January 9-12:  Introductions

Lecture

Lecture introducing what we will be doing in the course, how to approach art, and questions by which they approach the world.

*Please note that the Add/Drop date is January 23, therefore some students may not be as prepared as they could be, you may want to give them a bit of time.

Lab

Introductions (30 minutes)

• Introduce yourself & background, subject position, view on art, details on availability/how to contact you
• Introduction to the class syllabus, clarify lab rules and your own rules and procedures
• Structure/Expectations of the class
• Introduction to Canvas & Online Technical Demonstrations
  Please show them how to work with the online technical demonstration video library via Canvas.  Please let them know that although there are due dates for the quizzes online, the videos will always be available for them to use if they need to re-watch or find something out.
  Show students where to find lecture notes, assignment description updates, readings, links, etc…
• Have students introduce themselves to each other
  A classic introduction game is to have students write 3 questions on a piece of paper, then pass the questions to the person on their right.  Ask everyone to take a turn saying their name to the class, and introducing themselves by answering the questions.  Please remind students that these are not meant to be imposing questions, for example warn them not to ask “at what age did you loose your virginity” -as that is inappropriate.  Some common questions are, “what is your favourite movie of all time?”  or “who is your favourite artist” or “what do you like to do on your free time?” etc…

Give Students a Break

Potential Activity:  Classroom Guidelines (20 minutes)

To aid in a healthy classroom environment, I suggest you start the process of creating your particular lab’s “code of conduct” together with the students that will set-out guidance for productive critique and discussions.  The activity might go something like this:

• Discuss how important a welcoming and comfortable classroom climate is to their success in the class and Visual Arts as a whole
• May want to talk about critique not as judgement, but as discussion, the respect and generosity it takes to ‘read’ another’s work, articulate what you are interpreting and considering it enough to give feedback
• Bring up that art making can be very personal and vulnerable and this is encouraged, and therefore we will be making a ‘guide’ for the class to follow for the rest of the term, these will be specific to this particular lab and is why we are coming up with them together
• Explain how a supportive critique and the overall role of critique in the Visual Arts is to help their growth, and that it is a necessary part of the Visual Arts classroom environment, so how can we encourage this outlook in our particular classroom, what is important to note?  (Greenberg story can be useful)
• Have all of them write out at least one element, (but they can contribute more) on one index card/post it note each, that they think would create a good environment, and at least one element that they think would create a bad environment, and either put them on a common table or wall to see them together
• The students can then look at each others, and see what comes up, what repeats, etc…
• Some points you may want to bring up if they don’t come up by the students are things like censorship, (does your class want to censor… is this a good idea in an institution that promotes academic freedom?) trigger warnings (does your class want a warning if something about to be shown is controversial in some way – politically, sexually, religiously, etc), clapping, discuss what is considered helpful, describe what kind of engagement would be defined as thoughtful, and may want to address how to take and what to do with critique feedback, you may also want to talk about how it would feel to others if someone decided not to show their work for critique
• Allow students to find links, contradictions, comparisons and like-mindedness and organize these on a table/wall as a group.  When there are conflicts in ideas, try to come up with resolutions that speak towards academic freedom rather than rules, but if there are major concerns allow for “warnings” so that students can decide whether they want to stay in the class or not during a more controversial work critique, therefore it is the responsibility of the student showing to provide that warning
• Come up with a set of guidelines for the class, bring them home and type them up so that you can hang them in the class during workshop and critique days in the future.  You can also type them up and post them on your lab’s discussion board on Canvas.

Suggestions
Students probably know the basic rules of classroom etiquette, but everybody can use a refresher. You attend a top-ranked research institution and you should conduct yourself in a professional, responsible manner, but what does that mean? What happens when, and some things to consider:

• • How do you want to be addressed?  (Pronouns, titles, etc)
  • Turn off your phone when class begins, or more broadly “what is respectful behaviour?” and have them define the rules of phone use.
  • Discuss lab top and phone usage – when is it okay to use your phone and when it is not, (emergency circumstances, leave the room to talk, volume of ring or buzz) . But other uses (e.g., emailing, web surfing) distract your fellow students. Can instigate a rule such as:  Inappropriate laptop use will result in the student being required to turn off the laptop and it may affect their participation mark.
  • Allowed to check your text messages for family emergencies, etc (tolerance of different responsibilities of members of the class)
  • If you are late, enter quietly and discreetly, and avoid walking in front of the monitors.
  • Do not record or take pictures without explicit permission from the instructor and fellow students.
  • Sleep/tiredness.
  • Leaving class and coming back 20 minutes later.
  • Consistently coming to class late.
  • Let others do all the work during a group process.
  • Pack your bags and look eagerly at the door when there are 3 minutes of class left.
  • Talk to your neighbour (when a fellow student/TA is trying to share their ideas with the rest of the class.)
  • May wish to note that students who exhibit open disengagement from in-class learning (e.g., texting, side-conversations) or other disrespectful behaviour will be asked to leave the classroom.
• Helpful Links:
  Art Teachers Guide to Critique
  Art Critiques made Easy
  Rethinking “The Critique”
• Useful resource to shape our own anti-oppression guidelines. (Thanks Alejandro!) https://shihtzustaff.wordpress.com/queer-exchange-lower-mainland/#_bbx8vffwx6g9

*This workshop interaction can be a holistic part of the “Lab Participation” grade.

Reminders

• Tell students to work on Module 1 “Digital Workflow” & Quizzes (Due January 21) and Module 2 “Digital Imaging Essential and Introduction to Photoshop” including self-assessment Quizzes, (Due: January 28, 11:59pm) tell them to stay on track and to practice!
• Please remind students that (voluntary) technical workshops are available Monday and Thursday for those who need in-person instruction, show them the schedule.
• Please warn everyone that January 23  is the final add/drop date for all classes.