Art in Society

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Just to remind you about the “final” assignment, the one you need to do in addition to completing the field guide. Here are the guidelines (from the Assignment Guideines page):

Part B. Statement of reflection regarding learning objectives posted on blog. Due December 2. 5 points possible.

This reflection should be filtered through the field guide assignment/final project, though should also account for everything you have done/experienced through this course.

As I noted in an email to you all yesterday, the deadline for this reflection is the same as for your field guide: Monday, Dec. 5. If you are an AAD student, go ahead and post with/alongside your learning goals from this class (i.e. the first assignment from the term), and if you are outside of AAD then go ahead and email me your text.

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The snafu around President Lariviere’s ‘firing’ has given rise to an emergency meeting of UO statutory faculty on Wednesday, and I will attend that meeting—so we’ll not have class on 11/30. I encourage all of you to follow the story and get as much information as possible. The blog “uomatters” offers info and perspectives, as does the UO Faculty Senate page. And for those of you wishing to watch the OUS board meeting in Portland this afternoon, here is a link to the live streaming.

Besides missing our opportunity to share field guide projects this Wednesday, we’ll also miss out on the visit by Vijay Iyer. Over the weekend, I received a few links to articles he had written in the past years that he felt connected themes in our course. One of them (here) is about defining a creative space (in this case, jazz) amidst economic uncertainty and a possible glut of practitioners. As I read it, I found many parallels to issues we’ve been discussing all term, and thought about substituting “arts administration” for “jazz” in his piece. The other piece is about arts participation, economic ecology, and social networking…again, quite in-line with things we’ve been working through this term. Read it here.

And don’t forget about the teach-in scheduled for noon on Tuesday (11/29) in the EMU ampitheater, as this should be a great opportunity for the UO community to generate common understanding about the complicated situation surrounding President Lariviere.

Related articles

• We Stand With The Hat (oregonianatheart.wordpress.com)
• Reaction to OU ouster grows; Deans send board a letter of protest in Lariviere firing (bendbulletin.com)
• OU ouster upsets local lawmakers; Support for president Lariviere after the board decides not to renew his contract (bendbulletin.com)

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And, for the last round of our group essays, here are the submissions from Groups D1 and D2:

group D1

group D2

We’ll spend some time in class going over the field guide assignment and it’s remaining components…

 

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Please review these guidelines by this week’s class meeting and bring any questions you have! Remember that these slides will illustrate the short presentation each student gives on the final day of class (Nov. 30).

Due: Sunday 11/27, by midnight…

What: a digital file (Powerpoint, Keynote, OpenOffice, or PDF format) that contains 1 slide

This slide should have 1 image (representative of your field guide subject) and no more than 3 bullet points (representing key aspects of your research). You will have approx 3 minutes (final math on this is pending…) to present during our symposium on Nov. 30, so the slide should act as a visual prompt for your field guide rather than as a summary. I will group presentations into smaller sessions, with question periods in between those sessions. The metaphor we’ve used to describe this symposium in the recent past is “speed dating” (though I’ve only actually heard this described to me in a second-hand manner…). The point is, you’ll each have only a few minutes to articulate both the topic and a point or two about your field guide!

I am going to leave about 45min of class time in the last hour for a special guest, musician and scholar Vijay Iyer. He will be on campus as the Trotter Visiting Professor up at the School of Music and Dance, and I am imagining that he will bring a different perspective to some of the issues and questions we’ve been discussing this term. As such, I amnot providing him with any prompts or topics to discuss, though I’ve pointed him toward the course site so that he has some idea of what we are up to here. Please visit his web site prior to our meeting on Nov. 30 (linked to his name above), and here is a short video to get a sense of his approach to music making/art:

Image by niclindh via Flickr

Length: 1200-1500 words

Due: 11/22

Our investigation of art in society so far this term has focused on four primary modules/questions. In your group essay, imagine the syllabus for this course in 2031: what four questions should shape the course then? Support each question with trends, issues, concepts, or practices that you see emerging today and that you believe will shape the arts and culture two decades from now. While the questions you pose may be influenced by technological developments, they should also address larger issues and topics. In addition to posing four questions, describe how the learning environment for the course will be like and unlike our current learning environment. Finally imagine and describe the final project for the course. Keep in mind that the students taking the course in 2031 are currently in elementary school or middle school.

RUBRIC:

* pose four questions = 4 pts

* evidence supporting questions = 5 pts

* describe learning environment = 4 pts

* describe final project = 3.5 pts

* correct spelling/grammar/editing= 2.5 pts