Digital Studio

f10 art 144 01 / spring 2023

mon & wed Course Description This semester, we ask you to be open minded
1:00pm –3:50 pm
This course provides a robust introduction to and willing to try new and uncomfortable
Walker Hall 050 creating in a digital landscape. Students learn processes. As part of that, your efforts will
(Basement) how to solve visual problems using a range of produce growth in these areas:
digital tools. Projects explore ideas of visual •  The framework for design and art making
instructors
Audra Hubbell narrative, two-dimensional relationships, and thinking: how to work in an iterative and
[email protected] motion using relevant digital imaging and processed oriented manner in order to solve
Email is my preferred graphics software. The course contextualizes a communication or art expression problem
mode of contact; I will
reply in 24-36 hours at these tools and associated techniques within using the principle of visual language.
the most. Please email a historical frame and considers the broader •  Students will learn how the computer can
weekdays between 8a-4p. social impact. aid, influence, and expedite the process of
Office hours:
Please email to set up visual, cinematic or sonic problem solving
an appointment. Digital Studio offers an embodied approach including: research and brainstorming,
to acquiring the digital tools to seek and solve concept sketching, integration of handmade
Monika Weiss
creative problems and enable the production drawings and textures, digital formatting
[email protected]
Email is my preferred mode of ideas. and electronic delivery.
of contact, I will reply in
24-36 hours. Please email
•  Students will achieve competency in the six
Students pursuing the BFA, BA in Art or
weekdays between 8a-4p. major software applications for art making
Design, or 2nd major in Art or Design must
Office hours: and design production: Adobe Photoshop,
Please email to set up complete either F10 143 (fall) or F10 144
Adobe Illustrator, Adobe InDesign, Adobe
an appointment. (spring). *Enrollment limit will be set at zero and
Audition, Adobe Premiere, and Adobe
students will be enrolled from the waitlist. College
Kruttika Susarla After Effects.
[email protected] of Art first-year students have priority. This class
•  Students will discern the appropriate usage
Email is my preferred mode counts toward the Minor in Art or Minor in Design
of contact; I will reply in of pixel based and vector-based image-
for non-College of Art majors.
24-36 hours at the most. making to create forms as well as time-
Office hours: based image and sound making.
Please email to set up Goals
an appointment. The course objectives are to create a level •  A solid understanding of how to choose
of comfort with the computer as a tool for what software to use to appropriately meet
lab support
Dmitri Jackson conceptual and creative problem solving. art or design goals.
[email protected] Though the work itself should always be of the •  Strategies for file management, formatting
For support, contact
highest quality, your focus during each project for print/web display or play, and font
through email; replies will
be sent within 12 hours. should be on experimentation and learning management will be integrated into the
rather than on skill demonstration or creating coursework.
Sam Fox School of Design
& Visual Arts Washington
finished portfolio pieces.
University in St. Louis
Required Texts, Materials, All interactions for this class will be civil,
Software or Equipment respectful, and supportive of an inclusive
•  Laptop computer that can run software learning environment for all students. If there
for class. are any concerns about classroom participation
•  Adobe Creative Suite. contact the professor for your group.
•  Readings related to areas of study will be
provided by instructors through Canvas. Grading
Statement of Grading Approach or Philosophy
Course Fee $10 Final grades will be based on the following:
A Work of exceptional quality, which often goes
Daily Work/Homework beyond the stated goals of the individual
Students must bring a laptop with the projects. “A” level work must excel in
appropriate software installed before the start all three areas of concept, process
of each class. engagement, and execution. In this
class you will not get an “A” by merely
Project Assignments: completing all the assignments on time,
The work cycle for each major project is working hard and having great attendance.
roughly two to three weeks. Typically, an This class is a studio, and it requires more
assignment begins with a technical demo and than checking boxes. The criteria used to
brief in class assignment. The remainder of evaluate your work are not relative, but
the cycle is spent on developing the project drawn from professional standards.
assignment both in class and as homework.
B Very good work that solves the problem and
This includes in class feedback and critiques.
demonstrates full understanding of the course
material. Shows success in at least two
Some projects will include critical reading and
areas of concept, process and execution.
writing assignments. Expect to spend roughly
This is a good grade to get in a studio
6-10 hours a week working on your Digital
course where you are learning new skills
Studio assignments outside of class. Students
and trying things for the first time.
will also be required to attend a Caleres
C Average work that indicates a basic
Fabrication Studio orientation and create an
understanding of the course material;
access badge for access to that shop.
passable. Satisfactory completion of a
course is considered to be a grade of C or
Class Participation
higher. Shows learning in at least one area
Unless there has been arrangements made
of concept, process or final execution.
in advance this is entirely an in person class.
Students are expected to come to each D Below average work that indicates a student
class session prepared to be involved in does not fully understand the assignments
discussion, workshops and in-class projects. or lacks growth in all three areas of
It is especially important that all students concept, process and execution. Marginally
contribute to critiques. acceptable for progress in curriculum.
F Failure, not acceptable for progress in
curriculum, unacceptable deficiencies in
progress or final product.
The first 3 projects will be graded for business, software, technology.
meeting the technical criteria specified in the Go to Lynda.com: select “Log in” from the
assignment sheet. For example, Does the top right corner on the right-hand side of
image size, number of source images and the screen, you will be asked to enter your
preparatory sketches, etc. follow what was in organization’s domain (wustl.edu). You can
the directions? login using your wustl key.

