AH 188: Applied Research: Community Service Fall 2014

Professor Anna NovakovEngaged Learning Facilitator (ELF): William Besson wtb5@stmarys-ca.edu

History of Art ClassroomBrother Cornelius Art Center

On-campus meetings: Mondays 2:45-6pmOff-campus meetings/ service: Wednesdays and Fridays 3-6pm

Contact Information: Office: Brother Cornelius Art Center 2B. Email: anovakov@stmarys-ca.edu

Brief course description: This community-based research course bridges art historical research methodology with the research needs of local non-profit arts organization. By doing research for grant proposals, creating arts assessment instruments, conducting interviews with artists for oral history projects, documenting community-based art initiatives, students are able to apply their in-class research methodologies to assist community arts organizations serving diverse populations. This class is three hours per week of discussion. Each student performs at least 6 hours of service each week for 10 weeks beginning in the third week of the semester, for a total of at least 60 hours.

Learning goals:

1. Students will engage in sustained, student-centered discussions based on ideas that emerge from readings and service work.

2. Students will demonstrate critical reflection throughout the semester with the integration of their course readings with their service through discussion, blogs and written assignments.

3. Students will reflect on the role their service plays in deepening their understanding of the artistic and social issues addressed during the course of the semester.

4. Students will apply academic methods and/ or theories in a way that promotes collaboration and mutual benefit in a community setting.

5. Students will express their understanding of the interconnections between their service experiences and their responsibilities as members of social and professional arts communities.

Assessment methods:

1. Blog: You are required to maintain an ongoing blog in which you describe, analyze, reflect on, and respond to your service learning experiences and the weekly readings in this course——and in which you integrate ideas from this courses and relate them to your own ideas and personal values. In particular, you will make connections between: 1) ideas developed in this course and other courses; 2) ideas from academic coursework and service experiences; 3) experiences in the arts and their application to society; and 4) principles and theories from readings and their application in the world beyond the campus. You should consider your blog an important repository of your ideas, a kind of intellectual autobiography revealing your mind and spirit at work, always evolving and growing. The blog is worth 40% of your class grade Special Note: Over the semester, you are expected to produce 10 blogs (one almost each week). Blogs need to be posted each Friday by 11pm.

2. Service Learning: You will be required to turn in a Personal Learning Goals and a log of your total hours.

3. Critical Reflection: End of semester 3-4 page self-assessment evaluating the personal and academic impact this service project had on you and your world-view, utilizing readings from throughout the semester.

4. Research Paper: Students will research, author, and present the work of a contemporary artist, architect, designer, or collective whose practice embodies the community arts content covered in this course. Research topics must be unique in subject. This assignment requires include a 1,500-word paper with research sources posted on the course blog. Presentations will be around 15 minutes in length supported with a digital multimedia presentation.

Requirements and EvaluationPrepared attendance is required for all class sessions. Students must inform the instructor of her or his absence in advance. Participation grades are based upon the following criteria:

Excellence [A] requires that you attend all classes, participate actively and take a leadership role in discussions, demonstrate your careful and thoughtful reading of the text, discuss points articulately, listen respectfully and respond seriously to others’ views, ask insightful

questions, and take responsibility for the overall quality of the discussion.

Above average [B] requires that you are rarely absent from class, participate actively in discussions, demonstrate a good knowledge of the text, work to achieve understanding, listen respectfully to other viewpoints, and ask sound questions.

Average [C] requires that you attend class regularly, participate in the discussions with occasional contributions, demonstrate a basic knowledge of the text, listen respectfully to others and sometimes ask questions. Missing more than 3 hours of classes may also result in a C in participation.

Below average [D] results when you follow the conversation respectfully and occasionally participate, or miss more than 5 hours of classes/workshops/events.

Failure [F] results when you occupy a seat but show no signs of life, or when you miss more than 9 hours of classes/workshops/events.

Service Learning: Service learning is a central feature of the new Core Curriculum college-wide. We do not consider classroom knowledge and community service as separate entities, but as an integrated whole. Classroom knowledge (gained by reading, reflection, discussion) informs community service, and knowledge gained through service informs classroom learning. Service-learning also provides you with the opportunity to respond with your heart as well as your mind, and to learn in a powerful, first-hand way that all persons are of unique worth and have gifts to share with others and that democracy depends on the involvement of each member of the community. Service-learning requirements are as follows: 1. Perform at least 6 hours of service each week for 10 weeks beginning in the third week of the semester, for a total of at least 60 hours. You may do more hours if you wish. You must complete your service by week 11 for full credit. You can receive extra credit if you choose to continue your service work to week 14. 2. Maintain an accurate service-learning log. 3. Fill out the “Personal Goals Statement” about what you want to learn through your experience.

Final Grades will be based upon the following percentile ranges:90—100% = A, 80—89% = B, 70—79% = C, 60—69% = D

Breakdown of course grade: Participation (25%), Blogs (20%), Research Paper (20%), Service Project (15%), Self-Reflection (20%)= 100%.

Student Research Groups: Students will be clustered in groups of 2-3 people working with the Youth Spirit Artworks non-profit organization in Berkeley. Students will be assigned work schedules from 4-6pm one day a week. The main focus of your weekly service work will be collecting and uploading data to the California Cultural Data Project Cloud on behalf of the YSA. http://www.caculturaldata.org/home.aspx Working on site, you will be assisting YSA in applying for more grant support for their arts activities with homeless and low-income youth (ages 16-25) in the Bay Area.

Organizational Background: http://youthspiritartworks.orgYouth Spirit Artworks (YSA) is an art jobs training program located in Berkeley, California which is committed to empowering and bettering the lives of homeless and low-income San Francisco Bay Area young people, ages 16-25. The mission of Youth Spirit Artworks is to use art jobs and jobs training to empower and transform the lives of youth, giving young people the skills, experience, and self-confidence needed to meet their full potential. True to its name – Youth Spirit Artworks is growing, spirited and creative. Like the young people we serve, YSA is strong, resilient and evolving.

Organizational Location: 1769 Alcatraz Ave. Berkeley, CA 94703

Key Staff Partners at the YSA: Victor Mavedzenge, Sr. Artist vicmav@gmail.comSally Hindman, Director shindman@youthspiritartworks.org

Readings : Journal Reader: History of Art and the Common Good (eight selected journal articles)Textbook: Will Bradley and Charles Esche, eds. Art and Social Change: A Critical Reader

E-Mail: I will be contacting you regularly via e-mail to offer suggestions and comments about your progress in class. Please check your SMC e-mail account regularly. If you prefer to use another e-mail account, make sure that your SMC e-mail has been forwarded. This can be done easily by contacting the ITS helpdesk located on the first floor of the library.

Attendance and Class Participation: Attendance and class participation are essential to a positive learning experience. Make sure that you arrive on time and ready to learn. Sign the attendance sheet. If you are going to miss a class, arrange to have another student take notes for you. You are responsible for all materials covered in class. Since our weekly class sessions cover such a wide array of materials it is essential to be punctual and make attendance a high priority.

Community Engagement Orientation: All students are required to attend the CILSA Community Engagement Orientation. There will be four sessions available. This orientation will prepare you to have a positive community engagement experience and will include:

- Why Community Engagement (CE) at SMC? - How to meet your community partners needs while getting the most

out of your CE experience- CE and Your Safety- Intercultural Competence: Being in Community- Where’s the money? How to get your stuff paid for- How CILSA and your instructor can help

Community Engagement-related paperwork will be distributed at this orientation. Students must attend this orientation in order to access College funds for transportation to and from community engagement sites and more.

Academic Honesty:In this course, as in all others at SMC, you will be expected to respect the Academic Honor Code (found in your student handbook). The code requires that you

Do your own work at all times, without giving or receiving inappropriate aid.

Avoid behaviors that unfairly impede the academic progress of other members of our community.

Take reasonable and responsible action in order to uphold our community’s academic integrity.

