MAY 2016* Informative meeting with Junior students to go over highlights of Fall 2016 SA498 - Get a head's start!
Establish what is necessary over the summer including:
> making a list of pertinent resources and literature around your topic. Do an Amazon search, followed by a Google search - look for publications, scholarly essays, etc.
> Begin your scholarly research early and start your reading. Develop notes on a few of the located resources - keep annotated comments for bibliography purposes
> begin to think and formulate your thesis question
week 1 AUG 25
Research Resources > Library 6:00 PM meet with Lauren Michel
week 2 SEP 01
Sabbatical Returns opening > Reisman Hall 4 - 5:30
Establish seminar partner
Survey of pertinent literature + visual works in the field #1 (bibliography)
Students to discuss three works they are most interested as beginning point
Establish outside email address you will use professionally > email to Pepper
week 3 SEP 08
Professor Chris Geyer visits class for assistance in theoretical question development
DRAFT #1
Submit Title Page, Table of Contents, the beginnings of a Thesis Question, intro
> Read 4 Capstones from Division of Art + Design - create a 1 page critique on each commenting on organization, image choice + content > Pepper >> NEW Capstone Copyright policy ** discuss <
Read 4 Studio Art and Photography capstones from previous years and write a one and half page (minimum) synopsis on each.
The following are the questions I want you to be critically aware of and discuss in your synopsis.
1a. Was the thesis question presented by the student, truly a thesis question, thus prompting theoretical research material to support with discovered evidence?
1b. Was the thesis question too narrow in its focus, or too large in scope to be tackled with specific information?
1c. What would be the rewrite of the question / statement that you would suggest?
2a. Did the student provide appropriate evidence to support the thesis question?
2b. As a reader, did you understand why the supportive information provided was indeed appropriate to the capstone scope?
2c. Were visual illustrations used effectively to help prove a point?
3a. Writing mechanics :
Were transitions from one idea to the next made smoothly?
Why or why not?
3b. Grammar and spelling --- accuracy? Thus providing a smooth, uninterrupted read?
week 4 SEP 15
Th3 Syracuse gallery + museum openings, tentative*
Outline of Research paper delivered to Pepper prior to campus
Establish www and purchase of domain - screen shot
week 5 SEP 22
DRAFT #2
Submit Title page, Table of Contents, Thesis question + intro + bibliography
+ first 5 pages
Professional Contacts established contact and set up appointments
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #1/3 > Pepper
Secure Faculty Committee member #1 + #2 > submit to Pepper
Individual critique with Pepper #1
week 6 SEP 29
Contracts written for individual Faculty Committee members + Professional Contacts, signed and submitted to Pepper
week 7 OCT 06
Collaborative Capstone reads
AUTUMN BREAK IS MONDAY + TUESDAY, OCT 10 + 11
week 8 OCT 13 PEPPER in Baltimore attending NASAD conference
week 9 OCT 20
Hand in Title page, Table of Contents, Thesis question, Intro + bibliography + 10 pages DRAFT #3
Hand in Title page, Table of Contents, Thesis question, Intro + bibliography + 10 pages DRAFT #3
Opening reception Reisman Hall Gallery & Artists' Lecture Series Strange Nature
week 10 OCT 27
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #2/3 > Pepper
week 11 NOV 03
Individual student meetings with Pepper week of NOV 2 - NOV 6, plan an hour
#2 individual critique with Pepper
week 12 NOV 10
Capstone research + class delivery
DRAFT #3
Hand in Title page, Table of Contents, Thesis question, Intro + bibliography + 17 pages
week 13 NOV 17
Capstone research + class delivery
week 14 NOV 24
Thanksgiving recess
week 15 DEC 01
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #3/3 > Pepper
Turn in blog address for PPT # 1 - 2 and 3 or DVD, thumb drive with all Artist Statement drafts. Complete Calendar hardcopy, copy and submit to Pepper
DRAFT #4 > 20 page minimum
Stay on track!
By Week 5 you will have had completed:
- Class critique #1.
- established Faculty Committee member #1 + #2 + Professional Contac
- Completed your critiques with Faculty Committee members #1 + #2
By Week 7 by Midterm, you will have:
- Completed critiques with Professional Contact + independent one with Pepper.
- You will have also completed your Class critique #2.
- And will have submitted your Capstone Draft to Faculty Committee Members
+ Professional Contact for their thorough comments
- Provide Pepper a signed copy of their read and edits
By Week 9 you will have:
- Completed critiques with Faculty Committee members #1 + #2
- You will have submitted signed contracts from Faculty Committee members
and Professional Contacts to Pepper, agreeing that your Committee members have read and made full comments on your Capstone draft. Submit the signed contracts to Pepper
By Week 14 you will have completed Class critique #3, and will have completed and submitted your Capstone to Pepper.
Capstone Drafting policy:
- All incoming written work needs to be first read by your seminar partner and make appointments with the Writing Center
- Make appropriate corrections prior to handing in hardcopy to Pepper
- All work submit in 2-pocketed folder or large folder to Pepper
- Organize the Left side to keep all MARKED work, in chronological order > latest first + marked drafts
- Right side: All new, unmarked work – place folder into a large plastic envelope
