Web Design and Development syllabus:
Art 49540 3AD Design for the Web 2
This course builds on a solid a framework in web design to encompass scripting and interactivity, audio, video and animation over the Web and sophisticated data handling and processing. Emerging technologies and languages (HTML5, Javascript, CSS) will also be addressed.

Teaches creative design based on the scientific method through the design, engineering, and manufacture of a detailed inlaid tile. This is an introductory lecture/studio course designed to teach students the basic principles of design and expose them to the design process. Throughout the course, students will be introduced to the terminology and concepts that underlie all forms of visual art; which-in many ways-forms the basis for the design of all physical objects. Along with learning mechanical skills, thinking both critically and visually, and working with different media, the students will consider how the arts grow out of and respond to particular cultural contexts and ideas; and how these thinking patterns can be applied to virtually all types of design. Presentations, lectures, demonstrations, discussions and various artistic works will be used to show students how other artists and designers have dealt with the same issues they will be facing in lab. Each class will begin with a critique of the students' homework, followed by a discussion (and presentation when appropriate) of the pertinent issues of that week. All aspects of the course will aid the teams of students in designing and building a major inlaid tile whose elements are designed as digital solid models and manufactured on an abrasive waterjet machining center. The course will conclude with an exhibit of the completed tiles open to the MIT and the Greater-Boston public.

Subject engages a dialogue with architecture and urbanism from the perspective of the visual artist. Ideas investigated thematically from early modernist practices to the most recent examples of contemporary production. Art making as an adjunct to the design process is challenged by both synthetic and critical models of production. Visual art practice is examined as a conceptual prologue to architectural and urbanistic thinking, as an integrated part of the design process, and as a critical epilogue. Lectures and discussions lead to the development of realized projects to be coordinated with architectural studio. In this class we will examine how the idea of the city has been "translated" by artists, architects, and other diverse disciplines. We will consider how collaborations between artists and architects might provide opportunities for rethinking / redesigning urban spaces. The class will look specifically at planned cities like Brasilia, Las Vegas, Canberra, and Celebration and compare such tabula rasa designs with the redesign of recyclable urban spaces demonstrated in projects such as Ground Zero, Barcelona 2004, and Boston's Rose Kennedy Greenway. While the course will involve some reading and discussion, coursework will focus largely on the students' own projects / interventions that should evolve over the course of the semester. Of the two weekly class meetings, one will be a group discussion or lecture with the whole class and visiting guests, and the other will be an individual meeting between the student and the instructor to discuss his or her work for the class, including the final project.

This book was written by two artist educators who teach digital art and design studio foundation classes. While teaching classes that take place in software laboratories, we noticed that many of our students expected to learn to use software, but gave little consideration to aesthetics or art and design history. A typical first day question is, "Are we going to learn Photoshop in this class?" This book is a mash-up of the Bauhaus Basic Course and open source software such as Inkscape, Gimp, Firefox, and Processing. We have taken some of the visual principles and exercises from the Bauhaus Basic Course and adapted them into exercises for these applications.

Digital Image Retouching: Evaluation Assignment was developed in the context of a 2017-18 CTL sponsored mini-grant where the course HUA 231 Digital Photography II, which was formerly an elective, was redesigned as a required course in the Photography program. As part of the mini grant work, the program's curriculum map was also adjusted to reflect the changes. The students in HUA 231 are usually in their second to last semester as this is an advanced digital class. They have taken the pre-requisite HUA 131 (Digital Photography I) in earlier semesters. The assignment will be implemented for the first time in Fall I 2018.
Digital retouching has become a staple of the commercial photography industry. This exercise shows the students the level of quality that will be expected of them after graduation, along with helping them to become market ready. Although I do this assignment with beauty images, it can be done with any type of photographs (landscape, architectural, street, etc.) as the emphasis is on the application of the newly acquired skills and workflow of the students. The evaluation of the newly acquired knowledge and the students progress is done by comparing the before and after images. The difference is clear and immediate and does not require any photography training to assess. Making the students work on real world commercial assignments allows them to be more engaged in the learning process as they see a clear learning outcome to those exercises. This assignment allows the students a more sophisticated and comprehensive understanding of the digital process as a whole. All the steps involved in the processing of an image coalesce into a more organic and logical knowledge structure. The students expanded understanding of the context and new arsenal of tools at their disposal, allow them to better assess the needs of an image and then implement the necessary steps. It is aligned with the Integrative Learning Core Competency and Digital Communication Ability rubrics, and will count for 20% of the student's final grade. The first part of the exercise allows for the faculty to establish a baseline of the students' digital knowledge and understanding of what a professionally finished image should look like. Assigning this early in the semester also allows the faculty to have a good sense of the class's general knowledge; it also provides the opportunity for early syllabi adjustments if necessary. The students are able to self-assess their progress and have a true representation of their newly acquired skills. This often helps them realize how much they have progressed and is very beneficial to their self-motivation.
LaGuardia's Core Competencies and Communication Abilities

This program surveys two centuries of art and culture in the city now known as Tokyo. Ceramics, screens, textiles, prints, paintings, and armor are among the materials discussed.

Exhibit curriculum for the CUNY Dominican Studies Institute exhibit, Condition: My Place Our Longing.
The exhibit highlights the work of two young Dominican immigrant artists living in New York: Julianny Ariza and Leslie Jiménez and showcases original pieces produced between 2011 and 2012 that explore the subject of living in between two worlds, and other conditions of living.

Exhibit curriculum for the CUNY Dominican Studies Institute exhibit, Condition: My Place Our Longing.
The exhibit highlights the work of two young Dominican immigrant artists living in New York: Julianny Ariza and Leslie Jiménez and showcases original pieces produced between 2011 and 2012 that explore the subject of living in between two worlds, and other conditions of living.

The "Flipping the Script: Challenging Our Perceptions about Race”  Lesson Plan provides a step by step plan on how to conduct this workshop. Also, the Lesson Plan provides a link to an After Event Toolbox that was designed to allow participants to continue the conversation after the workshop is completed. 

" This class covers the history of 20th century art and design from the perspective of the technologist. Methods for visual analysis, oral critique, and digital expression are introduced. Class projects this term use the OLPC XO (One Laptop Per Child) laptop, Csound and Python software."

This assignment falls within Fine Arts‰Ûª Intermediate Studio Elective and is a final deposit for Global Learning Core Competency and Oral Communication Ability. The students are primarily advanced majors. Students will work on this assignment over the course of several weeks as it is scaffolded throughout the semester. It is worth 10% of the final grade. This assignment was modified during the course of the Global Learning Assignment workshop, and was built during Fine Arts‰Ûª Learning Matters! Mini Grant. During this grant process, Fine Arts revamped global assignments to better meet the rubric. We worked together in our grant team to revise the assignment, then worked with Drs. Christopher Schmidt and Karen Miller for feedback. We then performed a mini norming session and benchmark reading on the assignment, and further adjustments were made.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives:
This assignment meets two course objectives: To create an oral presentation on a work of global graphic narrative. Interpret a work of sequential narrative using visual analysis.
The assignment also meets several Program Learning Outcomes.
Communicate effectively through: oral critiques and presentations written assignments demonstrating an understanding of art and artists in a global historical and contemporary context creation of a portfolio demonstrating proficiency in digital documentation and presentation of work
A required component of this assignment is writing a script for a video or audio presentation that would communicated the students‰Ûª understanding of selected text‰Ûªs global elements as the author has presented them. The required recording will be about 5-7 minutes long.
Students that complete this assignment will be expected to: --demonstrate an understanding of global issues and events by identifying their interdependent implications on the natural, social, cultural, economic, and political world. --communicate an awareness of how diverse cultural perspectives are shaped within global contexts. Ability to communicate across difference. --show an ethical engagement and global self-awareness by recognizing the ethical dimensions of global issues (e.g., environment, education, housing, healthcare, etc.), articulating global self-awareness, and analyzing human action on global issues and events.>

Teachers can use and modify this checklist to fit specific project criteria. Students can use this checklist to stay on track with project requirements.

Graphic Design Resource list for entry level designers looking to get started in a graphic design course.

A laboratory-based exploration of the principles, techniques, and applications of holography as a 3-D imaging communication medium. Begins with interference and diffraction, and proceeds through laser off-axis holography to white-light "rainbow" and reflection holography. Term project required, with oral presentation and written report. MAS.450 is a laboratory course about holography and holographic imaging. This course teaches holography from a scientific and analytical point of view, moving from interference and diffraction to imaging of single points to the display of three-dimensional images. Using a "hands-on" approach, students explore the underlying physical phenomena that make holograms work, as well as designing laboratory setups to make their own images. The course also teaches mathematical techniques that allow the behavior of holography to be understood, predicted, and harnessed. Holography today brings together the fields of optics, chemistry, computer science, electrical engineering, visualization, three-dimensional display, and human perception in a unique and comprehensive way. As such, MAS.450 offers interesting and useful exposure to a wide range of principles and ideas. As a course satisfying the Institute Laboratory Requirement, MAS.450 teaches about science, scientific research, and the scientific method through observation and exploration, hinting at the excitement that inventors feel before they put their final equations to paper.