Mission Statement

The Butte College Painting and Drawing Program is designed to provide students with a solid foundation in the technical and aesthetic aspects of two-dimensional art. We are committed to teaching the importance of overall artistic competency, and providing students with direction in commercial and independent artistic futures. Our studios are designed to foster creativity, and provide students with the tools, equipment, and facilities needed to build, prepare, and create their envisioned  works of art. Our instructors offer a well-rounded art education, following curriculums that incorporate art history, theory, and a multitude of painting, drawing, and design concepts. We believe in the importance of a multidisciplinary study, and offer our students the ability to install art exhibitions, critique artworks, and prepare portfolios for employment and higher education purposes.

Program Description

Our program consists of course offerings on the main campus, as well as the Chico Center every semester. Classes are offered on the main campus in two classrooms (ARTS 130 & 137) and in one classroom (rm 153) at the Chico Center.  We have one full time instructor, and seven associate faculty members.

The Painting and Drawing area of the Arts departmen provides the foundation and training for students to succeed in the two-dimensional studio arts. Our program offers courses that are part of the Art AA degree as well as transferring to other institutions to allow our students to receive higher degrees in the Arts. It also provides the training to assist students in finding careers in fields related to the two-dimensional arts. 

The courses in the Painting and Drawing program are designed to prepare students for either employment or transfer to a four-year college. Two of these classes are core requirements for our Studio Arts AA degree, and transfer and articulation into CSU, UCs, and specialized Art schools programs for the Studio Arts Degree (BA or BFA). The additional six classes that we offer are hands-on, studio lab experiences in various areas of the two-dimensional arts. These courses allow our students to experience numerous mediums and avenues in the field of Art, as they discover their desired career paths.  Over the past years, we have deleted a number of peripheral classes that did not directly support the program learning outcomes and transfer degrees for the Painting and Drawing program. The remaining courses are central to our career and transfer preparation mission and are incorporated into our certificates.

Accountability for Previously Funded Items

Student Learning/Administrative Unit Outcomes

 

Course &  SLOs Assessed 
Art 8

Create drawings that demonstrate the basic principles of spatial illusion through the application of linear, atmospheric, and other perspective systems.
Utilize a variety of lines and mark making in drawing.
Organize spaces and objects within a drawing according to basic principles of design and composition.

 
Programs & PLOs Assessed 

1. Employ technical skills, creativity, critical thinking, and conceptual problem-solving in completing independent projects in the fields of Visual Art, Design, and Studio Arts.
 
?    X Think Critically
?    X Communicate Competently
?    X Engage Collaboratively 
?    X Work Effectivel 
The follow-up actions taken each semester starts with reflecting on the SLOs as stated below in Part 2 - Strategies.   This assessment helps to identify areas in the instruction that could be improved to produce a higher rate of student success. Resources requested – organize the drawing room to be more functional to students and for teaching instruction.  Remove printmaking and photography equipment no longer being utilized in the classroom.  Clearing out the clutter would provide a clearly defined drawing physical space.  In addition, a set of long tables with wheels to provide a functional drawing area for still-life objects. 
Part 1 – Findings 
1. The drawing students are required to make a drawing based on their skillful/creative application of 1, 2, or 3 point linear perspective using the quasi-mathematical system to produce the illusion of space on a 2-D picture plane.  The outcome is all students who finished the drawing utilized some linear perspective system. Students also learn about atmospheric perspective by practicing with clues to spatial awareness such as position in composition, size relationships, details, hard edge lines, diffused lines, contrast and value range.
2. The drawing students learn about the variety of lines and mark making in drawing through a series of drawing projects. Students learn about the characteristics of line, hard edge, diffused, actual line, implied line etc.  Students learn about line weight and the ability to describe physical or emotional weight of things.  Students learn about various drawing techniques such as gesture, contour, scribble, and organizational line drawings by practicing in class and through homework drawing assignments.  The knowledge and understanding gleaned from the instruction and practice is culminated in a series of still-life drawings.  The students also learn about approaches to appearance realistic, abstract, and non-objective work.  Students explore the difference between Objective and Subjective expression.
3. The drawing students review what the elements and principles of design are and look at art historical drawings to analyze the work compositionally.  Students practice doing the same with their work through self-critiques and discuss classmate’s work.  Students are assigned to work in groups on a series of still-life drawings where they need to design the composition by arranging selected objects based on a theme.  Students learn about the variety of art historical approaches to organizing the 2-D picture plane such as rules of 1/3rds, Golden Spiral, Golden Section, Golden Triangle etc.  Students make a view-finder and divide the window into rule of 1/3rds by adding string overlay as guidelines.  Students divide their drawings into corresponding 1/3rd divisions. 
Part 2 – Strategies
Discuss how the findings above will be used to inform practice.  For example: planned improvements in individual courses; department-wide trainings; altering the assessment; or moving the focus to a different learning outcome. 
SLOs
1. 92%+ students produced a work with a passing grade.  The remaining 8% had a variety of situations prevented a passing grade.  The majority of the non-passing grades were due to students who did not finish their drawings and therefore were incomplete.  To improve this SLO there could be more teacher work in-progress critiques to assist students especially those who are struggling.  
2. Students who attend class either on campus or on-line and work with the information in class and on homework assignments 89% of the time produce a passing culminating still-life drawing by applying skills learned in a creative expressive outcome.  The 11% that do not earn a passing grade on culminating still-life drawings is typically due to incomplete work.  The incomplete work is usually from students who do attend class.
3. The students who participate in the group efforts to organize the still-life typically feel more vested in drawing the objects.  About 75% of the group gets involved.  About 25% do not because they were not present in class or they let other group members take charge.  I assist all student groups in the designing of their still-lifes and they need final teacher approval before drawing.  It is during this process the 25% of students not participating are asked for their opinion and if the still-life is doable from their vantage point.  This typically engages about 10% more of the students in the process.  The remaining 15% are typically absent from class.  
Part 3 – Resource Needs
What resources (if any) are needed to make the changes outlined above? What resources (if any) does the department need to help students meet course and/or program outcomes. 
Resources requested – organize the drawing room to be more functional to students and for teaching instruction.  Remove printmaking and photography equipment no longer being utilized in the classroom.  Clearing out the clutter would provide a clearly defined drawing physical space.  In addition, a set of long tables with wheels to provide a functional drawing area for still-life objects.





