South 3401 39th Street, P O Box 343922, Milwaukee, WI 53234-3922
INSTRUCTIONAL SYLLABUS
TITLE: Global Art and Visual Culture GEC 307 Instructor: Valerie J. Christell, Alphonsa 138, Ext. 6154 [e-mail] COURSE NUMBER: INSTRUCTOR:
DEPT/DIV:
ART/Arts, Communication, and Technology
INTRODUCTION:
2008SP
WEEKDAY COLLEGE
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Course Ability Offerings: Developing a Global Perspective 4 and Effective Citizenship 3 External Assessment GEC 390: Finals Week Text: Museums and Civic Dialogue Course Description: Students will engage in an exploration of contemporary topics in art and visual culture in order to analyze the artistic imagination and visual art as forces in civic dialogue and change. They will begin to define how art-based organizations, collectives and individual artists act as artistcitizens in formulating aesthetic catalysts for inter-cultural discourse, community building, creative industry development, cultural education and social awareness of important contemporary issues. They will explore Postmodern art and theory related to the artist as cultural worker with defined community connections and artistic responsibilities. Additionally, students will explore the roles of non-govermental and governmental organizations in aspects of cultural impact and policy making, civic art, arts advocacy and art/cultural activism. Through this research, students will analyze the complex nature of political, geographic and economic factors that are linked to contemporary social goals related to the arts. By comparing and contrasting the diverse issues, institutions and cultures of international arts production, distribution, and consumption and their impact, students will begin to formulate a global perspective that will direct their own definitions of effective cultural citizenship. Geographic Learning Students will have the opportunity to explore local, national and international art-related topics and will be introduced to and analyze geographic themes of location/environment/place, space, time, and interaction as components of understanding public art projects, installations, and memorials. They will analyze geographic regions as they impact individuals as well as political and economic structures. They will immerse themselves in research of specific countries and analyze how geography plays a role in the chosen topic and the related work of non-governmental organizations. Economic Learning Students will be introduced to the economic factors of local/global issues and their relationship to art activism, art-making and marketing in community development and economic prosperity. International governmental subsidy, non-governmental organizations and consumer sales will also be examined. Students will consider a variety of topics that affect art production, including cultural tourism, copyright/originality issues, technology, cultural heritage maintenance, taxation and charitable giving, international partnerships, heightened commercialization of aesthetic products and global product consumption. Globally, the use factor of the arts is a dominating question that calls into play political/cultural activism. Arts programs of all types face increasingly difficult circumstances of economic
funding and displacement. Students will consider their personal role as effective citizens in relationship to art/political/cultural advocacy. Political Learning Students will research political structures of their chosen region and how they are connected with social/cultural/environmental issues, in general, and their chosen topics, in particular. They will also examine how those political structures impact (support or hinder) the work of non-governmental organizations. Students will be introduced to national cultural policy and the governmental system of subsidy through organizations such as the National Endowment for the Arts. They will explore budgetary procedures, presidential relationships and recommendations as well as the interdependence between the National Endowment for the Arts and state, county and local arts organizations. Students will expand their understanding of the political structure of international arts funding related to national cultural policy and agendas for a discussion of structural political differences and inferences about their effect on cultural production and global distribution. Topic Research Students will complete topic research that includes global exploration of non-governmental resources with goals related to the above. Students will use course research to develop papers and presentations that exhibit their research and understanding and meet the outcomes and criteria of the GEC 390 External Assessment. Choice of country, topic, and non-governmental organization and its art-related work will be determined with instructor. The work of the arts in impacting global issues will be examined. Contemporary art reflects contemporary culture and social issues, including intolerance, violence, health, education, environment, and equal rights. As students move through the course they will be encouraged to direct their art research to areas which match their cultural and social issues interests/concerns. They will use a deconstructionist framework for analysis to understand the differing communication strategies, global audiences, meanings, and use factors of the works. Students will compare and contrast their particular research with their peers' work to expand their perspectives and understanding. Effective Citizenship, Level 3 Students will review art institutions and events to explore what makes an issue relevant to a community. They will gather information about governmental and non-governmental organizations that use the arts to encourage community discourse and development both locally and globally. They will explore organizations that provide training or support to develop local arts resources and community. They will compare and contrast how citizenship skills are use in art/cultural activism. This will involve a review of some of the following:
-a variety of organizational missions based on meeting community needs -economic structures and partnerships for funding and media development -use of arts as response to community and global issues -particular historic conditions of development for specified organizations -how to participate in diverse decision-making opportunities -how the arts are involved in and develop activism and volunteerism Opportunities for student involvement could include participation in local arts organizations' events, the creation of an arts awareness project for the Alverno community or attendance at arts advocacy community meetings such as Arts Advocacy Day at the state capital or on-line town hall budgetary meetings. Ability Descriptions: Effective Citizenship, Level 3 The student examines and evaluates individual and organizational characteristics, skills, and strategies that facilitate accomplishment of mutual goals within organization and among organizations and communities. Developing a Global Perspective, Level 3 The student applies frameworks from a variety of disciplines in order to understand the influences and implications of diversity and/or global interconnectedness within a particular context. Developing a Global Perspective, Level 4 The student draws on her learning, the perspectives of others, and personal reflection to articulate her own understanding of global interconnectedness and international relationships and critically examines the implications for herself and others. COURSE OUTCOMES: The student will... 1. Formulate a perspective about the social responsibilities of artists, arts organizations, and audiences in relationship to local/national/global communities and their issues; begin to formulate opinions about the responsibilities of societies to support art/culture; and articulate an understanding of art activism and its role in implementing civic dialogue and change. 2. Articulate her opinions regarding perspectives of governments, non-governmental organizations, art institutions and private sponsors related to areas of local/national/global cultural development. 3. Articulate issues related to the various geographic, historic, economic, social, political, technological, media and educational issues that influence artists and societies in their responses to contemporary issues. 4. Present personal perspectives regarding research completed at local art
institutions/programs/events which incorporate a basic understanding of mission and connection to community and contemporary culture. 5. Articulate the relationship between her aesthetic engagement and global art research by demonstrating diverse usage of the art frameworks (Constructionist, Deconstructionist, Critical/Analytical) in the investigation of a variety of contemporary issues related to the arts. 6. Use multiple modes of effective communication to present research and self assess learning of the abilities and course outcomes. Course Activities: Students will participate in the course using some of the following: 1. Reading and text discussion 2. Analysis and deconstruction of artworks 3. Attendance at or participation in local art events - (some entrance fees may apply and hours outside of regular class time may be included in some projects 4. Service opportunities at local sites or interaction with artists/art groups 5. Personalized research and multimedia presentation 6. Small group research and presentation Course Policies 1. Attendance is essential. Two absences will seriously hinder a student's ability to successfully complete this course. After three absences dropping the course is advised. You must be in communication with the instructor about any absence. 2. All course assessments must be typed and demonstrate level four of communication, including citations of all resource materials. All assessment must be turned in by due date in hard copy format (including images that are components of research). 3. Research in visual culture studies may include the use of academic and non-academic internet sites. Students will be advised to consider both popular and academic sites as a component of understanding balanced deconstruction of aesthetic practices. Ask Alverno Library Staff for assistance in your research. Recommended Optional references: Global Culture: Media, Arts, Policy and Globalization, edited by Diane Crane, Nobuko Kawashima and Ken'ichi Kawasaki, 2002 Mixed Blessings: New Art in a Multicultural America, Lucy Lippard, 1990 The Subversive Imagination: The Artist, Society and Responsibility, Edited by Carol Becker, 1994 Terra Infirma: Geography's Visual Culture, Irit Rogoff, 2000 Art Incorporated: The of Story Contemporary Art, Julian Stallabrass Themes of Contemporary Art-Visual Art After 1980, Jean Robertson, Craig Mc Daniel
Contemporary Art Magazines available in the Alverno Library are also excellent for research. Aperture, Art Forum, Art in America, Art News, Bomb, Ceramics, Craft, Latin American Art Journal, and Journal of Aesthetics can assist you in beginning to understand international social issues, economics and marketing practices in contemporary art. Additional reference information is available on course handouts.
