AHVS 121 - University of Victoriaddudley/AHVS121_Understanding_Vi… · Understanding Visual Communication (Why) Art Matters (& Art History too) Works of art are mere things until

AHVS 121Understanding Visual Communication (Why) Art Matters (& Art History too)

Works of art are mere things until we begin to carefully perceive and interpret them - then they become alive and enliven us as we reflect on,

wonder about, and respond to them. (Terry Barrett)

ART MATTERS 21724+TUTORIAL JAN - APR 2014

MWTh 3:30-4:20

Learn to decode the information, overt and covert, in images as diverse as this poster & the Mona Lisa. Develop your eyes & your analytical skills while experiencing & exploring your visual world.

CRN Semester Time

HA121

COURSE DESCRIPTIONThis course is designed to help you develop your visual literacy.

It is also a consideration of the discipline of art history - what it is, what it does and why it is significant to you.

The class is thematic and concept-based, rather than content-based. This means it prioritizes ideas and issues, not memorization or ‘fact-assembly’.

Please note that this is a survey class (think of it as a sampling of different periods and ideas).

This course will emphasize different approaches to art and art history for which we will use specific geographical and chronological examples; remember these ideas and issues are applicable to other cultures, times and types of visual expression.

COURSE COSTS

iClicker version 2 c$40-52 - must be brought to each class

you may also choose to use the app version (REEF) but be aware that it also has a cost & that no additional time will be provided for potential connection/server issues during class. I will enable REEF usage, but cannot provide tech support (see the Computer Help Desk).

IMPORTANT: send me an email with your iClicker registration number!

VASP membership $12 - for assignments, VASP cheapest option Art Gallery of Greater Victoria http://aggv.ca/support/membership

ASSISTANCE

The schedule is busy. Stay on track as best you can. If you fall behind, see your TA as soon as possible! Your TAs & I are here to help you, if you run into difficulty let us know. That is what our office hours are for.

If you want further help with assignment structure & style, the Writing Centre is available: http://www.ltc.uvic.ca/servicesprograms/twc.php

If your difficulties are personal (from time management to crisis response), Counselling Services also has many programs to help you: http://www.coun.uvic.ca/

SCHEDULESubject to Adjustment

LEARNING OUTCOMES

To see any image or visual presentation with attention to formal qualities (colour, line, composition etc) AND read it with a sense of context (spatial, cultural, historical) & the interdisciplinary nature of the field of study.

To analyze the results of that reading for meaning within the framework of associated issues (power, technology, social practice)

To communicate orally the process of that reading and the significance of the results of that reading both within the cultural framework and as relating to themselves in particular

To communicate in clear and effective writing the process of that reading and the significance of the results of that reading both within the cultural framework and as relating to themselves in particular

To learn to regularly practice the act of writing (to write draft yuck)

To develop more effective writing in response to assignment feedback

To insert their own voice and ‘located-ness’ into their writing

To learn to structure their arguments & developing the significance of the points they make

Why does (being able to read) art matter?

(Reading) art has tangible & intangible aspects

How do we read art in relation to our

(multiple) social contexts? How does one read the tangible aspects of art?

How does one read the intangible aspects of art?

How do we negotiate the interdisciplinary contexts?

Who does (or should) control art

(& viewership)

Formal Qualities

Spatial Contexts

Historical Contexts

Chemistry

Cultural Contexts

Economics etc

The BasicsThe

Bigger ??s

Spirituality

etc

Politics

Censorship

Environmentetc

ASSIGNMENTSMost of your evaluation is based upon frequent writing (min. 750 words each) marked for completion, thoroughness, and critical thought. Consider the course materials and questions carefully, and develop your answers as analytically as you can. All assignments are marked out of 10.

Assignments are designed to be personal responses to questions or issues encountered in the lectures and tutorials. Often you will also be directed to specific art /collections / architecture to consider.

