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Classes with Mr. Rattley

JuieRattley3rd — Mon, 24 Aug 2009 09:49:06 CDT

Winston-Salem State University

Introduction to Art, Art 1301 (Fall 2009)
3 semester hours

Common Syllabus

Section: Art 1301-09, 3:30-4:45 P.M. Tuesday and Thursday
Instructor: Mr. Rattley
Telephone: (336) 508-3285
E-mail: jrattley3rd@hotmail.com or rattleyju@wssu.edu
Office: 10-A
Office hours: Fine Arts building Room 10-A (Office hours are posted on the door)

Textbook (required)
Sayre, Henry M.; A World of Art, Revised Fifth Edition. Copies are available in the bookstore. There are also copies on reserve in the library.

Description
Introduction to Art is a course designed to acquaint the student with concepts, functions, and purposes involving visual arts. It should stimulate the student toward a greater awareness of and responsiveness to social and environmental conditions of the world's cultures by examining the intricate relationships that exist between art and the human experience. It should provide a clear basis for students to understand, enjoy, and evaluate the art they see around them, especially contemporary art. This is basically a course that explores visual art in its many manifestations, both as fine art and the applied arts, through the use of art history, art criticism, concepts and aesthetics. It is not a “hands-on” course in which students create art. Successful completion of this course will fulfill the Fine Arts requirement in the University's core curriculum. THIS IS NOT A COURSE FOR ART MAJORS.

Objectives
A. The student should have knowledge and understanding of the following:
1. Media, terms and art elements
2. Content, meaning and subject matter
3. Historical and social context of major art works

B. The student should have the ability to do the following:
1. Discuss the concept of "art" by means of its purposes and functions.
2. Discuss the elements and principles of art, and to convey an idea of the planning and designing of an artwork.
3. Discuss the various kinds of visual art and the techniques and media used, with advantages and limitations
4. Discuss and explain diversified cultural and ethnic groups through a study of their art forms.
5. Discuss personal taste and the choice of materials used in everyday life.

C. The student will be expected to do the following:
1. Analyze an artistic composition in terms of its formal compositional qualities and the language of visual symbolism.
2. Critically evaluate the application of art principles in everyday life.
3. Use existing and emerging computer technologies to enhance the learning environment.
4. Demonstrate an understanding of basic concepts of computer hardware, software and peripherals.

Mission Statement
1. To develop individuals who are aware, artistically discriminating, and devoted to a lifelong association with art;
2. To provide opportunities for students and community members to participate in creative artistic experiences;
3. To develop sensitivity to visual culture;
4. To expose students to historical and contemporary art works, through lecture, various teaching media, direct gallery and museum visits and artist lectures;
5. To provide career development in art through the preparation of consumers of visual culture, teachers, artists, and scholars.

Rationale This course will develop the students' aesthetic responses to the artwork of western civilization and various world cultures. Aesthetic responses will result from experiences with art in which beauty or artistic value may be perceived. These responses may occur through lecture, various teaching media, direct gallery and museum visits, and artist lectures and art-making opportunities.

Specific Competencies from the North Carolina Department of Public Instruction
1.01 Understand the process involved in using the media.
2.02 Recognize specific media and processes.
3.05 Identify center of interest (emphasis) in a composition.
4.03 Begin to recognize that an artist's background and experiences are important in shaping an artist's work.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.

Assessment Plan for Art Core

Student Learning Outcome	Assessment Procedure	When Assessed
1. Have the writing skills and ability to use research tools (library, internet, etc)	Papers, writing samples, participant observation, simulated activities.	Assignments turned in throughout the course.
2. Understand and be able to apply the elements of art theory.	Art evaluation, written assignments.	Exams throughout the course.
3. Have a working knowledge of the historical development of art forms and structures	Written tests, written analysis.	Exams throughout the course.
4. Have a knowledge and understanding of the historical development of art, its historical periods, genres, and artists, within their cultural context.	Written tests, written analysis.	Exams throughout the course.
8. Be able to work independently on projects specified by the instructor.	Student presentation of these projects.	Will occur at the discretion of the individual instructor.

Modes of Instruction
Teaching Methods
A. Class lectures
B. Text and outside reading assignments
C. Research papers and projects
D. Viewing (classroom, library, outside galleries/museums)
E. Demonstration

Teaching Aids
A. Slides
B. On-line Learning Center
C. Video
D. PowerPoint
E. CD-ROM

Evaluation
Evaluation and assessment of students' knowledge of course materials and aesthetic response will be made by one or more of the following:
A. Special projects
B. Objective tests
C. Written responses to viewing art
D. Oral presentations
E. Class participation

Attendance
Prompt class attendance is required of all students. For a complete discussion of the University's attendance policy, please see p. 50-51 in the 2008-09 WSSU Undergraduate Catalog, available online at:
http://www.wssu.edu/WSSU/UndergraduateStudies/Curriculum/Home.htm

Class attendance is important and expected. Being on time for class and not leaving early is essential and will be taken into account and can affect your attendance grade.

It is my policy that a student may have three absences. It is also my policy that a fourth absence will result in the student failing the course. Most of the instruction takes place in the classroom and from a textbook; this is not a hands-on course, and therefore, attendance is mandatory. I will take roll each day, however, it is each student’s responsibility to keep track of his or her absences as well. During the semester, I will try to inform you if your grade is in jeopardy due to absences, but if for some reason I do not or cannot inform you, it will not change your final grade. I cannot deviate or modify this policy for any student unless the student has been seriously ill or an immediate family member is seriously ill or has died. I f any student is absent due to any medical reasons, please bring your medical excuse to the following scheduled class, in order to be excused.

Missed classes – Attendance Grade
0=100
1=90
2=80
3=70
4=60
5 or more =0

I DO TAKE ATTENDANCE
Receiving a grade of zero (0) for attendance makes it impossible to get a final grade of “A” for this course.

GRADING

Your final grade will be determined by the following: class participation, attendance, and assignments.

Grading Criteria:
A = 90-100 – Excellent to Superior work.
B = 80-89 – Good Work.
C = 70-79 – Average work. , (Only doing the minimum work required for an assignment is average work)
D = 60-69 – Below Average.

F=59-0 –Did not meet the requirements of the assignment.

NO ASSIGNMENTS WILL BE ACCEPTED LATE (LATE IS ANYTIME AFTER THE ASSIGNMENT HAS BEEN COLLECTED)

THERE WILL BE NO MAKE-UP QUIZZES OR TEST.
THERE WILL BE NO EXTRA CREDIT ASSIGNMENTS.

Class Disruption Policy

No electronic devices or personal headsets are allowed at any time. I must have each student’s undivided attention at all times. It is also important that each student knows that this room will be used by other classes as well. Therefore, you are required to maintain the condition of your work area by cleaning up after yourself.

It is the University's policy that if any forms of class disruptions or confrontations arise, you will be asked
to leave my class. If for any reason you choose not to leave the class
when asked, I will call the campus police to have you removed. After
your removal, I will then arrange a meeting with Dr. Hicks, myself, and
the disruptive student(s) to discuss this matter further. To view this
policy, visit this link URL:
http://www.wssu.edu/announcements/ClassDisruptionPolicyIV.htm

Common Examinations
In addition to this Common Syllabus, the Common Examination provides an important element of unity to the many sections of Introduction to Art. The examination reflects the goals and objectives of the course and is based upon the information found in the course textbook.

Disability
If you have a documented disability, please contact Ms. Myra Waddell in the Office of Disability Services, 217 Anderson Center, or by phone at 750-8658. Although I am eager to assist you, no accommodations will be made without notification from her office.

Honor Code
The WSSU Honor Code is in effect. All assignments, activities, and exams are to be done independently unless instructions are given to do otherwise.

Classroom Courtesy
All electronic devices should be turned off or muted before entering class.

This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs.

Signature ____________________________________________ Date ______________

Form and Content Analysis Sheet

Form

Composition: How has the artist organized the composition in the painting? Is there clear use of foreground, middle ground and background? Are diagonals used? Does color play a role in the composition? How does the artist move your eye through the composition? Does the artist use a symmetrical, asymmetrical, or radial compositional structure? What design elements are used (such as line, texture, repetition) to strengthen the work of art?

Volume: How does the artist create a sense of three dimensionality in the forms? Do the forms appear to be modeled using light and shade?

Space: Does the artist use perspective (single or multiple point)? Do forms overlap? Does the space of the painting appear logical?

Figure: How many figures are there? What are they doing? Are they static or in motion? Do they interact with other figures, or with the setting? How does the artist use pose, gesture and facial expression to convey information about the figure? Do the poses of the figures seem natural? Does the artist seem to understand anatomy?

Color: Are colors warm or cool? Light or dark? Does the artist use a broad range of colors, or is the palette more limited? Are the colors symbolic?

Light: How does the light in the painting affect its mood? Is there a light source within the painting, or does light seem to come from outside the canvas? Is the light cool or warm? Flickering or bathing? Does the artist use Chiaroscuro?

Content

Interpretation: What do you consider to be the meaning of this image?
Artist Intention: What idea or notion is the artist trying to convey or express? What biographical knowledge of the artist would assist in the understanding of this work of art?
Cultural/Historical Context: In what time period was this work of art created? Are there relevant historical and cultural events that surround the work of art?

LOOKING AT ART

Interpretation of a Work:

What is the subject?

When was the work made?

What medium was used?

What is the work size?

What is your response to the piece?

How did the artist’s formal choices affect your choices?

How does the work fit into the artist career?

Are there any contemporary written documents pertaining to the work? (written either by the artist or by others) letters, biographies, autobiography, criticism etc.

What is the work’s relationship to the world at the time it was created: religion, politics, economic, science, mathematic, psychology, etc.

What is the significance of the piece?

____________________________________________________________________________________________________________________

Winston-Salem State University

Introduction to Art, Art 1301 (Fall 2009)
3 semester hours

Common Syllabus

Section: Art 1301-04, 12:00-12:50 P.M. Monday, Wednesday, and Friday
Instructor: Mr. Rattley
Telephone: (336) 508-3285
E-mail: jrattley3rd@hotmail.com or rattleyju@wssu.edu
Office: 10-A
Office hours: Fine Arts building Room 10-A (Office hours are posted on the door)

Textbook (required)
Sayre, Henry M.; A World of Art, Revised Fifth Edition. Copies are available in the bookstore. There are also copies on reserve in the library.

Description
Introduction to Art is a course designed to acquaint the student with concepts, functions, and purposes involving visual arts. It should stimulate the student toward a greater awareness of and responsiveness to social and environmental conditions of the world's cultures by examining the intricate relationships that exist between art and the human experience. It should provide a clear basis for students to understand, enjoy, and evaluate the art they see around them, especially contemporary art. This is basically a course that explores visual art in its many manifestations, both as fine art and the applied arts, through the use of art history, art criticism, concepts and aesthetics. It is not a “hands-on” course in which students create art. Successful completion of this course will fulfill the Fine Arts requirement in the University's core curriculum. THIS IS NOT A COURSE FOR ART MAJORS.

Objectives
A. The student should have knowledge and understanding of the following:
1. Media, terms and art elements
2. Content, meaning and subject matter
3. Historical and social context of major art works

B. The student should have the ability to do the following:
1. Discuss the concept of "art" by means of its purposes and functions.
2. Discuss the elements and principles of art, and to convey an idea of the planning and designing of an artwork.
3. Discuss the various kinds of visual art and the techniques and media used, with advantages and limitations
4. Discuss and explain diversified cultural and ethnic groups through a study of their art forms.
5. Discuss personal taste and the choice of materials used in everyday life.

C. The student will be expected to do the following:
1. Analyze an artistic composition in terms of its formal compositional qualities and the language of visual symbolism.
2. Critically evaluate the application of art principles in everyday life.
3. Use existing and emerging computer technologies to enhance the learning environment.
4. Demonstrate an understanding of basic concepts of computer hardware, software and peripherals.

Mission Statement
1. To develop individuals who are aware, artistically discriminating, and devoted to a lifelong association with art;
2. To provide opportunities for students and community members to participate in creative artistic experiences;
3. To develop sensitivity to visual culture;
4. To expose students to historical and contemporary art works, through lecture, various teaching media, direct gallery and museum visits and artist lectures;
5. To provide career development in art through the preparation of consumers of visual culture, teachers, artists, and scholars.

Rationale This course will develop the students' aesthetic responses to the artwork of western civilization and various world cultures. Aesthetic responses will result from experiences with art in which beauty or artistic value may be perceived. These responses may occur through lecture, various teaching media, direct gallery and museum visits, and artist lectures and art-making opportunities.

Specific Competencies from the North Carolina Department of Public Instruction
1.01 Understand the process involved in using the media.
2.02 Recognize specific media and processes.
3.05 Identify center of interest (emphasis) in a composition.
4.03 Begin to recognize that an artist's background and experiences are important in shaping an artist's work.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.

Assessment Plan for Art Core

Student Learning Outcome	Assessment Procedure	When Assessed
1. Have the writing skills and ability to use research tools (library, internet, etc)	Papers, writing samples, participant observation, simulated activities.	Assignments turned in throughout the course.
2. Understand and be able to apply the elements of art theory.	Art evaluation, written assignments.	Exams throughout the course.
3. Have a working knowledge of the historical development of art forms and structures	Written tests, written analysis.	Exams throughout the course.
4. Have a knowledge and understanding of the historical development of art, its historical periods, genres, and artists, within their cultural context.	Written tests, written analysis.	Exams throughout the course.
8. Be able to work independently on projects specified by the instructor.	Student presentation of these projects.	Will occur at the discretion of the individual instructor.

Form and Content Analysis Sheet

Form

Content

LOOKING AT ART

Interpretation of a Work:

What is the subject?

When was the work made?

What medium was used?

What is the work size?

What is your response to the piece?

How did the artist’s formal choices affect your choices?

How does the work fit into the artist career?

Are there any contemporary written documents pertaining to the work? (written either by the artist or by others) letters, biographies, autobiography, criticism etc.

What is the work’s relationship to the world at the time it was created: religion, politics, economic, science, mathematic, psychology, etc.

What is the significance of the piece?

_________________________________________________________________________________________________________________________________

Winston-Salem State University

Introduction to Art, Art 1301 (Fall 2009)
3 semester hours

Common Syllabus

Section: Art 1301-11, 1:00-1:50 P.M. Monday, Wednesday, and Friday
Instructor: Mr. Rattley
Telephone: (336) 508-3285
E-mail: jrattley3rd@hotmail.com or rattleyju@wssu.edu
Office: 10-A
Office hours: Fine Arts building Room 10-A (Office hours are posted on the door)

Textbook (required)
Sayre, Henry M.; A World of Art, Revised Fifth Edition. Copies are available in the bookstore. There are also copies on reserve in the library.

Description
Introduction to Art is a course designed to acquaint the student with concepts, functions, and purposes involving visual arts. It should stimulate the student toward a greater awareness of and responsiveness to social and environmental conditions of the world's cultures by examining the intricate relationships that exist between art and the human experience. It should provide a clear basis for students to understand, enjoy, and evaluate the art they see around them, especially contemporary art. This is basically a course that explores visual art in its many manifestations, both as fine art and the applied arts, through the use of art history, art criticism, concepts and aesthetics. It is not a “hands-on” course in which students create art. Successful completion of this course will fulfill the Fine Arts requirement in the University's core curriculum. THIS IS NOT A COURSE FOR ART MAJORS.

Objectives
A. The student should have knowledge and understanding of the following:
1. Media, terms and art elements
2. Content, meaning and subject matter
3. Historical and social context of major art works

B. The student should have the ability to do the following:
1. Discuss the concept of "art" by means of its purposes and functions.
2. Discuss the elements and principles of art, and to convey an idea of the planning and designing of an artwork.
3. Discuss the various kinds of visual art and the techniques and media used, with advantages and limitations
4. Discuss and explain diversified cultural and ethnic groups through a study of their art forms.
5. Discuss personal taste and the choice of materials used in everyday life.

C. The student will be expected to do the following:
1. Analyze an artistic composition in terms of its formal compositional qualities and the language of visual symbolism.
2. Critically evaluate the application of art principles in everyday life.
3. Use existing and emerging computer technologies to enhance the learning environment.
4. Demonstrate an understanding of basic concepts of computer hardware, software and peripherals.

Mission Statement
1. To develop individuals who are aware, artistically discriminating, and devoted to a lifelong association with art;
2. To provide opportunities for students and community members to participate in creative artistic experiences;
3. To develop sensitivity to visual culture;
4. To expose students to historical and contemporary art works, through lecture, various teaching media, direct gallery and museum visits and artist lectures;
5. To provide career development in art through the preparation of consumers of visual culture, teachers, artists, and scholars.

Rationale This course will develop the students' aesthetic responses to the artwork of western civilization and various world cultures. Aesthetic responses will result from experiences with art in which beauty or artistic value may be perceived. These responses may occur through lecture, various teaching media, direct gallery and museum visits, and artist lectures and art-making opportunities.

Specific Competencies from the North Carolina Department of Public Instruction
1.01 Understand the process involved in using the media.
2.02 Recognize specific media and processes.
3.05 Identify center of interest (emphasis) in a composition.
4.03 Begin to recognize that an artist's background and experiences are important in shaping an artist's work.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.

Assessment Plan for Art Core

Student Learning Outcome	Assessment Procedure	When Assessed
1. Have the writing skills and ability to use research tools (library, internet, etc)	Papers, writing samples, participant observation, simulated activities.	Assignments turned in throughout the course.
2. Understand and be able to apply the elements of art theory.	Art evaluation, written assignments.	Exams throughout the course.
3. Have a working knowledge of the historical development of art forms and structures	Written tests, written analysis.	Exams throughout the course.
4. Have a knowledge and understanding of the historical development of art, its historical periods, genres, and artists, within their cultural context.	Written tests, written analysis.	Exams throughout the course.
8. Be able to work independently on projects specified by the instructor.	Student presentation of these projects.	Will occur at the discretion of the individual instructor.

Form and Content Analysis Sheet

Form

Content

LOOKING AT ART

Interpretation of a Work:

What is the subject?

When was the work made?

What medium was used?

What is the work size?

What is your response to the piece?

How did the artist’s formal choices affect your choices?

How does the work fit into the artist career?

Are there any contemporary written documents pertaining to the work? (written either by the artist or by others) letters, biographies, autobiography, criticism etc.

What is the work’s relationship to the world at the time it was created: religion, politics, economic, science, mathematic, psychology, etc.

What is the significance of the piece?

_________________________________________________________________________________________________________________________________

Winston-Salem State University

Department of Fine Arts

Professor: Mr. Rattley jrattley3rd@hotmail.com
Telephone: (336) 508-3285

Course: Drawing Non-Art Majors-90474-Art 1310-01
Fall 2008, Fine Arts Building 218, 2-4:15 P.M. Monday and Wednesday
Office: 10-A
Office Hours: Tuesday and Thursday, 4:45 P.M.-5:45 P.M.

Textbook (required)
Rockman, Deborah; Drawing Essentials, Copies are available in the bookstore.

I. Course Description

ART 1310 Drawing Non- Art Majors Credit: 3 hrs.

This course focuses on the fundamentals of drawing.

II. Course Objectives

The objective of this course is to develop hand-eye coordination. This class is designed to encourage students to work from direct observation. Each student will draw volume convincingly so that the objects being drawn feel three-dimensional, solid, and weighted. Each student will be able to make the objects feel united with their surroundings and to address general compositional elements in drawing. This course will demonstrate that volume and space are both needed to create a believable and unified drawing. At the end of the semester each student will walk away with a greater understanding of the fundamentals of drawing. This accomplishment will require a great deal of passion, discipline, time, and commitment on your part.

