BLOCK U
UGS 2220- Arts and Advocacy
3 Credits (Fine Arts Designation Course)
Fall Semester 2015
INSTRUCTORS:
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Juan Carlos Claudio:
Office Number: 801-581-3223
Office: MCD Rm. 217
Office hours:by appointment.
Cell phone for text only: 801-520-0989
Teresa Molina:
Office Number: 801-972-3620,
Office:1060 S. 900 W, Salt Lake City
Office hours:by appointment.
Cell phone for text only:801-347-5803
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CLASS TIME AND PLACE:
8:05-9:25 AM Mondays and Wednesdays
Lecture class- MCD 230 & Studio Class- MCD 262
Every human being is an artist, a freedom being called to participate in transforming and reshaping the conditions, thinking, and structures that shape and inform our lives.
-Joseph Beuys
The meeting of two personalities is like the contact of two chemical substances; if there is any reaction both are transformed.
-Carl Gustav Jung
COURSE DESCRIPTION:
In this BlockU- UGS 2220, you, as a student, will explore the role and use of the arts in effective individual and collective advocacy. You will learn how to combine artistic expression with effective strategies of on-the-ground community organizing. Thus nurturing creativity to change the collective consciousness and impact the institutions, organizations, and communities that shape and inform our lives.
OVERARCHING GOALS:
As part of the course you will learn by…
- Noticing Deeply: Participate in discussions and critical reflections of readings and video or live observations that sharpen your own understanding.
- Taking Action: Participate in the creative and collaborative processes through the presentation of in-class projects. In addition, you will be asked to engage with a community beyond yourself to partner with others for your community project.
- Exhibiting Empathy: Participate in observing and listening seriously to the insights of others especially those with different backgrounds and life experiences.
- Embodying: Participate in art studio activities through selected movement experiences in improvisation and composition.
- Reflecting and Assessing: Participate in the construction of journaling, creation of learning portfolios in Pathbrite andreadings to synthesize material.
- Creating Meaning: Provide a space for all participants to make sense of your learning through integrative and interdisciplinary thinking and practice.
COURSE OBJECTIVES:
At the end of the course you must have…
- Experienced activities in dance, drama, music and visual arts to create well-rounded citizens who understand the historical contexts of the arts and the role the arts play in daily life.
- Decoded readings, images, sounds and symbols to analyze and evaluate visual and aural messages and make critical judgments.
- Understood art and its multiple learning modalities– visual, auditory, oral and kinesthetic- discovering new ways of learning.
- Appreciated your own cultural heritage and commonalities amongst classmates understanding our interconnected world.
- Developed life skills of critical and creative thinking, problem solving, collaboration and reflection.
- Initiated your own community engaged project using arts as a transformational tool for learning and discovery.
- Created art that draws upon personal experiences and talents as a tool to express personal vision as well as for social advocacy.
- Participated in the social, cultural, political and economic life of the arts in Salt Lake City.
- Examined the role of the arts in human experience and advocacy.
SELECTED READINGS FROM:
Goldbard, Arlene. (2006). New Creative Community: the Art of Cultural Development.New Village Press. Oakland, CA. ISBN 0-9766054-5-7. Available on Canvas.
Goldbard, Arlene. (2013). The Culture of Possibility: Art, Artists & the Future. Waterlight Press. Minneapolis, MN. ISBN-10 0989166910, ISBN-13 978-0989166911. Available on Canvas
Krensky, Beth and Lowe Steffen, Seana. (2009). Engaging Classrooms and Communities Through Art. Altamira Press. Marriott Library Online access.
Rosenberg, Marshall B. (2005). We Can Work It Out. Resolving Conflicts Peacefully and Powerfully. PuddleDancer Press.It is recommended that you purchase this book.
Maude, Aylmer. (1904). Introduction. In Tolstoy, Leo. What is Art? Hathi Trust Digital Library. pp. v-xxxi. Available online.
Wheatley, Margaret, J. (2009). Turning to One Another: Simple Conversations to Restore Hope to the Future. Barrett-Koheler Publishers, Inc. San Francisco CA. It is recommended that you purchase this book.
Other complementary readings and materials will be provided through Canvas or as handouts. For Canvas you will go through your CIS page.
TEACHING STRATEGIES:The course utilizes lectures, in class discussions, group research and presentations, video observations, movement experiences, writing exercises, and reflective activities, to synthesize material and make course content personally relevant. You will actively engage in kinesthetic and hands on activities through selected readings and studio classes.
Class discussions, lectures, and activities will include various contexts and functions of arts and culture, and will bring into focus complex issues related to diverse personal and social identities. This course is reliant upon an atmosphere of trust wherein cultural differences, and differences of opinion, may reside with mutual respect.
