The mission of the Printmaking program is to cultivate the creativity and develop the skills of those who have the aptitude and the desire to communicate through visual language. The program supports students to formulate, create, exhibit, and market a body of work informed by a wide variety of media. The program emphasizes knowledge of historical and contemporary printmakers and encourages students to think critically. The program is committed to Student Equity, and currency in the Printmaking field. The Printmaking program strives to develop creativity, confidence, and art-entrepreneurial abilities in students in preparation for art-business and professional careers and/or transfer to an Art/Design school or university.
Courses in Printmaking are in great demand. We currently have one full class of 18-25 students in Art 23 Introduction to Printmaking in the Fall semester. Art 23 is a transfer course to CSU and UC. In the Spring we have two full classes, Art 22 Screen Printing and Art 23. Courses are taught by a part-time faculty member and supported by a part-time lab technician. In conjunction with the Sculpture/Fiber Arts program, the Printmaking program maintains an Advisory Board whose longtime community members include successful, internationally known business people such as David Hopper(Orient & Flume, Paradise Pictures) Sandy Fisher (Sandy Fisher Woven), and Majbritte Mobrand (Glimakra Weaving Studio), and successful entrepreneurs such as Mick and Aaron Needham (Needham Glass Studio), CSU, Chico Art Department Chair, Robert Herhusky, and Sculptor Dave Barda. The Advisory Board meets together once a year to offer guidance on program direction and art-business curriculum. Courses in Printmaking are offered in a large studio classroom it shares with drawing (ARTS 130), which houses state-of-the-art printmaking and darkroom equipment. The program also utilizes an outdoor lab space equipped with state-of-the-art screen printing equipment for the creation of student projects. Courses in the Printmaking program challenge beginning level students� creative problem-solving skills, allow students to acquire printmaking techniques, such as the transfer of photographic images into prints, and apply their knowledge of design elements and principles in their work. In addition, there is a strong program focus on practical application of printmaking skills through the creation of utilitarian objects such as t-shirts, cards, calendars, and book making.
Printmaking Program
PLO’s
Upon successful completion of this program the student will be able to
A. Employ aesthetics, creativity, and quality craftsmanship in creation of a body original artwork.
B. Apply art design concepts, art terminology, and knowledge of historical and contemporary artists and trends in the written and oral critique of art works.
C. Develop marketable art products/portfolio and professionally display art works in an exhibition space.
D. Demonstrate expertise and safety in the use of a variety of materials, tools, and techniques when creating two- and three-dimensional works.
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ART-S PLO's |
Assessment
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Planned Improvement |
Prioritization Criteria |
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A. Employ aesthetics, creativity, and quality craftsmanship in creation of a body original artwork.
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Discussion on PLO A: faculty commented that students walk through our doors with lots of creativity and motivation. We acknowledged that in our individual courses we strive to help students improve their visual language in the expression of conceptual ideas and craftsmanship. However, one or even two courses, was not enough to bring about substantive improvement to prepare students for the art world beyond college. More access to classes and equipment during the summer would improve students’ skills and craftsmanship. We discussed the fact that many of our students are not interested in transfer to university. Faculty agreed that though we have strong outcomes for PLO-A in individual classes, that those outcomes are not sustainable due to the limitations forced on us by repeatability rules. Faculty lamented the fact that without a progression of courses of increasing difficulty, it is very difficult to observe progressive improvement in student abilities to create an aesthetically pleasing, original body of work that displays quality in its craftsmanship.
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1 - Design and implement a guided pathway – an Art Entrepreneurship Certificate of Completion/ Achievement/Degree
2 – Develop additional courses that will support a well-crafted original body of work.
3 – Acquire equipment as needed to support knowledge and skill development
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Enrollment growth and improvement in student outcomes and student equity
Implementing the 2019-2020 Strategic Direction Priorities
Meeting Vision for Success Goals
Addressing Program Review Recommendations |
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B. Apply art design concepts, art terminology, and knowledge of historical and contemporary artists and trends in the written and oral critique of art works.
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Discussion on PLO B: We discussed the importance of tying students' assignments to knowledge of historical and contemporary artists. We also acknowledged the need to not just introduce design elements and principles at the beginning of the course, but to emphasize them all the way through. We acknowledged the importance of showing students the work of successful artists throughout the semester to help them imagine themselves beyond school. We agreed on how critical it is for students to understand the contemporary trends they would encounter in the outside world. We discussed the success of our writing assignments and explored different types of assignments that would provide real-world experience, such as writing a proposal for an installation in The Box or an artist statement. We agreed that one cannot write a decent artist statement until one has a body of work, and our students don’t yet have that. We discussed the skills and knowledge students need in order to critique art and defend their work if they transfer to university.
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1 – Design and implement a guided pathway – an Art Entrepreneurship Certificates/Degree.
2 – Develop additional courses that will support a well-crafted original body of work.
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Enrollment growth and improvement in student outcomes and student equity
Maintaining ongoing operations at current levels
Meeting Vision for Success Goals
Addressing Program Review Recommendations
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C. Develop marketable art products/portfolio and professionally display art works in an exhibition space.
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Discussion on PLO C: Faculty explained that they didn’t have enough time to properly integrate marketing ideas and portfolio development into their curriculum. One or two of the projects are designed to have students apply aesthetics and creativity to the creation of a utilitarian object, such as a glass jewelry line or a felted notebook series. However, without time into materials and techniques, the quality of student artworks suffers. Most faculty members have been forced to take on Work Experience students in order to focus on product development and marketing. Faculty agreed that Repeatability rules and lack of courses that would develop students’ Art business acumen make meeting PLO-C very challenging, and Work Experience is not cutting it.
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1 --Design and implement a guided pathway – an Arts Entrepreneurship Certificate of Achievement
2 – Develop additional courses that will support a well-crafted, original body of work.
3 – Acquire equipment as needed to support knowledge and skill development
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Enrollment growth and improvement in student outcomes and student equity
Maintaining ongoing operations at current levels
Implementing the 2019-2020 Strategic Direction Priorities
Meeting Vision for Success Goals
Addressing Program Review Recommendations
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D. Demonstrate expertise and safety in the use of a variety of materials, tools, and techniques when creating two- and three-dimensional works.
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Discussion on PLO D: We acknowledged that expertise with materials and techniques requires repeated experience- something our students don’t have. More access to classes and lab equipment would improve students’ expertise with media. Safety is always a major concern. Faculty acknowledged Marc Cardinet, technician, for his diligence along those lines and a great safety record. We discussed cleaning without water use in the outside spaces, and conserving water in the felting and papermaking processes by saving water in tubs. We discussed the recycled paper from facilities for the papermaking process. We each discussed how we talk about safety and sustainability with students.
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1 --Design and implement a guided pathway – an Arts Entrepreneurship Certificate of Achievement
2 – Develop additional courses that will support a well-crafted, original body of work.
3 – Acquire equipment as needed to support knowledge and skill development
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Addressing Health/Life/ Safety issues
Implementing the 2019-2020 Strategic Direction Priorities
Meeting Vision for Success Goals
Addressing Program Review Recommendations
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Vision for Success Student Achievement Standards
Student Achievement Data - Course Success
Over the last three years that Printmaking courses were offered ART-D student success increased from 78.9% in Fall 2015, 80.0% in Fall 2016, to a high of 87.1% in Fall 2018. ART-D student success rates compare favorable when measures against the college overall success rates for the same semesters. College rates for Fall 2017 were 72.4%, Fall 2018 were 78.6%, Fall 2019 were 72.8%.
At the present time ART-S does not offer a degree or certificate, but the area's courses contributing to the AA in Art and the AA-T in Studio Art.
Vision for Success - Chancellor's Office
Goal # 1 Over 5 years, increase degrees, certificates by 20% (that prepare them for an in-demand job) Programs and course sequences need to match regional economies and employers.
Art Department faculty have been with working with our partners in Business Education to develop programs that will prepare our Art students for the business of Art.
Goal #2 Over 5 years, increase by 35% the number of students transferring to CSU and UC. This increase is needed to meet the future workforce demand for BA. In California demand for workers with BAs in increasing faster the demand for workers with AA or less.
Art Department faculty have tried to develop strategies that will help our students transfer. The primary roadblock for many of our students is the Math requirement. We recognize that we might be able to work with the Math Department to design an Applied Mathematics course that our students could pass to achieve an Associates Degree, but that level of math would not be acceptable to the University for transfer. This is a hopeless situation for many art students unless the University changes its requirements.
Goal #3 Over 5 years, decrease the number of units earned by CC students from 87 to 79. AA degrees are typically 60 units. This will allow students to reach their goals sooner and at less cost to them.
Art Department faculty have a solution for reducing the number of introductory art courses students take on their path to finding the art media they wish to focus on, namely a new course Art 10 Art Media Survey. This is a foundational art course that will introduce and offer students experience with art media, which will shorten the time it takes for students to choose a path in art. It will also meet the needs of students who wish to obtain a Multiple Subject Teaching Credential by meeting the State of California Visual and Performing Arts Frameworks and Student Academic Content Standards, which require that students have hands-on experience with multiple arts media.
Goal #4 Over 5 years, increase the percent of exiting CTE students who report being employed in their field of study, from 60% to 76%. This improvement will indicate that colleges are providing career education that puts students in available jobs, and colleges are also helping students find jobs.
The Art Department is developing a CTE degree - Art Entrepreneurship, that is designed to prepare art students to go into business for themselves. We hope to improve the lives of many art students who do not wish to teach, work in museums, etc. by properly preparing them to market and sell their work.
Goal #5. Reduce equity gaps across all the above measures- specifically, cut success gaps by 40% in 5 years, and close gaps entirely in 10 years.
In the last four years the Art Department has had four faculty members participate in the FAIR Classrooms program. Three faculty are currently participating in the Cultural Awareness Community of Practice program. These faculty members have incorporated the knowledge they gained from these experiences into their teaching practice to reduce equity gaps. They have introduced this knowledge to all department faculty in meetings and raised awareness and interest in these ideas. During the most recent faculty meeting Equity data was made available by area (ART-P, ART A, Music, Drama, etc.) and a small piece of a Tim Wise video was shown during the meeting. There was a discussion about the Chancellor's Vision for Success goals and specific goals were given for each area.
Goal #6 is for colleges located in regions with the lowest educational attainment
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Strategic Direction and Priority Themes
1. Enhancing a Culture of Completion and Academic Achievement
A. Prepare high school students for college by: (Thematic Priority #2, Thematic Priority #4)Art Department chair, Daniel Donnelly, works with high school arts programs to align curriculum as appropriate. He invites high school teachers and their students to tour the ARTS building and advises high school students on arts career paths. ART-S faculty assist the chair with tours for students.
B. Align onboarding processes with pathways by (Call to Action): (Thematic Priority #2, Thematic Priority 5) Printmaking faculty answer students’ questions about art program pathways and college services all the time. Faculty take time to discuss the optimum order in which art courses should be taken, which art courses will transfer to university, which additional courses could benefit and prepare students for university, and which GE courses best support what students are learning in art. Faculty also talk with students about the difference between a BA and a BFA degree in art, how best to apply for the BFA program, and what the advantages are of earning an MFA over and MA in art. If students are not interested in teaching, curating, arts administration, or other professional careers, but would rather manufacture and market their art, faculty mentor students about what is required. Presently this kind of help often takes the form of Work Experience where student and faculty member write specific objectives with the goal of launching a successful Art business. Because there is so much student demand for this kind of knowledge, the program is developing an Art Entrepreneurship Certificate to address the demand for art-entrepreneur. In addition, art projects are focused on solving problems in the creative process, and during critiques students analyze the work of others.
C. Redesign support for our diverse students by(Supernatural Aids): (Thematic Priority #2, Thematic Priority #3) Printmaking program courses are part of the AA-T transfer degrees. Beyond transfer degree completion the program encourages completion by supporting students to submit their artwork to exhibitions held in and outside the college. Our program focuses on quality construction and presentation of student artwork. We have spent the past several years developing a Guided Pathway- Art Entrepreneurship Program, which will provide students with the necessary skills to be a successful art-entrepreneur. Because ART-D courses have a lab component, vulnerable students receive more individual attention and support from faculty and staff.
D. Support Student Progress and Completion by (dealing with challenges and temptations): (Thematic Priority 5) ART-D has strong connections with its sister department at CSU,Chico. Several CSU,Chico art department faculty members, and one staff member are on the ART-S Advisory Board. They have given advice on equipment and assisted us in getting our bronze casting equipment up and running. In addition, the majority of the CSU,Chico art department participated in a joint art exhibition with our faculty in the Butte College Art Gallery. This exhibition allowed Butte art students to meet their future professors and see their work. In addition, art department has donated over $1,200 annually in Costco food to the Roadrunner Hub.
E. Scheduling Strategically by (Creating a navigable journey): (Thematic Priority #2) ART-D tries to offer sections at times when students are interested in taking class – usually 11:00am and 2:00pm. We have offered late-starting sections to meet students’ needs and we also occasionally offer Saturday classes. We are careful to schedule class offerings so they do not overlap.