III. Course Format and Procedures: This class will be structured to teach students the basic practical skills of observation, with the intent of making each student more sensitive to seeing and responding to the world around them. Emphasis of this class will be based on research on other artists, writing, discussions, planning, and completing all assignments. Evaluation will be taken from writing, homework and group critiques. Students are expected to participate in all of these activities.

IV. Course Requirements:

Attendance
It is my policy that a student may have three absences. It is also my policy that a fourth absence will result in the student failing the course. Most of the instruction takes place in the classroom and not from a textbook; this is a hands-on course, and therefore, attendance is mandatory. I will take roll each day, however, it is each student’s responsibility to keep track of his or her absences as well. During the semester, I will try to inform you if your grade is in jeopardy due to absences, but if for some reason I do not or cannot inform you, it will not change your final grade. I cannot deviate or modify this policy for any student unless the student has been seriously ill or an immediate family member is seriously ill or has died. I f any student is absent due to any medical reasons, please bring your medical excuse to the following scheduled class, in order to be excused.

Missed classes – Attendance Grade
0=100
1=90
2=80
3=70
4=60
5 or more =0

I DO TAKE ATTENDANCE
Receiving a grade of zero (0) for attendance makes it impossible to get a final grade of “A” for this course.

GRADING

Your final grade will be determined by the following: class participation, attendance, class projects, projects done outside of class, sketchbook, research project and final project.

Grading Criteria:
A = 90-100 – Excellent to Superior work.
B = 80-89 – Good Work.
C = 70-79 – Average work. , (Only doing the minimum work required for an assignment is average work)
D = 60-69 – Below Average.

F=59-0 –Did not meet the requirements of the assignment.

NO ASSIGNMENTS WILL BE ACCEPTED LATE (LATE IS ANYTIME AFTER THE ASSIGNMENT HAS BEEN COLLECTED)

Homework

It is highly important that all homework is completed on time and ready to be critiqued. Drawing is like any other profession in life, the more you work at it the better you will become. Therefore, homework assignments should be taken seriously. Each homework assignment should be done on good 18” x 24” white paper. Each assignment reflects and reinforces concepts and ideas addressed during class. Homework and Sketchbook assignments will be taken up each Monday at the end of class.

Supplies are available in Campus Bookstore

1 Sketch book-5.5” x 8.5” (100 sheets) sm 457-5 PG 411
1 Sketch Pad- 18” x 24 (30 sheets) sm455-18 PG411
1Newsprint pad – 18” x 24” – Rough surface – 60 sheets sm307-318 PG411
1 each –Faber-Castell Pitt Artist Pens – Black, PG 222
Black,-Broad tip FC167399
Black,-Brush tip FC167499
Black,-fine tip FC167299
1 Drawing pencil Set- HB, 2B, 4B, 8B FC114000 PG172
1 Woodless Drawing pencil Set- HB, 2B, 4B, 8B GP971246BP PG 173
1 Graphite Stick Set GP980A-BP PG 165
1 each Conte’ crayon Pack- Black, Sanguine, white 2 B PG 164

Black 2B CO2359
Sanguine 2B CO2350
White 2B CO2355
1 Tri-tip Eraser- white GPT-24BP PG197
2 Bulldog clips 3” wide HS2004 PG 381
1 Masking tape- ¾ inch wide roll MT05617-8 PG 372
1Metal ruler 24 inches AC1574-1 PG 466
1 Canister type pencil sharpener MG908-0470 PG195
20x26 Portfolio SQPT620-BLK PG 340
Workable Spray Fixative

V. Grading Procedures

Grading will consist of the following: class participation, homework, attending class, completing assignments on time, participation in critiques, and by the quality of the work.

VI. Course Schedule:

This schedule does not accommodate holidays. However, the Drawing for Non- Art Major’s exam is set for 2:00P.M.-3:30P.M. Wednesday, December 10th.

WEEK 1
-Discuss basic shapes
-Composed drawing from basic shapes
-Shading/Convey the effects of light
-Figure/Ground
- Gesture Drawing
-Value Scale

WEEK 2
- Construction Points and Lines
-Landmarks
-Mapping, and Plotting
-Directional change of a contour

WEEK 3
-Continue directional change of a contour
-Perspective
-Compositional organization

WEEK 4
- Extended Gesture
-Volume and space

WEEK 5
-Relationship between shape and negative shape
-Blind Contour
-How shape creates three dimensional qualities

WEEK 6-7
-Mass and weight
-Relating mass to the cube
-Composing a drawing based on the cube, cone, cylinder, and sphere

WEEK 8-9
-Continue Massing of shapes
-Simplify shapes to convey complex forms and objects

WEEK 10-11
-Enhance Volume
-Contour lines

WEEK 12-13
-Planes
-Reinforce mass; keeping the cube in mind

WEEK 14-16
-Value of a plane
-Plane breaks and changes

VII. Accommodations for Students with Disabilities

In compliance with the WSSU policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for students with disabilities. Note that accommodation will not be granted without appropriate written documentation. Upon entrance to the course, students are encouraged to register with the Officer for Student Disabilities to verify their eligibility for appropriate accommodations.

VIII. Classroom Courtesies

No electronic devices or personal headsets are allowed at any time. I must have each student’s undivided attention at all times. It is also important that each student knows that this room will be used by other classes as well. Therefore, you are required to maintain the condition of your work area by cleaning up after yourself.

This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs.

Signature ____________________________________________ Date ______________

Form and Content Analysis Sheet

Form

Content

Interpretation: What do you consider to be the meaning of this image?

Artist Intention: What idea or notion is the artist trying to convey or express? What biographical knowledge of the artist would assist in the understanding of this work of art?

Cultural/Historical Context: In what time period was this work of art created? Are there relevant historical and cultural events that surround the work of art?

LOOKING AT ART

Interpretation of a Work:

What is the subject?

When was the work made?

What medium was used?

What is the work size?

What is your response to the piece?

How did the artist’s formal choices affect your choices?

How does the work fit into the artist career?

Are there any contemporary written documents pertaining to the work? (written either by the artist or by others) letters, biographies, autobiography, criticism etc.

What is the work’s relationship to the world at the time it was created: religion, politics, economic, science, mathematic, psychology, etc.

What is the significance of the piece?