DRESS CODE:Because of the kinesthetic exploratory nature of this course as part of the class we will be engaging in some movement experiences throughout the semester. Please come in comfortable moving clothes.
GENERAL REQUIREMENTS:Because this course is very focused on active learning: process and investigation, we tend to grade your creative work on the high side. If you are in class working with engagement, contributing, supporting and collaborating and you display a sense of interest and integrity, you’ll earn a grade that is relatively high.
Your preparation for and participation in class are expected as well as graded. Be ready to energetically pursue discussion and activities. Engagement in class discussion is compulsory, wrong answers are welcome. In class we have what is called the “SAFE ZONE” any form of knowing and not knowing are encouraged and welcomed.
Engaged, Contagious and Positive Behavior: Because a great portion of this class is about observing, questioning, investigating, identifying and creating a contagious behavior is extremely important. By contagious we mean devoted participation, time, effort, and energy during the movement experiences and in class discussions; while simultaneously contributing, supporting, collaborating and displaying a sense of integrity and curiosity.
Please be disciplined about attending class. Do not be late or plan on leaving early. Active participation means engagement, professionalism, interaction, positive contribution, and collegiality in the classroom. You are required to demonstrate genuine interest, dedication and investment. You are expected to take responsibility of your own learning and consistently diving into class materials. Explore, investigate, analyze, share, inquire, and bring something new each class period. Do not fall into old patterns or habits.
STUDENT CODE OF CONDUCT:
All students are expected to maintain professional behavior in the course both on campus and off, according to the Student Code, spelled out in the Student Handbook. When working in the community you are representatives and ambassadors of the University.You have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduce (article XI) that involves cheating on tests, plagiarism and/or collusion, as well as fraud, theft, etc.You should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty’s responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade.You have the right to appeal such action to the Student Behavior Committee. Faculty must strive in the classroom to maintain a climate conducive to thinking and learning.
REQUIRED ASSIGNMENTS AND GRADING:
Active Participation: 20 points.This is a discussion and exploratory course and as such you need to read carefully and think carefully. The instructors will often spend most of the class time in activities that build in the knowledge you have gained from reading on your own. Come ready to ask questions, to apply knowledge and to contribute to overall success of the class.
This is also a direct practice course that demands high responsibility with community partners. Community projects are contracts with these partners. Individual and team responsibility will be assessed and graded accordingly.
The transformational power of Art as we bridge from the studio to the community can be striking. As artists and advocates you will have the opportunity to learn what significance arts may hold for the non-artist and in return you will gain a deeper understanding of the significance of the art medium for yourself.
As a University of Utah policy every student should put aside two additional hours to study in addition to the hours in the classroom. In the case of this class the student should invest six hours per week in order to be successful in the course.
Due to the nature of this course your presence is extremely important. Although grading is not based on attendance but participation, absences are not welcome. More than two absences will hurt your participation and consequently lowering your grade. In a case of an emergency make sure you communicate with the instructors and you are responsible for making up the work.
Talking Points (10 talking points at 3 points each week): 30 points. There is a page of talking points due each week. We suggest double space, Times New Roman font size 12. This is due every Monday at the beginning of class. Talking points may be done in paragraph or bullet point format, and should include questions for generating discussion. Paraphrase the key ideas from the readings or other homework.
You can follow the following Formative Assessment Process 1-2-3:
One observation about your assumptions before the reading,
Two views about what the author is telling,
Three comments about something you became aware of or that surprised you.
You are encouraged to write a few sentences about the author to understand better their academic knowledge and field of interest.
By the end of the semester, you must have 10 talking points at 3 points each. Late submissions will have an automatic deduction of 1 point getting a maximum of 2 points.
Creative Learning Portfolio in Pathbrite: 15 Points.The creative learning portfolio should be a reflective summary about your experiences in class using any form or media approach. Using your talking points notes and collections in Pathbrite as a stepping-stone you should be able to integrate your practical and theoretical growth as anadvocate artist. Describe intriguing moments and new findings. Overall you will search for an answer to the question: What methodologies do I feel were significant in my growing process as an Advocate Artist? Throughout the semester, you will have three revisions at 5 points each to demonstrate your understanding and progress in class. Maintaining your portfolio in good shape is imperative, and you will be accountable for the pursuit of your learning. Pathbrite portfolio will provide you with a rich and contextual learning. In turn, it raises credibility on your knowledge and understanding of Arts and Advocacy issues individually and collectively.
Creative Learning Portfolio: First revision is due 9/30/15 (5 pts). Second revision is due 11/04/15 (5 points). Final Revision is due 12/9/15 before 8 am in class. (5 points) (Total points 15)
Community Engaged Project Presentation: 20 Points.The in-class community project presentations will take place on 12/07/15 and 12/09/15 during class. See the Hints at the end of this syllabus for ideas.
