ED 400 HISTORY AND PHILOSOPHY OF ART EDUCATIONPratt Institute

Fall 2016

Cao Fei_RMB City-A Second Life City Planning 2005-11

I History and Philosophy of Art Education ED 400 Section 01Pratt Art and Design EducationWednesdays 1230-320 pmSouth Hall Room 0004 Credits 30

II Borinquen Gallo Visiting Assistant ProfessorTel 718-636-3637 ext 5952 Office Hours Room SH206 Wednesdays by appointment bgallopratteduWebsite wwwmborinquengallocomPASSWORD borinquen

BULLETIN COURSE DESCRIPTIONAn analysis of the major traditional and contemporary philosophers relating to education provides a context for an examination for our experiences as artists teachers and learners Students will use the reading to raise questions and develop issues for individual and group projects

Detailed Course Description

The course will identify a number of cases and questions around which students will develop their own conversations through a series of artistic literary critical and philosophical sources These sources will range from reading theoretical and literary texts to engaging with works of art

The readings and discussion explore the implications of philosophersrsquo ideas for current teaching and art practice methods curriculum design and policy Rather than focusing on the historical aspect of Philosophy of Art Education this course will respond to a number of themes around which students will be encouraged to arrive at their own conclusions Students are also expected to contribute in terms of their own conceptual and artistic interests and formulate adequate research methods to articulate a number of philosophical critical and practical cases for art and art in educationStudents will be asked to consider how the discussion of art in education could be expressed on the grounds of experimentation in the studio andor the classroom The object of this experimentation is related to the development of ideas within different forms of practice that could take place in either the studio the classroom in both or in an environment that students deem as conducive to art andor art in education

Students will become acquainted with major philosophical texts addressing the following New York State Teaching standards

II Knowledge of Content and Instructional PlanningIII Instructional Practice

Students will deepen their understanding of the philosophies of art and design education and develop an original contribution to the field according to the following New York State Teaching standards

VI Professional Responsibilities and Collaboration VII Professional Growth

Course Goals

To understand the foundations of the philosophy of education through an analysis of its central ideas and the writings of its key thinkers

To facilitate an environment that helps students identify and articulate their interest in art education on the grounds of the philosophies that emerge from the dynamic relationship between art and education

To discuss relevant themes against the backdrop of studentsrsquo specializations

To understand the artist teacherrsquos relationship to art educational and philosophical discourse

To understand the relationship between schooling and society by looking at the roots of this relationship in historical discourse

To understand the importance of reflecting upon testing and modifying onersquos own practice in regards to an evolving personal philosophy

To develop the capacity to understand a diversity of philosophical points of view and develop independent thinking about current educational debates

To enhance critical thinking facility

To develop critical reading speaking and expressive writing ability

To understand the value and importance of taking responsibility for onersquos own intellectual growth

Student Learning Objectives

Upon completion of this course students will be able to

Engage critically with philosophical texts in order to understand how others have attempted to solve such central educational questions as what is knowledge how do we know what we know and what is education for

Demonstrate an ability to engage and communicate a relevant and effective philosophical argument for art in education

Identify specific areas within aesthetics and or art theory by which they would be able to identify and problematize a number of issues they deem relevant to their interest in art education

Develop a well informed analysis of visual practice in its relevant contexts

Present a process of research and study in an appropriate format

Demonstrate an understanding of how teachersrsquo practice expresses a philosophy that must be tested and modified

Use writing and discussion as complex tools to examine test and question ideas as well as to present tentative conclusions in interesting ways

Assume responsibility for the intellectual and emotional richness of the class through active participation (speaking and listening challenging and supporting) deep reading and engaged writing discussing and art making

Create a series of art works inspired by course content while developing the ability to situate their art practice within an art and philosophical context

Course CalendarSchedule

Week1- Aug 24- Introductions Week2-Aug 31-Class SessionWeek3- Sept 7-Class Session-Week4- Sept 14- Class Session Art Commentary Part 1 DueWeek5- Sept 21- Class SessionWeek6- Sept 28- Class Session Art Commentary Part 2 DueWeek7- Oct 5- Class SessionWeek8- Oct 12- Class SessionArt Commentary Part 3 PresentationsWeek9- Oct 19- Mid Semester ConferencesFinal Project and artwork Proposals DueWeek10- Oct 26-Class SessionWeek11- Nov 2- First Draft Artist Statement DueWeek12- Nov 9-Class SessionWeek13- Nov 16 -Final Draft of Artist Statement exhibition map DueWeek14- Nov 23- Thanksgiving RecessWeek 15- Nov 30- Exhibition Installation Week 16- Dec 7- Final Projects DuePresentationsExhibition OpeningWeek 17- Dec 14-Final ProjectsPresentationsPortfolios Due

IVCOURSE REQUIREMENTS

Textbook Readings and Materials

Required Texts

Allen F (2009) Education documents of contemporary art Whitechapel Gallery MIT Press

Noddings N (2012) Philosophy of education (pp14-18) Boulder CO Westview

Press

Required and suggested Readings on website

Projects Papers Assignments

As evidenced by the following assignments and projects with accompanying learning outcomes assessment Art Commentary 10The commentary will imply an analysis of a work of art that emerges from a minimum of three visits to a museum where the artwork is identified visited and researched The commentary is mainly text-based while other formats (if and when relevant) are welcome (upon prior discussion with tutor) Whatever the format the Commentary should include full referencing and bibliography and it must follow APA formatYou will be asked to share your art commentary with the class

Weekly Reading Responses 25Each week students will submit a written response to the course readings The response should be at least one or two pages and include citations from the texts in APA format It should also pose two or three questions you might raise in the weekly seminar You should bring in a printed copy of your reading response to contribute to the seminar and consider the reading responses as an important part of the group discussion this is part of your obligation to your fellow students and their learning You will submit a printed copy of the response to me at the end of each class As you read the materials and participate in the discussion keep these questions in mind

What are the problems this author is concerned with What kind of societyschool does this author appear to favor What new problems might arise if the authorrsquos suggestions were enacted What is the social and political context to which the author is responding How does the author think about the purposes of education Do you agree

Class Seminar - 25Each student will conduct two class seminars based on the weekrsquos readings following the Socratic seminar method The instructor will support student-leaders but the expectation is that the seminar be mostly student-led The student-leaders should prepare at least five questions for the seminar The student-leaders will e-mail the questions to the instructor no later than two days before the seminar Each seminar will be accompanied by a presentation that will complement the readings and support the class in identifying analyzing and expanding on philosophical debates in art and art education Students will be responsible for leading the presentation about current debates in education related to the historical and philosophical texts we are reading The presentations entail adequate research preparation presentation and leadership of class discussion and should generate participation and debate

In preparation for the assigned seminars the student-leaders will annotate the text looking for the authorrsquos main theses and taking extensive notes The students will be graded based on a self- and peer review system All students will submit a written seminar report (1-2 pages) which is due the week after the seminar The seminar leaders will be graded on the basis of the written reports but also on the quality of the research the depth of preparation for the presentation and the engagement of the participants The seminar grade will be based on the quality of the seminar review papers and the class discussion

A sign-up sheet for seminar topics will be passed out in the first class

Contemporary Artist Presentations (optional extra 5)All students will be responsible for leading one presentation on a contemporary artist whose work relates to the readings assigned for the week The presentation should help the students make connections between the philosophies discussed and contemporary art practice The presentations entail research preparation presentation and leadership of class discussion The presentation should last approximately 30 minutes and should include a survey of the artist work videos materials processes as well as its theoretical contextualization within a larger artistic philosophical and pedagogical framework

Art ActivityLesson Plan (optional extra 10)All students will be responsible for designing and implementing an art lesson inspired by the readings and or the work of the contemporary artist presented on their assigned week Students will write a lesson plan and come in prepared to teach the lesson to the class bringing all visual resources and art materials pertinent to their planned activity The lesson should help the class make connections between the philosophies studied and contemporary art practices and processes while developing and supporting their studio practice The art activity should last approximately 45 minutes

Final Portfolio- (optional extra 10)Students will collect and prepare a portfolio of all weekly art assignments along with the pertinent photo-documentation

Final Project- 40 (20statement (long 15 and short 5) and20gallery project)In the final project students are encouraged to identify and present a process of research and topic of study in an appropriate format While students are strongly encouraged to experiment with the format they will be held accountable to develop a well-informed analysis of visual practice in its relevant contexts Some final projects formats that can be considered include but are not limited to

1 An investigation of a teacher or institutionrsquos educational philosophy Your final paper will require an in depth interview with your subject a site visit and

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

To facilitate an environment that helps students identify and articulate their interest in art education on the grounds of the philosophies that emerge from the dynamic relationship between art and education

To discuss relevant themes against the backdrop of studentsrsquo specializations

To understand the artist teacherrsquos relationship to art educational and philosophical discourse

To understand the relationship between schooling and society by looking at the roots of this relationship in historical discourse

To understand the importance of reflecting upon testing and modifying onersquos own practice in regards to an evolving personal philosophy

To develop the capacity to understand a diversity of philosophical points of view and develop independent thinking about current educational debates

To enhance critical thinking facility

To develop critical reading speaking and expressive writing ability

To understand the value and importance of taking responsibility for onersquos own intellectual growth

Student Learning Objectives

Upon completion of this course students will be able to

Engage critically with philosophical texts in order to understand how others have attempted to solve such central educational questions as what is knowledge how do we know what we know and what is education for

Demonstrate an ability to engage and communicate a relevant and effective philosophical argument for art in education

Identify specific areas within aesthetics and or art theory by which they would be able to identify and problematize a number of issues they deem relevant to their interest in art education

Develop a well informed analysis of visual practice in its relevant contexts

Present a process of research and study in an appropriate format

Demonstrate an understanding of how teachersrsquo practice expresses a philosophy that must be tested and modified

Use writing and discussion as complex tools to examine test and question ideas as well as to present tentative conclusions in interesting ways

Assume responsibility for the intellectual and emotional richness of the class through active participation (speaking and listening challenging and supporting) deep reading and engaged writing discussing and art making

Create a series of art works inspired by course content while developing the ability to situate their art practice within an art and philosophical context

Course CalendarSchedule

Week1- Aug 24- Introductions Week2-Aug 31-Class SessionWeek3- Sept 7-Class Session-Week4- Sept 14- Class Session Art Commentary Part 1 DueWeek5- Sept 21- Class SessionWeek6- Sept 28- Class Session Art Commentary Part 2 DueWeek7- Oct 5- Class SessionWeek8- Oct 12- Class SessionArt Commentary Part 3 PresentationsWeek9- Oct 19- Mid Semester ConferencesFinal Project and artwork Proposals DueWeek10- Oct 26-Class SessionWeek11- Nov 2- First Draft Artist Statement DueWeek12- Nov 9-Class SessionWeek13- Nov 16 -Final Draft of Artist Statement exhibition map DueWeek14- Nov 23- Thanksgiving RecessWeek 15- Nov 30- Exhibition Installation Week 16- Dec 7- Final Projects DuePresentationsExhibition OpeningWeek 17- Dec 14-Final ProjectsPresentationsPortfolios Due

IVCOURSE REQUIREMENTS

Textbook Readings and Materials

Required Texts

Allen F (2009) Education documents of contemporary art Whitechapel Gallery MIT Press

Noddings N (2012) Philosophy of education (pp14-18) Boulder CO Westview

Press

Required and suggested Readings on website

Projects Papers Assignments

As evidenced by the following assignments and projects with accompanying learning outcomes assessment Art Commentary 10The commentary will imply an analysis of a work of art that emerges from a minimum of three visits to a museum where the artwork is identified visited and researched The commentary is mainly text-based while other formats (if and when relevant) are welcome (upon prior discussion with tutor) Whatever the format the Commentary should include full referencing and bibliography and it must follow APA formatYou will be asked to share your art commentary with the class

Weekly Reading Responses 25Each week students will submit a written response to the course readings The response should be at least one or two pages and include citations from the texts in APA format It should also pose two or three questions you might raise in the weekly seminar You should bring in a printed copy of your reading response to contribute to the seminar and consider the reading responses as an important part of the group discussion this is part of your obligation to your fellow students and their learning You will submit a printed copy of the response to me at the end of each class As you read the materials and participate in the discussion keep these questions in mind

What are the problems this author is concerned with What kind of societyschool does this author appear to favor What new problems might arise if the authorrsquos suggestions were enacted What is the social and political context to which the author is responding How does the author think about the purposes of education Do you agree

Class Seminar - 25Each student will conduct two class seminars based on the weekrsquos readings following the Socratic seminar method The instructor will support student-leaders but the expectation is that the seminar be mostly student-led The student-leaders should prepare at least five questions for the seminar The student-leaders will e-mail the questions to the instructor no later than two days before the seminar Each seminar will be accompanied by a presentation that will complement the readings and support the class in identifying analyzing and expanding on philosophical debates in art and art education Students will be responsible for leading the presentation about current debates in education related to the historical and philosophical texts we are reading The presentations entail adequate research preparation presentation and leadership of class discussion and should generate participation and debate

In preparation for the assigned seminars the student-leaders will annotate the text looking for the authorrsquos main theses and taking extensive notes The students will be graded based on a self- and peer review system All students will submit a written seminar report (1-2 pages) which is due the week after the seminar The seminar leaders will be graded on the basis of the written reports but also on the quality of the research the depth of preparation for the presentation and the engagement of the participants The seminar grade will be based on the quality of the seminar review papers and the class discussion

A sign-up sheet for seminar topics will be passed out in the first class

Contemporary Artist Presentations (optional extra 5)All students will be responsible for leading one presentation on a contemporary artist whose work relates to the readings assigned for the week The presentation should help the students make connections between the philosophies discussed and contemporary art practice The presentations entail research preparation presentation and leadership of class discussion The presentation should last approximately 30 minutes and should include a survey of the artist work videos materials processes as well as its theoretical contextualization within a larger artistic philosophical and pedagogical framework

Art ActivityLesson Plan (optional extra 10)All students will be responsible for designing and implementing an art lesson inspired by the readings and or the work of the contemporary artist presented on their assigned week Students will write a lesson plan and come in prepared to teach the lesson to the class bringing all visual resources and art materials pertinent to their planned activity The lesson should help the class make connections between the philosophies studied and contemporary art practices and processes while developing and supporting their studio practice The art activity should last approximately 45 minutes

Final Portfolio- (optional extra 10)Students will collect and prepare a portfolio of all weekly art assignments along with the pertinent photo-documentation

Final Project- 40 (20statement (long 15 and short 5) and20gallery project)In the final project students are encouraged to identify and present a process of research and topic of study in an appropriate format While students are strongly encouraged to experiment with the format they will be held accountable to develop a well-informed analysis of visual practice in its relevant contexts Some final projects formats that can be considered include but are not limited to

1 An investigation of a teacher or institutionrsquos educational philosophy Your final paper will require an in depth interview with your subject a site visit and

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

Demonstrate an understanding of how teachersrsquo practice expresses a philosophy that must be tested and modified

Use writing and discussion as complex tools to examine test and question ideas as well as to present tentative conclusions in interesting ways

Assume responsibility for the intellectual and emotional richness of the class through active participation (speaking and listening challenging and supporting) deep reading and engaged writing discussing and art making

Create a series of art works inspired by course content while developing the ability to situate their art practice within an art and philosophical context

Course CalendarSchedule

Week1- Aug 24- Introductions Week2-Aug 31-Class SessionWeek3- Sept 7-Class Session-Week4- Sept 14- Class Session Art Commentary Part 1 DueWeek5- Sept 21- Class SessionWeek6- Sept 28- Class Session Art Commentary Part 2 DueWeek7- Oct 5- Class SessionWeek8- Oct 12- Class SessionArt Commentary Part 3 PresentationsWeek9- Oct 19- Mid Semester ConferencesFinal Project and artwork Proposals DueWeek10- Oct 26-Class SessionWeek11- Nov 2- First Draft Artist Statement DueWeek12- Nov 9-Class SessionWeek13- Nov 16 -Final Draft of Artist Statement exhibition map DueWeek14- Nov 23- Thanksgiving RecessWeek 15- Nov 30- Exhibition Installation Week 16- Dec 7- Final Projects DuePresentationsExhibition OpeningWeek 17- Dec 14-Final ProjectsPresentationsPortfolios Due

IVCOURSE REQUIREMENTS

Textbook Readings and Materials

Required Texts

Allen F (2009) Education documents of contemporary art Whitechapel Gallery MIT Press

Noddings N (2012) Philosophy of education (pp14-18) Boulder CO Westview

Press

Required and suggested Readings on website

Projects Papers Assignments

As evidenced by the following assignments and projects with accompanying learning outcomes assessment Art Commentary 10The commentary will imply an analysis of a work of art that emerges from a minimum of three visits to a museum where the artwork is identified visited and researched The commentary is mainly text-based while other formats (if and when relevant) are welcome (upon prior discussion with tutor) Whatever the format the Commentary should include full referencing and bibliography and it must follow APA formatYou will be asked to share your art commentary with the class

Weekly Reading Responses 25Each week students will submit a written response to the course readings The response should be at least one or two pages and include citations from the texts in APA format It should also pose two or three questions you might raise in the weekly seminar You should bring in a printed copy of your reading response to contribute to the seminar and consider the reading responses as an important part of the group discussion this is part of your obligation to your fellow students and their learning You will submit a printed copy of the response to me at the end of each class As you read the materials and participate in the discussion keep these questions in mind

What are the problems this author is concerned with What kind of societyschool does this author appear to favor What new problems might arise if the authorrsquos suggestions were enacted What is the social and political context to which the author is responding How does the author think about the purposes of education Do you agree

Class Seminar - 25Each student will conduct two class seminars based on the weekrsquos readings following the Socratic seminar method The instructor will support student-leaders but the expectation is that the seminar be mostly student-led The student-leaders should prepare at least five questions for the seminar The student-leaders will e-mail the questions to the instructor no later than two days before the seminar Each seminar will be accompanied by a presentation that will complement the readings and support the class in identifying analyzing and expanding on philosophical debates in art and art education Students will be responsible for leading the presentation about current debates in education related to the historical and philosophical texts we are reading The presentations entail adequate research preparation presentation and leadership of class discussion and should generate participation and debate

In preparation for the assigned seminars the student-leaders will annotate the text looking for the authorrsquos main theses and taking extensive notes The students will be graded based on a self- and peer review system All students will submit a written seminar report (1-2 pages) which is due the week after the seminar The seminar leaders will be graded on the basis of the written reports but also on the quality of the research the depth of preparation for the presentation and the engagement of the participants The seminar grade will be based on the quality of the seminar review papers and the class discussion

A sign-up sheet for seminar topics will be passed out in the first class

Contemporary Artist Presentations (optional extra 5)All students will be responsible for leading one presentation on a contemporary artist whose work relates to the readings assigned for the week The presentation should help the students make connections between the philosophies discussed and contemporary art practice The presentations entail research preparation presentation and leadership of class discussion The presentation should last approximately 30 minutes and should include a survey of the artist work videos materials processes as well as its theoretical contextualization within a larger artistic philosophical and pedagogical framework

Art ActivityLesson Plan (optional extra 10)All students will be responsible for designing and implementing an art lesson inspired by the readings and or the work of the contemporary artist presented on their assigned week Students will write a lesson plan and come in prepared to teach the lesson to the class bringing all visual resources and art materials pertinent to their planned activity The lesson should help the class make connections between the philosophies studied and contemporary art practices and processes while developing and supporting their studio practice The art activity should last approximately 45 minutes

Final Portfolio- (optional extra 10)Students will collect and prepare a portfolio of all weekly art assignments along with the pertinent photo-documentation

Final Project- 40 (20statement (long 15 and short 5) and20gallery project)In the final project students are encouraged to identify and present a process of research and topic of study in an appropriate format While students are strongly encouraged to experiment with the format they will be held accountable to develop a well-informed analysis of visual practice in its relevant contexts Some final projects formats that can be considered include but are not limited to

1 An investigation of a teacher or institutionrsquos educational philosophy Your final paper will require an in depth interview with your subject a site visit and

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

Required and suggested Readings on website

Projects Papers Assignments

As evidenced by the following assignments and projects with accompanying learning outcomes assessment Art Commentary 10The commentary will imply an analysis of a work of art that emerges from a minimum of three visits to a museum where the artwork is identified visited and researched The commentary is mainly text-based while other formats (if and when relevant) are welcome (upon prior discussion with tutor) Whatever the format the Commentary should include full referencing and bibliography and it must follow APA formatYou will be asked to share your art commentary with the class

Weekly Reading Responses 25Each week students will submit a written response to the course readings The response should be at least one or two pages and include citations from the texts in APA format It should also pose two or three questions you might raise in the weekly seminar You should bring in a printed copy of your reading response to contribute to the seminar and consider the reading responses as an important part of the group discussion this is part of your obligation to your fellow students and their learning You will submit a printed copy of the response to me at the end of each class As you read the materials and participate in the discussion keep these questions in mind

What are the problems this author is concerned with What kind of societyschool does this author appear to favor What new problems might arise if the authorrsquos suggestions were enacted What is the social and political context to which the author is responding How does the author think about the purposes of education Do you agree

Class Seminar - 25Each student will conduct two class seminars based on the weekrsquos readings following the Socratic seminar method The instructor will support student-leaders but the expectation is that the seminar be mostly student-led The student-leaders should prepare at least five questions for the seminar The student-leaders will e-mail the questions to the instructor no later than two days before the seminar Each seminar will be accompanied by a presentation that will complement the readings and support the class in identifying analyzing and expanding on philosophical debates in art and art education Students will be responsible for leading the presentation about current debates in education related to the historical and philosophical texts we are reading The presentations entail adequate research preparation presentation and leadership of class discussion and should generate participation and debate

In preparation for the assigned seminars the student-leaders will annotate the text looking for the authorrsquos main theses and taking extensive notes The students will be graded based on a self- and peer review system All students will submit a written seminar report (1-2 pages) which is due the week after the seminar The seminar leaders will be graded on the basis of the written reports but also on the quality of the research the depth of preparation for the presentation and the engagement of the participants The seminar grade will be based on the quality of the seminar review papers and the class discussion

A sign-up sheet for seminar topics will be passed out in the first class

Contemporary Artist Presentations (optional extra 5)All students will be responsible for leading one presentation on a contemporary artist whose work relates to the readings assigned for the week The presentation should help the students make connections between the philosophies discussed and contemporary art practice The presentations entail research preparation presentation and leadership of class discussion The presentation should last approximately 30 minutes and should include a survey of the artist work videos materials processes as well as its theoretical contextualization within a larger artistic philosophical and pedagogical framework

Art ActivityLesson Plan (optional extra 10)All students will be responsible for designing and implementing an art lesson inspired by the readings and or the work of the contemporary artist presented on their assigned week Students will write a lesson plan and come in prepared to teach the lesson to the class bringing all visual resources and art materials pertinent to their planned activity The lesson should help the class make connections between the philosophies studied and contemporary art practices and processes while developing and supporting their studio practice The art activity should last approximately 45 minutes

Final Portfolio- (optional extra 10)Students will collect and prepare a portfolio of all weekly art assignments along with the pertinent photo-documentation

Final Project- 40 (20statement (long 15 and short 5) and20gallery project)In the final project students are encouraged to identify and present a process of research and topic of study in an appropriate format While students are strongly encouraged to experiment with the format they will be held accountable to develop a well-informed analysis of visual practice in its relevant contexts Some final projects formats that can be considered include but are not limited to

1 An investigation of a teacher or institutionrsquos educational philosophy Your final paper will require an in depth interview with your subject a site visit and

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

In preparation for the assigned seminars the student-leaders will annotate the text looking for the authorrsquos main theses and taking extensive notes The students will be graded based on a self- and peer review system All students will submit a written seminar report (1-2 pages) which is due the week after the seminar The seminar leaders will be graded on the basis of the written reports but also on the quality of the research the depth of preparation for the presentation and the engagement of the participants The seminar grade will be based on the quality of the seminar review papers and the class discussion

A sign-up sheet for seminar topics will be passed out in the first class

Contemporary Artist Presentations (optional extra 5)All students will be responsible for leading one presentation on a contemporary artist whose work relates to the readings assigned for the week The presentation should help the students make connections between the philosophies discussed and contemporary art practice The presentations entail research preparation presentation and leadership of class discussion The presentation should last approximately 30 minutes and should include a survey of the artist work videos materials processes as well as its theoretical contextualization within a larger artistic philosophical and pedagogical framework

Art ActivityLesson Plan (optional extra 10)All students will be responsible for designing and implementing an art lesson inspired by the readings and or the work of the contemporary artist presented on their assigned week Students will write a lesson plan and come in prepared to teach the lesson to the class bringing all visual resources and art materials pertinent to their planned activity The lesson should help the class make connections between the philosophies studied and contemporary art practices and processes while developing and supporting their studio practice The art activity should last approximately 45 minutes

Final Portfolio- (optional extra 10)Students will collect and prepare a portfolio of all weekly art assignments along with the pertinent photo-documentation

Final Project- 40 (20statement (long 15 and short 5) and20gallery project)In the final project students are encouraged to identify and present a process of research and topic of study in an appropriate format While students are strongly encouraged to experiment with the format they will be held accountable to develop a well-informed analysis of visual practice in its relevant contexts Some final projects formats that can be considered include but are not limited to

1 An investigation of a teacher or institutionrsquos educational philosophy Your final paper will require an in depth interview with your subject a site visit and

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

research You will discuss the topic of your final paper with me on an individual basis The paper should be between 8-10 pages in length

2 An investigation of a specific topic within aesthetics andor art theory by which you would be able to identify and problematize a number of issues you deem relevant to your researchartisticpedagogical interests andor

concerns relative to art in education The paper should be between 8-10 pages in length

3 A theme identified in the art commentary and or philosophies and theories discussed to be developed into a series of 4-8 classroom or studio based lessons (k-college level) These can be reactionary or conceptually related but not merely illustrative of the works discussed

4 A series of related artworks conceived and technically realized for exhibition purpose These while informed by the theories art commentary and other artworks discussed in class are not mere illustrations of these but become entirely new creations that stand in and of themselves They can involve a variety formats including but not limited to painting drawing sculpture and printmaking as well as a variety of interventions multimedia installations videos photo-documentation performances documentary films participatory actions etc The series of works must be accompanied by a 3-5 pages statement to contextualize the work

Assessment and Grading

Refer to rubrics on website

Essays the following criteria will be used to evaluate your critical essays1048707 A clear introduction of the issue for analysis1048707 A clearly stated thesis1048707 Careful and logical use of textual evidence to support your thesis1048707 Careful organization of ideas and careful reasoning1048707 Correct documentation of sources1048707 A strong and clear conclusion1048707 Effective and clear writing including correct grammar precise word choice varied sentence patterns etc

Portfolio The digital portfolio1048707 is organized according to courseprogram guidelines1048707 reflects use of appropriate written communication skills1048707 contains appropriately selected artifacts in the designated sections1048707 reflects effective use of technology1048707 is appropriate for use in a professional setting

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

V POLICIES

APA Citation

All papers will use the APA Citation format according to the 5th edition of the APA manual

See the following website for further details httpowlenglishpurdueeduowlresource56001 httpowlenglishpurdueeduowlresource56008

USEFUL LINKS

httpwwwiltcolumbiaedu

Written Work and Plagiarism According to Prattrsquos policy ldquoplagiarism means presenting as onersquos own the words the work information or the opinions of someone else It is dishonest since the plagiarist offers as hisher own for credit the language or information or thought for which heshe deserves no credit Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its sourcerdquo Always cite your sources

A Note on Classroom Technology Please no cell phones in class You are welcome to use your laptop assuming that you can stay off the Internet during class We will have a 15 minute break halfway through each class periodmdashplease use this time for personal emailstexting

Accommodations for Students with DisabilitiesPratt Institute is committed to assisting students with documented disabilities who are otherwise qualified for admission to the Institute Students requesting accommodations must submit appropriate written documentation to the coordinator of Disability Services Mai MacDonald on 718 636 3711 in the Office of the Vice President for Student Affairs

PLEASE NOTE THAT THE SYLLABUS MAY CHANGE You are responsible for keeping up with any changes

REFERENCES

Allen F (2011) Education documents of contemporary art

Alinsky SD (63-80) Rules for radicals (1989) Vintage books

Bourriaud N (2002) Relational aesthetics (7-48) Les Presses du reacuteel

Dewey J (1916) Democracy and education An introduction to the philosophy of

Education New York The Free Press

Foucaoult M (1964) The archeology of knowledge Vintage Books

Greene M (1988) The dialectic of freedom (87-116) New York Teachers

College Press

Greene M (1997) The passions of pluralism multiculturalism and the expanding

community In S M Cahn (Ed) Classic and contemporary readings in the

philosophy of education (pp 510-521) New York McGraw Hill

Helguera P (2011) Education for socially engaged art New York Jorge Pinto

Books

Hooks B (1994) Teaching to transgress Education as the practice of freedom (pp1-

75) New York Routledge

Locke J Some thoughts concerning education

Marcuse H (1969) An essay on liberation (pp3-91) Boston Beacon Press

Marcuse H (1991) One-dimensional man (pp1-18 pp85-119) Boston

Beacon Press

Noddings N (2012) Philosophy of education (pp14-18) Boulder CO Westview

Press

COURSE SCHEDULE

WEEK 1 August 24th INTRODUCTIONWhat is educational philosophy How do we define education

Introduction

What is the primary purpose of education in a democracy How should one acquire knowledge Who should be educated and how Who should the educators be By what moral standards should one live and teach What is the relationship between theory and practice How do we legitimate and come to terms with multiple perspectives How do we as art practitioners educators students and citizens answer these questions and develop individual and collective philosophies of education

Philosophy of education- Intellectual autobiographyStory Swap

Outline your educational biography in bullet points on an index card to guide discussion- What is your experience of education Enumerate the philosophies that you think guided your educational path- which ones can you identify Which did you adopt reject or negotiate with What kinds of approaches to learning do you admirestrive to include in your own teaching practice How does your art practice intersect with your teachinglearning strategy

Share stories about schooling and beyond

Exploring Philosophical Inquiry

How do we approach philosophical inquiry What methods of inquiry and interpretation can we draw from and imagine together as a group How can we work together throughout the course to create something meaningful and useful for future career paths

Syllabus Review + Assignment SchedulingIn Class Assignment- Imagining the Schools of the future

Sign up sheet for weekly SOCRATIC seminar presentationsIntroduceAssign ART COMMENTARY PROJECTAssign first MoMa visit (Free every Fri 6-8)

WEEK 2 August 31stIDEALISM PLATO- ST AGUSTINE -KANT -HEGEL

Themes Idealism ldquoThe Goodrdquo Justice Utopia Order Truth and Holism

Readingsbull Noddings N (2012) Pilosophy of Education (pp1-10) Boulder CO Westview Press bull Plato Republic Book II Book VI Book VII

httpclassicsmiteduPlatorepublichtmlbull Plato Five Dialogues Meno httpclassicsmiteduPlatomenohtml

Suggested Readingbull Gutek G (2011) Historical and philosophical foundations of education (pp 30-47) Pearson Education Press Upper Saddle River New Jersey Chapter 1 Idealism and Education Philosophical Foundations of Education by Howard Ozmon and Samuel Craver (Focus on Plato Agustine Kant and Hegel)

bull Kant Emmanuel Trascendental Idealism httpplatostanfordeduentrieskantTraIdebull Absolute Idealism Hegel ndash (2 readings on website)

Artists William Kentridge Joseph Buyes Cao Fei Paul McCarthy Anthony Gormely Thomas Hirschorn Francois Jacques Delannoy Jean-Rene Billaudel Le Corbusier Christoph Leonhard Sturm Superstudio Whose Utopia (Cao Fei 2006) The Land by Kamin Letchaiprasert and Rirkrit Tiravanija

AssignmentsAttend Cao Fei Lecture Tuesday August 30th 2016 730-930Location Higgins Hall 61 St James Place Brooklyn Campushttpswwwprattedueventssingleid=48374Reading Response

COURSE SCHEDULE

WEEK 1 August 24th INTRODUCTIONWhat is educational philosophy How do we define education

Introduction

What is the primary purpose of education in a democracy How should one acquire knowledge Who should be educated and how Who should the educators be By what moral standards should one live and teach What is the relationship between theory and practice How do we legitimate and come to terms with multiple perspectives How do we as art practitioners educators students and citizens answer these questions and develop individual and collective philosophies of education

Philosophy of education- Intellectual autobiographyStory Swap

Outline your educational biography in bullet points on an index card to guide discussion- What is your experience of education Enumerate the philosophies that you think guided your educational path- which ones can you identify Which did you adopt reject or negotiate with What kinds of approaches to learning do you admirestrive to include in your own teaching practice How does your art practice intersect with your teachinglearning strategy

Share stories about schooling and beyond

Exploring Philosophical Inquiry

How do we approach philosophical inquiry What methods of inquiry and interpretation can we draw from and imagine together as a group How can we work together throughout the course to create something meaningful and useful for future career paths

Syllabus Review + Assignment SchedulingIn Class Assignment- Imagining the Schools of the future

Sign up sheet for weekly SOCRATIC seminar presentationsIntroduceAssign ART COMMENTARY PROJECTAssign first MoMa visit (Free every Fri 6-8)

WEEK 2 August 31stIDEALISM PLATO- ST AGUSTINE -KANT -HEGEL

Themes Idealism ldquoThe Goodrdquo Justice Utopia Order Truth and Holism

Readingsbull Noddings N (2012) Pilosophy of Education (pp1-10) Boulder CO Westview Press bull Plato Republic Book II Book VI Book VII

httpclassicsmiteduPlatorepublichtmlbull Plato Five Dialogues Meno httpclassicsmiteduPlatomenohtml

Suggested Readingbull Gutek G (2011) Historical and philosophical foundations of education (pp 30-47) Pearson Education Press Upper Saddle River New Jersey Chapter 1 Idealism and Education Philosophical Foundations of Education by Howard Ozmon and Samuel Craver (Focus on Plato Agustine Kant and Hegel)

bull Kant Emmanuel Trascendental Idealism httpplatostanfordeduentrieskantTraIdebull Absolute Idealism Hegel ndash (2 readings on website)

Artists William Kentridge Joseph Buyes Cao Fei Paul McCarthy Anthony Gormely Thomas Hirschorn Francois Jacques Delannoy Jean-Rene Billaudel Le Corbusier Christoph Leonhard Sturm Superstudio Whose Utopia (Cao Fei 2006) The Land by Kamin Letchaiprasert and Rirkrit Tiravanija

AssignmentsAttend Cao Fei Lecture Tuesday August 30th 2016 730-930Location Higgins Hall 61 St James Place Brooklyn Campushttpswwwprattedueventssingleid=48374Reading Response

Sign up sheet for weekly SOCRATIC seminar presentationsIntroduceAssign ART COMMENTARY PROJECTAssign first MoMa visit (Free every Fri 6-8)

WEEK 2 August 31stIDEALISM PLATO- ST AGUSTINE -KANT -HEGEL

Themes Idealism ldquoThe Goodrdquo Justice Utopia Order Truth and Holism

Readingsbull Noddings N (2012) Pilosophy of Education (pp1-10) Boulder CO Westview Press bull Plato Republic Book II Book VI Book VII

httpclassicsmiteduPlatorepublichtmlbull Plato Five Dialogues Meno httpclassicsmiteduPlatomenohtml

Suggested Readingbull Gutek G (2011) Historical and philosophical foundations of education (pp 30-47) Pearson Education Press Upper Saddle River New Jersey Chapter 1 Idealism and Education Philosophical Foundations of Education by Howard Ozmon and Samuel Craver (Focus on Plato Agustine Kant and Hegel)

bull Kant Emmanuel Trascendental Idealism httpplatostanfordeduentrieskantTraIdebull Absolute Idealism Hegel ndash (2 readings on website)

Artists William Kentridge Joseph Buyes Cao Fei Paul McCarthy Anthony Gormely Thomas Hirschorn Francois Jacques Delannoy Jean-Rene Billaudel Le Corbusier Christoph Leonhard Sturm Superstudio Whose Utopia (Cao Fei 2006) The Land by Kamin Letchaiprasert and Rirkrit Tiravanija

AssignmentsAttend Cao Fei Lecture Tuesday August 30th 2016 730-930Location Higgins Hall 61 St James Place Brooklyn Campushttpswwwprattedueventssingleid=48374Reading Response

Alongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities

SOCRATIC SEMINAR PRESENTATIONS ARTIST PRESENTATION CRITIQUE OF ASSIGNED ARTWORK

WEEK 3 September 7thREALISM ARISTOTELE -LOCKE -ROUSSEOU-ST THOMAS AQUINAS-SCHOLASTICISM

Themes RealismLogic Systems Materiality Objecthood Senses Sensual ExperienceEnvironment

Readingsbull Noddings N (2012) Pilosophy of Education (pp10-18) Boulder CO Westview Pressbull Aristotle The Nicomachean ethics Book 1 Book6 bull Aristotle On Education by Charles Hummelbull Realism in Education by Dr V K Maheshwari

Suggested Readingsbull Rousseou J (1979) Emile or on Education Basic Books

httpwwwinfedorgthinkerset-roushtmbull Locke J Essay on human understandingbull Locke J (1996) Some thoughts concerning education and of the conduct of

the understanding Hacket Publishing company

Artists Julie Mehretu John Baldessari Kimsooja and Allan McCollumLearning Site Mark Dion Duane Hanson Robert Bechtle Denis Peterson (Hyperrealism) Chuck Close

Assignments Reading Response

Alongside your written reflection create a series of 6-12 drawingssculpturesprintsphotosvideo projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SOCRATIC SEMINAR PRESENTATIONS ARTIST PRESENTATION CRITIQUE OF ASSIGNED ARTWORK

WEEK 4 September 14UTALITARIANISM Jeremy Bentham John Stuart Mills

Themes StructuresExperiential learning

Readings

UTILITARIANISMbull Noddings N (2012) Pilosophy of Education (pp159-168) Boulder CO Westview Press Bentham J (2008) The Panopticon (pp1-73) Dodo Press West HR (2007) Millrsquos Utilitarinaism (pp9-22) London Conrinuum

Suggested Readings Davis AY (2003) Are Prisons obsolete (pp 40-59 84-104) New

York Seven Stories Press

AssignmentsReading ResponseArt Commentary Part 1 dueAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SEMINAR PRESENTATION

ARTIST PRESENTATION CRITIQUE OF ASSIGNED ARTWORK

WEEK 5 September 21PRAGMATISM PROGRESSIVE EDUCATION John Dewey Alice Chipman Dewey Pestalozzi SCIENTIFIC PEDAGOGYMaria Montessori

Readings

bull Noddings N (2012) Pilosophy of Education (pp18-42) Boulder CO Westview Press

Kohn A (2008) Progressive Education why its hard to beat but also hard to find pp 1-10

Dewey J (1916) Democracy and education in Allen F (2011) Education documents in contemporary art (pp30-1) MIT PressWhitechapel GalleryMy Pedagogic Creed by John Dewey

Gutek GL (2011) Historical and Philosophical Foundations of Education (pp389-390 pp394-98 pp400-405httpamshqorgMontessori-EducationIntroduction-to-Montessori

httplinkspringercomarticle101007s10643-011-0451-3

Suggested Readings

Dewey J (1997) Experience and Education (pp5-91) New York Touchstone

Dewey J Democracy and Education Dewey John (1916) Democracy and Education An Introduction to the

Philosophy of Education (pp81-99) New York The Free Press

Artists Roni Horn Matthew Ritchie Fred Wilson and Richard Tuttle and Teresa Hubbard Alexander Birchler

Assignments Reading Response

Class Activities SEMINAR PRESENTATION

ARTIST PRESENTATION

WEEK 6 September 28MODERNISM BAUHAUS PEDAGOGYBLACK MOUNTAIN COLLEGE

Themes Design for function confronting capitalism conceptual art abstraction and minimalismart schoolfoundations curriculumReadingshttpwwwartnetcommagazineusreviewsdavisbauhaus1-28-10asphttpbckievningiwebbsueduSiteHistorical_Movementhtml

bull Allen F (2011) Educationdocuments in contemporary art Prospectus (pp 36-38) Black Mountain College Experiment in art (36-41) in bull Walter Gropius ndash Bauhaus Manifesto and Organization

bull Black Mountain College and Its Legacy by Robert S Mattison and

Kohn A (2008) Progressive Education why its hard to beat but also hard to find pp 1-10

Dewey J (1916) Democracy and education in Allen F (2011) Education documents in contemporary art (pp30-1) MIT PressWhitechapel GalleryMy Pedagogic Creed by John Dewey

Gutek GL (2011) Historical and Philosophical Foundations of Education (pp389-390 pp394-98 pp400-405httpamshqorgMontessori-EducationIntroduction-to-Montessori

httplinkspringercomarticle101007s10643-011-0451-3

Suggested Readings

Dewey J (1997) Experience and Education (pp5-91) New York Touchstone

Dewey J Democracy and Education Dewey John (1916) Democracy and Education An Introduction to the

Philosophy of Education (pp81-99) New York The Free Press

Artists Roni Horn Matthew Ritchie Fred Wilson and Richard Tuttle and Teresa Hubbard Alexander Birchler

Assignments Reading Response

Class Activities SEMINAR PRESENTATION

ARTIST PRESENTATION

WEEK 6 September 28MODERNISM BAUHAUS PEDAGOGYBLACK MOUNTAIN COLLEGE

Themes Design for function confronting capitalism conceptual art abstraction and minimalismart schoolfoundations curriculumReadingshttpwwwartnetcommagazineusreviewsdavisbauhaus1-28-10asphttpbckievningiwebbsueduSiteHistorical_Movementhtml

bull Allen F (2011) Educationdocuments in contemporary art Prospectus (pp 36-38) Black Mountain College Experiment in art (36-41) in bull Walter Gropius ndash Bauhaus Manifesto and Organization

bull Black Mountain College and Its Legacy by Robert S Mattison and

Loretta Howardhttpwwwyoutubecomwatchv=Bx2K8VbePU8 Suggested Readingsbull For Democracy Lessons from Black Mountain College by Emile Bojesenbull Bauhaus Learning Resource

bull Greenberg C Avant-Guard and Kitsch

Artists Fluxus (George Maciunas Nam June Paik John Cage etc) Josef Albers Ray Johnson Buckminster Fuller Robert Rauschenberg

Assignemnts Reading ResponseArt Commentary Part 2 dueAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SEMINAR PRESENTATION

ARTIST PRESENTATION CRITIQUE OF ASSIGNED ARTWORK

WEEK 7 October 5thCRITICAL THEORYLANGUAGEKWOWLEDGEPOWER

Themes LANGUAGEIDEOLOGYPROTEST

Readingsbull Marcuse H (1969) An essay on liberation (pp3-91) Boston Beacon Pressbull Marcuse H (1991) One-dimensional man (pp1-18 pp85-119) Boston Beacon Pressbull Sekula A (1978-80) School is a factory in Allen F (2011) Educationdocuments in contemporary art (pp30-1) MIT PressWhitechapel Gallery

Suggestedbull Alinsky SD (63-80) Rules for radicals (1989) Vintage books

Artists Jenny Holzer Alfredo Jaar An-My Lecirc and Nancy Spero Barbara Krugerhttpwwwpbsorgart21filmsprotest

Assignments Reading responseAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SEMINAR PRESENTATIONS ARTIST PRESENTATION

CRITIQUE OF ASSIGNED ARTWORK

WEEK8 Oct 12th CRITICAL THEORYCRITICAL PEDAGOGYHow do we educate for freedomThe work of Bell Hooks Maxine Greene Paolo Freire and Nel Noddings

Themes Power privilege social class politics of knowledge social critique

Readings Hooks B (1994) Teaching to Transgress Education as the Practice of

Freedom (pp13-22) and (pp 45-75) New York Routledge Noddings N (2012) Pilosophy of Education (pp61-76) Boulder CO

Westview Press Freire P (1968) Pedagogy of the Oppressed in Allen F (2011)

Educationdocuments in contemporary art (pp83) MIT PressWhitechapel Gallery

Freire Paulo (2009) Pedagogy of the Oppressed (pp 43-86) New York Continuum

Freedom School Curriculum Kathy Emery Sylvia Braselmann and Linda Reid Gold

A pedagogy of transgression the educational work of Loris MalaguzzihttpwwwnaeycorgycfilesycReggio20Emiliapdfhttpwwwreggiochildrenitidentitaloris-malaguzzilang=enVecchi V (2010) Art and Creativity in Reggio Emilia Chapter 7 (pp httpwwwnaeycorgycnode324

Suggested Readings Noddings N () Educating for Intelligent belief and unbelief Greene M (1988) The Dialectic of Freedom (87-116) New York Teachers

College Press

httpwwweducationanddemocracyorgED_FSChtml

Artists Cai Guo-Qiang HubbardBirchler Ida Applebroog Krzysztof Wodiczko Laylah Ali Yinka Shonibare etc httpvideopbsorgvideo1239603151

AssignmentsReading responseArt Commentary Part 3 due

Class Activities SEMINAR PRESENTATIONS

ART COMMENTARY PRESENTATIONS

WEEK 9 October 19 th MIDSEMESTER CONFERENCES POST-MODERNISM-UNSCHOOLINGINDISCIPLINE

Themes Art SchoolCulture IndustryInstitutional CritiqueReadingsbull Rancieacutere J (1991) The Ignorant School Master (pp45-73) bull Deschooling Society by Ivan Illichbull When Students Build Their Own Schools by Adam Wightbull Art Education in a Post-Modern World Chapter 1 A Manifesto for Art in Schools by John Swift amp John Steers (pp17-25)httpselearningpsuedudrupal6contentaed813pdfsGude_2004pdf

Suggested Readingsbull Possessive Subject Radical Whose School is This by Sasha Monikerbull Chris Mercogliano History Making It Up as We Go Along The Story of the Albany Free School bull Podcast ndash This American Life - Minor Authorities (Episode 424 Part 3)bull Foucaoult M (2010) The archeology of knowledge (pp166-189 pp215-237)bull Holt J (1982) How children fail Perseus books

Artists Michael Asher Marce Broodthaers Daniel Buren Andrea Fraser Fred Wilson Hans Haacke etc

Assignments Reading Response Prepare for mid semester conferences (BY APPOINTMENT before and after class)

Written proposal of final projects and artworks (write a paragraph describing your topic and formatartwork proposal +sketches bring two copies to conference) Class Activities

SEMINAR PRESENTATIONS ARTIST PRESENTATION

WEEK 10 Oct 26thIDENTITY POLITICSMULTICULTURAL EDUCATIONMulticulturalism NON-WESTERN WAYS OF KNOWINGHolism Communal Metaphysical Global collective knowledge communities of practice

Themes InclusionExclusionIdentity Politics

Readings Multiculturalism

Hooks B Art on my mind Visual politics Cahan S and Kocur Zoya (2003) Contemporary art and

multicultural education (pp3-43) The New Museum New York Routledge

Noddings N (2012) Pilosophy of Education (pp213-222) Boulder CO Westview Press

Artists Kara Walker Mikeline Thomas Kehindy Wiley William Wegman Bruce Nauman Kerry James Marshall Maya Lin and Louise Bourgeois httpwwwpbsorgart21filmsidentity

Non Western Ways of Knowing

Non-Western Perspectives on Learning and Knowing by Sharan B Merriam and Young Sek Kim

