Audience

The audience of this course will be first or second year students in a community college setting, where the students will be learning concepts, techniques and working towards completing a portfolio for transfer into a 4 year school.

Theory

Funding for arts education is a well-known issue and is constantly under stress, however in order to succeed in other subjects such as math, science, and engineering, for example, students need to be able to think “outside the box” and be creative problem solvers. Humans have always had a fascination with taking pictures, and have been doing it for thousands of years. The "center" of art-making is in yourself, most of the other subjects do not ask this, and therefore art develops a different realm of skills, critical thinking, and ingenuity. Art-making opens up possibilities to think outside the box. The world of art is full of possibilities. After taking several online art courses, I noticed the following was missing. Professor demonstration of new skills a formal critique of my work with other students and formative assessments, or formative feedback that was immediate as possible and usually includes specific ways a student can improve. In order to solve this problem, I have designed a sample Intro to drawing course which has the following:

1. A demonstration by the professor, of the topic, materials, and vocabulary.

2. The instructional videos will be edited using Edpuzzle. Throughout the video, students will be tested on vocabulary.

3. A creative drawing assignment for every lesson, in which students will demonstrate an understanding of the topic.

4. Assignments will be handed in the LMS.

5. Assessing in VR.

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.

1. Knowledge, comprehension and application, the three lower levels are more basic levels of cognition. (lower order thinking levels) Such as concrete thinking, memorization, and understanding.

2. Analysis, synthesis, and evaluation, referred to as (higher order thinking skills). Abstract critical thinking, metacognitive and creative thinking are examples of these.

Questions:

1. Can you label 6 different types of lines?

2. Can you explain the differences between these lines?

1. Can you create a composition with 6 different line types.

2. Can you create a composition with only interrupted types of lines?

3. (Partner work) Can you create a composition of 6 different types online? The first students will create the first 3 types of line. The second students will create the composition with another 3.

The first 2 questions involve lower level thinking skills. The last 3 involves identical instructions and yet each composition will be completely different.

By using Bloom’s taxonomy, we can give the students the right combination of structure and creative freedom. They will have an opportunity to remember, understand, apply, analyze, evaluate and create.