_________________________________________________________________________________________________________________________________

Winston-Salem State University

Department of Fine Arts

Professor: Mr. Rattley jrattley3rd@hotmail.com
Telephone: (336) 508-3285
Course: Drawing I – 91436 - Art 1311-01
Fall 2009, Fine Arts Building 218, 7-9:15 P.M. Monday and Wednesday
Office: 10-A
Office Hours: Monday and Wednesday, 9:15 P.M.-10:15 P.M.

Textbook (required)
Rockman, Deborah; Drawing Essentials. Copies are available in the bookstore.

I. Course Description ART 1311 Drawing I Credit: 3 hrs.

This course will focus on reinforcing the fundamentals of drawing. This course will also focus on challenging students to better prepare themselves to visually express their ideas in an effective manner.

II. Course Objectives

The objective of this course is to develop hand-eye coordination. This class is designed to encourage students to work from direct observation. Each student will draw volume convincingly so that the objects being drawn feel three-dimensional, solid, and weighted. Each student will be able to make the objects feel united with their surroundings and to address general compositional elements in drawing. This course will demonstrate that volume and space are both needed to create a believable and unified drawing. At the end of the semester, each student will walk away with a greater understanding of the fundamentals of drawing. This accomplishment will require a great deal of passion, discipline, time, and commitment on your part.

III. Course Format and Procedures:

This class will be structured to teach students the basic practical skills of observation, with the intent of making each student more sensitive to seeing and responding to the world around them. Emphasis of this class will be based on research on other artists, writing, discussions, planning, and completing all assignments. Evaluation will be taken from writing, homework and group critiques. Students are expected to participate in all of these activities.

IV. Course Requirements:

Attendance

It is my policy that a student may have three absences. It is also my policy that a fourth absence will result in the student failing the course. Most of the instruction takes place in the classroom and not from a textbook; this is a hands-on course, and therefore, attendance is mandatory. I will take roll each day, however, it is each student’s responsibility to keep track of his or her absences as well. During the semester, I will try to inform you if your grade is in jeopardy due to absences, but if for some reason I do not or cannot inform you, it will not change your final grade. I cannot deviate or modify this policy for any student unless the student has been seriously ill or an immediate family member is seriously ill or has died. I f any student is absent due to any medical reasons, please bring your medical excuse to the following scheduled class, in order to be excused.

Missed classes – Attendance Grade
0=100
1=90
2=80
3=70
4=60
5 or more =0

I DO TAKE ATTENDANCE
Receiving a grade of zero (0) for attendance makes it impossible to get a final grade of “A” for this course.

GRADING

Your final grade will be determined by the following: class participation, attendance, class projects, projects done outside of class, sketchbook, research project and final project.

Grading Criteria:
A = 90-100 – Excellent to Superior work.
B = 80-89 – Good Work.
C = 70-79 – Average work. , (Only doing the minimum work required for an assignment is average work)
D = 60-69 – Below Average.

F=59-0 –Did not meet the requirements of the assignment.

NO ASSIGNMENTS WILL BE ACCEPTED LATE (LATE IS ANYTIME AFTER THE ASSIGNMENT HAS BEEN COLLECTED)

Homework

It is highly important that all homework is completed on time and ready to be critiqued. Drawing is like any other profession in life, the more you work at it the better you will become. Therefore, homework assignments should be taken seriously. Each homework assignment should be done on good 18” x 24” white paper. Each assignment reflects and reinforces concepts and ideas addressed during class. Homework and Sketchbook assignments will be taken up each Monday at the end of class.

Supplies are available in Campus Bookstore

1 Sketch book-5.5” x 8.5” (100 sheets) sm457-5 PG 411
1 Sketch Pad- 18” x 24 (30 sheets) sm455-18 PG411
1Newsprint pad – 18” x 24” – Rough surface – 60 sheets sm307-318 PG411
1 each –Faber-Castell Pitt Artist Pens – Black, PG 222
Black,-Broad tip FC167399
Black,-Brush tip FC167499
Black,-fine tip FC167299
1 Drawing pencil Set- HB,2B, 4B, 8B FC114000 PG172
1 Woodless Drawing pencil Set- HB, 2B, 4B, 8B GP971246BP PG 173
1 Graphite Stick Set GP980A-BP PG 165
1 each Conte’ crayon Pack- Black, Sanguine, white 2 B PG 164
Black 2B CO2359
Sanguine 2B CO2350
White 2B CO2355
1 Tri-tip Eraser- white GPT-24BP PG197
2 Bulldog clips 3” wide HS2004 PG 381
1 Masking tape- ¾ inch wide roll MT05617-8 PG 372
1Metal ruler 24 inches AC1574-1 PG 466
1 Canister type pencil sharpener MG908-0470 P G195
20x26 Portfolio SQPT620-BLK PG 340
Workable Spray Fixative

V. Grading Procedures

Grading will consist of the following: class participation, homework, attending class, completing assignments on time, participation in critiques, and by the quality of the work.

VI. Course Schedule:

This schedule does not accommodate holidays. However, the Drawing I exam is set for 12:00 P.M.-1:30 P.M. Wednesday, December 10th.

WEEK 1
-Discuss basic shapes
-Composed drawing from basic shapes
-Shading/Convey the effects of light
-Figure/Ground
- Gesture Drawing
-Value Scale

WEEK 2
- Construction Points and Lines
-Landmarks
-Mapping, and Plotting
-Directional change of a contour

WEEK 3
-Continue directional change of a contour
-Perspective
-Compositional organization

WEEK 4
- Extended Gesture
-Volume and space

WEEK 5
-Relationship between shape and negative shape
-Blind Contour
-How shape creates three dimensional qualities

WEEK 6-7
-Mass and weight
-Relating mass to the cube
-Composing a drawing based on the cube, cone, cylinder, and sphere

WEEK 8-9
-Continue Massing of shapes
-Simplify shapes to convey complex forms and objects

WEEK 10-11
-Enhance Volume
-Contour lines

WEEK 12-13
-Planes
-Reinforce mass; keeping the cube in mind

WEEK 14-16
-Value of a plane
-Plane breaks and changes

VII. Accommodations for Students with Disabilities

In compliance with the WSSU policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for students with disabilities. Note that accommodation will not be granted without appropriate written documentation. Upon entrance to the course, students are encouraged to register with the Officer for Student Disabilities to verify their eligibility for appropriate accommodations.

VIII. Classroom Courtesies

No electronic devices or personal headsets are allowed at any time. I must have each student’s undivided attention at all times. It is also important that each student knows that this room will be used by other classes as well. Therefore, you are required to maintain the condition of your work area by cleaning up after yourself.

This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs.

Signature ____________________________________________ Date ______________

Form and Content Analysis Sheet

Form

Content

Interpretation: What do you consider to be the meaning of this image?

Artist Intention: What idea or notion is the artist trying to convey or express? What biographical knowledge of the artist would assist in the understanding of this work of art?

Cultural/Historical Context: In what time period was this work of art created? Are there relevant historical and cultural events that surround the work of art?

LOOKING AT ART

Interpretation of a Work:

What is the subject?

When was the work made?

What medium was used?

What is the work size?

What is your response to the piece?

How did the artist’s formal choices affect your choices?

How does the work fit into the artist career?

Are there any contemporary written documents pertaining to the work? (written either by the artist or by others) letters, biographies, autobiography, criticism etc.

What is the work’s relationship to the world at the time it was created: religion, politics, economic, science, mathematic, psychology, etc.

What is the significance of the piece?

_________________________________________________________________________________________________________________________________

Winston-Salem State University

Department of Fine Arts

PROFESSOR: Mr. Rattley
Telephone: (336) 508-3285
COURSE: 3D- DESIGN- 22240- ART 1317 - 04
SPRING 2009, Fine Arts Building 124, 4:30 P.M.-6:45 P.M. Monday and Wednesday
E-MAIL: jrattley3rd@hotmail.com or rattleyju@wssu.edu
OFFICE: Fine Arts building Room 10-A (Office hours are posted on the door)

TEXT: Launching the Imagination, Mary Stewart, McGraw Hill.
The text is required for this class; this is the same text being used for a number of studio art classes so it can be used again for other classes.

COURSE OBJECTIVE/OUTCOMES

This studio course is designed to provide the student with an understanding of three-dimensional form. The student will become familiar with the language and elements of sculpture, with the various types of sculpture and the technical methods and processes. The course permits exploration and experimentation with a variety of materials.

Each project will allow a student to creatively develop a proficiency in the use of the principles of three-dimensional design. Pre-requisites: Drawing I, 2D Design, Art History I

ATTENDANCE

Class attendance is important and expected. Being on time for class and not leaving early is essential and will be taken into account and can affect your attendance grade.

It is my policy that a student may have three absences. It is also my policy that a fourth absence will result in the student failing the course. Most of the instruction takes place in the studio and not from a textbook; it is a hands-on course, and therefore, attendance is mandatory. I will take roll each day, however, it is each student’s responsibility to keep track of his or her absences as well. During the semester, I will try to inform you if your grade is in jeopardy due to absences, but if for some reason I do not or cannot inform you, it will not change your final grade. I cannot deviate or modify this policy for any student unless the student has been seriously ill or an immediate family member is seriously ill or has died. I f any student is absent due to any medical reasons, please bring your medical excuse to the following scheduled class, in order to be excused.

Missed classes – Attendance Grade
0=100
1=90
2=80
3=70
4=60
5 or more =0

I DO TAKE ATTENDANCE
Receiving a grade of zero (0) for attendance makes it impossible to get a final grade of “A” for this course.

GRADING

Your final grade will be determined by the following: class participation, attendance, class projects, projects done outside of class, sketchbook, research project and final project.

Grading Criteria:
A = 90-100 – Excellent to Superior work.
B = 80-89 – Good Work.
C = 70-79 – Average work. , (Only doing the minimum work required for an assignment is average work)
D = 60-69 – Below Average.

F=59-0 –Did not meet the requirements of the assignment.

NO ASSIGNMENTS WILL BE ACCEPTED LATE (LATE IS ANYTIME AFTER THE ASSIGNMENT HAS BEEN COLLECTED)

CLASS PREPERATION

You will not use scheduled studio time for errands or to gather materials and supplies. Please come to class fully prepared to work in the studio.

CRITIQUES

At the end of each assignment, there will be a class critique. You should consider a Critique just as you would a test or exam. If you are absent for a critique, arrive late for a critique, or leave during a critique you will not receive a passing grade for the assignment and will receive zero (0 ) points for participation on that assignment. Your participation grade is calculated by your involvement in these group meetings. During critiques you will be expected to express your ideas and knowledge pertaining to this course.

FINAL CRITIQUE

You must attend the Final Critique to pass this class; it is the equivalent to a Final Exam. THERE WILL BE NO MAKE-UP CRITIQUES OR TEST.
THERE WILL BE NO EXTRA CREDIT ASSIGNMENTS.

MATERIALS FOR CLASS

All students will be required to have the following:
-Sketchbook: approximately 9” x 12” or 11” x 14.
-Pencils, markers etc to use in sketchbook.
STUDENTS WILL BE GIVEN A LIST OF MATERIALS REQUIRED FOR EACH ASSIGNMENT. MATERIALS FOR THIS COURSE ARE NOT SUPPLIED BY THE UNIVERSITY.

WORKING OUTSIDE CLASS

Your primary responsibility while attending the University is to complete your coursework. Therefore, I expect that you will work on your assignments outside of scheduled class times so that the finished artwork presented on critique day will show your best efforts. I may not remind you each class meeting to work on your project outside of class, but know you should be doing this. Working outside of class time will assure that you are not being rushed to complete a project; this will result in a higher quality artwork. To become an accomplished artist you must take art making seriously, which means putting in the time and effort necessary for each project, not just completing assignments. You can expect to spend a minimum of 4 hours per week working outside of class on your assignments.

DISRUPTING CLASS STATEMENT

No electronic devices or personal headsets are allowed at any time. I must have each student’s undivided attention at all times. It is also important that each student knows that this room will be used by other classes as well. Therefore, you are required to maintain the condition of your work area by cleaning up after yourself.

Turn all phones, I pods, BERRIES (what ever color…), laptops, beepers, gadgets, and gizmos OFF before entering class and put them AWAY. Use of a laptop computer during class is forbidden unless its use is approved by the professor.

None of these devices should be visible on desktops or out in the studio during class time. A student will be warned once then will be subject to removal from the class for breaking this policy. If a student is asked to leave class for disrupting the class in anyway the student will be counted as absent from class for that day.

UNIVERSITY POLICY AND REGULATIONS
ALL STUDENTS ARE RESPONSIBLE FOR MAKING THEMSELVES AWARE AND ABIDING BY ALL UNIVERSITY POLICIEIES AND REGULATIONS STATED IN THE UNIVERSITY CATALOG AVAILABLE ON THE UNIVIRSITIES WEBSITE.

DISABILITY STATEMENT

In compliance with the WSSU policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for students with disabilities. Note that accommodation will not be granted without appropriate written documentation. Upon entrance to the course, students are encouraged to register with the Officer for Student Disabilities to verify their eligibility for appropriate accommodations.

If you have a documented disability, please contact the office of disability Services, Room 302 of the Hauser bldg. Or by phone (336 750-2390). Although I am eager to assist you, no accommodation will be made without notification from this office.

