University of Texas at El Paso Education 3337: Projects and Practices in Art Education CONTEMPORARY ISSUES AND ART SPRING 2021

______Titus Kaphar, Absconded from the Household of the President of the United States, 2016

Course Information

Course Title: Projects and Practices in Art Education Course prefix and number: ARTE 3337 Meeting Time: Tuesday and Thursday 4:30 – 5:50pm Location: online via zoom

Instructor Information

Course Instructor: Dr. Heather Kaplan Email: [email protected] Office hours: by appointment via zoom Office location: Fox Fine Building, Room A455A

Course Description This course serves as the second class in the art education minor as well as an upper division elective in the college of liberal arts. Students enrolled in the course will consider contemporary issues, ideas, and making as they apply to art education. Students who are not intended for a career in art education will be expected to engage the class as if they were invested in the field and career. During this class students will grapple with questions of art and art education while working on hands on projects, developing lessons and researching curriculum and pedagogy in the visual arts.

Course Prerequisites

There are no official prerequisites for this class. It is recommended that students who intend to enroll in the art education minor complete ARTE 3307 prior to this class.

Course Goals and Objectives

1. To cultivate an understanding of different curricular approaches to art education and visual in schools and other cultural institutions. 2. To develop visual communication skills using visual and verbal language. 3. To conceive and create visual arts curriculum through basic lesson planning strategies. 4. To explore artistic, dialogic, democratic, and inquiry-based methods of creating and learning in the visual arts.

Course Outcomes

1. Students will be able to identify, compare, and implement various art education and visual cultural curriculums. 2. Students will exhibit proficiency in visual languages through verbal and visual competency. 3. Students will create implementable and original visual arts lesson plans. 4. Students will discuss, explore, and create original ideas, art works, and curriculum relevant to visual arts.

General Course Requirements

Modeling professionalism: You are expected to maintain professional conduct at all times in the class and out in the schools and community. This includes being on time to class meetings and site visits as well as appointments. Respect for all members of the class is expected. Please allow for individual differences and opinions.

Attendance: Regular class attendance is expected. For each absence after the second (2) absence your grade will be lowered one letter grade (A to B). Three (3) incidents of tardiness or leaving class early equals one absence.

Cleanup and Participation: Cleanup and active participation are important parts of any studio or art-based environment. As such, it is an expectation that you will contribute to the overall cleanliness of the class and will be stewards of your environment and community. Furthermore, as a member of the community, the responsibility of stewardship extends to the wellbeing of all members and includes caring for the space and people in it. You will be expected to share your work while contributing to an atmosphere where others may share and participate in turn. Should these issues become problematic, the instructor reserves the right to deduct a letter grade from the final grade calculation for non-compliance in clean up and/or participation.

Missed Assignments: It is the responsibility of the student to be in class in order to complete course work. Should you miss class it is your responsibility to complete the work missed or to propose and complete a similar assignment. Please research what other students completed while you were absent before approaching the professor with questions or proposals. The instructor must approve any proposed makeup assignment. Please consider making an appointment outside of class time to discuss missed work.

Late Assignments: Instructor reserves the right to assign lower grades on late assignments. You will be expected to come prepared for class (bringing all necessary supplies, projects, and readings) and be ready to work. On workdays you will be engaged and working. If you come unprepared to work or do not work during the entire time allotted 10-25% of the points possible for the project will be deducted.

Working During and Preparedness for Class: You will be expected to come prepared for class (bringing all necessary supplies, projects, and readings) and be ready to work. On workdays you will be engaged and working for the entire class. If you come unprepared to work or do not work during the entire time allotted 10-25% of the points possible for the project will be deducted.

Email: For this course, email is used as a primary means of communicating with students. Email is sent to UTEP accounts. It is the student’s responsibility to check email or forward emails to an account that he or she checks regularly. Please DO NOT email assignments, they will not be accepted.