F. Support Workforce and Community Development by: (Thematic Priority #2, Thematic Priority #4, Thematic Priority #6)
Faculty in the program are always looking for ways to expand course offerings to new markets. We feel the Baby Boomers are one such market niche. Because of the equipment needs of the program, most course offerings must be made at the main campus. We have an Advisory Board that guides our decision-making toward student success. Our Advisory Board fully supports the Art Entrepreneurship Degree/Certificate and the development of Printmaking courses on all levels. We are focused on the development of art-entrepreneurs, not workers for employers. We are focused on helping students market their work through Internet and social media. ART-D faculty participate in Art Department initiatives that promote community awareness and engagement, such as the August, 2019 Summerfest Event and the Open Studio Tours in October, 2019.2. Supporting Student, Faculty, and Staff Success
A. Increasing Student Engagement by: (Thematic Priority #3, Thematic Priority #6) ART-D has used student surveys to gage their interests and goals. It is critically important to the Printmaking program that we create and maintain meaningful relationships with our students. Our success rate bears this out. We encourage students to participate in Arts functions and activities. We use Canvas and email to communicate with students.
B. Evolving the Knowledge, Skills and Abilities of Faculty and Staff by: (Thematic Priority #3, Thematic Priority #6, Thematic Priority #8) ART-D faculty have participated in the FAIR Classrooms program and the Cultural Awareness Community of Practice, which in turn, has increased awareness of all ART-D faculty and staff of then needs of our diverse student population, and increased efforts to close student equity gaps. ART-D faculty regularly attend conferences and workshops in arts and in education, in order to enhance their skills and remain current in their fields.
C. Improving Collaborative Interactions by: (Thematic Priority 5, Thematic Priority #6) The Printmaking program meets with Sculpture/Fiber Arts two to four times a semester to discuss students’ learning outcomes and assessment, budget, safety, staff development, classroom and equipment issues, and program direction and progress. ART-D faculty and staff are empowered to share their expertise in all matters pertinent to the program.
D. Use Facilities, Technology, and Services to Support Student Success and Completion by: The ART-D faculty has only limited power in this area. We would welcome new computer equipment in ARTS building classrooms since it is falling apart. We would appreciate ways to message our students. We would be happy to expand our instructional schedule to evenings and Saturdays, particularly if there was bus transportation to the main campus.
3. Using Data-Informed Processes for Continuous Improvement
Training faculty and staff and using data for continuous improvement by (Thematic Priority 4, Thematic Priority 5,Thematic Priority 6): At our monthly meetings we discuss how we can improve our program and insure that it meets accreditation standards. We utilize data from Data Mart, LMI, and many other Arts data resources, such as Americans for the Arts website, to support our course and program decisions.
4. Maximizing Resources to Support Student Learning
A. Make strategic financial decisions by (Thematic Priority 5):
1. Reducing costs through strategic procurement: ART-D faculty members and technician continually search for the best price for materials/equipment available for students and program. Often this means the best price is available at a business that does not accept Butte College purchase orders.B. Align processes and priorities with the new funding formula by (Thematic Priority 4, Thematic Priority 6):
3. Maintaining a focus on meeting established enrollment targets with an emphasis on access and support for underserved populations: ART-D faculty members have continually made suggestions about ways to successfully manage enrollment. There is a large student-group in the community that has been ignored ever since the budget crisis, particularly in the Arts areas. This potential student population comes from all walks of life, and often consists of older community members. Offering courses that meet their needs would be an inclusive action. It would reflect the college's move away from ageism, since it is often assumed that older community members are retired, don't need jobs, and therefore have no goals. Once they are involved in an Arts discipline they often become interested in earning certificates/degrees. In addition, it is the community who paid for the Bonds that allowed the college to build the new buildings, including $28 million for the ARTS building. Expanding outreach to these members of the community would advantageous to the college because of the increase in FTES and student completion. (Meanwhile, CSU, Chico is capitalizing with their elder-college.) Expanding community members engagement in the Arts would enhance economic development in the county.5. Modeling Sustainability
A. Provide Professional Development for faculty and staff in the area of sustainability by: The Butte College Art Gallery has had exhibitions focused on Sustainable Art & Architecture which were spearheaded by ART-D faculty.
B. Reduce the College's Carbon Footprint by: The ART-D areafaculty in the program promote green practices by promoting awareness and safe use of inks and toxic products.
C. Demonstrate Environmental Stewardship Through Water conservation by: ART-D faculty and staff use water judiciously, and encourage students to do the same. This include the cleaning of screens in the spray booth.
6. Enhancing a Culture of Inclusiveness
A. Enhance Access to Equitable Student and Academic Services by: (Thematic Priority #3, Thematic Priority 5, Thematic Priority #6) The Printmaking program is acutely aware of the diverse nature of its students. Statistics gained through an art student survey, which included questions on the mental/emotional disabilities of arts students revealed that 22.5% of art students had mental/emotional disabilities, versus 7.7% of the control group(Art Appreciation students). The program serves a higher percentage of identified Disabled and Economically Disadvantaged students than the college as a whole.
Statistics for Fall 2018:
Economically Disadvantaged students in ART-D are 39.3% compared to the college 34.3%.
B. Diversify Staff and Faculty to Eliminate Equity Gaps by: (Thematic Priority #6) ART-S faculty member is on a hiring committee for a fulltime Music position and has brought her experience in the FAIR Classrooms pilot program and the Cultural Awareness Community of Practice to the process.
Recommendations
Validation Team recommendation: As the Background Statement of the Art Department’s 2014 Program Review rightly states, “Art has been an integral part of human culture for over 30,000 years” (p. 1) and it remains essential by reinforcing our “shared beliefs and values” (p. 2), increasing our “empathy” (p. 3)
and reinforcing our “social bonds” (p. 3). Because of the Arts’ central importance in human development and behavior, it is extremely disheartening to see the cuts and restrictions Butte’s Art Department has suffered in recent years. Therefore, it is the Validation Team’s recommendation that the Art Department be allowed to expand its course offerings (which are also profitable for the college). It is also the team’s recommendation that creative solutions be sought to somehow address students’ needs for skills development in Studio Arts classes given current, inappropriate state-mandated limits on repeatability of classes.
In the Spring of 2016 the Printmaking program was allowed to add an Art 22 Screen Printing into its schedule of course offerings. This course has filled to above capacity each Spring and brought students from the community who would not have taken any other art class. In the past year the program has not offered any classes because the primary instructor is no longer available to teach.
Validation Team Recommendation: Instill departmental planning with entrepreneurial vision. The Validation Team recommends that the Art Department devise and implement strategies to showcase and maximize the use of Arts facilities, resources and talents, creating a community Arts venue. With District support, leverage the capabilities of other campus programs such as Drama, Music, Recording Arts and Digital Art and Design programs (and others), with events management staff, as necessary. Consider the collaboration with programs such as Child Development and the Child Development Center, generating revenues for Art Foundation accounts and adding value to the communities we serve by offering art-oriented children’s camp opportunities. Enhance Butte’s culture of inclusiveness to encompass the campus and local communities by supporting and showcasing faculty, staff and student success in our wonderful Arts venue.
The Printmaking program continues to maintain it entrepreneurial vision and has worked diligently to develop a Guided Pathway in the Arts - an Art Entrepreneurship Degree/Certificate that would assist art students in developing their professional and entrepreneurial goals. It has:
Goals
The goals of the Printmaking program are to:
Strategy 1 - Develop a Guided Pathway in the Arts � Art Entrepreneurship Program
Design and implement a Guided Pathway in the Arts – an Art Entrepreneurship Program. The Art Entrepreneurship Program is a comprehensive course of study that addresses the need to prepare students to enter the art market as entrepreneurs and art-professionals, and offers a solid foundation in the technical and aesthetic aspects of their selected art medium. It is designed to meet the needs of students who desire to create, manufacture, and market aesthetically pleasing and functional objects in local, regional, and global art markets. The program develops student knowledge and understanding of the unique art business context with which they will be negotiating upon leaving school. The program prepares students to become successful wealth generators who will make significant contributions to both community economic development and the cultural advancement of global society.
The Art Entrepreneurship Certificate is designed to support students’ creativity and develop skill in students’ chosen art medium, while also developing entrepreneurial and professional skills and habits of mind. The program offers students the opportunity to:
1) to develop their entrepreneurial skills in marketing art products; 2) and, to develop as professional artists by creating high quality portfolios that will provide access to art galleries, commercial venues, and artist in residency programs.
–The Art Entrepreneurship Program addresses the needs of Arts students who desire to be self-employed or to develop their arts business in tandem with other employment. The literature on arts economic development indicates that, “artists are self-employed at much higher rates than others in the workforce. About 34 percent of artists in the U.S. are self-employed, 3.5 times the national workforce average, according to a paper released today by small-business organization the Kauffman Foundation that cited research from the Census Bureau's 2011 American Community Survey.” “[Artists'] innovative challenges differ greatly from those faced by scientists and engineers. Artists and related cultural workers tend to fall through the cracks in traditional workforce and small business development programs,” Markusen says in her report. The Arts Entrepreneurship Program is designed to assist these arts entrepreneurs in successful professional and business practice.