The second set of 3 projects will be graded for Inclusive Learning Environment Statement
meeting technical criteria and aesthetic criteria The best learning environment—whether
which includes visual/artistic coherence, in the classroom, studio, laboratory, or
uniqueness, material exploration and fieldwork site—is one in which all members
conceptual development. feel respected while being productively
challenged. At Washington University in
Projects: 72 points St. Louis, we are dedicated to fostering an
12 points each @ 6 total projects inclusive atmosphere, in which all participants
Class Participation: 25 points can contribute, explore, and challenge their
Successful completion of fabrication lab own ideas as well as those of others. Every
access badge: 3 points participant has an active responsibility to
foster a climate of intellectual stimulation,
Sample Final Grade Cutoffs openness, and respect for diverse perspectives,
94% - 100% = A questions, personal backgrounds, abilities,
93% = A- and experiences, although instructors bear
83% = B- primary responsibility for its maintenance.
76% = C-
A range of resources is available to those
Course-Specific Support or who perceive a learning environment as
Supplementary Instruction lacking inclusivity, as defined in the preceding
The Instructional Technology Specialist paragraph. If possible, we encourage students
The Instructional Technology Specialist for to speak directly with their instructor about
Sam Fox is Dmitri Jackson. While the Digital any suggestions or concerns they have
Studio professors will give guidance for using regarding a particular instructional space
the relevant Adobe Suite software in class, the or situation. Alternatively, students may
Instructional Technology Specialist is available bring concerns to another trusted advisor or
to help students with using software outside administrator (such as an academic advisor,
of class time. Contact Dmitri Jackson at his mentor, department chair, or dean). All
email address: [email protected], to classroom participants—including faculty,
schedule a time to meet with him. staff, and students—who observe a bias
incident affecting a student may also file a
inLearning (formally known as lynda.com) report (whether personally or anonymously)
inLearning (https://www.linkedin.com/ utilizing the online Bias Report and
learning) is free to use for all Sam Fox School Support System.
students, faculty and staff. It is an online
learning company that helps anyone learn
COVID-19 Health and Safety Protocols involve amplification devices, captioning,
Students experiencing symptoms consistent or clear masks but will not allow for
with COVID-19 or concerned about a possible the disregard of mask policies should a
exposure should contact Habif Health and requirement be in place.
Wellness Center (314 935-6666) to arrange for •  Maintaining physical distancing as needed.
testing as indicated. If instructed by Habif While distancing requirements have been
to quarantine or isolate, students should removed for vaccinated students, those
notify their instructor as soon as possible by who are not fully vaccinated are strongly
forwarding the email they received from Habif. encouraged, for their own health, to
maintain a distance of 6 ft from others
Any accommodation needs for COVID- in the classroom. If you are not able to
related absence not covered in an instructor’s be vaccinated or have conditions that
standard course policies should be discussed may put you at increased risk of failed
between the student and instructor. immunity and classroom activities would
While on campus, it is imperative that bring you in frequent proximity to other
students follow all public health guidelines students, contact your instructor to discuss
established to reduce the risk of COVID-19 alternatives.
transmission within our community. The full
•  Practicing healthy personal hygiene,
set of University protocols can be found at
including frequent hand-washing with soap
https://covid19.wustl.edu/health-safety/.
and warm water for at least 20 seconds and/
This includes:
or using hand sanitizer with at least 60%
•  Strongly recommended masking alcohol.
in indoor spaces. Masking remains a
valuable tool in the mitigation of COVID-19, Attendance Policy
particularly in light of new and emerging Attendance is mandatory, and will be
variants. Students and instructors are documented for all course meetings. Sam
encouraged to treat requests to mask with Fox students are expected to arrive ready to
care and consideration, keeping in mind participate and be fully engaged in the day’s
that some individuals may be at a higher coursework during the entire scheduled class
risk, caring for others at a higher risk, or period. Being present includes coming to class
feeling less comfortable in a mask-optional prepared with your laptop and charger. Unless
environment. Based on monitoring of there is a sudden extreme illness, students are
regional and campus conditions, a mask not allowed to leave class early to work on in
requirement may be implemented as class work and receive attendance credit for
needed. For current masking policies, see the the days class. Participation in major critiques
WashU Together website. and reviews by all students is essential to the
•  Students with disabilities for whom development of all students. Failure to do so
masked instructors or classmates create will have an impact on your final grade.
a communication barrier are encouraged
to contact Disability Resources (www. Class will begin promptly with the start time
disability.wustl.edu) or talk to their listed in the undergraduate bulletin. Students
instructor for assistance in determining are allowed two unexcused absences.
reasonable adjustments. Adjustments may After two unexcused absences, students
will receive one full letter grade penalty Regrading Policy
for each subsequent absence. Three late You may rework one project for a regrade. The
arrivals and/or early departures will equal revised project will be handed in on the last
one absence. If a student misses more than day of class. Any work submitted for regrade
20 minutes of a class, they are considered must demonstrate significant development
absent. Missing a final review or final critique and changes. Minor adjustments to work will
equals two absences. If a student must not result in a new grade. If submitted, your
miss a critique, please inform the professor grade is not guaranteed to change, but it can
beforehand. Any student who misses class is only go up—your grade will not be lowered.
responsible for contacting a fellow student
to find out what they missed, for making up Disclaimer
all work, and for being prepared for the next The instructors reserve the right to make
class. In the case of severe medical or family modifications to this information throughout
emergencies, contact the Associate Dean the semester.
of Students, Joseph Fitzpatrick, as soon as
possible: [email protected], 314-935-6532. Preliminary Schedule of Topics, Readings,
and Assignments
The Sam Fox School Attendance Policy
remains in place, but accommodations will Project 1 Collage Self Portrait (Photoshop)
be made this Spring in light of COVID-19. Project 2 Icons & Print Design (Illustrator)
As noted in public health protocols, any Project 3 Page Spread (InDesign)
student who is diagnosed with COVID, is Project 4 Performing Sound (Audition)
experiencing symptoms associated with Project 5 Video & Appropriation (Premiere)
COVID, or has been exposed to COVID Project 6 Animation & Kinetic Typography
directly should not come to class. Please (After Effects)
communicate with the instructor immediately
about the situation and work toward a
commonly understood resolution. In some
cases, students may shift their participation
online. In other cases, students may need
to make up for missing classes or critiques/
reviews through other means.

