Sunday, September 11, 2016

Senior Capstone Committee Member CONTRACT

SA 498.01 Senior Capstone Research & Thesis 
FALL 2016
Jen Pepper . Faculty Advisor 
CAZENOVIA COLLEGE 
Serving as a Committee Member on a Senior Capstone Project

Dear Senior Photo & Studio Arts Committee Members & Professional Contact,
I want to take this time to thank each of you for meeting independently with the studio arts and photograph group of Seniors this Fall term. Your input on both their creative practice and the reading of their Capstone research papers is valued and essential to their successful development in this exciting year long project. 
In the spring, you will again have the opportunity to meet twice, if you are serving as the student’s Faculty Committee member, and once (minimum), as their Professional Contact.  Each meeting will provide the student the opportunity of getting individualized feed back about their creative project as well as their progress on the Capstone research paper. 
You can meet with the student in person which is obviously ideal, or virtually; via Skype, FaceTime, etc., or the student may send you jpgs of their most recent studio practice. You may have a combination of these different forms of delivery throughout the spring term as well. 
As the students Capstone Committee Member you agree to read the student's capstone as it develops throughout the Fall term. Please provide the student with your written comments on content, development, organization, etc. on each draft they submit to you. I am asking that you also sign off on this letter, thus agreeing to serving on the student’s committee. During the fall term you should have the opportunity to read at minimum TWO drafts, once prior to week 7 and the second, prior to week 13. 
In April the Senior Studio Art and Photography class will be defending their thesis research project amongst their BFA Thesis exhibition that you will personally attend. 
This is an excellent time for the student to orally defend their Capstone research papers alongside of their creative output, as well as a time to reflect on their college practice throughout their four years at Cazenovia.
I will need to know your comments of that terms progress. And the GRADE you believe the student should receive for their creative work and presentation of their oral defense.  
My thanks in advance. JEN PEPPER . Faculty Advisor SA498.01 
Please complete, sign and date and return to JEN PEPPER . Faculty Advisor for SA498.01 at Cazenovia College . FALL term 2016 
Additional comments: 



________________________________________________________________________
 Committee Member // Professional Contact please sign and > DATE 



_________________________________________________________________________ Student SA498.01 please sign >> print > DATE 

Posted by at

Serving on a Student's Capstone Review Committee

FALL 2016
Serving as a Professional Contact

Friends and colleagues,
I want to thank you all so much again for agreeing to serve as a Faculty Committee Member or Professional Contact for our Seniors Capstone Research and Development Project this term and next.
Many of you have served in this capacity in previous years, so you know of the enormous impact you make on the Seniors' evolution throughout their final year at the college. Students should have contacted you or will do so this week.
Please keep me cc'd on your correspondences with them.

In short - 
You will see each student for 45 - 60 minutes regarding both the student's work and their research paper.
Some people like to conduct the critiques with both students at once, in order to have a depth full dialogue informative to both. This is fine, as is independent critiques.
From your feed back, the students hope to gain info on their direction regarding both their creative work and their research. 
Your critiques should respond to the work at hand. Each student should be bringing you both actual work and possibly digital images of work if its too cumbersome, i.e. installation, 3D, etc.
I have asked that each student prepare themselves before hand to organize their thoughts and questions they have for you in regards to their creative development and research.  I hope this will assist in the flow of the critique.
Each will have a journal with them or some sore of note taking tools during their critique. Relying on their memory and selective hearing, I have informed them, is NOT the way to conduct this invaluable time with you.
Please provide the students with other artists in the field, articles, etc. you believe would assist them in their progression.  
You may wish to inquiry about their future plans for their work -- how do you think the work will take shape and evolve? 
Questions regarding the scale and presentation of work, etc.
You may wish to speak about materials they should consider, provide material sources, etc.
Also you will be reading over their Capstone research papers and providing feed back, written directly on the working draft.
They should be giving you a copy of drafts that have already been vetted through the writing center with minor writing mechanical error / grammatical/and poor spelling. 
Should you make any grammatical corrections, please inform me!
Your feed back should be a response to their thesis statements - i.e. is there enough research / evidence grounding their arguments? Other recommendations of bibliographical sources, figures, you can provide would be also helpful to them.  

Each student will meet with their Faculty Committee Member at least twice during the semester. The student will set that up with you in the coming weeks.
I ask that Professional Contacts see the student and their work, as well as to comment on their research papers only once during the term.
The student may visit you at your studio, or a another location, or you may travel to meet with the student on campus.
The Professional Contact Committee member will be paid $90 / per student / per term, regardless if their visits are more frequent than the one.
Some Professional Contacts will be at a distance, however via Skype, FaceTime, and/or other digital imaging communicating program.

I hope this is helpful to you.  Please contact me should you have any questions or concerns with the students you are working with.

Please keep track of the dates / times and students you have worked with / as well if you traveled to the college and submit to me by Dec. 10th.

Thanks again to each of you!
I enjoy not only seeing you -- but am thrilled of what you bring to the table for our students!!

JEN PEPPER
Studio Art

Cazenovia College
Posted by at

Thursday, September 8, 2016

analytical assessment rubric

Art & Design Analytical Research Papers 
using creative work examples Rubric    

Analytical Assessment valued in the 5 qualitative areas below:
#1 Analysis of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards) 
D (student is not meeting standards)
A. Student accurately describes several dominant elements or principles used by the artist/designer and accurately relates how they are used by the creator to reinforce the theme, meaning, mood, or feeling of the creative work.
B. Student accurately describes minimum of three dominant elements and principles used by the artist / designer and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the creative work.
C. Student describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.
D. Student has trouble picking out the dominant elements.