Art 14 Outcomes
SLO examples/brief reflections
SLO A - Create observational drawings from the live/virtual figure model in a wide range of drawing media. 
 
Life Drawings (& virtual figure studies) aim to assess student achievement of revealing the technical and creative skills of the student.
 
7 of the 26 students performed excellently and exhibited a superior understanding of the project's technical challenges and subject matter. The resultant grade distribution is as follows: seven students (26.92%) earned an A, seven earned a B (26.92%), four (15.38%) received a C, four (15.38%) a D, and the remaining four (15.38%) received Fs. 
 
Refining online teaching techniques and tools should improve student disengagement, retention, long-term academic growth, learning, and success. Teaching broader technical methods and practice exercises would benefit students' personal skills development.
 
Grading Criteria:

Productivity / Time and Effort: The effective use of time, effort, and productivity is a criterion in assessing the creation of figure drawings from the live or virtual model(s).
Craftsmanship, Materials, and Techniques: A criterion used to measure and assess knowledge and mastery of tools, materials, and techniques in producing life drawing studies from the live or virtual model(s).
Form, Content, Context, and the Interpretation of Visual Language in the Production of Art: A criterion used to evaluate the student's capacity to analyze, interpret and instill content (meaning) and context using the language of art (the elements and principles of design) in the production of life drawing studies from the live or virtual model(s).
Creativity: This criterion measures the creative abilities to manipulate and control imagery imaginatively. The resultant figure studies/life drawings exhibit unique iconography, a high degree of innovation, divergent thinking, and risk-taking.

 
 
 
SLO D - Examine and describe the significant historical, contemporary, and critical trends in figure drawing.
 
Utilizing the knowledge attained in class, the reading assignments, and personal research, the student will examine and describe the significant historical, contemporary, and critical trends in figure drawing through verbal/multimedia presentation(s) or written assignment(s).
 
Students are required to at least one page about their favorite artist(s). What influence does this artist have on contemporary or critical trends in art?
 
Nineteen students completed the assignment, performed excellently, and exhibited a superior understanding of the project subject matter. The resultant grade distribution is as follows: seventeen students (68%) earned an A, two (8%) achieved a B, six (24%) did not complete the assignment and received an F.
 
Refining online teaching techniques and assigning simple writing assignments describing their work and follow-up group discussions should improve student engagement and success. 
 
Grading Criteria:
 

Content: Content is a criterion of measurement used to measure and assess the material in a well-researched coherent thesis. "Content" indicates the synthesis of ideas, in-depth analysis, original thought, and supporting evidence presented in a logical sequence, from introduction to conclusion. Relative to a written work, an oral presentation, a critique, or quiz, there should be ample evidence of an understanding of art, art history, and knowledge of "the language of art and design" within the context of representational figurative art.

 

Clarity and Style. This measurement criterion examines the written or verbal assignment's clarity and style. The work should demonstrate no monotonous, superfluous, mechanical, or repetitive language. Minimal or none of the language is informal - each well-developed paragraph, or statement, has a central topic related to the thesis.

 

Organization. This criterion of measurement examines the student's written or verbal organizational skills. The work should demonstrate a logical flow of information from introduction to conclusion, summarizing the main points and restating the thesis statement. Paragraphs use smooth, coherent transition sentences presented logically and coherently.

 

Critical Analysis. Evidence of reasoned analysis of an object(s), artwork, or subject(s) understudy in a written assignment, verbal presentation, or critique as a measurement criterion. The purpose of a critical analysis is to evaluate. It exhibits critical thinking - original thought, development of concepts, risk-taking, and innovation, to provide an informed critique of the material. Critical analysis of all art involves examining its form, content, and context. In-depth evaluation analysis requires research and problem-solving

 
 

 

 


 

Standards/Goals for Student Achievement (Instruction Departments)

Talk about enrollment 

Retention and Success (I think for 2021?) Below are 2 graphs showing overall student retention and success in the Painting and Drawing area. The top graph looks to be Fall 2021 when we returned to face to face learning. These percentages show a similar pattern to the bottom line graph from 2016 to 2019. There is a sharp drop in both retention and success after 2019 on the line graph due to COVID and moving instruction online. The numbers start correcting themselves again in 2021 when we returned to face to face .


Talk about the certificates that are going to be offered.
 

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

Painting and Drawing supports the college in meeting its Strategic Direction and Priorities by:
Enhancing a Culture of Completion and Goal Achievement
The painting and drawing department is supporting and meeting the Strategic Direction of Butte College by enhancing a Culture of Completion and Goal Achievement by implementing two new certificates. These certificates of completion are in painting as well as in drawing and will encourage students to complete the series of courses in each area. The series takes the student from basic begining skills through an advanced approach in each discipline. This completion will set students on a course to continue to complete courses and achieve transfer degrees and careers in the Arts.
Supporting Student, Faculty, and Staff Success
The painting and drawing department supports student, faculty and staff success by meeting and communicating as a unified entity. The full-time instructor meets in person and virtually with the associate instructors throughout each semester to address their needs and concerns. These discussions help create a cohesive instructional environment and serve the students and faculty by creating fluid dialogue and ongoing updates to the curriculm and classroom activities. 
The painting and drawing department also supports student, faculty and staff success by working with the department technicians, secretaries, chair, dean and facilities to ensure that all of the deparmental needs are being addressed to ensure the most productive  environment for all. 
The department supplies the students with many free materials to help with the financial aspect of studio arts courses. We also implement an annual departmental art sale and student art show at the end of each semester to give the students an opportunity to show and sale their works in a professional setting.
 

Program Review

The Validation Team noted that "... the Art Department lacks optimal levels of cohesiveness, as seen in the variances in style, quality and tone of the program review document, despite significant time and effort spent, and compelling results in some sections. It suggested that the Art Department would benefit from more collegiality within programs and within the department as a whole (including both faculty and staff)." The Validation Team recommended that "...the Art Department explore ways to enhance regularly-scheduled face-to-face communication and build collegiality and collaboration across the department." 
The painting and drawing program continues to address these concerns and recommendations by creating ongoing dialougue in person amongst the full-time faculty, associate faculty, technicians and staff. The full-time faculty member in this area meets every  month to discuss our program and department with the rest of the full-time art faculty. The areas concerns and needs are brought to the meetings and discussed and resolved. We are also spending more time meeting one on one and visiting eachother's classrooms to collaborate ideas. We are currently collaborating in a group show in Sacramento to create more "collegiality and collaboration across the department."
 
 

Department Goals

Our Department goals are currently focused on enrollment and retention. Over the course of the last few years with Covid-19 and the Camp Fire, our department as the entire college has taken a major dip in overall enrollment. We are discussing strategies and campaigns that will promote our department to incoming students as well as general community members. We are looking at our course schedules, offerings and in person versus online learning. We have recently been working with our curriculum, creating and offering classes that articulate to CSU and UC programs, support commun ity needs and support the college's visions. 

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests