A ED 570: Artistic Creations and Theories of Knowing

#357214-001•3 credit hours         W 06:30P - 09:30P• Spring 2004 310 Patterson


Course URL: http://sva74.sva.psu.edu:16080/~cyberfem/570/

Post reading responses & discuss with Graduate Students at Northern Illinois University on ANGEL (use Safari browser on Macs) https://cms.psu.edu/home.asp


Dr. Karen Keifer-Boyd

Associate Professor of Art Education

in the School of Visual Arts, PSU

210 Arts Cottage




Office hours by appointment: 1-2:30 Mondays, or email for other times.


A ED 570 Description: This is a thematically organized course that makes connections between art-making and art as a way of knowing and inquiry.


Themes include:

Feminist Epistemologies in Art (1/14)

Cultural Metaphors in Art (1/21)

Epistemologies of Silence in Visual Culture (1/28)

Worldviews in Art (2/4)

Selves as Text in Art (2/11)

Politics of Display & Representation (2/18)

Theory-based & Content-based Art Critiques (2/25, 3/3, 3/17, & 3/24)

Cultural Imperialism & Postcolonial Studies in Art (3/31)

The Nature of Knowledge in CyberArt (4/7)

Art & Technology Process Metaphors (4/14)

            Art-making as Research (4/21 & 4/28)


The focus of this course is to create art to understand complex discourses and conditions of the world and to understand how the visual and visualized forms of knowledge inform and misinform how we know others and ourselves. We will explore artistic languages as constructions of knowledge.


Course format involves reading, writing, discussion, and participation in a performance/art creation as part of Penn State's "The Ethics and Epistemologies of Ignorance" conference, March 26-28, 2004. Additionally, students present theoretical inquiry as an activity/art work produced to serve as an allegory or metaphor of the theory.





    Prepare and participate in a performance/art creation as part of Penn State's "The Ethics and Epistemologies of Ignorance" conference, March 26-28, 2004.


EEI Conference Presentation may be a singular image or a series, an animation, interactive web, installation, performance, or any form of visual expression. The focus is a visual response to how do we represent ourselves, how do we know ourselves, how is our knowledge of ourselves informed by Ethics and Epistemologies of Ignorance.

Conference speakers include Linda Martin Alcoff, Susan Babbitt, Robert Bernasconi, Peggy Zeglin Brand, Tina Chanter, Lorraine Code, Harvey Cormier, Penelope Deutscher, Marilyn Frye, Sandra Harding, Lisa Heldke, Sarah L. Hoagland, Charles Mills, Lucius Outlaw, Lynn Hankinson Nelson, Naomi Scheman, Gail Weiss. Select at least one reading authored by one of the philosophers above. Prepare a class presentation informing others about the reading and lead a discussion about issues raised in the reading relating the reading to at one or more of the themes of the course. Plan 30 minutes to include discussion. Six people will sign-up to present on Feb. 25 and five on March 17.

Preparation begins with a visualization activity on 1/14. There will be several in-class activities and discussions to develop the collaborative work. Post a literal portrait of you in the class (digital photo) on 1/14 and send an email to those in the class that is a metaphoric visualization of yourself. Discuss in the email how your knowledge of yourself is informed and misinformed. What informs how you know yourself? This begins our collaborative artwork for the Ethics and Epistemologies conference, March 26-28, 2004.


March 26, 6:45 p.m. is our allocated time to provide a 15-minute presentation to provide context for viewing the art/performance/installation that will be at the PSU conference site, The Nittany Lion Inn.


Brainstorming, discussing, planning, making, and critiquing the work will be in-class on 2/25, 3/3, 3/17, & 3/24, and specific aspects will be prepared outside of class.

  1. INDIVIDUAL PROJECT (40% of course grade)

    Propose and present an activity/art work connected to one of the course themes. Select a reading by January 28 and provide a hard or electronic copy of the reading to Karen to place on electronic course reserves. Each student is required to read the student selected reading, as well as the reading(s) selected by me for the class session designated for each theme. Weekly responses to readings are described in the 3rd assignment. Brief one-page proposals due Jan. 28 should outline what you are going to do and why it is important to do. Plan a 30-45 minute presentation to include discussion. These will be scheduled during the last 4 classes of the semester, April 7, 14, 21, & 28.

    Below are two examples of activities that make connections to current opportunities:


Proposal (due Jan. 20) and participation in Networks, Art, & Collaboration conference, April 24 & 25, 2004 (virtual or in Buffalo, NY). See http://freecooperation.org
  1. RESPONSES TO READINGS (30% of course grade)


Post on ANGEL critical responses to the readings, a question raised by the reading you would like to discuss, and reflections on the relation of the ideas in the readings to your life and art; by Tuesday noon, prior to each class. Reply to (at the minimum) 5 other postings between the first and the second class of the semester to have a discussion with grad students at NIU.

Final short reflection paper due Weds. May 5 by 5 p.m.: Review reading responses throughout the semester and write a 3-page reflective paper that synthesizes your thoughts on art as a way of knowing. Place a hardcopy of the paper in my mailbox at 210 Arts Cottage.


Readings are on electronic reserve at http://cat.libraries.psu.edu/ and listed on the course calendar.


Supply and equipment needs will vary depending on the activity/art created in the course. All should have access to a computer, the Internet, and a printer for electronic reserve readings.


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. If project grades 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.


Attendance policy:


Attendance is required and very important to promote a community of creative scholars. I encourage you to attend professional conferences in your field, therefore your absence in class for such attendance is excused with prior arrangements. Please contact prior to class, or as soon as possible, if circumstances prevent attendance.


Modifications for Those Experiencing Altered Abilities:


If you need alternate arrangements or modifications to meet course requirements, please contact me during the first week of classes (see Americans with Disabilities Act, 26 July 1990, Penn State's Nondiscrimination Policy, and the Office for Disability Services). Use Internet Explorer's "View menu" and "Text Zoom" to increase the font size of the course material online and any Web page to meet your vision needs.


Safety Information:


Students in the School of Visual Arts may need to work in the shop or in their studios or classrooms using a variety of power and hand held equipment, which may cause injury. Students should use the shop only after having received an orientation in the use of such equipment and when supervised by faculty or shop personnel. Should any injuries occur, in the shop, studios, or classrooms in the School of Visual Arts please report them to Jerry Bierly, Shop Supervisor, Room 108-A Visual Arts Building, Phone: 814-865-3962, email: jib7@psu.edu.


Academic Integrity:


University Policies and Rules Guidelines states that academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others.


Academic dishonesty includes but is not limited to acts such as cheating on exams or assignments; plagiarizing the words or ideas of another; fabricating information or citations; facilitating acts of academic dishonesty by others; claiming authorship of work done by another person; submitting work completed in previous classes; and/or submitting the same work to multiple classes in which a student is enrolled simultaneously.