Readings and Viewable Media

Black Lives Matter • My Aha Moment: Recognizing Racism in Art and Art Education https://soundcloud.com/user-765977562/joni-boyd-acuff-amelia-kraehe- my-aha-moment-recognizing-racism-in-art-and-art- education?fbclid=IwAR0FEHhHpFR- deSdtwQynpGC1BrT5D4q3QzCAxPqQzJUIZN6j8F3YkSAE2c

• Drawing the Color Lines Olivia Gude

• Racial Justice through Art https://www.davisart.com/blogs/davis- desk/racial-justice-through-art/

• How Art Can Help Center a Student’s Learning https://www.kqed.org/mindshift/54370/how-art-can-help-center-a-students- learning-experience

• Faith Ringgold Will Keep Fighting Back https://www.nytimes.com/2020/06/11/arts/design/faith-ringgold- art.html?action=click&fbclid=IwAR1UvD8oiVJ7cxRlP-h7Q-8T- fzaWGENTDA_h2YwhNCksytsd9MT6mdKLm4

• Faith Ringgold Reads https://www.youtube.com/watch?v=h9RKJleFdBU

• Jacob Lawrence Migration Series https://charlesmcquillen.com/jacob- lawrence-the-migration-series-english-language-arts-lesson-plan/

Borderlands • Mitter, S. (2020). When art begins at the scene of a crime, The New York Times, https://www.nytimes.com/2020/01/16/arts/teresa-margolles-james- cohan- gallery.html?fbclid=IwAR3XFzDPpUd9Zxysd1fEqJJFBGpm82cTSO13aqN 8GJCV_2Zt9Nem-nYFWyc

• Mika Rottenberg interview: What is the connection, https://channel.louisiana.dk/video/mika-rottenberg-what-connection

• Duron, M. (2018). Searching for the in-between: Margarita Cabrera’s collective art thinks beyond borders, Artnews, https://www.artnews.com/art-news/artists/searching-margarita-cabreras- collaborative-art-thinks-beyond-borders-10456/

• Lecture: How to Tame a Wild Tongue https://www.youtube.com/watch?v=f2MaBZ6e6vo

Anthropocene • Heartney, E. (2014). Art for the anthropocene era, Art in America, https://www.artnews.com/art-in-america/features/art-for-the-anthropocene- era-63001/

• Dreifus, C. (2015). Stunning contemporary art captures terror, wonder and with in the anthropocene, Smithsonian Magazine, https://www.smithsonianmag.com/smithsonian-institution/stunning- contemporary-art-captures-terror-wonder-wit-anthropocene- 180956742/?page=9

• Anthropocene, National Geographic Encyclopedia entry, https://www.nationalgeographic.org/encyclopedia/anthropocene/

• Hoffman, A. J. (2012). Climate science as culture war, Stanford Social Innovation Review, https://ssir.org/books/reviews/entry/climate_science_as_culture_war

• Ebert, G. (2020). Enormous metal by Selçuk Yilman embody chaotic effects of climate change, Colossal, https://www.thisiscolossal.com/2020/01/metal-sculptures-selcuk- yilmaz/?mc_cid=a5a1e626b5&mc_eid=20ef717b14

Children’s Visual Culture • Caine’s Arcade, https://www.youtube.com/watch?v=faIFNkdq96U

• Caine’s Arcade 2, https://www.youtube.com/watch?v=Ul9c-4dX4Hk

• Commercializing Children’s Culture https://www.youtube.com/watch?v=ecOhTlBAlq0

• McClure Vollrath, M. (2006). Drawing on the toy. Contemporary perspectives on childhood by children. In P. Duncum (Ed.), Visual culture in the art classroom: Case studies. Reston, VA: NAEA.

• Zolides, A. (2017). Created by children: Conceptualizing the child as media producer. In J. O’Connor & J. Mercer (Eds.), Childhood and Celebrity. New York: Routledge.

