Pedagogy is the science and art of learning. I believe the act of learning if filled with various and sometimes unexpected opportunities for curiosity to meander. We will be reading a series of books that present what I hope are new ways of looking at learning. New ways of sharing information. I ask you to be open to the books, then honest in your responses. I do not expect you to agree with or even "get" each book but I request you be respectful of each other and more importantly respectful of yourself.
Your responses are due by midnight on Sundays. I will review all and respond to each along with a general overview response. I hope you also begin to respond to each other with comments and/or suggestions for further research.
Your final project is a creative work influenced by our readings and a 200 word description of your process. This is open to all media, all forms of creativity. It is not meant as a critical review but a celebration of creativity.
Tech
University
School
of Art
Art
5361 Critical Pedagogy in the Visual Arts
Fall,
2017
Future Akins-Tillett
future.akins@ttu.edu
Catalog
Description Introduction to curriculum materials and
technology to develop awareness of and practice in innovative procedures for
teaching visual arts disciplines.
Overview
of Course This
course examines the critical pedagogical and ongoing relationships between art,
people and institutions, and the resulting politics, histories, and
consequences.
This
course proposes to address the concept of critical pedagogies in art(s) and
education(s). Innately, critical pedagogy is about social justice, which may
include ideas that may seem very foreign to you as an artist or art teacher. My
intent as a facilitator is not to indulge in overly intellectualized
discourses, but keep our classroom discussions in relation to our everyday
lived experiences, hopes and visions as we use our books and reflections as
guideposts. Our online blog serves as a salon-style classroom where our ideas
and lived experiences ebb and flow, filling our imaginations with hope, vision
and a critical clarity where both students and facilitator are treated
respectfully and considered seriously.
Note: This
class deals with real issues in life and art, issues that are pertinent to the
making, teaching and researching about art, education and culture. Some of
these issues may be personally unpopular, controversial or uncomfortable. All
of the issues raised in this course are of substantive value and are addressed
in art research and literature. It is hoped each student will approach
difficult issues within the classroom with openness and respect.
Course
Outcomes/Assessments
1. Students will examine
critical pedagogies in contemporary art and teaching practices. Assessment:
Students will successfully demonstrate knowledge of readings and course
material through online class discussions and written essays.
2.
Students will develop personal critical pedagogical strategies. Assessment: Exhibited
in personal testimonies, students will use life experiences as models for
critical pedagogical practices demonstrated through blog postings and semester
project.
Course
Requirements
Participation (70%)
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. read other students and make additional comments. You are responsible
for reading the entire blog. You are required to respond to a minimum of two
post by your classmates. I expect you to participate in class postings,
contributing ideas and your perspectives on topics.
Final
Project
(30%)You are required to create a work of art (any medium) based on or
influenced/inspired by our readings and responses. Hopefully during the
semester some thought, an insightful comment or a triggered memory will
resonate with you and develop into a work of art. In addition, you are to write
a 150 word short statement on your work, the influences and/or possible further
projects based on the same theme.
Responses
on our readings
Your
voice and experiences are very important. That is why I encourage “I” language
in postings and in papers/projects. I do not want you writing in third person.
I would like you to start making questions/connections between the information
in each book and your personal life, your teaching pedagogy (style, strategies,
beliefs), your school, your neighborhood or city, or art. It can be on a
personal level, a community level, or other. I am interested in knowing what
you think, what questions you have, fears you have, doubts, strengths,
commitments, etc.
Use
“I” language in a supportive and non-judgmental way. Do not send us to a web
site, review the site and share what you gained from the information and why
you think it may apply to our readings.
Attendance
(online
postings) are mandatory. Discussion of the content of reading material will
occur in class postings. If you miss a week’s postings, you need to keep up
with the reading. Post on the current weeks responses. It is way too confusing
to have to go back to see what you have posted. Simply begin your response as
“based on the readings______” then we will know you are catching up.
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.
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.
Texas
Tech University
Statement of Ethical Principles Texas Tech University is committed to the values of mutual respect;
cooperation and communication; creativity and innovation; community service and
leadership; pursuit of excellence; public accountability; and diversity (2005 Texas
Tech University Strategic Plan). Texas
Tech University is committed to being an ethical institution. In recognition of
the rights and inherent dignity of all members of the Texas Tech University
community, the university is committed to supporting the following principles
and to protecting those rights guaranteed by the Constitution, the laws of the
United States and the State of Texas, and the policies adopted by the Board of
Regents. As members of the Texas Tech community, faculty, students, staff,
administration, and all stakeholders accept responsibility for abiding by and
promoting the ethical principles of the university described below. Although
legal behavior and ethical behavior overlap in many areas, they are quite
distinct from each other. While we follow legal requirements, an ethical institution
goes beyond them to achieve the following values. See
http://www.depts.ttu.edu/officialpublications/catalog/_EthicalPrinciples.php I
identify as an ally to the lesbian, gay, bisexual, transgender, queer,
intersex, and asexual (LGBTQIA) community. I can assist in connecting you with
resources on campus to address problems you may face pertaining to sexual
orientation and/or gender identity that could interfere with your success at
Texas Tech. Please note that additional resources are available through the
Office of LGBTQIA within the Center for Campus Life, Student Union Building
Room 201, www.lgbtqia.ttu.edu,
806.742.5433.”
Campus Carry at TTU House Bill 910, also referred to
as Open Carry, legalized the open carry of handguns in Texas for individuals
who have a concealed handgun license. The Open Carry legislation has some
exceptions such as institutions of Higher Education. Senate Bill 11, also
referred to as Campus Carry, allows licensed individuals to carry concealed
handguns on academic campuses. Within this Bill, provisions allow universities
to have some discretion in tailoring Campus Carry policy to fit the uniqueness
of individual campus environments.
To carry on campus:
1 Must
have a LTC (license to carry) or a CHL (concealed handgun license).
2 Weapon
must be concealed at all times.
3 Follow
Penal Code 30.06 (exclusionary zones)
Semester
Mapping
Responses
are due by midnight on Sundays. Each new reading assignment will begin with
comments from me and a question or two for you to ponder. I will title each
assignment with the date it is due.
Dates
to keep in mind:
*September
13 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).
Course Texts
“How
Much House? Thoreau, Le Corbusier and The Sustainable Cabin” Ups Peter
Flueckinger, Princeton University Press
“The
Rural Studio: Samuel Mockbee and An Architecture of Decency”, Andrea
Oppenhimer, Princeton Arch Press
“Sentipensante
Pedagogy: Educating for Wholeness, Social Justice and Liberation”
By
Laura I. Rendon, Stylus Publishing, Sterling Virginia, 2009
“The
Last Lecture” Randy Pausch, Hachette Book
“Learning
by Heart: Teaching to Free the Creative Spirit”, Corita Kent, Allworth Press
Course
Outline
September
3
Introductions
10
“How Much House”
17
“Rural Studio”
24
“Sentipensante” Chapter Introduction –Chapter 1
October
1 “Sentipensante “ Chapter 2, 3
8
“Sentipensante” Chapter 4,5
15
“Sentipensante” Chapter 6,7
24 “The
Last Lecture” Introduction –Chapter III
29
“The Last Lecture” Chapter IV-VI
November
5
TAEA
12 “Learning By Heart” Forward- Structure
19 “Learning By Heart” Connect and
Create-Celebration
26
Thanksgiving
December
3
First day for final turn in
10 Last day for final turn in
No comments:
Post a Comment