In Flux Course Calendar for Spring 2007

A ED 323: Visual Culture & Art Education




Jan. 16 & 18
Martina Paatela-Nieminen's Intertextual Alice
Discuss intertextuality (i.e., an assemblage, trace, web, interlace) and interpretive processes: Pretext, Genotexts, Phenotexts, Paratexts
Intertextual House Visualization

INTERTEXTUAL HOUSE exhibition in the Diversity Room of the Penn State Pattee Library

Exhibition Opens: March 22, 2007.
Install: March 5-20, 2007

ANGEL INFO: Upload a .jpg image to ANGEL by going to "settings" and then "personal information editor" and then at "Photo URL" click on "add" and browse to your picture on the computer and "chose file" and click "upload" and then "save" the changes. You can see the people in the class under "Class" if you click on "show pictures" in the band at the top. The discussions will be in the "Lesson" link on ANGEL (use Safari browser if on a Mac to access ANGEL).

1970s Installation Art: Dinner Party & WomanHouse

Video—1970s performance art in the WomanHouse installation art: Faith Wilding’s Waiting (1972, 8 min.)

“To work in installation is to work in relation to a particular place and all of the confluences and complexities of whatever it is that creates that (space). And so, as a viewer, to come in, it's the experience the minute you cross the threshold: it's the smells, it's the sounds, it's the temperature, it's how all of those things have everything to do with the felt quality of ultimately what the thing becomes. . . Every moment that it's up it's different. It's different from moment to moment, and somehow it's that live time that's just a factor of the form really, or something that is characteristic or inherent in the form is something that makes it continually interesting for me. . . It's almost like the attitude about this space is not necessarily to alter it or deny it or erase it in any way, but to make present something that's always here, make it more experienceable, perhaps.” From interview with artist Ann Hamilton at

Jan. 23 & 25

Installation Art: At Home
• Make a sketch of what you visualized on 1/16. Bring to class on 1/23/07 to share.

Read for 1/25 discussion:

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)

House Metaphors

Kerry James Marshall, Pepon Osorio, Andrea Zittel
Do-Ho Suh
(view 13 min video in class) also see Seoul Home/L.A. Home art (multimedia link) & Understanding Home teacher lesson (themes of home & identity: social class, race, and gendered spaces)
Jan. 30 & Feb. 1
Contemporary Art Concepts: intertextuality, palimpsest, remix, code-switching, double-coding, subversion, hypersignification
(in Maya Deren’s 1943 experimental film: Meshes of the Afternoon. Discuss code-switching from body to object, double-coding such as the key/knife, reversals in the relation of subject to object, subversion of normalcy, a hypersignification of domestic objects, e.g., with extreme close-ups, slow zooms, camera angles, & space constriction)

Palimpsest Performance: Dadaist Exquisite Corpse
(in-class video activity)

PROCESS: In teams of 3, two draw with pastels on 2 separate papers. Draw something about your associations with house (as a lived body, a social body, a body image, a social space, a physical space, or a metaphysical space symbolic of human experience). The 3rd films the emerging drawings. When finished drawing, erase the drawing (film in erased stages) and then rotate roles, drawing on top of an erased drawing. The drawings and the video will be the record of prior traces of meanings of the concept “house.”

Video Art:
Use of time-based illusion to question dominant representations of reality. The message, while often implicit and sometimes metaphoric, has tended to be emphasized over formalist aesthetics. Often challenges institutionalized TV and films intended primarily for profit.

OPTIONAL: I encourage you to visit The Tunnel of Oppression, an interactive museum that educates the campus on issues of oppression and social justice. It is this week through Feb. 2 in Heritage Hall, HUB-Robeson Center, University Park. The presentation is an educational and experiential journey through historical and contemporary forms of oppression. Tunnel hours will be: noon to 4 p.m. and 6 to 8 p.m.

Bring pastels, paper, cloth to continue Palimpsest Performance Video Art

Judy Chicago's content-based art pedagogy

Teaching is a performative act. And it is that aspect of our work that offers the space of change, invention, spontaneous shifts, that can serve as a catalyst drawing out the unique elements of each classroom. To embrace the performative aspect of teaching we are compellled to engage "audiences," to consider issues of reciprocity. Teachers are not performers in the traditional sense of the word in that our work is not meant to be a spectacle. Yet it is meant to serve as a catalyst that calls everyone to become more and more engaged, to become active participants in learning. (from hooks, b. (1994). Teaching to trangress: Education as the practice of freedom (p. 11). New York: Routledge.)

