coursesmark edward grimm2009-01-05T13:27:21-07:00megrimmhttp://megrimm.net/archive/courses.phpmeg156@columbia.edutag:markedwardgrimm,2009:coursesPivotCopyright (c) 2009, Authors of coursesMedia Economics BRC 301: Spring 2006: SUNY Oswego2006-10-10T15:35:00-07:002006-10-10T14:01:00-07:00tag:markedwardgrimm,2009:courses.2301.05.2006
A course on the economics of the media industries.
I approached this course experimentally. I had never taught a course like this before. I was very interested in understanding the economies of the media not only through the traditional venues (the media industries for example) but also new emerging user created medias and their economies. I approached 'economies' not as an exchange of monies but as informational exchanges (barter economies are as legitimate as market economies). With this as a basis students learned about networked media economies such as youtube, craigslist and myspace (economies of agglomeration) as well as larger corporate media economies such as 'Time Warner' (economies of scale).
A course on the economics of the media industries.
I approached this course experimentally. I had never taught a course like this before. I was very interested in understanding the economies of the media not only through the traditional venues (the media industries for example) but also new emerging user created medias and their economies. I approached 'economies' not as an exchange of monies but as informational exchanges (barter economies are as legitimate as market economies). With this as a basis students learned about networked media economies such as youtube, craigslist and myspace (economies of agglomeration) as well as larger corporate media economies such as 'Time Warner' (economies of scale).Media Economics BRC 301
Website :: http://www.oswego.edu/~mgrimm/brc_301/
Instructor :: Mark Edward Grimm :: meg156@columbia.edu
Oswego State University :: Department of Communication Studies ::
Teaching Assistant :: Brian Sunday :: bsunday@oswego.edu
102 Lanigan Hall MW 3:00-4:40
Spring 2006
Office Hours :: MW 1:00-2:30 or e-mail for appointment
Prerequisites: BRC 108 and a minimum of six hours in the major/instructor permission
Course Description
In short, this course is about economics and the economic issues that relate to and impact our media on the macro and micro levels, including journalism and the news industry, film production, entertainment programs, print, broadcast, advertising and public relations, and networked media such as streaming media and downloadable internet media. Students will learn a theoretical approach to understanding the media though the lens of an economist and will gain a practical approach of how too “do” media economics. Through practical learning exercises, presentations, contrasting readings and discussions, students will be able to understand the intricate financial mechanisms of the media industries and will as an economist, critically examine its larger political-economic and social ramifications.
Course Requirements
Students are expected to attend class regularly, complete all readings, participate in discussions of the readings and other material and complete all assignments, papers and exams/quizzes on time. It is imperative to this course that all readings are complete on the assigned date and that students come prepared to discuss them. This course is based on discussions and group work. Lectures will be short and brief, followed by group discussion and participation.
Learning Methods and Outcomes
This class is designed to be a forum for discussion. In this way, I as the teacher have an opportunity to learn from you and what you think as you will also have the opportunity to learn form me.
Some of the questions we will tackle: What is Media Economics exactly? What is the difference between quantitative and qualitative and how does that affect economic thinking? What techniques are there for running a small media business? A large media firm? What types of economic models are there and how can they be applicable to media – old or new? What is the difference between economics models that preference competition over cooperation? Is there such thing as an economic model of cooperation and how can it be applied to the media? How has the Internet changed the way we think about media and the economics of the media? What is an Intellectual property right and how has the Internet changed this definition? What does it have to do with economics? How does government regulation and corporate ownership affect the media? What are the FCC and the Telecom Acts of 1996?
Technology and Connections
Students must have and accessible email account and access to the Internet. Again, many of the external reading are Internet based so in order for you to read the readings and participate in class access to the Internet is essential. Please email me at mgrimm@oswego.edu in the first week off classes with the email account that you are going to use for the semester. The heading must be “MEDIA ECONOMICS BRC 301 + (Your Name)”. The body of the email can be blank. This is so I have a record of your address and will be our primary communication devise outside of class
For out of class connection and discussions I can be reached by email.