Penalties for Late Work and Requests

for Extensions
Any project turned in late will be reduced by
one letter grade for each late class period. Late
projects are not accepted beyond one week
of the original deadline and will be assigned
a failing grade. Extensions can be granted
only in case of religious holidays, family
emergencies and documented illness.
schedule
(subject to change)

monday wednesday

Week 1 no class (martin luther Course Review.

Jan 16 & Jan 18 king jr. day) Print driver install.
homework: Photoshop demo
video and demo assignment.

Week 2 Review demo assignment One on one feedback on

Jan 23 & Jan 25 and watch Photoshop project project 1 and in class
video. project development.
homework: Watch
Start project 1: collage Illustrator demo video
portrait of place.

Week 3 Final critique of project 1 One on one feedback on

Jan 30 & Feb 1 Start Illustrator demo project 2 and in class
assignment. project development.

homework: Watch video

introducing the next
assignment. Begin project 2.

Week 4 One on one feedback on One on one feedback on

Feb 6 & Feb 8 project 2 and in class project 2 and in class
project development. project development.
homework: Watch InDesign
demo video

Week 5 Final critique of project 2. Group Review of project 3

Feb 13 & Feb 15 Start InDesign demo proposal and in class
assignment. project development.

homework: Watch video on

creative layout. Prepare for
project 3.
schedule
(subject to change)

monday wednesday

Week 6 One on one feedback on One on one feedback on

Feb 20 & Feb 22 project 3 and in class project 3 and in class
project development. project development.

Week 7 One on one feedback on Final critique of project 3.

Feb 27 & Mar 1 project 3 and in class Start Audition demo
project development. assignment.
homework: Watch Audition homework: Watch video
demo video about sound to prepare for
project 4. Read sound
readings in Canvas. Complete
short writing assignment.

Week 8 Sound Reading Discussion One on one feedback for

Mar 6 & Mar 8 Introduction to Caleres project 4 proposals and in
Fabrication Studio in Weil Hall. class project development.

In class and homework:

Write a short proposal/
timeline for your sound
project.

Week 9 no class (spring break) no class (spring break)

Mar 13 & Mar 15

Week 10 Group Review of project 4 Final critique of project 4.

Mar 20 & Mar 22 proposals and in class Start Premiere demo
project development. assignment.
homework: Watch video homework: Read essays and
demo on video editing watch project 5 creative
lecture. Be prepared to discuss
readings next class.
schedule
(subject to change)

monday wednesday

Week 11 Discussion of appropriation Group Review of project 5

Mar 27 & Mar 29 readings and lecture. proposals and in class
Write a proposal for project project development.
5. Collecting footage from homework: Watch Demo 2.
archive.org and upload it to
Adobe Portfolio.

Week 12 One on one feedback on Small group feedback on

April 3 & April 5 project 5 and in class project 5 and in class
project development. project development.
homework: Watch After
Effects demo video

Week 13 Final Critique project 5. Group Review of project

April 10 & April 12 Start After Effects demo proposals and in class
assignment. project development.

homework: Watch after

effects creative lecture and
start project 6.

Week 14 One on one review of draft One on one review of draft

April 17 & April 19 of project 6 and in class of project 6 and in class
project development. project development.

