In the field of visual art education, it is very rare to have a course designed exclusively for a public art project. However, in this special topic course, students had their first-hand experiences from understanding public art, designing fundamental elements, and learning the skills to assemble the final work in a permanent setting. In early 2008, the College of Physical and Mathematical Sciences (PAMS) at the North Carolina State University received the necessary funding to complete their brand new building on the campus. In addition, they received a collection of art from the SAS Inc. With a limited budget from the PAMS, there was insufficient funding to restore the artwork in the new building by the original artist. Driven by my passion for art education, I decided to take this opportunity further: instead of just re-producing the work with the direction of the original artist, I planned and conducted a course, in which the students, with assistance and guidance from many of my colleagues, would re-design, plan, create, and install the work at the end. There were many challenges throughout the process, such as diverse skills of the students, budgets, materials, and time constraints. At the same time, we were mindful of the requirements to integrate our teaching philosophy and maximize student learning. In this presentation, I will address these challenges, present our solutions, and discuss how these experiences impact students’ learning process and shape the course design.
|Keywords:||Design Course, Public Art, Education|
Assistant Professor, Department of Art and Design, College of Design, North Carolina State University, Raleigh, North Carolina, USA
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