Attendance Policy
If you need to be absent for any reason please email me ahead of time to let me know. Attendance will be taken as soon as class begins. In order to be counted present you must be in class as soon as class begins. All missed work must be made up ASAP. If you miss class, participation grades and in-class assignments for the day are 0.
Grades
In-Class Discussions, Participation, and Activities 25%
Short Reaction Papers 25%
Quizzes and Exams 25%
Final Project 25%
In-Class Discussions, Participation and Activities
For the most part, each Monday I will give a brief presentation on the material due for that day. After my presentation the floor will be open for discussion of the assigned texts. Please back opinions up with assigned or outside readings.
Each Wednesday will have in class activities. Activities will include group work, readings, writing and/or discussions.
Short reaction papers
There will be 5 short reaction papers due at various times throughout the semester. Each paper is to be 2-3 pages in length 1.5 spaced, Courier New, Font size 11. Name and course to be at the top as heading. One space between paragraphs. No paragraph indentation.
These papers are to be a critical analysis of the assigned text based on your and your classmates understandings. You will be required to take a position on contrasting texts assigned, arguing your case for one side or the other.
Quizzes and Exams
There will be (8) quizzes and (1) exam. The quizzes will be given at random so make sure that you are up to date on your readings and are prepared each time you come to class. There is no quiz makeup and missing students will be given a ‘0’ for the quiz unless a valid excuse is documented and presented to me.
There will be (1) exam at midterm. The grade for this is final and will be entirely based on the readings and in-class discussions. This is a written exam so be prepared to argue your case as you did in your reaction papers.
Final Project
Instead of an Exam I make each student do a final project. This can be done either individually or in a group to be presented in front of the class and turned in as a paper project. Each student will be given 15-20 minutes to present. This mean if you are doing the project by yourself you present for 15-20 minutes. If you choose to do it in a group then the group time is multiplied by the group members (a group of 3 would present for roughly 45-60 minutes). This can be done either in a standard way (paper presentation, PowerPoint) or media presentation (video, audio etc). If a video presentation is chosen then the individual or group does not have to speak the entire time over the video but instead may choose to introduce the video and give a brief conclusion. A short into/conclusion paper on the project would also be necessary to turn in along with the video. We can discuss topics and presentation methods etc later throughout the course of the semester.
Required Text (s)
Media Economics: Theory and Practice 3rd Edition
Alison Alexander, James Owers, and Rod Carveth
Mahwah, N.J.: Lawrence Erlbaum Associates
ISBN 0-8058-1842-1
All other texts used for out of class reading and/or in class discussion will be available to you either on reserve at the library, in the form of a class handout, or freely available online. In the later case Internet access is essential.
Books
Albarran, Alan B. (2002). Media Economics: Understanding Markets, Industries and Concepts 2nd Ed. Iowa: Iowa State Press
Alexander, Alison; Owers, James; Carveth, Rod; Hollifield, C. Ann; Greco, Albert N. (Eds.) (2003) Media Economics: Theory and Practice (3rd ed.), Lawrence Erlbaum Associates. ISBN 0-80-584580-1
Bagdikian, Ben H. (2004) The New Media Monopoly, Beacon Press. ISBN 0-80-706187-5
Bucy, Erik P. (2005). Living in the Information Age. 2nd Edition. Belmont, CA: Thomson Wadsworth
Colombia University School of Journalism in collaboration with Pew Charitable Trust (2004). The State of the News Media. An Annual Report on American Journalism. Http://www.stateofthenewsmedia.org/narrative_overview_publicattitudes.asp?media=1
Cooper, M. (2003). Media Ownership and Democracy in the Digital Information Age. Stanford Law School: Center for Internet and Society.
Croteau, D. and Hoynes, W. (2006). The Business Media: Corporate Media and the Public Interest. (second edition) Thousand Oaks, CA: Pine Forge Press.
Doyle, Gillian (2002) Understanding Media Economics, SAGE Publications. ISBN 0-76-196874-1
Fidler, Roger (1997). Mediamorphosis. PineForge Pres
Greco, Albert N. (Ed.) (1999) The Media and Entertainment Industries: Readings in Mass Communications, Allyn & Bacon. ISBN 0-205-30010-3
Halfon, J. (2003). The Failure of Cable Deregulation. Washington: U.S. Public Interest Research Group. www.uspirg.org
Hoskins, C., McFadyen, S., & Finn, A. (2004). Media economics: Applying economics to new and traditional media. Thousand Oaks, CA. Sage
McChesney, Robert W. (1997) Corporate Media and the Threat to Democracy (Open Media Pamphlet Series), Open Media. ISBN 1-88-836347-9
McChesney, Robert W. (1999) Rich Media, Poor Democracy: Communication Politics in Dubious Times, University of Illinois Press. ISBN 0-25-202448-6
Moeller, S. D. (2004). Media Coverage of Weapons of Mass Destruction. Center for International and Security Studies at Maryland. http://www.cissm.umd.edu/
Mosco, Vincent. The Political Economy of Communication.
Picard, Robert G. (2002) Media Economics: Theory and Practice, Fordham University Press. ISBN 0-82-322174-1
Wasko, J. (2004). How Hollywood Works. London: Sage
Films about Media
- Broadcast News
- The Truman Show
- Citizen Kane
- Running Man :: Paul Michael Glaser
- Hero
- EdTV
- Wag the Dog
- Pleasantville
- Tomorrow Never Dies
- Manufacturing Consent
- The Corporation
- Rollerball :: Norman Jewison
- They Live ::John Carpenter
- Network :: Sidney Lumet
- The Revolution Will Not Be Televised
- Outfoxed: Rupert Murdoch's War on Journalism
Links
del.icio.us
For my links to current News Stories relating to the subject of 'Media Economics' please visit my bookmarks at del.icio.us: http://del.icio.us/megrimm/media_economics
If you find a link that interests you and you think is relevent to the content of this class please email me the link and I will post it. You can also 'register' at del.icio.us for your own account to log your virtual bookmarks. This allows you to share your bookmarks with friends, students, teachers etc. and to begin creating a personal web of informative links to relative content: a media ecology or web 2.0
Media Ownership
* Who Owns What - http://www.cjr.org/tools/owners/
* Media Channel.Org - http://www.mediachannel.org/ownership/
* Corporate Influence on the Media - http://www.globalissues.org/HumanRights/Media/Corporations/Owners.asp
* The Journal of Media Economics
* The Centre for Media Economics "an independent research unit formally organised under the Department of Public Governance at the Norwegian School of Management (BI), located in Sandvika, outside Oslo.
* [World Media Economics Conference, Montréal, Canada, May 12-15, 2004|http://poste153-198.com.ulaval.ca/6thwmec/ 6th]
* The media, economics and education - economic information - Editorial
* Robert W. McChesney "McChesney is the author of eight books on media and politics, professor of communication at the University of Illinois at Urbana-Champaign, and host of the weekly talk show, Media Matters"
* Media Economics: Theory and Practice "focuses on the principles of economics in the business sector and applies them to specific media industries. It examines the process of media economics decision making through an exploration of such topics as industrial restructuring, regulatory constraints upon media operations, and changing economic value, providing key insights into media business activities."
* The Economics of Media Violence A paper.
* Arbitron
* NAB Radio/TV Ad Revenues
* Open-Buisness "Focussing on new media business models, in particular those which use Open Contente Licenses"
Syllabi
* External Institutional Syllabi on Media Economics
Extras
* Source book "Essentials of Economics third edition by John Sloman: Essentials of Economics third edition by John Sloman Amazon Link
* Resources for teachers: Why Study Economics
* Open-Source pdf on economic analysis: Economic Analysis
* Website for above with notes, resources, etc: Notes and Resources
* Amy Cheatle Notes - Notes on Economics and Media Economics
]]>markBroadcast Newswriting BRC 229: Spring 2006: SUNY Oswego2006-10-10T13:59:00-07:002006-10-10T13:49:00-07:00tag:markedwardgrimm,2009:courses.2201.05.2006
A course on writing for broadcast news medias.