Presentation Requirements
●A 20-25 minutes oral presentation complemented by Power Point.
●A 2-minutes minimum sample of the art medium your will be using to advocate for your community.
●A 5 page formal report on the community under research.
●You can be as creative as you wish, taking into consideration that everyone involved has to be able to participate.
●The group should be prepared to answer any questions the class may have in regard to your presentation at the end of your presentation.
Consider the following points:
- Understand the requirements.
- Do not hesitate to ask questions.
- Listen and read carefully as you gathered information for yourself and your peers.
- Be organized!
- Allow time for group discussion, proofreading and editing, and a final read through.
- Time your presentation accordingly, past 20 minutes you will be asked to conclude your thoughts.
- Be creative!
Unit Teaching Lesson Plan: 10 points. Unit Teaching Lesson Plan is a practical roadmap of what you need to know to teach an effective community arts based session. Before you plan your lesson, you will first need to identify the learning objectives that align with the needs of your community. Then, you can design appropriate learning activities and develop strategies to assess the participants learning. To develop a successful lesson plan, you will address and integrate whom? Where? When? What? Why? and How? you will do your lesson.
Using the following three key components:
• Learning objectives
• Four teaching/learning activities
• Strategies to assess participants' understanding
The unit teaching lesson plan is due 10/21/15 during class. This assignment will help you practice the kinds of teaching and learning activities you will use in class while working in your community project in the spring semester.
On Site Mentorship: 5 points. Delivery, readiness and preparedness of your lesson plan with a community partner.
GRADING BREAKDOWN:
Grading Summary / PointsClass Engagement: Active Participation / 20
Talking Points / 30
Community Engaged Project Presentation / 20
Creative Learning Portfolio in Pathbrite / 15
Unit Teaching Lesson Plan / 10
On Site Mentorship / 5
Total / 100 points
IMPORTANT INFORMATION:
Americans with Disabilities Act: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. In order to establish the existence of a disability and/or request reasonable accommodations for this class, you should contact the Center for Disabled Student Services (160 Olpin Union Building at 581-5020, voice or TDD). Accommodations can then be made with reasonable prior notice to the instructor.
Accommodations Policy (Policy 9-7 Section 16)
The values held most strongly by the University of Utah community are those of academic freedom and integrity as they are expressed collectively by the colleges and departments as well as individually through research and teaching and as they exist within the wider context of advanced study as commonly understood by all universities. The community also values diversity and respect, without which there can be no collegiality among faculty and students. In addition, the University community values individual rights and freedoms, including the right of each community member to adhere to individual systems of conscience, religion, and ethics. Finally, the University recognizes that with all rights come responsibilities. The University works to uphold its collective values by fostering free speech, broadening fields of inquiry, and encouraging generation of new knowledge that challenges, shapes, and enriches our collective and individual understandings.
CLASS SCHEDULE AND ACTIVITIES:
Dates / Module/Class / Activities / Due Homework / Readings are due before the date.08/24/15 / 1 / In Class Discussion (40 min):
- Introduction & Syllabus
- Icebreaker: Creating a Community
- Entering into Canvas and Pathbrite start up
08/26/15 / 2 / In Studio Experience (40 min):
- From Pedestrian to Stylized
- Talking points/How to read
08/31/15 / 3 / In Studio Experience (30 min):
- Recognizing Our Strengths… I am Powerful Because
- Resilience in Human Beings: Individuals, families, and communities
- Instructions for the dream proposal
(3 grading points): / Seven Keystones Processes of Wild Resiliency from Wild Resiliency Blog by Larry Glover
Available on canvas PDF
09/02/15 / 4 / In Class Discussion (35 min):
- What is Advocacy?
- Emma Watson “He for She” speech
In Studio Experience (35 min)
- Where does creativity come from?
09/07/15 / NA / No Class. Labor Day
09/9/15 / 5 / In Class Discussion
- What are the connections among Art, Advocacy and Social Justice?
- Present Dream Proposals
- Forming teams based on the dream proposals
- My Body As a Creative Instrument
Talking Points 2 (3grading points) / What is Art? Leo Tolstoy. Introduction by Aylmer Maude. Marriott Library Online access
pp. v-xxxi
09/14/15 / 3/6 / In Class Discussion (35 min):
- Introduction to Community Art Education
- Trust and Sense of Belonging Exercise
(3 grading points) / Introduction to Community Art and Community Based Art Education, Ch. 1 from Engaging Classrooms and Communities Through Art by Krensky and Lowe (2009). Pp. 5-17. Marriott Library Online Access
09/16/15 / 3/7 / Video Viewing (30 min):
- Positive Motion: Challenging AIDS Through Dance and Ritual by Anna Halprin
- How does this class speak to me? What are my expectations, my fears, my skills, my resources?
