Texas Tech
University
School of Art
Art 5361 Critical Pedagogy in the Visual Arts Fall, 2013
Meeting Times: Online
Future Akins-Tillett 742.3825,
Ext. 257
future.akins@ttu.edu
Catalog Description
Introduction to curriculum materials and technology to
develop awareness of and practice in innovative procedures for teaching visual
arts disciplines.
Overview of Course This course examines the critical
pedagogical and ongoing relationships between art, people and institutions, and
the resulting politics, histories, and consequences.
This course proposes to address the concept of critical
pedagogies in art(s) and education(s). Innately, critical pedagogy is about social
justice, which may include ideas that may seem very foreign to you as an artist
or art teacher. My intent as a facilitator is not to indulge in overly
intellectualized discourses, but keep our classroom discussions in relation to
our everyday lived experiences, hopes and visions as we use our books and
reflections as guideposts. Our online blog serves as a salon-style classroom where
our ideas and lived experiences ebb and flow, filling our imaginations with
hope, vision and a critical clarity where both students and facilitator are
treated respectfully and considered seriously.
Note: This class deals with real
issues in life and art, issues that are pertinent to the making, teaching and
researching about art, education and culture. Some of these issues may be
personally unpopular, controversial or uncomfortable. All of the issues raised
in this course are of substantive value and are addressed in art research and
literature. It is hoped each student will approach difficult issues within the
classroom with openness and respect.
Course Outcomes/Assessments 1. Students will examine critical pedagogies in
contemporary art, social activisms, and teaching practices. Assessment:
Students will successfully demonstrate knowledge of readings and course
material through online class discussions, prepared presentations, and engaged
social practice.
2.
Students will develop personal critical pedagogical strategies. Assessment: Exhibited
in personal testimonies, students will use life experiences as models for
critical pedagogical practices demonstrated through blog postings and semester
project.
Course Texts
“Vision, Space, Desire: Global Perspectives and Cultural
Hybridity”
National Museum of American Indian, Smithsonian, 2006
“Sentipensante Pedagogy: Educating for Wholeness, Social
Justice and Liberation”
By Laura I. Rendon, Stylus Publishing, Sterling
Virginia,2009
“Place-Based Education: Connecting Classrooms and Communities”
By David Sobel, An Orion Reader, Orion Nature Literacy
Series, second edition 2013
Published by Orion Magizine
“Our Lady of Controversy: Alma Lopez’s Irreverent
Apparition”
Edited by Alicia Gaspar de Alba and Alma Lopez, University
of Texas Press, 2011
And one DVD
“Citizen Architect: Samuel Mockbee and The Spirit of the
Rural Studio”
PBS
Course Requirements
Participation (70%) This course is taught as an online
seminar/salon so each student is responsible for keeping up with the reading as
well as participating in weekly class postings. read other students and make
additional comments. You are responsible for reading the entire blog. You are
required to respond to a minimum of three post by your classmates. I expect you
to participate in class postings, contributing ideas and your perspectives on
topics. Sometimes BlogSpot limits how long a response can be. I suggest you
limit your responses to no longer than 200 words at a time. If your response
does not upload to the blog, it probably means it is too lengthy and you will
have to break it up into two responses.
Final Project You are required to create a
work of art (any medium) based on or influenced/inspired by our readings and
responses. Hopefully during the semester some thought, an insightful comment or
a triggered memory will resonate with you and develop into a work of art. In
addition you are to write a 150 work short statement on your work, the
influences and/or possible further projects based on the same theme.
Responses on our readings
Keep in
mind that in this MAE program, your voice and experiences are very important to
your success in the program. That is why I encourage “I” language in postings
and in papers/projects. I do not want you writing in third person. I would like
you to start making questions/connections between the information in each book
and your personal life, your teaching pedagogy (style, strategies, beliefs),
your school, your neighborhood or city, or art. It can be on a personal level,
a community level, or other. I am interested in knowing what you think, what
questions you have, fears you have, doubts, strengths, commitments, etc.
Here’s
why. When you begin focusing on a project, exhibition, or thesis (if you are in
the MAE program), each one will require that you cite books you have read (like
in this class and others), articles, etc. For example, when you write about
your exhibition and art (if you choose the exhibition route), your paper will
consist of an introduction about your theme or topic, a short history of
influences on your art, artists and educators who have influenced you, and then
talk about a few pieces of your art with a conclusion.
So, we
will be heavily practicing in here, using “I” language in a supportive and
non-judgmental way. So, by practicing a few citations in any paper (books,
articles, movies, websites, etc.), you will become more familiar with citing as
a practice. Citations are a way to teach each other of what we know and where
to access other information. You can think of it as an academic courtesy.
I am
hoping that each book will reveal interesting issues or historical facts that
might galvanize your interests in terms of the topic for our course.
Attendance (online postings) are mandatory.
Discussion of the content of reading material will occur in class postings. If
you miss a week’s postings, you need to keep up with the reading and email
other class students for what you missed and continue to read other classmates’
postings.
Semester Mapping
Responses
are due by midnight on Sundays. You will have a week to read and exchange
thoughts with your classmates. I will also respond to each our the original
post from each of you. Each new reading assignment will begin with comments
from me and a question or two for you to ponder.
Dates
to keep in mind:
*September
12 is the last day to drop a course with a refund. Last day for student-initiated drop on MyTech without
penalty (drop does not count against drop limit).
*October
31 is the last day for student-initiated course drop on My-Tech with penalty.
Course Outline
September
1 Introductions
8
“Sentipensante” Introduction, Chapters 1,2
15
“Sentipensante” Chapter 3,4
22
“Sentipensante” Chapter 5,6,7
29
“Vision, Space, Desire” Intro ,
part I
October
6
“Vision, Space, Desire” Part II
13
“Vision, Space, Desire” Part III
20
Individual work on final work of art/essay
27
“Place Based Education” (whole book) and DVD on Samuel Mockbee
November
2 “Our Lady of Controversy” Chapter 1,2,3
10 “Our Lady of Controversy” Chapter 4,5,6
17 “Our Lady of
Controversy” Chapter 7,7,9
24 “Our Lady of
Controversy” Chapter 10,11
December
3 Parker Palmer and bell hooks
readings (to be sent via US Mail)
10
Final art work and essay due
Health and Safety The School of Art endeavors to comply with the intent of
state laws and the University Health and Safety Program in an effort to
maintain a safe working environment. Students are expected to take note of
cautions and safety procedures listed in textbooks or covered in class.
Accidents should be reported immediately and injuries should receive prompt
medical attention. Broken equipment should be reported in order to make timely
repairs and avoid hazards. See http://www.depts.ttu.edu/opmanual/OP60.01.pdf.
Civility
in the Classroom “Each Person Has Worth and Dignity”. “It is imperative that students learn to recognize, understand, and
celebrate human differences. Colleges can, and indeed must,
help their students become open to the differences that surround them: race,
religion, age, gender, culture, physical ability, language, nationality, sexual
preference, and life style. These matters are learned best in collegiate settings
that are rich with diversity, and they must be learned if the ideals of human
worth and dignity are to be advanced”(2009-2010 Texas Tech Student
Handbook, Assumptions and Beliefs, page 3).
Classroom Conduct Students are expected to assist in maintaining a
classroom environment that is conducive to learning. In order to assure that
all students have an opportunity to gain from time spent in class, unless
otherwise approved by the instructor, students are prohibited from using
cellular phones or beepers (including texting), eating or drinking in class,
making offensive remarks, reading newspapers, sleeping or engaging in any other
form of distraction. Inappropriate behavior in the classroom shall result in,
minimally, a request to leave class and an absence for that session. Unless the
instructor requires it, you may not surf the Internet or check your email
during class time. If a student is found doing either of these things, you will
be asked to leave the class and earn an absence for that session. See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf
Academic Integrity “It is the aim of the faculty of
Texas Tech University to foster a spirit of complete honesty and high standard
of integrity. The attempt of students to present as their own any work not
honestly performed is regarded by the faculty and administration as a most
serious offense and renders the offenders liable to serious consequences,
possibly suspension” (2009-2010 Texas Tech Student Handbook, Part II,
Section B, page 7).
See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf
“Academic dishonesty” includes, but it not limited to, cheating,
plagiarism, collusion, falsifying academic records, misrepresenting facts, and
any act designed to give unfair academic advantage to the student.” (For
the specific definitions of Academic Misconduct, see 2009-2010 Texas Tech
Student Handbook, Part IX , Section B, Number 3, a through e, page 20; and to
Part IX, Section D, Number 22, C, page
23). See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf This includes, but is not
limited to, submission of essentially the same written assignment for two
courses without the prior permission of the instructor or the attempt to commit
such an act. See
Academic Integrity information at
http://www.depts.ttu.edu/studentjudicialprograms/IntegrityMatters.
Conflict Resolution The Office of the Ombudsman is available to assist
students with any conflict or problem that has to do with being a student at
Texas Tech University. You may visit the Ombudsman in the Student Union
Building or call 742-4791.
Reporting Illness In case of an illness that will require absence from
class for more than one week, the student should notify his or her academic
dean. The Dean’s office will inform the student’s instructors through the
departmental office. In case of class absences because of a brief illness, the
student should inform the instructor directly. Other information related to
illness is found in the Student Handbook and the Residence Halls Handbook.
