The course focuses on student’s creative production. Critiques are moderated by a different faculty member each quarter. Conceptual, methodological and theoretical concerns are stressed. Critiques are designed to assist in the experimentation, preparation and construction of individual art projects. Time is also spent on preparing students for a professional practice in the Arts. Course may be repeated up to six times. 4.000 Credit Hours
Associate Professor Chris Coleman
Office: Room 216A Sturm Hall
Office Hours: 4-6pm Tuesday and Thursday or by appt.
This will be a course about experimentation and discussion. The critique class is an opportunity to try out concepts and technical challenges in an environment that accepts failures and dissects success.
You will need the appropriate materials to match your desired projects. Many resources from the department will also be at your disposal from tech check via normal channels.
This class will combine individual work with individual and group instruction. Students must come to class prepared to work. Showing up without necessary files or equipment is the same as not attending. Although students may also use their home computers to work on projects, this is not a valid reason to not attend. It will be necessary to work outside of class to complete all projects and assignments. A minimum of six hours per week of work outside of class is suggested to get an average grade of a C. Computer failure, equipment malfunction, and file corruption are not accepted as excuses for late or unfinished work so BACK UP YOUR WORK. The computer labs are used by many students, so the labs are in high demand. Budget time accordingly as “unavailable computer time” will also not be accepted as an excuse. Participation in all class discussions and critiques, as well as the constructive use of lab time, is considered in the final grade for each project. At any time in the creation process, students should be able to produce notes, drawings, charts etc from their sketchbooks, as well as discuss and articulate the nature of their work to their peers as well as to the instructor.
Attendance is mandatory. Attending class is the responsibility of the student. An individual who is absent, late or sleeps during class will be responsible for getting the information missed. Students will be allowed one (1) absence without penalty. Any absence in excess of one will result in a 10% grade reduction of the final grade for the course per absence. All absences will be counted. A student who misses 15 minutes or more of a class (late or leave early) is considered absent. A student who sleeps will be considered absent. A student who will acquire absences due to University-sponsored activities must provide necessary documentation from the appropriate office prior to the absence to make any special arrangements for missed work.
University policy grants students excused absences from class or other organized activities or observance of religious holy days unless the accommodation would create an undue hardship. You must notify me by the end of the first week of classes if you have any conflicts that may require an absence. It is your responsibility to make arrangements with me in advance to make up any missed work or in-class material.
Any special medical or personal problems that occur, where absenteeism will exceed the allowed one, will require verification by a physician or emergency medical association (a letter from Student Affairs merely explains an absence, and will not qualify as an excuse). These situations may require course withdrawal or “Incomplete” status on the final grade. Three absences mandate an automatic grade of “F.” Three late arrivals (less than 15 min.) will equal one absence.
If you qualify for academic accommodations because of a disability or medical issue please submit a Faculty Letter to me from Disability Services Program (DSP) in a timely manner so that your needs may be addressed. DSP is located on the 4thfloor of Ruffatto Hall; 1999 E. Evans Ave.303.871. / 2372 / 2278/ 7432. Information is also available online at http://www.du.edu/disability/dsp; see the Handbook for Students with Disabilities.
As part of the University’s Culture of Care & Support, we provide campus resources to create access for you to maintain your safety, health, and well-being. We understand that as a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug concerns depression, difficulty concentrating and/or lack of motivation. These stressful moments can impact academic performance or reduce your ability to engage. The University offers services to assist you in addressing these or ANY other concerns you may be experiencing. If you or someone you know are suffering from any challenges, you should reach out for support. You can seek confidential mental health services available on campus in the Health & Counseling Center (HCC). Another helpful resource is Student Outreach & Support (SOS), where staff work with you to connect to all the appropriate campus resources (there are many!), develop a plan of action, and guide you in navigating challenging situations. If you are concerned about one of your peers you can submit a report through our Pioneers Care System. More information about HCC, SOS, and Pioneers CARE can be found at:
Health & Counseling Services (http://www.du.edu/health-and-counseling-center/)
Student Outreach & Support and Pioneers Care reporting http://www.du.edu/studentlife/studentsupport/
In this class, we will work together to develop a learning community that is inclusive and respectful. Our diversity may be reflected by differences in race, culture, age, religion, sexual orientation, socioeconomic background, and myriad other social identities and life experiences. The goal of inclusiveness, in a diverse community, encourages and appreciates expressions of different ideas, opinions, and beliefs, so that conversations and interactions that could potentially be divisive turn instead into opportunities for intellectual and personal enrichment.
