{"id":180,"date":"2017-06-21T22:58:49","date_gmt":"2017-06-22T05:58:49","guid":{"rendered":"https:\/\/blogs.ubc.ca\/visa110\/?p=180"},"modified":"2023-01-12T11:44:02","modified_gmt":"2023-01-12T18:44:02","slug":"w2","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/visa110\/w2\/","title":{"rendered":"Week 8 &#038; 9"},"content":{"rendered":"<h2 style=\"text-align: left;\">March 5-10 &#8220;Appropriation&#8221;<\/h2>\n<hr \/>\n<h3>Lecture<\/h3>\n<p>On March 3, Penelope Umbrico will be giving a lecture starting at 5:30pm in the Life Building at UBC, this will replace the lecture<\/p>\n<h3><strong><br \/>\nLab<\/strong><\/h3>\n<p>For this class some might take students out on a class trip to a gallery, or we the &#8220;Sherrie Levine&#8221; activity.\u00a0 You can also go ahead to <a href=\"https:\/\/blogs.ubc.ca\/visa110\/w10\/\">Week 9<\/a> plans, and use the class time to discuss ideas for the appropriation draft.<\/p>\n<p style=\"padding-left: 40px;\">Gallery Trips booked this week are:<\/p>\n<p class=\"p1\" style=\"padding-left: 40px;\"><span class=\"s1\"><strong>Monday March 9<\/strong> (CAP)<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\">2:45-3:15pm &#8211; Audain Gallery, 149 West Hastings &#8211; Ale<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">4:45-5:15pm &#8211; Audain Gallery, 149 West Hastings &#8211; Ale<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"text-align: center;\">and<\/p>\n<p class=\"p1\" style=\"padding-left: 40px;\"><strong><span class=\"s1\">Tuesday March 10<\/span><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\">L14 &#8211; 11:45-12:15pm &#8211; Audain Gallery, 149 West Hastings<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">L16 &#8211; 1:45-2:15pm &#8211; Audain Gallery, 149 West Hastings<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>SHERRIE LEVINE ACTIVITY<\/strong><br \/>\nWalker Evans\u2019 work of Allie Mae Burroughs, an Alabama farmer tenants\u2019 wife from 1936, depicts an ambiguous face of how one can depict poverty in the American south during the depression.\u00a0 Levine, hijacks the discussion from how we can subject people to images and ideas, acting as representations, to ideas of authorship and what it means to make an image, representation, thus idea. Appropriation changes the way we dissect the image because we must bring in previous meaning to understand new meaning.\u00a0 I ask students to give a reason why the image could be seen as \u2018theft\u2019 as well as come up with a way it could be seen as \u2018art\u2019.<\/p>\n<p>Top Hat Screen Shot:<\/p>\n<p><a href=\"https:\/\/blogs.ubc.ca\/donofrio\/linking-lecture-to-lab\/screen-shot-2018-10-17-at-2-57-43-am\/\" rel=\"attachment wp-att-936\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-936\" src=\"https:\/\/blogs.ubc.ca\/donofrio\/files\/2018\/10\/Screen-Shot-2018-10-17-at-2.57.43-AM-1024x411.png\" alt=\"\" width=\"660\" height=\"265\" \/><\/a><\/p>\n<p>I will select approximately 50 of the most interesting and diverse student answers from the TopHat activity from the previous lecture, and print them out on index cards.\u00a0 The cards are available in the lab classroom, where you can facilitate a debate of the various answers.<\/p>\n<p>Appropriation Workshop Outcomes:<\/p>\n<ul>\n<li>Enact a <strong>critical<\/strong> outlook as visual readers, recognizing how meaning is cultivated and perpetuated through representation.<\/li>\n<li>Produce <strong>ethical<\/strong>, informed, multi-dimensional, work that is situated in contemporary concerns.<\/li>\n<li>Identify the <strong>characteristics of medium<\/strong> towards the interpretation of an image, in order to make informed material choices for their own work.<\/li>\n<\/ul>\n<hr \/>\n<h4>Debate Map Lesson Plan<\/h4>\n<p>(50 minutes)<\/p>\n<ul>\n<li>Please have students continue from the first appropriation in-lecture activity, continuing the debate of Sherrie Levine\u2019s work.\u00a0 You will be provided with a series of responses on index cards that comprise interesting answers from TopHat by students in the class, (these will be passed on from teacher to teacher as there is only one set!) there will be some empty index cards for students who wish to add more responses to the debate of Sherrie Levine\u2019s Art vs. Theft.\u00a0 Leave the students\u2019 additions in the pack for the next class, and let us see where this goes.<\/li>\n<li>Have students arrange a \u201cdebate map\u201d with the different answers either on the white board (with magnets) or flat on tables lined at the side of the room.\u00a0 Have them order the various answers in a way that makes the divide between \u201cArt\u201d and \u201cTheft\u201d (and everything in-between or even both sides!) towards the creation of a skeleton of reasoning.\u00a0 If they wish to add in more labels, such as \u201cboth\u201d or \u201cneither\u201d or anything else that may come up<\/li>\n<\/ul>\n<h4 style=\"padding-left: 60px;\"><a href=\"https:\/\/blogs.ubc.ca\/donofrio\/linking-lecture-to-lab\/screen-shot-2018-10-17-at-3-03-41-am\/\" rel=\"attachment wp-att-939\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-939\" src=\"https:\/\/blogs.ubc.ca\/donofrio\/files\/2018\/10\/Screen-Shot-2018-10-17-at-3.03.41-AM-749x1024.png\" alt=\"\" width=\"517\" height=\"707\" \/><\/a><\/h4>\n<ul>\n<li>On blank index cards, have them fill in areas or add points that would complete the map that seem to be missing, if they haven\u2019t already done so.<\/li>\n<li>By the end, go over some of the answers which ultimately give evidence of our values and how they reside in art-making. You may want to ask them to place themselves on an area on the map, or to pick up a card that most represents how they feel about the work.<\/li>\n<li>In particular, in our contemporary day is skill the main indicator of a work of art work or artist?\u00a0 Does an artist sometimes have to take a wrong step (stealing) in the right direction (questioning authorship and expertise\/authority) in order to bring out larger issues?\u00a0 How does a retelling or appropriation use the initial agency of the work in its new meaning?\u00a0 (This question is vital as for the most part the appropriation projects become music video\u2019s or trailers and lack any uncovering of how the initial footage projected particular ideologies, and how appropriation can expose these and break them down, rather than perpetuate them).\u00a0 You may also want to question if the theft makes them angry, could that affect not be considered art?\u00a0 If they show that they prefer the answer \u201cthere was no point\u201d question if there really wasn\u2019t any idea or if they just didn\u2019t like the idea, or if they are somewhat focused on originality you can question if the gesture of re-authoring the work was not original? Etc<\/li>\n<li>For further information on a debate maps, visit <a href=\"https:\/\/derekbruff.org\/?p=3143\">Derek Bruff\u2019s Agile Learning Blog<\/a><\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.ubc.ca\/donofrio\/linking-lecture-to-lab\/debatemap\/\" rel=\"attachment wp-att-931\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-931\" src=\"https:\/\/blogs.ubc.ca\/donofrio\/files\/2018\/10\/debatemap-1024x437.jpg\" alt=\"\" width=\"733\" height=\"313\" \/><\/a><br \/>\nSample of an ordered debate map of the various readings of Sherrie Levine&#8217;s work.<\/p>\n<hr \/>\n<h2><strong>Homework Reminders<\/strong><\/h2>\n<ul>\n<li>The rest of the online Modules are due <strong>March 11, end of day<\/strong>.<\/li>\n<li>Appendix Video \u201cChronology\u201d is a recommendation, there are no quiz questions as it is optional<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>March 5-10 &#8220;Appropriation&#8221; Lecture On March 3, Penelope Umbrico will be giving a lecture starting at 5:30pm in the Life Building at UBC, this will replace the lecture Lab For this class some might take students out on a class trip to a gallery, or we the &#8220;Sherrie Levine&#8221; activity.\u00a0 You can also go ahead [&hellip;]<\/p>\n","protected":false},"author":17601,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[285717,1],"tags":[],"class_list":["post-180","post","type-post","status-publish","format-standard","hentry","category-lesson-plan","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/180","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/users\/17601"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/comments?post=180"}],"version-history":[{"count":49,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/180\/revisions"}],"predecessor-version":[{"id":1105,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/180\/revisions\/1105"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/media?parent=180"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/categories?post=180"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/tags?post=180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}