Week 15 Group feedback on project 6 project 6: Final meeting

April 24 & April 26 and in class development. and screening.
Reporting Sexual Assault and Harassment is shared by Disability Resources, faculty,
If a student discusses or discloses an instance and the student. Disability Resources: www.
of sexual assault, sex discrimination, sexual disability.wustl.edu; 3147-935-5970
harassment, dating violence, domestic
violence or stalking, or if a faculty member Statement on Military Service Leave
otherwise observes or becomes aware of such Washington University recognizes that
an allegation, the faculty member will keep students serving in the U.S. Armed Forces
the information as private as possible, but as and their family members may encounter
a faculty member of Washington University, situations where military service forces them
they are required to immediately report it to withdraw from a course of study, sometimes
to the Department Chair or Dean or directly with little notice. Students may contact the
to Ms. Cynthia Copeland, the University’s Office of Military and Veteran Services at
Associate Title IX Coordinator, at (314) 935- (314)935-2609 or [email protected] and their
3411, [email protected]. Additionally, you academic dean for guidance and assistance.
can report incidents or complaints to the Office See: https://veterans.wustl.edu/policies/policy-
of Student Conduct and Community Standards for-military-students/.
or by contacting wupd at (314) 935-5555 or
your local law enforcement agency. Preferred Name and Personal Pronouns
Washington University in St. Louis recognizes
Disability Resources (DR) that many students prefer to use names other
WashU supports the right of all enrolled than their legal ones to identify themselves.
students to an equitable educational In addition, in order to affirm each person’s
opportunity, and strives to create an inclusive gender identity and lived experiences, it is
learning environment. In the event the important that we ask and check in with others
physical or online environment results in about pronouns. This simple effort can make
barriers to the inclusion of a student due to a a profound difference in a person’s experience
disability, they should notify the instructor as of safety, respect, and support. See: https://
soon as possible. students.wustl.edu/pronouns-information/,
https://registrar.wustl.edu/student-records/ssn-
Disabled students requiring adjustments name-changes/preferred-name/.
to equitably complete expectations in this
course should contact WashU’s Disability Emergency Preparedness
Resources (DR), and engage in a process for Before an emergency, familiarize yourself with
determining and communicating reasonable the building(s) that you frequent. Know the
accommodations. Because accommodations layout, including exit locations, stairwells and
are not applied retroactively, DR recommends the Emergency Assembly Point (EAP).
initiating requests prior to, or at the beginning
of, the academic term to avoid delays in Review the “Quick Guide for Emergencies”
accessing accommodations once classes that is found near the door in many classrooms
begin. Once established, responsibility for and main lobby areas of buildings for specific
disability-related accommodations and access emergency information and instructions. For
additional Information and EAP maps, visit Turnitin when submitting their papers and
https://emergency.wustl.edu/. To ensure that assignments, the instructor may upload your
you receive emergency notifications, make paper or assignment to Turnitin for processing
sure your information and cell phone number and review.
is updated in SIS, and/or download the WashU
Safe app and enable notifications. To report an Confidential Resources for Instances of
emergency: Danforth Campus: (314) 935-5555 Sexual Assault, Sex Discrimination, Sexual
School of Medicine Campus: (314) 362-4357 Harassment, Dating Violence, Domestic
North/West/South and Off Campus: 911 then Violence, or Stalking
(314) 935-5555 The University is committed to offering
reasonable academic accommodations (e.g. a
Academic Integrity no-contact order, course changes) to students
Effective learning, teaching and research all who are victims of relationship or sexual
depend upon the ability of members of the violence, regardless of whether they seek
academic community to trust one another and criminal or disciplinary action. If a student
to trust the integrity of work that is submitted needs to explore options for medical care,
for academic credit Syllabus or conducted in protections, or reporting, or would like to
the wider arena of scholarly research. Such an receive individual counseling services, there
atmosphere of mutual trust fosters the free are free, confidential support resources and
exchange of ideas and enables all members professional counseling services available
of the community to achieve their highest through the Relationship and Sexual Violence
potential. In all academic work, the ideas and Prevention (RSVP) Center. If you need to
contributions of others must be appropriately request such accommodations, please contact
acknowledged and work that is presented RSVP to schedule an appointment with a
as original must be, in fact, original. Faculty, confidential and licensed counselor. Although
students and administrative staff all share information shared with counselors is
the responsibility of ensuring the honesty and confidential, requests for accommodations will
fairness of the intellectual environment at be coordinated with the appropriate University
Washington University in St. Louis. administrators and faculty. The RSVP Center
is located in Seigle Hall, Suite 435, and can
For additional details on the university-wide be reached at [email protected] or (314)
Undergraduate Academic Integrity policy, 935-3445. For after-hours emergency response
please see: https://wustl.edu/about/compliance- services, call (314) 935-6666 or (314) 935-5555
policies/academic-policies/undergraduate- and ask to speak with an RSVP Counselor on
student-academic-integrity-policy/ call. See: RSVP Center.

