Innovations in Printmaking: T Y P O G R A P H Y, 3 D P R I N T I N - PowerPoint PPT Presentation

Innovations in Printmaking: T Y P O G R A P H Y, 3 D P R I N T I N G & L E T T E R P R E S S Deborah Sosower

A G E N D A 1. Intro 2. Video (10:44 min): A23D: A 3D-Printed Letterpress Font 3. Pedagogical Research 4. Assignment Proposal 5. Discussion/Questions

T H E I M PA C T O F E M E R G E N T T E C H N O L O G I E S O N L E T T E R P R E S S https://vimeo.com/106092839

P E D A G O G I C A L R E S E A R C H : I N T E L L E C T U A L & P R A C T I C A L S K I L L S VA L U E R U B R I C S - I N Q U I RY & A N A LY S I S - C R I T I C A L T H I N K I N G The Association of American Colleges and Universities - C R E AT I V E T H I N K I N G have developed a series of rubrics that apply to essential - W R I T T E N C O M M U N I C AT I O N learning outcomes. - O R A L C O M M U N I C AT I O N - R E A D I N G “The VALUE rubrics were developed by teams of faculty - Q U A N T I TAT I V E L I T E R A C Y experts representing colleges and universities across the - I N F O R M AT I O N L I T E R A C Y United States through a process that examined many - T E A M W O R K existing campus rubrics and related documents for each - P R O B L E M S O LV I N G learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors P E R S O N A L & S O C I A L R E S P O N S I B I L I T Y demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level C I V I C E N G A G E M E N T — L O C A L & G L O B A L - use in evaluating and discussing student learning, not for I N T E R C U LT U R A L K N O W L E D G E - grading. The core expectations articulated in all 16 of the E T H I C A L R E A S O N I N G - VALUE rubrics can and should be translated into the F O U N D AT I O N S & S K I L L S F O R - language of individual campuses, disciplines, and even L I F E L O N G L E A R N I N G courses. The utility of the VALUE rubrics is to position G L O B A L L E A R N I N G - learning at all undergraduate levels within a basic framework of expectations such that evidence of learning I N T E G R AT I V E & A P P L I E D L E A R N I N G can by shared nationally through a common dialog and understanding of student success.” - I N T E G R AT I V E L E A R N I N G https://www.aacu.org/value-rubrics

C R I T I C A L T H I N K I N G Critical thinking is a habit of mind c h a r a c t e r i z e d b y t h e comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. D U C H A M P, F O U N TA I N

C R E AT I V E T H I N K I N G Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in o r i g i n a l w a y s a n d t h e experience of thinking, reacting, and working in an imaginative way characterized b y a h i g h d e g r e e o f i n n o v a t i o n , d i v e r g e n t thinking, and risk taking. P I C A S S O , P O RT R A I T O F A W O M A N

T E A M W O R K Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.) This rubric is designed to measure the quality of a process, rather than the quality of an end product. As a result, work samples or collections of work will need to include some evidence of the individual’s interactions within the team. It is recommended that work samples or collections of work for this outcome come from one (or more) of the following three sources: (1) students' own reflections about their contribution to a team's functioning; (2) evaluation or feedback from fellow team members about students' contribution to the team's functioning; or (3) the evaluation of an outside observer regarding students’ contributions to a team's functioning. M AT I S S E , L A D A N S E

P R O B L E M S O LV I N G Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric is designed to measure the quality of a process , rather than the quality of an end- product . As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). The final product of an assignment that required problem resolution is insufficient without insight into the student’s problem-solving process. Because the focus is on institutional level assessment, scoring team projects, such as those developed in capstone courses, may be appropriate as well. M A G R I T T E , T H E T R E A C H E RY O F I M A G E S

F O U N D AT I O N S & S K I L L S F O R L I F E L O N G L E A R N I N G This rubric is designed to a s s e s s t h e s k i l l s a n d dispositions involved in lifelong learning, which are c u r i o s i t y , t r a n s f e r , independence, initiative, and reflection. F E L I X G O N Z A L E Z - T O R R E S , U N T I T L E D ( P E R F E C T L O V E R S )

C R E AT I V E T H I N K I N G A S S I G N M E N T

L E A R N I N G O U T C O M E S : Students who complete this assignment will acquire competencies in letterpress printing, digital typeface design, and 3D printing. This will be demonstrated through their safe & successful production of a print edition using self-designed type that was 3D printed. Students will reflect on the risks they took in their designs, share solutions from problem solving during this process, and display their embrace of contradictions & innovative thinking through written artist statements & oral reflections throughout the assignment. In a culminating art critique, students will showcase their ability to recognize, connect, synthesize, or transform their knowledge.