EMAIL CORRESPONDENCE

UNIVERSITY POLICY IS THAT ALL EMAIL CORRESPONDENCE BETWEEN THE PROFESSOR AND STUDENT IN REGARDS TO THIS CLASS BE DONE THROUGHT THE UNIVERSITY EMAIL SYSTEM.

*This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs*.

REQUIRED MATERIALS FOR THIS COURSE

TEXT: Launching the Imagination, Mary Stewart, McGraw Hill.
The text is required for this class; this is the same text being used for a number of studio art classes so it can be used again for other classes.

MATERIALS FOR CLASS

All students will be required to have the following:
-Sketchbook: approximately 9” x 12” or 11” x 14.
-Small Sketchbook, 5” x 7”
-Pencils, markers, erasers, etc to use in sketchbook.
-Black markers, artist /designer quality, fine and broad tip.
-Variety of colored pencils
-Color marker set, non-toxic.
-GLUE STIKS
-SCISSORS
-18” -24” cork backed ruler
-X-Acto-knife& extra blades.
-self healing cutting pad
-Masking tape
-wire
-wire cutters

Other materials will be required for specific assignments and details will be discussed in class.

Shaqueda 4D S09

Shaquedaj — Tue, 12 May 2009 04:56:27 CDT

Learning Scratch 1 link:

School
http://scratch.mit.edu/projects/sjohnson/431325

Learning Scratch 2

Bats
http://scratch.mit.edu/projects/sjohnson/451953

Learning Scraatch 3

Aquamarine::
(http://scratch.mit.edu/projects/sjohnson/452010

Sodaplay Bos link:

http://sodaplay.com/creators/shaquedaj/items/box_1

Sodaplay Character
http://sodaplay.com/creators/shaquedaj/items/balance

__________________________________________________________

Story Board:draft

Theme:Baking Cookies
How easy it is to mess up a batch of cookies.

Setting: Kitchen

Caracter" Granny

Granny has gathered all her materials and ingretients together to begin.
she has read the directions from from to back on making cookies from scratch.
Her first mistake is that she misread tablespoon (TBSP) for teaspoon (TSP) when
mixing the ingredients; not noticing, she continues the process, and bakes the cookies.

Once the cookies are done, Granny tastes the cookies and find that there is
a bitter taste to them.
She starts over from scratch with re-reading the ingredients, mixing, and cooking.
This time she has set the oven temperature to the wrong time and burns the cookies.

The third time is the charm; Granny is tetermined to get it right. The process is done again
but she reads thoroughly to be absolutely sure everything is right. The process goes smoothly,
and Granny takes a bite. Her smile says it all.

Ideas of Movement for Scratch

Version: scratch

http://scratch.mit.edu/projects/sjohnson/523169

Version 2: scratch

http://scratch.mit.edu/projects/sjohnson/523271

Final: scratch

Aaron 4D S09

AaronE4DArt — Mon, 11 May 2009 22:03:10 CDT

Horrible sodaplay character :( Final Scratch Project Version 2 Final Scratch Project Version 1 Third Scratch Example Banzai/Bullet Bill First Scratch example First Scratch example

Aaron, Add your images and links in this area. Click the easy edit button above. You need to use firefox as the browser.

4D Portfolios 2009

sjbetz — Mon, 11 May 2009 16:16:30 CDT

Stanley 4D S09

swill372 — Mon, 11 May 2009 16:14:14 CDT

First scratch project
http://scratch.mit.edu/projects/swill372/442595

http://scratch.mit.edu/projects/swill372/442571

Sketch up scene

Soda play box

Soda play character

Mid term project
http://scratch.mit.edu/projects/swill372/442577

Final Project
http://scratch.mit.edu/projects/swill372/522564

Storyboard

some sketches of possible characters

unfinished character sketch for old, more complicated story

Story I wrote that began to get extremely complicated, so i didn't use it

A few backgrounds for my final project

Classroom

sjbetz — Mon, 11 May 2009 16:03:14 CDT

OF TOMORROW

Welcome to the HBCU Art wiki!

This site is designed to build community around the HBCU Art Programs

This wiki is our central meeting place to plan and discuss assignments throughout the school year. Check back regularly to review any new announcements, review the syllab i, get tips from the study guides, and ask a question for other students or the instructors. Don't forget to see who's in the Student Spotlight this week!

2D Design	Time is up for uploading portfolio items for 4D Design	Freshman Seminar
Classes with Mr. Rattley	Free Foundations	Printmaking

SEE THIS: Foundations, Teachers, Web Gurus Launch Campaign to Promote Free, Online Educational Materials from Philanthropy News Digest

Saruge 4D S09

sjenkins206 — Mon, 11 May 2009 12:03:53 CDT

Scratch game: http://scratch.mit.edu/projects/Sjenkins206/443427

Scratch Storyboard
http://scratch.mit.edu/projects/Sjenkins206/498710

Joshua H 4D S09

jhumphrey106 — Mon, 11 May 2009 11:05:29 CDT

Domination Station

Strike 3

Finesse 4D S09

fmoore106 — Mon, 11 May 2009 09:49:53 CDT

Midterm:
Box
Scratch 1
Scratch 2
Game
Swag Surf Final

SketchUp Bkground

Sodaplay Figure

Ryann 4D S09

Rzah — Sun, 10 May 2009 16:16:31 CDT

Get Animatedddd! O.o LULZ.. it's what you do things for..

Soda Play:
Tiny Box
http://sodaplay.com/creators/rzah/items/tinybox

Character
http://sodaplay.com/creators/rzah/items/character_parts2

Scratch:
1, 2, and 3 - "Disappearing Ghost"
http://scratch.mit.edu/projects/Rzah/419223

"Shark Bait" - Game
http://scratch.mit.edu/projects/Rzah/430587

Google Sketch Up:

2nd Half 4D Design:
Begin Final Project

1. Character Development
"Classic Sword Fighting"
2 simple stick figures with massive/explosive attacks following strikes
Good Vs. Evil
Good will be much smaller than Evil in size; equal in strength
2. Story Boarding Basics
[March 16 & 18]
Storyboard
3. Storyboard Design Based On Web Examples
4. Due This Week With Character
[Turn in physical; March 23 & 25]
5. Environment/Background Built and uploaded
6. Character in Environment and uploaded
[April 6 & 8]
7. Sounds/Music uploaded
8. Version 1 Test Drive and upload
[April 13 & 15]
9. Version 2 Test Drive and upload
10. Final Version upload

Possible Presentation at River Run

Final Scratch Animation:
Pumpkin Chop Trial Run
http://scratch.mit.edu/projects/Rzah/505478

Pumpkin Chop: Finished
http://scratch.mit.edu/projects/Rzah/505480

Deante' 4D S09

allacesstay10 — Sat, 09 May 2009 20:08:52 CDT

BOX

scratch
storyboard
http://scratch.mit.edu/projects/allacesstay11/520218

scratch 1
http://scratch.mit.edu/projects/allacesstay11/520225

scratch 2
http://scratch.mit.edu/projects/allacesstay11/520295

Jaeson 4D S09

JaePitt — Fri, 08 May 2009 21:42:59 CDT

SkateBeat: by Jaeson Pitt (4d Design Final)

Aviator (in the works)CHARACTER BUILD 1 SODA PLAY CHARACTER(S)Soda Play 'BLOB'soda play cube CrashLanding Ghostly Goes Vorganism

Yaphet 4D S09

ymalbrough106 — Fri, 08 May 2009 02:09:24 CDT

Mr Betz Site

Soda Play
Box
Character

Scratch
Yeah Baby!
Dance!
drawing

Sketch Up

Midterm Game
Stick Fighter

Final Project
Daydream v.1
Daydream v.2
Daydream Final

Jessica 4D S09

jsava274 — Thu, 07 May 2009 22:30:19 CDT

What I've Done Thus Far
work by jessica savage in 4-d design

Our first assignment was to create a box that could hold its shape in sodaplay. My second box worked much better than my first.
SodaPlay Box1
SodaPlay Box 2

Then we created a character that could do the same. After adding gravity and tossing him around from the various points on his body, he still had some recognizable shape left.

<---- neck held up strong

SodaPlay Man

Here we designed a background in sketch up. The background would be used for our game in scratch. My background is a rundown nightclub.

Sketch Up Background.

To show what we've learn thus far, we designed a game in scratch. The object of my game is for the man to grab as many dollars as he can while avoiding attacks from the ninja girls who are also after the money. After so many hits from the girl, the guy loses all of his money and the game is over. It's actually not that easy to get the money without being hit by one of the girls. I've yet to get over $300.

Love F or Money Scratch Game

SECOND HALF
We created our own cartoons and a storyboard to go with it. My cartoon is about a creature named Samantha. She lives in space and goes on a journey to deliver some space cheese to her sick friend Felix. On the way she meets some pretty interesting characters.

my storyboard

<------- samantha's super cool room

one of my backgrounds

my main character samantha, the space bum, some space ninjas, and space cheese

after i colored my characters in illustrator

After we created our characters and storyboard we created our cartoons in scratch. Our comics had to be interactive so viewers could participate in all the fun. Here are a few trials of the adventures of samantha AND THE FINAL COMIC.
TRIAL ONE
TRIAL TWO
FINAL COMIC!!!!!

Robert 4D S09

Dragonsphere — Thu, 07 May 2009 17:15:27 CDT

Soda Play

1) The box (http://sodaplay.com/creators/kiddiamond/items/box)

2) The Character

This is my game:
http://scratch.mit.edu/projects/Dragonsphere/440499

This is my interactive animation it's not complete but it will be soon:

http://scratch.mit.edu/projects/Dragonsphere/498394

Final:

http://scratch.mit.edu/projects/Dragonsphere/504647

Joshua P. 4D S09

jphifer107 — Thu, 07 May 2009 17:10:40 CDT

Soda Play

Character
Box

Scratch

Typical Situations
Dragonball Z

Final Scratch Game
Version 1
Version 2
Final Version

Characters

Lakesha 4D S09

lmcneil — Thu, 07 May 2009 16:16:12 CDT

Soda Play Examples

http://sodaplay.com/creators/kesha112389/items/kesharobot3
http://sodaplay.com/creators/kesha112389/items/kesha_robot
http://sodaplay.com/creators/kesha112389/items/keshasbox

Scratch Examples

http://scratch.mit.edu/projects/lmcneil/440322

Scratch Game

http://scratch.mit.edu/projects/lmcneil/458345
http://scratch.mit.edu/projects/lmcneil/458349

Scratch Storyboard

(drawn-out storyboard is under attachments at the bottom)http://scratch.mit.edu/projects/lmcneil/498539

Romar 4D S09

rcagler107 — Wed, 06 May 2009 19:03:37 CDT

Ros scratch game incomplete

SODA PLAY BODY MODEL

SODAPLAY CUBE

GOOGLE SKETCH UP BACKGROUND

Scratch practices
http://scratch.mit.edu/projects/rcagler/394151

scratch url
http://scratch.mit.edu/projects/rcagler/516227

4D Evaluation Sheet

sjbetz — Wed, 06 May 2009 15:12:13 CDT

Christopher 4D S09

teh.toxic — Mon, 04 May 2009 13:53:13 CDT

Portfolio Scratch
Final Scratch Project
Scratch Projects
Midterm Scratch Project
BGs/characters
Final Animation WIP
Sodaplay
character
Box

fight scene ex
fight scene

Google Sketchup

Harris, Christopher M. Hinsley, James J. Humphrey, Joshua N. James, Ryann E. Malbrough, Yaphet I. McDowell, Najja P. Phifer, Joshua Price, Rhonda D. Reid, Adrienna D. Revis, Sharissa G. Rodgers, Gary M. Wesley, Halima N. Whidbee, Lamar J.	How does Mr. Betz grade? Example of score sheet.
Cagler, Romar L. Douglas, Deante' C. Jenkins, Saruge K. Johnson, Shaqueda A. Johnson-Walker, Jaia B. Lewis, Brenton J. McNeil, Lakesha Mejia, Shanning A. Montgomery, Leroy Priest, Clarencedaniel E. Pryor, Robert J. Ross, Kendrick L. Washington, Charles E. Wright, Tina M.
Moore, Finesse Kolin Robins David Harris Jaeson Pitt Stanely Williams Aaron Evans Dequentin Jackson Jessica Savage Richard Serge

HBCU Arts and Ideas - Recently Updated Pages

Classes with Mr. Rattley

Shaqueda 4D S09

Aaron 4D S09

4D Portfolios 2009

Stanley 4D S09

Classroom

Welcome to the HBCU Art wiki!

2D Design

Time is up for uploading portfolio items for

4D Design

Freshman Seminar

Classes with Mr. Rattley

Free Foundations

Printmaking

Saruge 4D S09

Joshua H 4D S09

Finesse 4D S09

Ryann 4D S09

Deante' 4D S09

Jaeson 4D S09

Yaphet 4D S09

Jessica 4D S09

Robert 4D S09

Joshua P. 4D S09

Lakesha 4D S09

Romar 4D S09

4D Evaluation Sheet

Christopher 4D S09