{"id":902,"date":"2019-01-03T18:36:09","date_gmt":"2019-01-04T01:36:09","guid":{"rendered":"https:\/\/blogs.ubc.ca\/visa110\/?p=902"},"modified":"2019-01-03T18:36:54","modified_gmt":"2019-01-04T01:36:54","slug":"c-week-1","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/visa110\/c-week-1\/","title":{"rendered":"C-Week 1"},"content":{"rendered":"<h2>January 8-10:\u00a0\u00a0Introduction &amp; Medium Specificity of Photography<\/h2>\n<h4><strong>Outcomes<\/strong><\/h4>\n<ul>\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<li>Enact a <strong>critical<\/strong> outlook as visual readers, recognizing how meaning is cultivated and perpetuated through representation.<\/li>\n<\/ul>\n<hr \/>\n<h4><strong>Lecture<\/strong><\/h4>\n<p>This lecture will focus on properties\/medium specificity and innate characteristics of photography, and delve into its implication on how medium can influence how we read an image.\u00a0 An overview of art history featuring photography to show the evolution of how one understands document, indexical, objectivity and &#8216;truth&#8217;.<\/p>\n<hr \/>\n<h4><strong>Lab<\/strong><\/h4>\n<h3>Introductions (60 minutes)<\/h3>\n<ul>\n<li>Introduce yourself &amp; background, view on art, details on availability\/how to contact you, office hours<\/li>\n<li>Introduction to the class syllabus, clarify lab rules and your own rules and procedures<\/li>\n<li>Structure\/Expectations of the class<\/li>\n<li>Introduction to <strong>Canvas<\/strong> <strong>&amp; Online Technical Demonstrations<br \/>\n<\/strong>Please tell them which browsers work best with the technical demonstration video library.\u00a0 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.<strong><br \/>\n<\/strong><em>Show students where to find lecture notes, assignment description updates, readings, links, etc\u2026<\/em><\/li>\n<li>Have students <strong>introduce<\/strong> themselves to each other<br \/>\nA 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.\u00a0 Ask everyone to take a turn saying their name to the class, and introducing themselves by answering the questions.\u00a0 Please remind students that these are not meant to be imposing questions, for example warn them not to ask \u201cat what age did you loose your virginity\u201d -as that is inappropriate.\u00a0 Some common questions are, \u201cwhat is your favourite movie of all time?\u201d\u00a0 or \u201cwho is your favourite artist\u201d or \u201cwhat do you like to do on your free time?\u201d etc\u2026<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><span style=\"color: #666699;\">Give Students a Break<\/span><\/p>\n<h3><strong>Activity:\u00a0 Classroom Climate Exercise (30 minutes)<\/strong><\/h3>\n<p>Last week they endured their first class discussion, and even participated in showing and discussing images that they brought in for the idea of \u201clove\u201d.\u00a0 Have students recall how this felt, towards creating a Classroom Climate Guideline for the specific lab.\u00a0 For this component of the class please start the process of creating your particular lab\u2019s \u201ccode of conduct\u201d together with the students that will set-out guidance for productive critique and discussions.\u00a0 The activity might go something like this:<\/p>\n<ul>\n<li>Discuss how important a welcoming and comfortable classroom climate is to their success in the class and Visual Arts as a whole<\/li>\n<li>May want to talk about critique not as judgement, but as discussion, the respect and generosity it takes to \u2018read\u2019 another\u2019s work, articulate what you are interpreting and considering it enough to give feedback<\/li>\n<li>Bring up that art making can be very personal and vulnerable and this is encouraged, and therefore we will be making a \u2018guide\u2019 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<\/li>\n<li>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?\u00a0 (Greenberg story can be useful)<\/li>\n<li>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,\u00a0and either put them on a common table or wall to see them together<\/li>\n<li>The students can then look at each others, and see what comes up, what repeats, etc\u2026<\/li>\n<li>Some points you may want to bring up if they don\u2019t come up by the students are things like censorship, (does your class want to censor\u2026 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 \u2013 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<\/li>\n<li>Allow students to find links, contradictions, comparisons and like-mindedness and organize these on a table\/wall as a group.