This course taught students in the communications department at SUNY Oswego how to effectively write for the news media. Specifically this course is designed for building skills for writing in radio and television broadcasts. It critically examined how to write a story that was interesting and appealing to watchers and listeners as well as informative. This class focuses on the 'style' of writing for these broadcasts.
A course on writing for broadcast news medias.
This course taught students in the communications department at SUNY Oswego how to effectively write for the news media. Specifically this course is designed for building skills for writing in radio and television broadcasts. It critically examined how to write a story that was interesting and appealing to watchers and listeners as well as informative. This class focuses on the 'style' of writing for these broadcasts.BROADCAST NEWS WRITING BRC 229
Instructor :: Mark Edward Grimm :: mgrimm@oswego.edu
Oswego State University :: Department of Communication Studies :: Spring 2006
210 Mahar MW 5:00-6:40
Office Hours :: MW 1:00-2:30 or e-mail for appointment
Course Description
In this course you will learn to write news for television and radio (Broadcast News) in its various forms. The bulk of class time will be spent writing, rewriting, editing and reading aloud.
Writings for broadcast news are meant to be spoken out loud, therefore you will be required to read both your work and the work of your classmates to the class. We will spend most of the time in the course writing for radio broadcasts. Television will be addressed in the last several weeks.
Learning Methods and Outcomes
Each class is writing intensive, and will be informed both by your class lessons and by assigned readings. Class time, for the most part, will be spent reading, writing, and editing. Exercises will include but are not limited to: writing from a fact sheet, editing you own and others work, and reading your own and others work. Group sessions for discussions on written work will also be a routine activity. Over the course of the semester you will have 6 quizzes based on current events in the news. You will have one final exam/project based on elements of News Writing as learned in class. We will discuss these quizzes and the final project during class time in the coming weeks. A point break-down for determining grades has been included in the syllabus.
Required Text
Stephens, M. (2005) Broadcast News 4th Edition. Thomas-Wadsworth. CA
Goldstein, N. ed. (2004) The Associated Press Stylebook. Basic Books. NY
Readings
In addition to reading the required texts, you are required to read and stay informed of the daily news – local, national and international. Local news will be taken from the Oswego Daily and the Syracuse News. National and International news will be derived from Google news.
The web address for the Oswego Daily is at: http://oswegodailynews.com
Syracuse News is located at: http://www.syracuse.com/
Google News is at http://news.google.com
Broadcasts
You are also required to listen to radio broadcasts and watch network news. Studying how the News is read will enable you to become a better writer. I suggest NPR news on our campus station 89.9 WRVO, and your local nightly or 11:00 news.
WRVO is available streaming live online at: http://www.oswego.edu/~wrvo/
Technology and Connections
Students must have and utilize an email account, and must have bi-weekly access to the Internet. As many of our external news sources are Internet-based access to the Internet is essential.
Email will be our primary communication devise outside of class. For out of class connection and discussions I can be reached by email.
Please email me at mgrimm@oswego.edu in the first week of class with the email account that you are going to use for the semester. The heading must be “BROADCAST NEWS WRITING BRC 229 + (Your Name)”. The body of the email can be blank.
Attendance Policy
If you need to be absent for any reason please email me ahead of time to let me know. Attendance will be taken as soon as class begins. In order to be counted present, you must be in class as it begins. All missed work must be made up ASAP. If you miss class, participation grades and in-class assignments for the day are 0.
Grades
In-Class Discussions, Participation, and Activities 25%
Graded Writing Assignments (8) 35%
Quizzes (6) 15%
Final Project 25%
Graded Writing Assignments
Graded Writing assignments are due at the beginning of class on the date assigned. Assignments will be used for attendance on that day. Failure to turn in an assignment on the assigned day will result in a mark of absence as well as a “0” for the assignment due.
Generally assignments will be handed out at the end of the class and will be due at the begining of the next class. I will allow re-writes of assignments for better grades. Re-writes must be turned in the class after the written assignment was turned back.
Quizzes
It is imperative that the news is read consistently. Quizzes will be given on the headline news of the day: local, national, and international. All quizzes will be given randomly without notice in most cases so please keep up with the news.
Final Project The final project assignment will be handed out near the end of the semester.
Books
Stephens, M. (2005) Broadcast News 4th Edition. Thomas-Wadsworth. CA
Goldstein, N. ed. (2004) The Associated Press Stylebook. Basic Books. NY
Internet News Sources
Oswego Daily for Local News: http://oswegodailynews.com
Syracuse News is located at: http://www.syracuse.com/
Google news for national and international news at: http://news.google.com
Chapter 1 Copy:
Merriam-Webster’s Collegiate Dictionary http://www.m-w.com/
Voice of America pronunciation guide http://names.voa.gov/
Chapter 2 Words
Mervin Block’s Writing Tips http://www.mervinblock.com/
Selling his book as well. . .but also has some good tips - Mitch quotes him/uses his examples from when he worked at CBS throughout text.
Chapter 7 Sources
National Institute for Computer-Assisted Reporting http://www.nicar.org/
PR Newswire http://www.prnewswire.com/
E-Wire http://www.ewire.com/
Chapter 9 Audio
Audacity http://audacity.sourceforge.net/
Source for audio editing freeware/software
Chapter 13 Public Affairs
KSL - Salt Lake City http://www.ksl.com/
Chapter 17 Television Newscasts
Producer Page http://www.producerpage.com/
Assignment Editor http://www.assignmenteditor.com/
CNN Interactive “You Be the Producer” Game http://www.cnn.com/EVENTS/1996/anniversary/how.things.work/producer.game
Chapter 18 Ethics and Law
KHOU Houston http://www.khou.com/
KUHF Houston Public Radio http://www.kuhf.org/
WISH TV Indianapolis http://www.wishtv.com/
MSN Slate Magazine http://www.slate.com/
WFAA Dallas http://www.wfaa.com/
Lost Remote http://www.lostremote.com/
useit.com http://www.useit.com/
The Webby Awards http://www.webbyawards.com/
USC Annenberg’s Online Journalism Review http://www.ojr.org/ojr/page_one/index.php
"The Anatomy of a Story” CNN Interactive http://www.cnn.com/EVENTS/1996/anniversary/how.things.work/index2.html
The Media Center at the American Press Institute - Cyber Journalist.net http://www.cyberjournalist.net/
Editor and Publisher’s 2004 EPpy Awards for best new media http://www.editorandpublisher.com/eandp/news/article_display.jsp?vnu_content_id=1000485587
Chapter 19 News on the Web
Radio-Television News Directors Association & Foundation (RTNDA) - Ethics http://www.rtnda.org/ethics/graphic.html
Federal Communications Commission http://www.fcc.gov/
Book Level Web Links
Broadcast Education Association http://www.beaweb.org/
American Women in Radio and Television http://www.awrt.org/
National Association of Broadcasters http://www.nab.org/
Society of Professional Journalists http://www.spj.org/
Association for Women in Communication http://www.womcom.org/
Radio Television News Directors Association http://www.rtnda.org/
Poynter Institute (school for journalists) http://www.poynter.org/
Broadcasting & Cable publication http://www.broadcastingcable.com/
Project for Excellence in Journalism and the Committee of Concerned Journalists http://www.journalism.org/
TV Spy http://www.tvspy.com/
A commercial site (an industry newsletter I try to read daily. . .):
Other Newswriting Syllabus on the Web
Seton Hill - News Writing (EL 227): http://blogs.setonhill.edu/DennisJerz/EL227/
Ball State University - News 201 — Newswriting: http://publish.bsu.edu/ldemo/201/syllabus.html
University of Washington - Writing, Reporting, and Editing for the Mass Media: http://faculty.washington.edu/divya/wre.html
Web-Resources http://www.newswriting.com/
]]>markVisual Thinking: Spring 2005: Kean University2006-10-11T20:38:00-07:002006-10-10T11:15:00-07:00tag:markedwardgrimm,2009:courses.1601.22.2005
A course on "Thinking with Images"
The idea with this course was to use the digital camera as a way to quickly construct images. Images were either fabricated by the students or were of real world 'events'. Students collected images of subjects that they were interested in. As the course progressed students were asked to 'evolve' there imagery by photographing 'variations' of the images they found most interesting and appealing. The class ended with an original 'final project' of the students own creation. The following is some of the course content.
