This course is an introduction to the visualization of form, thought and expression through the drawing process. Concepts are introduced by lectures, discussions, demonstrations, research, and assigned projects. Designed to provide a broad introductory experience, students will experiment with a wide variety of media, tools, techniques and subjects to develop drawing expertise and problem solving skills related to design and composition. Course work will be assessed through critique, facilitating self-assessment, and the growth of both a visual and verbal vocabulary. The focus of the course is to provide awareness of the full range of ways in which drawing is used as a tool for both self-expression and communication. (Undergraduate Art and Design) Studio 6 (Fall, Spring).

This course is an introduction to the visualization of form, thought and expression through the drawing process. Concepts are introduced by lectures, discussions, demonstrations, research, and assigned projects. Designed to provide a broad introductory experience, students will experiment with a wide variety of media, tools, techniques and subjects to develop drawing expertise and problem solving skills related to design and composition. Course work will be assessed through critique, facilitating self-assessment, and the growth of both a visual and verbal vocabulary. The focus of the course is to provide awareness of the full range of ways in which drawing is used as a tool for both self-expression and communication. (Prerequisites: FDTN-111 or ITDI-211 or equivalent course.) Studio 6 (Fall, Spring, Summer).

This course is a structured, cumulative introduction to the basic elements and principles of two-dimensional design. Organized to create a broad introductory experience, the course focuses on the development of both a visual and a verbal vocabulary as a means of exploring, developing and understanding two-dimensional compositions. Concepts are introduced through lectures, discussions, demonstrations, research, assigned projects and critiques. The course addresses a wide variety of media, tools, techniques both traditional and technological, and theoretical concepts to facilitate skill development and experimentation with process. Visual comprehension, the ability to organize perceptions and horizontal thinking that crosses other disciplines and theories, are key foundational components to the development of problem solving skills. Accumulative aspects of the curriculum included the exploration of historical and cultural themes and concepts intertwined with aspects of personal interpretation and experience. (Undergraduate Art and Design) Studio 6 (Fall, Spring).

This course presents a progressive study over two-semesters in terminology, visual principles, exploration, concept generation, process, and techniques of three-dimensional design. Using hands-on problem solving, student will develop an informed understanding of the 3D form and space with an emphasis on the elements and principles of visual design and their function as the building blocks and guidelines for ordering a 3D composition. A heightened awareness of form and space will be developed through lecture, assigned projects, and critiques. Students will also develop a personal awareness of problem seeking and solving, experimentation, and critical analysis. **Note: May be taken as a one-semester offering** (Undergraduate Art and Design) Studio 6 (Fall, Spring).

This course will provide students with instruction and assignments to practice and apply compositional picture plane dynamics using representational subject matter. Students will explore the principles of composition through the use of formal visual elements such as line, shape, value and color to achieve effective two-dimensional compositions. (Prerequisite: FDTN-111 or DDDD-208 or ITDI-211 or SOFA-108 or equivalent course.) Studio 6 (Spring).

Students will build upon their experience in 3D Design I including materials, and building processes, while constructing the human figure. Sculpted figures will portray accurate human anatomic structure, inference of function, and balance. (Prerequisites: FDTN-131 or equivalent course.) Studio 6 (Spring).

This course is one of a two-course set of courses that explores the biology of the human body. This course focuses on: cells, their structure, and organization; the human reproductive cycle; principle of genetic inheritance; transmission of disease and the body’s defense against disease. Recommended to concurrently take: MEDG-103 Human Biology Laboratory I *Note: Taken alone, this course fulfills the Scientific Principles Perspective. When taken with MEDG-103 the two courses together fulfill the Natural Science Inquiry Perspective Lecture 3 (Fall).

This course is one of a two-course set of courses that explores the biology of the human body. This course focuses on the examination of the body's structure (anatomy), its function (physiology), the principle of homeostasis that governs the integrated control of all body organ systems, and various disease states (pathology) that affect its health. Recommended to concurrently take: MEDG-104 Human Biology Laboratory II *Note: Taken alone, this course fulfills the Scientific Principles Perspective. When taken with MEDG-104 the two courses together fulfill the Natural Science Inquiry Perspective Lecture 3 (Spring).

This laboratory complements the lecture material of Human Biology I. Experiments are designed to illustrate the dynamic characteristics of a cell during processes of inheritance, development and disease. Recommended to concurrently take: MEDG-101 Human Biology I *Note: When taken with MEDG-101 the two courses together fulfill the Natural Science Inquiry Perspective Lab 2 (Fall).

This laboratory course complements the lecture material presented in Human Biology II. Lab experiments are designed to illustrate the dynamic anatomy and physiology of the human body organ systems. Recommended to concurrently take: MEDG-102 Human Biology II *Note: When taken with MEDG-102 the two courses together fulfill the Natural Science Inquiry Perspective. Lab 2 (Spring).

RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring).

In this course students will examine the forms, styles, functions, and meanings of important objects and monuments dating from prehistory through the Middle Ages, and consider these works of art in their social, historical and cultural contexts. The primary goals of this course are to learn how to look, how to describe and analyze what we see, and how to use these skills to understand and explain how art visually expresses meaning. At the end of the term, students will have gained a foundational knowledge of the object, scope and methods of the discipline of art history. The knowledge obtained in this introductory course will also guide students in their own creative endeavors. Lecture 3 (Fall).

In this course students will examine the forms, styles, functions, and meanings of important objects and monuments dating from the European Renaissance through the beginning of the twentieth century, and consider these works of art in their social, historical and cultural contexts. The primary goals of this course are to learn how to look and how to describe and analyze what we see, and to use these skills to understand and explain how art visually expresses meaning. At the end of the term, students will have gained a foundational knowledge of the object, scope and methods of the discipline of art history. The knowledge obtained in this introductory course will also guide students in their own creative endeavors. Lecture 3 (Fall, Spring).

4D Design introduces students to the basic concepts of art and design in time and space. The course explores elements of moving images such as continuity, still and moving image editing, transitions and syntax, sound and image relations, and principles of movement. Computers, video, photo, sound and lighting equipment are used to create short-form time-based work relevant to students in all majors and programs required to take this course. The course addresses the both historical conventions of time in art and recent technological advances, which are redefining the fields of Fine Art and Design. In focusing on the relations between students' spacing and timing skills, 4D Design extends and supplements the other Foundation courses, and prepares students for further work with time-based media. (Undergraduate Art and Design) Lab 5 (Fall, Spring).

Students will learn to use industry-standard raster and vector illustration software to create graphics of medical subjects. Students will also use page layout applications to combine digital images with text and other graphic elements. Course work emphasizes creation of illustrations to support medical education and publishing. (Prerequisites: FDTN-111 and FDTN-121 or equivalent courses.) Studio 6 (Spring).

This course will provide an in-depth anatomical approach to drawing the figure. Students will obtain instruction and practice at drawing human anatomy including body and head postures, facial expressions, and hand gestures. Students will learn anatomical proportioning while drawing from observation from models to convey emotions such as anger, sadness, fear, disgust, etc. Students will also learn to use photo support references. Works will be created in black and white and in color media using light and dark, and warm and cool effects. (Prerequisite: FDTN-112 or FDTN-212 or ILLS-206 or SOFA-108 or ITDI-211 or equivalent course.) Studio 5 (Fall, Spring).

This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3, Lecture 3 (Fall).

This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3, Lecture 3 (Spring).

An in-depth study of the structure of the human body. Emphasis is on understanding the relationships between anatomical structures as well as their form, texture, and color. Dissection of a human cadaver is supplemented with lectures on the structure and function of the major organ systems. (Prerequisites: MEDS-251 or equivalent course.) Lab 9, Lecture 3 (Fall).

Drawings of lab dissections and the skeleton will be translated into illustrations designed to support instruction in Human Gross Anatomy. Course teaches what choices need to be made when translating literal drawings into illustrations that support instruction. The target learner for these illustrations is a student attending Human Gross Anatomy at a graduate level. (Prerequisites: ILLS-214 or equivalent course.) Studio 6 (Fall).

This course introduces strategies used to create NURBS and polygonal models of organic subjects in a three-dimensional environment. Assignments stress accurate portrayal of proportions, form, and texture. Instruction will also focus on creating lighting and shader networks that emphasize form and are consistent with surface characteristics. (Prerequisites: FDTN-131 or equivalent course.) Studio 6 (Fall).

This course explores animating biomedical subjects and processes in their native environment to create illustrations. Students will be asked to research and create illustrations that animate their findings. Frame by frame animation, blend shapes, non-linear deformers and “rigging” systems will be introduced to permit students to choose the most effective method for creating motion and transformation. (Prerequisites: ILLM-503 or equivalent course.) Studio 6 (Spring).

Emerging technologies enable scientists to visualize structures that are otherwise invisible to the naked eye. For example, molecular visualization software allows us to construct highly accurate molecular models from X-ray crystallography and other structural data. Cryo-EM and confocal microscopy are revealing the previously unknown structure of cellular organelles. Medical imaging systems allow us to reconstruct the human body in three dimensions from actual patient data (CT scans, MRI, etc.). This course explores the use of these technologies to provide references for traditional artwork and to export models for digital rendering and animation. (Prerequisites: ILLM-501 and ILLM-507 or equivalent courses.) Studio 6 (Spring).

Students observe live surgical procedures and translate their sketches into finished illustrations that are used in medical training, patient education, and litigation. Demonstrations of sketching and rendering techniques are supplemented with lectures on general surgical principles and common procedures. (Prerequisites: ILLM-501 and ILLM-507 or equivalent courses.) Studio 6 (Fall).

This course will introduce students to computer illustration, animation, and interactive media as applied to contemporary methods of instruction in medicine and allied health. Students will develop interactive design pieces to support instruction lessons for the educational health care field. (Prerequisites: ILLM-506 or equivalent course.) Studio 6 (Fall).

This is the second of two courses on the development of student-created interactive media designed to assist in the teaching of medicine and allied health. The course will build off the foundation created in Contemporary Media 1. At the completion of this course, students will be able to create advanced topics in two-dimensional computer illustration, animation, and interactive media for instruction in medicine and allied health. (Prerequisites: ILLM-515 or equivalent course.) Studio 6 (Spring).

This course will prepare students to enter the workforce in fulltime positions or as freelance illustrators. Students will create a portfolio, personal identity package, and marketing materials. The course content will introduces students to business concepts such as copyright, licensing, pricing, contracts, taxation, and formation of a proper business. (This course is restricted to 4th year students in the ILLM-BFA program who have completed First-Year Writing.) Lab 3, Lecture 2 (Spring).