Read for Feb. 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)

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)

Feb. 6 & 8


Video: Ant Farm's Cadillac Ranch Show (1974) 14 min.

Read for Feb. 6: Steal this Sign

Introduction to Intertextual House Blog

Artifact Assignment due Feb. 6: Post in the "Lesson" area of ANGEL in discussion of "cultural artifacts" an image of a cultural artifact that represents your culture(s). Discuss your posted artifact by describing how it conveys your culture and by Feb. 8 respond to 2 others' of choice on what their artifact signifies to you.


Conceptions of Culture

Bring cultural artifact (or image of it posted on ANGEL)

Discuss the signifying process of the artifacts.

Begin to record dreams for Feb. 27 activity
Feb. 13 & 15

In-class activity to edit Palimpsest Performance Video Art (I will bring 3 laptops, one per group, and the raw footage from Feb. 1 on DVDs to work with. Bring digital photos, PhotoShop created titles or other text, and other images saved as jpg on a jumpdrive or CD to import into the editing program to add to the video. Also bring a writeable DVD to back up your project.)

Create and continue to add to a journal of storyboards, concept maps, sketches, or other types of visualizations that convey your developing ideas for your showcase installation. Document the exchange of ideas with your collaborators. The process, expressing your thought process in a tangible way, along the way is critical to the success of the artwork. FreeMind is free software that is a way to visually map intertextual connections. Download. Screenshots.

Students present and discuss their research on house and concepts (posted in ANGEL) for exhibition installations.

Set artmaking goals.

INSTALLATION ART: The installation artwork should stimulate dialogue or another response of engagement with the work/artist. Enactment of the work produces or transforms a situation.

Feb. 20 & 22 Intertextual Interpretations of At Home
(Meet at Diversity Room)

Students share installation sketches. Decide mode, media, & format. Set limits. (Meet at Diversity Room).

Feb. 27 & March 1

Reality Dream Videos: Performance Art In-class exercise (bring journal of dreams) (final video due 5/1)

Bring to Class on 2/27: Make a journal of your dreams between Feb. 8-27 and select one that you would like to explore in class on 2/27. Bring a digital video cassette on which to record and a write-able DVD (-R for macs and pc compatibility) to download film from tape to computer and then save it on a DVD. You will need to reserve a digital video camera and tripod from MTSS at 26 Willard and bring to class on 2/27. (You can organize with others for only one to bring it for 2 or 3 of you to use on 2/27). Also bring props you may need for the filming. (For further information on the supplies needed for class see the syllabus.) Bring a still digital camera to class in you have one too as still images can be imported into the edited video.

Reserve digital video camera from Media & Technology Support Services (MTSS) prior to Feb. 27 by calling 865-5400 or emailing Pick up for 2/27 class and return at a designated date to 26 Willard Building

The exhibition involves posting “cultural artifacts” in a blog with text, audio, and images that critiques and contextualizes these artifacts within diverse views of house and are extended intertextually in cultural contexts to include literary/library materials, popular culture, local communities, and larger social issues. A blog has been set up for a cross-cultural text and image exchange during the exhibition concerning the concept “house” by art students at three universities in the United States, Finland, and Africa, as well as open to others online, and visible to all in the Diversity Room exhibition.

Review Intertextual House Blog and set-up yours by March 8 (you can always edit and refine later too). Use or to set up your own blog that includes images and text to which others can comment upon related to the Intertextual House exhibition in the Diversity Room. In the comment section to the Intertextual House Blog entry page provide the URL to your blog. The blogs will be particularly from Ugandan, Finnish, and U.S. participants in this project.

Dr. Martina Paatela-Nieminen, at the University of Art & Design in Helsinki, and Professor Richard Kabiito with his three colleagues—Sematimba Joseph, Dr. Vennie Nakazibwe and Ritah Nabuyungo, along with their students from the Department of Painting and Art History at Makerere University in Kampala in Uganda, Africa—will contribute to the Intertextual House exhbition with 2-dimensional arwork that will be printed here and displayed in the Diversity Room, and with exchanges in each other's blogs. Two computers in the exhibition space will be available for others to add to the blog while looking at the exhibition, and to showcase a multimedia presentation of the teaching methodology used in the Interxtual House project and the At Home project.

March 6 & 8

Mock Installation Set-up in the Pattee Library's Diversity Room (meet there).

Mock Installation Critiques in the Pattee Library's Diversity Room (meet there).

March 13 & 15 • Spring Break (no classes this week)

March 20
& 22

Intertextual House installation set-up. (Meet at Diversity Room)

Intertextual House exhibit open—students present/guests critique. (Meet at Diversity Room)

March 27
& 29

Prepare April 3 public presentation: Each student prepares for no more than 2 minutes each about what you created for the exhibition in terms of its cultural codes and how meaning is created through the surrounding signifying practices.

While speaking we’ll project slides of your work in the exhibition and what the work references (signifies—let the images extend what you say). Prepare 1 to 2 PowerPoint slides and post on ANGEL (discussion board is set up for this) your ppt slides by noon on March 27 for practice in class at that class session and so Karen can compile them.

See presentation planning document in ANGEL for more details.

No class. Conduct interviews as described in the assignment below.

ASSIGNMENT for 4/5: Ask family, friends, or strangers throughout week if they play video or computer games. Record what games they play and why they play the games. Find out what the visuals suggest about race, skin color, ethnicity, gender, nationality, relationships, power, privilege, storyline, other . . .

Read for 4/5: 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)

April 3 & 5

Intertextual House: A Presentation in the Foster Auditorium by Karen and students open to the Public

House is associated with a lived body, a social body, a body image, a social space, a physical space, and a metaphysical space symbolic of human experience. The metaphor of house provides opportunities to explore gendered spaces, the body, society, power, and privilege. Many artists have played with the metaphor of house in their work. An intertextual interpretation emphasizes the social context of an image as the necessary framework for understanding its meaning and function. This presentation draws on the theories of Gérard Genette and Julia Kristeva in guiding explorations of intertextual interpretations of the metaphor of house by art students in Uganda who situate “African House” in local narratives and their lived experiences, Finnish art students who trace Finnish concepts of house, and Penn State students who situate their selected cultural artifact in the At Home on Tour exhibition in ways that trace metaphoric germination of its cultural codes and how meaning is created through the surrounding signifying practices.

Project: Conceptualize a Web-based game

Discuss: Fred Wilson's strategies to expose taken-for-granted assumptions in relation to the new media art “game” concept project due 4/10)

Discuss your research about video games, linked readings and videos: Matthew Barney: Cremaster (2001, 13 min.); Mel Chin's Knowmad Tribal Cultures computer game (2001, 13 min.)

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

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.


April 10 & 12

Student Presentations of Web-based game concept and one of its spaces

Read for April 12 :

  • Operations, 1996. Lotty Rosenfeld.
  • End of the Line, 1986, The Border Workshop.
  • Margins and Institutions: Performances of the Chilean Avanzada
  • Electronic Disturbance Theatre
  • Art in the 21st Century
    Ann Hamilton, installation & performance artist
    Laurie Anderson, performance artist
    Guillermo Gomez Peña, performance artist

Brainstorm contemporary art/visual culture “lessons” for K-12

"Performativity configures the artist's work as something more than an object or a theatrical performance; it helps reinforce the claim that the work actually makes something happen" (Blocker, 2002, p. 26).

Performance Art:
The act is not an explanation, nor illustration, nor a narrative. The act often holds contradictory and fragmented perspectives. Some performance artists emphasize autobiography, most involve their body as the text of the performance.

Links to National Art Standards for age groups K-4, 5-8, and 9-12.

April 17 & 19

Content-based Art Pedagogy: Presentation by Karen and students in the Foster Auditorium open to the public.

Each student speaks (for no more than 3 minutes) about his or her experience:

  • in creating content-based art,
  • in collaborative artmaking/creating an installation rather than individual works
  • and the impact of the visualization as a means for content searches.

See presentation planning document in ANGEL for more details.

Video: Lynne Hull's Ecoatonement: Texas Text (2000, 17 min.) & Mierle Laderman Ukeles (excerpt from 50 min. video). Also Earth Works &
Mel Chin - see Rivial Field project & cartoon (multimedia link)

Read: 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)

April 24 & 26

Students present & discuss contemporary art/visual culture “lessons” for K-12 (Angie, Laura, Rachel, Shannon-15 minutes each)

Students present & discuss contemporary art/visual culture “lessons” for K-12 (Autumn, Stephanie, Shane, Christy, Jennifer--15 minutes each)

May 1 & 3


MEET IN THE DIVERSITY ROOM: Dr. David Ebitz, with the 7 students in the Cultural Institutions Practicum ( A ED 488) will conduct museum education assessments and present their documentations, insights, and findings. The process and critiques will be documented visually, textually, and with podcasts for future art education examples.

May 8

Tuesday, May 8, 5 p.m. e-portfolio on a CD or DVD due. Place in Karen Keifer-Boyd's mailbox at 207 Arts Cottage (which closes at 5 p.m. & closed between 12-1 p.m.)