Oct 1, Sentipensante Pedagogy, Chapt 2,3

"learn how to learn" (p.60) What a great statement of purpose. What a powerful intent. 
I was in Northern New Mexico for the weekend to re-visit the site of many of my most powerful lessons.  Lessons on learning and living. It was a time warped journey into memories and realities.  It will take a while for me to process all I gained. I do know I returned to Lubbock calmer and more centered with a sketch book of ideas and notes and ramblings. And a distrust of any green chili that has canned mushrooms as an ingredient.

After reading these two chapters tell me your overall impression. And then pick two from the following three proposed assignments.
1. Based on Blake's class describe a lesson or a work of your own art using music and social history.
2. Following Cantu's lesson write about a personal photo that has influenced your art making, describe the artwork ..even if it is still only a sketch or idea.
3. In honor of Pulido imagine and share your cajita answering these five points: a. how do you image your graduate degree, b. who influenced you to begin your studies ,c. what is your personal emphasis/goal ,d.what do you see as your strengths/ limitations and e.how to you hope to make a difference

Sept 24, Sentipensante Pedagogy, Intro and chapter One

We are taking a very sharp turn as we begin reading our next book.  Don't give up on this book.  Know there is no test at the end. I am not expecting you be able to within in week totally get all of the fine points or even the larger points. Some of the information and pedagogy you may have studied before or it can all be new...just allow yourself time to think about what Rendon is saying.

The word Sentipensante was invented by fishermen of the Colombian Coast as a way of "defining language that speaks the truth" (Galeano, 1992) Simply, it means feeling/thinking. So try to allow Rendon's words to sit with you, carry them with you through your day and invite them into your dreams.

Aside from your overall response to the introduction and chapter one, answer the following three questions: (1) What is a poem or saying ...longer than sound bit...you would put over your door? refer to page 20,21 for guidance if need be. (2) How do you evaluate art work , your own, student work or work you may come across...what are the hidden rules you use? and (3) How do you take care of yourself?

Sept 17th, " Rural Studio"

Warm, dry and noble.....the requirements for the buildings  documented in this incredible book.  After reading your responses to "How Much House?" I no longer feel I have to give a long introduction to this reading.  You are all insightful with your comments. I have long held that the best teaching is to simply get out of the way of learning. You are all proof of that belief. So, read this book, sit with the stories and reflect on this community classroom.

Sept 10, How Much House?

Thanks for the great song lists. The TTU radio station does interviews with administrators and Deans asking for their top ten. As each song plays the guest talks about their life and why they picked the song. It really is interesting to suddenly see someone I had thought of as a stuffy business suite guy talk about rock/roll or heavy metal! I have also used this list making with my undergrad class. Once we all got past the laughter at my list (none of which their parents even listen to) we would pick one song from each persons list and play it. A wonderful way to learn a little more about each other and to hear some new music. In Visual Studies we have also use the concept of comfort food as a sharing event. Sometimes with the real food, other times with just the stories behind the food.  From fried chicken on Sundays to some strange jello concoction each food creation was clearly more about the memory and the community than the taste or nutritional value. It really does  not matter what the subject is, it is the story about the subject that holds the insight, because stories are the foundation of learning.

For this week read and respond to "How Much House' by Upe Flueckiger . Tell me what you think of the book. Include your emotional response to the concept of small living. Add any experience you may have had with retreats and solitude. How would you have liked or not liked being in Upe's class for the sustainable cabin? Finally, give me two historical references and one contemporary reference (not a site or a quote but a person/process) that relates to your art making or your research. And explain why it matters to you and how it plays into your creative work.

Introductions Sept 3

Although I know some of you may know each other either in person or from other online class I do not know many of you. So, what level  and what program are you in? What is your passion within your field? What do you teach and what level? What are your goals? And most importantly what are your top 10 favorite songs or pieces of music. I cant wait to meet each of you and begin this journey.

Greetings

Welcome to Critical Pedagogy in the Visual Arts. I have attached the syllabus for your reference and guidance. If at anytime you are having problems and need to talk to me directly simply email me at future.akins@ttu.edu and we will set up a time.

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