fine arts assessment report 2012...assessment plan: during the fall 2012 semester, the fine arts...

FINE ARTS ASSESSMENT REPORT 2012

The following report has been created by:

Prof. Peter Voci

Prof. Lynn Pocock

Assoc Prof. Rozina Vavetsi

Assoc. Prof. Terry Nauheim

Assoc. Prof. Yuko Oda

Asst. Prof. Patty Wongpakdee

The central focus of this assessment report was Critical Thinking in the Studio Classroom. The

specific Fine Arts Program Level Outcome is listed as number 5) Students will be able to use the

language of art and design effectively to identify the necessary elements in critically analyzing

the work being reviewed.

Each professor was given the task of evaluating the progress of students in a number of classes

they taught during the Fall 2012 semester. Professors collected samples of student work

throughout the 15 week courses with the intent of presenting visual documentation of the desired

outcomes. The expectation was that the final projects that were presented at the conclusion of the

semester would show a significant improvement in the areas of concept development, thesis

clarity, design and composition, drawing ability and aesthetic acuity. Furthermore each student

would demonstrate the same during their oral presentations to the class. The combination of

creating a higher level example of work and being able to clearly express the concept of the

project verbally was the desired goal.

The assessment report has been divided into three parts:

1) First and second level MFA courses

2) Computer Graphics BFA courses

3) Graphic Design BFA courses

First and second level MFA courses

Name of the program: MFA Computer Graphics

Courses being assessed: Graduate Thesis Studio ARTU-862 and Graduate Critique/Thesis

Orientation ARTC-801.

Year Assessment report: Fall 2012

Date: 11/15/12

Faculty Participant: Peter Voci for Graduate Thesis Studio

Lynn Pocock for Graduate Critique/Thesis Orientation

1. Which program learning outcomes have been assessed for the planned academic year?

Program learning outcome: Critical Thinking

During the Fall 2012 semester, the Fine Arts Department analyzed the learning outcomes for two

of our MFA classes, including Graduate Thesis Studio ARTU-862 and Graduate Critique/Thesis

Orientation ARTC-801.

In Graduate Thesis Studio students are focused on implementing their capstone MFA projects

and creating an exhibition of the work as well as writing a 50 page thesis statement. The class

meets as a group and also in individual sessions with the thesis advisor. In the individual

meetings each student presents the updated project for review and is challenged to support each

component of the presentation ranging from concept clarity to physical use of materials and

methods. It is during these sessions that each student is responsible for a response that involves

critical thinking.

Graduate Critique/Thesis Orientation ARTC-801: students will be able to develop a

preproduction plan in both verbal and visual form to help define/propose their future thesis

project; this plan includes content, concept statement, treatment, game play strategy, storyboards,

character designs, site map/flowcharts, set designs, illustration designs, painting designs, floor

plans, page layouts, logo designs, sound, timing, story, interface, screen shots, navigation, etc. A

high level of critical thinking is required to complete this project.

2. What measuring instruments were used for the assessment? (attach the criteria, or

rubrics used)

Assessment plan: During the Fall 2012 semester, the Fine Arts Department collected and

analyzed projects from Graduate Studio Thesis ARTU-862 and Graduate Critique/Thesis

Orientation ARTC-801. The goal was to analyze the students’ performance in order to evaluate

whether the course critical thinking requirements were effectively met.

The process used in evaluating the progress and measuring the outcome in the Graduate Thesis

Studio class is recorded in the weekly logs which are written reports that cover two aspects of the

course. One is the student’s assessment of the advisor’s critique of the prior meeting and second

is the student’s response and re direction of the project based on the conclusion of the critique.

Another measure is found in the evolution of the storyboard panes and anamatic files which

demonstrate the visual outcomes of the critique sessions. The level of sophistication and

development is readily seen in work presented during the group sessions in which there is also a

second level of critique by other students in the class.

Graduate Critique/Thesis Orientation ARTC-801: The students were charged with creating a

self-directed artwork project of the student's own choosing, which will be the foundation of the

students’ Thesis Proposal in the spring semester. Students were also tasked with doing research,

resulting in a 10 page scholarly research paper which serves as the underlying research for their

artwork project.

The students were given the following directives:

A Graphic Design project should contribute to solving a problem or addressing a contemporary

issue in the world of graphic design.

A Computer Animation project should result in the preproduction work for an innovative

computer animation, with a unique, self-expressive, well-defined concept/story.

An Art & Technology project should result in the actualization of innovative digital art projects,

in any related concentration such as digital imaging, experimental media, digital sculpture,

performance art, installation art, physical computing, time-based art, robotics, and/or web based

information art.

To ascertain whether the course has successfully met the requirements to impart critical thinking

students’ work was assessed as follows:

Research (40% weight)

Was the research rigorous, scholarly and demonstrate critical thinking? Was it correctly

referenced according to standard notation? Did it support the proposed artwork project? Was it

graduate level quality? Was it grammatically correct?

Artwork (40% weight)

Did the students’ progress in a consistent manner, on a weekly basis? Were the results

contributing to solving a problem or addressing a contemporary issue in the world of graphic

design? Were the results contributing to the preproduction work for an innovative computer

animation, with a unique, self-expressive, well-defined concept/story? Were the results

contributing to the actualization of innovative digital art projects?

Journal (20% weight)

Did the student keep a thoughtful, critical, written record of their daily/weekly thoughts, which

guided them through their creative process.

3. What were the important findings? How well students achieved the targeted learning

outcomes?

Overall, the MFA students achieved the overall targeted learning outcome: critical thinking. In

general, the students are doing very good work this semester, much improved over previous

semesters; their courses support their work well. In addition, having accepted a higher quality of

student into the program this fall has resulted in higher quality results. During the discussion, the

Fine Arts faculty made suggestions and comments on how to improve the overall quality of their

achievements.