A course on "Thinking with Images"
The idea with this course was to use the digital camera as a way to quickly construct images. Images were either fabricated by the students or were of real world 'events'. Students collected images of subjects that they were interested in. As the course progressed students were asked to 'evolve' there imagery by photographing 'variations' of the images they found most interesting and appealing. The class ended with an original 'final project' of the students own creation. The following is some of the course content.VISUAL THINKING :: KEAN U FA2300 :: SPRING 2005 :: MONDAY 12:30 - 3:30
instructor:
mark edward grimm
mgrimm@kean.edu
meg156@columbia.edu
megrimm.net
917-319-8286
class list-serve / mailing-list via email for internet-based discussions and written assignments:
art@papaya.fruit.za.net
REQUIRED TEXT
stewart, m. (2002). launching the imagination.mcgraw-hill.
REQUIRED MATERIALS
sketchbook
digital camera
KEAN FINE ART DEPARTMENT ATTENDANCE REQUIREMENT: TWO MISSES = GRADE DROP BY ONE LETTER GRADE.
LET ME KNOW VIA EMAIL OF EMERGENCIES
BE ON TIME TO CLASS
catalog description
This course emphasizes the six main components involved in the creation of art and design - design principles, problem solving, subject matter, communication, visualization, and creativity. Emphasis is on expanding the student's perceptual and conceptual skills, creative range, and use of various media as they relate to these components.
my description
Visual Thinking is about thinking in images. As opposed to "linguistic thinking", thinking visually requires one to think in a non-linear manner, meaning, multi-directional. Thinking in this way allows one to take in complex information quickly and process it individually and creatively. Visual thinking can be used as a problem solving technique in order to 'sketch' out complex ideas and issues and as a research method in developing one's own personal ideas.
This course will examine ways in which we can begin the process of thinking in a visual way rather than a traditional 'linguistic' way. We will explore our personal interests as images and pictures and begin to develop a critical lens in which to focus new explorations and directions in image-based thought.
During the semester we will use a 'sketchbook' to build and archive these ideas on a specific personal topic. These images will begin to evolve as new interests in these images begin to emerge. A 50 image minimum is required. This sketchbook will eventually materialize into a FINAL PROJECT to be discussed and determined on an individual basis as the class progresses.
Lectures will be given to be followed by class discussions. ALL are required to participate.
Other source materials such as DVD, Slides, Books, Magazines will be used in our discussions. All are welcome to bring in additional materials relating to your and/or others projects during class.
]]>markIntroduction to Art: Fall 2004: Kean University2006-10-11T20:39:00-07:002006-10-04T08:26:00-07:00tag:markedwardgrimm,2009:courses.1509.03.2004
Art 101: Re-Conceptualizing a beginners Art survey course.
The following syllabus/content was for the first class I taught at Kean University in New Jersey. For an introductory course in art I was really interested in not only exposing the students to the traditional arts (painting, drawing, sculpture), but also the contemporary arts such as conceptual art, land art, net.art, multimedia arts etc. We looked at painters such as Pablo Picasso but also artists such as Christo & Jean-Claude and Chris Burden. Lectures were always accompanied by video and imagery. Students also experimented with various traditional and experimental mediums. The goal was to give the students exposure to all the various types of art without focusing on any 'one' art form in particular.
Art 101: Re-Conceptualizing a beginners Art survey course.
