the course facilitation project, you and a peer will facilitate one
of our class meetings.The
primary goal for facilitation is to stimulate productive discussion
of the course readings and their implications. Thus, class activities
should focus on issues raised by the readings and create opportunities
for all members of the course to contribute. Small group work, mini-workshops,
larger class discussion of your particular example are encouraged.
One week prior to your course facilitation day, you and your peer
will meet to share first drafts of your agenda. In advance of
the meeting, you and your peer should read all the course readings,
locate a potential example(s), start writing down issues you want
to raise in your facilitation, and begin mapping out an agenda
for the class day.
day before our conference, you should email me: 1) your potential
example(s) and 2) a Word file draft of your course
email to listserv
By 10am on the Monday before your class facilitation day, you
and your peer should email our class listserv with the issues
you want us to consider for your facilitation day. If you want
us to bring anything to class as part of an activity you are preparing,
you also should let us know at that time. You also can tell us
a little bit about the agenda for the day.
The day of your facilitation, you will provide your agenda at
the beginning of class. This 1-2 page single-spaced agenda should
include the following information: brief overview of the day's
agenda, listing of the issues you want us to consider for the
day, context of the example(s) you are sharing with us,
and background information about
the authors of the readings. Using
this agenda as a point of reference, rather than a script, you
will initiate and facilitate our discussion of the assigned readings
and your example. Remember you can include a range of pedagogical
practices such as break out groups, hands-on activities, or other
classroom methods to encourage participation.
To help us engage the readings and your activity for
the day, you will give us example(s) that illustrates a particular
issue in the readings. You can use your example(s) to prompt discussion
or even as part of another class activity. To find example(s),
you can draw from a variety of contexts and formats. Just make
certain to select something that you feasibly can share with class.
For example, you can provide copies of a text or image, photos
or video of a physical space, access to a virtual space, a representative
portion or replica of an artifact, etc. Remember if you need us
to have technology access you must plan for this access weeks
before your facilitation day.
of discussion will be evaluated based on your level of preparedness,
the quality of your agenda, appropriateness of your example(s),
thoroughness of your attention to the readings, and your commitment
to engaging others.
are art works that explore the concept of space. I am using the
term to draw on the explicit relationship between visual and spatial
experiences. Your installation projects need not be framed merely
through aesthetic ideals (rhetorical, philosophical, methodological,
and other ideals apply as well). In fact, your installation project
can, and should, explore a meaningful tension that comes from our
course readings. This project asks you to articulate a problematic,
issues, question through a media other than, or in addition to,
text. Many of the authors argue that text is one way of making meaning,
of exploring the world. The installation project is your opportunity
to construct a visual-spatial articulation of the issues that seem
most intriguing to you. Because this project asks for individual
exploration, you and I will work together to define the project.
The project components include a preparatory conference, the installation
itself, a statement, and previewing and final showing of the projects.
Early to mid-semester, I will schedule 20-30 minute conferences
with each of you. These conferences will be an opportunity for
us to discuss an installation project. You should come to the
meeting with possible ideas about the project you want to create.
Be ready to talk about the concept or idea you want to explore,
the audience you want to address, the purpose of the project,
and the way you will actual go about producing the project.
Your installation project should be able to be viewed/experienced
in a classroom on campus. Depending upon the range of projects
proposed, I will seek out an appropriate venue. I suggest that
you speak with me early in your brainstorming if your ideas
for an installation project seem to need particular accommodations.
In addition to thinking of the viewing aspect of the project,
you also should consider materials--what resources are you going
to use to construct your project? What technologies will you
need? Then, consider your own expertise and ability to work
in a certain medium. Are there workshops that you want to take
to learn more about a particular medium or technique? To help
prompt your thinking, you can build a project such as constructing
a model of a particular space (perhaps your "ideal"
classroom space), create a monument (a day of the dead alter
or a memorial of some kind), develop a video, create a web site/space,
construct a pedagogical space (virtual or electronic), among
the many, many options.
statement should discuss 1) the problematic or issue you were
wanting to address in your installation project, 2) your process
to produce the project (why did you chose the particular medium?
what materials did you use?), 3) your research agenda and broader
work in the field. The statement also should include your professional
bio. Your first draft of the statement is due on April 21st,
our class installation preview. The final draft is due at the
installation showing. As a class, we will determine specific
formatting guidelines for the statement.
One week before our installation showing, we will have a class
preview of the installation projects. During this class meeting,
we will work on a studio model. Each of you will bring your
work-in-progress, and we all will offer feedback. In order to
gain the most from the preview, some of us will circulate and
offer insights as others will actually be working on their projects.
On Thursday, April 28th, we will host an installation showing.
Depending upon room and scheduling constraints, which we will
discuss as a class, the showing may be moved from our traditional
classroom space and time to a better suited venue. We will
talk about the logistics early in the planning stages of the
project will be evaluated based on your level of preparedness,
your engagement with the issues that your installation project
addresses, the audience and purpose that you outline for your
project, participation in the preview and showing aspects of
the project, and your the quality of your statement. As individual
students work with me on the planning of the project, we also
will articulate specific criteria for your project based upon
the medium and issues with which you are working.