A dedication to inclusiveness requires respecting what others say, their right to say it, and the thoughtful consideration of others’ communication. Both speaking up and listening are valuable tools for furthering thoughtful, enlightening dialogue. Respecting one another’s individual differences is critical in transforming a collection of diverse individuals into an inclusive, collaborative and excellent learning community. Our core commitment shapes our core expectation for behavior inside and outside of the classroom.
Grades will consist of the following:
- Reading Responses @ 20%
- Project 1 @ 25%
- Project 2 @ 25%
- Blog @ 20%
- Participation @ 10%
Projects will be graded on the following basis, listed in order of importance.
- Development, creativity and originality of concept or problem solution
- Technical development and demonstration of skills
- Craftsmanship and presentation of work
Your grade will be calculated according to the following standards:
- A = Excellent (100-90%)- work pushes far beyond the project stipulations and shows clear evidence of extreme time, dedication, care and thought about the project as evidenced in effective execution of original/thoughtful ideas.
- B = Good (80-89%)- work exceeds the basic criteria, provides creative solutions to the problems and shows technical proficiency. The student has made the project “theirs” in that they do not need to explain project stipulations before showing the work.
- C = Average (70-79%)- work fulfills all requirements, does not expand on techniques shown in class, ideas are close derivations of popular culture.
- D = Unsatisfactory (60-69%)- work might meet basic criteria but in a careless and/or thoughtless way. Technical proficiency is rudimentary and no chances were taken.
- F = Failure (0-59%)- the work does not meet the basic criteria.
Late projects will be penalized a letter grade for every class period they are late. Turning a project in after the beginning of the critique counts as one class day late.
A key piece of your work this quarter will be documenting your process on a blog. The general structure for each entry will be as follows:
- Research and inspirations: this section should include ideas, quotes, snippets of readings, embedded videos, inspirational images, links related to the course or a current assignment/project
- Progress and process: this section should include in-progress images of projects and assignments, scanned sketches, descriptions of progress
- Reflection on what you accomplished that week
It is expected that each entry is comprised of more than two paragraphs of text and several images or other media. These entries must be completed before the start of the Friday class period.
It is your responsibility to adhere to all rules regarding the use of the EDP labs and equipment. You will be given a sheet stating all rules. Please see Anna in the EDP office or look on the EDP website if you need a form to access the EDP lab in Sturm 211.
Solutions to assignments you submit will be your own work. A student who is discovered to have plagiarized another’s work will immediately receive a grade of F for the course, and a recommendation for disciplinary action will be forwarded to the Dean of Students.
While you are not required to purchase the software that we are using, not having the software is no excuse for failing to complete your projects. It is your responsibility to work out times when you can use the EDP labs or to make other arrangements for doing your work. Please do not download and/or install trial versions of this software or any other onto campus computers.
(The following schedule is open to revision at any point in the quarter.)
- 1/5 – Introduction, Syllabus, Pop Quiz, Planning
- 1/12 – Proposal #1 & Schedules
- 1/19 –
- 1/26 –
- 2/2 –
- 2/9 – Midterm Progress and Proposal #2
- 2/16 –
- 2/23 –
- 3/2 –
- 3/9 –
- 3/16 – Final Presentations
Project Proposal Template
Your project proposal must address in detail what you will do for your project and why. It should be at least 2 paragraphs long. You must also list:
- skills needed for completion of the project, noting new ones that will have to be learned
- resources needed to complete the project
- specifically list the deliverables you expect to have ready for the end of the project
- as much as is possible, provide rough sketches of the visual aspects of what you will do.
In addition, Break down your goals and tasks week by week to develop a full schedule for the project. At an average of 10 hours per week, your project should take a minimum of 40 hours of effort.
Project one is due February 9. Project 2 is due March 16.