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Bachelor of Fine Arts (BFA) in Drawing and Illustration

to be offered by

IUPUI at Herron School of Art and Design

(Date Submitted: April 4, 2013)

1. Characteristics of the Program

a. Campus Offering Program: Indiana University-Purdue University Indianapolis

b. Scope of Delivery: Herron School of Art and Design only

c. Mode of Delivery: Classroom, some potential for blended, for example in general education courses

d. Other Delivery Aspects (Co-ops, Internships, Clinicals, Practica, etc.):

There are currently no internships or practica in place, however, opportunities have been secured through Herrons Frank and Katrina Basile Center for Art and Public Life for individual commissions. With the recognition, resources and credibility of an established degree track, a greater range of opportunities may be secured for internships or studio collaborations with practicing professionals. The major requires a final exhibition, per National Association of Schools of Art and Design (NASAD) requirements.

e. Academic Unit(s) Offering Program: Herron School of Art and Design, Fine Arts Department

Curricular detail appears in Appendix 10

2. Rationale for the Program

a. Institutional Rationale (Alignment with Institutional Mission and Strengths)

Herrons mission statement asserts the following: Herron School of Art and Design provides quality education for students committed to careers in the visual arts including ceramics, painting, photography, printmaking, sculpture, visual communication design, furniture design, art education and art history. http://www.herron.iupui.edu/about/mission-statement

The Drawing and Illustration major will expand the substance of this mission, recognizing two new areas into which this quality education reaches, and further supporting Herrons status as an institution that highly values contemporary standards and practices. This program supports Herron's strategic plan as articulated in the Annual Planning and Budgeting Report, in particular in regard to the following goals: continue to develop Herron's national and international reputation and enhance the overall strength of Herron's undergraduate programs. This new major within the BFA degree builds on a strength already present at Herron while also responding to changes in the art and design professions.

The major objective of a Drawing and Illustration major at Herron School of Art and Design is to provide students with a course of study enabling them to seek related professional opportunities, or to pursue master-level studies after graduation. The major will familiarize students with the historic and contemporary practices related to their chosen discipline, and promote the development of related technical and conceptual skills needed to effectively utilize Drawing and Illustration as primary means of creative production.

The proposed track is offered to students who have previously been unable to pursue these disciplines with the same rigor afforded to the other studio tracks at Herron School of Art and Design. Drawing and Illustration courses have been offered at Herron for many decades, but students who wished to utilize them as courses of study could only focus in these areas by utilizing a track called General Fine Arts (GFA). Numerous alumni have noted a stigma attached to that title, as general can easily be misinterpreted as unfocused or noncommittal. The Drawing and Illustration track will eliminate that perceived stigma, and more accurately acknowledge student achievements in these areas. By designating Drawing and Illustration as a defined major, the students will receive validation and documentation that supports their careers, while also encouraging more students interested in this area of study to come to IUPUI from throughout Indiana and other states nationwide.

The program also supports IUPUIs mission of intellectual development and workforce preparation.

See Appendix 1: Institutional Rationale for additional detail

b. State Rationale

This new major within the existing BFA degree addresses state priorities articulated in Reaching Higher, Achieving More by being student-centered and by better positioning them for employment opportunities. Students are already seeking out this field of study under the aegis of the General Fine Arts degree. Defining the Drawing and Illustration track creates enhanced structure and clearer assessment points to ensure that they have the cognitive, artistic, and technological skills they need for success. Giving this course of study an appropriate title provides students with a more competitive credential than they are currently receiving from our school. A clarified track with a specifically dedicated curriculum will also contribute to improving 4-year graduation rates.

c. Evidence of Labor Market Need

i. National, State, or Regional Need

Current student and alumni feedback have overwhelmingly indicated that a Drawing and Illustration major would be well received at Herron School of Art and Design, and a wide array of viable career options exists for graduates with this degree. Specific detail appears in Appendix 4: Surveys of Employers or Students

While drawing has been an integral part of artistic development for centuries, in recent years it has experienced a renewal of importance in the art world, evidenced by an increasing number of major publications and comprehensive exhibitions focused solely upon it. Early in 2011, Museum of Modern Art (MoMA) featured On Line: Drawing Through the Twentieth Century in New York, and the Royal Academy of Arts featured Watteau: The Drawings at the Royal Academy of Arts in London. Seminal publications such as Vitamin D: New Perspectives in Drawing and Drawing Now: Eight Propositions echo this level of interest and commitment to drawings importance as artistic medium. Concurrently, a greater number of contemporary artists are being recognized for their works in Drawing. Recipient of a John D. and Catherine T. MacArthur Foundation Fellowship (commonly known as the Genius Awards) Julie Mehretu serves as an excellent example of this with many notable exhibitions centered on her drawings, as well as the publication Julie Mehretu: The Drawings. South African artist William Kentridge is another internationally acclaimed artist whose work utilizes drawing as a centrally important vehicle of expression; he is largely responsible for bringing drawing to the forefront of contemporary art, especially through his animated works.

As long as there are stories to be told, illustrators will be needed to transform words and elaborate on verbal content by creating concrete images. Illustrations allow almost any idea, whether fiction or non-fiction, to be translated into a visual form, limited only by the scope of the illustrators imagination and abilities. Illustrations make it possible to represent something that is quite difficult or impossible to film or to photograph (e.g. fantastic creatures, alien or non-physical environments, deliberately exaggerated objects etc.). Illustrations can be used parallel to a text or script and, predominately, the image will be noticed before the text is seen, which can determine whether or not the text is read. Illustration is a very visible aspect of our shared culture, from the magazines and books we read, the games we play, and the animation and films we watch. For instance, a compelling illustration on a book cover can add to the success of the publication.

The best illustrations and illustrators are recognized for their work in various illustration annuals, such as Spectrum, the Society of Illustrators Annual, American Illustration, Illustration West, the Communication Arts Illustration Annual, the Chesley Awards and others around the world. Monographs about individual artist/illustrators are published every year. Illustrators who work as Concept Artists and Character Designers have their work recognized through awards in the gaming industry and awards in the television and film world, including the Academy Awards for Production Design and Animation. National and international magazines feature the work of contemporary illustrators in publications, such as 3 x 3, Juxtapoz, Communication Arts, and Imagine FX.

ii. Preparation for Graduate Programs or Other Benefits

There are approximately 60 National Association of Schools of Art and Design (NASAD) accredited schools offering Masters-level studies in Drawing and/or Illustration. A list of these institutions is included in Appendix 3. All Herron's degree programs are accredited by NASAD and prepare students who chose to pursue graduate studies for entry into graduate programs throughout the nation. This degree track will makes students more competitive for entry into graduate Drawing, Illustration, or related graduate degree programs.

iii. Summary of Indiana DWD and/or U.S. Department of Labor Data

The Bureau of Labor Statistics forecast for job openings due to growth and replacement needs from 2010-2020 is 4,800. This is echoed by O*NET statistics (Occupational Information Network (O*NET) sponsored by the US Department of Labor/Employment and Training Administration) which indicate a slower-than-average growth of 3 - 9% for the same 2010-2020 timeframe.

See Appendix 2: Summary of Indiana Department of Workforce Development and/or U.S. Department of Labor Data for additional detail.

These statistics are put into context in the following section.

iv. National, State, or Regional Studies

It should be noted that the fine arts have always been anomalous when it comes to these types of studies as many artists pursue parallel career paths within the gallery system, museums, print shops, education, theater, entertainment and recreation industries. The Bureau of Labor Statistics data show that of artists and related workers, 57.6% of these individuals were self-employed in 2010. Additional clarification about this demographic and its relationship to other job fields can be gleaned from the Strategic National Arts Alumni Project (SNAAP http://snaap.indiana.edu). SNAAP is an annually conducted online survey, data gathering and institutional improvement system designed to enhance the impact of arts-school education.

See Appendix 3: National, State, or Regional Studies for additional detail.

v. Surveys of Employers or Students and Analyses of Job Postings

A General Fine Arts task force comprised of Herron faculty members from a variety of disciplines was convened during the spring 2012 semester. Its charge was to examine the GFA track to determine its efficacy, and to submit suggestions for reform as evidenced by collected data.

To achieve this, the task force members first examined transcripts for GFA graduates from a five year period (2007 2011) to determine in which studio areas students had dedicated their studies, surveyed currently enrolled GFA students to gather feedback about the major, conferred with staff in the Student Services office to discern how future enrollment might be affected by changes to the major, and gathered feedback from Herron alumni who had graduated from the GFA track.

After examining this information, a general recommendation was formed that the current GFA should be discontinued and replaced with two focused tracks: one for Drawing and Illustration, and another for students who wished to pursue cross-disciplinary art making practices.

During the second phase of research, a survey was posted online and the 49 students currently enrolled in the GFA track were invited to respond. 30 students participated and a summary of their responses is included in Appendix 4.