Tloumln Uqbar Orbis Tertius by Jorge Luis Borges in Ficciones

Artists Lygia Clark Valie Export Tania Bruguera Pushpamala N Pablo Helguera Romuald Hazoume Liu Ding Chen Qiulin Wang Jinsong

Suggested Readings

Greene M (1997) The Passions of Pluralism Multiculturalism and the Expanding Community In S M Cahn (Ed) Classic and Contemporary Readings in the Philosophy of Education (pp 510-521) New York McGraw Hill

Assignments Reading ResponseAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class ActivitiesIn-Class Group Project Collaborative Fictions - Imagining new ways of organizing and understanding knowledge -

SEMINAR PRESENTATIONS ARTIST PRESENTATION

CRITIQUE OF ASSIGNED ARTWORK

WEEK11 Nov 2ndVISUAL CULTUREampTHE COMMUNICATION SOCIETY

Themes Consumerism spectacle consumption media literacy the gaze

Readings

bull Three Approaches to Teaching Visual Culture in K-12 School Contexts Author(s) Karen Keifer-Boyd Patricia M Amburgy Wanda B Knightbull Visual Culture Jam Art Pedagogy and Creative Resistance by David Dartsbull Garoian CR and Gaudelius YM (2008) Spectacle Pedagogy art politics and visual culture (pp23-39 pp89-97 pp 119-40) Albany State University of New York Press

bull Giroux HA (2009) Youth in a suspect society in Allen F (2011) Educationdocuments in contemporary art (pp 122-124)

Recommend Readingsbull Brian Holmes The Communication Societybull Guy Debord Situationist Internationale Manifestobull Roland Barthes Myth Today

Artists Andrea Zittel Barbara Kruger Matthew Barney Mel Chin Michael Ray Charleshttpwwwpbsorgart21filmsconsumptionvideoshttpvideopbsorgvideo1237601764

Assignments Reading Response First Draft of Artist Statements DueAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SEMINAR PRESENTATIONS ARTIST PRESENTATION

CRITIQUE OF ASSIGNED ARTWORK

WEEK 12Nov9thPEDAGOGY AS ART RELATIONAL AESTHETICS and SOCIALLY ENGAGED ART

Themes Situated learning community-based education informal learning post- studio Education aesthetics post-formalism education as art

Readings

bull Helguera P (2011) Education for socially engaged art New York Jorge Pinto Book httppablohelgueranet

httppablohelgueranet201111education-for-socially-engaged-art-2011 bull Expanding the Center Looking to the Center for Urban Pedagogy for a successful model of participatory pedagogy by Paul Sargent bull Outside Curricula and Public Pedagogy by William Schubert

bull A Pedagogical Turn Brief Notes on Education as Art by Kristina Lee Podesva

bull Giroux HA (2009) Youth in a suspect society in Allen F (2011) Educationdocuments in contemporary art (pp 122-124)

Recommend Readingsbull Brian Holmes The Communication Societybull Guy Debord Situationist Internationale Manifestobull Roland Barthes Myth Today

Artists Andrea Zittel Barbara Kruger Matthew Barney Mel Chin Michael Ray Charleshttpwwwpbsorgart21filmsconsumptionvideoshttpvideopbsorgvideo1237601764

Assignments Reading Response First Draft of Artist Statements DueAlongside your written reflection create a series of 6-12 drawingssculpturesvideos projections inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings

Class Activities SEMINAR PRESENTATIONS ARTIST PRESENTATION

CRITIQUE OF ASSIGNED ARTWORK

WEEK 12Nov9thPEDAGOGY AS ART RELATIONAL AESTHETICS and SOCIALLY ENGAGED ART

Themes Situated learning community-based education informal learning post- studio Education aesthetics post-formalism education as art

Readings

bull Helguera P (2011) Education for socially engaged art New York Jorge Pinto Book httppablohelgueranet

httppablohelgueranet201111education-for-socially-engaged-art-2011 bull Expanding the Center Looking to the Center for Urban Pedagogy for a successful model of participatory pedagogy by Paul Sargent bull Outside Curricula and Public Pedagogy by William Schubert

bull A Pedagogical Turn Brief Notes on Education as Art by Kristina Lee Podesva

Suggested Readings

bull Encountering Pedagogy through Relational Art Practices by Rita Irwin and Donal OrsquoDonoghue bull Bourriaud N (2002) Relational aesthetics (7-48) Les Presses du reacuteel

bull Gibb C (2010) Room 13 art studio in Allen F (2011) Education documents in contemporary art (pp113-115) Whitechapel Gallery MIT Press

bull Turning by Irit Rogoffhttpwwwe-fluxcomjournalturning

Artists Oliver Herring Pablo Helguera Augusto Boal Allan Kaprow Rirkrit Tiravanija Carsten Holler httpwwwpbsorgart21artistsoliver-herring

Future Farmers Caroline Woolard Temporary Services Mierele Ukeles Jim Duignan (Stockyard Institute) Anne Frederick (Hester Street Collaborative) Cassie Thornton Anne Elizabeth Moore Oda Projesi Marjetica Potrc Bruce High Quality University University of Trash Nils Norman 16 Beaver Pablo Helguera Hito Steyerl

Assignments Reading response

Class Activities SEMINAR PRESENTATIONS ARTIST PRESENTATION

WEEK 13 Nov16 h PHILOSOPHYEDUCATION LEARNING FRAMEWORKSCURRICULUMStudio based research Constructivist learning theory

Themes Studio practice arts-based research curriculum design

Readings bull Madoff H (2009) Art school (propositions for the 21st century) (pp3-32) MIT Pressbull Hein GE (1991) Constructivist Learning Theory in Allen F (2011)

Educationdocuments in contemporary art (pp 44-46) PressWhitechapel Gallerybull Sullivan G (2006) Research art in art practice Studies in Art Education A Journal of Issues and Research 2006 48(1) 19-35 Whitechapel Gallery MIT Press httpwwwijeaorgv7r3v7r3pdf

Suggested Reading bull Becker C (2011) Thinking in Place art action and cultural productionbull Becker C (1999) The art of crossing the street in Allen F (2011) Educationdocuments in contemporary art (pp 68-72) pp104-5 pp113-115) Whitechapel Gallery MIT Pressbull Sinker R (1999) On the evolution of peer-led programme in Allen F (2011) Educationdocuments in contemporary art (pp104-5) Whitechapel Gallery MIT Press

Assignment Reading Response

Artist Statement Final Draft Artwork installation map Draft of final presentation

Class Activities SEMINAR PRESENTATIONS ARTIST PRESENTATION

CRITIQUE OF ASSIGNED ARTWORK

WEEK14 Nov 23th THANKSGIVING RECESS

WEEK 15 Nov 30 th Exhibition Installation Work Session

WEEK 16 Dec7thFINAL PRESENTATIONSEXHIBITION OPENING

Class ActivitiesFinal Projects DuePresentations

EXHIBITING EDUCATION - OPENING RECEPTION

WEEK 17 Dec14thFINAL PRESENTATIONSCourse EvaluationsCLOSING THOUGHTS