The following syllabus/content was for the first class I taught at Kean University in New Jersey. For an introductory course in art I was really interested in not only exposing the students to the traditional arts (painting, drawing, sculpture), but also the contemporary arts such as conceptual art, land art, net.art, multimedia arts etc. We looked at painters such as Pablo Picasso but also artists such as Christo & Jean-Claude and Chris Burden. Lectures were always accompanied by video and imagery. Students also experimented with various traditional and experimental mediums. The goal was to give the students exposure to all the various types of art without focusing on any 'one' art form in particular.INTRO TO ART :: KEAN U FA1000*14&*20 :: Fall 2004
instructor:
mark edward grimm
meg156@columbia.edu
megrimm.net
class list-serve / mailing-list via email for internet-based discussions and written assignments:
art@papaya.fruit.za.net
required text
stewart, m. (2002). launching the imagination.mcgraw-hill.
required museum visit:
one (self-guided) museum visit. TBA
KEAN FINE ART DEPARTMENT ATTENDENCE REQUIRMENT: TWO MISSES = GRADE DROP BY ONE LETTER GRADE. LET ME KNOW VIA EMAIL OF EMERGENCIES
ARTWORK:: WRITING :: MUSEUM :: 40%
CLASS AND LIST-SERVE PARTICIPATION:: 40%
FINAL PROJECT:: 20%
course objectives
This course is a lecture / discussion / studio class that will give students a condensed introduction to the theory, practice and history of contemporary art. Through discussions based on images and multimedia presentations, students will help to guide the course towards their own personal objectives and ideas about contemporary art as they are continuously reflected upon through presentations and practice. Furthermore, our studio work will begin by focusing on using traditional materials for art creation but will evolve to match with our theoretical objectives of self-exploration and image and project creation, therefore, studio experimentation is highly encouraged.
By the end of the course students will have gained an understanding of the creative process from initial concept through final product. They will use the studio experience as a catalyst to understanding the art process. They will acquire skills in several different media as a means of communicating conceptually and visually.
course requirements
Class participation in discussions, group activities, and assignments + regular attendance, creative involvement, and the completion of all classroom activities. Students must maintain sketch book/journal, and reading and video viewing assignments will be followed by short written responses and discussions posted to the class listserve. All class activities will facilitate homework assignments.
supplies :: to purchase or share with others
drawing :: sketchbook for course 9x12 . box of 32 crayons : newsprint pad 11x14 or larger :: small India ink black permanent ink :: cheap sumi brush . bamboo with natural hair :: hb . 4h . 6b drawing pencils, shading stick:: kneaded or pink or gum eraser :: pencil sharpener :: inexpensive ruler ::
painting :: starter set of acrylics or just red . blue . yellow . white . black :: 2 or 3 cheap brushes small to large :: small matt gel medium for acrylic :: water container :: paper palette pad :: canvas . will discuss sizes ::palette knife ::
printmaking :: linoleum block :: linoleum carving block :: water based speedball printing ink in black :: rubber brayer ::
about the sketchbook/journal: sketch books and artist journals are regularly used to record ideas, thoughts and images that are found to be of interest. Any questions, comments, or ideas are recoded for later use. Many times artists use sketchbooks to work out problems in their art related to larger projects. This class will use sketchbooks to think about and develop our own artworks towards the final goal of a class project.
about the final project: the final project will be an individual work done in one of the mediums we covered in class- or a combination of them, and will be your own in-depth exploration into one of our units of study. You must also post a one-page written text to the list-serve defining the concepts behind your piece.
week 1 group introductions :
- overview of course : introductions to art, the instructor, and each other
- purchase book and supplies
- homework: bring in a small object that represents yourself.
Read pages 1-23 in "Launching the Imagination"
week 2 Drawing, mark-making and expression as used in traditional and non-traditional artistic process
- object discussion from week 1
- gesture and line in contemporary art- lecture with images, video clips from "Basquiat"
- discussions of artistic process in gesture drawing, line drawings and mark-making - what is "drawing"? how can we express ourselves with different types of line, form and gesture?
