ࡱ> 796 %bjbjղղ .0 $0&&&&&7999999$^]]&&r&&77&o^#0" ]] : Curriculum Grant Applications Timestamp 2/20/2016, 12:01:32 Proposer Name and Department Cindy Koenig Richards, Civic Communication and Media Project Name Networked Culture, Collaboration, and the Public Sphere Timeframe Summer 2016, Fall 2016 Learning Outcomes This curricular project will enhance student learning outcomes including: Make public arguments in multiple modes of communication, including writing and speech. Adapt theories of rhetoric to practices of civic communication and media. Become familiar with historically significant uses of civic communication and media to address controversies, to constitute communities, and to effect change in public culture. It will also advance specific LxC aims including: Enhancing hands-on or creative learning Designing collaborative and interdisciplinary learning experiences Budget Budget: $2500 Support for master class at Willamette by Dr. Ben Shields (MIT): $1750 This class will be designed for students enrolled in CCM 361 but open to other members of the Willamette community. If the masterclass is funded by LxC I anticipate AGSM will fund a public lecture by Dr. Shields at Willamette and help support his travel costs. I have confirmed Dr. Shields' availability and willingness to travel to Willamette to work with our students. Prior to his faculty position at MIT, Dr. Shields was Director of Social Media at ESPN. Support for curriculum development and design by Dr. Cindy Richards: $750 Abstract In fall 2016 I will offer CCM / AES / WGS 361: The Public Sphere. Students in this multidisciplinary humanities course study theories of the public sphere, investigate how civic engagement is shaped by this powerful concept, and consider the future of the public sphere in light of opportunities and challenges related to new communication technologies. Throughout the semester students work together to envision and create spaces for productive civic engagement. For example, one course project is to organization and facilitate DebateWatch events, where community members come together to view and discuss three U.S. Presidential debates. Such projects not only develop students' critical understanding of theories of the public sphere, they build students' creative capacities and civic engagement. More than 600 community members participated in our 2012 DebateWatch events, and in 2016 I aim to extend participation on campus and via networked connections with other colleges. Specifically, I would propose to redesign the DebateWatch project so students will have the opportunity (and the support needed) to facilitate dialogue about the Presidential debates via digital media as well as via campus conversations. Given the significance of social media in this Presidential campaign, in the contemporary public sphere, and in our students' lives I want them to develop critical, creative approaches to civic engagement via digital media. This grant will support this curricular redesign by (1) supporting my summer work to develop a curricular unit and project focused on digitally networked public spheres as well as my work to build digital channels with DebateWatch programs / faculty at other universities including Texas A&M and Richmond, and (2) making it possible for Dr. Ben Shields of MIT to come to Willamette to offer a masterclass on Social Media and Civic Engagement in Networked Culture. Timestamp 2/20/2016, 15:34:35 Proposer Name and Department Cayla Skillin-Brauchle, Art Studio Project Name Revision of Art and Public Engagement Course Timeframe Summer 2016 Learning Outcomes This Art Department SLO, "Use the form(s) and tools of art to create intentional communication to audiences," directly addresses Art and Public Engagement. In this course students develop skills to find, re-fine, and publicly present intentional communication. Specifically we focus on communication centered in social and political arenas. Budget $1200--Stipend for summer work $300--Attending Assembly (http://psusocialpractice.org/assembly/) at PSU. +$52.90 : Travel to/from PDXMileage (92 miles round trip @ $0.575/mile) +$40 : Parking +$192 : Per diem for food ($64 x 3 days) $350--Forging community connections (money for travel, meals shared with community partners, etc) $150--Purchasing a fleet of 14 of Pablo Helguera's book, Education for Socially Engaged Art ($9.95 each). This book can be very hard to get a hold of and is currently in print. I would like to have a fleet that students sign out each semester the course is offered. $500--Materials for refining projects. These funds will specifically go to the first section of the course where we work with self-publication. Abstract I request funds to transform my course, Art and Public Engagement, from a 100-level course to a 300-level course. Students are introduced to this course through the following description: Art and Public Engagement introduces students to art making processes and strategies that develop a dialogue with the greater public. This course asks students to plan and execute public projects in a variety of media including: producing and disseminating printed materials; constructing performative sculptural objects; and live performance. Social Practice, activism, forms of resistance, community building, information gathering and sharing, and participatory art are explored through lectures, demonstrations, and assignments. After teaching this class once, two things became apparent: 1) The content of this class is transformative to students invested in the intersection of creativity and activism, 2) Art and Public Engagement would be much better suited as a 300-level course. The transformation from a 100-level to 300-level course will require several things: 1. Developing lectures on some key aspects of Socially Engaged Art, most notably Early Signs of Social Engaged Art: Social Sculpture, Fluxus, and Early Performance; The History of Protest in the US; as well as Art and Everyday Life. 2. Finding and framing in-depth case studies of artist initiated projects with complex social frameworks. Examples of this could include Paul Chans production of Waiting for Godot in post-Katrina New Orleans or Rick Lowes Project Row Houses in Houston. Goals for this part of the curriculum re-vision would include: providing students with context for physical and social climate of the site of the project; collecting written resources from multiple points of view including the public, the art establishment, and the artist themselves; dissecting the artwork through a formal, conceptual, and social lens. 3. Developing projects with increasing complexity, while also maintaining feasibility for the time and scale of an academic semester. This course is a challenging course to teach because Socially Engaged Art endeavors are usually long-term and large-scale. In the context of this course I have worked and will continue to work to craft assignments that give students skills to develop and execute ambitious and sophisticated projects in the future, while letting them make strong student work within the confines of the semester. 4. Forging connections in Salem, Portland, and the greater Willamette Valley. Art and Public Engagement requires a commitment to community involvement. This is fostered through field trips and student initiated partnerships. This summer I hope to begin to make connections with people and organizations interested in this kind of work. One event on my agenda is PSU's Assembly, a 3-day community event dedicated to Social Practice. This event will take place in late-May or early June. 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