. Introduce Process and Chance projects.
Homework: Do two sketchbook project entries. Please relate these images to the concepts of Chance and/or Process discussed this week in class. Work on process and chance projects.
10/30 – Workday on process and chance projects.
Homework: Finish Process and Chance projects.
Work on home collage projects
Week Eleven – Content and Design – “Home” Collage
11/4 – Process and Chance Projects due. In class critique. Turn in sketchbooks for grade. Introduce Content and Design. Introduce “Home” Collage project. Do brainstorming writing and design exercises for home collage projects.
Homework: Do two weekly sketchbook project entries. Please relate these images to the concepts of content and design discussed this week in class. Work on “Home” collage project.
11/6 – Work day on “Home” collages.
Homework: Work on “Home” collage project.
Week Twelve – Content and Design
11/13 – Home Collage projects due. In class critique. Introduce final project
Week Thirteen – Final Projects
11/20 – Workday
Week Fourteen – Final Projects
11/25 – In progress critiques. Have final projects at around 50% complete. Workday on final projects.
11/27 – Thanksgiving Break. No school.
Week Fifteen – Final Projects
12/4 – Work day on final projects.
Week of 12/9 – Final Critique – Final Independent Projects and Final Sketchbooks due.
2D Design Foundations
2D & 3D Design Foundations
Students too busy to appreciate each passing project get a sense of continuity at the end—and it shows through their writing
Fall 2008 syllabus
All first year design students (industrial, interior and visual communication) experience the same series of 2D foundation exercises to reinforce drawing skills and promote thorough ideation with multiple concepts. The next quarter they continue with a another series of foundation exercises to reinforce drawing and conceptual skills that translate to three dimensional form and space.
To expand observational drawing skills, a large sketchbook was added to the list of required materials. A series of outdoor “landscape” assignments requires students to express form, space and user interaction. The structure of the course is reflected in the syllabus.
The culmination of work from projects, drawing, exercises and vocabulary is collected in the final course documentation. It’s a chance to reflect and write about a furiously paced nine weeks. The assignment stresses organization and layout, but the document also requires attention to typography, photography and composition. The layout is intended to be both print and screen friendly. And while the students were not required to print the document, a package accompanies each turned in disc.
—Project: Exploring the five sensory modalities literally, symbolically and abstractly
—Project: Effectively communicate concepts using only points and lines (A. Wagner)
—Project: Discover and explore various two dimensional design principles with 4 squares. (K. Maeng, S. Ki)
—Project: Using lines as visual devices to translate 2D drawings into 3D representations. (K. Allen, T. Rink)
—Project: Translation of six terms into three dimensional visualizations. (N. Starrett, K. Gale, N. Fields)
—Project: Pumpkin planar tonal translations
—Project: Develop an awareness of characteristics which bring unity to a typeface or set of symbols, a.k.a. “Klingon” (J. Perin, K. Allen)
—Project: Iconic simplification of form which can then be made with a single piece of wire, a.k.a. “Liconæ (G. Goodwin, K. Allen)
—Project: Object Renderings—contour line, high contrast, dot shading, line shading and marker rendering. (G. Goodwin)
—Project: Landscape Ohio State, sketching communication, objects and environments (G. Goodwin)