DMA 154 | WORD + IMAGE | FALL 2018

M/W 9:00-11:50 AM

October 1st-December 5th

Broad Art Center Room 4250

INSTRUCTOR: Christina Yglesias

Office Hours: Mondays from 12:00-1 PM

TA: Erin Cooney

Office Hours: Tuesdays from 1-2 PM in Room 3211 (Grad Studio), Broad Art Center (if the door is locked, knock loudly)


Covers technical, theoretical, and conceptual aspects of the relationship between images and text. Study consists of workshops, lectures, readings, and quarter-long project. Students gain experience and knowledge in image creation, namely photography, and working with text, both in terms of writing and typography, culminating in book form.


Establish an understanding of the relationships between word and image through execution of quarter-long project.

Strengthen technical skills in digital photography, print and book-making, and typography. Strengthen working knowledge of Photoshop, inDesign, and Lightroom.

Learn about the work and practices of contemporary artists and designers who work with word+image.


In this class you will be creating one project, developed over time and broken down throughout the quarter into phases.  The content of the project is completely open, but it must demonstrate equal consideration for word and image, with the synthesis of word and image creating a third meaning impossible without the presence of both. Here is a short list of possibilities for content: history (at any scale: personal, local, national, global), ecology and history of a landscape or site (Center for Land Use Interpretation’s database is a great place for inspiration), social/political issues, an in-depth portrait of a person or community, poetry, archives and networks. Pick something that you are excited to work on for 10 weeks. Perhaps there is a subject that you have addressed in a recent project that you would like to expand upon or approach from a different perspective of medium. Your project may shift and develop as you work, but the sooner you arrive at an overall concept, the better off you will be.


Each phase will be turned in and presented digitally in individual meetings with the instructor and TA, unless otherwise indicated. Each phase assignment must be turned into the class cloud as a PDF by 9 AM of the phases’ due date. Create a folder with your name in the class cloud drop folder and name each phase file as follows: phase#_FirstName_LastName ex// phase2_Christina_Yglesias.pdf. This way, your cloud folder will remain organized as the quarter progresses.

Unless otherwise indicated, phase documents should be Letter Size (8.5 x 11) horizontal (most phase documents will be multiple pages), with a consistent grid and layout with your name, project name, and phase title. This layout may become a page in your final project, so design it accordingly. You may need to refine your grid template as the phases develop.


Grades will be determined according to the following breakdown:

  • Project final execution 30%
  • Project Phases 50%
  • Participation 10%
  • Reading Responses 5%
  • Artist research project and intro presentation 5%


Every student is expected to contribute to discussions, critiques, and our overall classroom environment. Work hard and show up to class prepared. Ask questions, share your ideas, and give one another thoughtful feedback during critiques. Respect one another and be aware of one another’s different backgrounds, experiences, and identities. Let’s work together to keep our classroom free of distractions and to remain present for one another. That means laptops closed during critiques and lectures, and phones tucked away during class time. Class work time is not to be used on projects for other classes. If you use class time to work on other work, you will be counted as absent for the day. There will be a break in the middle of class each day that we can remain focused and energized.


Attendance is taken very seriously. A lot of material will be covered in the ten weeks, making it easy to fall behind. Each unexcused absence will result in one portion of a grade down (A to A-, A- to B+, etc). Three unexcused absences will result in a failed grade in the class. If there is an emergency and you must miss class, email Erin before class. Absences will not be excused after the fact except in extreme circumstances. Illness requires a doctor’s note. If you are more than 10 minutes late, you will be marked tardy. If you are more than 30 minutes late, you will be marked as having an unexcused absense. Class will start promptly at 9:00 AM each day, if you are late you will miss material and will be responsible for catching up. Three tardies results in one unexcused absence. Ask Erin if you would like to check on your attendance record. The most important thing is to communicate with us honestly if you need to miss class.


Weekly readings are assigned to complement the lectures and discussions so it is important to remain caught up on the readings. Your response to the reading is due by the beginning of class (9 AM) of the due date. Responses are to be posted to the assigned google drive folder by this time. See the schedule for the specific details of each reading response prompt and for the link to the google drive folder. You will be graded less on your writing style and more on your thoughtful responses to the content. In short, prove that you read the text and that you understood it and took something away from it. Responses that do not demonstrate understanding of the text and/or that do not answer the prompt will receive a failing grade for that assignment. Reading responses are graded on a pass/fail basis and there are no make-ups for late responses.


This class is centered around a quarter-long project. The project is broken down throughout the quarter into phases with specific work and deliverables. You will be graded both on your finished project and your work at each phase. You must demonstrate effort, skill, and care at each phase as well as create a polished, complex, and conceptually interesting finished project. At each phase and for the final project, your work will be evaluated for conceptually creativity, technical skill, and demonstrated effort. Outstanding or exceptional work will receive As, good work will receive Bs, sufficient work that does nothing more than meet requirements on time will receive Cs.


If you turn in a phase late you miss the opportunity to receive feedback, an important part of this class. If your phase work is not done or is clearly lacking effort, your feedback session with the class or instructor and TA may be forfeited for that day. If you don’t have a phase done at the deadline, we will discuss an alternative deadline and one letter grade will be subtracted from that phase. If you miss this second deadline, you will receive no credit for that phase. Reading responses are graded P/F based on completion on the day they are due, these cannot be turned in late. Final projects cannot be turned in late except in extreme extenuating circumstances.


There will be two DMA evening lectures this quarter. You are required to go to at least one. Failure to do so will result in an unexcused absence.


We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively, if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor.

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UCLA strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on a disability, please let me know as soon as possible. It is necessary for you to register with the UCLA Center for Accessible Education so that we can establish reasonable accommodations. After registration, make arrangements with me to discuss how to implement these accommodations.


As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, depression, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. UCLA offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, consider utilizing the confidential mental health services available on campus. I encourage you to reach out to the Counseling & Psychological Services (CAPS) for support. For more information visit: Phone: (310) 825-0768. An after-hours clinician is available 24/7.