You are expected to be familiar with any readings and the class material (lecture and discussion) from both lecture and tutorials - TAKE NOTES in whatever way works best for you. Every discipline requires correct use of terminology and concepts, so you will be expected to use appropriate vocabulary. If you miss a class, please get the notes from another student. Read them. If you have further questions see your TA, for yet further clarification, see me.

Assignments will be posted in the Materials section of the course website - NOT on CourseSpaces Course Materials can be found HERE or by following the links from the AHVS Current Students webpage

Responsibility for access rests with the student. These assignments will be posted by Thursday of the given week and are due 11 days later by email unless otherwise specified. You may submit assignments earlier. Late assignments will be penalized.

Because of the nature of the assignments you are encouraged to discuss the issues and questions with your classmates, however, the written work you submit must be your own original material - so it is strongly suggested that you do your writing separately.

EVALUATION

8 (of 10 posted) written response papers / gallery reviews 80%

10% each; rubric is included in this outline

Assignment #10 is MANDATORY; all others are student’s choice

Top 8 marks will be included in grade. No rewrites.

All papers not submitted will be given 0; no N grades for individual assignments or course

Attendance & Participation in class & tutorial 20%

Lecture attendance & participation is based only on cumulative total of clicker responses.

Tutorial attendance & participation based on class engagement & clicker responses.

KEEP COPIES OF YOUR EMAILS You are responsible for keeping track of how many assignments you have submitted.

YOU MUST BE REGISTERED IN BOTH LECTURE AND TUTORIAL

SUBMITTING ASSIGNMENTS

Submit your writing to me by email at: [email protected] Please use a separate email for each assignment, and separate emails for any other discussion you wish to have with me.

Subject line of email message MUST read: AHVS Assignment # Attachment (assignment) name MUST read: YourNameAssignment# (as per assignment sheet) for example: DennineDAssign4

Marks will be deducted for incorrectly titled assignments. Please also put your name somewhere in the text of your assignment. Title pages are unnecessary and will not be included in the word count.

Unfortunately Microsoft Word is still industry standard. Please submit assignments as .doc or .docx. You may use your preferred software to write, and then convert the submitted version. Staff in any of the computer labs on campus can help with conversion issues. It may be necessary for you to change formats due to individual conversion issues.

Assignments MUST be submitted as attachments. NO LINKS. If you are using Google Docs or SkyDrive, download the copy to your desktop and then attach it to the email.

The email your assignment is sent from is the address it will be returned to. Make sure UVic has your email on file. All batch communication will be sent via UVic’s system.

NOTE: all of these submission requirements have been worked out over several years so as to be able to provide private, returnable feedback, the ability to count and track assignments, and to streamline workflow. Technical upgrading is beyond our control. It may be necessary to revisit these requirements in which case an updated process will be provided.

CLASS STRUCTUREQ: Why does this class have response papers & clicker questions rather than reports and exams?

A: It’s based on an approach called Constructivism. Image shows example definitions from a Twitter #edchat.

NUTS & BOLTS

LECTURE: Instructor: Dr. Dennine Dudley Time: Monday & Thursday 3:30-4:20 Room: Engineering & Computer Science Room 116

CONTACT: Email: [email protected] Office: Fine Arts Building 121 Department phone: 250-721-7942 Office Hours: Monday and Thursday 2:00-3:00 (or by appointment)

TUTORIAL: TA: ____________________________ Time: _Wednesday_________________ Room: _________________________

CONTACT: Email: ________________ Office: Fine Arts Building 136 Office phone: 250-721-6306 Office Hour: ___________________________

FAIR DEALING

Images are presented in class as falling under the educational use/fair use permissions of Canadian copyright legislation.

Please consider all materials presented in this course as stamped with the fair dealing statement.

Slideshows will not be posted.

Other sources, for reviewing select images, will be suggested.

UNIVERSITY REGULATIONS

Cheating or plagiarism will result in an automatic grade of F. A second event will have more severe penalties, as per University Policy on Academic Integrity (see the university calendar). Instructor reserves the right to use plagiarism detection practices, including digital search systems.