With regards to Graduate Critique/Thesis Orientation ARTC-801, data was collected from 11

students for the Graduate Orientation Artwork Project/Development for the MFA Thesis

Proposal project. At the time of this report, the semester project has not yet been completed. In

addition, the interruption caused by hurricane Sandy caused several students to fall behind in

their work. Thus, final projects grades have not yet been determined; the following are an

estimate of the grades. Also, please note that the final MFA Thesis Artwork/Proposal is not due

until May 2013, and thus the data analyzed here is work-in-progress.

A summary of the results is as follows:

A = 45.45% (5 Projects)

B = 0% (0 Projects)

C = 0% (0 Projects)

D = 18.18% (2 Projects)

F = 0% (0 Projects)

Not able to determine at this time 36.36% (4 projects)

The results show that 5 students (45.5%) have met the goal of developing critical thinking skills,

both verbally and visually and are ready to advance to the next semester. Two students (18.18%)

had not reached the critical thinking level expected of them; in these 2 cases, the students are not

prepared to do graduate level work at this time. Finally, 4 students (36.36%) continue to work

on their projects with the expectation that they will perform well.

The following examples show how student work developed throughout the semester, from

conception to completion.

Figures 1 and 2. Initial Design Plans.

Figure 3. Intermediate Designs. Figure 4. Final Design.

Figure 5. Initial Design Plans. Figure 6. Intermediate Design.

Figure 7. Final Design.

For the MFA in Computer Animation track, the majority of students were able to meet the

outcome goals of critical thinking by individually developing the preproduction plans for unique

animations which incorporate concept, character development, storyboarding, audio, and all

areas related to professional production practices. From the proposal phase to the final

production phase, students are creating/producing unique stories in a professional-quality way.

For the MFA in Graphic Design track, the majority of students were able to meet the outcome

goals of critical thinking by individually producing graphic design projects that incorporate

concept, design development, communication and interactivity. From the proposal phase to the

final production phase, students are creating/producing unique graphic designed products.

For the MFA in Art and Technology track, the majority of students were able to meet the

outcome goals of critical thinking by individually producing project plans that investigate

innovative and emerging technologies in the creation of new art forms. From the proposal phase

to the final production phase, students are creating/producing unique fine arts expressions.

4. Select action items the faculty believes may enhance student learning. Decide who will be

responsible for the action, and establish a timeline for completion.

With regards to Graduate Critique/Thesis Orientation and Graduate Thesis Studio

1. When introducing the assignment show students more visual examples of past student

work.

Given that the course includes students from all three program tracks, each of which have

their own discipline requirements, students are required to be self-directed in their

learning. Thus, an action item is to make available to 1st year MFA students the MFA

Thesis Artwork and Thesis Proposals from previous year’s students. In this regard,

students will have a clearer idea of what is expected of them from the moment they enter

the program until the time they graduate.

2. Continue requiring scholarly research as part of the planning of visual projects.

3. Continue to improve the admissions standards.

5. What is the assessment plan for the next academic year?

To improve students’ critical thinking skills, the assessment plan for the next academic year will

include a more in-depth implementation of the following items:

1. Scholarly research

2. When introducing the assignment show students more visual examples of past student work.

3. Continue to improve the admissions standards.

Computer Graphics BFA courses:

ASSESSMENT REPORT

ARTC-301 Computer Graphics III (Web Design)

Submitted by Terry Nauheim, Associate Professor, Fine Arts


5) Students will be able to use the language of art and design effectively to identify the necessary

elements in critically analyzing the work being reviewed.

2. What measuring instruments were used for the assessment? (attach the criteria, or

rubrics used)

To assess Learning Outcome #5, we looked at the final project from the syllabus for the course,

Computer Graphics III. The project, “Assignment 6: Final Web Portfolio” was produced from

the first to last week of the semester through a series of smaller exercises/projects. Through the

semester, students were engaged in the process of using the language of art and design

effectively to identify the necessary elements in critically analyzing their final project’s interface

designs as well as their peers. This took place through oral/visual presentations, writing

assignments, and group critiques; each of these activities led the student to evaluate their work as

they developed the project. Below is a break down of 3 benchmark assignments that tracks these

critical activities.

A. Project Description:

The following describes the final project, which was the culmination of smaller exercises and

assignments taking place throughout the semester:

“Assignment 6: Final Web Portfolio” final: Using HTML and CSS, students will design a

website that showcased their artwork. They considered the artwork’s inherent visual issues (ex.

color, value, texture, composition, shapes, conceptual issues) as a starting point for design plans.

They will create a total interface; in other words, it is a total environment that has design

cohesiveness. This process includes doing a presentation/writing assignment showcasing existing

professional artist websites; writing goals and design considerations for their portfolio;

organizing and preparing content; drawing layouts and architectural space; wire framing the site

on the computer; and developing the final project into an HTML/CSS/Javascript formatted

website.

B. Documented Phases (Critical Feedback Component):

This report documents 3 different points of the semester, highlighting example student projects.

The following represents activities that specifically engaged students in critical analysis specific

to their website goals.

1. “E-Invite:” Using Photoshop, students designed a screen graphic that promoted their

upcoming web site. The E-Invite is meant to visually represent their final web portfolio;

for this reason, the student must commit to initial design decisions (including color

palette, typography, background elements, and content areas) for the site.

2. “Graphic Header:” Using Photoshop and Fireworks, students designed a graphic for the

header of their portfolio. The header includes links to each section of the site, and is a

consistent element on every page. Therefore, its design should include (1) elements that

visually complement the overall interface design and (2) a navigational strategy that can

function from any page.

3. “Final Web Portfolio” midterm: Students presented a digital prototype of their "gallery"

and "about" page as Photoshop layers in a formal critique. They presented the work by

addressing their design and interface plans, followed by a class critique of the work in

progress.

C. Measurement of Assessment (Criteria/Rubrics Used)

35% Weekly Assignments (Concept Development, Design, and Technical)

35% Final Project (Concept Development, Design, and Technical)

30% Course Attendance and Participation

In weekly assignments and final project, critical thinking is addressed in areas of Concept

Development, Design, and Technical Execution. The following explains how that takes place

through the assignment:

In “E-Invite” the student presents an initial design that implements their concept

development, design, and technical strategy. The student discusses the issues of the

project’s elements through a class critique.

