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HOUSEKEEPING COVER SHEET
This form should be used to propose changes to curriculum that fall under the routine
maintenance and housekeeping policy.
view policy
Program: Master of Landscape Architecture
Course: LA 5377, Representation II
Select change/s:
Change in Delivery Format
Change in Catalog Description
CLE/WI Designation Change
Change in Grading Method
Change in Course Number
Change in Prerequisite
Change in Course Title
Correction of Typographical/
Grammatical Errors
Other:
Change in Term Offered
Does this change the program?
Yes
Offering of a Topic
Number of times this specific topic
has been offered in the past five
years:
including this one
No
Effective for Term: Spring 2015
I.
Attach a copy of the updated ECAS entry.
II.
Briefly describe proposed changes.
Clerical error on my colleagues part when originally entered the course. We neglected to change the consent requirement to
"No Required Consent." The enforced prerequistes are good enough.
HOUSEKEEPING CHANGE APPROVAL
Approved by Department/School Head:
Date:
Approved by CDes Curriculum Committee or Registrar:
Date:
12/2009
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Campuses:
Twin Cities
Crookston
Duluth
Morris
Rochester
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LA 5377 - VIEW COURSE PROPOSAL
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Approvals Received:
None
Approvals Pending:
Department > College/Dean
Effective Status:
Active
Effective Term:
New: 1153 - Spring 2015
Old: 1143 - Spring 2014
Course:
LA 5377
Institution:
Campus:
UMNTC - Twin Cities
UMNTC - Twin Cities
Career:
GRAD
College:
TALA - College of Design
Department:
10828 - Landscape Architecture
General
Course Title Short:
Representation II
Course Title Long:
Representation II
Max-Min Credits
for Course:
4.0 to 4.0 credit(s)
Catalog
Description:
Explore multi-media rendering techniques. Increase knowledge of art
materials/graphic programs. Increase hand-drawing ability. Color theory,
contemporary graphic styles. Layout, grid systems/type. Increase speed of
drawing/producing renderings. Create or strengthen graphic style.
Print in Catalog?:
No
CCE Catalog
Description:
<no text provided>
Grading Basis:
A-F only
Topics Course:
No
Honors Course:
No
Online Course:
No
Instructor
Contact Hours:
4.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Spring
Component 1:
DIS (no final exam)
Component 2:
LAB (no final exam)
Auto-Enroll
Course:
Yes
Graded
Component:
LAB
Academic
Progress Units:
Not allowed to bypass limits.
4.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
4.0 credit(s)
Repetition of
Course:
Allow up to 2 repetition(s) totalling up to 8.0 credit(s).
Course
Prerequisites
for Catalog:
Master of Landscape Architecture (MLA) or Accelerated Bachelor of Environmental
Design
Course
Equivalency:
01043 - Arch 5372/LA 5372/LA 5375/LA 5
Consent
Requirement:
New: No required consent
Old: Department
Enforced
Prerequisites:
(course-based or
non-course-based)
000795 - LA majors or 4th-yr accelerated track LA-B.E.D. student
Editor Comments:
<no text provided>
Proposal Changes:
<no text provided>
History Information:
<no text provided>
Faculty
Sponsor Name:
Kristine Miller
Faculty
Sponsor E-mail Address:
[email protected]
Liberal Education
Requirement
this course fulfills:
None
Other requirement
this course fulfills:
None
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed
core requirement. Give concrete and detailed examples for the course
syllabus, detailed outline, laboratory material, student projects, or other
instructional materials or method.
Core courses must meet the following requirements:
They explicitly help students understand what liberal education is, how
the content and the substance of this course enhance a liberal
education, and what this means for them as students and as citizens.
They employ teaching and learning strategies that engage students
with doing the work of the field, not just reading about it.
They include small group experiences (such as discussion sections or
labs) and use writing as appropriate to the discipline to help students
learn and reflect on their learning.
They do not (except in rare and clearly justified cases) have
prerequisites beyond the University's entrance requirements.
They are offered on a regular schedule.
They are taught by regular faculty or under exceptional circumstances
by instructors on continuing appointments. Departments proposing
instructors other than regular faculty must provide documentation of
how such instructors will be trained and supervised to ensure
consistency and continuity in courses.
<no text provided>
Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement.
Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material,
student projects, or other instructional materials or methods.
Theme courses have the common goal of cultivating in students a number of habits of mind:
thinking ethically about important challenges facing our society and world;
reflecting on the shared sense of responsibility required to build and maintain community;
connecting knowledge and practice;
fostering a stronger sense of our roles as historical agents.
<no text provided>
Statement of Certification:
This course is certified for a Core, effective as of
This course is certified for a Theme, effective as of
Writing Intensive
Propose this course
as Writing Intensive
curriculum:
No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course
and how is writing integrated into the course? Note that the syllabus must reflect the critical role
that writing plays in the course.
<no text provided>
Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents,
lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the
requirement that writing be a significant part of the course work, including details about multiauthored assignments, if any. Include the required length for each writing assignment and
demonstrate how the minimum word count (or its equivalent) for finished writing will be met.
<no text provided>
Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of
the course grade will depend on the quality and level of the student's writing compared to the
percentage of the grade that depends on the course content? Note that this information must also
be on the syllabus.
<no text provided>
Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback
from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments.
<no text provided>
Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be
devoted to explicit writing instruction and at what points in the semester? What types of writing
support and resources will be provided to students?
<no text provided>
Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how
will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a
capstone directed studies course), explain how every faculty mentor will ensure that their
students will receive a writing intensive experience.
<no text provided>
Statement of Certification:
eR
Course Syllabus
This course is certified as Writing Internsive effective as of
Course Syllabus:
For new courses and courses in which changes in content and/or
description and/or credits are proposed, please provide a syllabus that
includes the following information: course goals and description;
format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be
covered; scope and nature of assigned readings (text, authors, frequency,
amount per week); required course assignments; nature of any student
projects; and how students will be evaluated. The University "Syllabi
Policy" can be found here
The University policy on credits is found under Section 4A of "Standards for
Semester Conversion" found here. Course syllabus information will be
retained in this system until new syllabus information is entered with the
next major course modification. This course syllabus information may not
correspond to the course as offered in a particular semester.
(Please limit text to about 12 pages. Text copied and pasted from other
sources will not retain formatting and special characters might not copy
properly.)
LA 5377 Representation II
College of Architecture and Landscape Architecture
University of Minnesota
Spring 2013
4 Credits Egle Vanagaite Megits
Thursday 9:00 am - 12:50 pm Rapson 9 and Rapson 33 [email protected]
Offi ce Hours: by appointment offi ce: 763.249.6799
In this course you will:
explore multi-media rendering techniques;
increase your knowledge of art materials and graphic programs;
increase your hand-drawing ability;
study color theory;
study contemporary graphic styles;
learn about layout, grid systems and type;
increase your speed of drawing and producing renderings;
develop and share new processes with your classmates;
create or strengthen your own graphic style;
gain skills that are valuable in the professional workplace, and
create work that is portfolio quality.
Expectations:
Students will come to class with an open and positive attitude, prepared to work,
and to be creative participants in this active
workshop.
Participation is mandatory.
Your participation is crucial to the success of this class and for your own individual
success. Students will be encouraged to share
new discoveries, processes, artists, and drawing styles with the class.
Timely attendance is critical.
If you need to miss class, please let me know well in advance.
If you are sick, if there is an emergency, or if it is absolutely necessary to take more
than one excused absence contact me as soon
as possible to make arrangements to complete missed in-class project work. The
amount and nature of work will be negotiated
individually.
Late Work
Late work will not be accepted except for reasons or illness or personal emergencies.
Course Folder.
Readings and other course materials will be available in the course folder on Moodle
website. Assignments and fi nal renderings will
be submitted through Moodle website and are due to be uploaded on Moodle before
the following class. See the course Moodle
website course folder ( LA5377).
Sketchbook
Keeping a sketchbook for a Landscape Architect proves to be a valuable learning
experience. With a sketchbook your work in
drawing, composition, color, ideas and thoughts are bound and stored for a ready to
use reference. Rapid and frequent sketching
helps to evolve individual drawing style. Expressing what you see and feel thus
becomes an intuitive process.
Use soft pencil (B2, B4, B6) and charcoal which allow to draw soft thick lines in a
gliding motion, and just a rub of a fi nger will
produce a tone of velvet.
Recommended size for sketchbook is 8.5 x 11 or similar. All of the assigned
exercises required in sketchbook will be reviewed
during the pin ups. Sketchbook needs to be maintained throughout the semester
and updated according to feedback.
Sketching is a way of seeing, so make sure to sketch often to see more.
Class Materials
Laptop and Adobe Creative Suite 5.5/6 are crucial for class process. Digital camera
with manual options is greatly recommended for
site inventory process. I will let you know what materials to bring to class. If you do
not arrive with the materials you cannot fully
participate and this will aff ect your grade.
Digital Entourage/Library
Needs to be maintained, organized and updated throughout the semester. Collection
of analog/digital elements is crucial for mixed
media rendering process and success.
Recommended Literature:
Cantrell, Bradley, and Wes Michaels. Digital drawing for Landscape Architecture:
Contemporary Techniques and Tools for Digital
Representation in Site Design. New Jersey: John Wiley & Sons, Inc.,2010.
Ching, D. K. Francis. Design drawing. New York: ITP, 1998.
Doyle, E. Michael. Color Drawing: Design Drawing Skills and Techniques for
Architects, Landscape Architects, and Interior
Designers.Canada, 1999.
Frye, Michael. Digital Landscape Photography. Waltham: Focal Press, 2010
Holtzschue, Linda. Understanding Color: An Introduction for Designers. New Jersey:
John Wiley & Sons Inc., 2006
Gutierrez De La Roza, Olga. An Eye for Color. New York: Harper Collins, 2007.
Jelbert, Wendy, and Ian Sidaway. Painting with Watercolors Oils, Acrylics and
Gouache. London: Hermes
House, 2008.
Lupton, Ellen. Thinking with Type: A Critical Guide for Designers, Writers, Editors, &
Students. New York:
Princeton Architectural Press, 2004
Optional Readings to prepare for class:
Design Drawing by Francis D. K. Ching is on general reserve in the Arch. Library
Color Drawing 3rd Edition by Michael E. Doyle is available in the Arch. Library (I will
work on getting this book on 2 hour reserve)
2/11- pages 16-31 in Color Drawing
2/18- pages 53-81 in Color Drawing and 254-255 in Design Drawing
3/4 and 3/11- Chapter 4 in Color Drawing
3/25 and 4/1- Chapter 7 in Color Drawing outlines the process of base drawing,
value studies, color studies, and fi nal presentation
techniques.
Projects/Work.
Weekly Assignments 30 pts
Section/Elevation/Perspective 10 pts
Midterm Review 20 pts
Final Review 20 pts
Sketchbook/Attendance 20 pts
Digital Collection +5 pts
Grades:
The instructor will evaluate each project based upon his/her judgment of the quality
of work submitted and presented. This judgment
will be based primarily on criteria outlined in each project description and their
interpretation of the standards for grading
published by the University of Minnesota.
A - achievement that is outstanding relative to the level necessary to meet course
requirements.
B - achievement that is signifi cantly above the level necessary to meet course
requirements.
C - achievement that meets the course requirements in every respect.
D - achievement that is worthy of credit even though it fails to meet fully the course
requirements.
S - achievement that is satisfactory, which is equivalent to a C- or better ---F (or N) - Represents failure (or no credit) and signifi es that the work was either (1)
completed but at a level of achievement that is
not worthy of credit or (2) was not completed and there was no agreement between
the instructor and the student that the student
would be awarded an I (see also I).
I - (Incomplete) Assigned at the discretion of the instructor when, due to
extraordinary circumstances, e.g., hospitalization, a student
is prevented from completing the work of the course on time. Requires a written
agreement between instructor and student.
Academic dishonesty in any portion of the academic work for a course shall be
grounds for awarding a grade of F or N for the entire
course.
,
eR
Strategic Objectives & Consultation
Name of Department Chair
Approver:
<no text provided>
Strategic Objectives Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?
Strategic Objectives - Core
Curriculum:
Does the unit consider this course to be part of its core curriculum?
<no text provided>
<no text provided>
Strategic Objectives Consultation with Other
Units:
In order to prevent course overlap and to inform other departments of new curriculum, circulate
proposal to chairs in relevant units and follow-up with direct consultation. Please summarize
response from units consulted and include correspondence. By consultation with other units, the
information about a new course is more widely disseminated and can have a positive impact on
enrollments. The consultation can be as simple as an email to the department chair informing
them of the course and asking for any feedback from the faculty.
<no text provided>
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