The Task Force also received comments from Alumni.

See Appendix 4: Surveys of Employers or Students and Analyses of Job Postings for additional detail.

3. Cost of and Support for the Program

a. Costs

i. Faculty and Staff

No new faculty appointments are required to begin this program. As explained in the proposal, this course of study and the classes within it are already established at Herron, and the students are pursuing this field of study under the heading of the General Fine Arts degree. If formalizing the course of study, giving it the recognition of a specific degree title, and augmenting faculty mentoring of students through establishing this named degree has the effect of increasing enrollments, it may become necessary in the future to create one or more new faculty lines. These would be defined meet whatever needs are current in the field at such a time.

See Appendix 6: Faculty and Staff for additional detail.

ii. Facilities

No new facilities or instructional spaces are required. As the program grows, it may become necessary to revisit the distribution of existing spaces among degree programs within Herron. For now, however, Drawing and Illustration classes will continue to be taught in their current rooms.

See Appendix 7: Facilities for additional detail, including descriptions of current facilities that will support this major.

iii. Other Capital Costs (e.g. Equipment)

No additional capital resources are required to implement this program. See Appendix 8: Other Capital Costs for steps the School will take to acquire additional hardware and software that would enhance the program.

b. Support

i. Nature of Support (New, Existing or Reallocated)

Resources to support this major are already in place at Herron. Drawing and Illustration courses have historically resided within the General Fine Arts track, which will be dissolved into two separate tracks pending university approval: an Integrative Studio Practice track, and a Drawing and Illustration track.

ii. Special Fees above Baseline Tuition

Credits will be subject to existing program and laboratory fees.

See Appendix 8: Support for additional detail.

4. Similar and Related Programs

a. List of Programs and Degrees Conferred

i. Similar Programs at Other Institutions

The General Fine Arts Task Force research established that there are 61 NASAD accredited schools of art and design within a 500-mile radius of Herron, 38 of which are within a 250-mile radius. Of those schools, 34 have Drawing Programs: 22 at state universities, 7 at private universities, and 5 at private schools. For Illustration programs, there were only 16 within a 500-mile radius of Herron, with 11 of those being within 250 miles: 8 at state universities, 2 at private universities, and 6 at private schools. There are only 11 schools within a 500-mile radius that have both Drawing and Illustration in their programs. Of those, only Purdue University offers a major specifically combining Drawing and Illustration (note: Purdues program is a Bachelor of Arts with significantly fewer credits allocated to studio disciplines compared to Herrons BFA curriculum). The data indicate that there are few comparable programs within the region or state, and that Herron is favorably positioned to take advantage of this fact.

ii. Related Programs at the Proposing Institution

The majority of related programs are housed with Herron. Students seeking careers in Illustration can implement painting, sculpture, printmaking and even ceramics in their works. A similar scope exists for students in the Drawing track as contemporary drawing practices embrace a much wider array of materials beyond the traditional graphite, charcoal and pastel.

b. List of Similar Programs Outside Indiana

Though almost all NASAD accredited schools offer Drawing courses, and some offer Illustration classes, Herrons proposed combination of these two disciplines will be decidedly unique. The GFA Task Force surveyed all NASAD accredited schools within a 250 and 500 mile radius to determine the market feasibility of this proposed major. The results are included in Appendix 3.

c. Articulation of Associate/Baccalaureate Programs

The Drawing and Illustration major falls within the existing articulation agreement with Ivy Tech Community College, under which students who complete the AFA degree at Ivy Tech can transfer to the BFA degree at Herron School of Art and Design at IUPUI. Under the existing agreement, students transfer 64 credits from ITCC to IUPUI, and all of these count toward the BFA degree. However, we are aware that ITCC is reducing the number of credit hours required for the AFA degree to 60. The articulation agreement will be revised in 2013 to reflect the changes to the AFA. We anticipate that all 60 credits will transfer to the BFA degree.

See Appendix 9: Articulation of Associate/Baccalaureate Programs for additional detail.

d. Collaboration with Similar or Related Programs on Other Campuses

As this track is being structured as an internal Herron major, collaborative relationships are inter-departmentally housed within the school.

The school does not believe the proposed major overlaps any IUPUI program outside of Herron.

5. Quality and Other Aspects of the Program

a. Credit Hours Required/Time To Completion

The degree will require 125 credits. This is consistent with all BFA degrees offered on all IU campuses. The degree is designed for completion in four years of full-time study.

See Appendix 10: Credit Hours Required/Time to Completion for additional detail.

b. Exceeding the Standard Expectation of Credit Hours

The BFA exceeds the normal limit of 120 because it is the professional degree in the Fine Arts and represents a higher level of skill acquisition and a more fully developed professional portfolio than the BA in Fine Arts, which is considered a liberal arts degree. Herron is currently seeking an exemption for the 120 credit hour cap as necessitated by this differentiation between the liberal arts and professional degree.

See Appendix 11: Exceeding the Standard Expectation of Credit Hours for additional detail.

c. Program Competencies or Learning Outcomes

As per IUPUIs Principles of Undergraduate Learning and the IUPUI RISE Initiative, student learning outcomes will be devoted to the following:

1. Students will develop a personal aesthetic that will be demonstrated in the characteristics of their artwork, writings, and speech. (PULs 1, 6)

2. Students will demonstrate a mastery of visual thinking and the technical demands and craft appropriate to their discipline and artwork. (PUL3)

3. Students will be able to describe historic and contemporary art directions, movements, and theory and place their own artwork in a contemporary context. (PUL 5)

4. Students will write and speak effectively about their artwork and ideas. (PUL 1)

5. Students will do research and construct their own aesthetic problems utilizing creative process strategies and critical thinking to provide multiple solutions to the problems. (PUL 3) RISE-Research)

6. Students will exhibit an openness to different or new ideas and a willingness to examine and reconsider familiar ways of thinking. (PUL 4)

7. Students will be able to critique their own and others art work in a theoretically and historically informed manner. (PUL 2)

8. Students will apply ideas and methods of thinking from a range of disciplines to problems in their artwork and their lives. (PUL 4)

9. Students will be able to engage with diverse communities through personal and creative activities. (PUL 5) (Some courses may include RISE S)

10. Students will apply their knowledge of art in a professional context, and will utilize the best practices and ethics held by their profession.(PUL 3,6) (RISE E)

For more on the Principles of Undergraduate Learning see Appendix 12.

For more on the RISE to the IUPUI Challenge see Appendix 13.

See chart below for additional information activities, assessment methods, and the Principles of Undergraduate Learning/RISE Initiative relate to the specific Student Learning Outcomes.

d. Assessment

In addition to evaluation of students' work in individual courses, assessments will be performed to gauge overall program effectiveness in two primary ways.

Herron's process for assessing student learning is vigorous. Each student is reviewed individually by a panel of faculty midway through their academic studies and as a prerequisite for being accepted into a major. This Sophomore Advancement Review represents a best practice in Fine Arts Assessment and is recognized as excellent by the National Association of Schools of Art and Design, by whom Herron is accredited. At Sophomore Advancement Review, the student submits written responses to two essay questions (which faculty reviewers read in advance), the student presents twelve finished works of art taken from their courses in their first two years of study. These represent work completed in the Foundation Year courses (first year fundamentals such as perspective drawing and color theory) as well as works from second-year courses elected in the area they intend to major in. Faculty view and evaluate the work in terms of form, content, and process, and then interview the student about it in order to evaluate the student's intellectual and critical processes and ability to communicate about the work.

This process is firmly established for all majors within the BFA degree and will be applied to the students pursuing the Drawing and Illustration major as well. Sophomore Advancement Reviews are conducted twice a year, in December and May. This is a process that evaluates the students' mastery of technical skills and also their ability to formulate and articulate an individual trajectory for their artistic explorations. This process looks at each student individually to assess his or her development as an artist.

For purposes of program assessment, the results are compiled (stripped of individually identifying information) so that they can also serve as evidence to assessing the first and second year curriculum. This compilation is performed by the Associate Dean for Academic Affairs and shared with the full faculty for consideration and response at the level of the Fine Arts Department and curricular committee.

Assessment of program effectiveness will also be conducted around the baccalaureate thesis exhibition for each student. The faculty member teaching the course in which the thesis work is conducted will attend each student's thesis exhibition and will evaluate each student's accompanying written statement. The faculty member will use a rubric based on the Learning Outcomes and will assess level of attainment. These results will be compiled, shared with the program and department faculty, and archived. This assessment of the thesis work will measure the students' accomplishments at the end of their course of study as the culmination and integration of all the courses and experiences that contributed to the degree.

In addition to the two areas noted above, student success and satisfaction will be monitored continually. This function will be performed by the Associate Dean for Academic Affairs, who will keep records of student applications, matriculation, performance, and completion rates, etc. Student satisfaction surveys will also be collected to assess student satisfaction with courses and other program elements.

