Color Theory and Concept
Before I started working with Laura, I was very concerned about trying to create an online undergraduate art course. I was unsure how I could fully interact with virtual students – especially how to do hands on activities, critiques, and technical demonstrations. Laura provided amazing solutions and helped me feel more comfortable and confident. She also offered great insights into online teaching in general.
After we started working together, I was surprised at the amount of effort, organization, and cooperation that go into designing an online course. Laura made this stressful process much easier by walking me through the process and helping me by constructing an online curriculum. Her patience, skills, knowledge, and attitude have been incredibly helpful and I am very appreciative for everything she contributed and taught me, particularly crafting assignments and critiques that showcased student abilities.
We assembled this course during my second year of graduate school, which consumed most of my time – so it could have been very hectic. However, Laura kept everything under control and ensured all deadlines were met. I would absolutely recommend her services.
A few details
Arts 121 is an undergraduate art class that I was asked to transition online. The course explores the intricacies of color theory with regard to perception, systems, and application in visual art. Moreover, the course considers color as subject and concept in contemporary art.
I worked as an instructional designer and collaborated with Britta Anderson to develop all course content and assignments for the class.
How I solved it
I leveraged my prior experience teaching undergraduate art courses online and utilized discussion forums as weekly critique spaces. Students created fantastic work and provided much more thoughtful feedback to each other virtually than in person!
All lesson pages detailed the entire week’s work, including learning goals, terms, readings, videos, introduction to the content, expert quotes, artist/cultural references, sketchbook prompts, assignments, rubrics, and examples. The pages had expandable sections to minimize cognitive overload issues.
To be used with future iterations of the course, regardless of instructor.
Video can be updated and/or replaced when a different instructor teaches the course.
As part of their final work, students created a Pecha Kucha-style Gallery Talk and uploaded it to VoiceThread for peer review.
Enrollment in first course offering, with an 11-student waitlist
Months of work
Student-to-student peer critique messages for 12 projects