A C Q U I R I N G C L A S S 1 : I N I T I A L C O N C E P T M A P S O F T O P I C S . L E C T U R E O N H I S T O RY C O M P E T E N C I E S O F T H E P R I N T I N G P R E S S , T Y P O G R A P H Y, A N D 3 D P R I N T I N G I N N O VAT I O N S . D E M O L E T T E R P R E S S . There are three areas of H O M E W O R K : R E S E A R C H T Y P E FA C E S , S K E T C H 3 D I F F E R E N T T Y P E S A M P L E S competencies to acquire for ( 1 S E R I F, 1 S A N S this assignment: S E R I F, 1 S T U D E N T S C H O I C E ) 1. letterpress printmaking C L A S S 2 : S T U D E N T S P A I R U P I N T E A M S . T H E Y R E V I E W A N D C R I T I Q U E T H E I R T E A M M AT E S ’ S K E T C H E S . T H E Y 2. digital typography H E L P O N E A N O T H E R O N P R E S S . D E M O D I G I TA L T Y P E D E S I G N . 3. 3D printing H O M E W O R K : R E F I N E 1 O F 3 T Y P E S A M P L E S W I T H F E E D B A C K F R O M T E A M M AT E . T R A N S L AT E T Y P E O N T O T H E C O M P U T E R U S I N G D I G I T A L S O F T W A R E . W R I T E S H O R T A R T I S T S TAT E M E N T A B O U T T H E I R T Y P E FA C E .

TA K I N G R I S K S C L A S S 3 : C R I T I Q U E D I G I TA L T Y P E FA C E S . C L A S S D E C I S I O N O N O N E D E S I G N T O M O V E F O R WA R D . R E V I E W L E T T E R P R E S S P R I N T I N G . D E M O 3 D P R I N T I N G . D I V V Y U P T Y P E T O After learning how to use the S T U D E N T S . letterpress and the type H O M E W O R K : S T U D E N T S T R A N S L AT E design software, students will T H E I R A S S I G N E D L E T T E R S I N T O S O F T WA R E F O R 3 D P R I N T I N G . discuss and critique their designs and, as a class, come C L A S S 4 : R E V I E W S T U D E N T F I L E S . A F T E R A P P R O V E D B Y I N S T R U C T O R ( S ) , up with one type face to S T U D E N T S U P L O A D T H E I R W O R K T O produce via 3D printing. B E 3 D P R I N T E D . T E A M S C O N T I N U E T O W O R K O N P R E S S W I T H T R A D I T I O N A L T Y P E . H O M E W O R K : S T U D E N T S F I N I S H T H E I R P R I N T E D I T I O N U S I N G T R A D I T I O N A L T Y P E . P I C K U P 3 D - P R I N T E D T Y P E , C L E A N A N D P R E P I T F O R C L A S S .

S O LV I N G P R O B L E M S & E M B R A C I N G C L A S S 5 : W O R K I N G I N T E A M S , C O N T R A D I C T I O N S S T U D E N T S P R I N T T H E I R 3 D T Y P E . H O M E W O R K : F I N I S H P R I N T I N G Students will work together E D I T I O N S . S T U D E N T W R I T E A to print their 3D type on the R E F L E C T I O N O N T H E P R O C E S S E S , T H E I R C O N T R I B U T I O N S T O T H E I R l e t t e r p r e s s . W o r k i n g T E A M S , A N D H O W T H E Y E N V I S I O N together, they will address U S I N G T H E S E P R O C E S S E S I N F U T U R E any inking or printing issues A RT W O R K . to produce an edition. C L A S S 6 : F I N A L C R I T I Q U E O F P R I N T I N G & P R E S E N T A T I O N O F A RT I S T S TAT E M E N T S . C O N C E P T M A P S A N D D I S C U S S I O N O F L E A R N I N G O U T C O M E S .