Media & Materials: From Studio to Classroom
ADE 630: Course Syllabus | Fall 2015 | |
File Size: | 358 kb |
File Type: |
Before our first session: Read or review Principles of Possibility: Considerations for a 21st century Art and Culture Curriculum by Olivia Gude
Principles of Possibility - Olivia Gude | |
File Size: | 2694 kb |
File Type: |
1. The Artist-Teacher
Week 1: August 26
Introduction and Welcome.
Group Activity: Feeling our way through material - experiments in painting, drawing and movement.
Discussion: How has the role of the artist-teacher changed over time? What demands and concerns face art and design educators today? What is your concept of the studio? Where is the 21st century artist working and why?
Student Presentations: Please prepare a presentation of recent works or projects (no more than 10 slides/images) to share with the group. This can include work with youth, or personal artworks from your portfolio. Also include a work from a contemporary artist you are currently interested in.
Course Overview: Review of course requirements and expectations, understanding of critique and peer review
Introduction and Welcome.
Group Activity: Feeling our way through material - experiments in painting, drawing and movement.
Discussion: How has the role of the artist-teacher changed over time? What demands and concerns face art and design educators today? What is your concept of the studio? Where is the 21st century artist working and why?
Student Presentations: Please prepare a presentation of recent works or projects (no more than 10 slides/images) to share with the group. This can include work with youth, or personal artworks from your portfolio. Also include a work from a contemporary artist you are currently interested in.
Course Overview: Review of course requirements and expectations, understanding of critique and peer review
Lab 1: Rethinking the Familiar
Pedagogical Focus: Embodied, kinesthetic learning
SELF & THE BODY
Week 2: September 2
Starting with our own bodies, we’ll consider the idea and practice of drawing; a focus on “the figure” and “the portrait” through embodied movement and understanding of material process. A consideration of the primal act of mark-making, contour drawings, line and form.
Material Focus: Paper, newsprint, charcoal, crayon; drawing and illustration
Element of Art: Point, line, volume, texture, value
ORGANISM (animals and insects)
Week 3: September 9
Abstracting the body into animals, insects, and imaginary creatures through experiments in painting and watercolor. A focus on color, its properties and opportunity to invite diverse interpretation and meaning.
Material/Media Focus: Paper, canvas, painting and watercolor
Element of Art: Color (mixing, re-mixing, repetition)
LANDSCAPE
Week 4: September 16
Situating our bodies, and imagined creatures in a landscape; utopic and dystopic, ruin and paradise. Imagining the landscapes of Mannahatta (what was once here), and how artists have interpreted landscape over the centuries - from the romantic pastoral to post-modern metropolis.
Material/Media Focus: Chipboard, glue, clay, architecture, design, map-making
Elements of Art: shape, space, texture
STORY
Week 5: September 23
Translating our investigations of the body, organism and landscape into stories - both real and imagined. Using forms of printmaking and bookmaking to communicate and express these stories.
Material/Media Focus: Paper, ink, tin foil; printmaking, book-making
Elements of Art: color, form
Principle of Design: Repetition, rhythmic, variety
SELF & THE BODY
Week 2: September 2
Starting with our own bodies, we’ll consider the idea and practice of drawing; a focus on “the figure” and “the portrait” through embodied movement and understanding of material process. A consideration of the primal act of mark-making, contour drawings, line and form.
Material Focus: Paper, newsprint, charcoal, crayon; drawing and illustration
Element of Art: Point, line, volume, texture, value
ORGANISM (animals and insects)
Week 3: September 9
Abstracting the body into animals, insects, and imaginary creatures through experiments in painting and watercolor. A focus on color, its properties and opportunity to invite diverse interpretation and meaning.
Material/Media Focus: Paper, canvas, painting and watercolor
Element of Art: Color (mixing, re-mixing, repetition)
LANDSCAPE
Week 4: September 16
Situating our bodies, and imagined creatures in a landscape; utopic and dystopic, ruin and paradise. Imagining the landscapes of Mannahatta (what was once here), and how artists have interpreted landscape over the centuries - from the romantic pastoral to post-modern metropolis.
Material/Media Focus: Chipboard, glue, clay, architecture, design, map-making
Elements of Art: shape, space, texture
STORY
Week 5: September 23
Translating our investigations of the body, organism and landscape into stories - both real and imagined. Using forms of printmaking and bookmaking to communicate and express these stories.
Material/Media Focus: Paper, ink, tin foil; printmaking, book-making
Elements of Art: color, form
Principle of Design: Repetition, rhythmic, variety
Assignment 1: The Familiar Remixed
Due: September 30 (Bring sketchbook, reflection and any artworks to class next week)
Instructions: Develop a creative process* that rethinks the use of conventional and familiar materials found in the K-12 classroom. (ie. paper, crayons, markers, paint etc.) This assignment should include:
Due: September 30 (Bring sketchbook, reflection and any artworks to class next week)
Instructions: Develop a creative process* that rethinks the use of conventional and familiar materials found in the K-12 classroom. (ie. paper, crayons, markers, paint etc.) This assignment should include:
- 2-3 Sketchbook entries and any photo-documentation of process
- A written reflection that details your choice of materials, any processes explored, what you discovered aesthetically/conceptually and how this could be adapted to an educational setting. (2 pg., 12 pt., email to instructor as .DOC or .RFT attachment)
- An artwork (either finished or still underway) that emerged in developing your process to share with the group.
Classroom as Studio
Week 6: September 30
Critique: A reflection on processes and artworks developed for Assignment 1. Pin-ups will be critiqued using a peer review rubric and through group discussion.
Discussion: How do material and media choices impact classroom and time management, and planning? What are some effective ways for cultivating studio-centered environments in the classroom? (In-Class Reading: Studio Habits of Mind from Harvard’s Project Zero)
Activity: In small groups, students will practice setting up demonstrations, organize collaborative and individual work spaces, and explore ways to address age and ability challenges through an asset-based approach.
Midterm Individual Check-In: A brief midterm check-in to reflect on progress.
Critique: A reflection on processes and artworks developed for Assignment 1. Pin-ups will be critiqued using a peer review rubric and through group discussion.
Discussion: How do material and media choices impact classroom and time management, and planning? What are some effective ways for cultivating studio-centered environments in the classroom? (In-Class Reading: Studio Habits of Mind from Harvard’s Project Zero)
Activity: In small groups, students will practice setting up demonstrations, organize collaborative and individual work spaces, and explore ways to address age and ability challenges through an asset-based approach.
Midterm Individual Check-In: A brief midterm check-in to reflect on progress.
Lab 2: Make it Work
Pedagogical Focus: Place-based education, site-specific response
THE CITY: Part 1
Week 7: October 7
An exploration of the city as both concept and material. Focusing on recycled materials, we’ll explore ways to translate and express the physicality, experience, and ideas related to the urban environment into projects for diverse learners.
Material/Media Focus: Recycled materials (plastic, styrofoam, cardboard); sculpture, printmaking, drawing, painting
Elements of Art: shape, volume, mass, color, form
THE CITY: Part 2
Week 8: October 14
A neighborhood walk will inform our ongoing exploration of the city through site-specific response - noticing what’s around us. We’ll also consider ways to collect materials and ideas from the outdoors, and how to use them in the art classroom.
Material/Media Focus: Natural materials, wood, cardboard; sculpture, design, printmaking, drawing
Elements of Art: shape, space, texture, and value
THINGS
Week 9: October 21
We are surrounded by things - from the clothes we wear, books, gadgets, toys, and more. Some of these things have personal significance while others we simply throw away. In this session we’ll use personal and found objects to investigate art making strategies and ideas of consumer culture and sustainability.
Material/Media Focus: Found objects, refuse; sculpture, installation, drawing, bookmaking, illustration, ink
Assignment 2: At-Hand
Due October 28
Instructions: Develop a creative process* that makes use of recycled, found or uncommon materials. (ie. natural items, rubber, styrofoam, cardboard, found objects). This assignment should include:
THE CITY: Part 1
Week 7: October 7
An exploration of the city as both concept and material. Focusing on recycled materials, we’ll explore ways to translate and express the physicality, experience, and ideas related to the urban environment into projects for diverse learners.
Material/Media Focus: Recycled materials (plastic, styrofoam, cardboard); sculpture, printmaking, drawing, painting
Elements of Art: shape, volume, mass, color, form
THE CITY: Part 2
Week 8: October 14
A neighborhood walk will inform our ongoing exploration of the city through site-specific response - noticing what’s around us. We’ll also consider ways to collect materials and ideas from the outdoors, and how to use them in the art classroom.
Material/Media Focus: Natural materials, wood, cardboard; sculpture, design, printmaking, drawing
Elements of Art: shape, space, texture, and value
THINGS
Week 9: October 21
We are surrounded by things - from the clothes we wear, books, gadgets, toys, and more. Some of these things have personal significance while others we simply throw away. In this session we’ll use personal and found objects to investigate art making strategies and ideas of consumer culture and sustainability.
Material/Media Focus: Found objects, refuse; sculpture, installation, drawing, bookmaking, illustration, ink
Assignment 2: At-Hand
Due October 28
Instructions: Develop a creative process* that makes use of recycled, found or uncommon materials. (ie. natural items, rubber, styrofoam, cardboard, found objects). This assignment should include:
- 2-3 Sketchbook entries and any photo-documentation of process
- A written reflection that details your choice of materials, any processes explored, what you discovered aesthetically, and how this could be adapted to an educational setting. (2 pg., 12 pt., email to instructor as .DOC or .RFT attachment)
- An artwork (either finished or still underway) that emerged in developing your process to share with the group
Lab 3: Art as Research
Pedagogical Focus: Connected Learning (New media, digital, postmodern)
TEXT
Week 11: November 4
Exploring graphic design, text-based works, and the integration of narrative and writing into art projects with diverse learners.
Media/Material Focus: Paper, cardboard, ink, paint; sculpture, design, printmaking
IMAGE
Week 12: November 11
An exploration of visual culture and the art of image making - from time based media to photography. How are signs, symbols and concepts communicated through images and what can we learn from popular and youth cultures?
Material/Media Focus: photo paper, collage-making materials, magazines, newspaper; photography, film
SOUND
Week 13: November 18
Sound is all around us. It can convey a mood or idea, tell a story, unfold as music or immerse us in an environment. In this session we’ll use sound as both a material and concept for developing art projects and ideas for a range of learners.
Material/Media Focus: natural materials, rubber bands, recycled materials; music, sound art, performance, sculpture
Final Project Proposals Due December 2nd
TEXT
Week 11: November 4
Exploring graphic design, text-based works, and the integration of narrative and writing into art projects with diverse learners.
Media/Material Focus: Paper, cardboard, ink, paint; sculpture, design, printmaking
IMAGE
Week 12: November 11
An exploration of visual culture and the art of image making - from time based media to photography. How are signs, symbols and concepts communicated through images and what can we learn from popular and youth cultures?
Material/Media Focus: photo paper, collage-making materials, magazines, newspaper; photography, film
SOUND
Week 13: November 18
Sound is all around us. It can convey a mood or idea, tell a story, unfold as music or immerse us in an environment. In this session we’ll use sound as both a material and concept for developing art projects and ideas for a range of learners.
Material/Media Focus: natural materials, rubber bands, recycled materials; music, sound art, performance, sculpture
Final Project Proposals Due December 2nd
Pedagogy as Process
Week 14: December 2
Critique: (Teacher Rounds) A presentation of final project proposals, and reflection on processes and artworks developed throughout the course. Pin-ups will be critiqued using a peer review rubric and through group discussion.
Discussion: How do material and media choices offer challenges and opportunities to planning, classroom management, sequencing, and project development? What are some of the strategies and approaches you’ve found helpful in developing enduring ideas, projects, and using various materials - both common and unfamiliar?
Group Activity: Working in small teams, you’ll be challenged to respond to real-world scenarios and make use of different materials/media using some of the approaches explored through the course. This is an opportunity to review issues of timing, presentation, planning and pedagogical approach.
Critique: (Teacher Rounds) A presentation of final project proposals, and reflection on processes and artworks developed throughout the course. Pin-ups will be critiqued using a peer review rubric and through group discussion.
Discussion: How do material and media choices offer challenges and opportunities to planning, classroom management, sequencing, and project development? What are some of the strategies and approaches you’ve found helpful in developing enduring ideas, projects, and using various materials - both common and unfamiliar?
Group Activity: Working in small teams, you’ll be challenged to respond to real-world scenarios and make use of different materials/media using some of the approaches explored through the course. This is an opportunity to review issues of timing, presentation, planning and pedagogical approach.
Exhibiting Education
Week 15: December 16
Exhibition: An exhibition of final artworks and any process-based documentation will be installed in the Nancy Ross Project Space or available gallery. Please make sure to prepare a brief artist statement, include a title, list of materials etc. Information regarding installation of works will be sent via email.
Final Critique & Reflection: A reflection on artworks developed for the Final Project. A panel of outside guests will help to inform the discussion alongside the use of a peer review rubric.
Final Project: (ResearchED)
Exhibition: An exhibition of final artworks and any process-based documentation will be installed in the Nancy Ross Project Space or available gallery. Please make sure to prepare a brief artist statement, include a title, list of materials etc. Information regarding installation of works will be sent via email.
Final Critique & Reflection: A reflection on artworks developed for the Final Project. A panel of outside guests will help to inform the discussion alongside the use of a peer review rubric.
Final Project: (ResearchED)
- Proposals Due December 2nd
- Final works Due December 14
- 2-3 Sketchbook entries and any photo-documentation of process
- Artist Statement (1-2 paragraphs, 12 pt.)
- A written reflection that details your choice of materials, any processes explored, what you discovered aesthetically/conceptually and how this could be adapted to a K-12 or community-based setting. (2 pg., 12 pt., email to [email protected])
- An exhibition-ready artwork that emerged in developing your process to share with the group.