Simon Fraser University
Engaging the World

Course Outlines

Spring 2019 - EDUC 849 G001

Artists, Society and Arts Education (5)

Class Number: 1228

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 3 – Apr 8, 2019: Wed, 4:30–9:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

A major survey of the educational theories and practices of musicians and artists generally from medieval times to the present. The special focus will be on modern responses of musicians and artists to modern demands for mass arts education. Material will be drawn from Europe, North America, Asia, and other parts of the world where mass arts education provision occurs.

COURSE DETAILS:

This course is designed to explore the historical, cultural, and philosophical roots of the major theoretical positions influencing our concepts of what art is, and the role of the artist in society. From within these various cultural and epistemological perspectives we will focus on how cultural conceptions of art, and the role of the artist impact society, and art education. We investigate various artists’ ability to seek agency in relation to today’s most challenging issues, and emerging trends. We survey how differing perspectives and the understandings that have arisen in relation to art, and the role of the artist directly impact our approaches to art education. We will explore conceptions of curriculum, current concerns, and look at diverse approaches to pedagogical practice in light of these overarching themes. The student as artist/educator will be encouraged to bring together theory and practice in relation to one aspect of their own understanding of art and their particular art-form. As artist/researchers they will be encouraged to relate the above to their in-depth inquiry within their teaching specialty and/or research interest.  

COURSE-LEVEL EDUCATIONAL GOALS:

  • To cultivate one’s capacities as an artist/educator/researcher in a community of inquiry in collaboration with others.
  • To deepen ad broaden one’s knowledge about the historical, cultural, and philosophic orientations to art and the role of the artist in society.
  • To cultivate one’s own artistic practice.
  • To develop greater understanding as an artist/educator of the conceptions of curriculum and pedagogical practice and how this impacts art education.
  • To develop greater capacity as an artist/researcher by exploring arts-based and arts-informed research methodologies.

Grading

  • Portfolio: Arts-based Inquiry and Life Writing and Reflective Journal, and Musings: 30%
  • Presentation of an Arts-based narrative inquiry: 30%
  • Final paper: 40%

NOTES:

Assignments:  

1. Artist Portfolio, Life Writing Journal and Musings:  
a. Keep an active Life Writing or personal journal over the duration of the course. Include thoughts on your reading and reflections on personal experiences and arts-based inquiry practice.  
b. Write five musings or reflective commentaries regarding the books and articles we read. This will be a reflection on the big ideas of the readings, leading questions, and how you see this article informing your arts-based narrative inquiry, your understandings of yourself as artist/educator/researcher and also in relation to the theme of the course: The Artist, Society and Art Education. These will then be posted between classes and then revised and submitted with your journal.  
c. Engage in an arts-based practice as a site of Inquiry

(Marks: 30%)    

2. A presentation of your “Narrative Portraiture as Inquiry”. 
This is a narrative portrait of your self as artist in relation to another artist of you choice. And a oral presentation of your Arts-Based Inquiry Practice  

(Marks: 30%)  

3. Final Paper
A 20-30 page paper representing your arts-based narrative inquiry. Included in this are your reflections on your narrative as Artist/Educator/Researcher, the readings and experiences that resonated with you, and your own art-based inquiry process.

(Marks: 40%)  

REQUIREMENTS:

Students are required to participate in dialogues and be expected to be prepared for and participate in class discussions, complete brief assignments, keep an ongoing life writing reflective journal and reading log, make a presentation of their arts-based narrative inquiry, and submit a final paper. Further details will be provided in class.  

Materials

REQUIRED READING:

1. Wright, R. K., Bunn-Marcuse, K.B. & Person, S. (2015) In the Spirit of Our Ancestors: Contemporary northwest coast art at the Burke Museum. Seattle,: Bill Holm Center for the Study of Northwest Coast Art, Burke Museum.
2. Jonaitis, A. (2006). Art of the Northwest Coast. Seattle, University of Washington Press.
3. Fornier, S. (2014). Shore to Shore: The Art of Ts'uts'umutl Luke Marston. Madeira Park, BC: Harbour Publishing.

RECOMMENDED READING:

1. Wright, R. K., Bunn-Marcuse, K.B. & Person, S. (2015) In the Spirit of Our Ancestors: Contemporary northwest coast art at the Burke Museum. Seattle,: Bill Holm Center for the Study of Northwest Coast Art, Burke Museum.
2. Jonaitis, A. (2006). Art of the Northwest Coast. Seattle, University of Washington Press.
3. Fornier, S. (2014). Shore to Shore: The Art of Ts'uts'umutl Luke Marston. Madeira Park, BC: Harbour Publishing.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS