Otis College of Art and Design - DOC - DOC by 61G91Z3


									     Otis College of Art and Design
              Liberal Arts and Sciences

                           Instructor’s Name
Course Title and designation AHCS 120 Introduction to Visual Culture
                  Class meetings day, time, and room
                  LAS phone number (310) 665-6920
                Your office phone number, if applicable
                 Your Otis Email ONLY, if applicable
       Mailbox location (Liberal Arts and Sciences, Room 303)
             Office hours (if applicable) and meeting place

                           Introduction to Visual Culture

                                      Course description
This course introduces issues and theories that are critical to the field of Visual Culture
and representation in art and design. Students will investigate various historical and
contemporary representational practices that societies have developed to define, maintain,
and institutionalize different categories of visual culture and producers. The course will
introduce art historical and critical methodologies, emphasize the importance of cultural
diversity in defining and understanding visual culture, teach students how to research
information through a variety of library and electronic sources, and reinforce critical
reading, thinking, writing and collaboration skills.

                           Liberal Arts and Sciences Themes

“Through the themes of creativity, diversity, sustainability, social responsibility and
identity, the Liberal Arts curriculum cultivates an understanding of context and culture, a
persistent self-reflective stance, a willingness to rethink traditional categories, and an
opportunity to explore newly evolving realities, questioning the obvious and reaffirming
that which is of enduring value. Through the power of articulate expression and skilled
critical evaluation, you can enrich your understanding, appreciation, respect, awe, and
pleasure at the incredibly diverse record of human creativity and the immense vista of
imagination that preceded you and shaped the world you inherit”.

       Debra Ballard, Chair, Liberal Arts and Sciences

                                     Learning Outcomes
By the conclusion of Introduction to Visual Culture you will be able to:
  Identify methodologies and critical strategies and be able to relate them to different
     interpretations of visual culture.
  Identify and explain different positions and interpretations about visual culture..
  Identify and explain how course material relates to Liberal Studies themes of
     creativity, identity, diversity, sustainability or social responsibility.
  Explain the historical and contemporary construction of artist and designer and the
     fine art and design fields. (identity, diversity, social responsibility)
  Explain the significance of the Western canon and be able to identify some
     postmodern criticisms of the canon. (sustainability, diversity)
  Identify and explain connections in ideas, interpretations, and positions between
     Liberal Studies and studio courses. (sustainability, creativity)
  Demonstrate critical thinking and writing skills through assignments that require
     research and synthesis of information.
  Practice collaborative skills by successfully completing a group project and
  Identify and demonstrate the ability to locate, evaluate, and critically use library and
     electronic resources.

                                    Required Texts
The required text for this course is the Introduction to Visual Culture Reader. Some
required material for the Information Literacy component is included in the reader. The
remainder is available online at the Otis Library information literacy website:

                                 Course Requirements
      Attend all lectures
      Do all required readings, quizzes/blogs/threaded discussions, and in-class writings
      Post two reflections and paper #1 to your Learning Portfolio
      Complete an individual 4-6 page paper
      Complete the first Information Literacy component (ORE forms and objective
      Research, collaborate and present a group project
      Take a midterm and final examination

                                  Learning Eportfolio

Your Learning Eportfolio is a web-based portfolio that allows you to actively connect
content from different classes and reflect on what you are learning. You will be adding
material (called artifacts) to your Learning Eportfolio from every Liberal Arts and
Sciences class that you take for the next four years and from many of your studio courses.
Not only will this help you to understand how what you learn in specific courses
addresses greater issues and concerns such as the Liberal Arts themes, the Learning
Eportfolio will be the basis that you use to evaluate your education in the Senior year
Capstone course. In your Introduction to Visual Culture course, you will be posting an
initial reflection, your first paper, and a final reflection to the portfolio.

Communication: All email communication regarding this course and through O-Space
will be sent to your Otis Email address. You are to contact me via O-Space or using my
OTIS email.
Assignment Schedule
Quizzes/blogs/OSPACE discussions                10%    Eight in total
Paper #1                                        15%    Week 8
Otis Resource Evaluation (ORE) forms            5%     Week 4
Participation Grade for Collaborative Project   5%     Week 11
Collaborative project paper                     10%    Week 14
Presentation Grade for Collaborative Project     5%    Week 15
Midterm (including Info Literacy test 5%)       25%    Week 7
Reflections posted in Learning Eportfolio         5%   By week 15
Final Exam                                      20%    Week 15

From the Otis Student Handbook: Students are expected to attend all class sessions and
course-related activities. Attendance at all classes is mandatory and students are
responsible for all lecture material. Three absences within the semester (two during the
summer term) constitute automatic failure. Students who arrive late and or leave early
will be counted tardy. Three tardies equals one absence. Missing 45 minutes of class is
considered being absent. Faculty will inform their department when a student has missed
two sessions (one session for summer term) via an Academic Warning. The faculty will
notify the student using the Academic Warning for a third absence (second for summer
term) as it will constitute a failing grade for the class. Absence from class is a serious
matter and substantially impacts grading.
In exceptional circumstances, the department chair, at her discretion, may approve
emergency absences with medical or other legitimate reasons. Students must provide
medical documentation, make up the assigned work, and/or meet additional attendance
requirements. Students must inform the chair immediately if they expect to be absent for
a lengthy period, and should be prepared to substantiate these absences. Absences of a
short duration (i.e., one or two days) must be discussed with the individual instructors
whose classes will be missed. Absence due to observance of religious holidays must be
pre-approved by chair at least one week in advance. To have an absence excused, the
student must make up the work assigned or make up as determined by the instructor.
Students must be present for all regularly scheduled examinations and submit completed
assignments when they are due unless excused in advance. If students fail to take
examinations or to submit work on time without a legitimate excuse they should expect to
receive reduced grades or lose credit for the work not completed. With the approval of
the Provost, students may be assessed additional charges when significant additional
faculty or staff time is required to assess makeup assignments (Handbook, Academic
Policies, 19).
Labor Day             Monday, September 7
Add Deadline          Tuesday, September 8
Drop Deadline         Tuesday, September 15
Withdrawal Deadline   Friday, October 23
Election Day          Tuesday, November 3
Thanksgiving Break    Wednesday, Nov. 25-Sunday, Nov. 29

Tutoring: Otis provides an excellent tutoring program, free to all students, located in the
Student Resource Center (out the front doors, then left and left again). They offer drop in
tutoring (when available), appointments, and online tutoring. Dr. Jeanne Willette is
available for help with Art History. You may make an appointment or drop in to see her.
Her hours are posted in the Student Resource Center.

Disability Accommodations: If you are a student with a documented disability
(physical, learning, or psychological) requiring reasonable academic accommodations,
you must contact Disabilities Services (located in the Student Resources Center, ext.

2554) before you need any accommodations. Retroactive accommodations are not
provided, so please be sure to make your request early in the semester. All discussions
will remain confidential. For additional information, please visit:

Late Paper Policy
Late papers are not accepted and you will receive a 0 (zero) for that assignment. Turning
in an incomplete paper on time is better than not turning any work in. Please do not ask
for extensions since this is not fair to the other students who have done the required work
by the deadline.

Plagiarism occurs when a person deliberately uses another person’s concepts, language,
images, music, or other original (not common knowledge) material without
acknowledging the source and/or making substantial modifications. While referencing or
appropriating may be part of a studio or Liberal Arts and Sciences assignment, it is the
student’s ethical responsibility to acknowledge and/or modify the original material.
Specific examples of plagiarism include:
     Submitting someone else’s work in whole or part (including copying directly
        from a source without documentation and/or alteration, or turning in studio work
        that is not your own).
     Having someone else produce, revise, or substantially alter all or part of a written
        paper or studio assignment.
     Cutting and pasting any textual or image-based work from the internet without
        proper documentation or clarification of sources.
     Failure to cite sources.
Proper citations in MLA style and a Works Cited page must accompany all papers. You
can find this in The College Writer’s Reference. You can also find citation information
through the Library website. http://www.lib.duke.edu/libguide/cite/works_cited.html
     Using the writing, editing, or creative services of another person who
        quantitatively and/or qualitatively revises the paper and/or studio work

An editor often fixes the paper without the writer learning how to do it him/herself.
Sometimes the editor changes so much of the paper that it is no longer the student
writer’s work and thus plagiarized. A trained tutor helps the writer to learn how to revise
the papers and eventually not need the tutor’s assistance.

Instances of alleged plagiarism are reported to the Academic Integrity Committee for
review. For a complete description of the Academic Integrity Committee process, please
link to:


Student Behavioral Expectations: All Otis students are expected to assist in
maintaining an environment that supports effective teaching and learning, and a culture
of civility and respect for others. Therefore, any behavior that disrupts or interferes with
the functioning of a classroom, studio, or college-sponsored off-campus venue may result
in students being asked to leave the class, and where warranted, being referred for
possible discipline according to the Otis Code of Conduct (as outlined in the current
Student Handbook). The consequences of disruptive behavior may also affect a student’s

All readings are in the Introduction to Visual Culture Reader. Complete weekly reading
assignments before coming to class. For example, the reading for Week Two should be
read before coming to class the second week. Maximize your reading time: read the
material critically and look for general themes and ideas to help with class discussions
and paper assignments. Take reading notes on each assignment so you have good review
material for examinations. One copy of the Reader will be on reserve in the library for
one hour use. This is for emergency use only and you should not count on using this as
your primary text.

Quizzes/Blogs/OSPACE Discussion (10%)
There will be eight quizzes, on-line class questions accessed through OSPACE or blog
responses. These exercises will help you understand and reflect on the readings, develop
your critical reading and writing abilities to prepare for essay exams and papers.

You will write one 4-6 page (1000-1500 words) paper with accompanying ORE forms.
Specific information on this assignment is located at the end of the syllabus under Paper
Assignment 1.

All papers must be typed or computer generated in 12-point font, double-spaced with 1”
margins. Do not quadruple space between paragraphs. Citations and Works Cited Pages
must be written in MLA style for all sources, including the Internet. You can find this in
The College Writer’s Reference and there are citation guides through the Library website
or at this link: http://library.otis.edu/help.htm

Information Literacy

We live in the information age and being able to locate, identify, and evaluate
information is a necessary life skill that goes far beyond simply finding material to write
a paper or complete an assignment. As part of Introduction to Visual Culture, you will be
required to spend approximately 3 hours on your own learning the basics of doing
college-level research. To assist you in this, the Library has prepared a website which
defines the skills you need to learn and links to tutorials that will help you learn them.
There is material in the course reader and an extensive list of very helpful websites for

finding, identifying, and evaluating information at:

Your research evaluation skills and knowledge of information literacy will be assessed
through the ORE forms and a midterm test.

Otis Resource Evaluation (ORE) Forms (5%)
ORE forms enable you to evaluate sources using an online form. Evaluation of sources is
a requirement for Information Literacy. Identifying sources and being able to assess and
explain how different kinds of sources are helpful to researching and writing is a
necessary skill for anyone living in the information age. Correctly completing the Otis
Resource Evaluation forms demonstrates that you can critically evaluate your author’s
credentials, the type of information (scholarly, professional, or popular), exactly how you
located the information, and how the information will help you write about your topic.
Information Literacy information is in your reader and available online at

ORE forms are available through the Pathfinder at the Library website; simply click on
Introduction to Visual Culture. You will need one ORE form for each source that you
use. You can type directly into the form and print out a hard copy to bring to class.
Electronically submitted or handwritten ORE forms will not be accepted. Help in
evaluating sources is available in the Introduction to Visual Culture Reader and at these
links: http://www.otis.edu/life_otis/library/information_literacy/evalinfo.html

ORE forms are graded and count toward your final course grade. Late work will receive
a 0 (zero). The due dates for ORE forms are listed in the syllabus.

                                  Examinations (45%)

You will take two in-class exams, a midterm in week 7 and a final exam in week 15 (each
count 20%). Each of these exams will be in essay format: 5 short essay questions and 3
longer essay questions. The five short questions will count 40% of the exam and the 3
longer essay questions will count 60%.

The midterm will also include a separate Information Literacy test (5%) that will evaluate
your understanding of how to locate, evaluate, and critically use library and electronic

                Otis Grade Scale

A    4.0   95-100
A-   3.7   90-94
B+   3.3   86-89
B    3.0   82-85
B-   2.7   78-81
C+   2.3   74-77
C    2.0   70-73
C-   1.7   67-69
D    1.0   60-66
F    0.0   0-59

                             Fall 2009 Lecture Schedule
Week 1:
Introduction to the course and requirements

Learning Eportfolio reflection prompt: What do you think is important for you to learn
in the first art history class that you take and why? Write this in the library and post it to
your new Learning Eportfolio
Assignments: Paper #1 assigned. See Paper 1, page 11.
         Review the Information Literacy Section in the Reader or pick one of the online
         Information tutorial options at:
Learning Portfolio module (45 minutes) if applicable

Labor Day, Monday, September 7 No school
Week 2:
What Is Visual Culture?
Quiz/in class writing/blog/OSPACE discussion

Reading: “Practices of Looking: Images, Power, and Politics,” Marita Sturken and Lisa
Cartwright, Practices of Looking: An Introduction to Visual Culture, pp. 10-20; “Art
History and the Current Visual Culture,” Kitty Zijlmans; The Image Society: Essays on
Visual Culture, pp. 68-77.
Information Literacy Module (30 minutes) Faculty or Library staff

Continue research for Paper 1; ORE forms due in two weeks

Week 3:
Identity in Art and Design

Quiz/blog/OSPACE discussion

Reading: “Graphic Design and Art,” Graphic Design and Communication, Malcolm
              Barnard, pp. 162-178; “Aesthetics, the Artist and the Audience,” David
              Smith, 578-580, Art in Theory, 1900-1990, Ed., Charles Harrison and Paul
Continue research for Paper 1: ORE forms due next week

Week 4:
Sustainability of ideas and practices through methodologies and strategies:
Formalism and canons

Quiz/blog/OSPACE discussion
ORE Forms due in class.
Reading: “Traditional Views of Art,” Stephen Addiss and Mary Erickson, Art History
and Education, pp. 15-44

Week 5:
Diversity and Creativity

Quiz/blog/OSPACE discussion
Reading: “Anticultural Positions, “Jean Dubuffet, Beauty is Nowhere: Ethical Issues in
              Art and Design, pp. 9-15
ORE forms returned

Week 6:
Sustainability of ideas and practices through methodologies and strategies:
              Iconography and Social History

Reading: “Twentieth-Century Methodologies in Art History,” Stephen Addiss and Mary
             Erickson, Art History and Education, pp. 45-56
Midterm study guides handed out in class.

Week 7:
Midterm (25% which includes an Information Literacy section)
        Bring a green book to class, available in LAS office

Week 8:

Midterms returned
Reading: Postmodern concepts and Visual Culture,” Kerry Freedman, Teaching Visual
               Culture, pp. 94-105
Assignments: Paper #1including Works Cited page due in class today
Collaborative Project assigned in class: See Project, page 19
Rubric for Collaborative Project is in the syllabus, distributed through OSPACE, and
               available at the library website under the Introduction to Visual Culture

Week 9:
Diversity and Identity: Gendered perspectives
Critiquing Culture: Gendered Views
Quiz/blog/OSPACE discussion

Reading: “Feminist Debate and Fine Art Practices, Fiona Carson, Feminist Visual
              Culture, pp. 25-35; Introduction in “Gay and Lesbian Studies in Art
              History,” Whitney Davis, pp. 1-10.
Collaborative project class work: 30 minutes

Week 10:
Diversity, Identity, and Creativity: Race as Critique
 Quiz/blog/OSPACE discussion
Reading: “The Triple Negation of Colored Women Artists”, Adrian Piper, Out of
          Order, Out of Sight, 1967-1992, pp. 162-173.
Collaborative project class work: 30 minutes

Week 11:
Identity and Social Responsibility: Visual Culture and Changing Public Perceptions
Quiz/blog/OSPACE discussion
Reading: “The Wall, the Screen and the Image: The Vietnam Veterans Memorial,”
              Marita Sturken, Visual Cultural Reader, ed. Nicholas Mirzoeff, 163-178;
Collaborative Project class work: 30 minutes;

Week 12:
Sustainability and Culture: Museums and Ways of Knowing
Quiz/blog/OSPACE discussion

Field trip to the Ben Maltz Gallery and a conversation with Meg Linton, Curator:
Travis Somerville: Dedicated to the


              October 3 - December 12, 2009
              Travis Somerville: Dedicated to the Proposition...

             Solo exhibition of San Francisco based artist Travis Somerville presents a
             new body of work including painting, drawing, sculpture and installation,
             exploring the complex inheritance of a nation trying to live up to the
             challenge of being truly “dedicated to the proposition that all men are
             created equal” as Abraham Lincoln stated in his historic Gettysburg
             Address during the Civil War. The artist is interested in investigating the
             tension and contradiction in America’s realization of equality and freedom
             for all between the numerous examples of the nation’s successes, manifest
             in Obama’s election and first 100 days, and the nation’s failures,
             evidenced by the enduring and shameful aftermath of Hurricane Katrina.
             Press Release (PDF)
Reading: “An Elite Experience for Everyone”: Art Museums, the Public, and Cultural
      Literacy,” Vera L. Zolberg, Museum Culture, eds. Daniel J. Sherman and Irig
      Rogoff, pp. 49-58.

Collaborative Project class work: 30 minutes
Thanksgiving Break: Wednesday, November 25—Sunday, November 29

Week 13:
Class Presentations of Collaborative Project

Week 14: Creativity
Finish Class Presentations of Collaborative Projects
Everyone should be prepared to turn in today:
    1. Written version of oral collaborative presentation with any citations, Work Cited
       pages, as needed (one per group)
    2. Any visual materials used for the presentation (you may turn in a CD or electronic
       file with scanned images of visual materials if the actual objects cannot be turned
       in (i.e., work from other classes that you need or want to keep)
    3. ORE forms for any sources used
    4. Project journal notes (may be handwritten)

Learning Portfolio: Paper #1 posted (artifact) and common reflection: (In class
writing: (20 minutes)

What did you learn from this assignment and how does it address the learning outcomes
for the course and one or more of the Liberal Studies themes (identity, diversity,
creativity, social responsibility, and sustainability)? What were your strengths and
weaknesses in this class? How will you be able to use this course content in your future
practice as an artist and/or designer?

Review/Study questions handed out in class today.

Week 15:
Final Exam

                                 Paper Assignments

                                       Paper 1
                         Artists and Objects in Visual Culture
                                     Due Week 8

Assignment learning outcomes:
    Identify and explain different positions and interpretations about visual culture
      (identity, diversity)
    Demonstrate critical thinking and writing skills that require research and synthesis
      of information
    Identify and demonstrate the ability to locate, evaluate, and critically use library
      and electronic resources

Paper assignment: Discuss the relevance and impact of the work of an
artist/maker/designer in visual culture. Explain what his/her intentions were in making
the work, how the work functions in culture and how its representation influenced the
mainstream response to understanding the work. Finally, explain how your research
about the work has influenced your understanding of it.
      1. Artist/maker/designer must be selected from the Artists and Designers List at the
          Introduction to Visual Culture Pathfinder.
          Three good sources are required for research. One must be from a book and two
         must be from the Otis Library databases. Using only the free web for sources will
         result in a failure for the assignment.
    2. Complete one ORE form for each of your sources and turn these in Week 4.
    3. All assignment prompts must be addressed fully. See Rubric for Paper I.
    4. Papers should be 4-5 pages (1000-1500 words), 12 pt. font, double spaces with 1”
    5. Papers must have all citations in MLA style and must include a Works Cited

The ORE forms are available on the Introduction to Visual Culture Pathfinder
Follow the instructions there.

Getting Started:

   This is the first major college paper for most of you and because it involves research,
   critical thinking, and a synthesis of information, the following steps will be helpful to
   you. There is more specific help in locating sources at the Introduction to Visual
   Culture Pathfinder:

   Select a work from the list of artists and designers at the Introduction to Visual
   Culture Pathfinder. All the entries on this list have sufficient sources in books,
   academic databases, and journals that will enable you to write the

       Find good sources in the library. You must have at least one book and two
       articles from academic databases. The Information Literacy material in
       your reader; (also online at the Library website)

          Information Literacy will help you learn how to locate, identify, and
           categorize information on your artist and the work. This information is
           needed to complete the ORE forms which are due Week 4. Start early to get
           your sources. This is especially important because books may be checked
           out and unavailable to you. It may a couple of hours to find sources that will
           be helpful to your topic. You will have to read through some articles, look
           through book chapters to see if the information is helpful for the specific
           prompts. This is part of the research process where you learn how to be
           critical about the kinds of sources that you want to use. The better the
           sources, the better the material for your paper.
           If possible, go and see this object. This is an important step to understanding
           how it functions and is represented in visual culture. How and where it is
           displayed (a museum, public space, a retail space, or a gallery; is it an original
           work? a reproduction? Fine art? Popular culture?). These factors make a
           difference in the connotations that we make about it. Remember that all the
           objects on the list can be seen in a variety of places in visual culture because
           they can be reproduced. Identify other places in visual culture where the work
           can be found. Remember the importance of reproduction in shaping beliefs
           for mass culture. For example, you can go and see the new Disney Hall in
           Los Angeles, but you can also see images of it in magazine articles,
           architectural journals, and online.
          Organize your schedule so that you have sufficient time to read your sources
           thoroughly, think about the material, fill out ORE forms, and write the paper.
           Waiting until the last week to do the reading and write the paper generally
           results in poor work. Working on some part of the paper every week will be
           less stressful and you will understand the material much better. Writing an
           outline or a first draft is a good idea, so is talking about your ideas with your

           classmates. If you have any writing problems, be sure that you make
           appointments with the tutors so they can help you with grammar,
           organization, syntax, and citations.
          Read the Rubric for paper 1. This gives you the standard for the paper. You
           should be able to get a good sense of the quality of your paper and your grade
           by comparing what you have written to the rubric criteria.

        Otis Resource Evaluations (ORE) (5%) Due Week 4
      Otis Resource Evaluation (ORE) forms are available online at the Pathfinder for
       Introduction to Visual Culture on the Otis Library website:
      ORE forms are a way to demonstrate your Information Literacy and your ability
       to locate, identify, and evaluate information. There is material about this in your
       reader or you can go to the Library Information Literacy site
       (http://www.otis.edu/life_otis/library/info_lit.html) where you will find tutorials
       and videos as well as written information to help you. Do not guess on the forms;
       take the time to learn how to evaluate information. If you have questions, ask
       your instructor or the Librarians.
       Save the form as a word document.
      Look for information about artistic influences on the artist/designer or other
       reasons that influenced his or her work. You may find good sources in
       interviews, biographies, monographs, and design and history texts, academic
       databases that specialize in art and design, or the artist/designer’s own writings.
       How does the artist/designer explain the work? How have others interpreted the
       work? How does the work function in visual culture? What different kinds of
       meanings does it communicate depending on where it is seen and who sees it.
       Don’t hesitate to ask the librarian (not the student workers) if you are having
       trouble finding enough of this type of information.
      Type your information directly into the form and print one copy out for each
       source. Be sure that you answer all parts of the form.

Final Paper (15%)

Your final paper (4-6 pages—1000-1500 pages--computer generated, double spaced with
1” margins) should have a thesis statement, be well organized, answer the assignment
prompts, include good supporting evidence, proper citations, and include a Works Cited
page. There is a rubric for the paper in the syllabus.

A Works Cited Page is an informational list that identifies all the sources that you cited in
your paper and must be written in MLA form. Help with MLA citations can be found at:


   Grading Rubric for Introduction to Visual Culture, Paper 1: Artists and Objects in
   Visual Culture
   Turn Rubric in with Paper; No Rubric is an automatic 2% reduction

Category          4                          3                         2                      1                     0                 Score   Comments
Introduction,     Strong introduction;       Good introduction         Weak or general        No introduction;      No effort to
Focus,            engaging and full          and well developed        introduction; ideas    no apparent           develop an
Purpose,          development of a           thesis that               are intelligible but   thesis or main        introduction or
Thesis            clear thesis that is       represents a sound        very general;          point; ideas are      thesis that
(controlling      appropriate to topic       understanding of the      thesis is weak,        weak or               addresses
idea)             and assignment             topic and assignment      unclear or very        simplistic.           assignment
                  purposes.                  purposes.                 broad.                                       purposes.
Ideas, support    Discussion is              Discussion is mostly      Discussion is very     Weak, general         Very weak
and               consistently critical,     consistent, although      general with more      discussion that       discussion
development       interesting, and           there may be gaps in      description and        does not              that does not
(essay content)   thoughtful with all        criticality and           less critical          address all the       address
                  prompts addressed in       thoughtful                explanation. All of    assignment            assignment
                  full. Ideas work           explanations. All         the assignment         prompts. Weak         prompts with
                  together as a unified      prompts addressed         prompts may not        supporting            very weak or
                  whole with strong          but supporting            be addressed.          evidence and          no supporting
                  supporting evidence        evidence and              Weak supporting        few or no             evidence or
                  and examples used to       examples may be           evidence and few       examples used         examples
                  demonstrate                less convincing in        examples used to       to demonstrate        used.
                  significant points.        some areas.               demonstrate            significant
                                                                       significant points.    points.
Organization      Clearly structured         Essay is well             Some attempt at        Weak, random,         No attempt to
                  with one idea flowing      organized but there       organization but       and illogical         organize the
                  into the next, logical     may be occasional         paragraphs were        arrangement of        information.
                  sequencing, clear          awkwardness or            simple, sometimes      ideas,                Ideas are
                  transitions and a          weakness in               stand alones,          evidence, and         barely
                  strong conclusion.         phrasing, paragraph       disconnected and       examples. No          articulated.
                  Supporting evidence        structure, transitions,   formulaic.             conclusion or
                  and examples               supporting evidence,      Supporting             very weak
                  logically and              using examples or         evidence and           conclusion.
                  effectively integrated     the conclusion.           examples were
                  into discussion.                                     not used
                                                                       transitions may be
                                                                       awkward and the
                                                                       conclusion may be
Mechanics and     Used effective             Minimal errors in         Essay has several      Essay has             A mess.
Documentation     grammar,                   grammar,                  to many spelling,      many errors           Impossible to
                  punctuation, spelling,     punctuation,              grammar,               that make it          follow the
                  phrasing, word             phrasing and word         punctuation, and       difficult to follow   argument.
                  choice, formatting and     choice. MLA               phrasing errors        the argument.         Missing MLA
                  MLA citations,             citations and Works       although the           MLA citations         citations
                  including a correctly      Cited page are            sense of the           and Works             and/or Works
                  formatted Works            correctly formatted.      essay is not           Cited page are        Cited page.
                  Cited page. Few, if                                  confusing. MLA         incorrectly cited
                  any, errors in spelling,                             citations and/or       or missing.
                  punctuation,                                         Works Cited page
                  capitalization, and                                  are incorrectly
                  grammar.                                             formatted.

   Student: _________________________________________________________ Total Points: _____
   Grade: _____
                                        Collaborative Project
                           Connections beyond the Visual Culture Classroom

             Presentations weeks 13 and 14: Written Work due Week 14

In his book Out of Their Minds: Learning to Be Creative Ken Robinson argues:
        Creative thinking is a break with habitual patterns of thought. Creative insights
often occur by making unusual connections, seeing analogies between ideas that have not
previously been related. . . . Creativity and innovation thrive on contact between different
areas of specialism and expertise. The most creative periods in human history have been
when conventional boundaries between disciplines and ways of thinking have become
permeable or have dissolved altogether. . . This is precisely why the most creative teams
are interdisciplinary. (167-188)

As one of the core Liberal Studies courses in your college career, Introduction to Visual
Culture provides you with ideas and information that affect your lives as individuals and
as students of art and design. Studio and Liberal Studies faculty see many links between
our departments and this course. What kinds of links do you see?

Assignment learning outcomes:
    Identify and explain the value of different positions and interpretations about
      issues in visual culture (diversity, sustainability—or any of the LAS themes that
      seem appropriate)
    Identify and explain connections between Visual Culture and other Liberal
      Studies and studio courses (creativity, sustainability)
    Demonstrate critical thinking and writing skills that require research and synthesis
      of information
    Practice collaborative skills by successfully completing a group project and

   1. In this assignment, each group is going to identity an issue or problem or concept
      or reading covered in Visual Culture and explain why their choice is important to
      art and design students and how it connects with one of their studio courses. You
      should look at the ways that an idea or concept is addressed in different courses,
      at overlapping ideas or connections that you are studying in different courses, at
      how material learned in Visual Culture has helped in studio classes or how studio
      instruction has influenced what you think about visual culture. That is the critical
      part of the assignment and each group will have to decide on what they think is
      most important.
   2. Each group will collaborate on a presentation for the class that demonstrates these
      links week 13 and 14. Feel free to use studio work, independent work, whatever
      materials or visual aids you think will effectively prove your points.
   3. Besides the oral class presentation weeks 13 and 14, each group will turn in:
          1. Project Journal (may be handwritten) of your weekly progress
               (discussions, group decisions, group assignments, etc.)
          2. One formal written paper of the presentation (4-6 pages) that is turned in
               week 14, with any ORE forms if you did outside research and the Grading
               Rubric. It is the group’s responsibility to collaborate on writing the paper.

               Each group may divide it up as they choose; this is the nature of a
               collaborative work.

Grading for the Collaborative Project:
    Each member of the group will receive the same grade for the group paper and for
      the group presentation. There is a rubric for the paper and the oral presentation in
      the syllabus.
    Each member of the group will independently and confidentially evaluate other
      group members week 15. This counts as 5% of your grade for the class. The
      rubric for peer evaluation can be found at:

Grading Rubric for Collaborative Project Paper

          Turn Rubric in with Paper; No Rubric is an automatic 2% reduction

Category        4                           3                         2                        1                         0                Score   Comments
Introduction,   Strong and engaging         Good introduction         Weak or general          No introduction; no       No effort to
Focus,          introduction and thesis     and thesis with the       introduction and         apparent thesis or        develop an
Purpose,        with the concept,           concept, problem,         thesis; concept,         main point; Concept,      introduction
Thesis          problem, issue, or          issue, or reading         problem, issue, or       problem, issue or         or thesis that
(controlling    reading connecting the      connecting studio         reading connecting       reading is not            addresses
idea)           studio course with          with Visual Culture       studio with LAS is       identified and the        assignment
                Visual Culture              explained and             too general or           connections between       purposes.
                information very clearly    showing a sound           unclear. Paper           LAS and studio are
                explained and               understanding of the      shows some               very weak,
                appropriate to the topic    topic and assignment      confusion about the      unconvincing and do
                and assignment              purposes.                 topic and the            not show an
                purposes.                                             assignment               understanding of the
                                                                      purposes.                topic or assignment
Ideas,          Discussion is               Discussion is mostly      Discussion is very       Weak, general             Very weak
support and     consistently critical,      consistent and all the    general with more        discussion that does      discussion
development     interesting, and            prompts are               description and less     not explain the           that does not
(essay          thoughtful with all         addressed. There          critical explanation.    connections between       address
content)        prompts addressed in        are good                  All of the assignment    studio and LAS, poor      assignment
                full. Paper looks at        connections between       prompts may not be       or weak examples          prompts with
                connections between         the two departments       addressed. Weak          that are poorly           poor
                the two departments         but the different         supporting evidence      explained, does not       examples or
                from different              perspectives and          and few examples         address all of the        no examples
                perspectives, provides      examples may not be       used to demonstrate      assignment prompts.       used or
                convincing examples         fully supported with      the connections                                    explained.
                and strong                  strong explanations.      between studio and
                explanations.               may                       LAS.
Organization    Clearly structured with     Essay is well             Some attempt at                                    No attempt
                one idea flowing into       organized but there       organization but         Weak, random, and         to organize
                the next, logical           may be occasional         paragraphs were          illogical arrangement     the
                sequencing, clear           awkwardness or            simple, sometimes        of ideas, evidence,       information.
                transitions and a strong    weakness in               stand alones,            and examples. No          Ideas are
                conclusion. Supporting      phrasing, paragraph       disconnected and         conclusion or very        barely
                evidence and examples       structure, transitions,   formulaic.               weak conclusion.          articulated.
                logically and effectively   supporting evidence,      Supporting evidence
                integrated into             using examples or         and examples were
                discussion.                 the conclusion.           not used effectively,
                                                                      transitions may be
                                                                      awkward and the
                                                                      conclusion may be
Mechanics       Used effective              Minimal errors in         Essay has several to     Essay has many            A mess.
and             grammar, punctuation,       grammar,                  many spelling,           errors that make it       Impossible
Documentation   spelling, phrasing, word    punctuation,              grammar,                 difficult to follow the   to follow the
                choice, formatting and      phrasing and word         punctuation, and         argument. MLA             argument.
                MLA citations, including    choice. MLA               phrasing errors          citations and Works       Missing MLA
                a correctly formatted       citations and Works       although the sense       Cited page (if            citations
                Works Cited page if         Cited page are            of the essay is not      required) are             and/or
                required. Few, if any,      correctly formatted if    confusing. MLA           incorrectly cited or      Works Cited
                errors in spelling,         required.                 citations and/or         missing.                  page.
                punctuation,                                          Works Cited page (if
                capitalization, and                                   required) are
                grammar.                                              incorrectly formatted.