In “Graphic Header,” the student presents an aesthetic design (ie, a look and feel) and

interface strategy (including buttons that are a vehicle for navigation). The student

discusses the issues of the project’s elements through a class critique.

In “Final Web Portfolio” midterm, the student presents a digital comp of their total

design interface that integrates their concept development, design, and technical

strategy. The student discusses the issues of the project’s elements through a class

critique.

3. What were the important findings? How well students achieved the targeted learning

outcomes?

The following shows the work of 4 students at 3 benchmark points across the semester; (1) “E-

Invite (2) “Graphic Header;” and (3) “Final Web Portfolio midterm.”

The grade of each project indicates a direct relationship between the engagement with criticism

and the progression of the work. Improved grades took place when the student was thoughtful

and constructive with criticism. Grades that stayed the same or lowered showed that the student

did not utilize constructive criticism effectively.

The following is a summary:

Student Example 1: Eric Mazzone

3.1/3.3/3.8

Excellent consideration of previous criticism.

Student Example 2: Catalina Salgado

2.9/3.0/3.4

The design has continually improved due to a consideration of criticism.

Student Example 3: Ilvania Mendoza

3.3/3.0/2.9

More consideration of the critiques needs to take place in final execution of the design.

Student Example 4: Zachary Reisman

2.3/2.8/3.0

The consideration of content shows, and the design is improving.

A. Representative Student Projects

Student Example 1: Eric Mazzone

E-Invite

Summary of Critique

Concept Development: The choice of subject creates extra emphasis on your photography, but

otherwise conveys message appropriately.

Design: The breaking up of the space with part photography/part digitized is intriguing, but play

more with the composition. The abstracting of the subject is appealing, but the smaller white

shapes need more resolution (look accidental). The type needs more design attention, in terms of

value/brightness as well as adding interest to treatment.

Technical: The graphics and artwork were optimized and sized correctly.

Grade: 3.1

Graphic Header

Summary of Critique

Concept Development: The navigation is clean and to the point. Use consistent tenses across

naming. There is little indication that this is an artist portfolio, and your name should be included

in the header.

Design: The EM logo reads as a camera; it creates extra emphasis on your photography.

Consider creating icons for both graphics and photography. The typography is an improvement

from the evite. The color palette is pleasing on its own but they hues may not complement the

colors in your artwork as you bring in content.

Technical: The graphics and artwork were optimized and sized correctly. The use of screen space

is overall good allowing a good amount of space for artwork. The left column at the moment,

however, is not being used and taking up space.

Grade: 3.3

Final Web Portfolio midterm

Summary of Critique

Concept Development: The navigation is now both easy to follow and providing an indication

that (a) this is an artist portfolio and (b) that this portfolio will include photography and digital.

The naming is better, too. The logo reads better with your name below.

Design: The color palette is better suited for your artwork, particularly a black and white

portfolio.

Technical: The use of screen space is better; less unneeded elements and more room for content.

The graphics and artwork were optimized and sized correctly.

Grade: 3.8 Excellent consideration of previous criticism.

Student Example 2: Catalina Salgado

E-invite

Summary of Critique

Concept Development: The design gives the impression that your artwork is primarily

photography, and that your approach is conceptual and illustrative. There is no indication of

whose website this is (include artist name).

Design: The design is attractive; color palette and typography balances well with the artwork.

The use of fonts and their effects is very well done; however, the type itself is difficult to read as

it gets small. The design needs simplification to allow for better hierarchy.


Grade: 2.9

Graphic Header

Summary of Critique

Concept Development: The areas of navigation work well for this particular portfolio. There is

no indication of whose website this is (include artist name with your company name), and that it

is an artist portfolio.

Design: The design better now that it is simplified; however, its original uniqueness and

ambience is lost by eliminating its visual background. Try bringing a texture, pattern, or

photographic element in that reads as background.

Technical: The vertical stacking of elements is not a good strategy for screen space. It will push

content too far down on every page. Instead, your header should be designed for the outside

edges of the screen.

Grade: 3.0


Summary of Critique

Concept Development: It is good that you added your name to the header; it now reads as an artist

portfolio

Design: The addition of textures and photography creates much more richness. This time you

integrate those elements with good hierarchy. Well done.

Technical: Horizontally Lining up the navigational elements improves your use of screen space. You

still need to consider where the navigation for individual artworks will go however.

Grade: 3.4 The design has continually improved due to a consideration of criticism.

Student Example 3: Ilvania Mendoza

E-invite

Summary of Critique

Concept Development: The choice of content is good; it clearly represents your portfolio.

Design: The elements for this design are very striking; however, the composition is

monotonous/predicatble. Make better use of the dynamic movement set up by the letters by

pushing the design to the edge, cropping in on these elements as opposed to a border. Also play

with size of individual elements. Push the color relationships more, trying alternative blues

against the black for optimal contrast. The italicizing of type is redundant with the angles made

by the letters; try using a straighter type to juxtapose.


Grade: 3.3

Graphic Header

Summary of Critique

Concept Development: The navigation is well thought out; it is a good system. You need to add

your name (and consider “graphic designer, too”).

Design: The centering of the composition is still problematic. The straightened type is an

improvement. The white boxes on the black rectangle is harsh; better to include a 2-toned

header, 1 color for type, the other for background. The new shade of blue is better, but too light.

Technical: The graphics and artwork were optimized and sized correctly. The header is taking up

too much screen space, leaving less room for important content.

Grade: 3.0


Summary of Critique

Concept Development: The navigation is well thought out; it is a good system. You still need to

add your name (and consider “graphic designer, too”).

Design: The color palette is better. The overlapping of the letterforms over the blue is interesting,

giving them movement on the screen. This should be pushed more, however. The white border

around the thumbnails is distracting. The circles around the navigation is a heavy element,

distracting from the letterforms. Tighten the spacing between the thumbnails.

Technical: The decision to move the navigation to the right of the graphic elements improves the

use of screen space. The artwork should be cropped as opposed to scaled down here

Grade: 2.9 More consideration of the critiques needs to take place in final execution of the

design.

Student Example 4: Zach Reisman

E-invite

Summary of Critique

Concept Development: The choice of content is misleading; between the imagery and tagline, it

gives the impression that your website is either about sports or photo illustration that is primarily

about sports. Add your name to this.

Design: The black and white is good with the colorful imagery. The blue does not complement

the other colors. The typography for Rush Toward is fitting, but the type for your URL does not

work well with it.


Grade: 2.3

Graphic Header

Summary of Critique

Concept Development: The elimination of the sports references is a good improvement. Also, it

is good that you included your name. The navigation system is a good system; in particular, the

submenus will work well. “Inspiration” is a creative idea for an artist’s portfolio.

Design: Eliminating the sports references improves the design. The slanting of the buttons

creates dynamic movement to elements. The blue is too strong a statement; in addition, it will not

complement your artwork. Also, too many thick black lines, cutting up the space too harshly.

Technical: The left column is taking up too much space below, leaving too little room for the

display of the artwork. The graphics and artwork were optimized and sized correctly.

Grade: 2.8


Summary of Critique

Concept Development: The navigation and overall website system remains strong.

Design: Eliminating the blue and black borders is a good improvement. Now the focus is

more on your artwork, the most important content. I would recommend dropping the ZSL

now that you have eliminated the box that it sat it in so that it aligns better with other

elements. Also you need to tighten the space between thumbnails. Try moving the submenu

to the top, just below the main navigation.

Technical: The thumbnails should be cropped, not scaled down.

Grade: 3.0 The consideration of content shows, and the design is improving.

4. Select action items the faculty believes may enhance student learning. Decide who will

be responsible for the action, and establish a timeline for completion.

1. Communicate the role that critical feedback plays into the development of assignments to

the students in the beginning of the semester. This should take place through a rubric

communicated to the student through the syllabus.

2. Show students examples of previous student work that failed or succeeded according to how

thoughtfully criticism was incorporated into revisions when introducing each assignment.

3. Include writing component (such as through a class blog) that engages the student in a more

ongoing and active discussion between students and professor throughout the semester.

4. Add an item to the rubric that specifically addresses critical thinking and addressing of the

work.

5. Require students to provide a self-critique at midterm and final evaluation delivered with

their oral presentation of the work.

These actions will be implemented in the fall 2013 when Computer Graphics III resumes.

5. What’s the assessment plan for the next academic year?

The above action items address the Learning Outcome, “Students will be able to use the

language of art and design effectively to identify the necessary elements in critically analyzing

the work being reviewed.”

These action items will emphasize this learning outcome to students; create a more specific

vehicle for assessing the critical analysis and its application to the work; and build more critical

thinking activity into both the student’s oral presentation and writing as they develop each

assignment. The assessment plan for fall 2013 is to evaluate and measure these actions at the

completion of the fall 2013 semester, and to compare 2012 and 2013 student results.

Template for Program Assessment Report

Name of the program: Computer Graphics, Fine Arts Department

Year Assessment report: Fall, 2012

Date: December 7, 2012

Faculty Participant: Associate Professor Yuko Oda


Program Learning Outcome #5: Fine Arts, Computer Graphics

5) Students will be able to use the language of art and design effectively to identify the necessary

elements in critically analyzing the work being reviewed.

2. What measuring instruments were used for the assessment? (attach the criteria, or rubrics

used)

A. Assignment Description

To assess Learning Outcome #5, I analyzed the progress and execution of the midterm project, in

conjunction with the peer/professor critiques, which were held both in face-to-face(F2F) classes and

Blackboard blogs for the blended course, ARTC401W01- Senior Project I, from week 2-week 8 of

the fall semester, 2012.

During this period, students acquired polygon modeling, texturing, and animation skills in Autodesk

Maya to invent an original 3D vehicle, and demonstrate its function. Each module assignment

served as building blocks towards the midterm project presentation and critique, where students

produce a short animation of their vehicle from start and finish using a single artist pipeline.

Students research and brainstorm to build the conceptual aspects of their project, and have

online/face-to-face demonstrations to acquire the necessary techniques. There are also writing

assignments to define the purpose, identity, and movement of the vehicles. These conceptual and

technical processes are frequently posted and reviewed by the peers and professor on the online blogs

and face-to-face classes, where there are active discussions and critiques. In the midterm project

presentation and critique, students presented their work face-to-face.

B. Measurement of Assessment (excerpt from syllabus):

Areas pertaining to project:

Assignment Blog -15%

Peer Critique -5 %

Midterm Project (presentation and critique)- 10%

C. Assessment criteria presented to students (excerpt from syllabus)

3.) Assignment Blog Entry 15%

A significant part of the grade will be based on the completion of the assignment blogs for each

module. You will be given detailed information on how many points you will get per item due, and

any parts you do not have submitted will lose points. These assignments will be more involved and

based on your own creative ideas and visions, and are laborious because of the complexity and level

of projects.

4.) Peer Critique Blog Entry 5%

Every Assignment Blog (and some entry tickets) will be reviewed by peers assigned to that

particular review. These critiques amount to 5% of your entire grade at the end of the semester.

You will be guided on how to create constructive reviews, and turn in a critique collection at the end

of the semester.

6.) Midterm Project 10%

Midterm Projects must be completed and ready for submission before the critique. Attendance and

participation during the critique is a significant part of the project grade, and absence results in

automatic failure.

D. Criteria with which they were evaluated for their peer critique (5% of total grade)

Participation-how many times they peer comment, and to what volume (2%)

Critical thinking-Critical thinking skills demonstrated in the writing (2%)

Clarity-Clarity of language, grammar (1%)

E. Correspondence Example

This is an example of a Blackboard announcement where students were encouraged to

participate and put effort into their comments for their peers and blog entry.

