Reflection Journals

We will have many reflective moments where we will bring our experiences into the classroom; I welcome and embrace these connections.  Sometimes they will happen in relationship to the readings we are discussing, other times you will be strategically guided through questions, and there will be times where it organically appears through various other class components such as critiques or a talk.  As well, you will be writing out two reflective journals on your own at home.


Reflection Journal #1 – Goal Setting

This first journal asks you about your expectations, and to set individual goals as you embark on this experience.

  1. Briefly explain your overall impression and resulting expectations of what community engaged experiential learning might look like, and what insight you hope it will give you.
  2. This is an ideal time to pause and articulate personal, academic, and professional goals that you hope to achieve by the end of the course. This intentional creation of personal learning goals will help you to more fully collaborate with your partner while taking an active role in your own learning. Below are some guiding questions that you might find useful in writing one of each type of goal. Instead of simply listing the goal, provide some background/context to make it clear why this goal is important to you, and what it will mean to you if you achieve it. Setting goals that are achievable within the frame of the course is important. Consider how you will know if you have achieved them, how can you measure them?  What will that look like to you?

PERSONAL
How might this experience inform my identity as an artist and/or arts professional?
What personal characteristics do I hope to better understand and develop through this experience?

ACADEMIC
What histories, theories or models do I hope to learn more about?
What knowledge do I hope to gain about artistic practice as research?

PROFESSIONAL
What skills do I hope to gain through this experience that will help me in my future art  or related career?
How can I ensure this experience allows me to gain the skills I need to embark on a career in the arts?

Due:  To be completed by 9am on September 25th, (no extensions) before class starts, in the Journal section in Connect.  Journals are completely confidential.  In some cases, you may not be able to meet with your partner institutions until after the due date.  Please email me ahead of time to let me know if this is the case, and you will be granted an extension to accommodate this.


Post-Reflection

A post-reflection written journal will be distributed through Connect for you to self-reflect on your entire experience. You will be asked three leading questions that you should aim to respond with deep introspection and thought.  Your ability to disseminate and articulate your experience will result in life-long learning skills, wherein you will get the tools you need to see real life experiences as learning experiences.
Due: December 8th, midnight

 

Week 10

November 27th – Final Thoughts

Reminders on final expectations of the class, today we will reflect on our experiences an knowledge share insights. As well, we will conclude our envelope activity.


Final Due Dates
  • Creative Response for CBEL project due December 4th
  • CBEL Project synopsis or partnership (hardcopy) due December 4th  or partnership blog due December 6th
  • Self and Peer Evaluation (survey) due by midnight December 8th
  • CBEL Final Reflection (online in Connect Journal) by midnight December 8th

Week 2

September 18th, 2017 – Role of the Artist

Reading discussion on the assigned readings, and overall approach of the artist’s role in society. Final part of the class will be a lecture on the different types of gallery systems and events.


Required Reading/Discussion On
  • Ann Hamilton Making Not Knowing from Learning Mind: Experience Into Art p.66-73
  • Excerpts from AKADEMIE X: Lessons in Art + Life 2015
Further Resources
  • James Elkins (Ed) What do Artists Know? 2012
  • Michael Schwab (Ed) Experimental Systems: Future Knowledge in Artistic Research 2013
  • Estelle Barrett Experiential Learning in practice as research: context, method, knowledge from Journal of Visual Art Practice, Volume 6 Number 2, 2007 p.115-123
  • Janet Eyler Creating Your Reflection Map from New Directions for Higher Education114, Summer 2001 p.35-43

Activities
  • Personal Values Inventory
  • Reflection on Anticipation
  • Secret Envelope Exercise

Lecture

Gallery systems and types, focusing on Vancouver’s art community, to aid in readings for next week discussions.


Homework
  • You are to come up with three goals for yourself in regards to the project to be posted in your Connect Journal due September 25th (before class, by 9am).
  • Create an outline/plan for your partnership. If you are working with another student on the same project, you will show how you will work on this together, and should be consulting on how the work will be divided as well as articulating how and why. Notify me if you need an extension as not all projects will be at this point just yet.  This is due October 2nd on UBC blogs.  In order for your posts to connect to your partnership, you must “categorize” your post in WordPress with the category of your partnership.
  • Readings on “Galleries” due next week for in class discussion.

Upcoming Due Dates

Please try to have your first meeting with your partner by September 22nd, notify me if you cannot.  Journal “Goals” due by September 25th, 9am.

Remember your readings for next week!