SEMINARS
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COLLEGIATE TEACHING SEMINARS
TLAD now offers two graduate elective collegiate teaching courses. Collegiate Teaching: Preparation and Reflection is a semester-long professional course for artists, designers, architects, and educators and is designed for graduate students who plan to teach during their course of study at Rhode Island School of Design and it includes a video-taped individual teaching practice session. Collegiate Studio: Discipline-centered Learning uses RISD as a site for the exploration of strategies for studio-based teaching and learning. It incorporates effective teaching presentations through micro-teaching sessions. These courses draw upon the expertise and teaching methodologies of RISD faculty and visiting faculty and scholars from other institutions to provide graduate students with access to both fundamental and innovative models of practice. Each incorporates visiting faculty and Brown University Harriet W. Sheridan Center public lectures on teaching and learning. TLAD offers two one year graduate programs for those interested in education in the arts: the MAT program for teachers in K-12 and the MA program for those interested in community art and design, non-profits and the arts and design, leadership in arts and design education, or a customized research program in arts and design education.
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Past Graduates’ Teaching Portfolios
Svetlana Bailey Teaching Portfolio 2015 (photography)
Stephanie Houde Teaching Portfolio 2015 (user experience)
Sakura Kelley Teaching Portfolio 2015 (photography)
Sarah Meadows Teaching Portfolio 2015 (photography)
Thalassa Raasch Teaching Portfolio 2015 (photography)
Padma Rajendran Teaching Portfolio 2015 (printmaking)
Kaichuan Wang Teaching Portfolio 2015 (furniture)
Emily Winter Teaching Portfolio 2015 (textiles)
Sirothia Teaching Portfolio (textiles)
Horton Teaching Portfolio (painting)
EliseKirkTeachingPortfolio (photography)
Kim Teaching Portfolio (furniture)
Lowe Teaching Portfolio (printmaking)
Kiggens Teaching Portfolio (landscape architecture)
Johnson Teaching Portfolio (architecture)
Branham_Teaching Portfolio (teaching + learning in art + design)
Laurion Teaching Portfolio (Interior architecture)
Bender Teaching Portfolio (Interior Architecture)
Cole Teaching Portfolio (Printmaking)
Denny_Final Teaching Portfolio (Photography)
Claudia OSteen. Teaching Portfolio (Digital Media)
Allison Baker Teaching Portfoliol (Sculpture)
Adam Porter_Teaching Portfolio (Printmaking)
Khanh Luu_Teaching Portfolio (Interior Architecture)
Anya_Sellsted Teaching Portfolio (Architecture)
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Collegiate Studio Spring Seminar
Using RISD as a site for the exploration of strategies for studio-based teaching and learning at the college level is the goal of the course. It is designed for students who will be teaching during the course of study at RISD or who plan to teach in higher education after graduation. The course draws upon the varying expertise and teaching methodologies of RISD faculty and visiting faculty from other institutions to provide graduate students with models of practice. Learning to teach in a generative and attentive manner can bring teaching closer to one’s studio practice. The course is composed of readings, reviews, discussion, project assignments, lectures, and peer presentations. The final outcome will be formation of a condensed teaching portfolio including a teaching philosophy, course proposals, a detailed syllabus, sample class assignments and assessment guides.
Students who have already taken a Collegiate Teaching Preparation and Reflection seminar may continue with this course and investigate a particular topic in collegiate teaching and complete a full and expanded teaching portfolio.
2016 055G Collegiate Studio Syllabus
First Class
Teaching Philosophy Readings and Guide
http://cei.umn.edu/support-services/tutorials/writing-teaching-philosophy
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Second Class
Peer Review of Teaching Philosophies
sotl-in-higher-education-marian-mccarthy
Assignment:
2016 Best Practices in Course Descriptions
Complete three course descriptions and bring hard copies to third class.
