Syllabus

Syllabus

Texas Tech University

School of Art

ART 5360 Seminar

Topic: Visual Arts As Pedagogical Possibilities

Summer II 2014

Meeting Times: Online

Instructor: Ed Check                  Phone: 806-742-3825, x254

Office Hours: by appointment                Email: ed.check@ttu.edu

Catalog Description Topics vary per course from faculty research to publication processes, ecology, technology, interpretation, and issues of power, privilege, and ideology. May be repeated for credit.

Overview of Course

This course culls from two books and diverse ways to rethink histories and historic players resulting in alternative pedagogical approaches to the arts: 250 years of activist art and artists who have worked in social justice movements in the United States and contemporary Native American artists working across visual arts, literature and film. Nicholas Lambert’s (2013) A People’s Art History of the United States revises and restores visual arts social histories within the real-lived politics and struggles and the fights for economic, social and environmental justice. We will be making connections to contemporary pedagogies and possibilities. Dean Rader’s (2011) blend of art, literature and film adds to exciting analyses and contemporary social media used to examine social dilemmas in the visual and performing arts. He represents multiple artists developing/utilizing different methods to create arts. We will read these two texts simultaneously gleaning pedagogical possibilities/changes/illuminations.

One task as a student will be to identify an issue/s that you can further connect to and explore as a summer semester multi-disciplinary/trans-disciplinary/cross-disciplinary project via a contemporary medium: bio art, performance art, digital, installation, public, social practice, design—all contemporary methods of making research/art (visual/performing arts, music, dance, theater, museum, English, sociology, etc.). Your project will be your lens to look personally or professionally beyond the traditional ways we have been taught to think about the arts/knowledge as research and history; what the arts are, what and who counts and what and who doesn’t. We will be perusing/utilizing sustainable approaches/methods that artists have developed; looking at contemporary methods of making: digital, performance, social practice, etc. Lambert’s stories restore the untold/unknown/forgotten/underused realities of agency and activisms that all classes of people attended to throughout histories in the US (we will be much more global in our conversations).

Much of this course is spent on reading, posting on our blog, and responding to ideas and possibilities in our own research/lived lives; or at the very least begin to think about areas that interest us; places to begin and to develop a project. This course is tailored toward investigating and practicing autobiographical skills in relation to broader cultures necessary for completing arts-based research tasks. That essentially means that we will rely heavily and begin with our own stories/autobiographies as a means to begin to reflect about who I am, what I am interested in, what I am doing, and what I am trying to accomplish in my research and/or writing.

I am hoping Lambert’s and Rader’s texts will prod us to rethink/review/restore what we value, make, teach, etc. Is it possible to look at her/histories as pedagogical moments of illumination and change? Where are we in all of this? Using alternative histories as models, what will I do? Connections will be made to pedagogy/teaching, arts-making, and self/agency.

I am hoping these texts will create excitement for us; a willingness to look beyond the traditional ways we have been taught to think about art as research; what art is, what counts and what doesn’t. We will be perusing sustainable approaches/methods that artists have developed; looking at contemporary methods of making art: digital, performance, social practice, etc. Much of the books are compendia describing the practices of contemporary practicing artists. 

Course Outcomes/Assessments

1. Explore issues of research and methods in relation to making art, teaching and school lives. Assessment: Students will create online blog responses to books and each other’s comments demonstrating mastery of content and reflection of core issues.

2. Students will be able to identify, articulate, and reflect critically on issues related to research in personal, professional, and/or civic life from their own perspective as well as that of others. Assessment: Students will create auto-reflective essay defining an exhibition or project topic in relation to personal/professional research.

Course Texts

Lambert, N. (2013). A people’s art history of the United States: 250 years of activist art and artists working in social justice movements. New York, NY: The New Press.

Rader, D. (2011). Engaged resistance: American Indian art, literature, and film: From Alcatraz to the NMAI. Austin, TX: University of Texas Press.

Attendance Policy Attendance and punctuality are not only requested but are required. Attendance is mandatory. All of the content of this class occurs online. Part of your responsibility in this class is to share/post your thoughts, views and perspectives on issues, and readings, no matter how rough or refined -- with your blogmates. You can’t do that if you are not present in class and do not post. Excused/Unexcused absences will have a decided impact on your final grade. After THREE absences, every absence will lower your final grade one letter grade. If you need to be excused from class for religious reasons or due to TTU sponsored activities, TTU policy asks that you provide a written note prior to the absence and make-up the work.

*When absent, it is the responsibility of the student to contact other students for material updates and information concerning absence and other assigned work. Do not ask the instructor if “we did anything in class yesterday?” You are responsible for any missed readings.

Grading Course grades are calculated from the following activities:

Reading/Posting blog                                                  40%

Participation                                                                30%                                                                                        

Semester Blog Project/Collaborative                           30%

Readings and Projects

Readings Advice about Reading Assignments: Be prepared to discuss the readings in the following manner--What is the author’s position? What is my position? My personal or professional experiences? My reactions? What is the relation or connections to arts and education? What questions do I bring to the discussion? Note: Bring at least one question per reading to post to discuss. I suggest writing down your questions and comments (in a journal?) before each class period. The same applies to movies. Know the cultural context of the movies; the directors, actors, playwrights, etc.

Viewing movies: Movies are a part of our visual literacies. It is your responsibility to view movies for class when required. All movies can be checked out overnight from our Visual Studies library or can be watched in B-12 or on computer, laptop, iPad, phone, etc. You can also access movies on Netflix, our main library and other providers. 

“I” Language. In classroom conversations and discussions, I prefer you use “I” language. Speak/Post in the first person. “I believe,” “I think,” “I’ve experienced, “ “I’m wondering,” etc. It makes your statements and posts much more powerful in delivery and meaning.

Semester Blog Project You will develop and design an online blog on blogger.com with images and text in relation to your personal/professional/research interests. Topics will emerge from our readings. Other possible topics include: Outreach Ideas, Recasting the American Family, Sustainable Environments, Nation/s at War, Personal Geographies, Trauma and Recovery, Rethinking, American Identities, AIDS, Cancers, Weight, Etc., War in ________, Art in the Public, Media Literacy, Immigration, Transnational Identities, Snapshots, Images of America, and Images of Family on TV, etc. Media/Methodologies used may include but not limited to: Autobiography; Autoethnography, Standpoint Theory, Witnessing/Testimony, Social Justice, Community, Sustainability, Memory, and Social Change; IPhonography, iMovie, photography, outreach, creating innovative lessons, etc.

Blog Rubric for Assessment  (A=exceeds expectations; B=meets/exceeds expectations; C=/meets minimal expectations; D/F=fails to meet expectations)

Clarity of writing 20% Is your writing clear and focused?

Contemporary references 20% Have you cited contemporary artists and writers?

Use of Social Theories 20% Have you engaged/applied/rethought social justice or other critical pedagogical themes?

Connections to art and/or teaching 20%

Willingness to rethink/reconsider personal and professional experiences within critical frames 20%

Keep in mind these themes addressed throughout course: Autobiography; Autoethnography, Standpoint Theory, Witnessing/Testimony, Social Justice, Community, Sustainability, Memory, and Social Change

Course Requirements

Participation  This course is taught as an online seminar/salon so each student is responsible for keeping up with the reading as well as participating in weekly class postings. This is a reading intensive class. I expect you to participate in class postings, contributing ideas and your perspectives on topics. I am expecting you to post a minimum of four times each week. There will be more about this on the actual blog. (30%)

Making Art/Essays/Blog

The main purpose for this digital writing/art exercise is for you to experiment with writing about issues important to you. It may encompass art you have made recently, or an idea for a project that you create. I am expecting all of us to look at these and give constructive comments. Your writing piece can be environmentally related, personally/teacher-related, or art-related; something you are currently working on. You can write about a research topic in relation to community, art making or teaching that you are interested in beginning to explore this semester. In this short preview,  cite artists and other writers who you have read that influence you.

You are responsible for creating/documenting an artist/s, contemporary theme or question, or project (visual, performing, digital, etc.) that will be housed on a blog site/page. Guestimate a maximum of 500-1000 words on site (which is about two to four pages of double-spaced text). You will upload images and explore a research topic—an ethnographic idea or your own art with examples related to teaching or some other art-related activity or venue. Include images. (30%)       

Attendance/Posting  Online postings are mandatory. Discussion of the content of reading material will occur in class postings. If you miss a day or more of postings, you still need to keep up with reading the blog. You might even email other class students for what you missed. You will post missed posts always on the current day’s posts, letting us know you are posting from previous readings. (40%)

Semester Mapping

You will always have until noon of the following day to post from the previous day. Friday’s posts are due Monday at noon--That gives you three extra days to post Friday’s if you have a busy week. If you miss a day of posts, you may post those comments in the current day. This is to accommodate your often, hectic schedules. If you miss more than two days of posts, I expect an email explaining why. Your posting during each day keeps our non-synchronous virtual class feel like a real-time conversation. I encourage you to respond to each other’s comments. I will start off each day on the blog with questions or comments to facilitate our/your responses. You do not have to respond to all of my posts or questions. My posts are usually there to facilitate discussion/posts. But I do expect you to post a minimum of four posts per day. Many of you will post many more than that.

