Florida International University College of Architecture + the Arts

Visual Thinking 1 A Discipline-Specific Global Learning Course

Art and Art History Department �

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ART 3820 Spring 2012

Instructor: Gretchen Scharnagl��COURSE DESCRIPTION Visual thinking is a threshold class that propels the art major from media and technique based practice and introduces global theories, content-based practices, studio discipline, and the ability to understand the relationship between their own art practice and global art trends. Concepts are examined through a variety of approaches and media. For Visual Arts majors only OBJECTIVES & STUDENT LEARNING OUTCOMES This course introduces students to the relationship between theoretical concepts and studio-practice. By means of a set of assignments that break down universal components of art making and combine those components with an analytical understanding of the role their art plays in a global society. This course seeks to help the student’s identification of their audience through an exploration of the content of the work and discussion of visual literacy with the ability to critique. Course Learning Outcomes Upon completion of this course, the student will be able to:

• Establish strong research practices for studio-based artistic production. • Expand their critical, analytical and perceptual awareness, both visually and intellectually. • Articulate ideas; both orally and in written form. • Self-evaluate with increased self-confidence. Global Initiatives Learning Outcomes Upon completion of this course, the student will: Global Awareness: Utilize the making of art in its capacity as a form of communication and tool for thinking to demonstrate an

awareness of the interrelatedness of local, global, international and intercultural issues, trends and systems from an historical and contemporary context.

Global Perspective: Be able to place the content of their own work within the context of their community, the global community, and the

international art world with an understanding of intercultural perspectives. Global Engagement: Demonstrate a willingness to engage in philanthropic activities and analytical activities pertaining to current affairs

that have application in local, global, international and intercultural problem solving. This course is intended to develop visual thinking and conceptual development skills by introducing students to a

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definition of art and studio practice motivated by deeper awareness and ideas rather than by media and technique. Students will be exposed to interviews, exhibitions, screenings and slide presentations where concepts in contemporary art theory and international and intercultural art practice are proposed and discussed. The course looks at contemporary artists from around the globe, consider issues of hybridization and multiculturalism, displacement, the contemporary artist nomad, belonging and audience definition, cultural identity and cultural influences. Assigned projects in studio art and research will explore the fundamental rigors of international art theory and practice while honing students’ conceptual and presentation skills. As a result, students will broaden their visual thinking and perceptual literacy to the point where they can easily transcend national and cultural media barriers. Our ultimate goal in Visual Thinking 1 is to begin the process of producing art motivated by an awareness of the content: subject, form, material, technique, local or global sources, socio-historical context, and to differentiate this from artistic practices that simply manipulate media. Faculty from Art & Art History will engage students with video, audio, and slideshows of artistic works, controversial/ethical discussion topics, and analysis through class discussion, readings and out-of-class assignments. Additionally, this class will benefit from visits to local art venues including the Frost, Design District, and Wynwood, to see for themselves artist’s work, not only global but those who live and work in the rapidly evolving multi-cultural South Florida. REQUIRED TEXT, RECORDINGS, AND OTHER RESOURCES For this course, you will need dependable Internet access. You are responsible for consulting online materials on a regular basis. A copy of this syllabus and all other critical course materials, readings, and links to video assignments are posted there. It is your responsibility to obtain Internet access to do so. Additionally, the course instructor will make announcements in class and by e-mail. If you do not use your FIU e-mail address, you must set your FIU account so that it forwards your mail to your active account. You are to take notes during lectures. In the case of absence you are required to get the notes from a classmate so liaisons should be nurtured in advance. Lectures, study guides and other forms of written dissemination of the lectures will not be provided due to the discussion aspect of the class. Links to videos and audio will be provided if available. Current readings will be disseminated through PDF, email, Internet links, periodicals, handouts and required text purchases. (Variable semester to semester.) ART SUPPLIES REQUIRED: Variable (This is an advanced course, majors are expected to understand the need to acquire supplies as necessary.) TEXT: Variable. ATTENDANCE & TARDINESS POLICY You must attend every class session and arrive to class on time! There are no excused absences or assignments except in the case of hospitalization or a religious holiday, both of which require hard copy documentation. You are responsible for timely attendance and participation in each class meeting. We will take attendance at the beginning, middle, or end of every class, at the beginning or the end of any class meeting. When the roll is presented at the beginning of the class session, students will not be permitted to sign in after ten minutes after class begins. We will not account for attendance after the class meeting due to student failure to sign in. Each absence may reduce your class participation grade by one point. Class participation is worth 10% of your final grade. OFFICE HOURS

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Professor Scharnagl - By appointment or after or before class. Email is by far the easiest and most reliable way to reach the professor. Communication through social media networks is encouraged.

Class Participation Discussion is an integral part of this class. Students are responsible for timely attendance and participation in each class meeting. Each absence reduces the class participation grade by one point.

Assignment 1- Manipulation Project Take one image or form, duplicate it and manipulate it 6 times to form a cohesive series to be displayed in a particular order forming some relationship between the parts of the whole. Or Assignment 1- Goods and Products�

Assignment 2 – Obsession Project 1. the domination of one’s thoughts or feelings by a persistent idea image desire, etc. 2. the idea image desire feeling etc. itself 3. the state of being obsessed 4. the act of obsessing

(fixation, consumption with belief, desire, compulsion, attraction, ax to grind, bug in ear, concrete idea, craze, crush, delusion, enthusiasm, fancy, fascination, fetish, hang-up, infatuation, mania, neurosis, one-track mind, passion, phobia, preoccupation, something on the brain, tiger by the tail) Assignment 3 – Journey Project Alternative processes, practices and forms: Select a particular walk or journey to investigate. Choose something that holds a special interest for you. Disregard any preconceived ideas about what will happen before you experience it. Document your journey as you make it, letting your idea develop through the process. Determine a form of presentation that effectively communicates some compelling aspect of your experience. Any media can be used from detailed journal entries involving photographs, notes, and drawings, to a large-scale environmental installation. Work with materials and/or processes outside of your concentration. Take risks, mix and experiment with media outside your area of concentration. Assignment 4 – Narrative/ Storytelling Narrative, also known as storytelling, perhaps the oldest method of creatively sharing images and information with others. Assignment 5 – Self as Source During this semester you will research, collect and develop this project. Begin by using yourself as the visual and contextual source material for this project. Collect and document images, objects and materials relating to your own identity and place in the world including, but not limited to your own body, personal objects, possessions, sites, habitats, experiences, ethnicity, race or class. If self was an intrinsic component of one of your earlier projects, you may further develop that investigation. The final form of the project may be any structure, or combination of media that expresses the concept. Non-traditional art forms and media are encouraged. This will be your Final project for the semester.

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GRADINGEvaluation is based on technical ability, creative content, progressive development and the degree to which you challenge yourself. There are no make-up assignments, there is no grading curve, and there is no extra credit. Numerical grades translate into letter grades in the following standard fashion:

A - outstanding: work, participation, effort and attitude all remarkable B - good: work, participation, effort and attitude beyond expectation C - average: all work completed effectively with expected participation, etc. D - poor: any one of the requirements below expectation and/or assignment F - failing: work incomplete, attendance, effort and/or attitude inadequate Plagiarism or any other academic fraud will result in failure.

A 100 – 94 B 86 – 84 C 76 – 74 D 66 - 64

A- 93 – 90 B- 83 – 80 C- 73 – 70 D- 63 - 60

B+ 89 – 87 C+ 79 – 77 D+ 69 – 67 F 59 – 0

UNIVERSITY LEARNING CENTER The FIU University Learning Center is available on both campuses to support you. They provide personalized attention tailored to your needs in a user-friendly environment that includes online support. You can get help writing a paper, reading more efficiently and increasing textbook comprehension, or even creating an individualized learning plan. The center is located in PC 247 (305-348-2180) on the main campus and at ACI 160 (305-919-5927) on the Biscayne Bay campus. Find them online at http://learningcenter.fiu.edu. ACADEMIC MISCONDUCT

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. This Code of Academic Integrity was

Assignment 6 – Self as Source (Part 2) The student is to create a proposal of a second self as source project with a more universal interpretation of their topic and influenced by the artists and ideas presented during the semester. Participation in Philanthropic Project Bring in any materials of choice and research materials. You will be working on a 6 X 9 format. I will provide the 6 X 9 paper or if you want to can bring in any 6 X 9 ground. Creating our best work to not keep. Faux International Art Exhibit Catalog The student will create a catalog of an imaginary art exhibit. The student is to place (1) of their own works in context with at least (9) works from (9) well known/ recognized contemporary artists. The catalog will include clear images and a paragraph (statement) for all of the (10) works. Two copies are to be printed up, one for the student and one for the instructor. Students are encouraged to collaborate with others.

Final Critique Assessment

TOTAL (100%)

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adopted by the Student Government Association on November 28, 2001 and reflects the values articulated in the Student Code of Standards.

All students are deemed by the university to understand that if they are found responsible for academic misconduct, they will be subject to the Code of Academic Integrity’s procedures and sanctions, as outlined in the FIU Student Handbook. Students have the right to due process in all disciplinary situations. For additional information concerning student rights and responsibilities, please contact FIU’s Office of Student Conduct and Conflict Resolution.

Academic misconduct will not be tolerated in this class. Ignorance of the law is no excuse. Violations of academic integrity will be punished. These violations involve the use of any method or technique enabling you to misrepresent the quality or integrity of any of your university related work. Students committing academic dishonesty (cheating on tests, plagiarism, etc.) may be reported to university officials and in all cases will be dealt with severely. This website offers the sanctions instituted at Rutgers University for every type of infraction: http://www.camden.rutgers.edu/RUCAM/info/Academic-Integrity-Policy.html. Our approach will be similar. If you have not already done so, please read through the Standards of Student Conduct in your FIU Student Handbook. The Standards address three major areas of moral integrity: Academic Honesty, Respect for the Law, and Respect for People. CODE OF STUDENT CONDUCT Florida International University is a learning community following a tradition more than 1,000 years old that is dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. Students are expected to respect this tradition of academic inquiry, the University’s rules of conduct, its mission, and the opinions and differences of all members of the FIU community. Civility is essential. The FIU Student Handbook outlines the Student Code of Conduct regarding students with disruptive behavior: www.fiu.edu/~sccr/docs/disruptive_brochure.doc �POLICY FOR ASSIGNING AN “I” INCOMPLETE GRADE An incomplete grade is a temporary symbol given for work not completed because of serious interruption not caused by the student's own negligence. Please see FIU’s Policy for Assigning an Incomplete “I” Grade. DISABILITY CLAUSE Students with disabilities, as defined by law, have the right to receive needed accommodations if their disabilities make it difficult to perform academic tasks in the usual way or in the allotted time frame. In order to receive accommodation, however, students with must register with Disability Resource Center.

�(SAMPLE) CLASS SCHEDULE

8/23 Introduction

Discuss Projects Assignment to read: The Courage to Create, Rollo May

8/25 Show and tell Who are your mentors?