FOR THE Monday FEB. 29TH BROWN LECTURE 5:30 pm
Lower Auditorium Salomon Hall (NE corner of Brown University Quad off of the corner of Waterman and Prospect Streets) No need to sign Brown attendance roster. To get a seat arrive at 5:15
Please read these articles:
How to Persuade with Ethos Logos and Pathos by Lincoln Mullen http://chronicle.com/blogs/profhacker/how-to-persuade-with-ethos-pathos-or-logos/35431
2. Please research course descriptions on the web outside of RISD, review course proposals in RISD past graduates’ teaching portfolios listed above, and then write 3 course proposals of your own. (basic, advanced, elective)
Due Course Description Assignment
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Third Class March 3
Due Dates to Mid Term
Small Group Review of Course Descriptions
Due: Revised Teaching Philosophy in Word Doc form with Last Name_Philosophy label.
Assignment: Moving a Course Description to a Basic Syllabus
Read these items:
RISD Academic Affairs syllabus_guidelines
Sheridan Center Constructing a Syllabus
Teaching Goals Inventory and Self- Scorable Worksheet
Select one course description and revise it after our group discussion.
Use your revised course description and follow it with course goals, objectives, methods into a basic structure of a weekly plan showing basic repeatables such as:
projects or assignments
resources such as readings, field trips, museum classes
critical feedback in work days, critiques, self-reflections
growth in demonstrations and conceptual thinking
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FOURTH CLASS
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FIFTH CLASS March 17 Microteaching Sessions
Revised Course Descriptions Emailed to Nancy
Micro teaching Sessions Come only to your section:
9:00 to 10:30 am Julia, Tianguitao, Chris, Joshua, Liza
10:30 to Noon Mara, Jillian, Alex, Yujung, Stacy, Margaret
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SIXTH CLASS March 24
Case Study or Faculty Interview
Roundtable Conversation
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Upcoming Classes:
Variety in Critique Formats
Qualities of a successful syllabus plan
SEVENTH CLASS
Class Project Assignment
Assignment
Conditions Under Which Assessment Supports Students’ Learning
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Group: 4/7/16
Collegiate Studio Due Dates
Faculty Interview or Case Study
Syllabus Review
Handouts for: Varying Critique Formats, Leading by Questions
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Group: 4/14/16
Mid-term Feedback Form due in hard copy …include open-ended questions and Likert Scale Questions
Class Project and Assessment Rubric Assignment due 4/21/16 in hard copy.
Guests:
Dean Joanne Stryker Teaching Tips, Hiring Practices, Tenure Mentoring. Foundation Teaching.
Shona Mc Andrews, Painting Graduate Student, Teaching Tips as a Graduate Student
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Individual Meetings: 4/21/16
Reviews: Bring hard copies of portfolio
Class Project with Description, Methods Goals, Objectives, Competency Qualities
Assessment Rubric for Course
Faculty Interview by Stacy Smith Interview with Professor Michael Rogers
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Group: 4/28/16
Article Roundtable
Part-time faculty Simonette Quamina and Graduate Student Instructor
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Group: 5/5/16
Presentation of Teaching Portfolio 10 minute presentations.
Highlight the key points of your teaching philosophy. Give evidence of these ideas in your syllabus. Go over in detail one aspect of your portfolio.
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Email: 5/12/16
Final Submission of Teaching Portfolio Due in PDF format
Last Name 2016 Final Portfolio
______________________________________________________________Past Seminars Guests
THURSDAY NOVEMBER 5 Lecture Panel CIT 103
Jed Morfit, MFA 2009 Sculpture, Associate Professor, Richard Stockton University, New Jersey will speak about balancing a professional studio practice and an academic life.
Annette Cyr , Associate Professor, National University, California will talk about teaching in changing systems of a large university system i.e, classes that are both online and in the studio, that are one month long, and in an academic setting where one can pick any 9 months out of 12 months to teach a single class per month.
Jorge Garcia Patricio, Critic, RISD will talk about teaching studio on-line; the pros and cons and tips.