Subject: Progress Comments

Posted on Friday, October 12, 2012

Senior Project Students,

I have seen all the entries and you should be getting your M2-blog grades tonight/tomorrow (I've graded

half of you by now). I am still missing some major parts of the submission by some of you-I understand

you are fixing the vehicles, but upload your progress and get your work DONE! And when you have

questions for me, e-mail me attachments of .mb and specific questions so I can help you. If you just say,

help! I cannot do anything.

I also am seeing that peer crits are slim on some-make sure you give your partner some solid, constructive

comments! For example, James, give Zamirah more on that vehicle of hers-she needs it! Don't

underestimate the importance of the peer crit. As I stated before-be constructive and spend some time

pointing out what is working-3 sentences, and what is not working-3 sentences -(total 6 sentences) to your

partner. And if you have not submitted anything yet, you have a 0 for this M2-Assignment blog.

3. What were the important findings? How well did students achieve the targeted learning out-

comes?

Overall, most students achieved the targeted learning outcome. Here are some important findings:

Out of 11 students total:

a. Completion of project

9 students succeeded in finishing and presenting their work on time. (82%)

2 Students did not turn in their midterm project and got no credit. (18%)

b. Assessment of how critical language, thinking, and discussion improved the quality of their

work.

4 showed great improvement in their work due to the critiques from peers and professor. (36%)

2 showed some improvement in their work due to the critiques from peers and professors (18%)

3 students did not apply the critiques and suggestions by their peers and professors (27%)

c. Ability to utilize language, and improvement of language, that demonstrates critical thinking

in writing and speech over the course of the 6 weeks

3 Students demonstrated a strong ability to critically analyze work and express it through writing

(27%)

4 Students started the assignment with average ability to critically analyze and verbally express

critical thinking, and showed significant improvement in their critical thinking skills through writing

(36%)

4 Students started the assignment with poor ability to critically analyze and verbally express critical

thinking, and showed significant improvement in their critical thinking skills through writing (36%)

Student Work and Peer/Professor Critique Examples

ARTC401W01-Senior Project I, Fall 2012

Fine Arts, Computer Graphics

Example # 1: A-96/100, Midterm Project by Giuseppe Prisco

Stage 1

Daniel McClain said…

New

Sunday, October 14, 2012 6:58:31 PM EDT

Alright man. Here it comes. The critique you, and everyone has been waiting for. The "brotique", if you will. A critique that conveys any criticism, no matter how severe, in a bro-ish manner. Ahem. I like the environment you've chosen. An auto garage is a pretty "choice" location for the animation you're going to attempt. (Attempt? More like NAIL. As in do a REALLY GOOD JOB. *dap*) Anyways, I also like the use of the photo of the car out front as a skybox of sorts to show that this isn't just an enclosed space, it gives the illusion that there's a whole street out there, bro. The tool rack is a nice touch too, bro. Alright, bro, here comes the not-so-bro part. The part where I totally have to point out some things that didn't sit with me, but that's just my opinion, bro! Doesn't mean you screwed up, bro! I feel like the texture of the floor doesn't really blend too well with the rest of the photo that's next to it. It sort of goes from a fine pattern to a jpeg compression pattern. On the subject of the photo to, I didn't initially realize it was a photo until I looked past the cabinets/tool counter (the textures of which I also find a little too bright and draw attention away from your vehicle, bro). I recall in your description of the vehicle you said you were going for a "sinister" look, so maybe you should retexture the cabinets with a more "sinister" color scheme, like darker shades. And maybe put a dim light effect on top of the vehicle to add some ahm-bee-ants, or whatever lame-o artists use to describe an overall feel of something. (Hah! Nerds, right bro?) All in all, nice environment, bro, I'm looking forward to seeing the final product.

I give this an 8 out of 10, a B for Bro, bro.

http://nyitonline.nyit.edu/webapps/blackboard/execute/viewBlog?course_id=_11234_1&blog_id=_10872_1&group_id=&gml_reload=&blog_course_user_id=_193710_1&index_id=_10872_1:week_2012_42&type=blogs&callBackUrl=

Stage 2


Saturday, October 20, 2012 10:22:06 PM EDT

Oh, Giuseppe (or rather, "Bro, Giuseppe") you and your motorcycles. Anyway, I like the idea behind your animation and thought it was cool when you told me about it (even if you couldn't figure out how to backwards-render at the time you made this). Anyways, even though this is just a playblast, I feel like it could have used even like, a simple background. Maybe just some gradient of a light shade of blue in the background. You could also add some more "pizazz" to the driving-off screen scene. Maybe have it rev up, pop a wheelie or something? WHATEVER YOU WANT, BRO. *dap dap* In terms of the final animation, I assume your going to have sound, so if I could make some suggestions. I'd go with either a Dyson Vacuum commercial style http://www.youtube.com/watch?v=-E4Rj48RRAU (find some BABE to narrate your ANIMATION BRO *dap*) or you could go for the always funny: http://www.youtube.com/watch?v=q5th225wgsk But that's just me, feel free to do your own thing broooo

you get an 8.5 outta 10 from Ol' Danny Mac.

Stage 3

Midterm Project, final version:

http://www.youtube.com/watch?v=Fb7fYXzqRQg&feature=youtu.be

http://nyitonline.nyit.edu/webapps/blackboard/execute/viewBlog?course_id=_11234_1&blog_id=_10872_1&group_id=&gml_reload=&blog_course_user_id=_193710_1&index_id=_10872_1:week_2012_42&type=blogs&callBackUrl=


Wednesday, November 14, 2012 2:02:56 PM EST

Giuseppe, I enjoyed being able to observe your animation "evolve" throughout the class. From the original concept of a simple car commercial to a ghost bike in some ethereal plane was quite an interesting change. I liked the whole process of the bike being assembled, the sounds, for the most part, worked pretty well, and the lava flowing effect in the background added some ambience. Some instances, however, I felt could have been better. The driving away, for example, as Leif said in class, was a bit slow compared to the rest of the animation. Given the context that this is some sort of demonic/ghostly bike, you'd expect it to zoom away accompanied by a ghostly wail of sorts.

