AHVS 310B Fall 2018

Presenting Art History

Contact

Instructor: Dr. Dennine Dudley

Email: ddudley@uvic.ca

Office: Fine Arts Building 121

Office Hours: Wednesday 1:30-3:20 (or by appointment)

Department phone: 250-721-7942

Course Description• This is a practical and design based approach to presenting your research and developing visual and digital literacies

• Course includes lecture, demonstration, lab practice - directed and unstructured

• The course will involve an investigation of applications directed at or useful for art historians, considering what is useful, what is actually innovative, and what is missing.

• Topics may include: contemporary and historical environment creation, designing for best effect, approaching your visual work from idea generation to the editorial process.

• We will explore the history of digital imagery, understanding what makes it different from traditional images and the implications these developments carry.

• We will consider the issues and ethics of image production, use and reception

• No coding or software experience is necessary. It is expected that students will be at varying levels of experience with the different technologies.All students are expected to develop their expertise with the tools.

Please note, some technologies may be limited in the classroom due to equipment or Health & Safety standards

• In this course you will learn to use industry-standard digital tools like an art historian

• You will engage with a variety of approaches and software that affect how you address, shape and develop your research

• You will explore the Rules of Engagement: procedures for a compelling presentation.Know the protocols & when to break them.

• Students will leave with:- A multi-paneled poster that communicates a persuasive visual argument- A presentation of their research that demonstrates strong visual design supporting the material

• Selected topics- Standards and analytics of the digital darkroom from image capture to presentation- Light, delivery and how we see. How digital has changed our world- Copyright and ethical issues of image use, manipulation and alteration- Information flow: e.g. InDesign- Publication structure: e.g. e-Pub

Course Goals

Course ScheduleSubject to Adjustment

EvaluationAttendance & Participation Lab & Workshop Exercises 40%

Presence, contribution to discussion & written work due Oct 31 & Dec 7

Poster* PDF Draft due Oct 3 10% Printed Version due Oct 10 10%

Presentation* Initial Run Starting Nov 21 20% Edited Version due Dec 5 10%

Course Reflection: Posted Dec 5 (due Dec 12) 10%

* Topics for posters & presentations must be approved Detailed criteria will be provided for assignments as we go.

Course Costs

USB Key/Flash Drive or alternative $5-10

Poster Printing Costs $20-50rough estimate: costs may depend on size, paper & ink chosen we will talk about strategies & ways of keeping costs down this should easily cover most designs printed in the SIM Lab

Submitting Assignments

• Submit your writing & presentation materials to me by email at: ddudley@uvic.ca Please use a separate email for each assignment, and separate emails for any other discussion you wish to have with me.

• Subject line of email message MUST read: AHVS310B AssignmentName

• Attachment (assignment) name MUST read: YourNameAssignment (as per assignment requirements) for example: DennineDPoster.pdf

• Marks will be deducted for incorrectly titled assignments. Please also put your name somewhere in the text of your assignment. Title pages are unnecessary and will not be included in word count.

• Written assignments (papers) MUST be submitted as attachments. NO LINKS unless otherwise approved (see below) If you are using Google Docs or SkyDrive, download the copy to your desktop and then attach it to the email.

• The email your assignment is sent from is the address it will be returned to. UVic accounts are STRONGLY recommended. Hotmail is not recommended; it doesn’t always like to talk to the university, just FYI.

• Presentations can sometimes be emailed, sometimes the files are too large. Dropbox, Google Links, and USB are all possible workarounds. Others can be worked out on a case-by-case basis.

• You may use your own computer to do the actual presentation, but students are responsible for testing their own technology ahead of time. Also note that you still have to submit a copy to me.

Fair Dealing

• Images are presented in class as falling under the educational use/fair use permissions of Canadian copyright legislation.

• Please consider all materials presented in this course as stamped with the fair dealing statement.

• Slideshows will not be posted.

• Other sources, for reviewing select images, will be suggested.

University Regulations• Standard university expectations is a minimum 2 hours of homework for every hour of class time. Plan accordingly.

• Cheating or plagiarism will result in an automatic grade of F. Subsequent events will have more severe penalties, as per University Policy on Academic Integrity (see the university calendar). Instructor reserves the right to use plagiarism detection practices, including digital search systems.

• No make-up assignments will be given for either missed papers or poor results. Extensions on assignments may be granted for documented cases that meet university criteria (see the university calendar); approval of course instructor also required and this is not guaranteed for assignments that are based on presentation in whole or in part, in which case grading is pro-rated. NOTE: Assignments that require attendance and/or evaluation of other students’ presentations cannot be excused or recovered.

• We want everyone to feel safe at the university. Please be mindful. Hostility or abusive behaviour towards faculty, staff or students will not be tolerated. Appropriate backup assistance will be sought.

A+ 90-100%, A 85-89%, A- 80-84%, B+ 77-79%, B 73-76%, B- 70-72%, C+ 65-69%, C 60-64%, D 50-59%, F below 50%

University Support• Resource Centre for Students With A DisabilityStudents with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or the Resource Centre for Students with a Disability (RCSD) as soon as possible. The RCSD staff are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations http://rcsd.uvic.ca/. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals in this course.

• Academic IntegrityAcademic integrity is intellectual honesty and responsibility for academic work that you submit individual or group work. It involves commitment to the values of honesty, trust, and responsibility. It is expected that students will respect these ethical values in all activities related to learning, teaching, research, and service. Therefore, plagiarism and other acts against academic integrity are serious academic offences. It is your responsibility to understand the University’s policy on academic integrity:http://web.uvic.ca/calendar2012/FACS/UnIn/UARe/PoAcI.html

• Counselling ServicesIf your difficulties are personal (from time management to crisis response), Counselling Services also has many programs to help you: http://www.coun.uvic.ca/

Classroom Tenets

Preston’s Law: Be Excellent To Each Other

The Doctor’s Precept: I’ve Never Met Anyone Who Wasn’t Important

McKinley’s Stance: There’s No Such Thing As Absolute Objectivity

Enlightened Empiricism: Not All Opinions Are Created Equal. Facts Matter

The Cat’s Affirmation: We’re All Mad Here

Matisse’s Axiom: Creativity Takes Courage

Dahl’s Counsel: Above All Watch With Glittering Eyes The Whole World

Guiding Principle: The Eyes Are Useless When The Mind Is Blind

General Marking

Pretty Much Perfect

A+Element D C B A

Relevanceof concept

No attempt is made to establish why the

concept/point matters: RELEVANCE

Little attempt made to establish why the concept

matters

More attempts made to establish why the concept

matters

Significance of concept/idea is clarified and

supported.

Personal connection

Paper reads as if it could have been written by

anyone.

Paper reads in artificial language; largely 3rd

person: VOICE

MechanicsNumerous mistakes of grammar and syntax.

Meaning is lost.GRAMMAR/STYLE

Numerous mistakes of grammar and syntax. Meaning is unclear.

GRAMMAR/STYLE

Enough mistakes in grammar and style to hinder overall clarity.

A few mistakes in grammar & style hinder meaning at sentence level.

Very few mistakes in grammar and style.

Paper is in natural, formal voice making >1 concrete connection of

issue & experience

Paper provides clear examples of connections

between concepts & personal views/experience

StructurePaper written in report

form.DESCRIPTIVE

Primarily descriptive, minimal analysis,

considered thoughtfulness

More developed attempt to provide context for

arguments, supporting evidence; sentence level.

Progressive and coherent argument at paragraph

and/or paper level.

ComplexityPaper fails to consider alternate positions/

possibilities: MORE HERE

Clarity of Purpose

Paper acknowledges alternate positions but

offers insufficient response to them

Paper acknowledges alternate positions and

provides counter arguments.

Paper incorporates and evaluates alternate

positions in logical and balanced discussion

Critical Thought

Paper is passive in reporting issues or ideas

ELABORATE

Paper shows some attempt to evaluate ideas

and/or issues; makes assumptions.

Paper provides analysis of ideas/concepts but fails to

draw full inference

Paper reflectively analyzes ideas/concepts &

elaborates on significance of the reasoning

Narrative or arguments are incomplete /disorganized.DOES NOT FOLLOW

Is difficult to follow thought process/argument

for more than a few sentences at a time.

Paper communicates ideas and arguments in clear

and precise fashion.

Ideas and arguments are easy to follow,

occasionally out of order or dropped ‘thread’

Course Experience Surveys

Please include the below information in your Course Outline regarding the CES (taken from the Learning and Teaching Centre’s Faculty Resources):

“I value your feedback on this course. Towards the end of term you will have the opportunity to complete a confidential course experience survey (CES) regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to http://ces.uvic.ca. You will need to use your UVic NetLink ID to access the survey, which can be done on your laptop, tablet or mobile device. I will remind you nearer the time but please be thinking about this important activity, especially the following three questions, during the course. -What strengths did your instructor demonstrate that helped you learn in this course? -Please provide specific suggestions as to how the instructor could have helped you learn more effectively. -Please provide specific suggestions as to how this course could be improved.” For more information the CES, please check the below link: http://www.uvic.ca/learningandteaching/faculty/resources/ces/