#2 Interpretation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards) 
D (student is not meeting standards)
A. Student forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning of the creative work and is able to support this with evidence from the work.
B. Student has the ability to identify the literal meaning of the work.
C. Student can relate how the work emotionally charges feelings in viewers
D. Student finds it difficult to interpret the meaning of the work.

#3 Description of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards) 
D (student is not meeting standards)
A. Student makes a complete and detailed description of the subject matter and/or elements exhibited in the creative work.
B. Student makes a detailed description of most of the subject matter and/or elements seen in a work.
C. Student makes a detailed description of some of the subject matter and/or elements seen in a work.
D. Student provides descriptions that are not detailed nor complete.

#4 Evaluation of the creative work
Grade A (student is excelling standards)
B (student is meeting standards)
C (student is approaching standards) 
D (student is not meeting standards)
A. Student has the ability to use multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas.
B. Student uses at least 2 or 3 criteria to judge the artwork.
C. Student attempts to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.
D. Student only evaluates the work as good or bad based on personal taste.

#5 Mechanics of Writing
Student is A = EXCELLING or B = MEETING or C = APPROACHING or D = NOT MEETING in the following areas:
Student makes use of at least three credible sources (no Wikipedia!)
Student makes use of APA or MLA writing format and includes a properly cited bibliography
Student includes visual illustrations to support essay’s content
Student completes an essay that illustrates the clarity of the main point, its development or argument, seamlessly
The completed essay is well organized in its construction and writing style
The completed essay exhibits technical control in the mechanics of writing and grammar
Posted by at

Monday, September 5, 2016

bibliography, fyi

possible texts of interest

Of interest to those interested in visual culture go to:









The Medium is the Massage. An Inventory of Effects 
by cultural theorist, Marshall McLuhan and visual designer, Quentin Fiore


Camera Lucida: Reflections of Photography 
by Roland Barthes, post structuralist philosophy + cultural theorist 
Free PDF available
Above, an illustration of the 1807 Camera Lucida as a drawing tool invented by Sir William Hyde Wollaston, bringing life drawing to a whole new level.

 Synopsis: The Guggenheim's classic study of photo-based artworks that question gender identity is back in print at last. This important volume, whose title combines Gertrude Stein's famous motto, "Rose is a rose is a rose is a rose," with the name of Marcel Duchamp's feminine alter ego, Rrose Selavy, features portraits, self-portraits and photomontages in which the gender of the subject is highlighted through performance for the camera or through technical manipulation of the image. In many of the works, photography's strong aura of realism and objectivity promotes a fantasy of total gender transformation. In other pieces, the photographic representation articulates an incongruity between the posing body and its assumed costume. Features work by Cecil Beaton, Brassa‘, Claude Cahun, Marcel Duchamp, Hannah Hàch, Man Ray, Janine Antoni, Matthew Barney, Nan Goldin, Lyle Ashton Harris, Robert Mapplethorpe, Annette Messager, Yasumasa Morimura, Catherine Opie, Lucas Samaras, Cindy Sherman, Inez van Lamsweerde and Andy Warhol

    

by 
Peter Hamilton & Roger Hargreaves 









Prosthetic Culture: Photography, Memory, and Identity - #1st edition
(International Library of Sociology) by Celia Lury ISBN-13: 978-0415102940  ISBN-10: 0415102944


In regards to the "truth" in photography;  the photographer's perspective; the viewer's interpretation; what makes a photograph authentic, etc.



 A facsimile of the one of the most influential unpublished works in the history of psychology by C.G. Jung. His writings and visual imagery between 1914 and 1930.





John Dewey  Art as Experience
available as a free PDF download.








URL Link:
The Philosophies of Immanuel Kant . Vol 1
Posted by at

Friday, September 2, 2016

web site building

Website INFO for students
Make sure you review Web Hosting with free Unlimited Domain & Webspace @ webhostingfreereviews.com  There are URLs being launched daily, so there will no doubt be more to add to this list continually.  Find and review other artist/designer websites you might wish to emulate - it’s helpful to discover ones you would like to use as an excellent model to build your own, as well as those you find will not suit your needs. These serve as models too!

 Here are a few > 

www.tiptopwebsite.com/
www.webstarts.com                                     
www.squarespace.com

 and yes, there are many, many more!

godaddy.com  = domain names + web hosting

Those of you with Creative Cloud you can build at http://behance.net


WEBSITE PLANNING 
CREATING AN ARCHITECTURAL BLUE PRINT

Each of you will be creating a website to accompany your BFA Thesis exhibitions. 
It’s good to begin thinking about how you may want your site to be designed.
You will need a domain name for your site that have an annually or biannual fee.

Your web address will be placed on all your promotional materials for your exhibition and professional work.

Organization is important
The organization of your website conveys immediately a great deal of information about you to your audience. Where the categories appear immediately implies a hierarchy of sorts.  
i.e. Here, the ‘builder’ wants the audience to see CV first, CONTACT info last.

CV
BIO
STATEMENT
IMAGES (subdivided into 2D / 3D work / separated by medium)
VIDEO WORK
 EXHIBITIONS
PRESS (text and other writings)
GRANTS  = AWARDS
ARTIST’S LECTURES & PRESENTATIONS
 PUBIC + PRIVATE COLLECTIONS
LINKS
CONTACT et al.


Sketch out loosely on paper, or on the computer, etc. of how you wish to see your website to take shape.

The question is, how do you want the world to initially be introduced to your work and how they will navigate through your pages?


Begin.  >> It doesn’t have to be launched until your satisfied. 
Posted by at
Subscribe to: Posts (Atom)