Course Outline (subject to change)

Dates to keep in mind:

*July 7th is the last day to drop a course with a refund. Last day for student-initiated drop on MyTech without penalty (drop does not count against drop limit).

*July 11th is the last day for student-initiated course drop on MyTech with penalty.

Other dates to keep in mind:

Faculty on Duty: July 7
First Class Day: July 8 
Last Class Day: August 6
Final Exams: August 7 – 8
Commencement: August 9

July 8  Introductions

July 9  Rader pp. 1-20 (Prologue and begin Chapter 1); Lampert pp. 1-21 (Chapters 1 & 2)

July 10  Rader pp. 21-30 (Chapter 1); Lampert pp. 22-38 (Chapters 3 & 4)

July 11  Rader pp. 31-40 (Chapter 1); Lampert pp. 39-59 (Chapters 5 & 6)

July 14  Rader pp. 41-50 (End of Chapter 1/Beg. Chapter 2); Lampert pp. 60-85 (Chapters 7 & 8)

July 15  Rader pp. 51-60 (Chapter 2); Lampert pp. 86-109 (Chapters 9 & 10)

July 16  Rader pp. 61-70 (Chapter 2); Lampert pp. 110-34 (Chapters 11 & 12)

July 17  Rader pp. 71-80 (End of Chapter 2/Beg. Chapter 3); Lampert pp. 135-55 (Chapters 13 & 14)

July 18  Rader pp. 81-90 ((Chapter 3); Lampert pp. 156-75 (Chapter 15 & 16)

*post this weekend idea/s for blog project

July 21  Rader pp. 91-100 (Chapter 4); Lampert pp. 176087 (Chapter 17)

July 22  Rader pp. 101-10 (Chapter 4); Lampert pp. 188-98 (Chapter 18)

July 23  Rader pp. 111-20 (End of 4/Chapter 5); Lampert pp. 199-210 (Chapter 19)

July 24  Rader pp. 121-30 (End of Chapter 5/Beg. of Chapter 6); Lampert pp. 211-223 (Chapter 20)

July 25  Rader pp. 131-40 (Chapter 6); Lampert pp. 224-234 (Chapter 21)

July 28  Rader pp. 141-50 (End of Chapter 6/Beg. of Chapter 7); Lampert pp. 235-41 (Chapter 22)
             And Kate Lyman: Girls, Worms, and Body Image (pp. 107-111)

July 29  Rader pp. 151-60 (Chapter 7); Lampert pp. 242-51 (Chapter 23)
             And Kate Lyman: From Snarling Dogs to Bloody Sunday (pp. 119-125)

July 30  Rader pp. 161-70 (Chapter 7); Lampert pp. 252-62 (Chapter 24)
             And Kate Lyman: AIDS: You Can Die From It (pp. 149-153)

July 31  Rader pp. 171-80 (Chapter 8); Lampert pp. 263-68 (Chapter 25)
             And Kate Lyman: The Trial (pp. 140-143)

Aug 1  Rader pp. 181-90 (End of Chapter 8/Beg. of Chapter 9); Lampert pp. 269-77 (Chapter 26)
           And Kate Lyman: Staying Past Wednesday (pp. 199-201)

Aug 4  Rader pp. 191-200 (Chapter 9); Lampert pp. 278-85 (Chapter 27)
           And Kate Lyman: Teaching the Whole Story (pp. 168-175)

Aug 5  Rader pp. 210-210 (End of Chapter 9/Beg. of Chapter 10); Lampert pp. 286-95 (Chapter 28)

Aug 6  Rader pp. 210-227 (Chapter 10 and Epilogue); Lampert pp. 296-304 (Chapter 29)

Aug 7-8 Final Exam (Post projects on blogs; we will review each one)

Health and Safety 

The School of Art endeavors to comply with the intent of state laws and the University Health and Safety Program in an effort to maintain a safe working environment. Students are expected to take note of cautions and safety procedures listed in textbooks or covered in class. Accidents should be reported immediately and injuries should receive prompt medical attention. Broken equipment should be reported in order to make timely repairs and avoid hazards. See http://www.depts.ttu.edu/opmanual/OP60.01.pdf.

Integrity 

“It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension” (2009-2010 Texas Tech Student Handbook, Part II, Section B, page 7). See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf See Academic Integrity information at http://www.depts.ttu.edu/studentjudicialprograms/IntegrityMatters.

Civility in the Classroom 

“Each Person Has Worth and Dignity”. “It is imperative that students learn to recognize, understand, and celebrate human differences. Colleges can, and indeed must, help their students become open to the differences that surround them: race, religion, age, gender, culture, physical ability, language, nationality, sexual preference, and life style. These matters are learned best in collegiate settings that are rich with diversity, and they must be learned if the ideals of human worth and dignity are to be advanced”(2009-2010 Texas Tech Student Handbook, Assumptions and Beliefs, page 3).

Classroom Conduct 

Students are expected to assist in maintaining a classroom environment that is conducive to learning. In order to assure that all students have an opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from using cellular phones or beepers (including texting), eating or drinking in class, making offensive remarks, reading newspapers, sleeping or engaging in any other form of distraction. Inappropriate behavior in the classroom shall result in, minimally, a request to leave class and an absence for that session. Unless the instructor requires it, you may not surf the Internet or check your email during class time. If a student is found doing either of these things, you will be asked to leave the class and earn an absence for that session. See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf

Academic Integrity 

“It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and high standard of integrity. The attempt of students to present as their own any work not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offenders liable to serious consequences, possibly suspension” (2009-2010 Texas Tech Student Handbook, Part II, Section B, page 7). See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf  “Academic dishonesty” includes, but it not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student.” (For the specific definitions of Academic Misconduct, see 2009-2010 Texas Tech Student Handbook, Part IX , Section B, Number 3, a through e, page 20; and to Part IX, Section D, Number  22, C, page 23). See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf This includes, but is not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor or the attempt to commit such an act. See Academic Integrity information at http://www.depts.ttu.edu/studentjudicialprograms/IntegrityMatters.

Conflict Resolution 

The Office of the Ombudsman is available to assist students with any conflict or problem that has to do with being a student at Texas Tech University. You may visit the Ombudsman in the Student Union Building or call 742-4791.

Reporting Illness 

In case of an illness that will require absence from class for more than one week, the student should notify his or her academic dean. The Dean’s office will inform the student’s instructors through the departmental office. In case of class absences because of a brief illness, the student should inform the instructor directly. Other information related to illness is found in the Student Handbook and the Residence Halls Handbook.

Absence due to religious observance 

"Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student who is excused under Part II, Section I, page 8, in the TTU 2009-2010 Student Handbook may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily.

See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf.

See http://www.depts.ttu.edu/opmanual/OP34.19.pdf.

Student Absence due to Sponsorship of Student Activities and Off-Campus Trips

“According to the 2008-2009 University Catalog, faculty, department chairpersons, directors, or others responsible for a student representing the university on officially approved trips should notify the student’s instructors of the departure and return schedules in advance of the trip” (TTU 2009-2010 Student Handbook, Part II, Section K, page 8). Proper protocol dictates that a student missing class due to an officially excused trip to personally notify their instructor of the departure and return schedule in advance of the trip as well. The student may not be penalized and is responsible for the material missed. According to TTU OP 34.06, students will be responsible for making their own individual arrangements with instructors for class work missed while participating in an off-campus trip.

See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf.

See http://www.depts.ttu.edu/opmanual/OP34.06.pdf

Illness and Death Notification 

“The Center for Campus Life notifies the campus community of student illnesses, immediate family deaths and/ or student death as a courtesy. Generally, in cases of student illness or immediate family deaths, the notification to the appropriate campus community members occur when a student is absent from class for four (4) consecutive days with appropriate verification. It is always the student’s responsibility for missed class assignments and/or course work during her/his absence. The student is encouraged to contact the faculty member immediately regarding the absences and to provide verification afterwards” (2009-2010 Texas Tech Student Handbook, Part II, Section J, page 8). The notification from the Center for Campus Life does not excuse a student from class, assignments, and/or any other course requirements. The notification is provided as a courtesy and the student must initiate the request within two weeks of the incident. See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf

Disability 

Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office at 335 West Hall or 806-742-2405. The university-approved mechanism for doing so is written notification from AccessTECH—a Letter of Accommodation (LOA). The LOA on official university letterhead indicates to professors that the student has given proof of his or her disability and that the accommodation noted is considered appropriate and reasonable.” TTU Faculty Handbook, Faculty Affairs, Section A., Americans With Disabilities Act.

See (http://www.depts.ttu.edu/officialpublications/facultyHB/FacultyAffairs_A.php#AccessTECH). Absolutely no other written documentation, verbal verification, or explanation, other than the LOA; may be requested as “proof of disability” by any faculty member under any circumstances whatsoever as this is in direct violation of Federal Law.

“Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act (ADA) require that universities, and all faculty and staff therein, make reasonable accommodation for all students with disabilities in all programs and activities, both academic and nonacademic. If such reasonable accommodation is denied to any disabled student, the institution may be held in violation of the law”  (TTU Faculty Handbook, Faculty Affairs, Section A., Americans With Disabilities Act). See http://www.depts.ttu.edu/officialpublications/facultyHB/FacultyAffairs_A.php#AccessTECH.

See also http://www.depts.ttu.edu/opmanual/OP34.22.pdf for current changes to TTU OP policies.