Absence due to religious
observance "Religious
holy day" means a holy day observed by a religion whose places of worship
are exempt from property taxation under Texas Tax Code §11.20. A student who
intends to observe a religious holy day should make that intention known in
writing to the instructor prior to the absence. A student who is absent from
classes for the observance of a religious holy day shall be allowed to take an
examination or complete an assignment scheduled for that day within a
reasonable time after the absence. A student who is excused under
Part II, Section I, page 8, in the TTU 2009-2010 Student Handbook may not be
penalized for the absence; however, the instructor may respond appropriately if
the student fails to complete the assignment satisfactorily.
See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf.
See http://www.depts.ttu.edu/opmanual/OP34.19.pdf.
Student Absence due to Sponsorship of Student
Activities and Off-Campus Trips “According to the 2008-2009 University Catalog,
faculty, department chairpersons, directors, or others responsible for a
student representing the university on officially approved trips should notify
the student’s instructors of the departure and return schedules in advance of
the trip” (TTU 2009-2010 Student Handbook, Part II, Section K, page
8). Proper protocol dictates that a student missing class due to an officially
excused trip to personally notify their instructor of the departure
and return schedule in advance of the trip as well. The student may not be
penalized and is responsible for the material missed. According to TTU OP 34.06, students will be
responsible for making their own individual arrangements with instructors for
class work missed while participating in an off-campus trip.
See http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf.
See http://www.depts.ttu.edu/opmanual/OP34.06.pdf
Illness and Death
Notification “The Center for Campus Life
notifies the campus community of student illnesses, immediate family deaths
and/ or student death as a courtesy. Generally, in cases of student illness or
immediate family deaths, the notification to the appropriate campus community
members occur when a student is absent from class for four (4) consecutive days
with appropriate verification. It is always the student’s responsibility for
missed class assignments and/or course work during her/his absence. The student
is encouraged to contact the faculty member immediately regarding the absences
and to provide verification afterwards” (2009-2010 Texas Tech Student
Handbook, Part II, Section J, page 8). The notification from the Center for Campus Life
does not excuse a student from class, assignments, and/or any other course
requirements. The notification is provided as a courtesy and the
student must initiate the request within two weeks of the incident. See
http://www.depts.ttu.edu/sub/Docs/15790_Handbook03.pdf
Disability Any student who, because of a
disability, may require special arrangements in order to meet the course
requirements should contact the instructor as soon as possible to make any
necessary arrangements. Students should present appropriate verification from Student
Disability Services during the instructor’s office hours. Please note
instructors are not allowed to provide classroom accommodations to a student
until appropriate verification from Student Disability Services has been
provided. For additional information, you may contact the Student Disability
Services office at 335 West Hall or 806-742-2405. The university-approved mechanism for doing so is
written notification from AccessTECH—a Letter of Accommodation (LOA). The LOA
on official university letterhead indicates to professors that the student has
given proof of his or her disability and that the accommodation noted is
considered appropriate and reasonable.” TTU
Faculty Handbook, Faculty Affairs, Section A., Americans With Disabilities Act.
See (http://www.depts.ttu.edu/officialpublications/facultyHB/FacultyAffairs_A.php#AccessTECH). Absolutely no other
written documentation, verbal verification, or explanation, other than the LOA;
may be requested as “proof of disability” by any faculty member under any
circumstances whatsoever as this is in direct violation of Federal Law.
“Section
504 of the Rehabilitation Act of 1973, as amended, and the Americans with
Disabilities Act (ADA) require that universities, and all faculty and staff
therein, make reasonable accommodation for all students with disabilities in
all programs and activities, both academic and nonacademic. If such
reasonable accommodation is denied to any disabled student, the institution may
be held in violation of the law” (TTU Faculty Handbook, Faculty Affairs,
Section A., Americans With Disabilities Act). See http://www.depts.ttu.edu/officialpublications/facultyHB/FacultyAffairs_A.php#AccessTECH.
See also http://www.depts.ttu.edu/opmanual/OP34.22.pdf for
current changes to TTU OP policies.
Texas
Tech University
Statement of Ethical Principles Texas Tech
University is committed to the values of mutual respect; cooperation and
communication; creativity and innovation; community service and leadership;
pursuit of excellence; public accountability; and diversity (2005 Texas
Tech University Strategic Plan). Texas Tech University is committed to being an ethical
institution. In recognition of the rights and inherent dignity of all members
of the Texas Tech University community, the university is committed to supporting
the following principles and to protecting those rights guaranteed by the
Constitution, the laws of the United States and the State of Texas, and the
policies adopted by the Board of Regents. As members of the Texas Tech
community, faculty, students, staff, administration, and all stakeholders
accept responsibility for abiding by and promoting the ethical principles of
the university described below. Although legal behavior and ethical behavior
overlap in many areas, they are quite distinct from each other. While we follow
legal requirements, an ethical institution goes beyond them to achieve the
following values. See
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