No make-up assignments will be given for either missed papers or poor results. Extensions on assignments may be granted for documented cases that meet university criteria (see the university calendar); approval of course instructor also required.

We want everyone to feel safe at the university. Please be mindful. Hostility or abusive behaviour towards faculty, staff or students will not be tolerated. Appropriate backup assistance will be sought.

A+ 90-100%, A 85-89%, A- 80-84%, B+ 77-79%, B 73-76%, B- 70-72%, C+ 65-69%, C 60-64%, D 50-59%, F below 50%

CLASSROOM TENETS

Preston’s Law: Be Excellent To Each Other

The Doctor’s Precept: I’ve Never Met Anyone Who Wasn’t Important

McKinley’s Stance: There’s No Such Thing As Absolute Objectivity

The Cat’s Affirmation: We’re All Mad Here

Matisse’s Axiom: Creativity Takes Courage

Dahl’s Counsel: Above All Watch With Glittering Eyes The Whole World

Guiding Principle: The Eyes Are Useless When The Mind Is Blind

GENERAL RUBRIC Pretty M

uch PerfectA+Element D C B A

Relevanceof concept

No attempt is made to establish why the

concept/point matters: RELEVANCE

Little attempt made to establish why the concept

matters

More attempts made to establish why the concept

matters

Significance of concept/idea is clarified and

supported.

Personal connection

Paper reads as if it could have been written by

anyone.

Paper reads in artificial language; largely 3rd

person: VOICE

MechanicsNumerous mistakes of grammar and syntax.

Meaning is lost.GRAMMAR/STYLE

Numerous mistakes of grammar and syntax. Meaning is unclear.

GRAMMAR/STYLE

Enough mistakes in grammar and style to hinder overall clarity.

A few mistakes in grammar & style hinder meaning at sentence level.

Very few mistakes in grammar and style.

Paper is in natural, formal voice making >1 concrete connection of

issue & experience

Paper provides clear examples of connections

between concepts & personal views/experience

StructurePaper written in report

form.DESCRIPTIVE

Primarily descriptive, minimal analysis,

considered thoughtfulness

More developed attempt to provide context for

arguments, supporting evidence; sentence level.

Progressive and coherent argument at paragraph

and/or paper level.

ComplexityPaper fails to consider alternate positions/

possibilities: MORE HERE

Clarity of Purpose

Paper acknowledges alternate positions but

offers insufficient response to them

Paper acknowledges alternate positions and

provides counter arguments.

Paper incorporates and evaluates alternate

positions in logical and balanced discussion

Critical Thought

Paper is passive in reporting issues or ideas

ELABORATE

Paper shows some attempt to evaluate ideas

and/or issues; makes assumptions.

Paper provides analysis of ideas/concepts but fails to

draw full inference

Paper reflectively analyzes ideas/concepts &

elaborates on significance of the reasoning

Narrative or arguments are incomplete /disorganized.DOES NOT FOLLOW

Is difficult to follow thought process/argument

for more than a few sentences at a time.

Paper communicates ideas and arguments in clear

and precise fashion.

Ideas and arguments are easy to follow,

occasionally out of order or dropped ‘thread’

MARKING GUIDELINES

Please include the below information in your Course Outline regarding the CES (taken from the Learning and Teaching Centre’s Faculty Resources):

“I value your feedback on this course. Towards the end of term you will have the opportunity to complete a confidential course experience survey (CES) regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to http://ces.uvic.ca. You will need to use your UVic NetLink ID to access the survey, which can be done on your laptop, tablet or mobile device. I will remind you nearer the time but please be thinking about this important activity, especially the following three questions, during the course.

-What strengths did your instructor demonstrate that helped you learn in this course?

-Please provide specific suggestions as to how the instructor could have helped you learn more effectively.

-Please provide specific suggestions as to how this course could be improved.”

For more information the CES, please check the below link:

http://www.uvic.ca/learningandteaching/faculty/resources/ces/

COURSE EXPERIENCE SURVEYS