A ED 323 Assignments & Evaluation:
The assignments are due at the beginning of class. Half credit for late work up to 1 week late, then no credit.

Assignments are briefly listed below. Click on each assignment for more details.

Evaluation of student works will be based upon a clear demonstration and evocation of the understanding of the theories, themes, and concepts embodied in contemporary artworks, and the application in engaging visual culture in teaching contexts.

Students will be evaluated on the quality of their participation, research, and artmaking through:

a. Responses in ANGEL discussion forums (10%)

b. Participation in class activities & discussion of readings, theories, visual culture, & education (5%)

c. Five Projects:

Grading Policy:

In order to earn an A in this class all assignments must be completed and on time. In addition, the work should demonstrate an ongoing process of self reflective synthesis of course content including your individual research and evidence of transformative thinking and learning.

By adding the points you earn for each of the assignments you can determine your grade. If they equal 93 or above you receive an A, 90-92 an A-, 87-89 B+, 83-86 B, 80-82 B-, 77-79 C+, 73-76 C, 70-72 C-, 62-69 D, below 62 a no pass.

 

READING OVERVIEW
(January 16-March 1)

Read for January 16:

INTERTEXTUALITY
intertextuality

Read for January 18:

Dinner Party
WomanHouse

Faith Wilding
INSTALLATION ART
Ann Hamilton

Read for January 23:

At Home

Read for January 25:

hooks, b. (1995). Black Vernacular: Architecture as cultural practice. In b. hooks (author). Art on my mind: Visual politics (145-151). New York: The New Press. (Electronic reserve)

Kerry James Marshall
Pepon Osorio
Andrea Zittel
Do-Ho Suh
- see Seoul Home/L.A. Home art (multimedia link)
Understanding Home teacher lesson

Read for January 30:

Read for February 1:

Gude, O. (2007). Principles of possibilities: Considerations for a 21st-century art & culture curriculum. Journal of Art Education, 60(1), 6-17. (Electronic reserve)

Judy Chicago's content-based art pedagogy

Keifer-Boyd, K. (2007). From content to form: Judy Chicago's pedagogy with reflections by Judy Chicago. Studies in Art Education: A Journal of Issues and Research in Art Education. 48(2), 133-153. (Electronic reserve)

Read for February 6:

Wilson McKay, S., & Keifer-Boyd, K. (2004). Steal this sign: A semiotic expedition into Dynamite Museum's public pedagogy. In D. Smith-Shank (Ed.), Semiotics and Art Education: Sights, Signs, and Significance (pp. 25-34). Reston, VA: National Art Education Association. (Electronic reserve)

Read for March 1 :

hooks, b. (1994). Language; Teaching new worlds/new words. In hooks, b. (author). Teaching to transgress: Education as the practice of freedom (pp. 167-176). New York: Routledge. (Electronic reserve)

READING OVERVIEW
(April 5-19)

Read for April 5 :

Keifer-Boyd, K. (1997). Re-presentations in Virtual Museums. Art and Academe: A Journal for the Humanities and Sciences in the Education of Artists, 9(2), 38-60. (Electronic reserve)

Matthew Barney

Free to Play and Be Gooey by Michael Kimmelman on Matthew Barney at the Guggenheim.

Mel Chin - see Knowmad videogame (multimedia link)

Bookchin, N. (2002 November/December). For the love of the game. Six artists. Three teams. One mission. Changing the face of play [pdf]. ArtByte, 1, 60-68.

CyberHouse

Read for April 12: (all on electronic reserve)

Rosenfeld, L. (2000). Operations, 1996. In C. Fusco (Ed.), Corpus delecti: Performance Art of the Americas (p. 219). New York: Routledge.

The Border Workshop. (2000). End of the Line, 1986. In C. Fusco (Ed.), Corpus delecti: Performance Art of the Americas (p. 264). New York: Routledge.

Richard, N. (2000). Margins and Institutions: Performances of the Chilean Avanzada. In C. Fusco (Ed.), Corpus delecti: Performance Art of the Americas (pp. 203-218). New York: Routledge.

Dominguez, R. (2000). Electronic Disturbance Theatre.. In C. Fusco (Ed.). Corpus delecti: Performance Art of the Americas (pp. 285-286). New York: Routledge.

Read for April 19:

Keifer-Boyd, K. (2001). Open spaces, open minds: Art in partnership with the earth. In Y. Gaudelius & P. Speirs, (Eds.), Contemporary issues in art education for elementary educators (pp. 327-343). NY: Prentice-Hall. (Electronic reserve)

Mel Chin - see Rivial Field project & cartoon (multimedia link)

Optional to read to help prepare art lesson

Keifer-Boyd, K., & Maitland-Gholson, J. (2007). Engaging visual culture. Worchester, MA: Davis Publications. (Electronic reserve)