Collegiate Teaching UPDATED DUE DATES
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TENTH CLASS
THURSDAY SEMINAR NOVEMBER 19, 2015:
You may change amongst yourselves, if needed.
We meet in CIT 217.
6:00 Nicole Nancy + Professor Masha Ryskin
6:20 Gabriela Nancy + Professor Masha Ryskin
6:40 Maggie Nancy + Professor Masha Ryskin
7:00 Tenzing Nancy + Critic Chris Sancombe
7:20 Maria Nancy + Critic Chris Sancombe
7:40 Zachary Nancy + Professor Masha Ryskin
8:00 Stuart Nancy + Professor Masha Ryskin
8:20 Shona Nancy + Professor Masha Ryskin
Please do these steps before our meetings:
1. View your video and reflect on your own observations and suggestions. Videos are still on the desktop of CIT’s computer.
2. Read your peer review observations and suggestions
3. Be prepared to speak first about your own reflections
FRIDAY SEMINAR NOVEMBER 20, 2015 CIT 217
9:00 Aly 9:30 Peter 10:00 Andrea 10:30 Zachary 11:00 Matt
Nabil, Brendan, Zhihao we will schedule you individually if Patti Phillips is available on a different date that is also convenient to you.
Please do these steps before our meetings:
1. View your video and reflect on your own observations and suggestions. Videos are still on the desktop of CIT’s computer.
2. Read your peer review observations and suggestions
3. Be prepared to speak first about your own reflections
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BOTH THURSDAY AND FRIDAY SEMINARS MEET AN EXTRA DAY ON MONDAY NOVEMBER 30th
5:30 pm Sheridan Center Lecture
Salomon Hall 001, Center Green, Brown University
Cognitive Learning Styles: take notes and incorporate concepts into your syllabus and show how this is in evidence in your final class Portfolio Presentation.
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FINAL CLASS
Thursday December 3 and Friday December 4
Presentations of Portfolio
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Past Seminar Items
Collegiate Studio Spring Seminar
Using RISD as a site for the exploration of strategies for studio-based teaching and learning at the college level is the goal of the course. It is designed for students who will be teaching during the course of study at RISD or who plan to teach in higher education after graduation. The course draws upon the varying expertise and teaching methodologies of RISD faculty and visiting faculty from other institutions to provide graduate students with models of practice. Learning to teach in a generative and attentive manner can bring teaching closer to one’s studio practice. The course is composed of readings, reviews, discussion, project assignments, lectures, and peer presentations. The final outcome will be formation of a condensed teaching portfolio including a teaching philosophy, course proposals, a detailed syllabus, sample class assignments and assessment guides.
Students who have already taken a Collegiate Teaching Preparation and Reflection seminar may continue with this course and investigate a particular topic in collegiate teaching and complete a full and expanded teaching portfolio.
_____________________________________________________ First Week
SoTL SoTL in Higher Education Marian McCarthy
Assignment Creating a Teaching Philosophy
Preparing at Teaching Philosophy: Teaching Philosophy Guides
Developing a Philosophy of Teaching Statement
Assignment:
Due Create a 1-2 page teaching philosophy. Please bring a hard copy to class.
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Second Week
Peer reviews of teaching philosophies.
Assignments
1.
Due Brown lecture
Please read these articles:
The Listening Mind Doree Allen
How to Persuade with Ethos Logos and Pathos by Lincoln Mullen http://chronicle.com/blogs/profhacker/how-to-persuade-with-ethos-pathos-or-logos/35431
2. Please research course descriptions on the web outside of RISD, review course proposals in RISD past graduates’ teaching portfolios listed above, and then write 3 course proposals of your own. (basic, advanced, elective)
Due Course Description Assignment
3.