\u00a0 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 \u201cwarnings\u201d 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<\/li>\n<li>Come up with a set of guidelines for the class, bring them home and <strong>type them up<\/strong> so that you can hang them in the class during workshop and critique days in the future.\u00a0 You can also type them up and post them on your lab\u2019s discussion board on Canvas.<\/li>\n<li><strong>Suggestions<\/strong><br \/>\nYou 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? Some things to consider:<\/p>\n<ul>\n<li>How do we want to be addressed?\u00a0 (Pronouns, titles, etc)<\/li>\n<li>Turn off your phone when class begins.<\/li>\n<li>If you are late, enter quietly and discreetly, and avoid walking in front of the monitors.<\/li>\n<li>Do not record or take pictures without explicit permission from the instructor and fellow students.<\/li>\n<li>Discuss lab top and phone usage &#8211; 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:\u00a0 Inappropriate laptop use will result in the student being required to turn off the laptop and it may affect their participation mark.<\/li>\n<li>Allowed to check your text messages.<\/li>\n<li>Sleep\/tiredness.<\/li>\n<li>Leaving class and come back 15 minutes later.<\/li>\n<li>Consistently come to class late.<\/li>\n<li>Let others do all the work during a group process.<\/li>\n<li>Pack your bags and look eagerly at the door when there are 3 minutes of class left.<\/li>\n<li>Talk to your neighbour (when a fellow student\/TA is trying to share their ideas with the rest of the class.)<\/li>\n<li>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.<\/li>\n<\/ul>\n<\/li>\n<li>Helpful Links:<br \/>\n<a href=\"https:\/\/www.goshen.edu\/art\/ed\/critique1.html\">Art Teachers Guide to Critique<\/a><br \/>\n<a href=\"https:\/\/artsedge.kennedy-center.org\/educators\/how-to\/tipsheets\/art-crit-made-easy\">Art Critiques made Easy<\/a><br \/>\n<a href=\"http:\/\/magazine.art21.org\/2011\/04\/06\/rethinking-the-critique\/#.WUjCw8kkoxM\">Rethinking \u201cThe Critique\u201d<\/a><\/li>\n<li>Useful resource to shape our own anti-oppression guidelines. (Thanks Alejandro!)\u00a0<a href=\"https:\/\/shihtzustaff.wordpress.com\/queer-exchange-lower-mainland\/#_bbx8vffwx6g9\" rel=\"nofollow\">https:\/\/shihtzustaff.wordpress.com\/queer-exchange-lower-mainland\/#_bbx8vffwx6g9<\/a><\/li>\n<\/ul>\n<p><em>*This workshop interaction is a holistic part of the \u201cLab Participation\u201d grade.<\/em><\/p>\n<hr \/>\n<h4><strong>Reminders<\/strong><\/h4>\n<ul>\n<li>Module 1 \u201cFundamentals\u201d &amp; Quizzes, Due: <strong>January 14, 11:59pm<\/strong><\/li>\n<li>1\/2 of Module 2:\u00a0 Photoshop, including self-assessment Quizzes, Due: January 28, 11:59pm- tell them to stay on track weekly (approximately 1 hour) to avoid build-up or falling behind.<\/li>\n<li><strong>*Please remind students that (voluntary) technical workshops are available Monday and Thursday for those who need in-person instruction.<\/strong><\/li>\n<li>Please warn everyone that<b>\u00a0January 14<\/b>\u00a0 is the final add\/drop date for all classes.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>January 8-10:\u00a0\u00a0Introduction &amp; Medium Specificity of Photography Outcomes Identify the characteristics of medium towards the interpretation of an image, in order to make informed material choices for their own work. Enact a critical outlook as visual readers, recognizing how meaning is cultivated and perpetuated through representation. Lecture This lecture will focus on properties\/medium specificity and [&hellip;]<\/p>\n","protected":false},"author":17601,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-902","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/902","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=902"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/902\/revisions"}],"predecessor-version":[{"id":905,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/902\/revisions\/905"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/media?parent=902"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/categories?post=902"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/tags?post=902"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}