8/29 Bring laptops, dictionary, thesaurus, sketchbook, notebook, pen or pencils Library tutorial / Research discussion

9/1 Philanthropic Art Homework to visit Frost Written paragraph response

9/6 1. Artist video: Doris Salcedo(Columbian) 2. Artist video: Hiroshi Sugimoto(Japanese) 3. Artist video: Mark Bradford(African

American) 4. Artist video: Oliver Herring(German) Fill in questionnaire Discussion of subject content

9/8 1. Artist video: William Kentridge(South African) 2. Artist video: JR(French) 3.Artist video: Vic Muniz(Brazilian) 4. Artist video: Fazal Sheikh(American) Fill in questionnaire Discussion of Play

9/13 Artist videos Fill in questionnaire Discussion

9/15 #1 Critique – Manipulation Project

9/20 Artist videos 9/22 Artist videos

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Fill in questionnaire Discussion

Fill in questionnaire Discussion

9/27 #2 Critique – Obsession 9/29 Artist videos Discussion Read for class: In the Making ;Preface and Michal Rovner PDF

10/4 Artist videos Fill in questionnaire Discussion

10/6 Artist videos Fill in questionnaire Discussion

10/11 #3 Critique - Journey Project 10/13 Artist videos Fill in questionnaire Discussion

10/18 Book reports due Discussion : The Courage to Create, Rollo May

10/20 Writing Artist statements

10/25 #4 Critique- Self as Source 10/27 Read for class Grandma’s Story by Trinh T Minh-Ha from Blasted Allegories PDF

11/1 #5 Critique- Catalog Due 11/3 Review – review practice and preparation Discussion

11/8 Fall Portfolio Review Attendance and participation required

11/10 Fall Portfolio Review Attendance and participation required

11/15 workday 11/17 Self as Source - part 2 11/22 Sketchbooks due 11/24 Thanksgiving 11/29 #6 Critique- Narration

Sketchbooks back 12/1 Visit Basel International Art Fair

12/6 Final Critique and Assessment 12/8 Final Critique and Assessment

SAMPLE BIBLIOGRAPHY: Texts Weintraub, L. (2003). In the Making: Creative Options for Contemporary Art. New York: D.A.P./Distributed Art Publishers. Green Library Reserves Desk - 2nd Fl. -- N6512.W3873 2003 PDF available through professor. Students will read the following sections:

Introduction, pgs. 16-17; Communicating with the Audience; Implicit Meanings-Metaphor and Symbol; Michal Rovner, Tel Aviv, Israel, pgs. 44-51;Explicit Meanings: Instructional Maps, Notes, and Diagrams; Matthew Richie, London, England, pgs. 52-62.

Sourcing Inspiration; Introduction, pgs. 122-124; The Kaleidoscope of Black Experience, Chris Ofili, Manchester, England, pgs. 166-173; Apartheid and Redemption; William Kentridge, Johannesburg, South, Africa, pgs. 156-164.

Crafting an Artistic “Self”; Introduction, pgs.194-195; Transcending Biography-Woman of Allah, Resident of Chinatown, Shirin Neshat, born Iran, pgs.214-221.

Choosing a Mission; Introduction, pgs. 282-283; Fostering International Reconciliation, Wenda Gu, Shanghai, China, pgs.294-303.

Wallis, B. (1987). Blasted Allegories: An Anthology of Writings by Contemporary Artists. New York: New Museum of Contemporary Art. Grandma’s Story, Trinh T. Minh-Ha, pgs.2-31

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Krzysztof Wodiczko; Peace 3:25 http://youtu.be/UIoVkbPEyuo YouTube Doris Salcedo: Istanbul 1:46 http://youtu.be/ZjYuDKFvsjY YouTube Meet JR: Video interview and FAQ about the 2011 TED Prize winner http://blog.ted.com/2010/10/20/meet-jr/ The Atomic Artists, “Art Cannot Be Powerless,” Japan’s New Nuclear Generation; PRI’s The World, 2011 http://www.pbs.org/wgbh/pages/frontline/the-atomic-artists/ Dissident Creates by Remote Control, The New York Times, Melena Ryzik Published: October 12, 2011 http://www.nytimes.com/2011/10/13/arts/design/ai-weiweis-photo-shoot-from-china.html?_r=2&ref=arts#

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