Ah well, in the end I give it a 9 outta 10.

Thomas Farace said…


http://nyitonline.nyit.edu/webapps/blackboard/execute/viewBlog?course_id=_11234_1&blog_id=_10870_1&blog_course_user_id=_193710_1&type=blogs&group_id=&gml_reload=&callBackUrl=


First off, you did an excellent job on this animation. All the camerawork and lighting was well thought out. I like the fact that the bike was built before it was able to drive away. The way that each camera shot depicted a piece of the bike that was being assembled was a great idea. Based on the sound effects i think they match your concept very well, the constant flames sound in the background, the screws being bolted in (which was my personal favorite). For the overall scene and concept i think you did a great job. Based on the way certain parts of the bike were being assembled and the sound that was being matched up with it, i think that couldve been brushed up. Each part of the bike was brought over smoothly, and at times would be matched up with a slamming sound that couldve been animated differently to better suit the scene. (Nevermind, i looked at it again and i missed that sudden jolt that you gave each part animation wise that would make it look like it was being snapped in place. Good Job.)

Overall i would definitely give this a 10/10

Robert Arzberger said…


The animation was exellent. It felt like I was watching a Harley commercial, from hell. The camera movement around the bike at the end was a nice touch to show it off. Your sound was good but at some points it did not come across to fit the animation. I feel there should be more of a match up with some of the parts and your sounds

Overall great job bra. 9/10 Shockas.

Harmony Johnson said…


This animation takes on a different twist than the others do, which is very interesting. The panning around the motorcycle as it puts itself together resembles a commercial, like most have already pointed out. This helps give the viewer a good idea of what this vehicle is made out of. It's also interesting to see all of the parts close up and how they fit together. I also like the lava effect and the tire sinking in at the beginning. The music helps the overall effect. The only thinks I can see improvement on is probably the ending, where the bike drives off. It's a little underwelming, especially after all that build up of how awesome the bike is. Maybe if the camera was zoomed out more, we could have seen the bike drive off faster. Or maybe add an extra camera to the end to see the bike driving faster. Overall, I think this animation is put together in a very interesting way, and the environment adds to

the mood. Something added to the ending to give a better payoff would help imrpove it. 9/10

Professor Feedback

Grade for: Giuseppe Prisco



Grade: 96 out of 100

Grade Date: 11/12/12 11:59 AM

Feedback:

Giuseppe,

You went beyond the expectations of this project with this, Giuseppe. The look and feel-the staging-you

created with the environment and the vehicle really brings this animation to life. Great job.

I love how you added the details of the environment in the beginning, such as the sinking of the tires in

the lava. This is indispensable information, and adds to the piece.

In terms of improvement. I definitely feel like the pacing is slow-not because of the timing of your

keyframes as much as the ease out that it is doing. I am picturing this ship as something demonic and

bad-ass, so each part should come together almost with the same impact as the ax hitting that target.

Instead, it is easing out in its movement and coming to a stop. Fixing that would improve the speed of

the reconstruction, which feels very tame right now. It should feel faster and more menacing.

2. B+ 89/100 Midterm project by Daniel Olsson

Stage 1

Brian Markowitz said…


Friday, September 21, 2012 6:00:30 PM EDT

the creativity is there, but the actual boat's geometry at the bottom looks weird, it looks like there could have been a lot more detail you could have done, and you didnt organize it like i said

overall id say 12/20


Sunday, October 14, 2012 9:19:07 PM EDT

I think your idea for the animation is cute. I really like how your craft is completely different from all the others in that it's an organic, living creature. Even so, it still has functioning parts. So it might be a good idea to have a few camera angles focus on those parts, such as the fins or the tail as the fish swims. Instead of just having the craft move, it's better to emphasize HOW it moves. Make sure the audience knows your craft up and down by the end of the clip (though I know you want to show off your model of Nautilus, too :P). Having fun with the camera angles can help make a simple action seem more dynamic, as well. I might also suggest working with the expressions of the fish. I can clearly see the disappointed look, but in the last thumbnail it looks more angry than happy, somehow. I know it's a fish and all, but if you're going to give it emotions anyway, might as well go all the way and just make it smile, right? (or, if you don't want to do that, try to make it look like Eve from Wall-E whenever she laughs. She doesn't have a mouth, but her smile is clearly seen in her eyes)

8/10 (where's my stinkin' screenshot?)

Stage 2


Kaan Kanca said…


Leif,

I watched it wednesday and i watched it again. It is really creative design and something i wouldn't think about. Sky

looks excellent. Although, i didn't satisfy with your character personality. It feels like, he found your fish chariot

middle of the ocean and jumped in. Your character colors same as your fish colors. Quality needs some more effort.

Since its playblast it is understandable. Sea looks flat and i have no idea what do you mean by that "S".

So far,

Creativity 9.5

Concept 8.9

Quality 6.9

Characters ; Fish- 9.6 , the blue guy- 8.3


Sunday, October 21, 2012 12:40:24 AM EDT

I think you should study the way fish look when they swim a bit. They don't flap their fins like a bird would.

Humans don't flap to swim, either. It just doesn't work. Fish use their tails to gain momentum and their fins help give

them direction. But I don't think this thing has a tail? So I think you should just reconsider the motions of the fish's



fins.

I like the bobbing of the chariot and I feel like the fish should be doing the same. Also, the chariot should be lagging

behind the fish when it changes direction. Unless it's attach to the fish with a metal pole, it wouldn't change direction

at the same instance that the fish does. There should be some kind of sign that the fish moves first, then the chariot

follows. Think follow through.

Also, the fish breaking at the end doesn't really make sense. The positions of the fins of the fish at that moment don't

imply breaking. In fact, they're in a position that would imply speeding up. Think of how you would stop in a kayak.

You have to fight against the current of the water in order to slow down. There should also be a sign that there was

any momentum to begin with when the chariot stops. I don't know if that goes into the realm of "squash and stretch,"

but they should at least jerk forward slightly as they are stopping.

