Some of the assignments in the class are required of all students, some are just for juniors, and others for seniors. Grading criteria are the same for everyone.
Reading Responses:
Required reading responses: In response to each assigned reading (or video to watch or podcast to listen to), write a blog post that contains a series of short (50-250 word) responses (so, for example, if there are 3 articles for that day’s class, your post should have 3 responses). These responses should, at a minimum, describe the basic ideas/arguments presented in the source. Following your responses for each day’s sources, your post should then post at least one question you have about the reading that could be discussed in class. Overall, you should think of your responses as blurbs that can prompt your memory of the reading in years to come, and as a prompt to refresh your memory during in-class discussions. These responses and questiont must be posted on the blog before class begins to receive credit.
Student-Led Reading/Looking/Listening Direction:
Each student group (as assigned) will select one of the six categories found on the Sources list, read/watch them, and then lead a discussion of those works for the class. This means that 1) groups must select their topic at least one week ahead of when they’ll lead discussion, and 2) students must be well versed in the material when they lead the discussion. Students may propose alternate or additional sources for potential approval as long as it’s early enough to let the class know what to read/watch (and for Ben to consider it).
Brainstorming:
After each discussion of a paper, book, talk, etc., the class will form groups and, during class, brainstorm ideas for new media artworks that critically respond to the material just discussed. The results of that brainstorming will be posted on the blog and presented at the end of class.
Presentations:
Students will present individual work (often in progress) for critique and discussion throughout the semester. Juniors will present their final research media production to the class for critique. Seniors will present their final BFA exhibition work to the class for critique. A schedule will be assigned.
Assignments for JUNIORS
Research-Based Media Production:
Each junior will create a media object (video essay, game, interactive installation, etc.) that presents a subject of inquiry situated within a set of theoretical concerns taken from the field of new media. The subject of inquiry should be chosen by the student based on their own work and interests. Students can select from the works on the Sources page as a starting point. However, each student must find additional sources to supplement their understanding of the topic and integrate that knowledge into the work. All objects must:
- begin with a specific question or area of inquiry. Avoid overly broad topics such as “the use of video in new media.” A more specific inquiry might be “How does the desire to be visible online affect attitudes about government surveillance?” OR “Is the design of mobile device notification systems changing our conception of urgency?” In a research paper, this is typically called a thesis statement.
- be built from a storyboard you will create. For a video essay, develop a storyboard that walks through the shots and dialog your video will need in order to communicate your topic. For a game or interactive installation, draw up rough plans to communicate your design ideas.
- demonstrate a thorough understanding of your topic by communicating a critical point of view. In other words, it is not enough to simply rehash what you have read in video form. Instead, you must develop an argument of your own, and then use the video to communicate your position. For example, an uncritical approach would be to read Sherry Turkle’s Alone Together and then create a video that demonstrates her concepts verbatim. A critical approach would be to read the same book, develop your own argument, and create a video that tells your perspective. For example, your alternative point of view on Turkle might be that while she identifies interaction problems between humans, her division of life into online and offline is problematic because it misses how seamlessly integrated these two have become. Therefore, your video will not just present her position but also yours, and then back up your position with arguments.
- include research “footnotes” in the credits. In other words, your media object must present evidence and reference to the research you have done.
Steps (each subject to review and approval):
- Declaration of subject and object type –> DUE FEB 19
- Storyboards/prototype designs –> DUE MARCH 11
- Rough cut –> DUE APRIL 8
- Completed object –> DUE 1PM APR 29
Basic Website:
Each junior will purchase a domain name, obtain a webhost, and create a simple yet professional looking one-page website that serves as the start of their online home. This will be due at the last class meeting.
As part of the requirements for graduation in new media, seniors will produce/present three (3) components in this course:
- A new work to be exhibited in the BFA exhibition
- Artist Statement
- A professional website
New Work for BFA Exhibition:
Seniors will create a new artwork to be exhibited in May. This work should address your subject of interest from a critical perspective. Aspects you’ll need to consider:
- Subject: what is the object of inquiry in your work? What is it “about”? What is at stake? Why would someone care?
- Form and Method: what form(s) does your work take? Why? How does it relate to your subject matter?
- Context and Audience: What are your influences? Where does your work ideally fit professionally and culturally? Where would you like your work to end up?
The form of this work is up to you, but it should somehow involve “new media” (as broad as that is. This may mean that the medium is technological in nature, or perhaps that the subject is focused on “new media” (or both). But whatever you choose, it should reflect your understandings of new media from this course and others you have taken in the major.
Grading: to be discussed.
Presentation: you will present progress on this work throughout the semester, and have several individual discussions with Ben along the way to check your progress.
Details: please see this document for details about the exhibition, what can be exhibited, deadlines, and more.
Artist Statement (or Statement of Purpose):
This is a short summary of your work and interests. For studio artists, this is commonly called an “artist’s statement.” For other professions, this might be a personal or professional “statement of purpose.” The goal here is to interest the reader in what you do, how you do it, and why they might care.
I suggest you start by asking yourself a series of questions, such as: What mediums do I use/prefer? Who is my audience? What themes keep returning over and over? What does my work mean to me? To others? Once you’ve answered these questions, start trying to articulate what you care about. What are your matters of concern? What do you obsess about? What are you an expert in?
Once you’ve drafted some reference material for yourself from questions like those above, begin to write a statement. Think about how to share what you care about and what you do with someone who doesn’t know anything about you. When you have a first draft, show it to someone who doesn’t know your work. After they’ve read it, ask them what they learned about you. Does it make sense? Do they have an idea of what matters to you? Use their feedback to revise and try someone else. Repeat.
Google will be your friend here. Look at statements by artists whose work you admire. Find statements you like. What do they have in common? What about the ones you don’t like?
Also, here are some tips that consider how these work for applying to a grad program, and a writeup on artist’s statements.
Senior Deadlines:
Present BFA Exhibition Work ideas to the class –> FEB 5
Present progress on BFA work –> see calendar for several dates
Artist Statement Draft –> DUE MARCH 25
Artist Statement Final –> DUE APRIL 1
Completed Work Critique –> DUE APRIL 22 (in class)
Completed Work Delivery to KAM –> DUE MAY 5
Artist Presentation:
These presentations should be considered as summaries of your senior thesis, including your subject of inquiry, methods, and influences. It will take the form of an ‘artist talk,’ meaning that each person will have a visual presentation that is narrated orally. Your talk can be more experimental or more conventional, but should always compliment the content. The duration should be approximately 15 minutes.
There are several key steps that will serve as benchmarks for preparing your presentation.
- Outline of content – Your content should address the same concerns as your thesis paper.
- Research documentation – How will your research be represented? How will you employ historical and contemporary examples to contextualize your own work? What images are necessary? What quotes? Are some examples better than others?
- Documenting your own work – How will your work best be represented? Moving image/video, sound, installation images, detailed stills, process shots? Look at how other artists have documented similar works and consider how the documentation mediates the works’ meanings.
See these examples of different kinds of short artist presentations:
Steve Lambert
Michael Rakowitz
Amy Franceschini
Jae Rhim Lee
Deadlines:
These will be scheduled for presentation near the end of the semester.
Grading:
Grading will be based on 3 primary criteria:
- Participation (contributions to class discussions in a thoughtful manner that indicates preparedness and comprehension, engagement with presenter content including the asking of questions, participation in peer review activities, attendance): 25%
- Production (for seniors: BFA exhibition work, website, artist statement; for juniors: research media object, simple website): 50%
- Completion of regular assignments such as reading responses, brainstorming exercises, etc. (quality and timeliness): 25%