COURSE INFORMATION

DMA 160-2 | DIGITAL PHOTOGRAPHY | SUMMER SESSION C 2018

INSTRUCTOR:

Christina Yglesias

christinayglesias@gmail.com

Office Hours: Wednesdays from 12-1 in the classroom

M/W 1-5:45 PM

August 5th-September 12th

Broad Art Center Room 4220

DESCRIPTION

Covers technical, theoretical, and conceptual aspects of image making. Study consists of hands-on workshops, lectures, readings, and creative assignments. Students become knowledgeable in camera settings, exposure, lighting, and post-production software. Open to both beginners and students who want to deepen their knowledge of medium. Students dive into history and contemporary state of photography, focusing on role of medium as image-saturated place where fact and fiction coexist.

GRADING

Grades will be determined according to the following breakdown:

  • Project 1 25%
  • Project 2 25%
  • Project 3 25%
  • Participation 10%
  • Reading Responses 10%
  • Artist research project 5%

PARTICIPATION

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 anothers 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. The class period is long but there will be plenty of breaks so that we can remain focused and energized.

ATTENDANCE

Attendance is taken very seriously and is especially important since we only have 11 classes in the entire Summer Session (we have one class day off for Labor Day). Each unexcused absence will result in one full letter grade down (from an A to an B, for example). If there is an emergency and you must miss class, email me 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. Two results in one unexcused absence. The most important thing is to communicate with me honestly if you need to miss class or be late to class.

READING RESPONSES

Readings are assigned to complement the lectures and discussions so it is important to remain caught up on the readings. A short paragraph in response to the reading is due by the beginning of class of the due date. Responses are to be posted to class site by this time. You will be graded less on your writing style and more on your thoughtful responses to the content. In short, prove to me that you read the text and that you understood it and took something away from it. Reading responses are graded on a pass/fail basis and there are no make-ups for late responses. All readings will be available as PDFs and links. The majority of the readings are assigned from the book The Photograph as Contemporary Art (third edtion) by Charlotte Cotton, so if you’d like a physical copy of most of the readings, I recommend buying the book

PROJECT GRADING

There will be 3 projects during the semester, all weighted equally at 25 percent of your total grade. Each project will be evaluated on 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 will receive Cs.

LATE WORK

If you turn in a project late you miss the opportunity to share with your peers during the critique session and receive feedback, an important part of this class. If you don’t have a project done at the deadline, we will discuss an alternative deadline and one letter grade will be subtracted from that project. If you miss this second deadline, you will receive no credit for that project. Reading responses are graded P/F based on completion on the day they are due, these cannot be turned in late.

COMMITMENT TO DIVERSITY AND SAFER SPACES

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.

Statement adopted from voidLab at https://github.com/voidlab/diversity-statement.

DISABILITY SERVICES

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.

MENTAL HEALTH AND WELLNESS

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: https://www.counseling.ucla.edu. Phone: (310) 825-0768. An after-hours clinician is available 24/7.