Assessment data will be compiled on an annual basis.

Led by the Associate Dean for Academic Affairs, the faculty of the Fine Arts Department will use these findings as the basis for evaluating overall program effectiveness and, in conjunction with findings from the IUPUI Assessment of PULs, for making adjustments to the curriculum or instructional methods in order to assure ongoing program improvements.

The following chart maps courses, activities, assessment methods, and the Principles of Undergraduate Learning/RISE Initiative to the specific Student Learning Outcomes

Student Outcome

Where will students learn this knowledge or skill?

How will student achievement of the outcome be assessed?

Relationship to Mission, PULs, RISE

In what setting will the assessment take place?

Develop and demonstrate personal aesthetic

All studio courses

Faculty look at student artwork, faculty evaluate students' explanations of their artwork

Corresponds to PULS 1a & 6. Central to school mission to provide education for students

Sophomore review and

Thesis exhibition

Demonstrate visual thinking, technical skill, craft

All studio courses

Faculty evaluation of student artwork

PUL 3

Sophomore review and Thesis exhibition

Describe historical and contemporary context

Art History courses, studio critiques

Students' written and oral statements about their work

PUL 5

Sophomore review and Thesis exhibition

Write and speak about their work

Studio critiques

Students' oral and written statements about their work

PUL 1

Sophomore review (oral and written components), written statements accompanying thesis exhibition

Conduct research, employ creative process, use critical thinking

200-,300- and 400-level studio courses

Graded course components :idea development, process, reflection

PUL 3

RISE-Research

Thesis exhibition

Demonstrate openness to new ideas

General education core, applied to individual work

Written and oral components of sophomore review

PUL 4

Sophomore review (written, oral, and interview components)

Critique own and others' work

All studio courses

Graded course components (critiques portions)

PUL 2

Course critiques (faculty observations and grades)

Thesis (reflection statement)

Apply methods from a range of disciplines

General education core, studio electives

Sophomore review interview questions

PUL 4

Sophomore review (oral component)

Engage with diverse communities

Co-curricular activities, critiques, thesis process

Suitability of thesis work to context and audience

PUL 5

Some courses may include RISE-S

Thesis exhibition

Apply knowledge to professional context

All studio courses, thesis process

Success of thesis process (site location, promotional materials, presentation, response)

PULs 3,6

RISE-E

Thesis exhibition

For more on the Principles of Undergraduate Learning and RISE see appendices 12 and 13.

e. Licensure and Certification

This degree does not prepare graduates for a license or certification, as none is required.

f. Placement of Graduates

As noted in the Evidence of Labor Market Need, National, State, or Regional Studies section, graduates with a BFA are not placed, but rather find their place within the marketplace by utilizing their skills and creativity. Individuals with expertise in illustration have employment opportunities with traditional and electronic publishers such as magazines, newspapers, periodicals, book, comic, graphic novel and software publishers. Additional potential employers include museums, packaging designers, manufacturers, and various types of electronic media industries such as internet imagery or animation. There are also opportunities in the motion picture and video industries via storyboarding, concept art, set/character design for movies and animated films, as well as opportunities in the computer gaming industry. Individuals may also choose to work freelance, and do work in several of these industries on a contract basis. Specialist illustrators also work in the areas of medicine and natural science.

Those who focus on the fine arts aspect of the field can pursue careers in the visual arts via sales of artwork, commissioned projects, public art projects, arts administration, commercial art galleries, art museums, as freelance artists, muralists, teachers in art centers, along with diverse career paths utilizing skills in creative thinking, visual literacy, and project planning.

g. Accreditation

All Herron degrees are accredited by the National Association of Schools of Art and Design (NASAD). NASAD is an organization of schools, colleges, and universities with 322 accredited institutional members. As a governing body, NASAD establishes national standards for undergraduate and graduate degrees and other credentials related to Fine Arts study in higher education.

6. Projected Headcount and FTE Enrollments and Degrees Conferred

Drawing and Illustration courses have been highly popular among Herron students as part of the GFA track, which typically ranks third in size relative to our other Fine Arts areas (typically only behind Photography and Painting), even with the perceived handicap of being housed within a general program. It is expected that, with the dedicated major in place, Herron will be more able to actively recruit and more effectively retain students who wish to pursue this course of study.

6

Chart prepared by the Office of University Regional Affairs, Planning, and Policy

41

Appendix 1: Institutional Rationale

Drawing and Illustration are both vital contemporary artistic endeavors. The Drawing and Illustration curriculum at Herron School of Art and Design will help in forming bridges among disciplines and provide opportunities to explore a wide array of interests and to experiment with a variety of materials and processes along with conceptual development, ensuring a well-rounded education to deal with the challenges of today. A focused track provides curricular opportunities to explore traditional, non-traditional and contemporary drawing techniques. The major ensures a mastery of the visual language, which is essential for success in every artistic discipline. The program provides students with strong foundation skills in the introductory levels and guides the student through the development of solid studio practices and professional advancement. The faculty will encourage the freedom and discipline necessary to explore a broad spectrum of ideas and methods while working with myriad materials, processes, and disciplines to create drawings and/or illustrations.

Individuals with expertise in illustration have employment opportunities with traditional and electronic publishers such as magazines, newspapers, periodicals, book, comic, graphic novel and software publishers. Additional potential employers include museums, packaging designers, manufacturers, and various types of electronic media industries such as internet imagery or animation. There are also opportunities in the motion picture and video industries via storyboarding, concept art, set/character design for movies and animated films, as well as opportunities in the computer gaming industry. Individuals may also choose to work freelance, and do work in several of these industries on a contract basis. Specialist illustrators also work in the areas of medicine and natural science. Those who focus on the fine arts aspect of the field can pursue careers in the visual arts via sales of artwork, commissioned projects, public art projects, arts administration, commercial art galleries, art museums, as freelance artists, muralists, teachers in art centers, along with diverse career paths utilizing skills in creative thinking, visual literacy, and project planning.

Following is a link to Herrons annual strategic and academic plan in service of IUPUIs mission:

http://planning.iupui.edu/apbr/reports/byunit/default.aspx/9/11

IUPUI Core: Vision, Mission, Values, & Diversity

http://www.iupui.edu/about/core.html

Appendix 2: Summary of Indiana Department of Workforce Development and/or U.S. Department of Labor Data

The image below is a screenshot from the United States Department of Labor - Bureau of Labor Statistics website, utilizing Artists and Related Workers as the search subject.

Appendix 3: National, State, or Regional Studies

The following excerpts from the Strategic National Arts Alumni Project 2011 report, gleaned from the responses of 13,581 arts alumni, help to clarify the labor-related outcomes of a fine arts education.

Among employed recent (1-3 years out) SNAAP graduates from undergraduate institutions, 57% spend the majority of their work time in a job within the arts. In comparison, the National Survey of Recent College Graduates finds that among employed recent Bachelor degree recipients, for instance, 54% of chemistry majors, 48% of business administration and management majors, 47% of economics majors, 44% of general mathematics majors, 44% of history majors, and 38% of sociology majors currently work principally in jobs closely related to their degrees (National Science Foundation: 2006). That is, about as many if not more arts graduates go on to work in arts-related occupations as majors in other fields go on to work in areas closely related to their training.

Further, regardless of whether they are working in occupations associated with the arts, SNAAP respondents largely indicate that the skills they learned in arts school are useful within their working lives. Four fifths of employed graduates say that their arts training is relevant to the job in which they currently spend the majority of their time. Almost all (97%) arts alumni who currently spend the majority of their time working in careers within the arts describe their training as having relevance to this work, and 62% of those working in fields outside of the arts make the same claim.

As such, Herron School of Art and Design graduates rely on their skills and creativity to secure job opportunities in ways that broad statistics may not accurately capture. There are few posted jobs for artist or illustrator, but students possessing these skill sets can pursue full and enriching careers by utilizing them.

Not only do the responses to SNAAP indicate that the majority of arts graduates are happy with their educations, regardless of whether they are meeting traditional economic criteria for achievement, but they also help to expand our sense of what it means to contribute to the larger creative community. Arts graduates have a tendency to work in the fields for which they have been trained, and even many of those working in areas ostensibly outside of the arts continue to utilize their creative capacities within their work.

Links to the Strategic National Arts Alumni Project report, cited for labor related statistics, are as follows:

http://snaap.indiana.edu/snaapshot/#work

http://snaap.indiana.edu/pdf/SNAAP_Special%20Report_1.pdf

Results from GFA Survey of National Association of Schools of Art and Design (NASAD) Accredited Universities and Schools Offering

Drawing and/or Illustration Courses within a 250 and 500 Mile Radius of IUPUI

NASAD Accredited Programs

61 Within 500 mile radius of Herron


40 of which are State Universities

13 of which are Private Universities

8 of which are Private Art & Design Schools

NASAD Accredited Drawing *






NASAD Accredited Illustration *






NASAD Accredited Drawing & Illustration *






*These schools and universities are all NASAD accredited, and offer courses in Drawing and/or Illustration, but this does not connote a dedicated major to either discipline.

NASAD Accredited Master of Fine Arts programs

in Drawing and/or Illustration

Academy of Art University

Master of Fine Arts (Distance Learning)-21/2 to 31/2 years: Fine Art (Figurative Painting, Non-Figurative Painting, Printmaking, Sculpture); Graphic Design; Illustration

Master of Fine Arts-2 years: Advertising; Fashion; Fine Art (Painting, Printmaking, Sculpture); Graphic Design; Illustration; Web Design and New Media

California State University, Long Beach

Master of Fine Arts-2 to 3 years: 3-D Media (Fiber, Metal, Wood); Ceramics; Drawing and Painting; Graphic Design; Illustration; Interior Design; Photography; Printmaking; Sculpture

California State University, Northridge

Master of Fine Arts-3 years: Visual Arts (Ceramics, Drawing, Graphic Design, Illustration, Painting, Photography, Printmaking, Public Art, Sculpture, Video/Digital Art)

Cleveland Institute of Art

Master of Fine Arts-2 years: Medical Illustration

East Carolina University

Master of Fine Arts-2 to 3 years: Art (Ceramics, Communication Arts [Graphic Design, Illustration], Metal Design, Painting, Printmaking, Sculpture, Textile Design, Wood Design)

Fashion Institute of Technology

Master of Fine Arts-3 years: Illustration

Hartford Art School

Master of Fine Arts-21/2 years: Illustration

Maryland Institute College of Art

Master of Fine Arts-2 years: Illustration Practice

Marywood University

Master of Fine Arts-2 to 3 years: Visual Arts (2-D, 3-D, Graphic Design, Illustration)

Montclair State University

Master of Fine Arts-2 years: Studio Art (Ceramics, Drawing, Filmmaking, Graphic Design, Illustration, Jewelry, Multi-Media, Painting, Photography, Printmaking, Sculpture)

New Jersey City University

Master of Fine Arts-2 years: Art (Clay, Computer Arts, Graphic Design, Illustration, Jewelry and Metalsmithing, Painting/Drawing, Photography, Printmaking, Sculpture)

Rochester Institute of Technology

Master of Fine Arts-2 years: Ceramics and Ceramic Sculpture; Computer Graphics Design; Glass; Medical Illustration; Metalcrafts and Jewelry; Woodworking and Furniture Design

School of Visual Arts

Master of Fine Arts-2 years: Computer Art (Animation, Installations, Multimedia, Telecommunications, Virtual Reality); Design; Fine Arts; Illustration as Visual Essay; Photography, Video and Related Media

Syracuse University

Master of Fine Arts-3 years: Art Photography; Art Video; Ceramics; Computer Art; Film; Illustration; Interior Design; Metalsmithing; Painting and Drawing; Printmaking; Sculpture

University of Massachusetts Dartmouth

Master of Fine Arts-2 to 3 years: Artisanry (Ceramics, Fibers, Jewelry/Metals, Wood/Furniture); Fine Arts (Painting, Printmaking, Sculpture); Visual Design (Digital Media, Graphic Design, Illustration, Photography, Typography)

Bradley University

Master of Fine Arts-3 years: Ceramics; Drawing; Painting; Photography; Printmaking; Sculpture; Studio Art (Drawing, Interdisciplinary Art Studies, Visual Communications and Design)

California State University, Chico

Master of Fine Arts-3 years: Studio Art (Ceramics, Glass, Painting/Drawing, Printmaking, Sculpture)

California State University, Fullerton

Master of Fine Arts-3 years: Art (Ceramics, Crafts, Creative Photography, Design, Drawing, Painting, Sculpture)

California State University, Long Beach

Master of Fine Arts-2 to 3 years: 3-D Media (Fiber, Metal, Wood); Ceramics; Drawing and Painting; Graphic Design; Illustration; Interior Design; Photography; Printmaking; Sculpture

California State University, Northridge

Master of Fine Arts-3 years: Visual Arts (Ceramics, Drawing, Graphic Design, Illustration, Painting, Photography, Printmaking, Public Art, Sculpture, Video/Digital Art)

Clemson University

Master of Fine Arts-2 years: Digital Production Arts; Studio Art (Ceramics, Drawing, Painting, Photography, Printmaking, Sculpture)

East Tennessee State University

Master of Fine Arts-3 years: Studio Art (Ceramics, Commercial Art/Graphic Design, Drawing, Fibers, Jewelry/Metals, Painting, Photography, Printmaking, Sculpture)

Georgia State University

Master of Fine Arts-3 years: Ceramics; Drawing and Painting; Graphic Design; Interior Design; Photography; Printmaking; Sculpture; Textiles

Illinois State University

Master of Fine Arts-3 years: Ceramics; Drawing; Glass; Metal and Jewelry Design; Painting; Photography; Printmaking; Sculpture

Indiana State University

Master of Fine Arts-2 to 3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting, Photography, Printmaking, Sculpture)

James Madison University

Master of Fine Arts-3 years: Studio Art (Ceramics, Painting and Drawing, Photography, Printmaking, Sculpture, Weaving and Textiles)

Kansas State University

Master of Fine Arts-3 years: Art (Ceramics, Drawing, Graphic Design, Metalsmithing and Jewelry, Painting, Printmaking, Sculpture)

Kendall College of Art and Design of Ferris State University

Master of Fine Arts-2 years: Drawing; Painting; Photography; Printmaking

Kent State University

Master of Fine Arts-2 years: Crafts (Ceramics, Glass, Jewelry/Metals, Textile Arts); Fine Arts (Drawing, Painting, Printmaking, Sculpture) (through the College of the Arts)

Laguna College of Art and Design

Master of Fine Arts-2 years: Drawing

Louisiana State University

Master of Fine Arts-3 years: Studio Art (Ceramics, Graphic Design, Painting/Drawing, Photography, Printmaking, Sculpture)

Montana State University Bozeman

Master of Fine Arts-3 years: Ceramics; Drawing; Intermedia; Metalsmithing; Painting; Printmaking; Sculpture

Montclair State University

Master of Fine Arts-2 years: Studio Art (Ceramics, Drawing, Filmmaking, Graphic Design, Illustration, Jewelry, Multi-Media, Painting, Photography, Printmaking, Sculpture)

New Jersey City University

Master of Fine Arts-2 years: Art (Clay, Computer Arts, Graphic Design, Illustration, Jewelry and Metalsmithing, Painting/Drawing, Photography, Printmaking, Sculpture)

Ohio State University

Master of Fine Arts-3 years: Art (Art and Technology, Ceramics, Glass, Painting/Drawing, Photography, Printmaking, Sculpture)

Pennsylvania Academy of the Fine Arts

Master of Fine Arts-2 years: Studio Art (Drawing, Painting, Printmaking, Sculpture)

Pennsylvania State University

Master of Fine Arts-2 years: Art (Ceramics, Drawing and Painting, Graphic Design, Photography, Printmaking, Sculpture)

Pratt Institute

Master of Fine Arts-2 years: Fine Arts (New Forms, Painting/Drawing, Photography, Printmaking, Sculpture)

Purchase College, State University of New York

Master of Fine Arts-2 years: Visual Arts (Interdisciplinary, Painting/Drawing, Printmaking, Sculpture/3D Media)

San Diego State University

Master of Fine Arts-2 years: Applied Design; Interior Design; Graphic Design; Painting and Drawing; Printmaking; Sculpture

Southern Illinois University Carbondale

Master of Fine Arts-3 years: Ceramics; Cinema; Drawing; Glass; Metalsmithing/Blacksmithing; Painting; Photography; Printmaking; Sculpture

Southern Methodist University

Master of Fine Arts-2 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking, Sculpture)

State University of New York, New Paltz

Master of Fine Arts-2 years: Ceramics; Metal; Painting/Drawing; Printmaking; Sculpture

Studio Art Centers International (Florence)

Master of Fine Arts-2 years: Studio Art (Drawing, Painting)

Syracuse University

Master of Fine Arts-3 years: Art Photography; Art Video; Ceramics; Computer Art; Film; Illustration; Interior Design; Metalsmithing; Painting and Drawing; Printmaking; Sculpture

University of Arizona

Master of Fine Arts-2 years: 3-D; Drawing; Painting; Photography; Printmaking; Visual Communication

University of Cincinnati

Master of Fine Arts-2 years: Ceramics; Drawing; Media Arts; Painting; Photography/Electronic Arts; Printmaking; Sculpture

University of Connecticut

Master of Fine Arts-2 years: Art (Drawing, Painting, Photography, Printmaking, Sculpture)

University of Florida

Master of Fine Arts-3 years: Ceramics; Creative Photography; Digital Media; Drawing; Graphic Design; Painting; Printmaking; Sculpture