• Duncum, P. (2002). Children never were what they were: Perspectives on childhood. In Y. Gaudelius & P. Speirs (Eds.), Contemporary Issues in Art Education. Upper Saddle River: NJ: Prentice Hall.

• Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(3), 135-146.

Assignment Overview and Grade Distribution

Visual Journal 30pts

Using the sketchbook in the supplies for this class you will maintain a visual journal. The journal will act as space to think visually, to research and develop ideas. This journal will serve as a place to process course content and you will be asked to respond to covid-19 pandemic related questions there. Much of this journal will take visual form; however, you also use this journal to develop critical and reflective thinking skills through the practice of writing. This journal should be brought to all classes and to any meetings scheduled outside of class. In addition to journaling in the sketchbook you will be asked to accurately document your entries and to upload those images to the corresponding visual journal dropbox in blackboard.

Artful Content Talk 15pts

THE TALK 10pts You will be scheduled to present a thirty-minute artful talk to the class. This talk should address the topic scheduled for the week and should include art, items of visual culture, and adjacent media (video, memes, podcasts, , , advertisements, readings, television, websites, etc.). Your talk should be artful- meaning it should not only include art but it also should take risks, involve the class in exciting ways, and consider the art of teaching- what it is to teach with interest, inquiry, and audience involvement.

THE MEETING 4pts The week prior to your scheduled talk you will meet with me during the last 20 minutes of Thursday’s class (5:30-5:50). Prior to our meeting, you will have viewed all the content and read all the readings as part of that topic. You will propose the content and form of your talk to me and we will workshop and improve on your ideas. You will visually and textually represent these ideas in your visual journal (prior to our meeting and prior to your talk). Do not come to this meeting without your doing research.

Four Visual Responses 10pts x 4 = 40pts

You will produce five visual responses – one for each topic we will discuss this semester (Truth, Precarity, Borders, Anthropocene, and Children’s Visual Culture). You may choose the medium; however, you will be expected to vary the medium and process in at least two of the five responses. You are deeply encouraged to think beyond making traditional images to consider varied, hybrid, alternative, and contemporary methods of making (consider installation, performance, video, new media, digital art, socially engaged art, ephemeral art, sound art, etc.) and are encouraged to consider how those choices in media and process inform content. Idea development of visual responses and written reflections of visual responses will be recorded in the reflective journal. Visual responses are due the second half of class the last (third) class of the corresponding topic.

FINAL 15pts

You will write an artful and comprehensive lesson plan building off of one of the four topics that we explored over the course of the semester. This lesson should deeply consider both how art enables new understanding and idea development through its study and how teaching is in itself an artful act. You will create a lesson plan and you will teach a portion of this lesson, record the lesson, and submit the video of the lesson and the written lesson plan to the blackboard website. ______TOTAL PTS 100pts

Grading Scale: A = 100 – 90 B = 89 – 80 C = 79 – 70 D = 69 – 60 F = 59 and below

COVID 19 VISUAL JOURNAL PROMPTS

FOR EACH OF THE FOLLOWING PROMPTS, COMPLETE THE FOLLOWING VISUAL JOURNAL ENTRY IN YOUR VISUAL JOURNAL. PHOTOGRAPH EACH ENTRY AND UPLOAD THE IMAGE TO BLACKBOARD TO COMPLETE THE ASSIGNMENT.

EACH ENTRY IS WORTH 2PTS FOR A SEMESTER TOTAL OF 30PTS

Week 1 VISUAL JOURNAL PROMPT 1

After watching What is the Visual Journal, Eric Scott on youtube (link provided on black board) please visual journal about your initial thoughts and feelings about what is happening in your life relevant to the present situation we find ourselves in. This could be many things including but not limited to (choose what is relevant to you): • how you feel about being home alone or with children and a spouse, etc. • Issues of employment, productivity, income instability, etc. • issues of health including yourself and those close to you • feelings of anxiety, fear, boredom, restlessness • issues of preparedness, information, confusion • anything not listed that affects you because of corona virus/social distancing

Consider using materials that are only available to you in your home (or that might be available to your future students- will they have paint? charcoal? pastels? Consider working through your ideas using materials that are readily available. Can you use coffee grounds, food coloring, etc.? Consider what you could collage onto the page and how it will make meaning or connections to ideas. Consider drawing and writing as not only visual elements but as ways to work through ideas, emotions, and thoughts.

Week 2 VISUAL JOURNAL PROMPT 2

How do you feel about online learning (not just in this class)? What are the differences that you are noticing? What does it feel like to learn this way? Consider processing your thoughts using different materials than you used last time. What other household materials can you use?

Week 3 VISUAL JOURNAL PROMPT 3

Fear is quite real in these times. What are you fearful of? How does fear affect you as a learner or in other roles you fill in your life? (as a parent, an employee, etc.?)

Week 4 VISUAL JOURNAL PROMPT 4 Does the COVID-19 pandemic relate to the Black Lives Matter Movement? How or how not?

Week 5 VISUAL JOURNAL PROMPT 5

What's missing? What do you need? What have you lost? What are you missing out on? What has been canceled, changed, deferred? Who do you miss? Who have you lost? Consider how erasure (using an eraser, obscuring, covering, crossing out or overlapping) might convey ideas or how you might obscure or hide things during your process. Look at Titus Kaphar’s work. https://kapharstudio.com/

Week 6 VISUAL JOURNAL PROMPT 6

What does this global pandemic make you grateful for?

Week 7 VISUAL JOURNAL PROMPT 7

What gives you hope during the pandemic? Why?

Week 8 VISUAL JOURNAL PROMPT 8

What borders and boundaries are emphasized or brought to light by the pandemic? Describe or illustrate how they work? How are they different from other conceptions of the border like Anzaldua’s?

Week 9 VISUAL JOURNAL PROMPT 9

How does scale and proportion relate to the pandemic? And to the anthropocene?

Week 10 VISUAL JOURNAL PROMPT 10

How does your understanding of the Anthropocene relate to the COVID 19 pandemic?

Week 11 VISUAL JOURNAL PROMPT 11 How has the pandemic changed your relationships?

Week 12 VISUAL JOURNAL PROMPT 12

How has your experience of the COVID-19 Pandemic changed overtime. You may consider how it has changed over the course of this semester or from the beginning of the Pandemic in early 2020.

Week 13 VISUAL JOURNAL PROMPT 13

Imagine a better world after covid-19. In what ways can we become better from this pandemic? What do you envision from all this?

Week 14 VISUAL JOURNAL PROMPT 14

How has covid-19 affected your understanding of education, art education, and/or art?

Plagiarism/Academic Dishonesty Statement

Cheating is unethical and not acceptable. Plagiarism is using information or original wording in a paper without giving credit to the source of that information or wording: it is also not acceptable. Do not submit work under your name that you did not do yourself. You may not submit work for this class that you did for another class. If you are found to be cheating or plagiarizing, you will be subject to disciplinary action, per UTEP catalog policy. Refer to http://www.utep.edu/dos/acadintg.htm for further information

Disability Statement

I will make any reasonable accommodations for students with limitations due to disabilities, including learning disabilities. Please contact me personally within the first two weeks of class to discuss any special needs you might have. If you have a documented disability and require specific accommodations, you will need to contact the Disabled Student Services Office within the first two weeks of classes. The Disabled Student Services Office is located in room 106 of the East Union Building and can also be reached in the following ways:

Web: http://www.utep.edu/dsso Phone: (915) 747-5148 voice or TTY Fax: (915) 747-8712 E-Mail: [email protected]

*Please note that this syllabus is subject to change. Please pay attention for changes and contact the instructor with questions. By choosing to enroll in this class, you agree to the conditions of this syllabus.