According to many arts entrepreneurs the New Jobs are the jobs people are creating on their own/for themselves. In a recent interview with Meredith Kelley, artist and owner of Drifter Vintage she remarked that a lot of young people are reaching to entrepreneurship because jobs are not available. “Everyone I know who’s an Arts major or who recently graduated with an Arts degree, myself included, is creating their own employment. There’s a whole new wave of people living on their own creations.” Kelley explained that “ARTS training helps you to think outside the box, because to invent your own job you have to think creatively, you have to be able to identify a need, and then create a product or develop a service. So many of us are in this situation, we help each other and compare notes. Kelley went on to explain that there is an important correlation between this new wave of entrepreneurs and the technology they have at their disposal. Everyone communicates and promotes their businesses through internet sites such as Artfire, Etsy, and Pinterest, and social networking sites like Twitter, and facebook, she explained. The technology makes it more possible to be in business for yourself because it tremendously expands your market possibilities. However, she says, “it is vital to promote your business through a creative look on the web. If you don’t have these skills, or have someone on your team who has them, you won’t survive.” In a recent survey 42% of Butte College arts students responded with a resounding “yes” to a question asking for interest in earning an Arts Entrepreneurship certificate or degree.
Extensive economic data "points to an appealing argument in favor of arts entrepreneurship: The arts attract the educated, and the educated make more money. That means many arts-related businesses should profit, and so should municipalities, through higher tax receipts; developers, through more expensive homes; and all sorts of higher-end shops and restaurants, by locating near the cultural amenities that better educated people enjoy. Public officials and private-sector businesspeople might then stop looking at arts projects as charity and see them more as smart investments that attract the most appealing residents. Arts entrepreneurs are likely to find far more sympathetic ears among community leaders, who are more likely to offer tax incentives, lower rent for arts-related businesses in new developments or other mutually rewarding partnerships.”
Arts businesses not only revitalize dying downtowns in cities across the nation, they address the rise of robots as an economic force. According to Marguerite McNeal of Wired.com, “The robots haven’t just landed in the workplace—they’re expanding skills, moving up the corporate ladder, showing awesome productivity and retention rates, and increasingly shoving aside their human counterparts. One multi-tasker bot, from Momentum Machines, can make (and flip) a gourmet hamburger in 10 seconds and could soon replace an entire McDonalds crew. A manufacturing device from Universal Robots doesn’t just solder, paint, screw, glue, and grasp—it builds new parts for itself on the fly when they wear out or bust. As intelligent machines begin their march on labor” what are our young people to do when their entry-level jobs are taken by machines? It is not only entry-level jobs that are threatened. Some sources believe that by 2045 “robots will likely automate 50 percent of the global workforce”. While a small percentage of students will build the bots, the majority of them need alternatives. Self-employment in the arts is one answer. The handmade, human quality of their art products will offer a valuable counter-point to cold, machine-made objects.
The program finds its antecedents in the Arts and Crafts Movement in Great Britain and the United States from the 1850’s through the 1920’s. It will focus, like this movement, on the value of the well-made, handcrafted objects. Those who collect art and antiques can testify to their increasing value over time. Entire industries, such as appraisal and conservation studios, and auction houses are built/find sustenance in quality hand-made aesthetic objects. The program will promote the development of self-sufficiency and entrepreneurial abilities. This strategy is whole-heartedly supported by our Advisory Board who view this new program as the best way to insure that students who do not plan to transfer to university, have a fighting chance in the art-business world.
Advertising assistance.
We have developed a marketing campaign - Unleash Your Creative Side. We need help marketing this to local communities who are unaware of what we offer in Art, Design, and Performing Arts, or were put off by the lack of opportunities the college offered during the last deep budget cut and the repeatability changes.
Revenue is raised by the Printmaking program through donations of materials and funds, and the sales of artwork and merchandise.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Printmaking | Operating Expenses | 11-000-512-1-093600 | $0.00 | $1,000.00 | |
| Budget Augmentation - | During the last budget crisis the ART-D budget was cut. Since that time there has been an increase in the cost of living making materials and equipment more expensive. While we are raising our student materials fees from $30 to $40 (from a student population that is 55.% Economically Disadvantaged), we could do much more to support student success and completion with a slight increase to our budget. This ongoing budget increase address faculty Assessment discussion on all ART-D PLO's, Goals, and Strategies. |
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