University of Georgia

Master of Fine Arts-2 to 3 years: Art (Ceramics, Drawing, Fabric Design, Interior Design, Jewelry and Metalwork, Painting, Photography, Printmaking, Sculpture)

University of Kentucky

Master of Fine Arts-3 years: Studio (Ceramics, Drawing, Fibers, Painting, Photography, Printmaking, Sculpture)

University of Massachusetts Dartmouth

Master of Fine Arts-2 years: Fine Arts (Drawing)

University of Montana

Master of Fine Arts-2 to 3 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking, Sculpture)

University of Nebraska - Lincoln

Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting, Photography, Printmaking, Sculpture, Textile Design)

University of Nevada, Las Vegas

Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting, Photography, Printmaking, Sculpture)

University of North Dakota

Master of Fine Arts-2 years: Visual Arts (Ceramics, Drawing, Jewelry and Metalsmithing, Mixed Media, Painting, Printmaking, Sculpture)

University of North Texas

Master of Fine Arts-3 years: Design (Communication Design, Fashion Design, Interior Design); Studio Art (Ceramics, Drawing and Painting, Fibers, Metalsmithing and Jewelry, Photography, Printmaking, Sculpture)

University of Tennessee

Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Media Arts, Painting/Watercolor, Printmaking, Sculpture)

University of Texas at San Antonio

Master of Fine Arts-3 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking, Sculpture, Video/Digital)

Appendix 4: Surveys of Employers or Students and Analyses of Job Postings

To substantiate the proposed new major, members researched NASAD accredited schools within a 250 and 500-mile radius to determine how competitive these tracks would be within the region. Due to the paucity of comparable programs within the surveyed zone, it was concluded that the recommendations would prove favorable for Herrons future development. A summary report of all the research was presented to the entire Herron faculty body at the end of the spring 2012 semester, along with the committees recommendations on how to proceed. Faculty voted unanimously to pursue those recommendations, which included drafting a proposal for a new Drawing and Illustration major.

During the transcript examination phase, the following information was gathered:

64 Students graduated with General Fine Arts major from 07 to 11. All had multiple* concentrations:

Separate Areas of Concentration

Drawing48

Illustration35

Other45

Painting16

Printmaking 9

Ceramics 8

Sculpture 5

Photography 3

Furniture Design 2

Exhibition Design 1

Interior Design 1

*To clarify, the General Fine Arts track is one that allows students to divide their emphasis between two studio disciplines rather than focusing upon a single one. Because Herron does not currently have degree tracks in Drawing or Illustration, students who wish to pursue those areas of study typically enroll in the GFA track as an alternative.

These 64 graduates had the following specific major area emphasis combinations

Illustration / Drawing27

Painting / Drawing 9

Printmaking / Drawing 5

Illustration / Painting 5

Ceramics / Drawing 4

Sculpture / Drawing 2

Illustration / Printmaking 2

Photography / Drawing 1

Illustration / Ceramics 1

Sculpture / Painting 1

Sculpture / Ceramics 1

Printmaking / Photo. 1

Printmaking / Ceramics 1

Exhib. Design / Photo. 1

Int. Design / Painting 1

Furniture / Ceramics 1

Furniture / Sculpt. 1

These data indicated that there were two contingents within the GFA track: a large number were pursuing Drawing and Illustration as their emphases; the remaining students were either combining other disciplines, or pairing a discipline with Drawing and/or Illustration.

In addition to the transcript evaluation and survey, feedback was solicited from Herron alumni regarding their experiences in, and assessment of, the General Fine Arts track. While largely anecdotal, this feedback established a general sense of dissatisfaction among these graduates. Following are a few examples:

As a recent graduate I have now experienced the difficulty of finding employment in my field of study. I believe that one issue is that the title of my major is somewhat vague. I studied mostly drawing and illustration, but I have to go into greater detail to confirm this in all my applications. I wish Herron had given us what we had asked for again and again, to allow us the majors of Illustration and Drawing.

While I enjoy my career I can imagine that my life would be very different had Illustration/Drawing been available as a major. As someone who interacts with illustrators on a professional and personal level I can definitely say that there is a marketplace for capable draftsmen, both digital and analog.

Having spent six years at Herron I have spoken with a lot of students, both as a gallery worker and as a student. In those years I have met many students wanting drawing as a primary set of studies. The printmaking department has quite a few such people, it being the closest to the craft. I have also met many students who completely transferred from the school in an attempt to study drawing.

The GFA Task Force received over forty emails from alumni expressing similar sentiments. This feedback, coupled with the compiled data strongly indicated that the existing GFA track was not being well received and was in need of revision. Transcript compilation indicated Drawing and Illustration represented a significant contingent within the GFA, and therefore would be a viable major if instituted at Herron. A subsequent task force was convened to prepare a proposal for this new degree program, and to develop the requisite curriculum.

2012 GFA Task Force Survey of Current Herron GFA majors. 30 students responded.

1. When you first entered Herron, in what program did you intend to major?

41% General Fine Arts

24% Visual Communication Design

20% Art Education

15% (Other Disciplines: Printmaking, Photography, Painting, etc.)

2. At what point did you decide you would be pursuing General Fine Arts as your major?

41.5% Before the end of Foundations year

34.5% After Foundations, before the Junior year

24% Decided after the Junior year

3. Do you intend to complete your BFA (to graduate) as a General Fine Arts major?

97% Yes

3% No

4. Please select the two studio disciplines in which you focus the greatest amount of your studies?

52% Illustration & Drawing

48% (Other Disciplines: Printmaking, Photography, Painting, etc.)

5. Do you perceive the name General Fine Arts as a positive or negative?

29% Positive

71% Negative

6. Do you have a faculty advisor in General Fine Arts to assist you with course and career planning?

63% No, I have no advisor or assistance

37% Yes, I have an advisor and receive assistance

7. What are your plans or career intentions after graduation?

63% Combined: MFA/Graduate study, or work in Illustration

37% Combined: work in Fine Arts or Internships

8. Does the current General Fine Arts program facilitate your plans as described in Q7?

59% Yes, the program facilitates

41% No, the program does not facilitate

9. Have you received any scholarships from Herron during your sophomore, junior or

senior years?

62% No, Ive had no scholarships

38% Yes, Ive had scholarships

10. What do you see as the greatest strengths of the General Fine Arts program?

72% Range & Flexibility

14% Synergy between disciplines

17% Faculty

11. What do you see as the greatest weaknesses of the General Fine Arts program?

35% No dedicated faculty/advisor

26% No Drawing/Illustration degree

15% Lack of community/dedicated space

12% No integrative curriculum

12% Having general in the degree name

Appendix 5: Letter of Support

April 8, 2013

Nasser Paydar

Executive Vice Chancellor

Chief Academic Officer

IUPUI

355 Lansing St., AO 126

Indianapolis, IN 46202

Dear EVC Paydar:

I write this letter to express my support for the creation of a new B.F.A. major in Drawing and Illustration.

Program research has indicated that offering Drawing and Illustration as a major will potentially increase undergraduate enrollment. We know that Herron currently loses students to other art schools who are looking for this specific area of study. Additionally, in exit interviews with students who decide to leave Herron for other art schools the inability to obtain a degree in Drawing and Illustration is often cited.

In a survey conducted of students who have graduated from Herron in the last five years with a General Fine Arts degree, not having a Drawing or Illustration degree was noted as the greatest weakness of our program by 31% of the respondents (n=64). Within a 500 mile radius of Herron there are 34 NASAD (North American Schools of Art and Design) accredited Drawing programs and 16 Illustration programs.

The necessary courses for this major are already being offered, therefore, it requires no new resources. We will be able to draw on existing courses. If a new course title is added it will not overlap existing courses.

Students often use a Drawing and Illustration major to pursue advanced degrees in other studio and design art fields and this major will also prepare them for employment opportunities in fields such as book illustrators, architecture, commercial design, drawing or animation.

Because of the opportunity to level the playing field with other art and design schools in our region, and increase our undergraduate enrollment, I support this initiative and hope that you will as well.

Sincerely,

Dean

Appendix 6: Faculty and Staff

As many Herron students are currently studying under the General Fine Arts track, the necessary faculty members needed to support a separate Drawing and Illustration track are already in place. With the recognition of a dedicated Drawing and Illustration major, it is expected that student enrollment in this area will increase. As necessitated by that increase, additional full- and part-time faculty and staff may be secured for additional support. However, Herron currently employs two part-time instructors who specifically teach Illustration courses, and also utilizes full- and part-time faculty from other areas (specifically Painting and Printmaking) to teach Drawing courses, so the need for additional faculty members is limited.

Full-time faculty members with primary specialization in Drawing and/or Illustration:

Agha, Anila, hired 2008, Assistant Professor, Drawing, Tenure-Track, MFA, North Texas, 2004, BFA, National College of Arts, Pakistan, 1989.

Farrow, Vance, hired 2002, Associate Professor, Foundation Studies and Drawing, Tenured, MFA, University ofCincinnati, 1996, BFA, Murray State University, 1993.

O'Connell, Kathy, hired 1984, Associate Professor, Illustration, Tenured, MFA, Syracuse University, 1988, BFA, Herron School of Art and Design, 1982, BA, Indiana University, 1976.

Full-time faculty members with experience teaching courses in Drawing and/or Illustration:

Giddings, Anita, hired 2003, Lecturer, Elective Arts Coordinator, Elective Arts, Non-Tenure Track, MFA, Indiana State University, 1995, BFA, Herron School of Art and Design, 1983.

Horvath, Robert, hired 2010, Assistant Professor, Painting, Tenure-Track, MFA, University of Illinois at Urbana-Champaign, 2002, BFA, Midwestern State University, 1999.

McDaniel, Craig, hired 2003, Associate Dean and Professor of Fine Art, Tenured, MFA, Ohio State University, 1986, Bachelor of Science, 1970, University of Pennsylvania

Riede, Danielle, hired 2008, Assistant Professor, Painting, Tenure-Track, MFA, Virginia Commonwealth University, 2005, BFA, University of Virginia, 1998.

Stone, Sherry, hired 1980, Senior Lecturer, BFA, Herron School of Art and Design, 1975.

Potter, William, hired 2001, Associate Professor, Foundation Studies, Tenured, MFA, University OfCincinnati, 1997, BFA, Columbus College of Art and Design, 1995.

Winship, Andrew, hired 2005, Associate Professor, Painting, Printmaking and Drawing, Tenured, MFA, School of the Art Institute of Chicago, 1998, BFA, University of Michigan, 1995.

In addition, seven part-time instructors are currently teaching courses in Drawing and Illustration during the current semester.

Herron's Foundations courses, studio electives, and art history courses included in the program's four-year curriculum are offered by Herron's full-time and part-time faculty members.

Appendix 7: Facilities

No new facilities or instructional spaces are required. As the program grows, it may become necessary to revisit the distribution of existing spaces among degree programs within Herron. For now, however, Drawing and Illustration classes will continue to be taught in their current rooms.

Herron School of Art and Design is home to the following special resources that enrich our ability to offer a successful new major in Drawing and Illustration:

Basile Center for Art, Design, and Public Life

The mission of the Center for Art, Design, and Public Life is to enrich the educational, intellectual, and interdisciplinary activities of Herron School of Art and Design through civic engagement and community partnerships. Formed in 2005, the Basile Center for Art, Design and Public Life serves as a gateway to help build Herron's project-based relationships with corporate and industry partners, non-profit organizations, and foundations. The Basile Center for Art, Design, and Public Life serves as the primary interface between Herron School of Art and Design, IUPUI, and the community. Among the Center's goals is to develop increased opportunities for undergraduate students to work on public art, civic engagement, and professional experience projects in collaboration with private and public, community and campus institutions throughout the central Indiana region.

Herron Art Galleries

The Eleanor Prest Reese & Robert B. Berkshire Galleries are a unique component of central Indiana. The goal of the gallery is to promote a greater understanding of contemporary aesthetics and special emphasis is placed on works that would not otherwise be seen in this area. The gallery exhibits all media, including contemporary painting and drawing, and includes recent trends such as installation, video, and performance. Last year, more than 35,000 visitors enjoyed lectures and exhibitions in Herron Art Galleries.

In addition to main gallery, the facility in Eskenazi Hall includes smaller separate galleries: Marsh Special Projects Gallery and the Frank and Katrina Basile Gallery that are devoted to exhibition projects requiring a more intimate setting for focusing on specific aspects of contemporary art and design. This professional-quality space can be utilized by Drawing and Illustration students for the presentation of work completed during their studies.

Art Library

The Herron School of Art and Design's art library supports the instruction and research of faculty and students by collecting, preserving, and providing access to recorded knowledge of the study of art, design, art history and art education. The Herron School of Art and Design Library is central Indiana's primary lending library for the study of contemporary art and art history. As a branch library of the technologically advanced IUPUI University Libraries, the Herron Library's mission is to support instruction and research in the study of art and art history at the Herron School of Art and Design as well as the local community. It collects, preserves, and disseminates recorded knowledge in print, visual documentation, multimedia, and digital formats.

The library has a long-standing tradition of responding to the present-day needs of its users, which is reflected in the resource development policy, engagement with available technology, and special internal and external projects.

The Herron Library's holdings include traditional materials, electronic resources, and access for patrons to the Internet via networked computer workstations. The primary focus of this collection is resources that concern contemporary art and artists. The Herron Art Library book collection totals over 29,000 volumes. In addition, the library maintains Special Collections materials such as an artists' books study collection, a bookbinding collection, vertical files on local artists and arts organizations, as well as a significant visual resource collection which includes over 1400 videos and DVDs, extensive digital image bases, and subscription services (e.g. ARTStor, Corbis Image Archive and D.I.D.O.).

With these educational resources in place, the need for additional ones is minimal. There are no necessary renovations to our existing facilities, and no need to lease additional space. While current resources are sufficient to maintain this major, additional resources will allow it to expand and thrive more fully. Current Drawing and Illustration courses are all taught in multi-purpose rooms, which do not provide the stable facility resources that are allocated to all other areas of study. As the major becomes more established, the need for specifically assigned classroom and studio spaces will become more necessary, especially for upper-level students preparing work for their baccalaureate theses. These spaces already exist within Herrons facilities, but will require specific allocation to the Drawing and Illustration area.

Because Drawing and Illustration have not been recognized majors at Herron, minimal library resources have been devoted to acquiring periodicals and books specific to these subjects. Associate Professor Kathleen OConnell has made her private collection available to students comprised of thousands of periodicals and books but future library acquisitions should dedicate an increased portion of acquisitions to the subject: e.g. Imagine FX Magazine, Society of Illustrator Annuals, Spectrum Annuals, addition of books on contemporary illustrators and DVDs from Massive Black and Gnomon Workshop on special illustration techniques and artist/illustrators.

Appendix 8: Other Capital Costs

While no additional capital resources are required to implement this program, to fully pursue the digital rendering aspect of this major, digital pen tablets (such as those manufactured by Wacom) will be necessary. Steps are already being taken to secure this resource. Additional software will also enable a more complete survey of the subject (e.g. Sketchbook Pro and Corel Painter). Fortunately, licenses for these resources are comparably inexpensive. Aside from these digital resources, the physical equipment needed to support a successful Drawing and Illustration major is already in place: classrooms, work tables, easels, etc.

Appendix 9: Articulation of Associate/Baccalaureate Programs

Herron School of Art and Design has an articulation in place with Ivy Tech Community College.

Note: this articulation was last updated formally in 2012. It will require updating again in 2013 in response to changes in the curricula at both institutions. We plan to make these revisions after it becomes clear how the Transferable General Education Core will be implemented at each campus. In the meantime, transfers are being facilitated in a spirit of cooperation with the goal of transferring all or as many as possible credits to the BFA degree.

ARTICULATION AGREEMENT

Between

Herron School of Art and Design

and

Ivy Tech Community College Statewide

For Transfer of Ivy Tech Community Colleges Associate of Fine Arts in Fine Art to Herron School of Art and Design Bachelor of Arts in Fine Arts

Statement of Purpose

The purpose of this articulation is to provide a basis for a cooperative relationship between Herron School of Art and Design and Ivy Tech Community College (ITCC) to benefit students who desire to complete a bachelors degree. The intent is for ITCC students completing the AFA degree plan to move seamlessly to the BFA degree plan.

Transfer Agreement

Graduates from 2012 onward of Ivy Tech Community College with an Associate of Fine Arts from any Ivy Tech campus may transfer and apply 64-66 credits from that completed degree to requirements for Herron School of Art and Design Bachelor of Fine Arts in Studio Fine Arts.

Addendum One: Ivy Tech Community College Curriculum

Transfer General Education Core Requirements

Associate of Arts or Associate of Science Course Requirements

Addendum Two: Course Requirements for Transfer

Details the course requirements for this transfer agreement, including remaining courses required at the accepting college or university (transfer institution) to fulfill the baccalaureate degree requirements. If listed, please include a sample semester sequence.

Addendum Three: Transfer Cluster Courses lists course requirements or recommendations from the accepting college or university. These may be specific courses or suggested/required categories.

Additionally, under the terms of this agreement:

1. Ivy Tech students are eligible for admission with junior standing to Herron School of Art and Design provided:

a. The student has submitted a complete application for admission to Herron School of Art and Design.

b. A course grade of C or better must be earned to be accepted for transfer

c. Students must pass Sophomore Portfolio Review Process in order to advance into studio major and to be eligible to enroll in 300 and 400-level studio courses (note: additional coursework may be required if a student has not successfully passed the Sophomore Portfolio Review.

i. If probationary status is given, additional coursework may be required;

ii. If student is accepted to the college but does not pass review, additional coursework may be required.

2. As ITCC graduates complete the 128 credit hour requirement for the award of the BFA degree in Studio Fine Arts, they must meet the graduation requirements as approved by Herron School of Art and Design at the time of the students admission to Herron School of Art and Designs program.

3. Written notice of intention to terminate, modify, or withdraw from this Articulation Agreement will be submitted by the academic head of either institution at least one academic semester prior to the proposed date of termination/withdrawal. Should a decision be made to modify or dissolve this agreement, students who are already attending Herron School of Art and Design at the time will be permitted to continue as long as their academic performance remains in good standing.

4. Recognizing that changes in curricula and course content are inevitable, each institution agrees to discuss with the other institution all curriculum changes affecting this agreement before the changes are implemented.

5. A review of this agreement and the resulting programs will take place every three years by the representatives from both institutions.

Agreed to January 10th, 2012

Ivy Tech Community CollegeHerron School of Art and Design

__________________________________________________________

Mary E. OstryeUday Sukhatme

Vice President & ProvostExecutive Vice Chancellor

___________________________________________________________

Kathleen Lee,Valerie Eickmeier

Vice Provost for Academic AffairsDean of Herron School of Art and Design

___________________________________________________________

Regional Administrator (optional)Cory Robinson

TitleChair of Department of Fine Arts

Addendum One: Ivy Tech Community College Curriculum

Transfer General Education Core Requirements

Composition3 credits

ENGL 111 English Composition*

Communication 3 credits

COMM 101 Fundamentals of Public Speaking*

Mathematics0-3 credits

MATH 135 Finite Math*; MATH 136 College Algebra*; MATH 137 Trig with Analytic Geometry*; MATH 201 Brief Calculus*; MATH 211 Calculus I*; MATH 118*

Life/Physical Science3-6 credits (6 credits are required if no math is selected)

APHY 101 Anatomy & Physiology I; APHY 102 Anatomy & Physiology II; ASTR 101 Solar System Astronomy*; BIOL 100 Human Biology*; BIOL 101 Introductory Biology*; BIOL 105 Biology I*; BIOL 107 Biology II*; BIOL 211 Microbiology I*; CHEM 101 Introductory Chemistry*; CHEM 105 General Chemistry I*; CHEM 106 General Chemistry II*; CHEM 111 Chemistry I; CHEM 113 Introductory Organic and Biochemistry*; PHYS 101 Physics I*; PHYS 102 Physics II*; PHYS 220 Mechanics*; SCIN 100 Earth Science*; SCIN 111 Physical Science*

Social/Behavioral Sciences3 credits (SOCI 111)

ANTH 154 Cultural Anthropology; ECON 101 Economics Fundamentals*; ECON 201 Principles of Economics*; ECON 202 Principles of Microeconomics*; POLS 101 Introduction to American Government and Politics*; POLS 211 Introduction to World Politics*; PSYC 101 Introduction to Psychology*; PSYC 201 Lifespan Development*; PSYC 205 Abnormal Psychology*; PSYC 240 Human Sexuality*; SOCI 111 Introduction to Sociology*; SOCI 252 Social Problems*

Humanities9 credits (ARTH 101 & ARTH 102, PHIL 102)

ARTH 101 Survey of Art & Culture*; ARTH 102 Survey of Art and Culture II*; ARTH 110 Art Appreciation*; ENGL 202 Creative Writing*; ENGL 206 Introduction to Literature*; ENGL 214 Introduction to Poetry*; ENGL 220 Introduction to World Literature*; ENGL 221 Introduction to World Literature After the Renaissance*; ENGL 222 American Literature to 1865*; ENGL 223 American Literature After 1865*;; HIST 101 Survey of American History I*; HIST 102 Survey of American History II*; HIST 111 World Civilization I; HIST 112 World Civilization II; HUMA 100 Theatre Appreciation*; HUMA 118 Music Appreciation*; PHIL 101 Introduction to Philosophy*; PHIL 102 Introduction to Ethics*; PHIL 220 Philosophy of Religion*

Multicultural Awareness3 credits (AANTH 154)

HIST 111 World Civilization I; HIST 112 World Civilization II; SOCI 164 Multicultural Studies; SOCI 245 Cultural Diversity; ANTH 154 Cultural Anthropology; FREN 201 French Level 3*; FREN 202 French Level 4*; SPAN 201 Spanish Level 3*; SPAN 202 Spanish Level 4*

Total Transfer Core = 27 credits

SAMPLE

Ivy Tech Community College

Fine Arts Program

Associate of Fine Arts Degree

2012-2013

The following suggested sequence includes all course requirements for this degree. Transfer Cluster Electives should be chosen to receive the most credit at the receiving college or university.

Semester 1

ENGL 111

English Composition*

3 credits

ARTS 100

Life and Object Drawing I

3 credits

ARTS 102

Color and Design Theory I

3 credits

ARTS 103

Three-Dimensional Design

3 credits

ARTH 101

Survey of Art and Culture I*

3 credits

IVYT 1XX

Student Success Elective

1-3 credits

Semester Total 16-18 credits

Semester 2

ARTS 101

Life and Object Drawing II

3 credits

ARTS 105 or ARTS 2XX

Foundation I or

Studio Elective

3 credits

XXXX XXX

Life/Physical Sciences Elective*

3 credits

ANTH 154

Cultural Anthropology*

3 credits

SOCI 111

Introduction to Sociology*

3 credits

ARTH 102

Survey of Art and Culture II*

3 credits

Semester Total 18 credits

Semester 3

ARTS 200

Intermediate Drawing I

3 credits

ARTS 202

Color and Design Theory II

3 credits

ARTS 204

Exploration of Women in Art

3 credits

ARTS 2XX

Studio Elective

3 credits

COMM 101

Fundamentals of Public Speaking*

3credits

XXXX XXX

Life/Physical Sciences Elective*

3 credits


Semester 4

ARTS 231

Painting I

3 credits

ARTS 250

Fine Arts Portfolio

3 credits

ARTS 2XX

Studio Elective

3 credits

PHIL 102

Introduction to Ethics*

3 credits


Total = 64-66 credits

*Required for Transfer General Education Core Certificate

Addendum Two: Course Requirements for Transfer

Herron School of Art and Design BFA Degree Plan

Remaining Course Requirements Identified

Ivy Tech Community College Courses

Transfer General Education Curriculum: 27 credits

Herron School of Art and Design Transfer Equivalent: 27 credit hours awarded toward general education requirements (or, individual course equivalencies may be noted)

Composition3

Communication 3

Mathematics0-3

Life/Physical Science3-6

Social/Behavioral Sciences3

Humanities9

Multicultural Awareness3

Program Course Requirements: 31-33 credits

IVYT XXX Student Success Elective 1-3

ANTH 154Cultural Anthropology3

ARTH 101Survey Art & Culture I3

ARTH 102 Survey Art & Culture II3

ARTS 250Fine Arts Portfolio 3

COMM 101Fund. of Public Speaking3

ENGL 1113

MATH XXXMath Elective0-3

XXXX XXX Life/Phys. Science Elect.3-6

PHIL 102Introduction to Ethics3

Transfer Cluster Electives: 8-15 credits

As determined by accepting college or university

ARTS 100Life/Object Drawing I3

ARTS 101Life/Object Drawing II3

ARTS 102Color & Design I 3

ARTS 103Three-D Design 3

ARTS 200Intermediate Drawing I3

ARTS 202Color & Design II3

ARTS 204Exploration/Women in Art3

ARTS 231Painting I3

ARTS XXXStudio Electives9

Total Credits Required for ITCC Degree64-66 credits

Total Transfer Credits to Herron School of Art 64 credits

Sample Semester Sequence of Remaining Course Requirements at Herron School of Art and Design

Sample Semester Sequence

Fifth Semester (15)

HERD202Drawing IV3

ENGL L105 English Literature3

HER2XX200 Level Major Studio 3

HER XXXStudio Elective3

HERH H103Intro to Contemporary Art3

FINE ART SOPHOMORE PORTFOLIO REVIEW

Sixth Semester (15)

Studio Electives9

Art History Elective3

Academic Elective3

Seventh Semester (15)

300 level Major Studio Electives12

Art History Elective3

Eighth Semester (18)

400 level Major Studio Electives12

HERJ410A Critical Approach to Art3

Academic Elective3

Total Credit Requirement for BFA Degree from Herron School of Art and Design = 125 credits

Addendum Three: Transfer Cluster Courses

The following courses or discipline categories are recommended or required to fulfill Ivy Tech Community Colleges Transfer Cluster requirement for students pursing the Bachelor of Fine Arts degree in General Fine Arts from Herron School of Art and Design:

ENGL 111 from Indiana Core Transfer Library

Life/Physical Science elective from Indiana Core Transfer Library

COMM 101 Fundamentals of Public Speaking

ECON 100, 101, or 102

Appendix 10: Credit Hours Required/Time to Completion

Admissions requirements are the same as for other majors in the BFA degree.