Remember your elements of animation.

Stage 3



Like I mentioned in my first critique, the chariot stopping at the dock is still too sudden. There is follow through now, which works, but there still needs to be more indication that the craft is stopping. The fish's fins still don't really resemble how a real fish looks while it is swimming. Using only one camera for the entire movie also makes it less interesting. I like the sounds and the music. Those do help improve the overall movie. The models and textures look good, though the low resolution of the renders hurts this. The first pan out of the camera is nice. The water looks good regardless of the lack of any kind of splash.


Overall, I still think the motions of the chariot need work, but I do see improvements from the playblasts. 8/10



glub glub W)(AT'S UP L-EIF I've always liked the character/vehicle you designed for this animation. Pretty cool guy and a pretty cool fish. Overall, I enjoyed your animation, the movement of the chariot seemed really natural amongst all the waves you animated, as did the fishes movement. My only real gripe with the animation is, given how long it is, aside from the camera moving alongside the chariot and the water moving around, there doesn't appear to be a whole lot of stuff going on, and the arrival at the dock doesn't really have a build up, it just comes into view and he stops suddenly. Maybe throw in some more camera shots or have the fish perform an evasive manuver of sorts, just for the halibut. I give this an 8.5 out of 10

Alexandra George said…


I loved the boat and the fish attacked to it. It was very original, and the environment is very well rendered also. The rendering of the ocean was very well and has realistic movement to it. The only problem is that is the it ends very quickly after he docks his boat. Also in the beginning of the animation you couldn't really make out the facial fetures of the guy in the boat.

Overall the animation was very well, I give it an 9 out of 10.

Manny Munoz said…


Nice ship design and animation. The concept is a good idea and your scene reads very well. I know exactly what is going on as soon as i see the animation once. Not much to change here. The only things I would change are the proximity of the bait to the fish pulling the boat when its in the water. It looks like its under or right on top of its mouth. Second and last thing i think you could work on is the dransition to the last camera angle. the camera wips a bit fast and like I said in class made me a little dizzy.



But great ideas and execution! 9/10

Professor Critique

Grade for: Daniel Olsson


Grade Date: 11/14/12 7:13 AM

Feedback:

Daniel,

Overall you did a good job at setting up your scene and bringing all the elements together in

your piece. Having the character in there riding the ship is a big plus, as well as all the textures

that brought life to the ship and the animation of everything moving together worked out well.

However, the idea behind the project is that something must transform. Not much happens

except the ship is moving fast and then comes to the dock (which looks very primitive in both

modeling and texturing).

3. C 75/100 Midterm project by Diamond Vega

Stage 1

Peer Critique from Giuseppe Crispo

Sunday, September 16, 2012 1:03:51 PM EDT

I can see the overall shape of the piece of gum in the wrapper, but I would take that shape a little further, maybe extruding the twist parts and extending them back outward. Also where the driver/passengers are sitting is unclear, by default I would assume they are in the piece of gum shaped area, but an extruded window or something along those lines would make it a lot more clear. I like the idea behind it, its fun and who doesn't like doughnuts? Can use a little more work making it seem like one piece, rather than multiple pieces such as the torus just intersected with the cylinder.

Good overall base and start.

Stage 2

2nd

Peer Critique from Giuseppe Crispo

Saturday, September 22, 2012 1:07:26 PM EDT

The form definitely improved some, but I think it can still use some work. The wrapper twists on the side still are not completely there yet, looking at the reference picture they twist out again into a rounded shape. Also, I would try to clean up the extrudes a bit, the fact that they are straight edges and no edge loops were added to give the form any curvature makes it look like it was not done purposely. The addition of the spheres make it appear as if it is a face rather than different candies in my opinion. I like the tweaks to the upper portion, including the window in the donut shape and the fact that the star type shape was made bulkier.

The form is okay but can definitely use some improvements. All in all, 9/20.


While I will not be as blunt as Leif, you do need to figure out what is going on with the speed of the clip. The thing is over before I even get to focus. from what i see of you invironment its better then the last but still requires some work. remember you will have to figure out how to transition between a few different environments according to your text so put them up so you can get some feedback.

Stage 3

Midterm Project Animation: http://www.youtube.com/watch?v=FiZaTDi18pE&feature=youtu.be

Peer Critique from Daniel Olsson, Module 4


Nice pacing, the sound is a good choice. As for the actual animation, there's not much of it. The ship design is very solid and inflexible. Look into adding a radar dish or retractable wings for the sake of making it seem more alive. Also, as far as your rendering process, make sure to keep EVERYTHING in the same folder. The text at the beginning makes it seem like a movie trailer... not necessarily a bad thing, but the font choice for the title card doesn't match the mood of its content. Look for something creepy and ominous... and also look into making the card fade right into the beginning of the animation. The texture on the vehicle is solid, if you add anything to it don't change the texturing or color scheme.

Peer Critique from Manny Munoz, Module 4


I like how original your vehicle is. The environment is alot better then your previous one and fits the theme better. However there is just a few things I think that can add to the presentation your going for. We do not see much of the ship up close, dont be affraid to zoom in a bit more and spin the camera around the ship so that we aren't forced to just see the left side of the ship. When its in space maybe instead of the camera zipping around you can make the ship zip around to add more dinamic movement and character to the vehicle. And when its on the beach maybe you can add a speach bubble or voice saying come here children or something to relate you story a bit more. Nice progress, keep it up!

Professor Critique

Midterm Project Grade for: Diamond Vega


Grade Date: 11/14/12 1:28 PM

Feedback: Diamond,

Some of the animated elements we worked on are working out for you, but this feels quite

incomplete in terms of the ideas of the story you had in your preproduction of this. Wasn't there

something more that was supposed to happen? Also, the render dimension is small, and the first part

looks like a Playblast. Please go back to the videos of intro to cameras and rendering so you know

how to render properly.