- practice: explorations in drawing with line, gesture, and value - 1 minute drawings using still-life and the figure. Pencil weights and shading/contours.
- homework: Use your sketchbooks and pencil to draw your object four different times, on four separate sheets of paper. Illustrate your understanding of: value, texture, shape, and line. Refer to pages 1-23 in your book for help.
week 3 artistic process
-Reviewing drawings assigned last week
-Discuss artistic "process" of concepts from start to finish using video clips from Christo and Jean-Claude documentary. Focus on using drawing as a preliminary step and tool for formulating ideas.
- Homework: hand-out question to be answered on Listserve.
- Homework: -Read pages 2-0 through 2-18 (chapter 2) in "Launching the Imagination"
- 5 1-minute pencil drawings in your sketchbook, plus one final drawing, again, using only pencil.
week 4 Introduction to Color
- discuss previous efforts in drawing experiments and pin-point originality and concepts that are found to be interesting
- lecture on color theory
- practice: using collage exploration and color experimentation (crayons/markers) rework/rebuild/reimagine the interesting and original ideas present in your drawing using color.
- discussion and critique of results
- Homework: -Read pages 3-0 through 3-37 (chapter 3) in "Launching the Imagination"
- Bring ruler/straight edge for next week.
- Research "design" on the internet and bring in an example of a type of design (industrial, graphic, motion) that is interesting to you.
week 5 2-Dimentional Design and Organization
- Overview of unity and variety, Weight and gravity, emphasis, scale, proportion, rhythm, pattern and repetition.
- Discussions about design in everyday life. furniture, advertising, web-design.
- Design exercises
- Homework: Finish answering questions and post to listserve
- continue online discussions
- Bring drawing materials (color, B&W, collage items) next week
week 6 Collaboration
- Discussions on Group Work
- Group Projects throughout rest of class
- Homework: -Read pages 4-0 through 4-8 (chapter 3) in "Launching the Imagination"
- Bring smock/old t-shirt & printmaking supplies (to be discussed)
week 7 Printing
- What is printmaking? Demonstration!!! Image examples.
- Linoleum Block Printing Studio project
- Studio Work Time
- HOMEWORK: Bring experimental printmaking objects, anything that through our discussions you think might be able to be printed (vegetables, potatoes, cardboard, wood, cloth) - be original!
week 8 Printmaking Day
- printmaking day!
- studio, discussions and critiques
- HOMEWORK - bring in photograph(s) of something you own that is "changeable" (to be discussed)
week 9 Critical Practices in Art, Architecture and the Environment
- Lecture with slides on architecture and the environment
- studio work on changing designs of know knowns.
HOMEWORK: Continue with explorations in sketchbook in ideas of "change"
week 10 visiting artist one
- visiting artist will give drawing/composition demonstration and discuss own work.
- drawing and/or painting exercise with artist
- Reading: David Hickey: the Birth of the Big Beautiful Art Market
(to put online - will give link)
week 11 Art Market
- Discussions of Dave Hickey article
- Discussions of Art Market and Contemporary 'Marketable' Art
- Reading on Internet Art (net.art) links to be sent via E-mail
week 12 Internet/virtual/electronic art
- Discussions/Lecture on Internet Art (net.art)
- Discussions/Lecture on Conceptual/Outsider/Autonomous Art
- Homework. Create a computer based image/website/text idea (to be discussed). post image and/or link to listserv.
- Bring painting supplies for next week (to be discussed)
week 13 Visiting Artist 2
- Visiting artist will give painting demonstration
week 14 ...............12.09
- Studio Painting!!
week 15 ...............12.16
Final Critique: last class. share/show projects and have discussions. BRING IN ALL WORK DONE. Show MUSEUM VISIT PROOF!!hh
PLEASE NOTE: If Classes get cancelled for various reasons some weeks may be combined and/or skipped to stay on schedule. If class cancellations happen we will discuss options.
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