Services for Students with Disabilities Services and reasonable accommodations are available to students with physical or mental impairments or conditions that qualify as a disability and which impede the equal opportunity to participate with other students at Saint Mary's College of California. Verification of a disability, its nature and the appropriateness of the requested accommodation in relation to the disability either through a personal physician, a licensed learning specialist, or a licensed and credentialed mental health professional must be submitted to Saint Mary's 504 Coordinator, located at Academic Advising and Achievement Services Office in De La Salle Hall."

Schedule of Classes

Week One: Course Introduction, Introduction to BlogsTextbook Reading: Art and Social Change: A Critical Reader, pp. 36-57.

Week Two: Journal Reading: Rosalyn Deutsche, “Krzysztof Wodiczko's "Homeless Projection" and the Site of Urban "Revitalization." October, Vol. 38 (Autumn, 1986), pp. 63-98.Textbook Reading:

Week Three: Journal Reading: Linda Frye Burnham, “Hands across Skid Row: John Malpede's Performance Workshop for the Homeless of L. A.” The Drama Review: TDR, Vol. 31, No. 2 (Summer, 1987), pp. 126-149.

Orientation Sessions1769 Alcatraz Ave. Berkeley, CA 94703

Week Four: Service StartsJournal Reading: Susan E. Thomas, “Source Value and Validity of Art Zines as an Art Form” Art Documentation: Journal of the Art Libraries Society of North America, Vol. 28, No. 2 (Fall 2009), pp. 27-36, 38.

Onsite Work Begins1769 Alcatraz Ave. Berkeley, CA 94703

Week Five: Journal Reading: J. Ulbricht, “What Is Community-Based Art Education?”Art Education, Vol. 58, No. 2 (Mar., 2005), pp. 6-12.Textbook Reading: Art and Social Change: A Critical Reader, pp. 61-85

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Six: Journal Reading: Mary Stokrocki, Sandra Sutton Andrews and Sigrun Saemundsdottir, “The Role of Art for Homeless Women and Survivors of Domestic Violence” Visual Arts Research, Vol. 30, No. 1(58), Diverse Populations (2004), pp. 73-82.Textbook Reading: Art and Social Change: A Critical Reader, pp. 86-109.

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Seven: Journal Reading: Patrick Fahey and Linda Frickman, “Fusing Art, Economics and Social Reform: YA/YA's Art as Activism”Art Education, Vol. 53, No. 5, (Sep., 2000).Textbook Reading: Art and Social Change: A Critical Reader, pp. 110-129.

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Eight: Journal Reading: Graeme Sullivan, “Research Acts in Art Practice” Studies in Art Education, Vol. 48, No. 1, Arts-Based Research in Art Education (Fall, 2006), pp. 19-35.Textbook Reading: Art and Social Change: A Critical Reader, pp. 130-156.

Onsite WorkWednesday 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Nine: Journal Reading: Michael Grady, “Art and Consciousness—The Pedagogy of Art and Transformation” Visual Arts Research, Vol. 32, No. 1(62) (2006), pp. 83-91.Textbook Reading: Art and Social Change: A Critical Reader, pp. 157-176.

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Ten: Last Blog entry due, Oral Presentation of Blogs and Research TopicsTextbook Reading: Art and Social Change: A Critical Reader, pp. 177-195.

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Eleven: Completion of Service Projects, Oral Presentation of Blogs and Research TopicsTextbook Reading: Art and Social Change: A Critical Reader, pp. 196-215.

Onsite WorkWednesdays and Fridays 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Twelve: Reflection on Service Project Research Paper Draft 1 DueTextbook Reading: Art and Social Change: A Critical Reader, pp. 216-250.

Onsite Work (Last)Wednesday and Friday 4-6pm

1769 Alcatraz Ave. Berkeley, CA 94703

Week Thirteen: Thanksgiving Holiday

Week Fourteen: Drafts of Self-Assessment dueResearch Paper Draft 2 DueTextbook Reading: Art and Social Change: A Critical Reader, pp. 251- 282.

Week Fifteen: Finals Week, Final Self-Assessment and Research Paper (Version 3) due: Online through Moodle