Children on Campus Policy
Alverno College is deeply committed to creating an environment that maximizes learning and provides campus safety. This policy was designed to ensure both. Children may not remain alone on campus: a parent or other responsible adult must accompany them. Alverno College cannot be responsible for children on campus under 17 who are not with a parent/guardian, in Childcare Services, or participating in college-sponsored programs. The following guidelines apply to children on campus. IN THE CLASSROOM - In general, attendance in a classroom is limited to the instructor, students who are enrolled in the course, and others who can contribute to the educational mission of the College. For example, the instructor may bring in guest presenters, or other educators may observe the course in order to evaluate the instructor or the curriculum. Exceptions to this policy are at the discretion of the instructor and of the College. Generally, it is not appropriate to bring children to class. Should an unexpected event arise that would mean you must bring a child to a class in order to attend yourself, you must get prior permission from the instructor. The instructor will review the planned activities and determine whether the child would be reasonably safe and would not detract from the educational experiences of others. Please use your judgment to determine if the child is a distraction, if the content is appropriate, or if the child cannot sit quietly for the length of the session. If you must bring a child to class and have received prior permission from the instructor, it is your responsibility to bring appropriate materials to occupy the child quietly. You are responsible for the safety and the well-being of your child. Occasionally, subjects raised in class may not be appropriate for children. If this is the case, or if the instructor asks you to remove the child, please do so. Permission to bring a child to class cannot be granted under the following circumstances: (1) The child is ill. If the child is too ill to attend her/his regular daycare, s/he is too ill to be in a classroom. (2) The class meets in one of the TL labs. No children are allowed in the science laboratories. This is for the safety of all. If a room has mixed use, children will not be allowed in the room on lab days. IN THE LIBRARY, MEDIA HUB, COMMONS, LOUNGES - Children of Alverno students, faculty and staff are only allowed in these spaces when supervised by a parent or other responsible adult. Children in the Computer Center may use computers only when computers are available. The adult must be seated next to the child at all times. Children are expected to sit quietly and not disturb others. If the child becomes disruptive, you and the child may be asked to leave. IN THE RESIDENCE HALLS - Childcare should take place off-campus or at Childcare Services. Only occasional and short-term visits by children in the residence halls are allowed. Children are not
allowed to stay overnight in the residence halls except for college-sponsored events (e.g., Little Sibs Weekend, Family Weekend). During such events, the College requires a standard parental/guardian permission form for all persons under 17. Forms must be submitted three days in advance of the event. IN THE FITNESS CENTER - Children are not allowed in the Fitness Center. RESOURCES - If your child's school or care provider has planned closures, make childcare plans in advance. You may be able to share childcare with other students. Childcare is available on campus Monday through Friday and on WEC Saturday during the day but it requires advance registration. For information, call 414-382-6076. Approved by the Student Service Advisory Committee, April 24, 2007
STUDENT E-MAIL Your Alverno e-mail is an official way the college uses to communicate with you. This includes all instructor communication. Any e-mail sent to your Educator e-mail address is automatically forwarded to your Alverno e-mail address. You are expected to read your Alverno e-mail regularly at http://student.alverno.edu. STUDENT WORK BEING RETURNED For all courses - if instructors notify students that work will be returned via AL146 then all student work being returned must be picked up by students in AL 146 within one month following each semester or work will be discarded.
ART DEPARTMENT WEBSITE Each art major is responsible to information available through the art department website. The department newsletter arrives as an e-news to students Alverno e-mail address. The path to the department website: Directions; type in the Alverno college internet address, click on "academic programs", then click on "weekday college majors and minors". Select your art major and click on it then scroll about of the way down the page, and click on the bold link "click here to learn more about Alverno's art majors". The link and process are identical for each of the art majors listed on the Alverno website. Here's an example (even if you're not an art therapy major it will take you to the Art Department website). http://www.alverno.edu/academics/art_therapy.html
Syllabus Attachment Art and Copyright Law
When working with visual images produced by other people, it is imperative to be cognizant of copyright law. Artists, from as far back as the Renaissance have used parts of other people's work in their own work. The key word is "part". One artist may use a figure from another's painting. Another may use imagery from popular culture or advertising. An example is Andy Warhol's use of Campbell's soup cans. He was not the original designer of the soup can. Warhol also made art based on photographs taken by others. Examples are the use of photographs of Jacqueline Kennedy, Chairman Mao, and Marilyn Monroe. Many artists have used photography from mass media in their art work. Sometimes they get sued for copyright infringement. Everyone holds copyright ownership of their images. If you take a photograph, someone...