09/21/15 / 4/8 / Team Work (20 min):
- Brainstorming communities and art means. Internet research on artist using art to advocate.
- Moving From “I” to “We”
- Contextual Dance Making; Water Dance
(3 grading points) / New Creative Community. Ch. 2. Unifying Principles by Goldbard.
pp.43-60. Canvas file.
09/23/15 / 4/9 / Team Work (35 min):
- Finding Your Community
- Resolving team work and with partners
09/28/15 / 10 / In Class Discussion (40 min)
- We Can Work It Out: Resolving Conflicts
- Valuing Your Community
(3 grading points) / We Can Work It Out: Resolving Conflicts Peacefully and Powerfully by Rosenberg Pp. 1-21.
How We Shape Our lives and Reframe the Public Interest in Art to Cultivate Awareness and Empathy. by Arlene Goldbard from The Culture of Possibility: Art, Artists and The Future Pp. 60-67. Canvas File.
9/30/15 / 11 / Team Work:
- Modeling the Practice of Community Art: Research Dance, Murals, Poetry, Photography, others as Advocacy
- Bridging Arts and Community:
(5 grading points)
10/05/15 / 12 / In Studio Experience: (30 min)
- Resistance, Mirroring, Push, Pull
- Community Proposal Design and Development
(3 grading points) / Humanist and Existentialist Perspectives on Behaviour Ch. 8 Systems Theory and Personal, Cultural-Social perspectives Ch. 11from Social Work Perspectives on Human Behaviour by Parrish (2010)
10/07/15 / 13 / In Class Discussion:
- Eileen Rojas Guest Community Artist and Dance Practitioner
10/11/15
10/18/15 / Fall Break
10/19/15 / 14 / Team Work:
- Refining Community project proposal and start Lesson Plans
- Identifying partners and planning actions to connect.
(3 grading points) / The Culture of Possibility: Art. Artists and the Future by Goldbard. Planning for Community Cultural Development. Ch. 9. Pp.223-233.
10/21/15 / 15 / In Studio Experience: Team Teaching
- Giving Value To Our Teaching. Team teaching practice using art.
10/26/15 / 16 / In Class Discussion:
- The Practice of Community Art
- Las Calles Hablan:
(3 grading points) / The Art Practitioner: Making The Most of Opportunities and Challenges. Ch. 3 From Engaging Classrooms and Communities Through Art by Krensky & Lowe. Pp 39-51. Marriott Library Online Access
10/28/15 / 17 / On Site Mentorship, Bio Kids and ASUU Day care Kids (TBD)
11/02/15 / 18 / On Site Mentorship, Bio Kids and ASUU Day care Kids(TBD)
11/04/15 / 19 / Team Work:
- Community Engaged Proposal Design and Development.
- TBD
(5 grading points)
11/09/15 / 20 / In Class Discussion:
- Theory and PracticeSkill Building: Dynamic PowerPoint presentations.
- Proposal Presentation Preparation
(3 grading points) / Krensky. (2009). Engaging Classrooms and Communities through Art. Ch. 5The Theory behind the Practice. Pp69-75. Marriott Library Online Access.
11/11/15 / 21 / In Studio Experience:
- Creative Movement
- Communicating Social Identity
11/16/15 / 22 / In Class Discussion:
- Modeling Practice of Community Art
- Proposal Presentation Preparation
(3 grading points) / Modeling the Practice of Community Art. Pp79-135. Teams will present different art expressions.
11/18/15 / 23 / Modeling the Practice
- On site visit
11/23/15 / 24 / Modeling the Practice
- On site visit
11/25/15 / 25 / Modeling the Practice
- On site visit
11/26-27/15 / Thanks Giving Break
11/30/15
3 hour class / 26-27 / Class at Mestizo Coffeehouse. 641 W North Temple #700, Salt Lake City, UT 84116. (801) 596-0500
Team Work:
- Proposal Presentation Preparation
12/02/15 / No class
12/07/15 / 28 / Final Presentation of Community Engaged Projects for next semester
12/09/15 / 29 / Final Presentation of Community Engaged Projects for next semester / Third and Final Pathbrite Portfolio Review
(5 grading points)
UNIVERSITY IMPORTANT DATES / Dates
Events / Dates
Classes begin / Monday, August 24
Last day to add without a permission code / Sunday, August 30
Last day to add, drop (delete), elect CR/NC, or audit classes / Friday, September 4
Last day to withdraw from classes / Friday, October 23
Last day to reverse CR/NC option / Friday, December 4
Classes end / Thursday, December 10
HINTS FOR YOUR CREATIVE LEARNING PORTFOLIO IN PATHBRITE AND YOUR COMMUNITY ENGAGED PROJECT: Along the course, you will build your learning portfolio, decide your community-engaged project using in depth answers, evocative and analytical language, and using all course materials and activities. Some topics to consider are: