Syllabus Curriculum Design Studio

Field Work in Art Education · Co-requiste Course CD · Dr. Richard Jochum · Syllabus Jan 26, 2012

TEACHERS COLLEGE, COLUMBIA UNIVERSITY

A&HA 4202.007

Field Work in Art Education. Studio Co-requisite Curriculum Design

Field Work in Art Education is a studio based course which is being taught in conjunction with the A&HA 4081 Curriculum Design class. The studio co-requisite serves as a platform to develop visual forms instilled by ideas as they have been developed and outlined in the theory and content driven curriculum-class. The co-requisite course will help, instruct and guide students to produce visual representations of particular topics related and inspired by the curriculum course. While aiming at the production of visual material as individual curriculum practitioners as well as in small groups for public display in an exhibition, the main focus will be put on the creative-imaginative process rather than solely the visual product. Any medium is welcome to work with as long as it facilitates connections to the topic.

Instructor: Dr. Richard Jochum

Starting Jan 26, 2012 Alternate Thursday’s, 7.20pm – 9.00pm

All class times are required for class attendance 1 credit point

Contact: Dr. Richard Jochum. For general questions email: [email protected]. If urgent, call: (646) 789 5234. Office Hours: By appointment only, Tuesday 3-4pm. Office: Macy 444F

Class room: Macy 447 Classwebsite: t.b.d.


A&HA 4202.007

Field Work in Art Education. Studio Co-requisite Curriculum Design

Services for Students with Disabilities. The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well. Course Description & Aims Field Work in Art Education is a studio based course which is being taught in conjunction with the A&HA 4081 Curriculum Design in Art Education class taught by Razia Sadik. The studio co-requisite serves as a platform to develop visual forms instilled by ideas as they have been developed and outlined in the theory and content driven curriculum-class. The co-requisite course will help, instruct and guide students to produce visual representations of particular topics related and inspired by the curriculum course. While aiming at the production of visual material as individual curriculum practitioners as well as in small groups for public display in an exhibition, the main focus will be put on the creative-imaginative process rather than solely the visual product. Any medium is welcome to work with as long as it facilitates connections to the topic. The studio based co-requisite 1-point credit course serves as a platform to develop visual forms in conjunction with ideas evolving from research. In its core topic the two classes will be and stay connected. However, the co-requisite class will provide participants with an opportunity to take a break, to step outside and look at the theoretical content from a perspective of their own. So rather than looking in the mode of researchers at the topic of curriculum design (theoretical moment) students will engage creatively with the topic. The course facilitates a protected space where students are expected to use their creative and imaginative thinking in the way artists – and creative minds - approach their topic (experiential point of view). Connecting theory driven research and artistic practice in order to enable creative explorations and imaginative thinking is the ultimate goal of this class. Curriculum Design struggles with making successful interconnections between learners, group processes and content. The input part of the class will introduce a number of artists who have found their way to connect knowledge production and their audiences. Examples will be found in artists working with maps, but also in the relational art practice, fluxus movement, etc. We will look at a variety of artists such as Robin Rhode, Joseph Beuys, Rirkrit Tiravanija, Carsten Hoeller, BHQFU, Depot, Dellbruegge&DeMoll, among many others.


Method of instruction Studio course including short lecture units. In conjunction with the course taught by Razia Sadik, this studio class puts its emphasis on integrating theory and practice. It is presumed that the studio space is a place where art practicioners do their best thinking and every opportunity will be given to realizing course aims in light of personal goals as issues and ideas are explored. Objectives Students participating in the course will: — learn to draw from their own artistic practice and creative potentials. — revisit a research topic with the means of imagination and creativity. — be introduced to the work of artists who have been placed at the intersection of research, learning, and audiences. — produce visual representations of topics instilled by or related to the Curriculum Design course. — collaborate in groups. — learn to use social media in order to facilitate their collaboration. — pay special attention to the process, difficulties, and challenges of the creative process. — learn to describe their visual work with precision and in a variety of texts (as a poster, as a documentation, through social media). — present and critically reflect the output in a feedback session. Content

10 Lessons The Arts Teach 1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail. 2. The arts teach children that problems can have more than one solution and that questions can have more than one answer. 3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world. 4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. 5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition. 6. The arts teach students that small differences can have large effects. The arts traffic in subtleties. 7. The arts teach students to think through and within a material. All art forms employ some means through which images become real.


8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job. 9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. 10. The arts' position in the school curriculum symbolizes to the young what adults believe is important.

Source: Eisner, E. (2002), The Arts and the Creation of Mind. URL: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach

Class Site t.b.d. Instructor: Richard Jochum is studio member at the Elizabeth Foundation for the Arts and adjunct professor at Teachers College in the Department of Arts and Humanities. He has worked as a media and video artist since the late 1990s and has had numerous international exhibitions and screenings. Richard received his PhD from the University of Vienna (1997) in which he undertook a study of strategies of coping with complexity in contemporary philosophy. His MFA in sculpture and media art is from the University of Applied Arts in Vienna (2001). Richard’s art practice is accompanied by publications and research in the field of cultural theory and contemporary art and he has been awarded several grants and prizes. More information can be found at http://richardjochum.net and http://richardjochumprojects.blogspot.com. Assessment Requirements / Projects This course is being taught in conjunction with the Curriculum Design course. The grading will be done partly in conjunction with Razia Sadik. Assessments will be based on: Regular attendance and preparation for the course (30%). Participation during class sessions (10 %) Creation of individual assignments (30%) Group project (poster) and documentation (30%) Due dates: see course synopsis. Turn in your projects on due time. Turning in past due time without specific acknowledgment will be reflected in lower grades. The percentages in total comprise the final grade for the course.


Asessment Protocol Definition of Grades as cited verbatim from the Office of the Registrar (source: http://www.tc.columbia.edu/registrar/grades.htm)

Grades are defined as follows: A+ Rare performance. Reserved for highly exceptional, rare achievement A Excellent. Outstanding achievement. A- Excellent work, but not quite outstanding. B+ Very good. Solid achievement expected of most graduate students. B Good. Acceptable achievement. B- Acceptable achievement, but below what is generally expected of graduate students. C+ Fair achievement, above minimally acceptable level. C Fair achievement, but only minimally acceptable. C- Very low performance. The records of students receiving such grades are subject to review. The result of

this review could be denial of permission to register for further study at Teachers College. No more than three points of C- may be credited toward any degree or diploma. Students completing requirements for more than one degree or diploma may count three points of C- toward only one such award. A student who accumulates eight points or more in C- or lower grades will not be permitted to continue study at the College and will not be awarded a degree or diploma.

F Failure. The records of students receiving such grades are subject to review. The result of this review could be denial of permission to register for further study at Teachers College. A course usually may not be repeated unless it is a required course. When the course is required, the student will reregister and obtain a satisfactory grade. The previous grade remains on the transcript.

P

Passed. Some courses are graded only on a pass/fail basis for the instances in which greater evaluation specificity is neither required nor desirable and is used to indicate passing performances when only dichotomous evaluation is used. At no time will the transcript carry any other grade nor will supplementary statements be issued. Application for the Pass/Fail option is to made during the first three class sessions with the approval of the course instructor. Applications are available in the Office of the Registrar, 150 Horace Mann. Once the option is approved, it may not be changed.

DP Doctoral pass credit. The grade of DP may be assigned only to a certified doctoral candidate in a Teachers College course, having successfully completed all requirements prescribed by the instructor. The candidate must request DP credit before two-thirds of the class sessions have met. Eligibility is determined upon presentation of the doctoral identification card, and a record of the request for a DP grade is made by completing a form obtainable from the Office of the Registrar. DP credit is available to doctoral students only in terms subsequent to the terms in which the student is certified. DP credit may not be used toward M.A. or M.S. degree requirements. A maximum of 6 points of DP credit may be used toward Ed.M. degree requirements.

WD Withdrawn. Withdrawal occurring subsequent to the close of the change-of-program period during the term. See section on withdrawal from courses.

YC Year Course. The symbol "YC'' is assigned for the first half of a year course (courses with a "z'' suffix). At the end of the second half, the grade is entered on the transcript denoting the instructor's evaluation.


R Attendance Credit. Students desiring R credit for any course must request permission, in writing, to the instructor, before two-thirds of the class sessions have met. The instructor may approve or deny the request. If approval is granted, the instructor may stipulate requirements to be met in addition to regular attendance. Forms are available in the Office of the Registrar to be used for obtaining approval. Mathematics majors in the department of Mathematics and Science Education must have their applications cosigned by the program coordinator. The applicability of R credit in meeting degree program requirements is noted as follows: For Master of Arts and Master of Science degrees, no R credit is permissible. For Master of Education degree programs, a maximum of six semester hours of attendance credit is acceptable in meeting the point requirement, but may not be used to satisfy the three-course out-of-department requirement. For doctoral programs, a maximum of nine semester hours of attendance credit is permitted toward the minimum point requirement for the degree, provided they are not used to fulfill the minimum distribution requirements.

Incompletes: IN Incomplete. The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade. If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam. Attendance Policy Students are expected to be punctual for and attend all classes for which they are registered any group meetings scheduled for group projects, and the timely completion and submission of coursework. You are responsible for any absences incurred and work missed and should consult with the instructor. If you are unable to attend class due to illness or a viable reason, please make certain to email the instructor in advance of the class. Excessive absence and tardiness will affect your grade. Note: Making this class a rich learning experience takes time, thought and planning. Time spent for designing and working on projects outside of class will be absolutely necessary. Also: Please contact the instructor if you want to get additional or particular feedback during and after class. Communcation Teachers College students have the responsibility for activating the Columbia University


Network ID (UNI) and a free TC Gmail account. As official communications from the College – e.g., information on graduation, announcements of closing due to severe storm, flu epidemic, transportation disruption, etc. -- will be sent to the student’s TC Gmail account, students are responsible for either reading email there, or, for utilizing the mail forwarding option to forward mail from their account to an email address which they will monitor. Religious Observance It is the policy of Teachers College to respect its members’ observance of their major religious holidays. Students should notify instructors at the beginning of the semester about their wishes to observe holidays on days when class sessions are scheduled. Where academic scheduling conflicts prove unavoidable, no student will be penalized for absence due to religious reasons, and alternative means will be sought for satisfying the academic requirements involved. If a suitable arrangement cannot be worked out between the student and the instructor, students and instructors should consult the appropriate department chair or director. If an additional appeal is needed, it may be taken to the Provost. If you are aware that you will miss a class it is your responsibility to notify the instructor and if necessary make alternative arrangements to access the information. Liaising with the instructor well before the class to be missed is essential.

Course Synopsis, Resources, and Assignments*,**

Session Date Topic Assignments

Session 1, Group A

Jan 26· 7.20-9.00pm

Introduction to the course. Short lecture. Overview and assessment tasks. Group planning/logistics. Compartmentalizing Knowledge: dissection.

Familiarize yourself with the syllabus.

Session 1, Group B

Feb 2 · 7.20-9.00pm

see above

Session 2, Group A

Feb 9 · 7.20-9.00pm

Mindmapping and Brainstorming. Personal conceptions of curriculum – what does it mean to me? (Curriculum as an integrated learning process: What might a teaching philosophy look like?) · Ways of visualizing and representing a Teaching

Philosophy – engage in discussions of process and product (lecture and hands on)

· Discussion with examples on how to compile a Curriculum Resource.

Compartmentalizing Knowledge: Assessment.

Individual assignment: Create a visual representation of your teaching philosophy in class. Think about an appropriate / creative way to represent it. Due: Same day, Feb 9 (verbal statement Feb 8, Razia’s class). Please find a way to connect the two statements.

Session 2, Group B

Feb 16 · 7.20-9.00pm

see above

Session 3, Group A

Feb 23 · 7.20-9.00pm

Double decker. Visual Curriculum Statement Curriculum statement takes the teaching philosophy to the next level. What’s the bigger picture. How to visualize the bigger picture? Complication vs complexification? What are our assumptions about how students learn? Find connections, dichotomies, juxtapositions and fluid relationships, role changes – teacher, student, leadership, policy maker etc. Input: How to compile/organize/store/revisit information.

Individual assignment: Revisit your visualization of your teaching philosophy. Think about the greater context and how you would place a second layer. -




Session 3, Group B

Mar 1 · 7.20-9.00pm

see above

Session 4, Group A

Mar 8 · 7.20-9.00pm

Teachable moments. Mapping a Curriculum project Art learning: What is it and how do you know? What are some of the contradictory realities that one has to accommodate when thinking about the above question while designing/visualizing a curriculum? Curriculum and collaboration with place and people. Curriculum as placed-based teaching and learning – responding to local needs and interests.

Individual assignment: Find and document a “teachable moment” in whatever medium you like. Due: Mar 29.

March 11-18 SPRING BREAK

Session 4, Group B

Mar 22· 7.20-9.00pm

see above Due: Apr 5.




Session 5, Group A

Mar 29· 7.20-9.00pm

Excavation. Curriculum as a series of artworks – related, emergent, expansive…image and text, problems and possibilities… Group Work on Curriculum Projects. Exhibition Planning (Instructors available for consultation.) Additional assignment as outlined in the Curriculum Design class syllabus: Documentation of Curriculum Project Development. It is expected that in order to develop your curriculum you will be involved in visual/verbal thinking strategies and exercises both in and outside of class while you do this project. This component will consist of a systematic compilation of the development process of your curriculum project including studies, sketches, concept mapping, research about the site, research about pedagogical concepts and any other activities undertaken to develop the curriculum. The purpose of this documentation is to represent the concepts and ideologies in which your curriculum is grounded and to convey the narrative of this development process of your idea in a rich yet concise manner. This compilation should be represented in a book, brochure, website, wiki or video that documents and catalogs this process and will serve as a future resource of the behind the scenes process of creativity and research that goes into developing a curriculum document. This documentation will serve as a future resource for you and other teachers. Students should use the recommendations and exhibiting expertise available to them in the Studio Co-requisite to determine the best possible medium and format for this documentation. This documentation will be expected to be made available as a curriculum resource online as a PDF, website, wiki, video or other form of representation.

Group assignment (groups of 3-4 students): You have been tasked to develop a curriculum guide for the research class (s.there). In this studio class you’ll be asked to develop a suitable visual representation of it. The format of the visual representation will be restricted to a pamphlet or poster design no larger than 20 x 30 inches. This restriction is designed to encourage clarity in communication and presentation. As the emphasis is on interpreting a topic theme or issue within the context of curriculum, the interest is in the ideas and how they are ‘storyboarded’ to communicate to others. For some students proficient in computer graphic software the pamphlet may be formally designed, however, this is not a condition. Pamphlets as texts will be expected to be made available in a PDF format suitable for placing online as a curriculum resource. This will include a documentation and the creation of a curriculum resource portfolio (details see left column).

Session 5, Group B

Apr 5· 7.20-9.00pm

see above




Session 6, Group A&B

Apr 25· 7.20-9.00pm

Joint class with Razia Sadik: Exhibition setup. Continued:

Session 7, Group A

Apr 26· 7.20-9.00pm

Curriculum Group Project Presentations Feedback Session. What will curriculum look like in the future.

Visual representation and exhibition representation of curriculum groups. Feedback

Session 7, Group B

May 3· 7.20-9.00pm

see above

Assignments

*Subject to revision based on student needs. **Assessment: Although the core course (A&HA 4081) in curriculum covers the main theoretical components related to teaching and learning and has discrete assessment tasks to be completed, and the studio co-requisite (A&HA 4202.007) also involves completing discrete projects, instructors in these courses will try at all times to relate what is covered and students are also expected to connect themes and ideas as they impact on personal notions of teaching and learning. Separate grades are awarded for each course.

Documents

Syllabus Curriculum Design Studio