          Student: _______________________________________________________ Total Points: _____
          Grade: _____Grading Rubric for Collaborative Project Presentation

Category       4                           3                         2                        1                       0                    Score   Comments
Organization   Information presented       Information               Information              Audience has            Audience
               in logical, thoughtful,     presented in logical      presented but            difficulty following    cannot
               and interesting             sequence which            without an organized     presentation            understand
               sequence which              audience can follow.      sequence but some        because the             presentation
               audience can easily         Transitions and           of the information is    presenters jump         because there
               follow. Transitions and     group interaction is      hard to follow           around. Little or no    is no sequence
               group interaction clearly   generally competent       because the              attention paid to       of information.
               demonstrates thorough       although                  presenters jump          transitions and group   No attention
               preparation and             occasionally there        around. Transitions      interaction.            paid to
               attention to how the        may be                    and group interaction                            transitions or
               information is              awkwardness or            may be clumsy or                                 group
               presented.                  confusion in the          awkward.                                         interaction.
                                           sequence of their
Eye Contact    Presenters maintain         Presenters maintain       Presenters               Presenters read their   Presenters
               excellent eye contact       eye contact most of       occasionally make        notes most of the       read their notes
               with the audience and       the time and refer to     eye contact and read     time and rarely make    and make little
               seldom refer to their       notes frequently.         notes most of the        eye contact with the    if any attempt
               notes.                                                time.                    audience.               to make eye
                                                                                                                      contact with the
Voice          Presenters use clear        Presenter use clear       Presenters speak in      Presenters mumble,      Presenters
               voices and speak slowly     voices most of the        a range of voices        speak too quickly or    speak so
               enough and use precise      time but they may         from clear to too low    too quietly and         quickly, quietly,
               pronunciation so that all   fade off occasionally     or mumbling. They        generally make it       or mumble that
               the audience members        and it may be difficult   may have to repeat       difficult for the       the audience
               can hear and                at times for the          sections because         audience to hear and    had a difficult
               understand the              audience to hear and      they speak too           understand the          time
               presentation easily.        understand the            quietly or too quickly   presentation.           understanding
                                           presentation easily       and audience may                                 the
                                           because they speak        have some difficulty                             presentation.
                                           too quietly or too        hearing the                                      Presenters
                                           quickly.                  presentation.                                    must be
                                                                                                                      reminded to
                                                                                                                      slow down and
                                                                                                                      speak up
Visual Aids    Presenters use visual       Presenters use            Presenters use           Visual aids are weak    Few or no
               aids that are very          visual aids that relate   visual aids but they     or poorly chosen,       visual aids,
               effective in reinforcing    to their points. Visual   do not always relate     ineffective in          very little effort
               the points they are         aids are good,            to their points. There   reinforcing the         made to
               making. Visual aids are     generally well            may be some              points, poorly          incorporate it
               well chosen, well           displayed although        confusion or             displayed and poorly    into the
               displayed, and              there may be some         disorganization in the   incorporated into the   presentation,
               seamlessly integrated       confusion or              way that the visual      presentation.           often they are
               into the presentation.      disorganization as        aids are presented                               shown as an
                                           they are incorporated     and incorporated into                            afterthought.
                                           into the presentation.    the presentation.

         Student: _______________________________________________________ Total Points: _____
         Grade: _____


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