Turnitin Bias Reporting and Support System (brss)

In taking this course, students may be The University has a process through which
expected to submit papers and assignments students, faculty, staff, and community
through Turnitin for detection of potential members who have experienced or witnessed
plagiarism and other academic integrity incidents of bias, prejudice, or discrimination
concerns. If students do not have an against a student can report their experiences
account with Turnitin and/or do not utilize to the University’s Bias Report and Support
System (BRSS) team. See: brss.wustl.edu. to all Washington University undergraduate
and graduate students. Staff members will
Mental Health Services work with students on any kind of writing
Mental Health Services’ professional staff project, including essays, writing assignments,
members work with students to resolve personal statements, theses, and
personal and interpersonal difficulties, many dissertations. They can help at any stage of the
of which can affect a student’s academic process, including brainstorming, developing
experience. These include conflicts with or and clarifying an argument, organizing
worry about friends or family, concerns about evidence, or improving style. Instead of simply
eating or drinking patterns, and feelings of editing or proofreading papers, the tutors will
anxiety, depression, and thoughts of suicide. ask questions and have a conversation with
See: https://students.wustl.edu/mental-health- the writer about their ideas and reasoning,
services/Syllabus Resources_Danforth Campus. allowing for a higher order revision of the
The Division of Student Affairs also offers work. They will also spend some time looking
a telehealth program to students called at sentence level patterns to teach students
TimelyCare. While students are encouraged to edit their own work. The Center is located
to visit the Habif Health and Wellness Center in Mallinckrodt and open Sunday through
during business hours, this additional service Thursday from 11:00 am to 9:00 pm and Friday
also provides after-hours access to medical from 11:00 am to 5:00 pm. Students are seen
care and 24/7 access to mental telehealth care primarily by appointment, but walk-ins will
across the United States, with no cost at the be accepted as the schedule allows. Both in-
time of your visit. Students who pay the Health person and online appointments are available.
and Wellness fee are eligible for this service. To make an appointment, go to writingcenter.
Additionally, see the mental health services wustl.edu. Email: writingcenter.wustl.edu.
offered through the RSVP Center listed above.
The Learning Center
WashU Cares The Learning Center provides support
WashU Cares specializes providing referrals programs, including course-specific mentoring
and resources, both on, and off campus for and academic skills coaching (study and
mental health, medical health, financial and test-taking strategies, time management,
academic resources by using supportive case etc.), that enhance undergraduate students’
management. WashU Cares also receives academic progress. Contact them at
reports on students who may need help [email protected] or visit ctl.wustl.edu/
connecting to resources or whom a campus learningcenter to find out what support they
partner is concerned about. If you are may offer for your classes.
concerned about a student or yourself, you can
file a report here: https://washucares.wustl.edu/. Center for Diversity and Inclusion (CDI)
The Center for Diversity and Inclusion (CDI)
The Writing Center
The Writing Center offers free writing support
supports and advocates for undergraduate,
graduate, and professional school students
from underrepresented and/or marginalized
populations, collaborates with campus and
community partners, and promotes dialogue
and social change to cultivate and foster a
supportive campus climate for students of all
backgrounds, cultures, and identities. See:
https://diversityinclusion.wustl.edu/.