1. Examples-Show them a variety of past peer comments and critiques, emphasizing critical thinking

skills, and the diversity of ideas in writing, and the improvements that it brought to the work being

critiqued. Compare and contrast examples of comments on successful projects and comments on projects

that need work, comparing and contrasting the writing and demonstrating this to the students.

2. Assessment rubric- Communicate more clearly to the students about the criteria for assessment for peer

critiques, with a clear explanation of the grounds on which the assessment is done. This goes in

conjunction with showing examples (#1).

3. Give students more thorough, consistent feedback on not just their work but also their critiques and

comment, both online and in F2F meetings.

4. Highlight the “best of” peer critiques from Blackboard, and also the “best of” improvements seen in the

work due to the peer critiques.

5. Keep the module blogs consistent and organized.

The professor will be implementing these changes in the next academic semester, Spring, 2013, and guid-

ing the students’ efforts as well. This implementation of action items will be a collaborative effort

between the professor and student.

5. What’s the assessment plan for the next academic year?

The above action items address the Learning Outcome, “Students will be able to use the language of art

and design effectively to identify the necessary elements in critically analyzing the work being reviewed.”

These action items will emphasize and clarify this learning outcome to students, creating a more specific

and robust vehicle for assessing the critical analysis and its application to the work of the students. The

implementations will build more critical thinking activity into both the student’s oral critiques, written

peer critiques, and artwork, as they develop and execute each project. The assessment plan for fall 2013 is

to evaluate and measure these actions at the completion of the fall 2013 semester, and to assess whether

the action items were effective in improving the quality of students’ works and their critical thinking and

analytical skills.

Graphic Design BFA courses:

Name of program: Graphic Design, Fine Arts Department

Course assessed: Graphic Design III - ARTG301-WO1

Year of Assessment Report: 2012-2013 Date: December 8, 2012

Faculty Participants: Associate Professor Rozina Vavetsi Assistant Professor Patty

Wongpakdee


Program learning outcome: Critical Thinking: students will be able to develop and create visual

form in response to communication problems including an understanding of composition,

information hierarchy, symbolic representation, aesthetics and the construction of meaningful

images.

2. Which measuring instruments were used for the assessment?

Assessment plan: one student assignment was selected from the undergraduate Graphic Design

III course during the Fall 2012 semester. The goal was to analyze the students’ performance in

order to evaluate whether the course requirements were effectively met. The student assignment

lasted four weeks.

As part of the assignment, students were tasked with creating designs for a double-sided

monetary paper bill for a country of their choice. Students were to research of the geographical

location, political and financial status, artistic contributions, symbols, and overall cultural

“essence” of the country. Students were to research and gather design elements, discuss design

concepts in weekly meetings, and take their designs through the process from initial sketches to

introduction of typography and graphics to final digital designs using advanced Photoshop and

Illustrator techniques.

To ascertain whether the course has successfully met the requirements to impart critical thinking

students’ work was assessed as follows:

Research (15% weight)

Was the background research of the country the students redesigned the paper bills for

successful? Did students become familiar with existing paper bills, as well as the location of the

country, its cultural essence, its influential political figures, its landmarks, and its products?

Design Process/Technique (25% weight)

Was the design process followed effective and showed an understanding of composition,

information hierarchy and symbolic representation? How much complexity and technical skills

were used for the construction of meaningful images?

Weekly Critiques (25% weight)

Did students participate to weekly critiques effectively? Were they articulate communicating

messages verbally and visually and discussing the design process and aesthetic choices?

Overall Project Quality and Presentation (35% weight) Was the overall project executed and presented effectively? Were students able to successfully

communicate the essence of the country based on the currency design they designed? Did the

students use graphic design terminology and articulation properly when presenting their final

projects? Was the presentation neat and professional?

3. What were the important findings? How well did students achieve the targeted learning

outcomes?

Students overall achieved the targeted learning outcome. Here are some important findings:

a. The majority of the students (85%) met the goal of developing critical thinking skills to

research, analyze and utilize relevant information to visually communicate their design choices

on a weekly basis and at the final presentations.

b. The majority of the students (80%) were able to articulate effectively their design choices and

communicate their messages in a professional manner.

c. The majority of the students (80%) were able to follow the necessary steps of the design

process from sketches to digital comps to final designs.

d. A few students (10%) were challenged with the technical complexity that the project required

and its unique nature.

e. Finally, the timeframe of four weeks gave enough time to them to achieve the desired quality

results and complete everything on time.

The following examples showcase the design process form conception to execution:

Design Process: step 1: rough sketch

Design Process: step 2: 1st digital comp

Design Process: step 3: Final design



1. When introducing the assignment show students more visual examples of both past student

work and also existing paper bills so they can observe, analyze, verbalize and concentrate on

elements and details like signatures, seals and serial numbers.

2. Require that background research and analysis of data is an intergraded part of the design

process.

3. Make a sketch book a mandatory tool that will serve as an informal art journal. Students will

need to record the steps of their design process including sketches, color and style samples,

photography, and be able to describe the stages of the design process and support their design

choices.

4. Require from all students to participate to regular group critiques and give feedback to their

colleagues in a professional manner and using graphic design terminology.

5. Include a post-mortem discussion and have students critique and reevaluate their projects and

the overall learning experience. Discussion items may include: what students would do

differently next time if they were involved with a similar project? Did they devote enough time

and made the appropriate effort to develop the specific project? Did they follow the necessary

steps of the design process? How effectively were they communicating their design decisions?

How can they improve their work conceptually, aesthetically and technically in the future?

The implementation of these action items will be a collaborative effort between the professor and

the students and will be effective in the Fall 2013 semester.

5. What is the assessment plan for the next academic year?

To sharpen students’ conceptual skills and hone their critical thinking skills the assessment plan

for the next academic year will include a more in-depth implementation of the following items:

1. Research of background information

2. Incorporation of effective verbal and visual communication techniques

3. Participation to regular group critiques

4. Inclusion of post-mortem self-critique

fine arts assessment report 2012...assessment plan: during the fall 2012 semester, the fine arts...

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