DONE WITH DOCUMENT
Very excited to post this…and it’s a slight excuse for missing July, and being very late in August. I was able to finish my draft of the NASAD document for the Contemporary Craft major, with an embedded business minor, on August 15…and there was much rejoicing. What this invovled was a large document full of academic speak –
Degree title and purpose
General body of knowledge
More stuff like that…but I think I am slowly forgetting it 🙂 It was fascinating to work on – painful sometimes, but really makes you think about what you’re doing. Is this the right thing at the right time in the right place? I had never really thought about our competencies for students; for example: “The ability to think, speak, and write clearly and effectively, and to communicate with precision, cogency, and rhetorical force.” Then you investigate the classes you’ve written, and you show where this competencies has been met.
Once it went to my dean, it was sent to our associate provost. I understand it’s a different document but if it gets approved? Fine by me…being invovled at the initial stages gave me more of a sense of responsiblity to follow through on what we wrote. Will this all align? Will it make sense? Does it leave room for flexibility? Serendipity? The document, in all its seriousness, does not seem to have humor at all. It sincerely believes in its purpose. But I hope it comes alive – with the students, instructors and the making – into something more: organic, always changing, fluid.
In relation to my proposal, my intent had been to build a relevant Fine Arts and Crafts Curriuculm. The Crafts one is still theoretical, but the Fine Arts curriculum is moving forward:
1. We have an Intro to Fine Arts Class in the first semester for our freshmen: it is integrated with Art History, Modern to Contemporary. So the studio person and art historian team teach it, working on projects, readings and assignments that work together. The first studio assignment was “25 self-portraits your mother wouldn’t hang on the refridgerator.”
2. We have an Integrated Sophomore Studio: it is the same type of course, but is integrated with Contemporary art history. I’m most excited about this class, because we were able to build a floor dedicated to Fine Arts Sophmores only this summer – it has a seminar/project room, and a large working space where each student gets a table, locker and chair. For the first time, we are really trying to build community in our major. I think/hope this space is the key – they have a place to work, all to themselves.
It’s all a big experiment – it seems right, but there are so many variables: the right faculty have to team-teach it, the students have to buy into a more contemporary way of making and the other faculty have to support it. Right now, it’s week 2 of the semester…so it’s all unknown.
But the kids have STUDIOS.