Prepare for a 5-minute microteaching session
From the Center for Teaching and Learning University of Texas:
Microteaching is a method for providing pre-service or beginning teachers with teaching experience targeted at developing specific behaviors or skills. It is particularly useful for this purpose because it is conducted in a low-risk environment. It is a simulated teaching experience in that the size of the class is typically smaller and the length of instruction is abbreviated. Generally, microteaching involves teaching to one’s peers. It also differs from traditional field-based teaching experience in that it includes intensive planning, support, and feedback. Previous research provides strong support for using micro teaching to prepare future teachers. The student teacher studies a specific teaching skill. Next, the student teacher applies this skill typically through teaching 4-5 peers a short lesson.
MICROTEACHING SESSION GUIDELINES
4.
Due
Faculty Interview or Case Study Roundtable
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Third Week
Attend the Sheridan Center Lecture Persuasive Communication in the downstairs auditorium in Salomon Hall 001 Brown University.
Get there by 5:15 to get a seat. This lecture is very popular. Do not sign in at the attendance sheet for Brown attendees.
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Fourth Week
Peer Review of Course Description Assignment
Assignment:
1. Read
Constructing a Syllabus Backward Design
2. Select and revise one of your course descriptions and begin a first draft syllabus.
Develop a foundational syllabus: restate course aims (goals) and objectives (learning outcomes) after the course description; establish the percentage of the grade that each learning outcome will constitute; and divide your learning outcomes into a plan of weeks and start to build a sequence of learning steps for the course. For your syllabus, the weekly schedule is a more detailed plan than just a schedule. It has repeatable methods listed and developed, it may pose questions that lead the course, and has learning outcomes listed in sub sections of the plan or weekly in the plan.
Additional Resources:
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Fifth Week
Microteaching Sessions
5 Minute classes
10 Minute peer discussion of observations and suggestions.
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Sixth Week
This class we will:
Complete Microteaching Sessions
Discuss First Draft of Syllabus and Teaching Inventory Goals
Review Class Project Assignment
Upcoming Assignments and Due Dates:
First Draft of Syllabus
Case Study or Faculty Interview Roundtable
Leading Small Groups and Discussions https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions
Class Projects, Assessment Rubric, Individual Meetings
Article Summary, Feedback Form
Individual Meetings
Final Teaching Portfolio Presentation 8-10 minutes each
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Seventh Week Spring Break
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Eighth Week
Roundtable presentation of faculty interview or case study.
Sample Faculty Interview
Ninth Week
Guests RISD Associate Dean of Faculty Tracie Constantino
Please read this article before Tracie’s visit.
RISD Distance Learning by Amy Horschak
We will catch up with the Faculty Interviews, Case Studies and syllabi, class project too and then we will review the next final assignments.
Tenth Week
We will review these together to see how they connect and what components need strengthening.
Assignment will be handed out during the individual meeting.
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Eleventh Week
This week we will start with the case study or faculty interview roundtable. If you have visuals you would like to present, I have a clicker so we can stay seated and view these as a group. If not, the goal is to share information and engender a discussion.
By this week we will have completed:
A Brown Sheridan Center lecture
A micro teaching session with group feedback
Guests: Associate Dean of Faculty and Assistant Director of Teaching Technology
Peer to Peer Reviews
Small Group Reviews
Individual Reviews
Assignments:
Teaching Philosophy
3 Course Descriptions
Basic Syllabus
Class Project
Mid-term Feedback Form
A case study or faculty interview
I will give you two items this week:
the final assignment: creating a grading rubric this week.
A self-guided form of review for your syllabus.
In the final presentation remember your micro teaching skills and talk about your philosophy and then show us the range of your courses, and your syllabus. You can go in more depth with a class project or any aspect that interests you or that you want feedback in. The group will see how you have implemented your teaching philosophy in the documents.
At this presentation, you may add visuals to your documents. You may show a hard copy presentation portfolio, or you may sit amongst us and use the clicker to show your slides.