If an incoming Herron freshman is unconditionally admitted to IUPUI, he or she will be able to enroll at Herron as a pre-fine art, pre-art education or art history student. Pre-fine art and pre-art education students will participate in a portfolio review in the sophomore year of their studies at Herron for admission into their chosen majors.

Herron's website also provides clear admission requirements for transfer students or students from other IUPUI schools.http://www.herron.iupui.edu/undergraduate/apply#howtoapply.

Below are the curricula for the two tracks of the proposed Drawing and Illustration degree, the Drawing Track and the Illustration Track. Both are intended for completion in eight semesters.

Within this single major, students will be able to choose between two tracks: one that focuses more on the skillsets particular to Illustration, and another that focuses more on Drawing as a fine art studio practice. There will be curricular crossover between the areas, but this structure will allow students to tailor their learning experiences based on career goals.

The curriculum for the degree includes the anticipated general education distributions. It also responds to the guidelines published by the National Association of Schools of Art and Design. For instance, for all BFA degrees offered by schools accredited by NASAD, studies in art and design must comprise 65% of the curriculum. Studies in art history, theory, and criticism must make up at least 15%.

Students in the program are required to maintain a cumulative GPA of at least 2.0. If they do not, the Dean will give them a formal written notice of probation. Students will be placed on academic probation for the academic session following the one in which they failed to attain the 2.0 cumulative GPA. If a student fails to attain a 2.0 cumulative GPA in any two academic semesters, the student is automatically considered to be making unsatisfactory progress toward a degree and is therefore eligible for dismissal.

An overall GPA of 2.0 or above is required for successful completion of the degree.

SUMMARY OF COURSE DISTRIBUTION

6 credits Gen Ed Core Communication

6 credits Gen Ed Math/Analytical Reasoning

6 credits of Life and Physical Science

3 credits of Social and Behavioral Science

3 credits of Cultural Understanding

24 credits in General Education

15 credits in Art History (of which 6 credits are Humanities General Education courses)

3 additional credits of academic electives (not Fine Arts)

20 credits of BFA Foundation Program

Drawing (6 cr.)

2-D and 3-D Design (6 cr.)

Color Concepts (3 cr.)

Foundation Resources (1 cr.)

Creative Processes (3 cr.)

Foundation capstone (1 cr.)

12 additional credits in specific drawing courses

24 credits of Studio Electives

3 credits in Critical Approaches (studio theory and criticism)

24 credits in Illustration or Drawing/Illustration (depending on track)

125 credits

Proposed Curriculum for Illustration Track for

Drawing and Illustration Major - 125 Credits

First Semester:Second Semester:

Drawing I (D101)3Drawing II (D102)3

3D Design (F123)3Color Concepts (F122)3

2D Design (F121)3Creative Processes (F100)3

History of Art I (H101) (Gen Ed)3History of Art II (H102)( Gen Ed)3

Gen Ed- Quantitative3Gen Ed- Communication3

Foundation Resources (X101)1Foundation Capstone (X102)1

1616

Third Semester:Fourth Semester:

Drawing III (D201)*3Drawing IV (D202)*3

Intro. to Illustration I (D211)3Intro. to Illustration II (D212)3

Intro. to Contemporary Art (H103)3Art History Elective3

Studio Elective3Studio Elective3

Gen Ed -Communication3Gen Ed- Social Science3

1515

Fifth Semester:Sixth Semester:

Drawing V3Drawing VI3

Illustration I3Illustration II3



Gen Ed-Analytical3Gen Ed Life & Physical Science3

Gen Ed- Life & Physical Science3

1815

Seventh Semester:Eighth Semester:

Advanced Illustration I6Advanced Illustration II (course6

Art History Elective3also includes thesis preparation)

Studio Elective3J410 Critical Approaches3

Ged Ed- Cultural Understanding3Studio Elective3

Academic Elective3

1515

All courses are currently taught. All Herron art courses have an academic prefix of HER.

For Herron Course descriptions and any prerequisites visit http://www.iupui.edu/~bulletin/iupui/2012-2014/schools/herron-art-design/courses/index.shtml

Proposed Curriculum for Drawing Track for

Drawing and Illustration Major - 125 Credits

First Semester:Second Semester:

Drawing I (D101)3Drawing II (D102)3

3D Design (F123)3Color Concepts (F122)3

2D Design (F121)3Creative Processes (F100)3

History of Art I (H101)(Gen Ed)3History of Art II (H102) (Gen Ed)3

Gen Ed- Quantitative3Gen Ed- Communication3

Foundation Resources (X101)1Foundation Capstone (X102)1

1616

Third Semester:Fourth Semester:

Drawing III (D201)3Drawing IV (D202)3

Drawing/Illustration Elective3Drawing/Illustration Elective3

Intro. to Contemporary Art (H103)3Art History Elective3


Gen Ed- Communication3Gen Ed- Social Science3

1515

Fifth Semester:Sixth Semester:

Drawing V3Drawing VI3

Drawing/Illustration Elective3Drawing/Illustration Elective3



Gen Ed- Analytical3Gen Ed- Life & Physical Science3

Gen Ed-Life & Physical Science3

1815

Seventh Semester:Eighth Semester:

Advanced Drawing I6Advanced Drawing II (course6

Art History Elective3also includes thesis preparation)

Studio Elective3J410 Critical Approaches3

Gen Ed- Cultural Understanding3Studio Elective3

Academic Elective3

1515

All courses are currently taught. All Herron art courses have an academic prefix of HER.

For Herron Course descriptions and any prerequisites visit http://www.iupui.edu/~bulletin/iupui/2012-2014/schools/herron-art-design/courses/index.shtml

Appendix 11: Exceeding the Standard Expectation of Credit Hours, Detail

This degree program will require 125 credit hours to attain the Bachelor of Fine Arts. At the time of this proposal (January 2013), ICHE is considering IU's proposal to maintain all BFA degrees at 125 credit hours, while BA degrees in Fine Arts will be restricted to 120 credit hours. The following explanation has been submitted to the university's liaison to the Commission"

The number of credits hours required for the BFA (Bachelor of Fine Arts) degree is greater than the number required for the BA in Fine Arts for several important reasons. The BFA is defined as the professional degree in the art and design fields. Students who graduate with a BFA are expected to have created a portfolio of work that demonstrates their readiness for beginning professional work or for entry into a graduate program in pursuit of the terminal degree in the arts, the Master of Fine Arts. Recipients of the BFA degree must demonstrate a level of proficiency beyond that of BA recipients. Unlike many undergraduate degrees, the BFA requires that students conduct original research and engage in original creative activity during their undergraduate studies. For a BFA degree program to be accredited by NASAD (National Association of Schools of Art and Design), the students must create original work in sufficient quality and quantity to exhibit publically prior to graduation. While NASAD does not specify a number of credit hours for the BFA, it does demand that students demonstrate a range of defined competencies through their completed work. The distinction between the BFA and the BA is further defined by NASAD both in a distinction in the level of demonstrated competence and also in the percentage of the curriculum required to be in art and design classes: at least 65% for the BFA but only 30%-45% for the BA. Achieving mastery of one or more art media or design methods requires many hours of practice in the studio. There is simply no short cut to achieving the level of competence required for students to be competitive in their chosen profession after graduation.

Herron School of Art and Design has reduced the number of credit hours required for the BFA twice over the past three years. Beginning at 131, the school thoughtfully and carefully reduced the number to 128, and then in spring of 2012 carefully reduced further to 125. The BFA cannot drop lower without losing the hours that are absolutely essential for students to reach the professional level of proficiency that distinguishes the BFA from the BA.

Appendix 12: IUPUI Principles of Undergraduate Learning (PULs)

The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree.

I. Core Communication and Quantitative Skills

[Definition:] The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology--the foundational skills necessary for all IUPUI students to succeed.

[Outcomes:] Core communication and quantitative skills are demonstrated by the students ability to

a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats;

b. comprehend, interpret, and analyze ideas and facts;

c. communicate effectively in a range of settings;

d. identify and propose solutions for problems using quantitative tools and reasoning;

e. make effective use of information resources and technology.

II. Critical Thinking

[Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information.

[Outcomes:]

The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to

a. apply,

b. analyze,

c. evaluate, and

d. create

knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions.

III. Integration and Application of Knowledge

[Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives.

[Outcomes:] Integration and application of knowledge are demonstrated by the students ability to

a. enhance their personal lives;

b. meet professional standards and competencies;

c. further the goals of society; and

d. work across traditional course and disciplinary boundaries.

IV. Intellectual Depth, Breadth, and Adaptiveness

[Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems.

[Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the students ability to

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