You will have one week to edit and amend or add to your portfolio before sending me via email. the I will post all of your portfolios under our seminar on http://www.collegiateteachinginartanddesign.com after this date for each of you to see.
Paricio Grading Rubric for Assignments
Evaluation of Syllabus Total of 100 points
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Twelfth week
The agenda will include this: Guests, Rubric and Feedback Forms, Three Roundtable Presentations, Guide to Final Presentations.
Masha Ryskin who was just hired for an ongoing full time position at RISD in Foundations Studies. Masha has worked part time at several academic institutions and is a Fulbright Fellow. She can answer your questions about long term teaching part time and moving into a full time position, keeping an active professional career, and advancing best practices in teaching studio at the collegiate level.
Allison Baker (MFA RISD Sculpture Department 2015) who has been offered an ongoing full time position at Hamline University in St. Paul. She will share with you her application strategy, her teaching portfolio, and her interview processes all this while completing her MFA.
What key questions you would like to ask each of them? This is your time to find out real-time-current processes to combine an academic and professional art and design future.
We will finish our roundtable discussions with Stephanie, Jacob and Svetlana.
We will share each other’s rubrics for grading for your syllabus and the one page mid-term feedback forms, and share a guide to the final presentation on Thursday May 7th.
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Thirteenth Week
Teaching Portfolio Presentations
1.
Please prepare a short 8 to 10 minute digital presentation of your teaching portfolio.
Think of the elements of the micro-teaching sessions as a model; this is the bookend of the first presentation. Please time yourself ahead of class so we can move through every student fairly. Vary your pacing with some overview and some focus in one or two areas. Please put your pdf or powerpoint on the desktop computer at the beginning of class so there is a smooth transition from graduate to graduate. This type of presentation can be incorporated into interview presentations along with your artist or designer talks. I will have a clicker if you want to use it.
Have an opening, a middle and a summary; pose one or two pertinent questions and elicit responses that will help your development for the final written submission; highlight key points and show selected evidence of what you have done in digital projection.
Here are sample prompts for your presentation:
What are the tenets of your philosophy and where did you transpose these in your documents?
What are the few special items that represent your document the best…a class project, the sequence of classes and the progression of critical thinking as shown in the outcomes, the ways the course description and weekly plan correlate in goals and outcomes, etc?
What are examples of added visuals, resources, readings, subdivisions, subtitles, use of seminal texts, or extra effort that you have added to your syllabus or documents to give it depth and individuation.
2.
In the presentation, please at least briefly show the last two assignments:
mid-term feedback form ( with the goals of the class at the top of the form and both Likert scaled and open-ended questions.)
grading rubric for the syllabus (also called a framework.)
We will go in alphabetical order, with a few minutes of feedback after each.
Final Documents:
philosophy with examples of tenets
3 course proposals, each with goals and outcomes
syllabus: goals+outcomes with percentage of grade, weekly plan + outcomes
class project with goals, outcomes and benchmarks of competency
mid-term feedback form with goals, Likert scale + open-ended questions.
syllabus grading rubric with competency descriptions or words for levels
This presentation is not your final grade, but it allows you to focus on what needs work, what you have accomplished, and for feedback. It is a reflective summary of what you have learned and applied to your document thus far.
Baker Sample Interview Questions
Creative Thinking Value Rubric
Fundamentals of College Teaching Mintz
Classroom Assessment Techniques by Angelo and Cross
Curriculum Development in Studio Teaching Zehner , Forsyth, Musgrave, Neale, de la Harpe, Peterson, Frankham
Brian Hayden, Sheridan Center for Teaching and Learning Teaching to Variation
A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice Heather Fry, Steve Ketteridge, Stephanie Marshall
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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Graduate Elective Seminars
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Spring Color Research
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Week One
2015 Color Research Syllabus
Wilton Great Age of Watercolors
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Week Two
Color Critique
Assignment:
Prepare a Color PPT 5-8 minutes each.
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Week Three
Review of color wheels and glazing charts. Powerpoint presentations.
Assignment:
1.
a. Read and use the Reading Response Prompts to write a reader response summary of the article.
2. Pick two artists or designers and analyze, compare and contrast the color usage for an 5-8 minute powerpoint. Do a color project in response to your presentation in any medium and to any aspect of the presentation.
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Week Four:
Color Presentations continue
Sharing in roundtable format of your response work.
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Week Five:
Meet in Museum on Friday March 13 at 10:00 am in lobby of Chace Center Entrance off of North Main Street.
ASSIGNMENT: Read CHROMOPHOBIA_by David Batchelor and write a response paper.
Extra opportunities:
Museum Items like this list are available for your own viewing during Siskind Hours on the 4th Floor of the RISD Museum in Prints, Drawings, and Photographs. You can view at your leisure 10 – 12:30 both Monday and Fridays during fall and spring semesters. Friese is in the Prints Drawings and Photographs Department every Wednesday if there are items you would like to view.
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Megan Tamas (Sculpture MFA 2015) Color Research Project 2014
http://www.jongeriuslab.com Helle Jongerius 300 color vases 2010
Friday March 20
FINISH COLOR PRESENTATIONS
Reflect on readings and museum visits.
Color Interaction Studies from David Hornung’s Color Workshop Text.
Assignment: Color Interaction Project
Friday, April 3rd: Individual Meetings Midterm
Bring in all past work including color interaction studies, color wheel, glazing study. Bring a paragraph printed proposal for a series for the rest of the semester.
Tentative Schedule
Ms. Chao Yu Chen 8:30
Mr. Nicolas J. Der 8:50
Ms. Yue Du 9:10
Ms. Carter Grickis 9:30
Ms. Yi Ning Ku 9;50
Mr. Juan C. Noguera 10:10
Mr. Rory C. Stevens 10:30
Mr. Chanon Wangkachonkait 10:50
Ms. Sarah L. Wedge 11:10
Ms. Lena Wunderlich 11:30
Ms. Hye Seong Yun 11:50
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Friday April 24
By consensus, we are having individual reviews this week Friday April 24.
We will meet in the regular classroom CIT 217.
8:45 Chao Yu
9:00 Nick
9:15 Meredith
9:30 Carter
9;45 Yi Ning
10:00 Juan
10:15 Rory
10:30 Chanon
10:45 Sarah
11:00 Lena
11:15 Hye Song
We will discuss your progress individually. Use the time not in the meeting devoted to advancing your Color Research. You may change meeting times amongst yourselves if needed.
Reading;
COLOR_Natural History of the Palette_Finlay
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Total Color Readings for Reading Responses Final PDF: Due Friday May 15th.
Wilton Great Age of Watercolors
COLOR_Natural History of the Palette_Finlay
EXTRA READINGS
Interaction of Color and Electronic Media
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http://www.radiolab.org/story/211119-colors/
radiolab shared by graduate Rory Stevens
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http://www.thisiscolossal.com/2014/05/color-book/
shared by Jan Howard, Chief Curator, RISD Museum
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Friday May 1 Room CIT 217 for drop in critiques.
Friday May 8 Final group critique.
Please bring your final project to present. Each person will talk briefly about what they have done and pose one opening question to the group. We will time our sessions so each presentation is equal. Count on a total of 10-12 minutes per each person. Please bring in any previously unfinished or unseen projects like the color wheel, glazing chart or color studies also.
Saturday May 9th 12:30 pm CIT I-Park Residency Field Trip
Optional field trip to I-Park Residency Program in East Haddam,CT on Saturday May 9th. We will car pool and leave from CIT at 12:30 pm and return by 5 pm. We will see the residency grounds, see studio spaces and meet the Director Joanne Paradis. Each of you can apply and be selected to attend this residency with the work you have done for this seminar.
I-Park is both an open air and a closed studio laboratory for individual creative pursuits in the fields of music composition/sound art, the visual arts, architecture, moving image, creative writing and landscape/garden/ecological design. It also initiates and sponsors specially-themed inter-disciplinary and collaborative projects for the purpose of moving these ideas out of the laboratory and bringing them to life in the field. I-Park supports these investigations through its international artists-in-residence program, the aesthetic engagement of its natural and built environments and with on-site exhibitions, performances and collegial exchanges. I-Park.org
I-Park Foundation, Inc.
428 Hopyard Road
East Haddam, CT 06423 Office number: 860-873-2468.
Directions:
Get off I-95 South at Exit 70 (Rte 156/Old Lyme). At the end of the ramp, head West on Rte 156. Travel 8.7 miles to the end of Rte 156. Take a right on Rte 82E and then an immediate left on Hopyard Road (you will see Fox Hopyard Golf Course on your left). Follow Hopyard Road for 4.3 miles to the end. We’re the last house on the right (dark grey house with cream colored trim), street number 428.
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Final Friday May 15th. Final additions for final grade. Final day reading responses are due by email in a pdf.
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Drawing Objectives: a guided drawing seminar
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First Week:
Introductions, goals and aims.
Assignment: Limitation of using one sheet of drawing paper 22 x 30 complete a free choice drawing.
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Second Week:
Group Critique and Metalpoint Drawing Demonstration.
Assignment:
1.Prepare a 8-10 minute ppt about artist/designers, an ism, a genre, a movement that interests you. Due: March 13
2. Prepare a metal point drawing on the Pike Cover Stock paper, using any size of it, combining it with another material such as digital, pastel, or paint. Review handout on metal point and review Susan Schwalb’s drawings in metal point at http://www.susanschwalb.com
3. Next week Feb. 26 go to Grace Church’s Mathewson Street side door at 6:30 pm to make a studio visit to Mr. Andrew Raftery. Do not meet at CIT.
Susan Schwalb “Interlunar Vibrations XXVI, 16″ x 16″ x 1.5”, 2012,
gold/aluminum/tin/silverpoint, acrylic, black gesso on wood
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Third Week: February 26
Meet at the side door of Mathewson Street Grace Church. Grace Church entry door is one block west of Union Street and the church’s side door is between Weybossett and Westminster Streets. No class meeting at CIT.
Engravings by Andrew Raftery
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Fourth Week: March 5
Metalpoint Review
PPT presentation
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Fifth Week: March 11 and March 12
Wednesday March 11
Prints, Drawings and Photographs (PDP) in the RISD Museum. Meet Nancy in the lobby of Chace Center at 10:00 am.
Museum List of Prints Museum_Drawings_for_ 3_11_15
Be prepared to talk about the artist I assigned you.
Thursday March 12
PPT Presentations
Pick one artist or designer or movement you are currently interested in and give a powerpoint presentation that includes that person or movement and 5 slides of your own work too. Bring in a new drawing that relates to the issues in your powerpoint. This is in preparation for your independent drawing project for the rest of the semester. +- 8 minutes for each graduate.
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Sixth Week: March 19
Drawing Project Focus and Context
Presentations of an 8-Hour Drawing: The drawing should be a testing of the direction you want your independent project to move in…tabulate when and how long you work on the piece. Total: 8 hours.
Only come to your small group. No full group meeting.
6:30 to 7:30 (Group One: Esme, Alexandra, Adam. Sunyoung) 7:30 to 8:30 (Group Two:: Shauni, Wei Lah, Sichen, Jiayen)
8:30 to 9:30 (Group Three: Eiman, Liza, Brett, Zheng,)
Assignment due for Individual Meetings April 2;
Complete three ideas/drawings for a series. Due Apr 2 Write a drawing proposal of one paragraph for the series addressing initial media, content, and process.
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Week Seven March 26 Spring Break
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Week Eight: April 2
Midterm: Individual Meetings with all drawings so far. Only come to your time slot. No group meeting. Be prepared to discuss your proposal for series and also show the first 3 drawings in your series. Individual assignments may be given. Please come in and lay your works out on an unused table or wall ten minutes before the meeting time.
6:20 Alexandra CIT 217
6:40 Shauni CIT 217
7:00 Adam CIT 217
7:20 Sunyoung CIT 217
7:40 Zheng CIT 217
8:00 Sichen CIT 217
8:20 Liza CIT 217
8:40 Jiayin CIT 217
9:00 Brett CIT 217
Monday April 13
12:00 Lena CIT 104
1:00 Esme CIT 104
1:20 Eiman CIT 104
Tuesday April 14
9:30 Wei Lah CIT 104
Assignment Due April 9: 3 advancing drawings in series
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Thursday April 16 Small Group Critiques
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Thursday April 23 Individual Critiques
6:30 Esme
6;50 Alexandra
7:10 Zheng
7:50 Shauni
8:10 Sunyoung
8:30 Liza
Thursday April 30 Individual Critiques
6:30 Wei Lah
6:50 Eiman
7:10 Seichen
7:30 Brett
7:50 Shauni
8:10 Jiayin
8:30 Esme
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Thursday May 7 Final Group Critique, Final Evaluation
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Saturday May 9 Optional Field Trip to I-Park Residency Program East Haddam, CT
Optional field trip to I-Park Residency Program in East Haddam,CT on Saturday May 9th. We will car pool and leave from CIT at 12:30 pm and return by 5 pm. We will see the residency grounds, see studio spaces and meet the Director Joanne Paradis. Each of you can apply and be selected to attend this residency with the work you have done for this seminar.
I-Park is both an open air and a closed studio laboratory for individual creative pursuits in the fields of music composition/sound art, the visual arts, architecture, moving image, creative writing and landscape/garden/ecological design. It also initiates and sponsors specially-themed inter-disciplinary and collaborative projects for the purpose of moving these ideas out of the laboratory and bringing them to life in the field. I-Park supports these investigations through its international artists-in-residence program, the aesthetic engagement of its natural and built environments and with on-site exhibitions, performances and collegial exchanges. I-Park.org
I-Park Foundation, Inc.
428 Hopyard Road
East Haddam, CT 06423 Office number: 860-873-2468.
Directions:
Get off I-95 South at Exit 70 (Rte 156/Old Lyme). At the end of the ramp, head West on Rte 156. Travel 8.7 miles to the end of Rte 156. Take a right on Rte 82E and then an immediate left on Hopyard Road (you will see Fox Hopyard Golf Course on your left). Follow Hopyard Road for 4.3 miles to the end. We’re the last house on the right (dark grey house with cream colored trim), street number 428.
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Reading Resources:
Writing on Drawing
Essays on Drawing Practice and Research edited by Steve Garner
Porous Act of Drawing by Malone
Metal point Drawing: the History and Care of a Forgotten Art by Beth Antoine Metalpoint_Drawing_Antoine
A Visual Turn: Comics and Art after the Graphic Novel, Amy Peltz, Art in Print March-April 2013 pp. 8-14 Comics after the Graphic Novel
Fleshing Out Those Textbook Bones; Why Diagram Is A Dirty Word. Katrina Van Grouw Chronicle of Higher Education Review pp 13-16 March 22, 2013 Fleshing out Textbook Bones:Why Diagram is a Dirty Word
Jacqueline Humphriese Drawings http://www.greenenaftaligallery.com/artists/jacqueline-humphries/featured-works#46
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Thesis Research
Fall 2013 Thesis Syllabus 2013
Fall 2013 Annotated Bibliography Assignment
From the Diaries and Letters of Kaethe Kollwitz Edited by Hans Kollwitz Kollwitz Memoir
Thesis Research Bibliographies
Thesis Research; Class Questions
Qualitative and Quantitive Research Methods
2014 Spring
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